Galvanic or Voltaic Cell Definition

A galvanic cell is a cell where chemical reactions between dissimilar conductors connected through an electrolyte and a salt bridge produce electric energy. A galvanic cell can also be powered by spontaneous oxidation-reduction reactions. Essentially, a galvanic cell channels the electrical energy produced by the electron transfer in a redox reaction. The electrical energy or current may be sent to a circuit, such as in a television or light bulb. The electrode of the oxidation half-cell is the anode (-), while the electrode of the reduction half-cell is the cathode (). The mnemonic The Red Cat Ate an Ox may be used to help remember reduction occurs at the cathode and oxidation occurs at the anode. A galvanic cell is also called a  Daniel cell or a voltaic cell. How to Set Up a Galvanic Cell There are two main setups for a galvanic cell. In both cases, the oxidation and reduction half-reactions are separated and connected via a wire, which forces electrons to flow through the wire. In one setup, the half-reactions are connected using a porous disk. In the other setup, the half-reactions are connected via a salt bridge. The purpose of the porous disk or salt bridge is to allow ions to flow between the half-reactions without much mixing of the solutions. This maintains charge neutrality of the solutions. The transfer of electrons from the oxidation half-cell to the reduction half-cell leads to a buildup of negative charge in the reduction half-cell and of positive charge in the oxidation half-cell. If there were no way for ions to flow between the solution, this charge build-up would oppose and half the electron flow between the anode and cathode.

Creative Writing Alternate Jack and the Beanstalk

Jack Episode IV: The Magical Key Jack is your normal, everyday 15 year old kid. Since he could remember, he has always had to do without many possessions in his life. But he has always been happy-go-lucky, yet somewhat careless with his thoughts and actions. They lived in a rundown apartment building in the slums, and have been selling their possessions and finding miscellaneous jobs and tasks just to make it by. Jack was down to his last few cd’s and just a couple of dvd’s, while his mother was down to her collection of Shirley Temple porcelain plates that had a lot of sentimental value, but carried a decent value. So, she sent him down to the pawn shop to sell off the remaining items they had, to be able to make it through†¦show more content†¦As he walked through the door, he was shocked at the fact that the building that was quite small in appearance from the outside was massive once in the door, and continued on for what looked like forever. As he walk do wn the corridor, he was approached by a strange looking woman, wearing a long red coat, and her hair in a messy state, as it looked as if not to be washed or properly taken care of for many years. He asked her â€Å"What is this place?† She replied, in a raspy voice â€Å"This is the kingdom of Idd, and you are standing in what used to be the king’s foyer.† She went on to tell him of a tyrannical ogre that wanted the riches and spoils the king possessed. She went on to tell him â€Å"The ogre stormed the kingdom in the middle of the night, on a rampage through the castle itself, making his way up to the king’s chambers. Once there, he slaughtered the king, and made his way down the hallway to where the children slept, and did the same thing to all 5 children as they slept. The queen of the castle was not in the castle that night, along with 1 of the children. She had been called away on pressing matters in another kingdom and had taken her younges t son with her.† Jack stood with his jaw dropped, unable to really comprehend what was being told to him. â€Å"She fled to another realm knowing that she needed to keep her son and herself safe. She took the child to a city in the underworld, not

Graphic Design Free Essays

Visual communication is the transformation of thoughts and ideas into pictures, photos, graphs and drawings. It is considered as the most interesting and fascinating form of communication because of the creativity it contains and the vision it requires. According to Wikipedia, visual communication is most commonly used daily when surfing the internet because a person uses his eyes to view the websites therefore the content of the website should be clear and understandable for the viewer’s eyes. We will write a custom essay sample on Graphic Design or any similar topic only for you Order Now It is usually practiced by using the means of graphic design in order to put across their ideas into pictures or real life projects. This paper will talk about Graphic design, Graphic Designers, the steps a person needs to take to become a graphic designer, all the different fields in graphic design and the way the United Arab Emirates supports its students and future designers. Graphic designers are needed in all types of corporations including commercial and entertainment businesses. In accordance to Wikipedia, â€Å"graphic design is the process of communicating visually using text and images to present information. In contrast to what people might think, graphic design â€Å"often refers to both the process (designing) by which the communication is created and the products (designs) which are generated. † In order for a person to choose graphic design as a career path , that person should be exceptionally creative and artistic, capable of working under pressure to meet de adlines, and has the ability to communicate well with others because his job description will oblige him to correspond with clients frequently and execute their requirements and desires in his/her work. In reference to newsbytes, a graphic designer should be well aware of the functionality of his/her design rather than just being worried about meeting with the client’s request. â€Å"Give clients what they really need, not what they say they need† says Brad Husick, director of marketing for Clement Mok Design. Since graphic designers are responsible for designing the layouts of books, magazines, journals, websites and advertisements, they should always try to modernize their ideas by time in order for their business to receive more clients and become more successful. Another requirement of becoming a graphic designer is to receive a certificate that proves the person is capable of using any program that is relevant to design, since employers won’t request work experience but they would rather have a person with skill rather than experience (The Advertiser, March 1991). There is a long list to go through in order for a person to choose what part of graphic design he/she want to specialize in. That list includes creative director, layout artist, brand identity design, logo designer, flash designer, illustrator, technical illustrator, Photoshop artist, multimedia designer, photographer, prepress technician and a web designer. Each of these job titles has responsibilities such as, a creative director is responsible for â€Å"making sure that each of these workers produce and complete their work on time and to the client’s satisfaction. † A logo designer’s job is â€Å"to provide a new and innovative way to express the key message of a company through a recognizable image. And a web designer ‘s job is to create the pages, layout, and graphics for web pages, they play a key role in the development of a website. † Each one of these jobs requires different courses, different certificates, and different experience, but they all share the sense of creativity and inventiveness in them. They also require a sense of â€Å"visual and organizational s kills† in order for them to complete their vital duties towards the customers and their requests. In addition, these jobs require attention to detail, problem solving skills, and an up to date knowledge of using new design software. As for graphic designers in the United Arab Emirates, they are mostly local women who aspire to play an important role in the development in their country and hope to offer back just a part of what their country offered them as of education and job opportunities. I interviewed a small number of Zayed University Graphic design students, who are exceptionally enjoying their courses and university experience, partly because of the encouraging and artistic environment that surrounds them from teachers, colleagues and administrators. A graduated student commented on her own work â€Å"after accomplishing your design and perfecting it, you get a great sense of satisfaction and contentment from within. † (AlSiri,F. )She also talked about how her family are exceedingly supportive to her studies and designs and continuously try to help her improve her designs and outcomes. The majority of the students agreed that their university is tremendously encouraging and that their teachers are always enthusiastic about their work and designs and re continuously motivating them to work harder and achieve higher positions. They also praised the encouragement and support of His Highness Sheikh Mohammed Bin Rashed Al-Maktoum for the female students who are trying their best to fulfill their dreams and improve the development of their country, whereas he has made everything uncomplicated for them and helped them by promoting women as leaders and motivating women to head their own businesses and offices through his Highnessà ¢â‚¬â„¢ establishment for supporting small businesses. In conclusion, graphic design is an extremely interesting but difficult profession that requires a variety of skills due to its involvement in both art, I. T and communication. Whereas a graphic designer should learn how to communicate well with his clients, as a part of his job, in order for him to succeed and complete his work creatively yet to the client’s liking. Additionally, a graphic designer should be very accurate with his deadlines and might sometimes renounce the privilege of sleep, rest or food just to complete his requested orders and tasks. This career path is proven to be for individuals that have the ability and will to work hard and part of a team in order to accomplish the impossible, it also requires a passion for creating new designs and accepting criticism from people with different tastes. Communication research paper Graphic Design How to cite Graphic Design, Papers

