Bermuda Triangle About the Devils Triangle

For over forty years, the Bermuda Triangle has been popularly known for supposedly paranormal disappearances of boats and aircraft. This imaginary triangle, also known as Devils Triangle, has its three points at Miami, Puerto Rico, and Bermuda. Actually, despite several factors which should contribute to higher rates of accidents in the region, the Bermuda Triangle has been found to be no more statistically dangerous than other areas of the open ocean. Legend of the Bermuda Triangle The popular legend of the Bermuda Triangle began with a 1964 article in the magazine Argosy that described and named the Triangle. Further articles and reports in such magazines as National Geographic and Playboy merely repeated the legend without additional research. Many of the disappearances discussed in these articles and others did not even occur in the area of the Triangle. The 1945 disappearance of five military airplanes and a rescue plane was the primary focus of the legend. In December of that year, Flight 19 set out on a training mission from Florida with a leader who wasnt feeling well, an underexperienced crew, a lack of navigation equipment, a limited supply of fuel, and rough seas below. Though the loss of Flight 19 may have initially seemed mysterious, the cause of its failure is well documented today. Actual Hazards in the Area of the Bermuda Triangle There are a few real hazards in the area of the Bermuda Triangle that contribute to the accidents that occur in the wide swath of sea. The first is the lack of magnetic declination near 80Â ° west (just off the coast of Miami). This agonic line is one of two points on the earths surface where compasses point directly to the North Pole, versus to the Magnetic North Pole elsewhere on the planet. The change in declination can make compass navigation difficult. Inexperienced pleasure boaters and aviators are common in the area of the triangle and the U.S. Coast Guard receives many distress calls from stranded seamen. They travel too far from the coast and often have an insufficient supply of fuel or knowledge of the swiftly moving Gulf Stream current. Overall, the mystery surrounding the Bermuda Triangle is not much of a mystery at all but has simply been the result of an overemphasis on the accidents which have occurred in the area.

How I Learned To Become Literate Essay - 1534 Words

How I Learned To Become Literate As a six-month-old baby books had opened up a whole entire new world of experience for me. My inspiration to learn how to read and write was encouraged by my Mother and Grandmother. This is because they read out loud to me before bed occasionally and gave me the best time of my life by introducing me to a library. By two years of age I developed speech and other communication skills. This helped me understand and develop a favorite book, â€Å"PJ Funny Bunny,† and I would stare at the pages pretending I was reading them. I would continually pretend to read with other Dr. Seuss books, Smurf pop-up books (I imagined I was a part of these for hours), sniff scratches, and sensory books. I had just begun†¦show more content†¦Overtime this helped to enhance my imagination for reading. Another thing our teacher did was present us with books as Christmas gifts. I remember my book was called â€Å"A Mouse House.† Inside she wrote that I was an excellent reader and sa id if we all came back over the holidays being able to read our books we could read anything we wanted. I believed her and practiced my book throughout winter break. She had given me hope for learning. During my Kindergarten years most of my encouragement continued by making up my own short stories with illustrations. Stories I wrote, like the â€Å"Oddor Beast† (1) and â€Å"The Witch And Too Two Many† (2), helped increase my imagination and made me feel as though I was a really great author. When my report card (3) came around and a â€Å"VG† for Very Good was in the Reading box I would get excited to read more. Throughout the beginning of my Elementary school years we were taught literacy by writing creative stories with illustrations. In my story, â€Å"The Girl Who Had The Magic Finger† (4) you can see that I was not great at spelling and completing sentences. I also noticed my tendency to complete things in a big hurry and end sentences with phrases like, â€Å"And that’s the end of that.† I continued to learn by putting together little books like, â€Å"Little People Book (5).† These type of books aloud me to read the stories and comprehend what I’ve read because they were followed by short questions at the end. By First Grade, I wasShow MoreRelatedPersonal Narrative: My Journey to Literacy Essay1133 Words   |  5 PagesAll I could remember on my journey to literacy was my concern over my brother and sister’s ability to read and write including solving math problems. That did not really motivate not to become literate; I was extremely playful as a child. What I am able to remember is my first day of school, I cried like a baby when my mom dropped me off. I soon began to grow out of my baby stage and school became really interesting. Even though it was not as hard as it is now, the value that pushed me to be literateRead MoreFrederick Douglass How I Learned to Read and Write939 Words   |  4 PagesFrederick Douglass How I Learned to Read and Write During the 1800’s, the institution of slavery was still ongoing in the few slave states left in America. Slavery was still proving to be unjust and unfair, not allowing for African Americans to be considered equals. However, some slaves were able to overcome the many restrictions and boundaries that slavery forced upon them. In Frederick Douglass’ essay â€Å"Learning to Read and Write,† Douglass portrays himself as an intelligent and dignifiedRead More I Teach Therefore I Can Essay examples1478 Words   |  6 PagesI Teach Therefore I Can George Bernard Shaw wrote that â€Å"He who can, does. He who cannot, teaches.