How Does Autism Affect Your Brain Affects Your Whole...

I’ve had a personal encounter with a child who has autism. It was hard to socialize with him because he avoided making eye contact with me and he wanted to spend time alone. Since that day, autism has become very intriguing for me now I can study a topic that interests me. Through this study, I’ve learned how grateful I am for the life I have and although I go through challenges every day, others have it much worse. I’ve also learned that the tiniest problems in the brain can affect your whole personality the way you interact with others. Introduction Autism, also known as autism spectrum disorder, is a developmental disorder that makes a person’s ability to socialize with others difficult. People who are diagnosed with autism have poor communication skills and have unusual body movements like rocking back forth and pacing. From time to time, they have meltdowns or outbursts when they are pushed past the limit of their social abilities. Autism comes with a few traits that make a particular person seem different from everyone else. Those specific traits make their lives difficult and create problems for them everyday. The cause of autism is still unknown, but researchers believe that genetic and environmental factors are possible reasons on why it occurs. The disorder may be passed on from parents to children. Also, deformities found in different areas of the brain proposes the idea that autism is caused by interruptions during the development of the brain whilstShow MoreRelatedDefinition of Psychology1625 Words   |   7 Pagespsychologically every day for example when you try to explain what someone else is doing to another person. There are many fields of study that try to understand how people think and the actions they take. Psychology is used for many different reasons not only do they study the human behavior they also help mental patients and try to figure them out and a problem that they have. 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The pre- service teacher has to determine whether school environment is conducive to learning because it is a major factor in a number of environmental influences that condition the learner’sRead MoreSHC 51 Communication unit of Diploma 5 Essay4787 Words   |  20 PagesIf unable to communicate they would be denied these rights. In my work place there are different groups of service users with different types of communication needs. Each group may require the same information but this needs to be communicated in a way that is both understandable and clear. With the service user group there is a wide range of communication ability, some with very complex needs. The information I give to the doctor, which may contain medical terminology is presented to these serviceRead More2.2 Apply skills techniques for supporting and encouraging children young people’s positive behaviour.5893 Words   |  24 PagesDescribe how to establish respectful, professional relationships with children young people. 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Barbarian to Humanist Free Essays

Kimberly Kurata HI 30 Barbarian to Humanist Francois Rabelais wrote, Gargantua in the 16th century as a satirical short story depicting a giant named Gargantua and his transition from his barbaric ways to civilized humanistic way of living. The story takes place during the time of transition from the Medieval Era to the Renaissance. It went from a time of scholasticism and monasticism to a time of humanism and secularism. We will write a custom essay sample on Barbarian to Humanist or any similar topic only for you Order Now The Renaissance gave the modern world secularism, humanism and individualism. Throughout the story we see Gargantua evolve into a respectable and honorable man and Frere Jean as a monk who defies all previous views of who and what a monk is. The story of Gargantua illustrates the transition from scholasticism to humanism and in a satirical account through the lives of Gargantua and Frere Jean’s. Humanism can be defined as the cultural intellectual way of thinking that focuses on human beings exposing themselves to their own potential. This way of thinking emerged during the time of the Renaissance. It was the new movement to broaden an individual’s narrow seeking mind. Scholasticism was the scholarship that went on in monasteries where the tradition was the study and focus on only theological issues. Before humanism rose, scholasticism was the only