English Language and Composition Deconstruction free essay sample

Utilitarianism holds that the moral worth of an action is determined by its outcome, and is often described by the phrase the greatest good for the greatest number of people. This passage focuses on what Mills perceives as Bentham’s lack of empathy, the ability to emotional identify with other people. Mills ascribes this lack of emotional depth to Bentham’s life which was without the hardships or challenges most people experience. [pic] 1. In the passage, the authors overall attitude toward Bentham can best be described as A) grudgingly appreciative B) cleverly nonjudgmental C) bitterly disillusioned This passage focuses on Bentham’s limited vision and is thus essentially negative (E), although it is neither vicious nor sarcastic (D). It is neither bitter nor disillusioned (C). Since it focuses on Bentham’s limitations, it is judgmental (B). 2. Which of the following best describes the function of the second sentence (lines 3-9) in the first paragraph? A) It qualifies and expands the opening sentence. B) It focuses on qualities Benthams language lacks. (C)It compares Benthams skills to those of other writers. (D)It provides an example of a brief digression. E)It signals a transition in thought from the opening sentence. 2. Answer: A The function of the sentence is to qualify â€Å"the certain degree† of Bentham’s endowments and to expand on the idea of these endowments (A). Although it does refer to the qualities Bentham’s language lacked, that was not its primary function (B), nor is its primary function to compare him with other writers (C). It is not a digression nor is it a transition of thought from the opening sentence since it does not lead to a new topic (D). 3. The authors discussion of Benthams ability to use imagery (lines 1-9) is best described as one of The author is not establishing his credentials as a historian, only that he is well read (A). He is not clarifying the previous sentence but providing examples to support it (B). He is not writing about poets, but historians (D) nor is he differentiating historians from poets, but focusing on the importance of the knowledge of human nature (E). 7. One purpose of the first paragraph is to (A)suggest that beauty is not an essential element of good art (B)discount the importance of imaginative thinking C) distinguish between two types of imagination D) suggest that artistic creativity is compromised by social responsibility E)reinforce popular views of creative imagination 7. Answer: C One of the purposes of the first paragraph, which deals with the importance of Imagination, which the author ties to empathy, is to distinguish between Imagination in the â€Å"popular sense,† which is the use of imagery and metaphor, and the author’s conception of Imagination as empathy (C) . He is not discussing either beauty nor art (A), and does not discount the importance of imaginative thinking, which he applies to empathy (B). He does not address the role of social responsibility (D) and is writing to discuss an alternative view of imagination, not reinforce the popular view. . Which of the following best describes the rela- tionship between the first paragraph and the second paragraph? (A)The second paragraph uses the claims made at the end of the first paragraph to examine an individual. (B)The second paragraph continues to expand the definition of imagination begun in the first paragraph. (C)The second paragraph supports the claim in the opening sentence of the first paragraph. (D)The second paragraph presents a more balanced view of Bentham than does the first paragraph. (E)The second paragraph supports the theme of the first paragraph by references to scholarly research. 8. Answer: A The best description of the relationship between the first and second paragraph is that the second paragraph applies the general points made in the first paragraph to a specific individual, Bentham (A). It does not continue to expand the definition but to apply it to an individual (B), nor does it support, but contradicts the first sentence, focusing on Bentham’s limitations (C). The first paragraph is primarily about the concept of Imagination rather than Bentham (D). There is no reference to scholarly research, only allusions to respected authors (E). 9. The stylistic feature most evident in lines 32-62 (By these ay read) is the use of A) series of prepositional phrases B) repeated syntactical patterns C) metaphor D) analogy (E)allusion 9. Answer B This question asks for the identification of a stylistic feature. The most evident is the use of metaphors such as â€Å"He was a boy†¦. † â€Å"never was awakened in him† â€Å"never been made alive† (B ) There is no repetition of prepositional phrases (in time, at home) (A) nor repeated syntactical (sentence) patterns (C). There are neither direct analogies (comparisons) (D) nor allusions (references to books or other things outside the text) (E). 10. Which of the following rhetorical devices is used n lines 35-38 (He had neither satiety)? A) Antithesis B) Oxymoron C) Euphemism D) Personification (E)Apostrophe 10. Answer A This question asks for the identification of a rhetorical device. It is antithesis, the contrasting of ideas in a balanced phrase, â€Å"internal experience nor external†¦Ã¢â‚¬  (A). It is not oxymoron, the combining of contradictory terms (deafening silence) (B). It is not Euphemism, an inoffensive or indirect expression that is substituted for one that is considered offensive or too harsh (passed away for died) (C). It is not Personification, a description of something nonhuman in human form (the sun smiled at us) (D). It is not Apostrophe, an address some absent person or thing (Come, you spirits That tend on mortal thoughts†¦. ) (E). 11. In lines 35-48 (He had neither in him), the author suggests that Bentham A) writes without a clear purpose B) has a fear of human aberration C) cannot understand strong human feelings D) does not value information based on observation (E)has little respect for others opinions 11. Answer: C The author suggests that Bentham cannot understand strong human feeling, his major weakness (C). He is not referring to Bentham’s writing style (A) nor is there any indication of a fear of human aberration or deviance (B). Bentham does value information based on observation but had limited life experience which limited his observation to the empirical (factual/scientific) (D). There is no reference to other’s opinions (E). 12. In the context of lines 43-48, Self-consciousness means A) awkwardness B) caution C) shame D) idealism (E)introspection 12. Answer E In the context of lines 43-48, â€Å"Self-consciousness† means consciousness of oneself or introspection (E). There is no indication of awkwardness (A), caution (B), or shame (C). Bentham was not idealistic (D). 13. The author most likely includes the clause He aw accordingly in man little but what the vulgar- est eye can see (lines 59-60) in order to (A)convey the limitation of Benthams perception (B)illustrate Benthams preoccupation with base and coarse actions (C)suggest that Bentham could see nothing good in others (D)imply that Bentham had no sympathy for others misfortunes (E)suggest that Bentham understood the common people best 13. Answer A The author includes the clause â€Å"He saw accordingly in many little but what the vulgarest eye can see† in order to elaborate on Bentham’s lack of emotional depth and understanding (A). Bentham is not preoccupied with common or crude actions (B). The author does not suggest that Bentham could see nothing good in others, just that his emotional understanding was limited (C). Bentham is not unsympathetic, just lacked empathy (D) and had no special understanding of anyone (E). 14. The authors attitude toward Benthams abilities as a writer might be best described as (A)dismissive because of the narrowness of Benthams experience and understanding (B)jealous because of Benthams undeserved success and happiness (C)undecided because of the paucity of information about Benthams life D)disapproving because of the uniformly serious tone of Benthams prose (E)appreciative because of the accuracy of Benthams observations 14. Answer A Overall, the author’s attitude toward Bentham’s ability as a writer is negative or dismissive because of Bentham’s limitations (A). There is no indication of jealously, only an element of pity (B). He clearly is not undecided, no r is there any indication of a lack of information (C). The author’s negativity does not come from Bentham’s tone, but Bentham’s limitations (D). The author does not really address Bentham’s observations except that they are limited (E). 5. The author characterizes Bentham primarily as an individual who A) has been wrongly ignored B) lacks poetic insight C) is too uncompromising D) has a childlike sense of fantasy (E)has a highly idiosyncratic style 15. Answer B The author’s primary characterization of Bentham is as someone who lacks poetic (emotional) insight (B). He does not say that Bentham has been ignored (A). There is no discussion of Bentham as uncompromising (C). While Bentham may be childlike in his lack of emotional depth, he is not characterized as childlike (D). The author’s primary concern is emotional depth, not style (E). 6. The area of experience of which Bentham is said to be most ignorant is the A) intellectual B) practical C) emotional D) analytical (E)moral 16. Answer C The are a of experience of which Bentham is most ignorant is emotional, due to the lack of challenge in his personal life (C). His lack is not intellectual (A) or analytical (D) but emotional/empathetic. He is practical (B) and there is no indication that he is immoral (E). 17. The passage as a whole is best characterized as A) a personal reminiscence B) a treatise on style C) a critical evaluation D) an ironic attack (E)a factual report 7. Answer C The passage as a whole is a critical evaluation of Bentham and his limitations (C). It is not a personal reminiscence since there is no reference to a personal relationship (A). While it touches briefly on style, it does so only in passing (B). It is not ironic, and while critical of Bentham’s limitations, is not an attack (D). While it may contain factual information, that is not its purpose (E). Essay 2 This excerpt, written in 1940, from an autobiographical essay by W. E. D. B. Dubois (unidentified in the excerpt), portrays the emotion al trauma of his experience of segregation. Dubois was an early civil rights activist who countered B. T. Washington’s philosophy of accommodation to segregation and elevation of the race by hard work, with calls for active protest. In this essay, Dubois conveys the psychological impact of a system of segregation. He does this within the intellectual context of history, his life experience, as well as his experience at Harvard University (where he was the first African American graduate) and lecturing in Germany. [pic] 18. The speakers primary purpose in the passage is to (A)justify the need for class structures in the modern world B)seek restitution for wrongs committed against him (C)establish the major distinctions between race issues and class issues (D)convey the psychological impact of a system of segregation (E)condemn physical force as a means of maintaining segregation 18. Answer D This question asks for the primary purpose of the passage as a whole. Beginning with the scholarly and moving to the personal, the author conveys the psychological impact of segregation (D). He is clearly not justifying the need for class structures in the modern world but showing the damage they do to individuals (A). He does not seek restitution (payment to the victims to compensate for damages) (B). He is showing the connection between race and class issues rather than making distinctions (C). While we can assume his condemnation of physical force, he is primarily presenting the effect of social and psychological forces (E). 19. Line 7 (continually knocking his hands, head and heart) provides an example of A) antithesis B) alliteration C) apostrophe D) analogy (E)anticlimax 19. Answer B Line 7 provides an example of alliteration, the repetition of initial consonant sounds â€Å"his hands, head, and heart† (B). There is no antithesis, the juxtaposition of contrasting ideas in balanced phrases (â€Å"Youre easy on the eyes, hard on the heart) (A), nor apostrophe, an address to a person or intagible (Bright star, would I were steadfast as thou art) (C). There is no analogy, the comparison of two pairs which have the same relationship (Memory is to love what the saucer is to the cup. ) (D). It is not an anticlimax, the usually sudden transition in discourse from a significant idea to a trivial or ludicrous idea (He has seen the ravages of war, he has known natural catastrophes, he has been to singles bars. ) (E). 20. The series of phrases in lines 12-14 (in muscles became divine) suggests the (A)uncertainty that people felt about their own social class (B)internal conflicts rampant in a rigid class system (C)many ways that class structure was maintained (D)inability of government to rule without the support of religion (E)transition from a society ruled by force to one ruled by law 20. Answer C The series of phrases lists the many ways the class system was maintained (C). It has nothing to do with any uncertainty that people felt (A), or the internal conflicts of the class system, even though it was brutally maintained (B). The reference to religion implies the use of religion by government, not its dependence upon it (D). The list moves from brute force to law and religion; these existed together and the order does not imply a transition or movement (E). 