† Based on this statement, Shaw was either able to do everything or was a poor teacher. A teacher must be able to do and then teach it to others. In order to do this, a teacher must first obtain the skills him/herself. Teachers have the responsibility of providing their students with the skills necessary for success later in life, and the most essential skills are the ability to read andRead MorePicture Waking Up To A World Where There’S No Forms Of1302 Words   |  6 PagesTo these questions, I have no answers. I have no evidence at just how much literate arts affects each of us as individuals or if any of the â€Å"arts† would really matter in the end to anyone. What I do have is my opinion and the views of other writers who have noticed the same importance of the literate arts in their lives. Both Richard E. Miller and Richard Rodriguez are concerned with the limits and the failure of education and have readers question what might the literate arts be said to be goodRead MoreHow Technology Has Changed My Life Essay1547 Words   |  7 PagesThis technology is something that I really think is important to our society and I have been lucky enough to have had good resources to allow me to have the opportunity to learn how to be literate in technology. From a young age my father would always have new gadgets and interesting technology around the house. He, an engineer, was working in a field that was very cool to me and something that really drew my interest. Birthdays and Christmas would come along and I would get presents like erectorRead MoreThe Education Of Malcolm X Essay984 Words   |  4 Pagesto read and write to express your feelings and communicate with others. Frederick Douglass and Malcom X both succeeded in learning how to read and write, but in different ways. The education of Malcolm X was learned more formally. Frederick Douglass learned from his surroundings and the people around him. Malcom and Frederick battled in reading and writing, but learned in similar and different ways. During the 1960s, Malcolm X was one of many articulate and powerful leaders of black America. BeforeRead MoreFrederick Douglass Essay774 Words   |  4 Pagesdescribes his life as a slave and the conditioned he endured in order to become a free man. Education is a prominent theme throughout the narrative. Douglass constantly faced the conflict of becoming literate and abandoning it entirely. As a child, his master showed great disapproval of his learning to read, which he then understood that education had value. This encouraged Douglass and he learned to read by other means. By becoming literate, he further understood slavery and the despondency of his and otherRead MoreFreedom, By Stedman Graham1135 Words   |  5 Pagestreated as commodities instead of people. Somedays the studying proved to hard due to the harsh treatments shown and felt by literate slaves. He even says that he wishes he could get rid of thinking (72), but thinking is the best course of action to become free. In Learning to read and write, we see all of this, we see how some views are changed, we see how some people live, we see how hard and tricky it was to be able to learn to read and write for an African-American slave, but he persevered, he had oneRead MoreFrederick Douglass And Malcolm X Essay1237 Words   |  5 Pagesmake up nearly half of that amount. In both Fredrick Douglass’ â€Å"Learning to Read† and Malcolm X’s â€Å"A Homemade Education,† common themes regarding literacy and freedom are identified and both reflect why literacy is so important. The two texts prove how crucial the processes of learning to read and write were to both their personal growth and their role in the civil rights movement. Literacy was the definition of their social platform as it allowed them to communicate with the world in order to makeRead MoreThe Importance of Literacy Essay720 Words   |  3 PagesIs it important to be a literate person in today’s society ? The ability to function well depends on whether or not a person is literate and can comprehend what is going on around them. If a person doesn’t have the basic ability to read, they will feel the stress and dependency on others because of their illiteracy. Illiteracy is a big problem because without the knowledge of reading, illiterate people can’t perform daily tasks and responsibilities in daily life. When all it would take is a mere

Social Perception and Interpersonal Behavior Sample Essay Example For Students

Social Perception and Interpersonal Behavior Sample Essay What is in fact Cognitive Social Psychology? Cognitive societal psychological science is concerned with the procedures by which an single addition cognition about behaviour and events that they encounter in societal interaction. and how they use this cognition to steer their actions. From this position. people are â€Å"constructive thinkers† seeking for the causes of behaviour. pulling illations about people and their fortunes. and moving upon this cognition. Most empirical work in this sphere mostly stimulated and guided by the ascription theories has focused on the processing of information. For case what are the cognitive and behavioural effects of our feelings of other people? As an illustration of this is societal stereotypes these are particular instances of interpersonal perceptual experience. Stereotypes are normally simple. over generalised. and widely accepted. But stereotypes are frequently inaccurate. Nonetheless. many