type of higher education. Scholasticism consisted of memorizing texts and focusing on obscure questions. Humanists criticized and completely rejected this form of living. The humanist’s core value can be summond up in one description by Leonardo DaVinci, â€Å"Luomo Universale†,the universal man is interested in everything, not one thing. Gargantua’s early life can be described as a medieval type of living. He was birthed, â€Å"As a result of that mishap, the cotyledonary veins of the womb were released from above and the child sprang through the midriff (which is situated above the shoulders where the aforesaid vena divides into two) took the left path and emerged through her left ear. [1] The way Gargantua was birthed is a metaphor to the type of world he was being born into. The old way of living was based around the Greek way of thinking. Gargantua’s birth can be paralleled to the classical reference of the birth of many Greek gods. While growing up, Gargantua was shown as a child with barbaric tendencies. His inappropriate ways and signs of pure immaturity can be exemplified when he would, â€Å"drink out of his sli ppers, regularly scratch his belly on wicker work baskets, cut his teeth on his clogs†¦ et off fat farts†¦ shovel the soil back into the ditch†¦ †. [2] In Gargantua’s young mind, one of his greatest achievements was figuring out the best object to wipe his bum with; stupidity, was at an all time high. Gargantua’s ways prove the simplicity and barbarism of his character. One of the main sources of Gargantua’s lack of knowledge at a young age sprouted from his first tutor, Magister Thubal Holofernes whose intelligence, or lack of intelligence, focused around the Scholaticism movement. He taught Gargantua his ABC so well that he could recite it by heart backwards. He spent five years and three months over that. †[3] The chief concern of of the Scholastics such as Holofernes, was not to learn new facts but to it integrate the knowledge already acquired by the Greeks. This example is also connected to monasticism because Rabelais is poking fun at the fact that the monks would sit in solitude for years and just memorize the Bible’s text, a tradition that humanists completely rejected. These traditional doctrines and way of living were useless and repetitive. This skill – reciting the alphabet backwards – was a satirical swipe at scholasticism’s knowledge for knowledge’s sake. Finally Gargantua’s father, Grandgousier, came to realize the lack of knowledge his son had when a young page named Eudemon embarrassed Gargantua, who was â€Å"an ideal Renaissance youth, clean, healthy, skilled in Latin and at elegant speaking, but his rhetoric is more eloquent than truthful in his praise of the young giant. [4] After the young page praised Gargantua so beautifully, Gargantua’s, â€Å"behavior was merely to a blubber like a cow and hide his face in his bonnet. †[5] With that, the decision was made that Gargantua would go to France and learn the new ways of classicism. This signified not only the transition of Gargantua from medieval and scholastic ways, but all of Europe’s transition to ways of humanism. Once in Paris , Gargantua made drastic improvements in education with his new tutor Ponocrates. At first, Ponocrates decided to observe Gargantua and the activities he partook in on a normal day. Seeing Gargantua’s daily routine and how useless his old education had made him, Ponocrates realized he had no time to spare with Gargantua’s narrow-scholastic mind. Ponacrates way of teaching could be seen as the way he disciplined Gargantua’s mind. He made Gargantua clear his mind of anything he learned from previous tutors, and fill it with the new humanistic subjects of learning. To start off, Gargantua was awoke every morning around four am, â€Å"While he was being rubbed down, a passage of the Holy Scripture was read out to him, loud and clear†¦ Gargantua would often devote himself to revering, worshipping, supplicating and adoring God in his goodness, whose majesty and marvelous judgements were revealed by the reading. †[6] This shows one of the major components of humanism, the balance between religious and secular views. Humanism was indeed against most religious traditions but it was not against God and the belief in God. Humanism was focused on the human being reaching his or her full potential in all aspects of life. Focusing on one skill or talent was cutting an individual short; being well-rounded was glorified and stressed with humanists. Striving