21. In relation to the rest of the passage, the first paragraph provides (A)historical information that illuminates the speakers own circumstances (B)an analogy that puts the reader in the same situation as that in which the speaker exists (C)a comparison between the life of sixteenth- century artisans and twentieth-century artists (D)conflicting statements about the social position of artisans in Europe E)a personal reminiscence that alters the speakers views 21. Answer A The first paragraph provides a parallel between the 16th century and the present oppression experienced by the speaker (A). It is not an analogy, a comparison of two pairs which have the same relationship, since it is not putting the reader in the same situation as that in which the speaker exists (B). It is not a comparison of artists, but of oppressed peoples (C). There are no conflicting statements about the artesians in Europe (D). Although there are personal reminiscences (stories from memory), they illustrate rather than alter the speaker’s views (E). 2. The second paragraph is significant in that the speaker (A)cites a counterexample to that in the opening paragraph (B)makes use of the power of personal experience (C)outlines his assumptions about the readers experiences (D)traces the history of modern discrimination (E)utilizes eyewitness accounts to document claims 22. Answer B The second paragraph is significant in that the speaker makes use of the power of personal experience (B). The examples are not counterexamples (examples that refute or disprove an idea) to the opening paragraph, but establish a contemporary parallel to it (A). It does not outline his assumptions of the reader’s experience but details the author’s own experience (C). It traces the author’s experience of discrimination rather than outlining a history of discrimination (D). The only eyewitness accounts of his claims are the author’s and these are limited to generalities rather than accounts of specific experiences (E). 23. The word education (line 24) refers to A) formal learning in school B) independent learning gained from personal reading C) learning acquired through recitation D) learning obtained through experience E)learning influenced by parents 23. Answer D The word education in line 24 refers to the education of first hand experience (D). It does not refer to formal learning in school (A), or to independent learning from reading (B), nor does it refer to recitation (C). There is no reference to parents (E). 24. In context, the phrase sleepless vigilance (line 27) suggests A) a nervous inability to sleep B) an obsessive concern for safety C) the relentless desire for freedom D) the disruptive ferment of new ideas (E)the determined enforcement of a system 24. Answer E In context, the phrase â€Å"sleepless vigilance† in line 27 refers to the comprehensive system of constraints that maintain segregation (E). Sleep is used metaphorically, not literally (A). Vigilance refers to oppression, not safety (B) or the desire for freedom (C). The vigilance is to maintain oppression, not to enforce it (D). 25. The speaker uses lines 30-40 (I could not largely excluded) primarily to (A)emphasize the effects of racism by cataloging his experiences (B)criticize past social practices in discriminatory countries (C)signal a shift in focus that will be discussed subsequently (D)illustrate the fear that made it difficult for im to write (E)decry the injustices suffered by all peoples in subordinate stations 25. Answer A The speaker uses these lines to list the ways racism has impacted every aspect of his life (A). It is to detail his own experience in America rather than to criticize past social practices in other countries (B). It does not signal a shift in focus but serves to strengthen his argument through personal experience (C). There is no indication that he had difficulty in writing, although he was limited in what he could publish (D). While he implies a universality of his experience to all African Americans, he focuses on his own experience. 6. As used in line 55, gainsay is best interpreted to mean A) deny B) deplore C) articulate D) reiterate (E)emphasize 26. Answer A The word â€Å"gainsay† in context is best interpreted as something that was impossible to deny (A). Impossible to deplore is the opposite of the way it is used here (B). It is not impossible to articulate, or express in detail, since that is exactly what the author is neither doing (C), nor it is impossible to reiterate, or state again (D). Since the author is emphasizing the effects of racism it is not impossible to emphasize it (E). 27. The speaker uses the word impossible twice at the beginning of the final paragraph (line 55) in order to (A)contrast the ironic first use of the word with the straightforward second use (B)return to the writing style used in the first paragraph of the essay (C)explore the development of a logical argument (D)imply that all impossibilities are created by humans (E)highlight the strong feelings that the subject engenders 27. Answer E The speaker’s use of â€Å"impossible† twice in the beginning of the final paragraph emphasizes his strong feelings of frustration (E). Both words are used in a straightforward way (A). The writing style in the final paragraph is more emotional then the first, so it is not a return (B). While it may be true that all impossibilities are created by humans, the final paragraph focuses on the effect of segregation on the author’s emotional state (C). The final paragraph is emotional rather than logical (D). 28. The effectiveness of the final paragraph is primarily a result of its A) demand for immediate action B) reliance on extended metaphor C) use of specific example D) tone of defensiveness (E)investigation of a claim 28. Answer C The effectiveness of the final paragraph is primarily a result of its use of the specific example of the African American friend on the train being mistaken for a service worker (C). It is not a demand for action (A). The example is not a metaphor (B). The tone is one of frustration and perhaps anger, not defensiveness (D). He is not investigating a claim, he is denouncing the reality that exists (E). 29. The final sentence of the passage (lines 58-64) moves from (A)conveying a private awareness of an injustice to covering up its public aftermath (B)relating an incident to decrying its implications C)citing universal truths to searching for exceptions (D)expressing an idea to demanding punishment for an action (E)showing forgiveness to taking personal responsibility for a mistake 29. Answer B The final sentence of the passage moves from relating the incident (friend on the train) to decrying its implications (inescapable sign of slavery) (B). There is no cover up (A). It does not mov e from a universal truth but toward one (C). There is no demand for punishment (D). There is no show of forgiveness nor is there any indication that the lady on the train took personal responsibility for her mistake (D). 30. The speakers tone might best be described as A) callous and reckless B) petulant and critical C) resigned and reconciled D) detached but hopeful (E)civil but angry 30. Answer E The speaker’s tone might best be described as civil (polite) but angry (E). It is not callous (emotionally hardened) nor reckless (A). It is not petulant (Cranky/easily irritated) although it is angry and is critical of American society (B). It is neither resigned (passively accepting) nor reconciled (accepting as inevitable) (C). It is neither detached (emotionally uninvolved) nor hopeful (D). 31. The primary imagery of the passage is that of A) flight B) creation C) confinement D) darkness (E)punishment 31. Answer C The primary imagery of the passage is that of confinement, being limited (C). He cannot fly or run away from segregation (A) and nothing is being created (B). While the mood may be dark, the imagery is not (D). While the author does feel unjustly punished by the effects of slavery and segregation, punishment is not a central image (E). Essay 3 This excerpt is from a recent work examining Benjamin Franklin from a contemporary perspective. The author feels that Franklin would be quite comfortable in modern America. He examines those critical of Franklin and cautions us to not mistake the image of himself that Franklin developed in his autobiography with the deep values that motivated him. It contains an extensive footnote exploring the use of the word â€Å"meritocracy† as it is used in the essay and its origin and development as a term. [pic] 32. The device used in lines 8-17 (We can values) to convey Franklins character is A) allusion B) hypothetical examples C) extended simile D) refutation of assumed traits (E)argument based on personal attack 32. Answer B The device used in line 8-17 to convey Franklin’s character is a series of hypothetical examples, imagining Franklin in contemporary situations (B). There are no allusions (brief references to a person, place event, or to another literary work) (A). There are no similes (comparisons using like or as) extended or not (C). He is not refuting (anticipating and countering opposing points of view) anything (D). There is no personal attack (E). 33. The rhetorical purpose of lines 14-17 (And we values) is to (A)assert that the contemporary view of Franklin distorts his accomplishments (B)suggest that Franklin did not balance his ursuits particularly well (C)encourage the reader to analyze present-day leaders in the light of Franklin (D)make Franklin seem more morally upright than he may actually have been (E)prompt the reader to feel kinship with Franklin on the basis of the challenges he faced 33. Answer E The rhetorical purpose (author’s purpose) of lines 14-17 is to prompt the reader to see Franklin as someone we could relate to in a modern setting, based on his attempts to balance reputation, wealth, earthly virtues, and spiritual values (E). The author sees Frankin’s accomplishments as enhanced by a contemporary view (A). He praised Franklin for his attempts to balance his pursuits (B). There is no comparison of Franklin to contemporary leaders (C). There is no attempt to make Franklin seem morally upright (D). 34. This item was not scored. 35. The first paragraph characterizes people in the contemporary United States primarily as A) charitable yet exacting B) zealous yet deceitful C) self-effacing yet proud D) genial yet self-interested (E)mean-spirited yet honest 35. Answer D The first paragraph characterizes people in the contemporary US primarily as genial (sociable – networker, having a beer, sharing) and yet self-interested (D). There is no reference to charitable (giving to the needy) or exacting (demanding perfection) (A). There is neither a reference to being zealous (filled with enthusiasm for a cause) or deceitful (dishonest) (B). Contemporary people are described as neither self-effacing (humble) nor proud (C). They are not characterized as either mean-spirited or honest (E). 36. They in line 21 of the passage refers to people who (A)disagree that Franklins life exemplifies commercial values (B)want to reevaluate the importance of Franklins writings (C)believe that Franklins legacy is not appreciated sufficiently D)have reservations about Franklins values (E)want others to be as inspired by Franklin as they have been 36. Answer D â€Å"They† in line 21 refers to people who have reservations (limited acceptance) about Franklin’s values. There is no reference to commercial values, other than practicality (A), and these are not people who want to reevaluate Franklin’s writing, but do have an opinion (B). These are not people who think Franklin is underappreciated (C), nor are they particularly inspired by Franklin or actively promoting him (E). 37. The misunderstanding discussed in lines 35-37 is that many who study Franklin A)ascribe greater geniality to Franklin than his actions support (B)confuse Franklins public statements with his private beliefs (C)believe that Franklin had a fundamental faith that in fact he lacked (D)do not study the public Franklin enough to understand him thoroughly (E)rely too much on government records in then- analysis of Franklin 37. Answer B The misunderstanding discussed in lines 35-37 is that many who study Franklin confuse his public statements â€Å"moral maxims† for his private beliefs â€Å"fundamental faiths† (B). Geniality here refers to the tone of his public statements, not Franklin himself (A). The sentence states that he was motivated by â€Å"fundamental faiths† (C). These â€Å"many who study Franklin† are people who do understand him (D). There is no reference to government records (E). 38. The final paragraph (lines 30-37) functions as (A)a repetition of the views previously established B) a diatribe against those who devalue Franklin C) an authorial judgment about a preceding discussion (D)a critique of Franklins autobiography (E)a controversial conclusion to a contentious debate 38. Answer C The final paragraph functions as the authorial (from the author) judgment about the preceding discussion (C). It introduces new ideas so it is not a repetition (A). It is not a diatribe (angry criticism) (B). It is not a critique (a critical review evaluating something) nor does it directly reference Franklin’s autobiography (D). The conclusion is not controversial nor is the debate contentious (quarrelsome) (E). 