Tuesday, November 26, 2019

North vs South essays

North vs South essays In the early American colonies, the south and the north developed into two distinctly different colonies. Although their origins were both from Europe, their customs and living habits became so different that it would play a major role in Americas history. There are many reasons why these differences occurred but only a few major reasons stand out. Religion, greed and the composition of the colonies are some of the major reasons why the north and south grew to be so different in the late 1600s. Different religions in specific colonies varied, but the people from the New England region were generally more devoted to their religious beliefs, whereas people from the south felt religion wasnt as important. Children from the north are taught from The Bible as soon as possible and this instills high moral values into the people. In the south only the wealthiest families could afford education, causing the common population to be ignorant and un-educated. The people of New England were willing to work together and help each other for the sake of the community because they felt that they were working under Gods will. (Doc. A) The south on the other hand worked to better themselves through the Headright System, which ended up pitting the people against each other instead of working with each other. The people of Massachusetts agreed: We whose names are underwritten, being by Gods providence engaged together to make a plantation... (Doc. D) This shows that religion greatly in fluenced the people of New England and the decisions they made. The South was influenced by greed and factors other than religion causing the values in the south to deteriorate. Differences in the way the colony members felt about religion is important in showing why the two regions became so diverse but it is not the only reason. Another reason why the two regions became so different was due to the greedy natur ...

Saturday, November 23, 2019

Conceptual Domainsâ€Definition and Examples

Conceptual Domainss In studies of metaphor, a conceptual domain is the representation of any coherent segment of experience, such as love and journeys. A conceptual domain that is understood in terms of another is called a conceptual metaphor. In Cognitive English Grammar (2007),  Ã‚  G. Radden and R. Dirven describe a  conceptual domain as the general field to which a category or frame belongs in a given situation.  For example, a knife belongs  to the domain of eating when used for cutting bread on the breakfast table, but to the domain of fighting when used as a weapon. Examples and Observations In the cognitive linguistic view, a metaphor is defined as understanding one conceptual domain in terms of another conceptual domain. . . Examples of this include when we talk and think about life in terms of journeys, about arguments in terms of war, about love also in terms of journeys, about theories in terms of buildings, about ideas in terms of food, about social organizations in terms of plants, and many others. A convenient shorthand way of capturing this view of metaphor is the following:CONCEPTUAL DOMAIN (A) is CONCEPTUAL DOMAIN (B), which is what is called a conceptual metaphor. A conceptual metaphor consists of two conceptual domains, in which one domain is understood in terms of another. A conceptual domain is any coherent organization of experience. Thus, for example, we have coherently organized knowledge about journeys that we rely on in understanding life...The two domains that participate in conceptual metaphor have special names. The conceptual domain from which we draw metaphorical expressions to understand another conceptual domain is called source domain, while the conceptual domain that is understood this way is the target domain. Thus, life, arguments, love, theory, ideas, social organizations, and others are target domains, while journeys, war, buildings, food, plants, and others are source domains. The target is the domain that we try to understand through the use of the source domain.Zoltn Kà ¶vecses, Metaphor: A Practical Introduction, 2nd ed. Oxford University Press, 2010 According to the cognitive linguistic view, a metaphor is the understanding of one conceptual domain in terms of another conceptual domain. For instance, we talk and think about love in terms of food (I hunger for you); madness (Theyre crazy about one another); the lifecycle of plants (Their love is in full bloom); or a journey (Well just have to go our separate ways). . . . Conceptual metaphor is distinguished from metaphorical linguistic expressions: the latter are words or other linguistic expressions that come from the terminology of the concept used to understand another. Therefore, all the examples in italics above are metaphorical linguistic expressions. The use of small capital letters indicates that the particular wording does not occur in language as such, but it underlies conceptually all the metaphorical expressions listed underneath it. For instance, the verb in I hunger for you is a metaphorical linguistic expression of the LOVE IS HUNGER conceptual metaphor.Rà ©ka Ben czes, Creative Compounding in English: The Semantics of Metaphorical and Metonymical Noun-Noun Combinations. John Benjamins, 2006