to become his or her best whether it was the simple task of getting dressed in the morning. â€Å"[Gargantua] was dressed, combed, brushed, perfumed and made elegant, during which time yesterday’s lessons were gone over with him. He would recite them by heart and base on them some practical matters concerning our human condition; they might extend it to some two or three hours but normally stopped once he was fully dressed. † [7] The distinction between the two educations in Gargantua’s case are clear. Gargantua accomplished more in the first three hours of waking up in this new humanistic way of living, than he did in probably a week or two with scholasticism. Gargantua mastered subjects such as arithmetic, geometry, astronomy and music. â€Å"As regards to musical instruments, he learnt to play the lute, the spinet, the harp, both the traverse and the nine holed flutes, the viola and the sackbut. †[8] The arts were a huge part of the Renaissance, and being able to play all of those instruments is tangible evidence that his knowledge and intelligence is growing in more than one area. The second half of Gargantua’s story is brought back to his homeland. Gargantua travels back and meets a monk named Frere Jean. Frere Jean was not an ordinary monk. Monks during the Middle Ages were seen as spiritually minded men who withdrew themselves from society. Their life consisted of praying, religious exercise and works of charity. Monks were the center of scholasticism, being the only ones who could read and write. Some would isolate and withdraw themselves from society. They felt that society contained too much evil and sin to live in. Because of their isolation, when put in a situation where they needed to defend themselves, they ran away in fear. [9] Yet, when Frere Jean was put in a situation where he was captured by enemy guards and needed to escape, he faced the situation with bravery and, â€Å"struck the archer who was holding him on his right, entirely severing the sphagitid arteries in the neck – his jugular veins – together with the uvula down to the thyroid glands†¦ †[10] ———————– [1] Rabelais, Francois. â€Å"Gargantua. The Histories of Gargantua and Pantagruel. [Harmondsworth, Middlesex]: Penguin, 1955. 226. Print. [2] Rabelais, Francois. â€Å"Gargantua. † (243). [3] Rabelais, Francois. â€Å"Gargantua. † (251). [4] Rabelais, Francois. â€Å"Gargantua. † (252). [5] Rabelais, Francois. â€Å"Gargantua. † (254). [6] Rabelais, Francois. â€Å"Gargantua. † (279). [7] Rabelais, Francois. â €Å"Gargantua. † (279). [8] Rabelais, Francois. â€Å"Gargantua. † (281). [9] Rabelais, Francois. â€Å"Gargantua. † (293). [10] Rabelais, Francois. â€Å"Gargantua. † (339). How to cite Barbarian to Humanist, Essay examples

Jetliner Essay Example For Students

Jetliner Essay The poem Jetliner is a poem that uses personification for the main part of the poem. It talks about plane in a form of what a human does when he is running or jogging. The poem talks how when a person runs he or she uses there powerful force to move as a plane does. The poem talks about the ways of comparing a plane to a jogger getting ready to start running. After a while you can tell what the poet is trying to say because he mentions what the plane does and at the same time tells what a runner does. He compares the planes parts to parts of a person. In the end he talks about a plane talking off and flying like a person would do in a state of mind of running fast into the wind. This poem uses similes and metaphors to compare these two objects. In the end the poem is telling us humans can be powerful so the poet compares the to a jetliner. In the poem the poet brings the attention on whether the poem makes sense, meaning the jetliner compared. He asks about the way the poem says its main idea. Whether he thinks that people arent as massive and strong as huge jetliners. I wonder if too, if you can really compare such tiny and massive things, but I guess the poet is trying to tell us that we arent so small and we can make a huge difference in the world. The poet also asks whether we act like a real jetliner. In some ways we do, like we start of jogging usually and catch some more speed. We also scream and shout. We can also not be like jetliners as the poet says. We can not be like jetliners when because are hearts arent as loud, they dont beat like strong thunders, so I think the poet is asking if we really have anything in common with a jetliner and I think we do in some ways and I bet he does too.

The Sea Wolf Essay Example

The Sea Wolf Paper When you contrast characters, you are pointing out the differences between those two characters. These differences can include physical appearance, intelligence, and actions. Authors write about contrasting characters to give both sides to the story. Also, contrasting characters create an obvious plot of different ideas. In the story, The Sea Wolf, by Jack London has the contrasting characters Wolf Larsen and Humphrey Van Weyden. Wolf Larsen and Humphrey Van Weyden are the main characters of the story.Their differences make the story more interesting and also give you different outlooks to the story. Wolf Larsen and Humphrey Van Weyden have different appearances, different philosophies, and also different attitudes. When we first meet Wolf Larsen and Humphrey Van Weyden, we realize that they are very different looking. â€Å"His height was probably five feet ten inches, or ten and a half; but my first impression or feel of the man was not of this, but of his strength,† (p. 20) thought Humphrey the first time he saw Wolf Larsen. Wolf Larsen was very tough and strong.He had a very rough look to him. Wolf was a very built man. He had big muscles and a very manly face structure. Unlike Wolf Larsen, Humphrey Van Weyden was not very strong. Humphrey appeared very neat and orderly. Humphrey did not show the same muscles Wolf did, and appeared very weak. Like physical appearance, Wolf Larsen and Humphrey Van Weyden differed greatly in philosophy. Throughout the book, Wolf and Humphrey sit down and talk about philosophy. Humphrey had a very easy going, nice outlook on life. He believed everyone was nice and no one should be treated wrongly.He found it very odd when Wolf Larsen was abusing and killing his shipmates because it was against his philosophy. But Wolf Larsen found this behavior very normal. Wolf Larsen believed that no human has value unless they add the value to it. Also, he believed strongly in survival of the fittest. Both found the each otherâ€℠¢s philosophies were very wrong. After one of their philosophy talks, Humphrey says to himself, â€Å"[I] seemed to find in Wolf Larsen’s forbidding philosophy a more adequate explanation of life than I found in my own. † (p. 73) Wolf Larsen was a very mean person as well. He was very rude to his peers and very brutal and violent. He was a believer in punishment. Wolf often called the others mean names and hit them or even killed them. He rarely thought twice about what he is doing to another person. Wolf was not very liked by the other shipmates. When asked about Wolf Larsen, one of the shipmates responded, â€Å"Wolf tis what he is. Hes not blackhearted like some men. Tis no heart he has at all. Wolf. just Wolf, tis what he is. Dye wonder hes well named? † (p. 3) Unlike Wolf Larsen, Humphrey Van Weyden was very kind and gentile. He found no reason for anyone to be harmed or verbally abused. He was very nice to all shipmates and never hit or yelled at anyone. Humphrey’s philosophy is against being rude or mean to others. This contrast between Wolf Larsen and Humphrey Van Weyden caused much conflict. Although Wolf Larsen and Humphrey Van Weyden got along, they were very different. Wolf was very mean and rough while Humphrey wasn’t. Throughout the story, the differences between the Wolf and Humphrey caused problems.At points the two differed in opinion on a topic and clashed. These clashed and mixes of ideas made the story more interesting and also gave two separate opinions to follow in the story. Although they were very different, Wolf Larsen and Humphrey Van Weyden’s conflicts in opinion made the story more interesting in reading. BIBLIOGRAPHY: * London, Jack. The Sea Wolf. NY: Macmillan, 1904. Print. * The Sea Wolf. Dir. Michael Curtiz. Perf. Alexander Knox and Edward G. Robinson. Warner Bros. Pictures, 1941. DVD.

What Colleges Should I Apply To Making a College List

What Colleges Should I Apply To Making a College List SAT / ACT Prep Online Guides and Tips With almost 4,000 colleges to choose from across the country, you may be asking yourself, "What colleges should I apply to?" How do you narrow thousands of schools down to just ten?The best way to streamline your college list is to divide it roughly equally between safety schools, matchschools, and reach schools. This guide will go over exactly what these terms mean and how tochoose the best schools for you. Before taking you through the process step by step, let’s review the research process as a whole. Making Your College List: Full Process This guide will go over a few important points, all for the purpose of helping you make your college list. Ultimately, your mission is to choose a few safety schools, a few match schools, and a few reach schools. First, you must understand what colleges are looking for in their applicants.To make your list, youshouldfocus most on yourGPA and SAT or ACT scores. Grades and scores typically aren’t the only important pieces of your application, but they’re sufficient to give you an estimate of your admissions chances.Once you know what your college expects, you can use PrepScholar's admissions calculator to see how yourcredentials stack up. This guide will go over each step of this process, starting with an explanation of how colleges evaluate candidates. As you read, keep in mind your primary mission: to make your idealcollege list. What Determines Your Chances of Getting Into College? If you’ve started down the college admissions road, then you probably have a good sense of what colleges look for in applicants. Most colleges fall into one of two categories when it comes to admissions decisions, those that use assured admissions and those that take a holistic approach. Read on to learn about both. Assured Admissions Assured admissions are pretty much based solely on grades and test scores. If you have a minimum SAT or ACT score and GPA, then the college will let you in. Oklahoma State and Washington State are two schools that use assured admissions. Several others offer assured admission for in-state residents, including state schools in California, Iowa, Missouri, Mississippi, Texas, and Nevada. If you live out of state, then other factors will become important too. Holistic Admissions Many other colleges take a holistic approach. In addition to your grades and test scores, they consider your extracurricular involvements, community service, and any internships, as well as the academic and personal qualities that come through your recommendation letters and personal essay. These colleges are seeking to get to know the â€Å"whole person,† including his/her interests and goals. Because these other elements come into play, it’s tough to make an exact prediction of whether or not you’ll get into a school. Competitive schools, like those in the Ivy League, can especially bea gamble. Even if you can’t know for sure whether you’ll get accepted, you can still estimate your chances of admission based on your GPA and SAT or ACT scores. Before delving into how to do this, let’s review why estimating your chances is a key part of making your college list. Colleges that use holistic admissions go beyond the numbers to learn about you from lots of different angles. Estimating Your Chances of Admission By understanding what colleges look for in their applicants, you can figure out which schools qualify as safety, match, or reach schools for you. You can focus on the average SAT/ACT scores and GPA of accepted students, while keeping in mind the other factors that come into play for holistic admissions schools. If your own scores and GPA are much higher than those of the average accepted student, then you might consider the school a safety. If the reverse is true, then it might be a reach school. To help you more precisely estimate your chances, we've developed a handy admissions calculator. Before showing you how to useit to make your list, let’s go over the different ways you canresearchyour colleges of interest. How Can You Find Data on Your Prospective Colleges? To estimate your chances of getting in, you should compare your grades and test scores to that of the average accepted student. So where can you find this information? There are three main sources: college search engines, official college websites, and PrepScholar’s college database. Let’s start with the search engines. 1. Use College Search Engines When you first start to research schools, college search engines can be your best friend. They let you set various filters, like GPA, test scores, location, and college size, to learn about schools. You can set as many or as few filters as you like and then explore what comes up. As you read, research, and perhaps visit campuses, you’ll start to narrow down your list to the top contenders. After using search websites, you might compile a list of 20 schools or so. Of course, sending 20 applications would takea lot of time and money, so you probably want to narrow it down to your top eight or nine. By taking a closer look at the schools’ expectations, you can further narrow down your list. Find out more about each school on its official website and PrepScholar’s database of schools. 2. Check Out the Official College Admissions Websites Your college research is sure to lead you to your college’s website pretty quickly. You can learn a lot about a college on its website, especially its admissions section. Most colleges publish data on the average GPA and SAT/ACT scores of accepted students each year. To find this info directly, you could try searching for â€Å"college name + average SAT scores† or â€Å"college name + average GPA.† To give you one example, the following graphic is lifted from NYU’s website. It shows the average GPA, SAT (math), and ACT of incoming freshmen. Every admissions site is different, and some only offered limited information. To find this data right away, head on over to PrepScholar’s database. Not only will you find information on your schools, but you’ll also find theadmissions calculator to estimate your chances! 3. PrepScholar’s Database and Admissions Calculator PrepScholar has a streamlined way for you to find the average test scores and GPA for your colleges. Simply search for the name of your college of interest plus PrepScholar to find this information, along with all the other application requirements. For instance, here’s PrepScholar’s information on NYU’s average SAT scores. In addition to learning what scores and grades you need, you can also use PrepScholar’s admissions calculator to estimate your chances. Simply input your grades and test scores. The example below shows the admissions chances of a student with a 2020 SAT score and 3.7 GPA. As you can see, a student with a 2020 on the SAT and 3.7 GPA has almost a 32% chance of admission. Of course, this is just an estimate as other factors come into play for a school like NYU that uses holistic admissions. As mentioned at the beginning of the guide, figuring out your admissions chances is a key step in making your college list. By understanding your chances, you can narrow down your list into safety, match, and reach schools. Read on for a precise definition of each and the steps for finding yours. Like a pup in his security blanket, make yourself comfortableby applying totwo to three safety schools. 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. What’s a Safety School? Making your college list requires you to do someresearch on the colleges you’re interested in. Once you have a sense of their requirements, you can sort them into safety, match, and reach schools. Let’s start with your safeties. You might choose two to three safety schools for your final list. A safety school is one where your academic credentials are much stronger than thoseof the average accepted student. You feel relatively confident that you’ll get accepted. You might have an 80% or higher chance of admission, an estimate you can makewith ouradmissions calculator. As you saw above, some schools have assured admissions for all applicants or in-state residents. If you have one of these on your list, then you could consider it a safety school. Safety schools usually aren’t your first choice, but they should still be schools that you’d be happy to attend. So how can you go through the research process discussed above to find your two to three safety schools? How to Find Your Safety Schools As discussed above, you can look for information on your college’s official website and PrepScholar’s database. Let’s say, just to give an example, that you’re interested in the University of Mississippi. On its official website, you’ll find this information about regular admission: If you’re a resident of Mississippi and meet the GPA and test score requirement, then you have automatic acceptance (aka, assured admission). If this describes you, then you can definitely consider the University of Mississippi to be a safety school. If this doesn’t describe you or you still want to find more information, then you can consult PrepScholar’s database. You’ll find that the average GPA for the University of Mississippi is 3.46, the average SAT ranges from 980 to 1190 (excluding the Writing section), and ACT scores range from 21 to 27. Let’s say you’ve got a 1200 on your SAT and a 3.6 GPA. Plug in these stats to calculate your admissions chances, like so: As you can see, a student with these scores and GPA has an 81.33% chance of getting accepted. Since that’s greater than 80%, this student can consider the University of Mississippi to be a safety school. Go through this process and use the admissions calculator to find two to three safety schools where your chances of getting in are 80% or greater. Next, you can choose two to three match schools. Pick a match, but not just any match. Also, what kind of magic trick is this? Looks dangerous. What’s a Match School? Match schools, also known as on target schools, are schoolswhere you have a good, but not guaranteed, chance of getting accepted. Your academic credentials line upwith those of the average accepted student. While your safety schools might not be your first choice, match schools are typically ones you’d be excited to attend. So how can you pick out your match schools? These should be the schools where you have somewhere between a 30% and 80% chance of admission. Those on the lower end may be borderline reach schools, while those on the higher end are borderline safeties. Read on for a step-by-step example of finding a match school. How to Find Your Match Schools As mentioned above, you could consider a college to be a match school if you have between a 30% and 80% chance of getting in. Research your colleges’ requirements and head over to PrepScholar’s admissions calculator to estimate your chances. For instance, here’s a student interested in Purdue University. She has a 3.5 GPA and 1700 SAT score. So what are her chances of getting in? With this GPA and SAT score, the student has about a 39% chance of getting in. Remember that other factors come into play, so her extracurriculars, essay, and recommendation letters might boost (or weaken) her chances. Choose about three match schools across this range of 30% to 80% chance of admission. Once you've done that, you can finish your college list with a few reach schools. The final spots on your college list are reserved for reaches. This kid's actually reaching for a frisbee, not a college application. He's ten. What’s a Reach School? Once you’ve selected your safety and on target schools, you can pick a few reach schools. Often, reach schools are the ones that you aspire to and would love to attend, but can’t count on the fact that you’ll get in. Ivy League schools, by the way, should be considered a reach for just about any student, even if you have a perfect GPA and SAT/ACT score. Beyond the Ivies, you might consider any school where you have a 30% or less chance of getting in to be a reach school. For reach schools, the credentials of the average accepted student are stronger than yours. At the same time, they’re not so much higher than you have zero shot of getting accepted. Let’s go through an example of researching a reach school. How to Find Your Reach Schools Reach schools will make up the last one-thirdof your college list. In this next example, let’s consider Boston University. BU accepted students average a 3.59 GPA and 2080 SAT. A student with a 3.5 GPA and 1800 has about a 20% chance of getting in. Her chances aren’t impossible, but they’re certainly not guaranteed. While you should carefully craft all your college applications, you especially want to makea strong showing toreach schools. If your grades and test scores fall below expectations, then you should consider how you can present other aspects of your candidacy to give you an edge. Once you’ve chosen your reach schools, you should be just about finished with your college list! You’ll have about two to three each of safety schools, match schools, and reach schools. While your chances of getting accepted will help you narrow down your list, there are several other considerations when picking your colleges. Let’s review a few of the most important. In addition to estimating your chances of getting accepted, make sure to research financial aid! Some colleges these days seem to think this is what theaverage student's dorm room looks like. 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. Making Your College List: 3 Extra Tips So far, this guide has mainly focused on the hard data of picking schools. To help you make concrete choices about your safety, match, and reach schools, you can focus on the numbers: average SAT/ACT scores, average GPA, and your chances of admission. Beyond estimating your chances, you should also consider other factors when making your college list. There are a number of factors to think about, but for the purposes of this guide,let’s focus on three main tips. Consider Financial Aid Financial aid is a huge factor for many students. If you’re one of them, then it should definitely factor into your application plans. In addition to figuring out your chances of admissions, research your schools’ financial aid policies. While you can’t always predict what your financial aid package will look like, you can get a sense of how much each school will meet demonstrated financial need. If you get in and can’t afford to attend, then the notions of safety, match, and reach schools are irrelevant. Make sure your schools representrealistic options. On a similar note, make sure that all the schools on your list are ones that you’d be reasonably happy to attend. Only Apply to Schools That You’d Like to Attend While your excitement about schools is sure to vary, you should still be reasonably excited about all of them. Students sometimes treat safety schools as throwaways, but that approach is unwise. Your safeties are on your list for a reason, and you don’t want to end up feeling stuck or without options. There are tons of schools throughout the country. If you haven’t found at least two to three safeties, match, and reach schools that you like, then keep looking! Find YourBest Fit Finally, a lot of other factors go into your college search than estimating your chances of admission. When you start using college search engines, you’ll start to think about what you’re looking for, in terms of school size, location, majors, extracurricular offerings, or even internship or study abroad opportunities. While you might not be sure what you plan to do or study, you should still take advantage of this time to self-reflect. Consider what excites you and what you like to study and do. Some students are swayed by a school’s reputation or prestige, but they should consider the level of fit even more seriously. Fit is a two-way street. Find a place where you think you’ll enjoy studying and living for the next four years of your life! In closing, let’s go over the key points to remember about making your college list. As long as you do your research, you can feel confident about your college list! Conclusion: What Colleges Should I Apply To? There’s no magic number of colleges to apply to, but a good total for most students is between eight and ten. About one-thirdof these can be safety schools, one-third can bematch schools, and the remaining one-third can bereach schools. To figure out your safeties, matches, and reaches, you shouldresearch your chances of admission. PrepScholar’s admissions calculator offers a great way to plug in your GPA and test scores and estimate your chances. Over 80% chance of admission qualifies as a safety, between 30% and 80% falls into a match school, and under 30% is a reach. Highly selective schools, like the Ivies, are pretty much reaches for everyone, even students with perfect grades and test scores. By taking advantage of data and the admissions calculator, you can gain a realistic understanding of your chances and put together a well-researched college list. Once you have your schools chosen, you can focus on putting together the strongest application you can! What’s Next? What other factors go into choosing a college? If you’re wondering which college you should attend, check out this great guide on how to choose! Will you be applying for financial aid? This comprehensive guide takes you through the FAFSA application process, step by step. Are college applications a financial burden for you? Learn about how you can get a college application fee waiver here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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An integral part of teaching