39. Which of the following sentences best represents the authors main point in the passage? (A)Franklin has a particular resonance in twenty-first-century America. (lines 1-2) (B)We would admire both his earnestness and his self-aware irony. (lines 13-14) (C)Some who see the reflection of Franklin n the world today fret about a shallowness of soul and a spiritual complacency that seem to permeate a culture of materialism. (lines 18-21) (D)They regard Franklin as an exemplar of the personal character and civic virtue that are too often missing in modern America. (lines 27-29) (E)Both sides too often confuse him with the striving pilgrim he portrayed in his autobiography. (lines 33-35) 39. Answer A The author’s main point in the passage is that Franklin is relevant for 21st century America (A). While we would admire both Franklin’s earnestness and his self-aware irony, self-aware irony is not the main point (B). Though some see Franklin as a negative (C) and others as a positive (D) these are not the author’s focus. Similarly, when the author concludes that both sides confuse him with the â€Å"striving pilgrim† in his writing, this is not the point the author is making. 40. This passage is most probably excerpted from A) an article about Franklin in a business journal B) a work of cultural criticism attacking Franklin for the decay of traditional values C) a book about Franklins scientific research D) a biography of Franklin intended for a general audience (E)a newspaper account of historians onflicting views of Franklin 40. Answer D The article is most probably excerpted from a biography of Franklin intended for a general audience (D). Since the author does not focus on business (A) or science (C), specialized journals would be unlikely to publish this general article. The author does not blame Franklin for the decay of traditional values, although he states that some others might see him as a reflection of this decline (B). While the passage does deal with conflicting views of Franklin, both the style of writing and the extensive footnote would not be characteristic of newspaper writing. In addition, the author’s main purpose is not to contrast the two views, but to argue that Franklin â€Å"has a particular resonance† for our times (E). 41. The main purpose of the footnote is to A) introduce readers to an ongoing discussion B) explore an alternative solution to a problem C) document the authors credentials D) list all possible sources available on a topic (E)explain the authors bias against another historian 41. Answer A The main purpose of the footnote is to introduce the readers to the ongoing discussion of the word â€Å"meritocracy† (A). It does not explore a problem, but the use and history of the word (B). While the scholarly footnote may help establish the author’s credibility, it does not document his credentials (C). It lists two uses of the term not all the possible sources (D). There is no indication of bias (E). 42. In the second line of the footnote, the number 31 most probably indicates the (A)page of the Weekly Standard on which the reference appears (B)edition of the Weekly Standard in which the article appears (C)volume number of the Weekly Standard in which the article appears (D)page in the authors book where the citation ppears (E)number of times in the authors book that the citation appears 42. Answer A In the second line of the footnote, the number 31 indicates the page number since it is at the end of the citation (A). Neither the edition (B) nor volume (C) numbers are listed and, if present, would be placed after the title of the periodical, Weekly Standard. It is clearly from the article b y Brooks since there is no reference to the passage’s author (other than Brooks) in the citation (D). If the citation appears in the author’s book multiple times, it would not be written in this form (E). 3. Answer E In the footnote, the author uses the phrase â€Å"somewhat ironically† primarily to comment on the irony that an author writing about social mobility based on merit became a Lord, gaining a hereditary title and social position having nothing to do with merit (E). He is not satirizing the author’s view (A) nor saying that the author is not the inventor of the phrase (B). Since he is simply providing information on the origin of the term rather than arguing a position, he is not eliciting support from readers (D). 43. In lines 7-8 of the footnote, the author uses the hrase somewhat ironically primarily to (A)satirize a rival authors narrow view of what constitutes merit (B)disparage an authors claim to being the inventor of a phrase (C)engage t he reader in thinking about the limits of the role of social thinkers (D)elicit support from readers who do not approve of the British monarchy (E)comment on the apparent disparity between an authors views and his social rank 44. In the last sentence of the footnote, the word it refers to A) Yuppie (line 1 of the footnote) B) meritocracy (line 2 of the footnote) C) vision (line 4 of the footnote) D) social mobility (line 5 of the footnote) (E)dismissive term (line 10 of the footnote) 44. Answer B The â€Å"it† in the last sentence of the footnote refers to (is the antecedent to) to meritocracy (B). The word â€Å"Yuppie† refers to Franklin (A). Both â€Å"Vision† (C) and â€Å"social mobility† (D) are part of the definition, not the word itself (C). The â€Å"dismissive term† is meritocracy, not â€Å"yuppie† (E) 45. Which of the following is an accurate reading of the source for the quotation in the last sentence of the footnote: social order [that] follows the principle of careers open to talents? A)Brooks, David. Our Founding Yuppie, Weekly Standard, Oct. 23, 2000, 31. (B)Brooks, David. A Theory of Justice. Cambridge: Harvard University Press, 106. (C)Young, Michael. The Rise of the Meritocracy. New York: Viking Press, 1958. (D)Rawls, John. A Theory of Justice. Cambridge: Harvard University Press, 1971, 106. (E)Rawls, John, and Dav id Brooks. Found in Weekly Standard and A Theory of Justice. Reprinted by permission. 45. Answer D An accurate reading of the source for the quotation in the last sentence of the footnote is the citation that immediately precedes it (D). It is not from Brooks, from whom the information at the beginning of the footnote came (A) (B), nor is it from Young’s book, the originator of the phrase (C). It is not Rawls and Brooks, since they are authors of separate works (E). Essay 4 This passage from an essay by contemporary American writer, Joyce Carol Oats, was published by Ontario Review Press, a journal and later a publishing company founded by Oates and a partner, two Americans working and teaching in Canada. It was intended to bridge the gap between the literary communities of both countries. It later moved to the US when Oates took a position at Princeton University. It has published many of Joyce Carol Oates’ works. In this essay, Oates discusses the difference between Joyce Carol Oats, â€Å"I† and â€Å"JCO,† the writer, which Oats identifies not as a person but a process which operates through her but is distinct from her. She goes on to generalize this distinction between the individual and the artist, then returns to herself. [pic] 46. In line 1, the phrase to that other primarily does which of the following? (A)It explains why the statement nothing ever happens (line 1) is true. (B)It identifies the one to whom nothing ever happens (line 1). (C)It indicates uncertainty by inverting normal ord order. (D)It suggests that what appears to be a fact is not. (E)It undermines a generally accepted view. 46. Answer B In line 1 the phrase â€Å"to that other† primarily identifies the one to whom â€Å"nothing ever happens†, â€Å"JCO†, the process (B). It does not explain the statement but identifies to whom it is that nothing ever happens (A). The word order is not inverted or reversed (subject/verb to verb/subject) (C). What Oates says is a fact, is that nothing ever happens to â€Å"JCO† the writing process. She believes this is true since â€Å"JCO† does not age etc. and is frozen in the piece of writing (D). Although most readers would not make the distinction between â€Å"I† and ‘JCO,† the phrase does not undermine the generally accepted view since its function is to identify (E). 47. In relation to the first sentence (line 1), the second sentence (lines 2-6) serves to (A)introduce a persona that contrasts with the one introduced in the first sentence (B)simplify the figurative language used in the first sentence (C)explain how the oxymoron found in the first sentence is not really true (D)use metaphorical language subtly to contradict the first sentence (E)undermine the distinction between fact and fiction that was stated in the first sentence 7. Answer A A persona is the role that one assumes or displays in public or society as distinguished from the inner self. In relation to the first sentence, the second sentence introduces the persona of â€Å"JCO† that contrasts with the one, â€Å"I†, introduced in the first sentence (A) There is no figurative l anguage such as simile or metaphor in the first sentence, although there is in the second (B). There is no oxymoron (combination of contradictory terms, as in a â€Å"deafening silence†) in the first sentence (C). The use of metaphor serves to illustrate abstract concepts and relationships rather than to contrast with the first sentence (D). It further develops the distinction rather than undermines it (E). 48. In line 9, the author argues that the difference between writing and writers is primarily that the (A)person doing the writing can never really understand the truth expressed in the writing (B)person doing the writing has more in common with other writers than with the writing that she or he produces (C)person doing the writing is perceived as less real than the writing that is produced (D)writing can be perfect but the person doing the writing can be flawed (E)writing itself is never as vital as the person doing the writing 48. Answer C In line 9, the author argues that the difference between â€Å"writing† and â€Å"writer† is primarily that the person doing the writing is less real then the writing itself: †Writing exists, Writers do not†¦. † (C) She is not arguing that the person doing the writing can never really understand the truth expressed in the writing but that the writing is separate from the writer (A). While writers agree, they do not necessarily have more than that in common (B). She does not discuss the perfectibility of either (D), nor does she suggest that either is more or less vital (E). 49. Which best describes the syntax of lines 17-18 (JCO texts) ? A)A list of problems followed by a possible solution B) A pair of negations followed by an assertion C) A statement that balances known and unknown ideas (D)A complex sentence that makes use of hyperbole (E)An unusual construction with no clear subject 49. Answer B The syntax (sentence structure) of lines 17-18 is best described as a pair of negations (â€Å"†¦not a person nor even a personality†¦Ã¢â‚¬ ) followed by an assertion (â€Å"†¦but a process†¦Ã¢â‚¬ ) (B). The person and personality are not problems, nor is there a solution (A). The ideas are not balanced: although the first half of the sentence states the negative, the second, the positive (C). It is not a complex sentence (A sentence that contains at least one independent clause and one dependent clause) and does not make use of hyperbole (exaggeration for effect) (D). It has a clear subject, â€Å"JCO† (E). 50. Lines 18-21 (Some sun) rely primarily on A) repetition B) analogy C) classical allusion D) ironic commentary (E)appeal to authority 50. Answer B Lines 18-21 rely primarily on analogy (a comparison of two pairs which have the same relationship) retained texts/bleached by memories to pages/bleached by sun (B). There is no repetition of either diction (words) or syntax (sentence structure) (A). There are no classical allusions (references to Greek or Roman works, myths, etc. ) (C). The sentence is not ironic (language in which the intended meaning is the opposite of what is stated) (D). There is no appeal to authority (something that is claimed to be true based on the expertise of an authority rather than objective facts) (E). 51. It can be inferred from the passage that people ignore the obvious truth (line 36) for which of the following reasons? (A)They are too intimidated to disagree with famous writers like the author. (B)They do not want other people to tell them ow they should view art. (C)They conclude too quickly that there is a difference between good and bad art. (D)They are unwilling to accept that art is something that can be bought and sold. (E)They misunderstand the relationship between an artistic creation and its creator. 51. Answer E It can be inferred (understood even though not directly stated) from the passage that people ignore the â€Å"obvious truthà ¢â‚¬  because they misunderstand the relationship between an artistic creation and its creator, since they do not understand the distinction she makes between the â€Å"I† and â€Å"JCO† (E). There is no reference to people being intimidated, only that they fail to see that the individual artist/writer, â€Å"I†, is irrelevant (A). It suggests a lack of understanding not a resistance to a point of view (B). It does not refer to good or bad art (C) or that art can be bought and sold (D). 52. Lines 48-55 (It. .. will) have all of the following EXCEPT A) a comparison B) a metaphor C) verbs in the imperative mood D) a subordinate clause (E)scientific diction 52. Answer C Lines 48-55 have all of the following EXCEPT verbs in the imperative mood (verbs used as direct commands or requests) (C).