Thursday, November 21, 2019

Research paper Example | Topics and Well Written Essays - 1500 words - 15

Research Paper Example All these present the social welfare of different people in the determination of the inequality levels within communities. The impacts of inequalities of all sorts leave life unbearable on the disadvantaged and marginalised. All forms of inequality have a root cause in the social situations within the respective environments. The people in the marginalised communities lack economic incentives in their places of residence to cater for their medical, educational, income and economic disparities. Once a person is deprived of the economic incentives by state or authorities in the same capacity, the person will find it hard to get all the possible assets to reduce the value of life economically. Such situations can be triggered by political reasons, geographical locations of the homes, and race or ethnicity (Rosenblatt 237). The problems linked to inequalities are very severe and detrimental in the lives of persons affected. The major outcomes of inequalities are poverty to the marginalised communities, death due to the diseases related to food shortages or imbalanced diets, lack of finances and economic support to fight away diseases in such marginalised areas of the world. There is also a lack of support to help in the fight against diseases; hence, likely to cause great harm to the people, their social lives, their environments and their entire lifestyles. This concept proves for the need to frequently address the issues and related concerns of inequality in the communities and social settings (Rosenblatt 240). The persistence of problems in societies is linked to the actions and trails of inequalities. The problems are deemed to be the potential results of the inequality issues in the societies (Baumert, Gabriel and Rainer 1354-1359). Discrimination of people based on the social classes, race or ethnic group, age, gender, religion, geographical community of standards of morals in the societies, all leading to the misappropriation of economic benefits are

Tuesday, November 19, 2019

Mobile phone uses & gratification Literature review

Mobile phone uses & gratification - Literature review Example Exploring how to manage the distractions by creating an application for the mobile that moderately controls the media. The International Telecommunications Union (ITU) reported in 2002 that there were already about one billion mobile phone users around the world.The popularity of mobile phones, however, was attributed to wireless technology as telephone applications empower peoples from all walks of lives to use it anywhere and anytime (Bates et al., 2002). Aside from mobility and accessibility, mobile phones are preferred by many due to enlarged scope of information content via the Personal Communication Systems or PCS. Services include delivery of weather updates, news headlines, traffic, locations, internet access, among many others that consumers require. It has rapidly changed the way people live, work, and interacts with one another more than the landlines before them (Wei & Lo, 2006). Socio-Psychological Impact Wei & Lo (2006) explored the role of the mobile phone in individua l’s family ties and social connectedness and suggested that phones which were considered a commodity of the past has come a long way. The wireless phones today have several purposes aside from instant verbal communication between users – the caller and the receiver. Designers provided many components and collaborations in order to produce the finished product with various features. The Qualcomm noted that â€Å"†¦enormous strides have been made in the delivery of data to mobile devices. In particular, cellular telephony networks have matured into robust delivery mechanisms for Internet data, and a rich variety of services are being offered around the world,† (Qualcomm, 2006, P) Wireless phone hardware and software evolved in parallel with internet capabilities and graphic art media so that it has become inevitable for many groups of businesses, engineers, artists and even the consumers cooperating with one another (Kaye, 2006). The Smartphone from IBM has b een cited as an â€Å"information appliance† that has a phone and a personal digital assistant or PDA. The features include a calendar, an address book, world clock, calculator, note-pad, e-mail, and games. This should not be surprising because such features were in mobile phones for more than a decade now as progression continues towards maximizing capabilities. The Operating Systems used are Symbian, Palm OS, Windows, BREW, Linux, and other new generations of programs that are capable of integration with current systems. Similar applications are developed with variations of games; access of internet and memory capabilities for various media downloads and uploads. Kaye (2006) has noted that mobile phone entertainment has been used by gaming companies to demonstrate new games to attract users in purchasing the full software. Games together with ringtones, and wallpapers were seen to generate more revenue. â€Å"In Europe and other regions, ringtones are a billion-dollar busi ness, yet sales were only in the low millions in the United States during 2003,† (Kaye, 2006). Recent developments in mobile phones include cameras and MP3 players as companies collaborate on the product â€Å"to deliver a worthy product to consumers.† Apple company with subsidiary iTunes were cited to cooperate with Motorola the phone hardware and Cingular, a U.S. wireless phone carrier, to deliver quality downloads on phone music player. Clutter is reduced on the part of the consumer as MP3 player and mobile phone become one (Kaye, 2006). Likewise, images can now be sent, downloaded, captured or uploaded on the internet and elsewhere through the mobile phone (Kaye, 2006). Mobile phones have a basic photographic quality of up to 2 mega pixels per image and even video capture and sharing fit for tiny screens of mobile phones. Nokia released the mobile phone with camcorder capabilities for amateur film-maker or for those who can and will afford it, and others soon follow ed suit (Kaye, 2006). More