An integral part of teaching How and why we assess our children has a massive impact on their life in education and consequently on how and what we plan and teach, and how children learn. The National Curriculum defines assessment as â€Å"an integral part of teaching and learning† (1999, p.17), emphasising the value of assessing the process of learning and teaching as well as the outcome. Suggestions on a range of assessment strategies and tools are included in the curriculum but to enable teachers and schools to continue the development of good assessment practice, more detailed guidance is necessary. To begin with it is perhaps necessary to define ‘assessment’ as any process used to inform teachers as to a pupils progress and learning. There are many different types of assessment, usually discussed as different purposes of assessment – while these assessments certainly differ in several significant aspects; they are united in their aspirations of making a positive contribution to b ringing about learning. There are two main forms of assessment; formative and summative. I have observed both types in the classroom, recognising that the key to excellent assessment practice is to understand what each form and their methods contribute. From these observations I understand that in order to become successful in my pedagogy I need to construct my teaching to maximise the success of both formative and summative assessment in my classroom. To allow me competently use both assessment for learning and assessment of learning I must develop a range and knowledge of assessment purposes and strategies which I will now discuss. Formative assessment can provide a snapshot moment by moment picture of the success of teaching and learning. It provides the two way dialogue between educator and child, the knowledge which enhances pedagogy allowing teaching to become relevant and timely. Assessment for Learning in particular will be a clear focus for me as I look for opportunities to strengthen my own teaching practice, having observed first hand the strong contribution AfL, which the National Strategies defines as â€Å"a natural, integral and essential part of effective learning and teaching and is a key element of personalised learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be and identify the next steps to take† (2004), can make towards effective teaching. It makes the difference between self-assured and stimulated pupils, and disenfranchised pupils who are uncertain of the rationale behind the learning objective. The case for clearly communicating the learning outcome to the class is picked up on by Clarke (2006). In my own experience and observation, this results in making learning relevant especially when the learning intention is placed in the context of previous and future learning. It also helps to illuminate which areas of subject knowledge are required to teach at which time and h ow this information or teaching of skills is to be structured. Clarke also recommends that the teacher works with children to identify success criteria. These are used to supply feedback to both pupils and the teacher regarding the extent to which the learning objective has been met. Consequently, the use of formative assessment enriches the process of teaching, planning and curriculum development. It can inform not only the short term goals for the class, but also the negotiated curriculum, as children are encouraged to become active learners by reflecting on their own progress and motivation. It must be stressed that not all assessment needs to be quantitative, nor does it need to be recorded .The teachers’ own reflective process is a vital part of assessment. The purpose of summative assessment is to illustrate that pupils have met their learning goals or reached a certain standard of accomplishment.

English Literature AS Level Courework Essay Example | Topics and Well Written Essays - 1250 words

English Literature AS Level Courework - Essay Example o the fifth act there are multiple paradoxical impressions created by Shakespeare, which makes it very difficult to access the motives and self-awareness of Cleopatra in comparison to a typical tragic hero. After the death of Antony, Cleopatra was left at the mercy of Caesar. Initially Cleopatra resisted to surrender to Caesar, but he leaves Cleopatra with no choice but to succumb to his demands after he says, â€Å"If you apply yourself to our intents, Which towards you are most gentle, you shall find a benefit in this change; but if you seek to lay on me a cruelty, by taking Antonys course, you shall bereave yourself† (â€Å"Antony and Cleopatra†). A true hero fights to his utmost to retain his power until he is completely forced to give up, and in this case Cleopatra to some extent did project that quality. Cleopatra gave up all her wealth to Caesar, but later she was betrayed by her treasurer, who accused of her withholding her assets from Caesar. On Caesar’s inquiry Cleopatra confessed, â€Å"Be it known, that we, the greatest, are misthought, for things that others do; and, when we fall, we answer others merits in our name, are therefore to be pitied† (â€Å"Antony and Cleopatra†). Mentioning this incidence in his book â€Å"Shakespeare the playwright†, Victor L. Cahn, Professor of English at Skidmore College, quotes this speech as an impersonation of the true nature of a tragic hero, whose life affects many others under his rule and whose stature appears somewhat from the survival through pain and trials (236). Even after letting go of all her wealth, Cleopatra learns that Caesar intends to show her are his triumph parade as a spoils of war. This scenario is explained by Courtni Crump Wright in her book, The women of Shakespeare’s plays. The author says that besides all her womanly love of Antony and misery as his death, Cleopatra is a proud ruler who even after being defeated refuses to be disgraced and paraded as a spoil of war (Wright 153). As Antony