Technology is Making Communication Easier at the Expense of Personal Contact

In the last couple of decades, various communication technologies have not only been invented, but also spread across the globe. This trend has taken by storm both personal and corporate communication, with computer-based applications being the most widespread. Internet chatting and teleconferencing have replaced the traditional meetings that used to be held in a conference room.Advertising We will write a custom essay sample on Technology is Making Communication Easier at the Expense of Personal Contact specifically for you for only $16.05 $11/page Learn More Virtual conferencing has also become a popular communication technique in corporations. Some of the issues that have led to increased technology communication include portability and accessibility of internet and computers. Communication gadgets have been reduced to convenient sizes and this has influenced many people, who now use them in place of traditional methods (West and Turner 392). The avai lability and easy access to the internet has also influenced the use of communication gadgets. Communication has changed from a traditional time-dependent activity to an instantaneous thing. This has greatly influenced people’s choices, with technology becoming more reliable as time passes. The flexibility in communication has also enhanced communication. The rigid forms of communication used in ancient times such as letter writing, have been replaced by technology-based communication systems, which are less demanding and less formal (West and Turner 392). The adverse effects that technology has had on face-to-face communication are immense, given the fact that communication skills have been greatly affected. Due to the informality of online communication, students and young individuals are unable to spell words properly and write correct grammar. Sentence structures have also been affected by this overreliance on communication technology. When writing a short message using a phone or a computer, individuals tend to care less about spelling mistakes because there are a host of applications that automatically rectify them. The informality brought about by the current communication technology has also affected inter-generation relationships. Due to the respect and fear associated with face-to-face interactions with elderly persons, this mode of communication helps young people to learn to differentiate and respect the age differences. On the contrary, the current communication technology has virtually no concern for age or status. It has thus encouraged moral decadence and promoted rotten values and cultures (Settle-Murphy 1).Advertising Looking for essay on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Authenticity of information cannot be evaluated in communication technology as it can in face-to-face communications (Garson 90). In face-to-face communication, it is possible to detect foul play and deceit, but it is very hard to do so in the case of the current technology. Facial and body expressions during communication tell a lot about the speaker and the information being exchanged. Body expressions of the caller or receiver cannot be possible to see in the current modes of communication, unless they both have a webcam. The availability of malicious software used to hack and alter online content, also makes technology communication unreliable to some extent. The personal touch that is present in face-to-face communication is lost in this overreliance on technology. Deceit and impersonation is another problem common in technology-based communication (Garson 90). Individuals can easily fake contacts and voices of targeted persons and use their information to dupe unsuspecting recipients. This makes technology-based communication risky. Use of machines to communicate may disalign the fundamental psychological principles in a human being. It creates alienation and personal feelings may be lost. Psychological detachment from ideal aspects like talking to a lifeless gadget may influence greater damages to the user. However, technology also has some benefits that lack in face-to-face communication. One such advantage is the availability of internet communication at all time (West and Turner 392). Face-to-face communication requires planning and is therefore time consuming. Technology breaks the distance barrier to communication and saves one the travelling cost incurred during face-to-face interactions. Although technology has enhanced communication by making it more fast and accessible, it has lost the fundamental communication objectives and instead introduced a culture of deceit, arrogance and laziness (West and Turner 392). Works Cited Garson, G David. Social Dimensions of Information Technology: Issues for the New Millennium. Hershey, PA: Idea Group Inc (IGI), 2000. Print.Advertising We will write a custom essay sample on Technology is Making Communication Easier at the Expense of Personal Contact specifically for you for only $16.05 $11/page Learn More Settle-Murphy, Nancy. Open Communication, Mutual Respect Keys to Intergenerational Harmony. 2011. Web. West, Richard and Lynn H. Turner. Understanding Interpersonal Communication: Making Choices in Changing Times. Boston, MA: Cengage Learning, 2010. Print. This essay on Technology is Making Communication Easier at the Expense of Personal Contact was written and submitted by user Anahi R. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Fall of the Berlin Wall essays

The Fall of the Berlin Wall essays Following the war in 1945, the United States of America, Britain, France, and the Soviet Union divided the city of Berlin into sectors. Each sector was under the control of a different country. The United States, Britain, and France joined their sections together to form a democratic state on May 24, 1949. This state was called the Federal Republic of Germany or West Germany. The Russian or Soviet part became a communist state. This state was called The German Democratic Republic or East Germany, formed on March 19th, 1949. This division between East Germany, West Germany, and across all Europe is what Winston Churchill classified as the "Iron Curtain" that was falling across Europe. The city of Berlin was deep within the Soviet-controlled area. Because Berlin was the capital city, in Russia's sector, the Allies (United States, Britain, and France) believed that this gave the Soviets an unfair advantage. Part of the agreement between the former allies was that Berlin was to be divided into four sectors. The Soviet part was called East Berlin and was the capital city of East Germany. The fact that the Allied part of Berlin was completely surrounded by Soviet land would become an increasingly difficult situation. There was a ten-week period while Berlin was solely under the Soviet control. The Allies needed time to gather the resources to start governing Berlin. During this time Russia removed much machinery from Berlin and transported it to Russia, which gave them the upper hand and allowed them to cripple the allies and their economy, and not have them have the upper hand using their own machinery. Over eighty-five percent of Berlin's machinery was removed. Th is machinery included factory machines, telephone exchanges, buses, and streetcars. In addition to debilitating the East German economy, Russia also immediately set up a government. They placed the city under the control of an appointed magistrate. The main executive body cons...

Health & Healing in Cross Cultural Perspective Essay

Health & Healing in Cross Cultural Perspective - Essay Example Hence, interpersonal skills become a necessity and these skills include language competency, conflict resolution plan, and understanding the other culture’s customs and requirements. 2. A clinically applied anthropologist can help a patient receive better health care by addressing the problems arising due to cross-cultural barriers at personal and organizational level. This is important to adapt with the patients of the other culture. An anthropologist must be able to solve intercultural and cross-cultural conflicts by having a deep understanding of culture’s emic perspective which means that he must know what the patients of the same culture think about themselves and what beliefs that have been brought up with. He should understand cultural relativism so that the behavior of patients seem meaningful to him. He should be able to evaluate his own judgments and revise them according to the other culture’s perspective. Along with emic perspective, he must also be a ble to understand the etic perspective of the cultures and must be able to comprehend a disease as a universally acceptable condition. 3.

Pulmonary Rehabilitation Essay Example | Topics and Well Written Essays - 250 words

Pulmonary Rehabilitation - Essay Example To achieve this objective, Rochester (2008) analyzes various relevant secondary sources. The researcher finds the need for preoperative pulmonary rehabilitation for patients preparing for lung transplantation or LVRS because such patients are medically complex and have exercise limitations and that these surgical procedures present substantial preoperative complications and risk of mortality. Despite its ventilating limitation, it was found that this procedure improves peak work rate, walk distance, muscle strength, maximum oxygen consumption and quality of life. However, the researcher could not determine whether it increases surgery survival, surgery tolerance and adherence to medication. The research documents postoperative benefits of pulmonary rehabilitation including hastening recovery and optimizing functional status. There are no formal guidelines for pulmonary rehabilitation but the research suggests strength exercise training, alternating high and low intensity training and stretching and chest mobility exercises among others. The findings give scientific evidence of effectiveness, safety and feasibility of pulmonary rehabilitation for patients seeking to undergo or recovering from lung transplantation or LVRS. However, the patients should be monitored to ensure that they do not show any signs of undesirable events. Appropriate safety precautions should be taught during training. Rochester (2008) proposes the need for future investigation of whether lung transplantation and LVRS outcome could be improved by improving symptom management and exercise

Degas Private Life of a Masterpiece Little Dancer Aged Fourteen Assignment

Degas Private Life of a Masterpiece Little Dancer Aged Fourteen - Assignment Example aining the young girl aged fourteen called Marie, he takes and mould many parts of her body, and finally after that Degas comes out with an audition of the little dancer aged fourteen. The public did not receive this theme warmly or with full acceptance but instead the public warned their children against dancing and refer to it as misleading to the young generation. With young people, things were different, instead they liked it more and it triggered many young female to join the dance, this extends until today young people like dancing a lot. Degas makes it more attractive by painting the ballets dancers, he spends much of his time watching the dancers this is because he is more attracted towards young female dancers. Degas liked the artwork just from the time when he was young. He and he worked on his talent until when he meet his dancers in Paris city. This triggers him to work with extra effort and comes out with the theme the little dancer aged fourteen. This is after meeting the young girl by the name Marie who was so determined with dancing and sculpting as a special art in her life. Degas took her after realizing that her mother and her entire family were very poor. Degas emphasized on training and strong body movement. This was the drill that he used to archive a perfect dancer as far as his tile is concerned. By doing this he only concentrated on young people who were referred as children, this was the only controversy that he had against the public and more so they were female and not male. With Degas, he was using the young women so that to bring out the aspect of capability and self esteem. With the posing, the special dancing, and especially the final posing it was unique and not very common this made his dancing art very powerful. Apart from that, also Degas concentrated on the material that he was using in his artwork since it is also a major aspect as far as stage presentation is concerned. It appeared to be very unique also and so much