Sunday, November 17, 2019

Black Plague Essay Example for Free

Black Plague Essay A severe headache, the chills, a bad fever, swelling, lumps, exhaustion, and blood in your urine. What could possible cause these harsh symptoms? The Black Plague, also know as the Black Death or Bubonic Plague can. This disease killed thousands of people and left many devastated. In the 1500’s the Black Plague had a huge outbreak in England that killed over eighty-thousand people. The cause was not sure back then so victims could not take proper care and get the right medical treatment they needed. Random outbreaks would happen and there was no way to cure them. Once you were infected you had about two to six days until death. Many people died miserable deaths and others where left depressed. In the sixteen and seventeen centuries victims of the Black Plague would be sealed in their houses, which were locked and bolted from the outside. Nobody was allowed to enter the house and the victims were not allowed to leave it. Once the outbreak occurred, Plague pits, about twenty feet deep, were dug for the infected citizens. Thousands of people would be thrown into the pit each day to be burned and have their bodies disposed of so the infection wouldn’t spread even more. Many people lost their lives to this uncontrollable disease. There were many ways that the Black Plague was transmitted. It was carried by rodents such as rats and squirrels, but it was also transmitted to humans by fleas. Sometimes it was transmitted by direct contact through open sores or even an infected person’s breath. Cats, dogs and other animals were also common carriers of the Black Plague. When trade and war began, the Plague spread tremendously killing even more people than it already has. Getting infected by the Black Plague was not fun. Black spots would appear on the victims skin, which was were they got the name â€Å"the Black Death. † Early symptoms were a fever, the chills, a bad headache and extreme exhaustion. Following that came swollen glands, mainly in the armpits and groin areas. Finally you would become very ill and soon pass away. It was not just the people who lived in the towns who were at risk of catching the Plague. Elizabethan farmers and retailers of farm produce were in constant danger of getting the virus, which could affect their job. If they got it, it would spread to all of the animals making it very hard to survive. The Elizabethan era was a truly dangerous time. The Black Plague ruined many families and destroyed many lives. The Plague does still exist today but is not as common as it was in the Elizabethan era, and we have cures for it now. Many outbreaks occurred and many people lost their lives. It was a truly devastating point in history.

Thursday, November 14, 2019

Personal Narrative - I Don’t Want to Cry :: Personal Narrative

I Don’t Want to Cry Tonight, I punched a child in the stomach. He gasped for air, his face grew red, and his eyes got watery. Granted, we were at Karate class and we were sparring. And, granted, I was 19 and he was likely 10. I hadn’t meant to hurt him; I had actually been â€Å"going light.† But I hurt him. The fact is, he knew it and didn’t care. He could have continued the night without a single tear. But when the Shihan came to try and make him feel better, the boy’s face got redder and his lip quivered as that single tear rolled down his cheek. The boy was perfectly fine until he was consoled. When I was younger, I wasn’t the most popular. I was known as a bookworm who frequently dazed off in class, all the while being admired by the teachers for my intelligence. I was short, wore glasses, didn’t talk much, and only had 2 friends in my grade. I was, expectedly, picked on by the bigger kids. I was hurt several times. However, I hid it from my teachers and parents. I didn’t want to cry. And I was fine without crying; I merely accepted the beating and went on, trying to avoid or get back at the bullies. Girls are taught at an early age that they can cry. The sight of a girl with tears running down her cheeks inspires compassion, while a boy’s tears bring mostly embarrassment. Girls are also ingrained with the fact that females are â€Å"there for each other,† and can therefore support one another emotionally. Women frequently talk of how refreshed a â€Å"good cry† is, as if it were a long bath or a cigarette. But guys don’t cry. Pop psychology tells us that this is because men see crying as negative. Because we can’t accept our feelings and are scared at the expression of them. So this boy was too scared to cry until the instructor let him know it was OK? Hogwash. A Karate instructor, like a coach, wants to keep little boys from crying whenever possible. It isn’t fair that a man’s dislike of being forced to cry makes others think he is â€Å"all bottled up inside. Personal Narrative - I Don’t Want to Cry :: Personal Narrative I Don’t Want to Cry Tonight, I punched a child in the stomach. He gasped for air, his face grew red, and his eyes got watery. Granted, we were at Karate class and we were sparring. And, granted, I was 19 and he was likely 10. I hadn’t meant to hurt him; I had actually been â€Å"going light.† But I hurt him. The fact is, he knew it and didn’t care. He could have continued the night without a single tear. But when the Shihan came to try and make him feel better, the boy’s face got redder and his lip quivered as that single tear rolled down his cheek. The boy was perfectly fine until he was consoled. When I was younger, I wasn’t the most popular. I was known as a bookworm who frequently dazed off in class, all the while being admired by the teachers for my intelligence. I was short, wore glasses, didn’t talk much, and only had 2 friends in my grade. I was, expectedly, picked on by the bigger kids. I was hurt several times. However, I hid it from my teachers and parents. I didn’t want to cry. And I was fine without crying; I merely accepted the beating and went on, trying to avoid or get back at the bullies. Girls are taught at an early age that they can cry. The sight of a girl with tears running down her cheeks inspires compassion, while a boy’s tears bring mostly embarrassment. Girls are also ingrained with the fact that females are â€Å"there for each other,† and can therefore support one another emotionally. Women frequently talk of how refreshed a â€Å"good cry† is, as if it were a long bath or a cigarette. But guys don’t cry. Pop psychology tells us that this is because men see crying as negative. Because we can’t accept our feelings and are scared at the expression of them. So this boy was too scared to cry until the instructor let him know it was OK? Hogwash. A Karate instructor, like a coach, wants to keep little boys from crying whenever possible. It isn’t fair that a man’s dislike of being forced to cry makes others think he is â€Å"all bottled up inside.

Tuesday, November 12, 2019

Nutrition paper

How do you feel about the dietary intake for the day you recorded? A feeling of both happiness and sadness flows within me as I study my dietary intake for the day. When we study my vegetable intake, I was able to take in a substantial amount; but barely enough to meet the required food intake. Happily I was able to take in more than enough fruits and milk to meet the expected requirement. When it came to my Meat, Beans and Grain intake, I was overwhelmed to see that I was able to take in more than double of what was expected. Also when it came to the fat intake, I was able to take in more than enough but still in the norms. Basically when we look at the over all food intake that I had, I was able to eat more than the daily requirement for almost all the food groups in the pyramid; which makes me happy. I was happy because I know that I have met most of the daily requirements. Similar: Chemical components in domestic activities Did you consume the recommended minimum number of servings from each of the food groups of the food pyramid? Unfortunately, when it came to my vegetable consumption, I was only able to eat 75% of the required amount. Meaning I lack 25% of the vitamins and minerals that I could have acquired from various vegetables that I should have consumed on that day. Happily I was able to eat more than the required amount when it comes to meat, beans, grains, fruits and milk for the day. Which means I am compensated for what I lack in vegetable consumption; at least I’d love to think I am. c. Which groups of foods are underrepresented or overrepresented in your diet? If you did not consume the number of servings from each group, discuss some reasons why you did not consume the number of servings. As was mentioned earlier, I lack vegetables in my food intake. And I barely passed when it came to the appropriate amount of fruits in the food pyramid that I should have consumed. In addition, when it came to Beans, Meat, and Grains, I ate two times the requirement. Grains are readily available in any meal, whether it be pasta, bread or rice. Therefore, unless I decide to follow a certain diet that prohibits me from eating carbohydrates, it is impossible for me to avoid eating a substantial amount of that food group in every meal. Grains in itself lacks appropriate taste that is why it is always a good idea to add another food group to it; Meat or Vegetables. Whether it be crab meat, fish meat, lamb chops, poultry, pork or beef, it is most definitely more palatable than vegetables. Any type of grain tastes much better when eating it with a type of meat since it is more palatable and tasty. Since meat contains enough salinity to give taste to any type of grains, and it may be cooked in a various number of ways that vegetables cannot. Aside from this, vegetables aside from tomatoes, eggplants onions and potatoes all taste monotonous. It is very hard to distinguish one from the other, which is why it is so dull to eat. Vegetables would be great to eat when you add salad dressing or cook it with a type of meat. Although vegetables are healthy and refreshing to eat because of all its vitamins and fiber, it is simply hard to get a person to eat it. On the other hand, fruits are very sweet and delicious, that is why it is so easy to include it on my diet. Fruits are very hard to make it into a full meal, but it is very easy to include it as a dessert in every meal, or a snack when hungry. d. Did your diet provide an adequate variety of foods, or were your choices monotonous? See how you met the various food pyramid groups. If you did not eat a variety of foods, how can you expand your field of choices? I can never say that my food intake was monotonous, because in one day, I was able to eat Vegetables, Meats, Grains, Fruits, and Milk. All food groups are present in my daily diet, there fore none of them are unrepresented, but simply Overrepresented if not underrepresented. The things that I need to improve with my daily diet are increasing my vegetable intake and also decreasing the carbohydrates and Proteins that I eat. But then again, my intake of food may be considered normal since, I may eat a little more than what is required for my daily nutrition, but I can never say that it hasn’t been enough for me to live a healthy lifestyle. My food intake can be summarized by saying that it is High Protein, High Energy and Low Fiber Diet. Stradley, L., Nutritional Chart. December 3, 2007, from http://whatscookingamerica.net/NutritionalChart.htm United States Department of Agriculture. Food Guide Pyramid: Dietary Guidance: Food and Nutrition Information Center . December, 3, 2007, from http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=2&tax_subject=256&topic_id=1348 Canadian Food Inspection Agency. Food and Nutrition. December, 3, 2007, from http://www.hc-sc.gc.ca/fn-an/index_e.html   

Saturday, November 9, 2019

Computer Literacy Essay

Introduction: †¢ How many people in this classroom learn to use computer? As I look around, no one in this classroom, don’t use computer in their offices. †¢ We are all students of AIC, and most likely gone to different basic computer course. †¢ Does studying computer affect the way we communicate? And if so, is this a bad thing? Development †¢ As our society, increasingly dependent on computers to take care of our daily needs, it creates a high demand for skilled professionals to maintain as well as take advantage of this technology. o Pose-Pause-Pounce-Praise †¢ Questions 1. Why do we need to study the use of computer? 2. What is the personal cost as â€Å"studying a computer† becomes a necessity? (requirement, obligation, essential) †¢ We have to go in training †¢ Read & Practice †¢ Tutorial 3. When is the last time you use a computer? †¢ 4. What will you do, if you don’t know how to use computer in case of presentation or research? †¢ Library, other resources 5. Amplify †¢ I’m referring to computer literacy. As computer literacy becomes a necessity, we are faced with the facts that we are in a ever-changing society that demands the use of technology †¢ We will keep putting aside the cost of this literacy as long as we only see the positive aspects of a technology-centered future. KEYPOINT 2: IMPORTANCE OF COMPUTER †¢ Questions 1. What is the significance of having a computer in our work? 2. When is the last time that your office procures or upgrades your computer because of increasing demands from your clients? 3. What applications do use in your computer? 4. What will happen if we still use typewriters to share information? 5. Amplify †¢ Information and communication are the two most important strategic issues for the success of every organization. Computers help us to solve this issues.

Thursday, November 7, 2019

blackholes essays

blackholes essays Stars are affected by two main forces: Nuclear fusion, and gravitation Black Holes are the result of an imbalance of these two forces. Nuclear fusion- the outward force from the star's centre and gravitation- the force pulling inwards. These two processes balance one another until all the star's hydrogen is exhausted, allowing gravitation to take over. Once gravitation dominates, the star becomes unstable and starts to collapse. As the core compresses, it heats up and results in a supernova explosion in which the material and radiation blasts out into space. If what remains of the star is greater than 3 times the mass of our sun, it will continue to collapse and form a black hole. Albert Einstein's theory of general relativity suggests that the most densest and massive objects conceivable, such as black holes, have gravity that is so strong that nothing, not even light, can escape their grasp. I do not fully understand Einsteins general theory of relativity but Im going to try and give everyone a very basic understanding of why Einstein thought space and time are not separate but closely connected known as space-time. When we describe the position of a flying plane we can use length, width and height these make up the three dimensions of space. But another dimension can be used time, these four dimensions make up space-time. The fundamental aspect of general relativity is effect that matter, with a gravitational field, has on the curvature of space, rather on the four dimensional space-time. One way to visualise Einsteins view of gravity was to think of the rubber sheet analogy described in many texts. In order to understand this, consider a sheet of rubber, with a weight placed on it, to represent a star. The weight will form a depression in the rubber, causing the sheet near the star to be curved, rather than flat. If one now rolls marbles on the ...

Tuesday, November 5, 2019

Do Colleges Average Your ACT Score

Do Colleges Average Your ACT Score SAT / ACT Prep Online Guides and Tips Like most students who take the ACT, you may have taken the test more than once or are thinking about taking it multiple times. How will colleges look at your multiple test scores? Will they look at all your scores? Just your highest score? Will they average your scores and use that number?Standardized test scores are an important part of applying to college, but it’s not always clear how colleges will determine your ACT scores if you’ve taken the test more than once. Will colleges average your ACT scores if you take the test multiple times? In short, no.Colleges don’t take the average of your scores. Instead, they will look at your â€Å"best† score;however, there are multiple ways a school can determine your best ACT score.In this article, I’ll go over the different methods schools use to look at multiple ACT scores, if they require you to send all your ACT scores, and how you can use this information to your advantage and help strengthen your college applications. Do You Need to Send Schools All Your ACT Scores? Before you start wondering what colleges do with multiple ACT scores, the first thing you need to know is whether they require you to send the results of every ACT you took in the first place. Infact, most schools do NOTrequire you to send in all your scores, and ACT, Inc. makes it easy to choose which scores you want to send with an option referred to asScore Choice. (Note that the phrase "Score Choice" is technically more associated with the SAT Score Choice program, but the ACT has a similar policy for its own test score reporting.) Schools that require you to send in all of your ACT scores will be referred to as "All Scores" schools. Both types of schools are discussed in more detail below. Score Choice ACT Score Choice gives you the option to send schools only the ACT scores you want them to see,rather than sending scores from every ACT you took. On the score report request form, you will be asked to list your college of choice and the test date you want to send on each line. For schools that allow Score Choice, if you did poorly on one test date, you don’t need to send that score to schools, and they will never see it. This means that if you take the ACT sixtimes, you can choose to send only your best score, or your best two scores, or as many scores as you'd like. Be aware that ifyou are using Score Choice and choose to send your scores from a specific test, you must send your scores for the entire test; you cannot only send individual section scores to schools. All Scores Some schools, including certain highly selective schools like Yale and Stanford, requireyou to send all your ACT scores.This means that you cannot use Score Choice, and youmust send them the scoresofevery ACT you took, even if there was a particular test date when you didn’t score as well as you usually do. So, if you took the ACT six times, you need to send these schoolsyour results from each of those six test dates. Check out our complete list of the schools that require you to send all your ACT scores. Only some schools require you to send all your ACT scores What Do Colleges Do If You Send Multiple ACT Scores? You may end up sending a school more than one ACT score, either because theyrequire it or because you earnedmultiple strong scores and want schools to see them. So what do colleges do if they receive more than one ACT score from you? There are several options, and each isexplained below. Highest Sitting Most schools, if you send them more than one ACT score, will simply use yourhighest ACT composite score from a single test date. So, if you took the ACT three times and received composite scores of 28, 29, and 30, the school would use your composite and section scores of the test date when you received a 30. Superscoring Another method that some schools use to determine your best score is called superscoring.When a school uses superscoring, that means they consideryour highest section scores across all the dates you took the ACT and combine theminto a superscore. Look at the example below to see how superscoring works. English Math Reading Science Composite Exam 1 25 31 30 27 28 Exam 2 27 29 32 28 29 Exam 3 30 33 30 27 30 Superscore 30 33 32 28 31 This student took the ACT three times, and, as you can see, her composite superscore is higher than any of the composite ACT scores for individual test dates. This is because superscoring combined all of her highest section scores from across the three tests. If you take the ACT with Writing, that section isalso included in superscoring. For schools that use superscoring, this student would be considered to have a composite ACT score of 31, and her section scores would be each of those listed under the Superscore row. Superscoring benefits you because schools combine your best scores from each section of the ACT into one superscore, even if those scores didn’t occur in the same test.Wondering which colleges use superscoring? We have a complete list of schools that superscore the ACT. Will Schools Look at Your Other Scores? Regardless of whether a school uses superscoring or highest sitting, will they look at your "non-best" ACT scores as well? There's no clear-cut answer to this question since it varies for each school and often for each applicant; however,many times schools will look at your other test scores, even if your best score is the one they give the most weight to. This is particularly true for schools that require all scores sent. In these cases, your scores still won't be averaged, but schools mayreview all your scores and make inferences if there were any outliers. For example, if you take the ACT three times and get composite scores of 32, 27, and 33, most schools will use 33 as your "official" ACT score, but they may wonder why you got a 27 for one test. One outlier score will usually have a small, if any, impact on your application, but it's still important to never blow off an ACT examjust because you think schools will only look at your best score. As mentioned above, schools that allow Score Choice only see the scores you send them, so you can take the ACT several times and only send your highest scorein order for that to be the only resultsthey see. The next sections give more recommendations on howyou can use school score policies toplan and improve your ACT preparation methods. Can You Take the ACT as Many Times as You Want? Since most schools will useyour best ACT score, either by using superscoring or highest sitting, does that mean you can take the ACT as many times as you want in order to maximize your chances of getting a high score? Not exactly. You are allowed to take the ACT up to 12 times, and schools will continue touse your best score from those tests, whether by using superscoring or highest sitting.However, itisnot recommended that you actually take the ACT 12 times. Generally, you shouldn’t take the ACT more than five or six times. Taking the ACT more than six times can cause schools to think you don’t take the test seriously or have trouble improving your scores. It can also becomevery stressful and time-consuming,not to mention extremely expensive, because you have to keep paying to take the ACT and to send your scores to schools.Taking the ACT as many times as you can is particularly a bad idea if one of yourschools requires All Scores sentbecause itincreases the chance of you having an off-day and getting a lower than usual score, which those schools will see and which can possibly hurt your chances of being admitted. Instead of taking the ACT as many times as you can, you should instead look at your test prep methods and how effective they are. Is your studying targeting and improving your weak areas? Are you learning what mistakes you make and how to avoid them? By putting time and effort into studying effectively, you will be able to reach your target ACT score more easily than simply taking the ACT over and over.In general, we recommend taking the ACT two-three times to get your best score, regardless of whether the schools you’re applying to use superscoring or highest sitting to determine your best score. Don't just take the ACT as many times as you can; it can hurt your college applications. How Can You Use Score Policies to Improve Your ACT Prep? If you know which schools you want to apply to, you can look at their score policies and use them to help guide your test-taking strategy. If the schools you’re applying to use superscoring, then you can maximize your superscore by studying for and gaining a strong score in one ACT section at a time.For a more in-depth explanation of this strategy, check out our guide on how superscoring can affect your test strategy. If a school uses highest sitting, then you should continue to study each section of the ACT in order to maximize your composite score. For schools that require All Scores sent, you will want to make sure you are well-prepared each time you take the ACT. Those schools will see all of your exam scores, so you don’t want one bad test day to hurt your college applications. You will also want to keep studying for each section of the ACT, even if you are only trying to improve your score in one specific section. You don't want scores from your other sections to drop on a retake. Even if the schools you’re applying to allow superscoring orScore Choice, you should always take the ACT seriously.As mentioned above, a very low score canbe a red flag to schools, and it’s also just a waste of your time and money. Conclusion Most students take the ACT multiple times, and schools have different policies for reviewing multiple test scores. Most schools don't require you to send scores from all the ACTs you took. Score Choice is a way for you to choose which ACT results you want schools to see. If you send multiple ACT scores, schoolswon’t average them, but instead will useone of two methods to determine your "best score." Some schools combine your highest section scores from multiple tests into a Superscore. This is known as Superscoring. Other schools look at your highest score from a single test date. Knowing which scoring policy schools use can help you structure your test prep and test-taking strategies to maximize your ACT scores for college applications. What's Next? First, what’s a good ACT score? Read our article on good, bad, and excellent ACT scores so you can identify and prepare for your target score. Wondering when you should take the ACT? Read this article to figure out the best dates for you. Check out our complete study plan for the ACTso you can keep up with your studying and make the most of every test date! Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Sunday, November 3, 2019

Apocalyptic SciFi Essay Example | Topics and Well Written Essays - 1750 words

Apocalyptic SciFi - Essay Example Apocalyptical elements we can find in the prophetical books of Joel and Zecharian and more mature and well-developed apocalypse presented in the book of Iaiah and book of Daniel. So the origin of the apocalyptical genre begins from unfulfilled prophecy and traditional elements drawn in different sources. One more source of apocalyptical fiction was basic mythological and cosmological traditions that open before the seer the secrets of the future no less surely than those of the past. The general object of apocalyptic literature was to solve the difficulties connected with the saintliness of God and the suffering of His righteous servants on earth. The saintliness of God stipulated according to the law the temporal happiness of the righteous and the common prosperity of necessity; for as yet there was no promise of life or recompense beyond the grave. But this feature was not found to obtain as a rule in life, and the difficulties arising from this conflict between perspective and experience centered round the lot of the righteous as a community and the lot of the righteous man as an individual. Old Testament prophecy had addressed itself to both these problems, though it was hardly conscious of the claims of this latter. It concerned itself essentially with the present, and with the future only as growing organically out of the present. Moder Modern variant of apocalyptic literature exists in genre of Science Fiction. Author who writes in the genre of Science Fiction at the same time is close to and far from religion. Every Science Fiction writer tries to be a creator of his own world with its own laws and creatures. Apocalyptic Science Fiction is a branch of Science Fiction that is concerned with the end of whole civilization through the nuclear war, plague or some other general disaster. The nature of catastrophe varies and depends only on author's imagination. In the history there were so unusual disasters and one of them is coming of the darkness described in the story "Nightfall" written by the famous Science Fiction author Isaac Asimov. It is one of his earliest stories and one of the best-known stories. To make sure that "Nightfall" belongs to apocalyptic literature peculiar features of the genre must be identified. Some main aspects such as "the last day of the world", "connection with religion" and "social criticism" that approve this belonging are shown below. Understand the nature of composition helps biography of the author. Speaking about the author Isaac Asimov, he was born on the 2nd of January in 1920, in Petrovichi shtetl, near Smolensk, Russia. His real name was Isaak Judah Ozimov. He was the oldest of three children. His parents were Orthodox Jews. In 1923 Isaac with his parents immigrated to the USA and settled in Brooklyn, New York. There his parents temporarily changed his birthday to September 7, 1919, in order to send him to school a year earlier. Their family name was changed from Ozimov to Asimov. From his early childhood Asimov was an avid reader. He knew Yiddish and English languages and only a few words in Russian. His education began in 1925 in the New York Public School. In 1935 he graduated from high school, in 1939 received a B.S. and in 1941 he earned his M. Sc. in Chemistry from Columbia