societal stereotypes are concern extremely se eable and typical personal features ; for illustration. sex and race. These pieces of information are normally the first to be noticed during societal interaction. This world is. of class. wholly cognitive: It is in the oculus and head of the perceiver. But stereotype-based ascriptions may function as evidences for anticipations about the target’s hereafter behaviour and may steer and act upon the perceiver’s interactions with the mark. How others treat us is. in big step. a contemplation of our intervention of them. By the same nominal one widely held stereotype in this civilization involves physical attraction. Considerable grounds suggests that attractive individuals are assumed to possess more socially desirable personality traits and are expected to take better lives than their unattractive people. Attractive individuals are perceived to hold virtually every character trait that is socially desirable to the percipient: â€Å"Physically attractive people. for illustration. were perceived to be more sexually warm and antiphonal. sensitive. sort. interesting. strong. poised. modest. sociable. and surpassing than individuals of lesser physical attractiveness† Harmonizing to surveies the physically attractive ar e chosen and the unattractive are rejected in societal metric picks. Persons may hold different manners of interaction for those whom they perceive to be physically attractive and for those whom they consider unattractive. As a consequence in the survey in this diary article â€Å"Social Perception and Interpersonal Behavior: On the Self-Fulfilling Nature of Social Stereotypes† by Mark Snyder. The Participants used for this survey were 51 male and 51 female undergraduates at the University of Minnesota. They participated. for an excess class recognition. in a survey of â€Å"the procedures by which people become acquainted with each other. † Participants were scheduled in braces of antecedently unacquainted males and females. Furthermore to see that the participants would non see each other before their interactions. they arrived at separate experimental suites on separate corridors. The experimenter informed each participant that she was analyzing familiarity procedures in societal relationships. Specifically. she was look intoing the differences between those initial interactions that involve gestural communicating and those. such as telephone conversations. that do non. She explained t hat the participant would prosecute in a telephone conversation with another pupil in introductory psychological science. Correspondingly before the conversation began. each participant provided written permission for them to be tape recorded. In add-on. both participants completed a brief questionnaire refering information such as academic major in college and high school of graduation. These questionnaires. it was explained. would supply the spouses with some information about each other with which to get down the conversation. The acquiring acquainted interaction permitted the control of the information that each male perceiver received about the physical attraction of his female mark. When male percipients learned about the biographical information questionnaires. they besides learned that each individual would have a snapshot of the other member take parting in the survey. Consequently no reference of any snapshots was made to the female participants. When each male percipient received his partner’s biographical information signifier. it arrived in a booklet incorporating a Polaroid snapshot . of his so called spouse. But. although the biographical information had so been provided by his spouse. the exposure was non. .u981ef46424487610c2dfc6631808943a , .u981ef46424487610c2dfc6631808943a .postImageUrl , .u981ef46424487610c2dfc6631808943a .centered-text-area { min-height: 80px; position: relative; } .u981ef46424487610c2dfc6631808943a , .u981ef46424487610c2dfc6631808943a:hover , .u981ef46424487610c2dfc6631808943a:visited , .u981ef46424487610c2dfc6631808943a:active { border:0!important; } .u981ef46424487610c2dfc6631808943a .clearfix:after { content: ""; display: table; clear: both; } .u981ef46424487610c2dfc6631808943a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u981ef46424487610c2dfc6631808943a:active , .u981ef46424487610c2dfc6631808943a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u981ef46424487610c2dfc6631808943a .centered-text-area { width: 100%; position: relative ; } .u981ef46424487610c2dfc6631808943a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u981ef46424487610c2dfc6631808943a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u981ef46424487610c2dfc6631808943a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u981ef46424487610c2dfc6631808943a:hover .ctaButton { background-color: #34495E!important; } .u981ef46424487610c2dfc6631808943a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u981ef46424487610c2dfc6631808943a .u981ef46424487610c2dfc6631808943a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u981ef46424487610c2dfc6631808943a:after { content: ""; display: block; clear: both; } READ: Black Death (689 words) EssayIt was one of eight exposures that had been prepared in progress. Before originating the getting-acquainted conversation. each male perceiver rated his initial feelings of his spouse on an Impression Formation Questionnaire. They were so able to measure the extent to which perceivers’ initial feelings of their spouses reflected general stereotypes associating physical attraction and personality features. In this instance each participant so engaged in a 10-minute unstructured conversation by the agencies of mikes and earphones connected through a two-channel tape recording equipment that recorded each participant’s voice on a sepa rate channel of the tape. After the conversation. male percipients completed the Impression Formation Questionnaires to enter their concluding feelings of their spouses. Aside from the male participants the female marks were told to besides bespeak. on a 10-point graduated tables. how much they had enjoyed their conversation. how comfy they had felt while speaking to their spouse. how accurate a image of thyself they have felt that their spouse had formed as a consequence of the conversation. how typical their partner’s behaviour had been of the manner they’d normally be treated by work forces. and their perceptual experience of their ain physical attraction. and their estimation of their partner’s perceptual experience of their physical attraction. To measure the extent to which the actions of the mark whom adult females provided behavioural verification for the stereotypes of the work forces percipients. 8 male and 4 female introductory psychological science pupils rated the tape recordings of the getting-acquainted conversations. These observer Judgess were incognizant of the experimental hypotheses and knew nil of the existent or sensed physical attraction of the persons on the tapes. As a consequence to chart the procedure of behavioural verification of societal stereotypes in societal interaction. they examined the effects of their use of the mark women’s evident physical attraction on the male perceivers’ initial feelings of them and the women’s behavioural self-presentation during the interaction. as measured by the perceiver judges’ evaluations of the tape recordings. Make the male percipients form initial feelings of their specific mark adult females on the footing of general stereotypes tha t associate physical attraction and desirable personalities? To reply this inquiry. they examined the male perceivers’ initial evaluations on the Impression Formation Questionnaire. Remembering that these feelings were recorded after the percipients had seen their partners’ exposure. but before the getting-acquainted conversation. Indeed. it appears that the male percipients did manner their initial feelings of their female spouses on the footing of stereotyped beliefs about physical attraction. The percipients manner their images of their treatment spouses on the footing of their stereotypic intuitions about beauty and goodness of character. In the concluding analysis I think the survey in this diary article â€Å"Social Perception and Interpersonal Behavior: On the Self-Fulfilling Nature of Social Stereotypes† by Mark Snyder was a great illustration of the typical stereotypes that we find today in society. Throughout my life clip I have seen that it is a fact that people who are more attractive than the mean do be given to be better off and be given to be a small more societal. Unlike those who are unattractive and are a little more closed off so most people.

Playing World of Warcraft VS Content and Language Integrated Learning Essay Example

Playing World of Warcraft VS Content and Language Integrated Learning Essay Based on the three studies conducted by Syleven 2004/2010, Sunqvist 2009, and the joint study aimed at young learners and their extramural English habits, the underlying similarities between playing World of Warcraft (WoW) and Content and Language Integrated Learning (CLIL) are established. The studies tend to examine the potential impact on the learners oral proficiency and vocabulary, establish the relationship between what the students do in English when they are free and the learning outcomes in school, and focus on the CLIL and non-CLIL students on the effects of CLIL on their acquisition of vocabulary. The fundamental L2 learning determinants of immersion, authenticity, and motivation all are interconnected in one way or the other. Immersion is used in both computer game theory and in the L2 acquisition theorem. With regard to the computer games theorem, it encompasses the successful nature of computer games in creating experiences of escapism for the gamer. These games provide a content rich immersive environment as the gamer needs to comprehend and be able to communicate in the English language, which is the default language in WoW (Walters, 2007), in order to make significant progress in the games. CLIL involves the introduction of the French language to English L1 children who want to learn French. Authenticity is the core for both CLIL and WoW to L2 acquisition and is intended to create a language situation in the classroom, which is considered dependable by all the students (Nikula, 2007). This fundamental principle ensures that the amount of TL (Target Language) exposure is significantly increased. The students, therefore, are recipients to maximum input and they make progress in their communicative abilities. Motivation is considerably important for successful L2 language learning (Dornyei, 2001). The teachers, students, and the gamers are motivated to achieve good grades and have good results so as to boost their moral in doing so. They are motivated to understand the basic rules of practice with the significant aim of achieving better results. The students need motivation in order to acquire the TL in passing while teaching the specific subject (Dalton, 2007). We will write a custom essay sample on Playing World of Warcraft VS Content and Language Integrated Learning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Playing World of Warcraft VS Content and Language Integrated Learning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Playing World of Warcraft VS Content and Language Integrated Learning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The similarities between playing WoW and CLIL include: i. Active, Critical Learning Principle. This elaborates how the computer games make the gamers active and be able to critically and creatively think about how to solve different puzzles during the game. The WoW gamers become more active on the uses of authentic materials. The CLIL instructions promotes critical thinking to all the learners and strives to make them more active. The active and critical engagement heightens the level of the required authenticity and would motivate the learners and the gamers to achieve higher performance levels. ii. Psychosocial Moratorium Principle. The learners and the gamers are unlimited to their thinking capacity and can, therefore, try out different ways to solve puzzles and give better and alternative ways of solving issues. They have the sole responsibility in taking the risks and are even able to guess the next procedures or steps to take or make. The WoW players acquire the important skill of guessing, a significant L2 language learning strategy. This facilitates the process of learning to the students and the gamers (Naiman et al, 1996). iii. Identity Principle- in WoW, the players have the abilities to create their own virtual game personas and be able to play different roles as individuals or groups. In CLIL, students are able to come up with the desirable atmosphere in the classroom where every stakeholder in the classroom feels safe. This is a common identity to both CLIL and WoW. The learners and the students, therefore, have the ability to a create personalities that differ from their real-life personalities in order to have a peaceful co-existence with others. They, therefore, have the ability to hide their real identities based on the powerful juxtaposition of their real-world identities. The students thus have an alternative way of expressing their feelings and points of view on a given topic or subject of discussion. iv. Practice Principle- the gamers and the students have the ability to put into practice what they have learned in the virtual environment. They spent a significant time on the tasks to achieve the objects that may be required during the gaming process. These on tasks and activities in immersion school motivate the students to use TL. Since both WoW and CLIL have high degrees of authenticities as they involve the use of authentic materials, they make the contents to the learners very simple and easy to understand effectively. They make games and studies be more practical in nature and applicable in different areas (Broner Tedick, 2011). v. The regime of Competence Principle- this principle encourages every learner and gamer that no task or challenge is deemed undoable. The gamer, therefore, has the ability to critically think and come up with numerous ways to solve a particular problem as there is always a solution to every problem as long as the right resources and the energy are channeled in the right direction. The learners, therefore, have strong convictions to solve puzzles. However, this principle necessitates that the learners and gamers are given some motivation as this encourages them to look for the ways to counter the given problem. These developments are very significant in explaining the L2 developments in the students and gamers. vi. Subset Principle- it expresses that from the earliest starting point learning happens in a (streamlined) subset of the genuine space For instance, amateur players in WoW begin taking in the game mechanics in rather straightforward missions in an obliged domain, by and large all alone utilizing an experimentation approach, before proceeding onward to coordinated effort with others in additionally difficult attempts. There is an incremental configuration as far as game mechanics, which accordingly helps players who need past PC diversion experience to progress in the game. So also, CLIL instructors will give their learners a chance to begin from the level they are at and bit by bit present errands that are more troublesome. In a gaming environment, once began, interest expands on the inspiration to gain ground. So as to do as such, it is important for gamers to work together, mingle, and get to be individuals from societies. Players are relied upon to perform different errands, whi ch are fundamental for the society to progress. vii. Transfer Principle recommends that gamers and learners are given numerous odds to work on exchanging what they gain from the game-related issues to take care of new issues that emerge in the diversion or somewhere else, for example, in a CLIL classroom. The Transfer Principle is exceedingly pertinent additionally to CLIL (Darn 2006), since what is found out as far as the TL in the CLIL classroom are concerned ought to be conceivable to use in extramural and true connections. viii. Affinity Group Principle. Concentrates on the social and subjective sides of gaming. WoW offers a virtual reality specifically every last bit of it to any player entering WoW; i.e., while the game mechanics are presented incrementally, the social world is instantly made accessible in its entirety, personal correspondence). The tight relationship that develops among players sharing common objectives in WoW is underlined. Stenberg truth be told properties a great part of the prominence of WoW to the Affinity Group Principle (Stenberg, 2011). The underlying principles show the similarities between WoW and CLIL. These principles are co-relative and are exhaustive in their applications.

Learn About the Universal College Application

Learn About the Universal College Application While the Common Application is still the online application format of choice for the majority of colleges that do not use their own applications exclusively, a few dozen  schools have also begun to accept the Universal College Application. Some use this newer format exclusively or in addition to their own institutional application, but many accept both the Universal College Application and the Common Application, leaving the choice up to the applicant. So what’s the difference? The Common Application is accepted by nearly 700  colleges and universities across the country and internationally as of the 2016-2017 application cycle. About a third of these colleges are Common Application exclusive, meaning that they do not have a separate institutional application or accept applications in any other format. The Common Application actively originally promoted a philosophy of â€Å"equity, access, and integrity,† meaning that member colleges used a holistic approach to their application review process, taking into account letters of recommendation, the personal essay, and any other supplemental information provided by the student in addition to test scores and high school grades. This requirement, however, has eased recently as the Common Application works to bring more schools into the fold. The Universal College Application has never  promoted any specific philosophy or application requirements. Colleges must simply be accredited institutions that adhere to the National Association for College Admissions Counseling Statement of Principles of Good Practice in order to use the Universal College Application. Only 34 colleges and universities currently use this application, and they vary widely in size and prestige, including everything from Ivy League and other highly selective schools to small, private liberal arts colleges. Like the current Common Application, colleges on the Universal College Application do not have to require letters of recommendation or a personal essay. Most members do still require these elements, but some, including the Milwaukee School of Engineering, the University of Tampa, and Nazareth College, have chosen to make the personal essay optional. But even for the majority of schools who do require an essay, the Universal College Application does not have specific prompts. The personal essay can be on any topic the student chooses (an option that was eliminated from the Common Application in 2013) as long as it’s no longer than 650 words. Aside from these differences, these two applications are fairly similar. Both ask the same basic questions on biographical and family information, academic records, and extracurricular activities, and there aren’t many significant differences in the format of the applications- which isn’t too surprising, as they were, in fact, created by the same company, Applications Online. But will using a different application put you ahead of the pack during the application review and admissions process? As far as most colleges are concerned, no. According to the Princeton admissions office, â€Å"We view the two applications as equivalent and treat them equally. Please feel free to submit whichever application you prefer. Cornell, another Ivy that accepts both formats, takes a similar stance. From their admissions website: â€Å"Although there are slight differences in the applications, it is important to recognize that both applications provide us with the critical information that our selection committees will need to make thoughtful admissions decisions, and they will be viewed equally.† At the end of the day, both applications serve the same purpose: to help the admissions office decide if you’re a good fit for their school. But if you’re still unsure of which application to use, here are a few more fast facts that might tip the scales in favor of one or the other: Looking to get a head start on the application process? The Universal College Application launches a month earlier than the Common Application, on July 1 rather than August 1.If you’re applying to a number of schools, keep in mind that the Common Application has more than 650 member colleges compared to the Universal College Application’s 34, so the odds are much better that most, if not all, of the colleges on your list accept it. Make a list of all of your colleges and which applications they accept; if only one or two are on the Universal College Application, it will certainly save you some time to stick to the Common Application.The Universal College Application has a few additional features that may appeal to the technologically savvy applicants out there. It is compatible with most tablets and mobile devices, so you can edit your application on the go. Also, if you have a website or other online content that you’d like to share with the schools you’r e applying to, this application has a section to add those links. (Do yourself a favor, though, and leave the link to your Facebook out of that section.) Ultimately, whether you apply to your dream school via the Common Application, the Universal College Application, or the college’s own institutional application, the most important decision you should be making during the process is not the paper (or website) you put the information on, but how to present yourself in the best possible light to tell the college who you are and why you’d be a great addition to their student body. Also, with the Common Application loosening the restrictions on its membership and with the emergence of the new Coalition Application, the future of the Universal College Application is uncertain. While the other two applications have been gaining members, the Universal College Application lost a dozen members in the past couple of years. As of the 2016-2017 admissions cycle, 34 colleges and universities accept the Universal College Application, ranging from highly selective Ivy League institutions to small, private liberal arts colleges and research universities. Any accredited institution that adheres to the National Association for College Admissions Counseling Statement of Principles of Good Practice is permitted to use the Universal College Application. The following is a list of schools that currently accept the Universal College Application. Click on a school for more information including admissions requirements, SAT and ACT data, costs and financial aid, and more. American University in Bulgaria  Ã‚  Ã‚  Ã‚   Location: Blagoevgrad, Bulgaria  Ã‚  Ã‚  Ã‚   AUBG official website Beloit College        Ã‚  Location: Beloit, Wisconsin  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Beloit College Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for Beloit College Bryant University  Ã‚  Ã‚  Ã‚   Location: Smithfield, Rhode Island  Ã‚  Ã‚  Ã‚   Bryant University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Bryant University University of Charleston  Ã‚  Ã‚  Ã‚   Location: Charleston, West Virginia  Ã‚  Ã‚  Ã‚   Official UC website The University of Chicago  Ã‚  Ã‚  Ã‚   Location: Chicago, Illinois  Ã‚  Ã‚  Ã‚   University of Chicago Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for the University of Chicago Cornell University  Ã‚  Ã‚  Ã‚   Location: Ithaca, New York  Ã‚  Ã‚  Ã‚   Cornell University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Cornell Fisher College  Ã‚  Ã‚  Ã‚   Location: Boston, Massachusetts  Ã‚  Ã‚  Ã‚   Fisher College Profile Harvard University  Ã‚  Ã‚  Ã‚   Location: Cambridge, Massachusetts  Ã‚  Ã‚  Ã‚   Harvard University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Harvard Johns Hopkins University  Ã‚  Ã‚  Ã‚   Location: Baltimore, Maryland  Ã‚  Ã‚  Ã‚   Johns Hopkins University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for JHU Johnson Wales University  Ã‚  Ã‚  Ã‚   Location: Providence, Rhode Island  Ã‚  Ã‚  Ã‚   Johnson Wales University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for JWU Lake Erie College  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Painesville, Ohio  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Erie College Profile Landmark College  Ã‚  Ã‚  Ã‚   Location: Putney, Vermont  Ã‚  Ã‚  Ã‚   Landmark College Profile Lawrence Technological University  Ã‚  Ã‚  Ã‚   Location: Southfield, Michigan  Ã‚  Ã‚  Ã‚   Lawrence Tech Profile Lynn University  Ã‚  Ã‚  Ã‚   Location: Boca Raton, Florida  Ã‚  Ã‚  Ã‚   Lynn University Profile Milwaukee School of Engineering  Ã‚  Ã‚  Ã‚   Location: Milwaukee, Wisconsin  Ã‚  Ã‚  Ã‚   MSOE Profile Nazareth College  Ã‚  Ã‚  Ã‚   Location: Rochester, New York  Ã‚  Ã‚  Ã‚   Nazareth College Profile Newberry College  Ã‚  Ã‚  Ã‚   Location: Newberry, South Carolina  Ã‚  Ã‚  Ã‚   Newberry College Profile Notre Dame of Maryland University  Ã‚  Ã‚  Ã‚   Location: Baltimore, Maryland  Ã‚  Ã‚  Ã‚   NDMU Profile Princeton University  Ã‚  Ã‚  Ã‚   Location: Princeton, New Jersey  Ã‚  Ã‚  Ã‚   Princeton University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Princeton Randolph College  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Lynchburg, Virginia  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Randolph College Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for Randolph College Rensselaer Polytechnic Institute  Ã‚  Ã‚  Ã‚   Location: Troy, New York  Ã‚  Ã‚  Ã‚   RPI Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for RPI Rhodes College  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Memphis, Teennessee  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Rhodes College Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for Rhodes College Rice University  Ã‚  Ã‚  Ã‚   Location: Houston, Texas  Ã‚  Ã‚  Ã‚   Rice University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Rice Rochester Institute of Technology  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Rochester, New York  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  University of Rochester Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for U of R University of Rochester  Ã‚  Ã‚  Ã‚   Location: Rochester, New York  Ã‚  Ã‚  Ã‚   Rochester Institute of Technology Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for RIT Savannah College of Art and Design (SCAD)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Savannah, Georgia  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Savannah College of Art and Design  Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for SCAD Southern Vermont College  Ã‚  Ã‚  Ã‚   Location: Bennington, Vermont  Ã‚  Ã‚  Ã‚   SVC Profile University of Tampa  Ã‚  Ã‚  Ã‚   Location: Tampa, Florida  Ã‚  Ã‚  Ã‚   University of Tampa Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for the University of Tampa Thiel College  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Greenville, Pennsylvania  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thiel College Profile Utica College  Ã‚  Ã‚  Ã‚   Location: Utica, New York  Ã‚  Ã‚  Ã‚   Utica College Profile Vanderbilt University  Ã‚  Ã‚  Ã‚   Location: Nashville, Tennessee  Ã‚  Ã‚  Ã‚   Vanderbilt University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Vanderbilt Wentworth Institute of Technology  Ã‚  Ã‚  Ã‚   Location: Boston, Massachusetts  Ã‚  Ã‚  Ã‚   Wentworth Profile Wilson College  Ã‚  Ã‚  Ã‚   Location: Chambersburg, Pennsylvania  Ã‚  Ã‚  Ã‚   Wilson College Profile University of Wyoming  Ã‚  Ã‚  Ã‚   Location: Laramie, Wyoming  Ã‚  Ã‚  Ã‚   University of Wyoming Profile Check out this list for colleges that accept the Common Application.

The Counseling Administration

The Counseling Administration and ethical convictions of a client. Clients Ethic Women have an ethical responsibility for their own lives, and only in urgent cases, when the abonent cannot do that, the consultant is entitled to take temporary responsibility for their lives. The purpose of counseling is to help the clients make a positive responsibility for themselves and their relatives. In modern society, people often appear in a situation of shortage of communication and loneliness, looking for a contact to share their experiences and challenges. In order to open the way to a true dialogue with the woman who needs help, you need, first of all, to be fully accessible to her without constraint, concealment and bias. Presence in dialogue means linguistic conformity and identity. Some centers use the consultative talks slang. The consultant should know and understand the jargon, as they can open the way to empathic relationship with the abonent. However, the content side of the jargon is limited, using it, it is impossible to achieve meaningful changes. The application of the consultant is only to achieve initial understanding. As soon as it appears, you should move away from using jargon synonyms or related words from the arsenal of the regulatory language, the importance of which for further positive change is significantly higher. Some women commonly use terms of psychology and psychiatry to describe their condition, such as "stress", "depression", "phobia", "addiction", etc. They should be taken, but after that systematically encourage the person to describe her condition or desired objectives in concrete terms of action ("see", "hear", "feel", "I want"). For example, the description of the specific features of depression makes them visible, tangible, and measurable, that is more accessible to awareness. It also creates an opportunity for distanced perception. Then the most significant for the women signs of depression, such as fear, are translated into action ("What are you afraid of now?"). The consultation dialogue plays a significant role in contextual issue. It can perform, often against the will of communicant, a variety of functions, such as: to blame to advice to assign responsibility to create comfort, to create tension to oppose, to give orders, to protect etc.Using open-ended questions is the best form of consultative conversation. They allow the women to reveal their feelings and concerns, give them freedom to respond in a way that they prefer. Such questions help the abonent to understand the situation. ("What is your feeling?", "How you reacted to what happened?" Etc.). Questions that begin with "what" and "how" encourage women to extend the joint discussion of problems and feelings, clarify complex situation. Consultants usually avoid questions that begin with "why" - "Why do you have an idea of suicide?", "Why did you decide to call us?". On these issues, there is a hidden reproach, blame or censure (Brown, 2007). Telephone conversation is different from full-time counseling conversation because in a telephone dialogue nonverbal bodily movements are excluded. The particularly important characteristics of different voices are the tone, volume, tempo, timbre. During the dialogue, be sure to monitor compliance with verbal expressions and intonation interlocutors. Intonation and modulation of voice truly reflect the emotional state of a person using fixing on her feelings. Psychological support for women is based on the principles of anonymity, absolute openness and accessibility, privacy, which contributes to the establishment of trust and friendly dialogue, aimed at mobilizing the intellectual, spiritual and physical resources of the individuals in order to overcome their crisis. The consultant must maintain a high degree of reflexivity, monitoring, as the state of the society, and for our own. The necessity and usefulness of such services is sufficiently proved with international experience, and the fact that the number of services and outstanding people in them continues to grow, and have subscribers who say a grateful "thank you" for the fact that they live on, for their help in resolving any problem, for the preservation of the family. The very few people address the professional help of counseling centers There are some reasons, one of which is the lack of awareness about their operation. Advertising often only discourage potential abonent, as presents the service as the treatment of pathologies. Thus, a person feels herself a patient, sick person. The media spread information according to which, to ask for help means that people get ready to template solutions to your problem. This contradicts the basic principle of social work - the principle of individual help.

OBESITY IN CHILDREN Research Paper Example | Topics and Well Written Essays - 3000 words

OBESITY IN CHILDREN - Research Paper Example This indicates how the situation has become alarming over the years and hence, has drawn the attention of many researchers and scholars who feel that it can be the reason for an alarming situation in the years to come. They fear that a very high number of the population in the next generation would be victims of obesity-induced diseases such as coronary heart problems, cholesterol, diabetes and high blood pressure. Furthermore, the obese children find difficulty in leading a normal childhood because their weight and body structure make it difficult for them to carry out normal activities done by the children. This study explores the subject of obesity in children in the United States in detail. Through a review of literature as well as a review of empirical research studies, it would aim to understand the prevalence, incidence, relative risk, causes and preventive measures about obesity in children. Review of Literature Obesity in very terms is defined as the excess amount of fat in the body. While there is no standard definition for both obesity in children as well as in adults, medical practitioners use two main yardsticks to qualify a child as obese. The first and the most popular yardstick is known as the body mass index or BMI (the weight of an individual in kilograms divided by the height in meters). Obesity is determined based on this BMI. The second yardstick is to compare with a standard of weight measurements. If the weight of the child is 20% higher when compared to the average weight, or body fat percentage is higher than 25% from the standard percentage, then the children are classified as obese (Filozof et al, 2002). Most doctors evaluate a child for obesity only after they are around 3-4 years and do not consider fat children below 1-2 as obese. Nowadays, with the high rate of increase, obesity is considered as a medical condition that requires timely medical intervention. Traditionally, obesity is linked to the rate of metabolism, because it dep ends on the rate of the energy expenditure of the body. Therefore, the body slowly moves into the condition of obesity. One of the major issues with obesity in children is that it is very difficult to keep it in control and the process of getting the body to normal is gradual (Ogden, Carroll and Flegal). The primary negative effect of the condition of obesity is serious health threat that it brings along. Childhood is an period of life where the body grows and develops. The way in which this development happens determines the health in the future. However, in obese children many diseases that normally do not occur in children begin to surface. Conditions such as high blood pressure, palpitations, diabetes, which are chronic ailments start affecting children and limit the body’s capacity to grow and develop in a proper manner. It also has a high impact on the way in which both physiological and psychological development takes place in children (Berkowitz et al, 2003). Thus, th e body is not able to perform to its optimal level because of the high weight, causing an effect on the physical development of the body. Most people think that obesity can cause only physical problems for the child. While it is true that obese children are more likely to turn into obese adults who have an increased risk of heart diseases and strokes, it is also needs to be