Risk assessment and environmental impact assessment

Risk assessment and environmental impact assessment SECTION 1 1.1 INTRODUCTION This report is on the use of risk assessment (RA) in Environmental impact assessment (EIA). Over the last three decades, there has been a remarkable growth of environmental issues in sustainability and the better management of development in harmony with the environment (Glasson at al 2004). The most popular and widely used environmental management techniques are EIA and RA. EIA is a process to identify and predict the impact on the environment and on mans health and well being of legislative proposals, policies programmes, projects and operational procedures, and to interpret and communicate information about the impacts (Munn 1979). The EIA process includes screening, scoping, impact prediction and evaluation, impact mitigation, decision making (EIA follow up) with public participation and consideration of alternatives potentially incorporated in all the stages of the process (Woods 1995, Canter 1996, Lee and George 2000). The US National Research council (NRC) defines RA as the characterization of the potential adverse effect of human exposure on environmental hazards. A special assessment procedure that aims at tackling certain consequences of human activities is called Risk Assessment (Demidova and Cherp). The stages in risk assessment are as follows: hazard identification, exposure assessment, risk estimation, risk evaluation and risk management (Eduljee 1999). Environmental risk assessment is a generic term for the series of tools and environmental risks and the formation of judgement about them. (DOE 1995, DETR2000) Risk assessment emerged in the mid to late 1970s as an administrative requirement in the form of both statues and executive orders requiring not only more extensive documentation to justify proposed risk regulation, but also the balancing of risk against economic costs and benefits. (Atkisson et al 1985). Environmental Health risk assessment has been defined as the systematic scientific characterization of potential adverse health effect resulting from human exposure to hazardous agents or situations (Faustman and Omenn 2001). In concept, EIA and RA have evolved as parallel and sometimes overlapping procedures for rational reform to policy making (Andrews 1995). The purpose of both concepts is to provide an acceptable basis for making public decisions, not necessarily to generate new scientific knowledge (Andrews 1995). Table 1 below summarizes the similarities and differences of EIA and RA. 1.2 SIMILARITIES AND DIFFERENCES IN RA AND EIA The most important similarity is comparing the stages of RA with those of the EIA process. Thus, hazard identification in RA is equivalent to screening and scoping in EIA, risk estimation is equivalent to impact prediction in EIA, risk evaluation is equivalent to impact prediction in EIA (determining the significance of the impact) while mitigation in EIA can be equated to risk management (specifically risk reduction and control). (Eduljee 1999). SECTION 2 2.1 BRIEF DESCRIPTION OF THE TWO CASE STUDIES Two EIA case studies will be compared from two different industrial sectors and they are the Berkeley nuclear power station where a new building for radioactive waste is to be constructed and the A350 Westbury bypass. The aim of this report is to examine how environmental/health risk has been used in each of these EIAs and the advantage or potential for improving the use of environmental /health risk assessment in these EIAs. 2.11 A350 WESTBURY BYPASS- CASE A The construction scheme will comprise approximately 5.8 kilometres of new single carriage way around the eastern and northern sides of Westbury and it aims to provide traffic relief for Westbury, allowing road space in the town to be reallocated to other modes, improve journey time reliability of the A350 route and improve access to employment areas, particularly the West Wilts Trading Estate, and between the west Wiltshire towns. The construction phase will last between 18 months to 2 years and would involve site preparation, earthworks main road construction and construction of final surfaces. Impacts identified resulting from construction is as follows Generation of noise and dust with earthworks and vehicular movement Pollution risk associated with working in close proximity to surface and groundwater resources. Possible disturbance of ecological and heritage resources Generation and disposal of waste Change of land use pattern Post construction impacts were identified as road traffic and emissions from traffic. (Wiltshire county council, 2007) 2.12 BERKELEY NUCLEAR POWER STATION-CASE B Magnox electrical Limited has proposed to construct an intermediate level radioactive waste (ILW) storage building on Berkeley nuclear licensed site. This building will store packaged ILW wastes that have arisen over time and will store these wastes until an offsite disposal facility is available. The ILW waste will house packaged radioactive waste in one above ground location, rather than storing waste below ground as it currently occurs at the Berkeley nuclear power station. The project will be carried out in three stages, Construction of the building Operation/filling of the building with packages of ILW. Long term storage of ILW during care and maintenance period until a disposal route becomes available. The technical assessment areas covered by the environmental impact statement are as follows- Air quality and dust Archaeology and cultural heritage Ecology Geology, hydrology and soils Noise and vibration Surface waters Traffic and transport. (Gloucestershire country 2007) SECTION 3 3.1 THE USE OF RISK ASSESSMENT IN EACH EIA 3.2 METHODOLOGY USED FOR ASSESSMENT IN EIS The methodology of analysis of impact should be taken into consideration when comparing the two EIS used for this study bearing in mind that the case studies are from different industrial sectors. Berkeley nuclear power plant is a high risk and high profile project and it deals with radioactive waste (although the radioactive waste is solid and there is no emission to air). Westbury bypass on the other hand is low risk low profile project with significant impact on air quality (rise in dust particulate matter and oxides of nitrogen) during the construction phase and emissions from vehicles after construction. Method of analysis of impacts- Case A The following methods were used in the analysis of local effects Qualitative and quantitative assessment used to analyze air quality. Dispersion model selection(air quality strategy) Meteorology Sensitive receptors Short term mean concentrations Method of analysis for case-B Simple qualitative to complex quantitative method was used to analyze air quality The use of scientific criteria Comparison of predicted changes with established national and international air quality standards, objectives and thresholds. Interpretation of planning and other environmental policies for example, the assessment of whether the predicted change will conflict the objectives of an air quality management area. Review of comparable proposals on environment. The NSCA flow chart -Event tree analysis Generic assessment methodology. Though the methodology used for risk assessment is similar, the event tree analysis which was used in case study B was absent in case study A. SECTION 4 4.1 POTENTIAL FOR IMPROVING OR EXTENDING EIA EIA have emphasized possible impact on natural ecosystems and, to some extent, human communities but have paid no attention to health effect of other risks (Beanlands 1984a, Clark 1984a and Giroult 1984a). More precisely, even for impacts whose ultimate significance might involve health, such as air pollution, EIA studies typically predict only the environmental fate of contaminants, rather than the effect on health itself and RA have emphasized human health effects, especially potential mortality due to cancer or technological catastrophes. (Andrews 1995) The stages of RA were incorporated into both case studies, but RA was not carried out extensively especially in the Berkeley nuclear power station case. It is recommended that a separate section concerned with health risk assessment be prepared within the EIS for high risk and high profile projects but it was absent in this case. There was failure to conduct probability assessment (uncertainty analysis) in case of the unforeseen accidents like explosions or unplanned discharge of radioactive solid waste into the environment. Risk =probability (likelihood or chance that harm will occur) ÃÆ'- consequence (nature of the harm that can occur). There was also no mitigation plans in case of an accident, if there was, then it was not included in the EIS. Risk communication was also absent in both case studies. Also the dose response or exposure assessment which measures the intensity, frequency and duration of human exposure to an agent was present for case A, (Extrapolation dose response methodology) but the effects of the dose for air quality pollutants in case B was not analyzed properly. Hazard index calculation for non carcinogens was absent. HAZOP analysis carried out in case A but absent in case B. Source-pathway-receptor identified in case A, but only source and receptor identified in case B. Risk-benefit analysis also absent. Including the omitted RA analyses above would have improved the use of RA in these EIAs SECTION 5 5.1 CONCLUSION/ RECOMMENDATIONS Many actions need both EIA and RA assessment. In these instances, a more useful analysis would be obtained from combining the two. (Andrews 1995) The aim of this report has been to evaluate how environmental/health RA were used in different stages of the two reviewed EISs, and point out how possible ways that RA might have played a greater role. Systematic application of RA in accordance to best practice was not observed. For a better Incorporation of RA into EIA, there should be emphasis on emergency response measures in the event of accidents and associated environmental perturbations. Canter (1993). REFERENCES Wiltshire County Council, (2007) A350 Westbury bypass Environmental Impact Statement 2007. Trowbridge, Wiltshire County Council. Gloucestershire County council (2007) Berkeley ILW Store. Environmental Impact Statement Issue 1 Gloucester. Gloucestershire County Council. Andrews,R.N.C (1995) Environmental Impact Assessment and Risk Assessment: Learning from each other, In P Wathern (Ed)Environmental impact Assessment: Theory and Practice (Routledge/London) Brookes, A. (2001) Environmental Risk Assessment and Risk management, in P. Morris and R Therivel (Eds) Methods of Environmental Impact Assessment, 2nd Edition(Spon Press/London) Eduljee, G (1999), Risk Assessment in Petts, J. (Ed), Handbook of Environmental Impact Assessment, Volume 1, Process, Methods and Potential, Blackwell Science, London Demidova, O and A Cherp (2005), â€Å"Risk assessment for improved treatment of health considerations in EIA† Environmental Impact Assessment Review 2(4), page 411-429. Canter, L. W (1993) â€Å"Pragmatic Suggestions of Incorporating Risk Assessment Principles in EIA studies†. Environmental Professional, 15(1), Page 125-138.

A Comparison of Love in Beloved and Secrets and Lies Essay -- Movie Fi

The Absence of Love in Beloved and Secrets and Lies  Ã‚   Love is arguably the most powerful emotion possessed by mankind; it is the impalpable bond that allows individuals to connect and understand one another. Pure love is directly related to divinity.   Without love, happiness and prosperity become unreachable goals.   An individual that possesses all the desired superficial objects in the world stands alone without the presence of love. For centuries love has been marveled by all that dare encounter it.   Countless books and poems have been transcribed to explain the phenomenon of love, but love surpasses all intellectual explanations and discussions.  Ã‚   Love is not a definition, but rather a thought, an idea.   This idea, the idea of love, burns inside us all.   Instinctually, every soul on Earth is addicted to love.   An addiction, that unless satisfied will contribute to the downfall of an individual in a society.   If one does not, or is not loved, one can not prosper among a society where love is an essential ing redient to joy and happiness. Love produces healthy relationships that in return produce healthy and secure environments for all its participants. Love allows the connection of two people; it is love that completes an individual.   In Toni Morrisons Beloved, and the motion picture Secrets and Lies, incomplete characters are illustrated and analyzed.   The incompleteness of these characters is a result of the absence of love.   In the text of Beloved and Secrets and Lies, Sethe and Cynthia are characters whose roles portray the rueful outcome of an individual that is incapable of possessing love in its purist form.   Sethe or Cynthia can not correctly express love because neither of them were loved as children. Only ... ...duce her own brother.  Ã‚   Cynthia is self-evidently terribly affected by the paucity of love in her life.   Morris later explains his sister as a victim of someone â€Å"who didn’t receive any love.†Ã‚   (Secrets and Lies) Love is the controlling factor in the lives of every individual, and as portrayed in the novel Beloved and the film Secrets and Lies love is not always pleasant. Characters from both texts find themselves incapable of expressing love, and therefore destroy several potential healthy relationships.   Overall love can be considered divine just as easily as it can be considered evil.   Sometimes the idea of love is lost somewhere, and those who can not manage to find an alternative source of emotion, must endure the pain and suffering of a loveless life.    Bibliography Morrison, Toni. Beloved.   New York:   Penguin Group, 1987. â€Å"Secrets and Lies†   

Make-Up Art Cosmetics

Abstract M. A. C cosmetics started as a small business and has grown into a multimillion dollar organization. They are innovative and organized and promote customer service. There products are of the best in the industry and are reasonably priced. You can find M. A. C all over the world and being marketed by tons of well known celebrities. They focus on working together as teams and promote employees to think outside the box. Not only is the organization extremely successful but it is incredibly generous. Since 4000 BC the demonstrations of cosmetics was produced by the Egyptians.Cooper minerals, perfumed oils, cream made of sheep fat, lead and soot were used as face make-up to bestow beauty and style. In 1984 Make-up Art Cosmetics, better known as M. A. C was founded in Toronto, Canada by Frank Toskan and Frank Angelo. Toskan was a former make-up artist and photographer and Angelo a former hair salon owner. Both men saw the need for cosmetics that held up under high powered lights f ound in a photo shoot or runway show. Toskan and Angelo’s test market was in the basement at the Toronto department store Simpson’s. M. A.C was a hit, with its slick modern packaging and its hip and unique names. Once celebrities and fashion moguls started to use M. A. C its popularity exploded worldwide. M. A. C has become the leading brand of professional cosmetics. Majority interest acquired in 1994 by The Estee Lauder Companies Inc a $6. 3 billion dollar cosmetic tycoon. Sold in over 60 countries and territories M. A. C is a multimillion dollar bricks and clicks organization. M. A. C’s product categories include lip, eye, face, nail, skincare, brushes, tools/accessories, and fragrances. M.A. C products are used in films, television, theatre, music, fashion, special events and award shows. M. A. C’s philosophy is all races, all sexes, and all ages. M. A. C also has the website www. macpro. com designed only for cosmetic professional. They can learn new tips and get discounts on products. PRODUCT: M. A. C eyes product line consist of several different products from primer, shadow, mascara, liner, brow and lash. Its shadows play apart in all of M. A. C’s different collections and come in over 100 colors with creative names and different textures.Made in Canada by M. A. C chemist and manufactured by The Estee Lauder Companies Inc. Their shadows are highly pigmented applies evenly and blends well. Any product in the Viva Glam collection like the Warm Chill eye shadow, proceeds go directly to the M. A. C Aids foundation. Unlike other cosmetic companies M. A. C only hires skilled make-up artist to represent their products. M. A. C is one of the only companies that when you purchase their products a skilled make-up artist will show you exactly how to use the products by demonstration. M. A.C holds make-up seminars for their customers and conducts runway shows. Single powdered shadows are packaged in a round black container with a clear top in order to see the color and the bottom has the colors name. Combination shadow sets normally are in a rectangular shape. The majority of the time black, compact, and a sleek design are consistent with all M. A. C product packaging regardless of the product. Make-up Art Cosmetics trademark is M. A. C and is printed on all of their products and storefronts. To the left is an image of a wall in a Make-up Art Cosmetics store.PRICES: Compared to its popular competitors like Lancome $16. 50 US per shadow, Nars at $22. 00 US per shadow, Vincent Longo at $24. 00 US per single shadow, M. A. C’s eye shadows is only $14. 00 US below the market price for a single eye color shadow and even less expensive at $32. 50-$36. 00 US for color combination sets. M. A. C’s shadow prices don’t come with sticker shock and should attract any class of people. They don’t shout â€Å"I’m high end and only the rich can afford me†. The prices are affordable a nd they don’t fluctuate.The shadows are one fixed price and although they do not go on sale or clearance they are still a bargain for professional style products for consumers. PLACE: Before M. A. C consumers as I can get M. A. C product a channel of distribution must take place. M. A. C’s channel consists of a manufacturer The Estee Lauder Companies Inc – a billion dollar corporation, to several different wholesalers such as Florence’s Enterprises and Sage Within, masses of different retailers. Some retailers of M. A. C cosmetics are the M. A. C. Stores, Nordstrom’s, Bloomingdales, and Macys to name a few.M. A. C is sold in over 60 countries and territories to date. M. A. C can also be purchased on its website at www. maccosmetics. com. The consumer has the option to purchase M. A. C at their favorite department store or online within the comfort of their home. Marketing intermediaries are critical in this billion dollar industry of beauty and M. A. C cosmetics with its popular status is no different, M. A. C is too â€Å"big time† not to have marketing intermediaries in place. M. A. C cosmetics can be found in almost every US mall, whether it is in a popular department store or a M.A. C exclusive store providing place utility. PROMOTION: M. A. C stays innovative, very artsy, fashion forward and their advisements are always very colorful demanding attention when walking by a poster or flipping thru the pages of a fashion magazine. Their advertisements are never restrained always dramatic and in your face. M. A. C has a number of collections and one of them is their Viva Glam collection and celebrities are always used for this collections advising. Such celebrities as Pamela Anderson, Fergie, Eve, and Dita Von Tesse can be seen in Viva Glam advertisements.Expressing to consumers that if it’s good enough for this celebrity then it is good enough for you also creating brand association. All of the collections proc eeds go to the M. A. C Aids fund. M. A. C even collaborated with Disney in 2005 when M. A. C. Cosmetics introduced the Tint Toons collection based on classic Disney animals like Daisy Duck. (HOWARD, H 2010). As noted earlier M. A. C is a bricks and clicks organization. On their website www. maccosmetics. com standard shipping is free in the US with any $60 purchase and free standard shipping on and summer selects purchases until July 8th in the US only.M. A. C also mails brochures to existing customers advertising their newest collections. I just received a little pamphlet promoting their new Neo SCI-FI collection. Eye shadows remain the same price at $14. 00 US but come in a neon orange container versus the usual black. With spunky names like Time & Space, Magnetic Fields, and Expensive pink. You will not see M. A. C advertising in a commercial or infomercial but you will see global advertising as they are located all over the world. M. A. C does however partner with the department store Nordstrom’s and take part in their annual in house fashion shows.After the show guest can sign up with M. A. C to have a M. A. C artist do their make-up for free. During this time an artist will makeup your face encouraging you to purchase M. A. C products. I can contest it works every time! SRTATEGIC DECISION MAKING: M. A. C’s organization has utilizes the marketing mix in a victorious way creating a Multi million dollar organization that is well-known worldwide. Their shadows come in almost every color imaginable and some with names like Shadowy Lady, Nocturnelle and Poison Pen. M. A.C’s products are priced below market when compared to its competitors for professional style goods. Like most other big chain cosmetic companies M. A. C’s channel of distribution uses intermediaries and tons of retailers. M. A. C has some excellent promotional programs in place, bringing in empty containers in exchange for a free lipstick, free shipping on online pur chases, using very artistic style advertisements. Hiring only professional artist and having them sell the product is genius, who better to explain a product and show you how to use it then a professional instead of a regular employee off of the street.Donating proceeds to their AIDS fund and using trendy celebrities to promote collections. I wouldn’t change a thing, I think what M. A. C is doing works and I wouldn’t try to fix something that isn’t broken. SOCIAL RESPONSIBILITY: M. A. C practices its social responsibility through the M. A. C Aids fund founded in 1994 by Toskan and the Back to M. A. C Program. M. A. C Aids fund supports men, women and children all over the world. The proceeds earned by M. A. C when it sells a Viva Glam lipstick are given to their AIDS fund, every cent. The company had many $128 million up to date for this AIDS find.The companies 11 board members are responsible for keeping what Toskan started in 1994 the success it is today. The Back to M. A. C Program is M. A. C’s way on helping the environment. For every seven empty M. A. C containers you return to a M. A. C store you will receive one free lipstick of your choice excluding the Viva Glam collection. ORGANIZATIONAL DESIGN: Posted in all of Estee Lauder offices are the following principles: †¢Strive for excellence – deliver your best. †¢Put your customer first. Know your customers, understand their needs and surpass their expectations. Be passionate about what you do! Enthusiasm and energy are contagious. †¢Never stop caring. Show concern and respect for every individual, regardless of position or title. †¢Understand your role in the big picture. We’re all part of a larger whole. †¢Look for new and better ways to do things to continually raise our standards. †¢Communicate! Voice your ideas, share your concerns, pass on what you know and be honest. †¢Be a team player. We’re stronger when we work t ogether. †¢Listen when others speak. Good ideas can come from anywhere. †¢Be flexible.Success depends upon willingness to adapt when situations change. †¢Pay attention to details – little things do make a difference. †¢Solve the real problem, don’t treat the symptom. †¢Spread the good news. Let others know when they’ve done a good job. †¢Smile†¦. and have fun! (elcompanies,2010) These are characteristics of a learning organization. Creating a sense of community in their organizational culture, caring and strong mutual relationships. Utilizing teams and empowerment in their organizational design. Promoting information sharing and leadership. Robbins & Decenzo, 2008). CEO: As of July 2006 Mr. John Demsey oversees Estee Lauder, M†¢A†¢C, Tom Ford Beauty and Prescriptives brands as well the company’s Specialty Group of brands, Bobbi Brown, Jo Malone and La Mer, which were added to his portfolio in July 2009. (elcomp anies, 2010). But from 1998-2005 when Demsey was M. A. C’s president he expanded the company from 19 global markets to over 65 and is credited for making M. A. C into the billion dollar powerhouse it is today. Demsey has held several positions with the Estee Lauder corporation working his way up the ranks.In a nutshell, I wonder in founders Frank Toskan and Frank Angelo could have ever imagined that M. A. C would turn out to be such a huge empire. M. A. C has come a long way from selling in a departments store basement to selling all over the world in the companies own brand stores and in a multitude of popular retailers. M. A. C stays innovative, creative and all the rage. Their eye shadows are far form boring with a broad range of colors with great pigment and longevity in sleek round compact design packaging. M. A. C is reasonably priced for the average fashionista to afford.

Tongue Twister - Definition and Examples

Tongue Twister s Tongue twister is an informal term for a word group thats hard to pronounce  properly. A form of verbal play, tongue twisters rely on a sequence of phonemes that are similar but distinct, and therefore difficult to articulate clearly and quickly. Examples and Observations We supply wristwatches for witchwatchers watching witches Washington wishes watched.(James Thurber, Lanterns and Lances. Harper, 1961)Top chopsticks shops stock top chopsticks.Chester chooses chestnuts, cheddar cheese with chewy chives. He chews them and he chooses them. He chooses them and he chews them. . . . those chestnuts, cheddar cheese and chives in cheery, charming chunks.(Singing in the Rain, 1952)Just about everything in this world is easier said than done, with the exception of systematically assisting Sisyphuss stealthy, cyst-susceptible sister, which is easier done than said.(Lemony Snicket, The Hostile Hospital. HarperCollins, 2001)Dr. Seusss Silly StuffTry to say this, Mr. Knox, please. . . .Through three cheese trees three free fleas flew.While these fleas flew, freezy breeze blew.Freezy breeze made these three trees freeze.Freezy trees made these trees cheese freeze.Thats what made these three free fleas sneeze.Stop it! Stop it!Thats enough, sir.I cant say such silly stuff, sir.(Dr. Seuss, Fox in Socks. Random House, 1965) Betty BottaBetty Botta bought some butter;But, said she, this butters bitter!If I will put it in my batter,It will make my batter bitter.But a bit o better butterWill but make my batter better.Then she bought a bit o butterBetter than the bitter butter,Made her bitter batter better.So twas better Betty BottaBought a bit o better butter.(Carolyn Wells)The Best Tongue TwisterThe best tongue-twister is not Betty beat a bit of butter to make better batter. No. Nor is it Black bugs blood. Or Rubber buggy bumpers. No. And its not Of all the smells I have ever smelt, I never smelt a smell that smelt like that smell smelt. No, no, no. The best tongue-twister is A peck of pickled pepper Peter Piper picked. If Peter Piper picked a peck of pickled pepper, wheres the peck of pickled pepper Peter Piper picked? If you can come up with a better tongue-twister than this I will buy you blackberries, buttons, and a box of mixed biscuits.(Dr Sansoms Extreme Facts. The Guardian, November 3, 2007) Pad Kid Poured Curd Pulled ColdForget Peter Piper and his Peck of Pickled Pepperpsychologists have come up with what may be the worlds most frustrating tongue twister.It may not make much sense, but the phrase pad kid poured curd pulled cold completely defeated volunteers taking part in a U.S. speech study.Asked to repeat the phrase 10 times at a fast lick, many of the participants clammed up and stopped talking altogether, according to lead researcher Dr Stefanie Shattuck-Hufnagel, from Massachusetts Institute of Technology (MIT) in Boston. . . .The tongue twister study, presented at the annual meeting of the Acoustical Society of America in San Francisco, was conducted to shed light on the brains speech-planning processes.(Can YOU Say Pad Kid Poured Curd Pulled Cold? The Daily Mail [UK], December 4, 2013)At a Minute or Two to TwoWhat a to-do to die today at a minute or two to two.’Tis a thing distinctly hard to say, and harder still to do.For they’ll beat a tattoo at twenty-to-two,A rat-a-tat, tat-a-tat, tat-a-tat, tat-a-tattoo,And the dragon will come when he hears the drum,At a minute or two to two today, at a minute or two to two.(Author unknown) Who Sells Sea Shells by the Seashore?Mary Anning was one of the few women to make a success in paleontology and one of the fewer still whose success was not linked to that of a paleontologist spouse (or any spouse: she was single). She made five major fossil discoveries from 1811 to her death in 1847, and many lesser ones.Why then is she best known as the inspiration for the tongue twister She sells sea shells by the seashore?The answer lies in her gender, her poverty, her lack of formal education, her regional accentas it might even today.(Katherine Bouton, Tale of an Unsung Fossil Finder, in Fact and Fiction. The New York Times, February 1, 2010)Writing RiteA right-handed fellow named Wright,In writing write always wrote riteWhere he meant to write right.If hed written write rightWright would not have wrought rot writing rite.(anonymous)Assimilation[W]e have seen how one sound assimilates to another. As we pronounce words, our tongue moves toward one point in the mouth, but our ner vous system has already prepared itself to fire off another impulse for the next sound. In some cases, the impulses pile up and jumble the articulation, as when we try to repeat a tongue twister like rubber baby buggy bumpers or she sells sea shells by the sea shore.(Joseph M. Williams, Origins of the English Language: A Social and Linguistic History. Simon and Schuster, 1975)

The 3 Best Extracurricular Activities for Your College App

The 3 Best Extracurricular Activities for Your College App SAT / ACT Prep Online Guides and Tips Extracurricular activities are an important part of your college application. The things that you choose to do outside of the classroom help college admission officers understand your personality in a way that your grades and test scores can’t show. With so many activities to choose from, how do you know which ones are going to make the biggest impact on your application? Do colleges prefer students with traditional activities like sports and student council, or are you better off if you have something unconventional on your activity list? If you're unsure about how to strategize a list of activities that will make an impact on your application, read on to see the three best extracurricular activities that will really get you noticed. What Are the BestExtracurricular Activities to Have on YourCollege Applications? Many students worry that they have to play a sport to get into a good college, or that there are some specific extracurricular activities that college admission advisors consider an automatic admissions ticket. If you have suspected that this kind of activity bias exists, I have good news: colleges do not really care which specific activities you choose to do. However,they are hoping to understand certain things about you through your activities. Your extracurricular activities show colleges aspects of your personality that your grades and test scores can’t. Though admissions officerscan also get to know about your â€Å"intangible† qualities through your essays and letters of recommendation, extracurriculars are important because they show that you walk the walk. Think you have leadership skills? Well, your extracurricularsare where you prove it. There are a few specific things that colleges are always hoping to see in their students’ activities. They include: Passion. Your activities are supposed to be a reflection of you and what you care about. Admissions officers can usually tell when you're just doing activities to pad out your resume. Colleges love students who are passionate because, more often than not, they are the ones who will stick with something through thick and thin and go on to change the world. You can show passion by focusing on a couple activities and dedicating a significant amount of time to them. Leadership. Leaders are the people who will be at the forefront of change and the first to take on new challenges. Since colleges are looking to educate and shape the leaders of tomorrow, they love to see students who are taking initiative to be leaders through their extracurricular activities. You can do this by leading a group or activity, being in charge of a project, or otherwise motivating or directing other students. Impact. How have you changed your activity for the better? Have you expanded membership or the amount of activities your extracurricular does? If you saw a problem, did you fix it? Once again, colleges are looking for the people who are going to change the world someday. In your activities, you can show them that you're the type of person who takes something and leaves it better than you found it. If you need some inspiration to help find a great extracurricular, we have a list of hundreds of activities that you can try. With commitment, over time you could show the above qualities in any of the activities on the list. But if you'd like more guidance, there is a surefire combination of activities you can pursue in high school that will show off a range of your best traits. In fact, as long as you have thesethree types of activities, you won’t have to worry nearly as much about what else you choose to do with your free time during high school! The Perfect Extracurricular Activity Combination For students who are unsure about what types of activities to pursue in high school, you can easily impress admissions officers by making sure that you have the following three kinds of activities on your list. They are: The Academic Activity The Community Service Activity The Personality Activity Colleges are out to find students whoare mature, have a good sense of direction and purpose, and have a strong sense of self. Students like this know what their passions are, are willing to put in the time and effort to make an impact in their chosen extracurriculars, and are more likely to be leaders. Though there are many valid combinations of extracurriculars out there and you will not be penalized if you do not follow the above structure, this combination of activities allows you to show off your personality and talents while also showing an awareness of and concern for the larger world. To show why this is the perfect combination, let's examine each activity in a bit more detail and discuss why it impresses admission officers. 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. The Academic Activity The first key type of extracurricular activity is the academic activity.This is an activitythat is somehow related to what you're hoping to study in college. What Are Some Examples? For example, if you want to get a degree in journalism, you could be working foryour school newspaper. A math major could participate in Math Bowl or some other competitive form of the subject. A future medical student may have volunteered at the local hospital. Why Should You Do It? There's no better way to provethat you're really interested in your chosen field of study than to show admissions officers that you live and breathe it already on a daily basis. Remember that old saying that work isn’t work as long as you’re doing what you love? By doing an extracurricular related to your studies, you're showing that you have real passion for the topic and know what you're getting yourself into. Why Do Colleges Love It? Colleges want to admitstudents who are hard-working, passionate, and who will potentially be innovators in that field in the future. This is a great way to show that your studies are also your passion. You aren’t just pursuing that engineering degree because it’s going to make you money someday; you’re pursuing it because if you didn’t you wouldn’t be the person that you need to be. Students who are actively and passionately involved in their studies through an extracurricular are much more likely to make a difference in the field and potentially change the world. The Community Service Activity This activity is an extracurricularthat allows you to volunteer your time to work with people or for a cause in your community. What Are Some Examples? There are hundreds of ways to do community service. It’s important to choose something that is related to a cause you actually care about and that you'll be able to commit to long enough to make an impact. Examples range from volunteering at a senior center, to tutoring students after school, to working in wildlife conservation. If you need more examples, check out our guide tothe nine best places to do community service. Why Should You Do It? There are a lot of benefits for high school students who are ready to put time and effort into community service. Service learning can be a great way to reinforce ideas that you've learned in the classroom. You can develop skills that will be necessary forcollege, such as critical thinking and problem-solving skills. Many students say that they experience personal development through community serviceand become more responsible andempathetic. Studies have also shown that people who volunteer reap health benefits because they feel better about themselves. See more about the benefits of community service for high school students here. Why Do Colleges Love It? Community service is a great extracurricular that can show that you're a concerned citizen and aspiring leader. Keep in mind that colleges are always looking for students who are going to be making a difference in the world. Community service shows that you have already taken the first step to do that. By showing that you cantake charge when you see an issue in your community and are willing to put in the time and effort needed to make a change, you're showing initiative, dedication, and perseverance. These are all traits that will help you be a successful student in college and an impactful human being well after you graduate. The Personality Activity This is an activity that showcases something special about youand your interests. What makes you tick? What's your secret passion? What Are Some Examples? Any activity that you do solely because you love it counts as a personality extracurricular. This is your chance to show colleges what you're passionate about. These activities may be surprising at first because they don't necessarily have anything to do with what you want to pursue academically or professionally. While an aspiring engineer may list her love of building robots as her personality activity, it's equally true that an aspiring astronomy major may have a passion for working backstage in theater productions. As long as it's an extracurricular you love doing, it can be used as a personality activity. Why Should You Do It? Personality activities are a chance for you to do something that's important to you and that you really love. There’s more to you than just what you intend to study. Everyone is moved by different things, and it’s important to pursue these passions. These activities are all about you and allow you to develop confidence and a sense of self that you might not get in the other activities. Why Do Colleges Love It? Colleges want to see the person behind the application, and this is where the personality activity comes in. Collegesare also concerned about creatingvibrant campus communities, and one way of doing this is admitting students with a lot of different interests who will be able to participate and contribute toareas beyond just what they're studying. They will appreciate that you have taken the time to develop these side passions and see you as a motivated and interesting person. The Bottom Line These three types of activities are a good place to start if you're stumped by how to make an impressive resume for college. But keep in mind that any combination of activities is just as valid - as long as you remember tomake a commitment, show leadership, and havean impact! What's Next? If you want a more basic grounding in what extracurriculars are, check out our explanation of why you need to have extracurricular activities. Need some more inspiration for activities? See our complete list of extracurricular activities. Got your activities under control, but worried about how the application works? See our guide to writing about extracurriculars on the Common App. Struggling to write about extracurriculars on your college application?Check out our in-depth guide to crafting a compelling narrative about your extracurriculars. Read it for free now: