Counseling Theories

A Timeline of the Suez Crisis

A Timeline of the Suez Crisis Learn what events lead to the Suez Crisis, which was an invasion of  Egypt  in late 1956. 1922 Feb 28:  Egypt is declared a sovereign state by Britain.Mar 15:  Sultan Faud appoints himself King of Egypt.Mar 16:  Egypt achieves  independence.May 7:  Britain is  angered over Egyptian claims to sovereignty over Sudan. 1936 Apr 28:  Ã‚  Faud dies and his 16-year-old son, Farouk, becomes King of Egypt.Aug 26:  Draft of Anglo-Egyptian Treaty is signed. Britain is allowed to maintain a garrison of 10,000 men in the  Suez Canal Zone and is given effective control of Sudan. 1939 May 2:  King Farouk is declared the spiritual leader, or Caliph, of Islam. 1945 Sept 23:  Egyptian government demands complete British withdrawal and the cession of Sudan. 1946 May 24:  British premier  Winston Churchill  says the Suez Canal will be in danger if Britain withdraws from Egypt. 1948 May 14:  Declaration of the Establishment of the State of Israel by David Ben-Gurion in Tel Aviv.May 15:  Start of the first Arab-Israeli War.Dec 28:  Egyptian premier Mahmoud Fatimy is assassinated by the  Muslim Brotherhood.Feb 12:  Hassan el Banna, leader of the Muslim Brotherhood is assassinated. 1950 Jan 3:  Wafd party regains power. 1951 Oct 8:  Egyptian government announces that it will eject Britain from the Suez Canal Zone and take control of Sudan.Oct 21:  British warships arrive at Port Said, more troops are on the way. 1952 Jan 26:  Egypt is placed under martial law in response to wide-spread riots against the British.Jan 27:  Prime Minister Mustafa Nahhas is removed by King Farouk for failing to keep the peace. He is replaced by Ali Mahir.Mar 1:  The Egyptian Parliament is suspended by King Farouk when Ali Mahir resigns.May 6:  King Farouk claims to be a direct descendant of the prophet Mohammed.July 1:  Hussein Sirry is new premier.July 23:  Free Officer Movement, fearing King Farouk is about to move against them, initiate a military coup.July 26:  Military coup is successful, General Naguib appoints Ali Mahir as prime minister.Sept 7:  Ali Mahir again resigns. General Naguib takes over the post of president, prime minister, minister of war and commander-in-chief of the army. 1953 Jan 16:  President Naguib disbands all opposition parties.Feb 12:  Britain and Egypt sign a new treaty. Sudan to have independence within three years.May 5:  Constitutional commission recommends 5,000-year-old monarchy be ended and Egypt become a republic.May 11:  Britain threatens  to use force against Egypt over the Suez Canal dispute.June 18:  Egypt becomes a republic.Sept 20:  Several of King Farouks aides are seized. 1954 Feb 28:  Nasser challenges President Naguib.Mar 9:  Naguib beats off Nassers challenge and retains the presidency.Mar 29:  General Naguib postpones plans to hold parliamentary elections.Apr 18:  For a second time, Nasser takes the presidency away from Naguib.Oct 19:  Britain cedes Suez Canal to Egypt in new treaty, two year period set for withdrawal.Oct 26:  Muslim Brotherhood attempt to assassinate General Nasser.Nov 13:  General Nasser in full control of Egypt. 1955 Apr 27:  Egypt announces plans to sell cotton to Communist ChinaMay 21:  USSR announces it will sell arms to Egypt.Aug 29:  Israeli and Egyptian jets in fire-fight over Gaza.Sept 27:  Egypt makes deal with Czechoslovakia arms for cotton.Oct 16:  Egyptian and Israeli forces skirmish in El Auja.Dec 3:  Britain and Egypt sign agreement granting Sudan independence. 1956 Jan 1:  Sudan achieves independence.Jan 16:  Islam is made state religion by act of Egyptian government.June 13:  Britain gives  up Suez Canal. Ends 72 years of British occupation.June 23:  General Nasser is elected president.July 19:  US withdraws financial aid for Aswan Dam project. The official reason is Egypts increased ties to USSR.July 26:  President Nasser announces a plan to nationalize Suez Canal.July 28:  Britain freezes Egyptian assets.July 30:  British Prime Minister Anthony Eden imposes an arms embargo on Egypt, and informs General Nasser that he can not have the Suez Canal.Aug 1:  Britain, France, and the US hold talks on escalating the Suez crisis.Aug 2:  Britain mobilizes armed forces.Aug 21:  Egypt says it will negotiate on Suez ownership if Britain pulls out of the Middle East.Aug 23:  USSR announces it will send troops if Egypt is attacked.Aug 26:  General Nasser agrees to five nation conference on Suez Canal.Aug 28:  Two British envoy s are expelled from Egypt accused of spying.Sept 5:  Israel condemns Egypt over Suez crisis. Sept 9:  Conference talks collapse when General Nasser refuses to allow international control of the Suez Canal.Sept 12:  US, Britain, and France announce their intention to impose a Canal Users Association on the management of the canal.Sept 14:  Egypt now in full control of the Suez Canal.Sept 15:  Soviet ship-pilots arrive to help Egypt run the canal.Oct 1:  A 15 nation Suez Canal Users Association is officially formed.Oct 7:  Israeli foreign minister Golda Meir says the UN failure to resolve the Suez Crisis means they must take military action.Oct 13:  Anglo-French proposal for the control of the Suez Canal is vetoed by the USSR during the UN session.Oct 29:  Israel invades  the Sinai Peninsula.Oct 30:  Britain and France veto USSR demand for Israel-Egypt cease-fire.Nov 2:  UN Assembly finally approves a cease-fire plan for Suez.Nov 5:  British and French forces  involved in the airborne invasion of Egypt.Nov 7:  UN  Assembly votes 65 to 1 that invad ing powers should quit Egyptian territory.Nov 25:  Egypt begins to expel British, French, and Zionist residents. Nov 29:  Tripartite Invasion  is officially ended under pressure from UN.Dec 20:  Israel refuses to return Gaza to Egypt.Dec 24:  British and French troops depart Egypt.Dec 27: 5,580 Egyptian POWs exchanged for four Israelis.Dec 28:  Operation to clear sunken ship in Suez Canal starts. 1957 Jan 15:  British and French banks in Egypt are nationalized.Mar 7:  UN  takes over the administration of the Gaza Strip.Mar 15:  General Nasser bars Israeli shipping from Suez Canal.Apr 19:  First British ship pays Egyptian toll for use of the Suez Canal.

Consumers Perceptions of Global and Local Brands Dissertation

Consumers Perceptions of Global and Local Brands - Dissertation Example For consumers, the global reputation provides a more satisfying element and they find to spend some extra money worthy for global brand whereas for companies, global brands enhances market share, market position, and customer base with a push in the profits. With the increase of more and more global brands and the expansion of global brands in different parts of the world, customers are in different parts of the world are looking to buy more global brands. Customers perceive that the quality of the products offered by global brands are far more in comparison to the quality of the products offered by different local firms and therefore they are more inclined to buy products that are available globally rather than only in the local region. The preference of global brands over local brands have increased rapidly in developing countries as well within the consumer goods industry, people from developing countries find global consumer brands more trustworthy and environmental friendly than local brands. This has allowed multinational companies to expand their operations in the developing countries and gain huge profits from this diverse market. There are several factors that influence the buying decision of an individual and the marketing managers of global brands identify and analyse these factors and then by focusing on these factors they are able to win the battle against different local brands available in different parts of the world.

The Marketplace of The American Revolution Essay

The Marketplace of The American Revolution - Essay Example Thus, to be able to understand the nature of the American Revolution, one has to delve deeper into the actual effects of the revolution, rather than merely concentrating on the manner in which it occurred. This is because; a radical revolution is bound to cause far-reaching social, political, economic and governance changes. It is the levels of change that were registered in these contexts that would quality to term the American Revolution as either radical or otherwise1. To create full understanding of the nature of the revolution, one also needs to delve into the pre-existing conditions and ideologies at the time, and how such conditions compare with the period after the revolution. In so doing, an individual is able to trace the changes that occurred in various aspects, and thus manage to clearly understand the nature of the revolution that occurred, as either radical or otherwise2. Considering the words of Breen, in his book; Marketplace of Revolution, where he observes that â₠¬Å"customary markets had suddenly become dangerously politicized2†, there is no doubt therefore, that the American Revolution was radical. Therefore, this discussion argues that the American Revolution was radical. The revolution was a function of both the colonists and the indigenous Americans, who perceived the rule of Britain as oppressive and demeaning. The dissatisfaction started with the acts of the British government to demand taxes from the Americans, both the indigenous and colonists, which prompted them to perceive the action as an aspect of economic oppression, and thus started to rebel against the payment of such taxes3. The rebellion did not just occur silently, but involved the active mobilization of people to resist the call to pay up such taxes. The active resistance was done without the fear of dangerous repercussions that the colonists could face. They engaged in active resistance, where â€Å"they challenged traditional authority and risked their lives†2. The economic conditions that the British government had established did not favor the colonists, since they could not reap good rewards from the labor that they were applying in their farms. The introduction of economic conditions such as the stamp tax had completely changed the relationship between the Great Britain and the American colonies, prompting a high resistance from the American colonists. In fact, â€Å"No one had planned such a dramatic shift in political perspective†3. The produce of their farms were bought at lower prices, which did not grant them any satisfaction. It is against this background that the colonists engaged in active resistance of the rules and the economic terms that were established by the British government, since, â€Å"white Americans believed that they had in some measures, been wronged by economic practices that paid them less than they thought they deserved for their labor or crops†4. Therefore, the ordinary American colonists p articipated in the revolution through resisting the traditional authorities and the economic terms such as salaries for their labor, and prices for their farm products, which were established by the British government in the colonies. However, it is not all of the American colonists that supported the revolution. There were some â€Å"Loyalists-those who retained their allegiance to the crown†, who perceived the revolution and its aftermath as a loss of liberty6. However, many of such loyalists

Microsoft Windows operating system Essay Example | Topics and Well Written Essays - 500 words

Microsoft Windows operating system - Essay Example But in case of Microsoft operating the market is totally dominated by Microsoft. Based solely on market share, Microsoft appears to have a near-monopoly in operating systems for personal computers yet Microsoft priced the Windows OS very smartly and kept it at bare minimum and thus succeeded in capturing in the market. The law of demand tells us that as the price of a commodity falls, the quantity demanded increases and vice-versa. But the law is silent on the extent of increase in demand as a result of decrease in certain percentage of prices. That means the law of demand tells us only the direction of change, but not the rate which the change takes place. To know about the rate of change we should know the 'price elasticity of demand'. Elasticity of demand can be defined as the "degree of responsiveness of quantity demanded to a change in price." It thus represents the rate of change in the quantity demanded due to a change in price. Now in case of Microsoft it can be said that, if we treat PCs as a single homogeneous commodity, then Microsoft's pricing of Windows was 'not' consistent with its status of a monopoly over personal computer (PC) operating systems. Therefore Microsoft started with such penetrative pricing that consumers had no option but to go for it. The company priced Windows as low as it can because of several types of substitution; For the fi

The Effectiveness Of Heterogeneous Grouping

The Effectiveness Of Heterogeneous Grouping As EFL teachers we are concerned with two main issues in language learning. The first issue addresses the skills students should acquire in EFL classes as a result of teaching-learning experiences. Such skills are often measured by students achievement. The second issue takes account of the strategies EFL teachers use to help students acquire such skills and in turn increase their achievement. Writing is a skill which requires efforts from both the student and the teacher. It is one of the four language skills which are given emphasis in second language learning. Writing is one of the skills which need to be mastered by the learners to meet the secondary school graduation requirements (Panofsky et al 2005). They learn different genres of writing like descriptive, expository, recount and narrative based on the prescribed syllabus of their providers. Language learning involves learning the language code as well as the culture associated with the language (Becket Gonzales 2004). Students writing abilities are affected by the type of instructions teachers use within their classroom practices. It is one of the productive skills that learners are expected to achieve in order to ensure their communicative competence. While learning writing, students are supposed to get involved in many activities that enable them to produce a piece of writing at the end. They can be engaged for example in class discussions, act in role playing or get involved in peer editing (Hensen, 2002). While engaged in classroom activities students build up experience and have more practice that may finally give the chance to reach a proper product of writing. In teaching writing, teachers strive hard to find strategies to facilitate increasing students achievement. There are many methods adopted by the teachers in teaching EFL writing in the classrooms. One of the methods recommended in teaching writing is the incorporation of cooperative learning (Kagan 2002). Students can be grouped in a variety of more flexible ways so that they spend some portion of a school day in heterogeneous groups and some portion in homogeneous groups. (Grady et al 2007). Supporting students writing involves providing some form of assistance that helps them carry out one or more processes involved in writing. These procedures include structuring how students carry out a particular writing process, having peers to help one another as they compose a piece of writing , providing students with feedback on their performance, focusing students attention on specific aspects of tasks, and providing a model of what the end product should look like (Graham Perin 2007). In most EFL classes, some learners perform better beyond grade-level, others struggle with target language, while another great part of the class falls somewhere in between. In their effort to meet the needs of such a diverse students, educators tend to assign pair and group work with students of different ability levels finding ways to involve all students in the activities. These ways could include communicative and cooperative tasks to allow scaffolding of less advanced students. In such a classroom environment, advanced level learners perform as a bridge to assist the learning process and lower level classmates show a readiness to cross that bridge (Sean, 2002).   As a general rule, it seems reasonable to propose that classroom harmony might better be achieved in a group of motivated students who are allowed to take part and cooperate. Statement of the problem Teachers as well as educators seem to have struggled to find answers to questions about heterogeneous and homogeneous grouping: Are they of certain benefits for learners? Do they harm anyone? Who gets the benefit or the harm the most? And why? (Kulik 1992). The answers to such questions are not always clear-cut and often depend on whom you ask and what learning outcomes are considered important. To many educators, grouping is considered as an proper response to academic diversity. To others, the practice has harmful unintended consequences and should be abandoned (Ansalone, 2001). Statement of the purpose Consequently, this study aims to investigate the effect of homogeneous grouping versus heterogeneous grouping on EFL students achievement in writing in the hope that it may settle the argument on which is better for both high and low achievers. Homogeneous grouping can be defined as dividing students into small groups which include students of the same ability or level for example high achievers together and low achievers together. While heterogeneous grouping can be defined as dividing students into groups that include mixed or different levels, high and low achievers together. Theoretical Framework When tackling the issue of cooperative learning or grouping it is useful to draw upon the theories of social constructivism and multiple intelligences so as to view intelligence from a multi-dimensional perspective. Social constructivism emphasizes the significance of the social environment in cognitive development. Vygotsky, as reported by Seng et al. (2003), wrote: Every function in the childs cultural development environment appears twice: first, on the social level, and later on the individual level, first between people (interpsychological), and then inside the child (intrapsychological). Vygotsky (1978) supposed that intelligence starts in the social environment and directs itself inward. Other writers on constructivism elaborated on this theme. Students must interact with other students as well as materials in order to learn. The conventional ways of teaching through lecturing and recitation do not work effectively (Hillocks, 2002). Teachers must allow a learning environment i n which students search for meaning, appreciate uncertainty, and inquire responsibly (Brooks, 1993). Gardner (1993), in his work on multiple intelligences (MI), highlighted the importance of precisely understanding the profile of intelligences of the individual learner to provide a more enlightened search for remedies for difficulties. Edward (2004) stated that the problems students encounter at school are because of the fact that they have different kinds of minds and therefore remember, understand, perform, and learn in differently. Gardner identified 8 separate intelligences; two of them are linguistics and interpersonal intelligences. Armstrong (199) stressed the need to provide learning experiences which may accommodate those 8 intelligences through a variety of multi-spectrum experiences. Moreover, there are two cognitive theories that are directly applied to cooperative learning, the developmental and the elaboration theories (Slavin, 1987). The developmental theories presume that interaction among students around appropriate tasks raises their mastery of critical conceptions (Damon, 1984). When students interact with other students, they will need to explain and discuss each others perspectives, which lead to greater understanding of learning targets. Also the effort to resolve potential conflicts within collaborative activities develops higher levels of understanding (Slavin, 1990). The elaboration theory proposes that one of the most effective means of learning is to explain the material to someone else. Cooperative learning activities improve elaborative thinking and frequent giving and receiving explanations, which increases the depth of understanding, the quality of reasoning, and the accuracy of long term retention (Johnson, Johnson, Holubec, 1986). Thus, the use of cooperative learning methods should lead to the improvement of students learning and retention from both the developmental and cognitive theoretical perspectives. Cooperative learning has its roots in the theories of social interdependence, cognitive development, and behavioral learning. Some research provides remarkably strong evidence that cooperative learning results in greater effort to achieve, more positive relationships, and greater psychological health than competitive or individualistic learning efforts (Johnson, Johnson, Holubec, 1994( Cognitive growth springs from the arrangement of a variety of perspectives at the time individuals work to reach common goals. Both Piaget and Vygotsky saw cooperative learning with more able peers and instructors as resulting in cognitive development and intellectual growth (Johnson, et al., 1998). The assumption of behavioral learning theory is that students will work hard on tasks that provide a reward and that students will fail to work on tasks that provide no reward or punishment. Cooperative learning is one strategy that rewards individuals for participation in the groups effort. Slavin (1987), highlighted two main theoretical perspectives related to cooperative learning, motivational and cognitive. The motivational theories of cooperative learning stress the students motivation to accomplish academic work, whereas the cognitive theories emphasize the effects of working with others. A major element of cooperative learning is positive interdependence, as students perceive that their success or failure depends on working together as a team (Johnson, Johnson, Holubec, 1986). From the motivational theories perspective, cooperative goal structure creates such a situation in which the only way group members can achieve their goals is when the group is successful (Slavin, 1990,). As a result, for the reason of attaining certain goals, students are likely to encourage their group members to do whatever helps the group to succeed and to help one another with a group task. Review of Literature A number of studies examined the effects of cooperative learning techniques on student learning. Humphreys, Johnson, and Johnson (1982) compared cooperative, competitive, and individualistic strategies and concluded that students who were taught by cooperative methods learned and retained significantly more information than students taught by the other two methods. Sherman and Thomas (1986) reached similar findings in a study which involved high school students taught by cooperative and individualistic methods. Slavin(1983) based on a review of 46 studies related to cooperative learning found that cooperative learning resulted in significant positive effects in 63% of the studies, and only two studies reported higher achievement for the comparison group. Johnson, Maruyama, Johnson, Nelson, and Skon (1981) conducted a meta-analysis of 122 studies related to cooperative learning and concluded that there was strong evidence for the advantage of cooperative learning in promoting achievement over competitive and individualistic strategies. Johnson and Ahlgren (1976) investigated the relationships between students attitudes toward cooperation, competition, and attitudes toward education. The results of the study pointed out that student cooperativeness, rather than competitiveness, was positively related to being motivated to learn. Humphreys, Johnson, and Johnson (1982) also found that students studying in a cooperative learning treatment group rated more positively in their learning experience than did students in competitive and individualistic treatment groups. In a study involving elementary and secondary students Wodarski, et al., (1980) concluded that 95% of the elementary students enjoyed the cooperative learning activities and that they had learned a lot about the subject. Cooperative learning can result in positive effects on student achievement (Devries Slavin, 1978; Cohen, 1986; Davidson, 1989; Johnson Johnson, 1989; Okebukola, 1985; Reid, 1992; Slavin, 1990). Academic benefits include higher achievement in reading comprehension, writing (Mathes, Fuchs, Fuchs, 1997) and mathematics (Ross, 1995; Whicker, Nunnery, Bol, 1997) and improved conceptual understanding and achievement in science (Lonning, 1993; Watson, 1991). Social benefits include more on-task behaviors and helping interactions with group members (Burron, James, Ambrosio, 1993; Gillies Ashman, 1998; McManus Gettinger, 1996), higher self-esteem, more friends, more involvement in classroom activities, and improved attitudes toward learning (Lazarowitz, Baird, Bolden, 1996; Lazarowitz, Hertz-Lazarowitz, Baird, 1994). Emmer and Gerwels (2002) stated that some research on cooperative learning addressed instructional components. In a number of studies students were taught interaction skills, such as how to question or to help each other so that they did not give answers but facilitated each others thinking (Fuchs, Fuchs, Kazdan, Allen, 1999; Gillies Ashman, 1996, 1998; Nattiv, 1994; Webb, Troper, Fall, 1995). When students are taught these skills, positive outcomes like increased intrinsic motivation, self-esteem, and liking for school can result (Battistich, Solomon, Delucchi, 1993). Ability grouping can be carried out between-class or within-class (Dukmak 2009). Between-class ability grouping refers to a schools practice of forming classrooms that contains students of similar ability. Within-class grouping refers to a teachers practice of forming groups of students of similar ability within an individual class (Gamoran, 1992; Hollified, 1987). A review of the literature on cooperative learning shows that students benefit academically and socially from cooperative, small-group learning (Gillies, 2002). Mixed-ability grouping is based on cooperative learning which demonstrates positive success related to students achievement. In this type of grouping, students work collaboratively to successfully achieve a desired educational outcome and develop a greater understanding and respect for individual differences. All forms of diversity within the learning environment are embraced (Felder Brent, 2001; Freeman, 1993; Saleh, Lazonder, DeJong, 2005). Moreover, in a mixed-ability, teachers respond to the individualized needs of all learners (Kulik Kulik, 1992). The most compelling argument against ability grouping is the creation of academic elites a practice which goes against democratic ideals (Slavin, 1987). Johnson and Johnson (1999) and Johnson, Johnson and Smith (1998) say that cooperative learning has five basic elements positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and periodic processing of how to improve the effectiveness of the group (Johnson Johnson1999 ). When these elements are properly implemented, the research has shown that group collaboration in the classroom can increase learning and achievement, social skills, self-esteem, and attitudes toward classmates and school (Slavin, 1990 as cited in Webb, Nemer Zuniga 2002). Placing students in teams or cooperative learning groups has many advantages. It helps to build a students communication skills, can help increase tolerance and the acceptance of diversity, promotes higher level reasoning, promotes increased generation of new ideas, promotes greater transfer of information from one situation to another, increases retention, builds teamwork skills, reduces stress , and increased willingness to attempt challenging tasks (Baker Campbell, 2005; Huss, 2006; Lin, 2006; Payne Monk-Turner, 2006; Patrick, Bangel, Jeon 2005; Kim 2004; Vaughn, 2002; Johnson Johnson, 1999; Johnson, Johnson Smith, 1998; Slavin, 1996). The cooperative learning experience also [gives] students the opportunity to review and learn information that they did not understand before the cooperative learning activity (Webb, 2002). According to Lin (2006 ), research has concluded that cooperative learning is the top ranked teaching model that promotes greater higher-order thinking, problem solving, and achievement. Students can remember 75-90% of materials when they learn it in cooperative learning situations (Lin, 2006). In a survey of college students after an experiment involving group work, Payne and Monk-Turner (2006) found that 90% of students favored group work and that 90% learned from their group members. Since 1924, 168 studies have been conducted that compare cooperative learning to competitive and individual learning. These studies have shown that cooperative learning yields higher academic achievement than individual and competitive learning (Johnson, Johnson Smith, 1998). Cooperative learning groups are also said to be particularly beneficial to low academic achieving students and students of color (Huss, 2006; Vaughn, 2002). Cooperative learning groups appear to be effective in many ways. Students work as an influential part of the group when they believe their efforts will add to the success of the group (Baker Campbell, 2005). Students are successful and learn in cooperative learning groups because they learn by doing rather than listening (Payne, Monk-Turner, Smith 2006 ) They are also actively using the material and information (Zimbardo, Butler, Wolfe, 2003). Cooperative learning also strengthens students social interactions, it gives them the desire to achieve, to develop more positive interpersonal relationships, and have greater psychological health than competitive or individualistic learning efforts (Johnson, Johnson, Holubec, 1994 as cited in Morgan, 2003,). Cooperative learning can teach students that knowledge can be, or should be, shared with fellow students; that differences in opinion can be rationally negotiated even under conditions of test pressures; and that cooperative learning pr ocedures can be enjoyable and productive (Zimbardo et al., 2003, ). These types of lessons enable students to learn how to work well with others. The interdependent relationships that develop within a group help to facilitate the groups success. Everyone feels the goal of the group will be met if everyone achieves their individual goals (Vaughn, 2002; Morgan, 2004). According to Morgan (2004), group members should also be aware of the fact that a single group member can affect how and/or if the goal is achieved. The cooperative learning experience is most effective when the participants work well together and they successfully achieve their goal. There are many characteristics to successful teams. Some of these characteristics include open communication, effectively listening, open-mindedness, clear roles, an established leader, clearly defined tasks, teamwork where everyone works together and contributes, there are well developed attainable goals (Payne, Monk-Turner, 2006; Baker Campbell, 2005), and a timeline (Payne Monk-Turner, 2006). In a classroom, there are also many things a teacher can do to help insure the success of a group activity. The teacher should provide strong guidance (Payne Monk-Turner, 2006; Baker Campbell, 2005), model the desired behavior, provide immediate feedback, and reward desired behavior (Lin, 2006; Baker Campbell, 2005). The teacher can also use checks and balances to monitor productivity, employ various problem solving strategies (Friend Cook, 2007), leng then the amount of time the group spends together, provide proper group behavior training, establish ground rules (Mitchell, Reilly, Bramwell, 2004) and allow group members rate each other (Lin, 2006). If the teacher monitors, provides rewards and allows the students to rate each other, it may reduce the effects of a slacker and keep students from getting a grade they do not deserve (Payne Monk-Turner, 2006). Students that slack off can demotivate hard working students and give them a negative feeling about group work (Ashraf, 2004). Many studies have been conducted that demonstrate the success of teaming. Robert Slavin has conducted extensive research on the implementation of cooperative learning models in schools. He has examined the effects schools becoming complete cooperative learning centers on their academic achievement. He has found many successful situations where lower performing schools were transformed because they converted to a cooperative learning format (Slavin, 1999 22-23). Payne and Monk Turner (2006) conducted a study that examined how students felt about teams. In this study, they assigned students to groups, gave them an assignment, and then asked them how they felt about the assignment after the group project was completed. They found that 90% of the students had a favorable experience, 90% of the students learned from their group members, and 85% of the students felt they learned teaming skills that could be transcended into business. Baker and Campbell (2005) conducted a study in which stu dents were placed in groups and observed that the students who worked in groups, as opposed to working individually, were more successful because they had more access to knowledge, they felt pressured to succeed to keep the group from failing, and the various personalities helped alleviate the stress of the problems. For example a member often told jokes to help lesson the tension. Additionally, members often provided positive reinforcement and motivation. Placing students in groups to take tests is another way to use cooperative learning and group work. Morgan examined the benefits and non benefits of college students completing exams using cooperative learning groups. She concluded that The increased depth of understanding, the feelings of support, respect for others contributions, and the clarification of information produced more students with a greater awareness of the material and more developed social skills to be contributing members of teams (Morgan, 2004 ). The understanding of successful cooperative learning group models not only affects groups in grade school; it also affects groups in jobs and college. According to Payne, Monk-Turner, and Smith (2006) employers want college graduates that have developed teamwork skills. Miglietti (2002) says that group work is commonly used in the workplace and employers want to hire people with these skills. Furthermore, these skills can be learned when students are placed in successful t eams where the goals have been reached. Socialization and communication are examples of skills that students learn in groups that can help their transition into the business world (Payne et al., 2006). In a survey of college students, after a study involving group work, Payne and Monk-Turner (2006) found that 85% of college students admitted that doing group work would probably work on teams in future jobs. Homogeneous grouping Homogeneous grouping has been proposed and implemented as a potential solution for meeting the needs of the mixed ability classes, suggesting that students of different abilities can be gathered in groups of same ability for the purpose of facilitating teaching (Slavin, 1987). This type of grouping is based on the pedagogical belief that the teacher has the advantage of focusing instruction at the level of all students in particular groups (Ansalone, 2000). An extensive research has been conducted on ability grouping suggesting that academically, high-achieving students achieve and learn more when they are grouped with other high-achieving students (Gentry Owens, 2002; Grossen, 1996; Hollified, 1987; Page Keith, 1996). In mixed-ability grouping it is difficult to provide an adequate environment for teaching to everyone. Since students differ in knowledge, skills, developmental stage, and learning rate, one lesson might be easier for some students and more difficult for the others (Slavin, 1987). In ability grouping, high-achieving students view their own abilities more realistically and feel that they are appropriately challenged with their peers (Fiedler, Lange, and Wine-Brenner, 2002). It is suggested that teachers of mixed ability classes can raise instruction level for high achievers and increase the pace of teaching whereas low level students can have individual attention. As a result advanced pupils can be taught more difficult concepts while low achievers can deal with simple and fewer things. Advocates of homogeneous grouping opine that it is an outstanding means of individualizing instruction. Achievement is thought to increase as teachers would adjust the pace of instruction to students needs. Kulik and Kulik (1982) and Slavin (1987) carried out meta-analyses of studies at the elementary school level, finding benefits of within-class ability grouping. Both low ability students and more advanced ones placed in separate groups, benefited from instruction addressed to their level. More recently, Mulkey et al (2005) found that same ability grouping has constant instructional benefits for both high and low level students. Marsh (1987) supports homogeneous grouping as a technique to cope with mixed ability classes assuming that grouping children homogeneously enables those in lower ability groups to profit with respect to self-evaluation by being isolated from advanced peers. Furthermore, Allan (1991) supports that pupils model their behaviour after the behaviour of similar ability children who are coping well with their school work. The proponents of homogeneous grouping conclude that research fails to support that homogeneous grouping doesnt accomplish anything (Loveless, 1998 ). Although teachers of mixed ability classes seem to have positive attitudes towards homogeneous grouping (Scherer, 1993, Mulkey et al, 2005), a severe criticism of ability grouping has been raised in the last quarter of the 20th century. It has been stated that this type of grouping stigmatizes lower ability students, providing them with inferior instruction. A number of researchers attack homogeneous grouping for not guaranteeing that all advanced or all weak students are alike. Matthews (1997) conducted a relevant research with students in grades 6 through 8 and concluded that gifted students are noticeably more diverse than they are homogeneous. They are of different degrees in their abilities, their learning styles and interests, their advancement, their social/emotional development and their test-taking skills. Ability grouping may reduce the self-esteem and aspirations of low ability children and therefore slow down their academic progress. Welner and Mickelson (2000) carried out an extensive research review and found that low ability children are exposed to lowered expectations, reduced resources and rote learning. Childrens self-concept is affected and expectations are internalized (Ireson and Hallam, 1999, Gamoran, 1987). This implies that students of low ability in mixed ability classes are provided with low expectations if placed in same ability groups causing them feelings of inferiority. This is confirmed by Ansalone (2001) and Hallinan (1994) who demonstrated that children assigned to lower ability groups, are exposed to less and more simplified versions of the curriculum whereas high ability groups have broader and more challenging material covered. In this sense, Oakes (1992) and Wheelock (2005) support that educational benefits in mixed ability settings are not provided by homog eneous grouping but rather by a challenging curriculum and high expectations. Heterogeneous grouping Heterogeneous grouping, that is gathering children of varying abilities in same groups has been proposed by many researchers as an effective strategy to promote academic development of students having diverse background knowledge and abilities. Brimfield, Masci and Defiore (2002) believe that all students deserve an academically challenging curriculum (p.15). So, our goal is to find a way to engage all pupils of the mixed ability classroom in the lesson irrespective of their abilities. The authors point out that by creating mixed-ability groups, we send the compelling message that everybody is expected to work at the highest possible level as high and low ability students deal with the same challenges. Disadvantaged pupils are at reduced risk of being stigmatized and exposed to a dumped-down curriculum in a mixed-ability setting. Teachers expectations for all pupils are maintained at higher levels and less able students have opportunities to be assisted by more able peers. It is assumed that heterogeneous grouping provides pupils access to more learning opportunities. Johnson and Johnson (1987) recommend assigning children of high, medium, and low abilities in the same group maximizing the heterogeneous make up of each group. Such ability diversity within the same group creates an effective learning environment (Manlove and Baker, 1995) providing learning opportunities for low-level students as well as opportunities to more advanced children to provide explanations to others revising, consolidating and using some things they have encountered before. The teachers can use cooperative tasks among high and low achievers of mixed ability groups or pairs in order to promote task engagement of all students in the mixed ability class as advanced children can provide explanations and guidance in carrying out a task. Cooperative tasks among high and low achievers are valued by the sociocultural theory of Vygotsky (1978). Pupils of mixed ability classes differ at their competence level and prior linguistic experiences. Vygotsky supports that children who are exposed to books and other out-of-school factors which contribute to linguistic development i.e .prior knowledge of English from private institutional instruction, are expected to have already run through a large part of their ZPD. On the other hand, pupils with poor literacy opportunities i.e. without prior knowledge of English may possess a larger Zone of Proximal Development (Van der Veer and Valsiner, 1991). So, they may benefit greatly from peer interactions which are likely to help low level students reach higher levels of performance. In this framework, Lyle (1999) showed that both low and high achieving students value the opportunity to work together as all pupils believed that they benefited. It was concluded that peer interactions can facilitate literacy development especially of low ability students. In this vein, Guralnick (1992) points out that social competence acquired in group work affects the elaboration of all students cognitive competencies, implying that both low and advanced learners of mixed ability classes may gain from such settings. The role of peer learning as contributing to language development has also been emphasized by Mize, Ladd and Price (1985) Webb (1989), Jacob et al (1996) and Slavin (1996). Rogoff (1993) refers to childrens social sharing of their cognition through interaction. When pupils participate in collective activities, they guide each others efforts. According to Tudge and Winterhoff (1993) advanced children give constant feedback through conversation forcing peers to strive for reaching higher levels of performance. Various studies have indicated a positive correlation between cooperative learning and achievement in mixed ability classes. For example, Walters (2000) asserts that cooperative learning is suitable for teachers dealing with increasingly diverse classrooms as it easily accommodates individual differences in achievement. Accordingly, Fulk and King (2001) support that class-wide peer tutoring improves all students learning. They add that serving in the role of tutor seems to be particularly beneficial for improving the self-esteem of students with low achievement while they may, for example, grade their partners reading. Therefore, it appears that CL may satisfy the needs of a mixed ability class. Studies conducted by Pica and Doughty (1985), Porter (1986), and Cotterall (1990) indicate that learners of different abilities produce more in mixed ability pair and group work by helping one another to overcome cognitive obstacles. This conclusion is consistent with Urzuas (1987) finding that the mixed ability children in the observational study conducted, appeared to have developed a sense of power in language through the process of working with trusted peers i.e. writing and revising. The benefits of cooperative learning are more touchable

Algebra As Thought Experiment :: Education Mathematics Learning Essays

Algebra As Thought Experiment ABSTRACT: This paper addresses the problem of understanding what mathematics contributes to the exceptional success of modern mathematical physics. I urge that we give up the Kantian construal of the division between mathematics (synthetic a priori) and physics (experimental), and that we ask instead how algebra helps synthetic a posteriori mathematics improve our ability to study the world. The theses suggested are: 1) Mathematical theories are about the empirical world, and are true or false just like other theories of empirical science. 2) The air of artificiality in mathematics lies exclusively in the use of algebraic method. 3) This method is constructive much like all fiction is, but this construction is for the purpose of experimental investigation of the physical world to the extent that anything in the world has objects like those in the fictional world of a particular algebra. 4) This is why algebraic techniques are successful even when the assumptions of the system are fal se: they may still be applicable to some things considered from some perspective. 5) The success of mathematical physics is also due to Descartes' discovery of a remarkable truth: we live in space and time which can be described as a whole. 6) Therefore, what distinguishes modern science from earlier and later philosophy is not a general method of science, but the fact that it happened to find a truth, and a particular way of studying reality which bore fruit. In the sixteenth century, physics was a part of the general subject known as philosophy. When Galileo wrote the Dialogues Concerning the Two Chief World Systems, he was commenting on some aspects of Aristotle's Philosophy. He was more favorable to the use of mathematics in various problems of physics than was current in his day. He may be described as trying to revive an Archimedean conception of motion in terms of geometry, which may be called "kinematics." Galileo also introduced the experimental method into physics. The experimental method had been very successfully utilized in Alchemy, which was a low or a clandestine science at the time. Its success in physics brought the issue of experimentation into the spot light. Since there are few claims original to Galileo that we may still wish to defend, we may want to describe his success as the introduction of these techniques which he invented or adapted for subsequent physicists to employ. Experimental techniques have improved considerably since Galileo's day.

Analysis of Art for the Heart Sake

Ace in the Hole Book Review by:Alexandre Meirelles Original Author: John Updike Summary rating: 4 stars (7 Ratings) Visits : 1411 words:600 More About : john updike â€Å"ase in the hole† Ace Anderson is a former star high school basketball player. As the story opens, he is driving home after being fired. Fearing the wrath of Evey, his wife, he finds some consolation in listening to â€Å"Blueberry Hill† on the car radio, while he sucks powerfully on a cigarette. Reverting to adolescence, Ace challenges the teenager in the fat car in the next lane, emerging triumphant when his opponent’s vehicle stalls.He then decides to stop at his mother’s house to pick up Bonnie, the baby. His mother offers him the consolation that he was probably seeking by welcoming his dismissal from a job that had no future. She also states that he and Bonnie are welcome in her house if Evey is too angry. Evey, she suggests, is a wonderful girl, but she is a Catholic and should have married one of her own kind. When Ace declines his mother’s offer, she changes the subject by informing him that his name is in the newspaper. Ace, remembering a former coach’s advice about avoiding cars when you can make it on foot, sets out for home at a gallop, with Bonnie in his arms.At home, he indulges in the ritual of combing his hair in an attempt to get the look of Alan Ladd, the popular film star. Worried about Evey’s impending arrival, he turns on the television, opens a beer, and finds the newspaper article, which states that a current basketball player has come within eighteen points of the county scoring record set by Olinger High’s Fred Anderson in the 1949-1950 season. Ace is angered at being referred to as Fred, however, and the article only increases the tightness in his stomach, which is similar to the pregame jitters of high school days.When Evey arrives, Ace feigns nonchalance, but she has already heard about the loss of the job from his mother. Ace sees that Evey is in a sarcastic mood (â€Å"thinking she was Lauren Bacall,† he observes to himself—again, the unreal world of films, television, and popular music provides his frame of reference), and an argument is inevitable. She states that she is fed up with his stunts. She is ready to let him run right out of her life. He ought to be making his plans for the future immediately.Ace attempts to divert Evey’s anger by turning on the charm and turning up the volume of the radio, which is playing romantic music. The mood of the moment seduces Evey into her husband’s arms. As they dance, Ace seems to return to greatness. He imagines his high school friends forming a circle around them; in this fantasy world, he is once more the center of attention. Published: August 26, 2007 Please Rate this Review : 12345 Write your own Comment More About : john updike â€Å"ase in the hole† Source: http://www. shvoong. com/books/novel-novella/16 56728-ace-hole/#ixzz2Qxd5tydO

3 Top Tips for Writing Stellar Brown Supplemental Essays

3 Top Tips for Writing Stellar Brown Supplemental Essays SAT / ACT Prep Online Guides and Tips Brown admits just under 7.2% of their total applicant pool every year. If you want to be one of those admitted students, you’ll need to write amazing Brown essays as part of your Brown University application. In this article, we’ll outline the different types of essays you need to write for your Brown University application and teach you how to write a Brown supplement essay that will help you stand out from the thousands of other applicants. What Are the Brown Essay Prompts? Brown University requires you to complete a total of three short answer questions if you are applying to its undergraduate program. If you are applying to Brown’s eight-year Medical program or the five-year dual degree from RISD, you will have to write additional essays, which we will also cover in this article. The three Brown essay prompts for applicants to the undergraduate program have a 250 word limit. For the three additional essays for the Brown medical program, two have a word limit of 250 and one has a word limit of 500. For the dual degree RISD program there is only one extra essay requirement, with a 650 word limit. These essays are specific to the Brown application - you won’t find them on any other college or university’s application. All of these essays are of equal importance and should be treated as such. Every one of your essays should be the strongest example of your work possible. The Brown essay questions offer you plenty of opportunities to show off your qualifications as an applicant and wow the admissions committee. 2018-19 Brown Supplement Essay Questions All first-year applicants to Brown are required to answer the following Brown supplement essay questions: Why are you drawn to the area(s) of study you indicated earlier in this application? (You may share with us a skill or concept that you found challenging and rewarding to learn, or any experiences beyond coursework that may have broadened your interest.) (250 word limit) What do you hope to experience at Brown through the Open Curriculum, and what do you hope to contribute to the Brown community? (250 word limit) Tell us about the place, or places, you call home. These can be physical places where you have lived, or a community or group that is important to you. (250 word limit) If you are applying to the eight-year Program in Liberal Medical Education (PLME) or the five-year Brown-Rhode Island School of Design Dual Degree Program (BRDD) you must complete the special program essays. Three essays are required for applicants to the PLME: Committing to a future career as a physician while in high school requires careful consideration and self-reflection. What values and experiences have led you to believe that becoming a doctor in medicine is the right fit for you? (250 word limit) Most people describe a career as a physician/doctor as a "profession", beyond a job. Describe for us what "professionalism" and "the profession of a physician/doctor" mean to you. (250 word limit) How do you envision the Program in Liberal Medical Education (PLME) helping you to meet your academic personal and professional goals as a person and as a physician of the future? (500 word limit) One essay is required for applicants to the Brown|RISD Dual Degree Program: The Brown | RISD A.B./B.F.A. Dual Degree Program provides an opportunity to explore your interests and prepare for the future in two distinct learning environments. Considering your understanding of both academic programs, describe how and why the specific combination of the art/design-focused curriculum of RISD and the wide-ranging courses and curricula of Brown could constitute an optimal undergraduate education for you. (650 word limit) Brown Supplemental Essays, Analyzed In this section, we’ll be looking at the Brown essay prompts in depth. Remember, with the Brown prompts you don’t get to choose which essay you would like to write. You need to answer all of the questions that are required for your particular program of study. Let’s take a look at each of the Brown essay questions and see how to write something meaningful for each. Brown Essay Prompt #1 Why are you drawn to the area(s) of study you indicated earlier in this application? (You may share with us a skill or concept that you found challenging and rewarding to learn, or any experiences beyond coursework that may have broadened your interest.) (250 word limit) This essay question is fairly straightforward. Brown wants to know what you’re interested in pursuing academically and where that interest comes from. Brown has an Open Curriculum model and it’s teased in this prompt. Brown doesn’t believe that learning is limited to the classroom, so you can talk about experiences outside school that contributed to your interest in the area of study you indicated. Although Brown makes it clear that you may write about more than one subject, we suggest limiting yourself to one or two topics. 250 words is not that many - you’ll want to speak in-depth about your interests and you simply won’t have that ability if you choose more than two topics. Try to share a personal experience that relates to your potential area of study. For instance, if you want to study English literature, you could talk about a family trip to London that piqued your interest. Or, if you’re studying math, you can talk about how winning a competition felt like an incredible reward for years of hard work. Brown Essay Prompt #2 What do you hope to experience at Brown through the Open Curriculum, and what do you hope to contribute to the Brown community? (250 word limit) You need to understand what Brown’s Open Curriculum means before writing this essay. Research Brown’s academic model so that you can speak about it confidently and accurately. While the Open Curriculum may sound really exciting and its lack of required courses may sound exciting, you should present your interest in it as something proactive, rather than reactive. Don’t say that you are excited to never read a fiction book again. Show what you would rather take instead. Basically, you want to show what you are interested in, rather than what you’re not interested in. Saying that you’re a musician who also has a passion for molecular biology is better than saying you’re an English major who never wants to be in another math class again. Want to get into Brown or your personal top choice college? 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. Learn more about PrepScholar Admissions to maximize your chance of getting in. Brown Essay Prompt #3 Tell us about the place, or places, you call home. These can be physical places where you have lived, or a community or group that is important to you. (250 word limit) This prompt is the fun prompt - a chance to let your personality and the places and people that have most influenced you win the admissions committee over. You should write from the heart. The admissions committee should feel your deep connection to whatever you choose to describe as home. Remember the old grade school axiom: â€Å"Show, don’t tell.† Don’t tell the admissions committee why a specific place or person is important to you. Demonstrate their importance through a description of your experiences or interactions with this avatar. PLME Essay Requirements If you are applying to the eight-year Program in Liberal Medical Education (PLME) or the five-year Brown-Rhode Island School of Design Dual Degree Program (BRDD) you must complete the special program essays. Three essays are required for applicants to the PLME. PLME Prompt #1 Committing to a future career as a physician while in high school requires careful consideration and self-reflection. What values and experiences have led you to believe that becoming a doctor in medicine is the right fit for you? (250 word limit) Make your answer is as specific as the prompt itself. Choose a real-life example to describe here, which can be anything from a personal experience to a news story you followed closely. Being authentic will make this essay really shine. Don’t say that you want to be a physician for the job stability or the chance to be featured in a medical journal. If you have never seen a person suffering from cancer up close, don’t pretend that you have - the admissions committee will smell inauthenticity from a mile away. Instead, truly reflect on something medically related that impacted you. Maybe you had a great experience with a doctor who helped you recover from a sports injury or loved interacting with your pediatrician who let you play with his stethoscope. Whatever you choose, it should be about you, and you alone. PLME Prompt #2 Most people describe a career as a physician/doctor as a "profession", beyond a job. Describe for us what "professionalism" and "the profession of a physician/doctor" mean to you. (250 word limit) This prompt can feel intimidating. How can someone who is outside of the medical profession answer this prompt with honesty, integrity and no guesswork? Rest assured, there’s no right or wrong answer here. The admissions committee is simply looking to understand what being a doctor means to you. You need to pick qualities that are meaningful to you and will resonate with the admissions committee - not that doctors have good job security and often high salaries. Think about what your life as a doctor will be like. How do you picture yourself in ten years? Will you be researching cures? Will you be providing healthcare to underserved populations? Will you be handing out lollipops to the children who come to your neighborhood practice? You should paint a vivid picture of how you anticipate acting as a doctor. PLME Prompt #3 How do you envision the Program in Liberal Medical Education (PLME) helping you to meet your academic personal and professional goals as a person and as a physician of the future? (500 word limit) For this prompt, you need to do your research about the PLME program at Brown. Don’t be daunted by the length of the word limit - view it as an opportunity to show how much you know about the school. The word limit for this essay is telling: the admissions committee at Brown wants to make sure that you are serious about their program, and serious for the right reasons. Make sure that you are honest, and as specific as possible when answering this prompt. Reference professors you are excited to work with or classes that stand out as thought-provoking or supremely fun. What does Brown’s medical program offer to its students that other medical programs don’t? Be sure to mention specific pieces of information. You should also discuss why you’re interested in PLME versus pursuing a typical undergraduate degree and then applying to medical school. PLME is a unique program - highlight why this model is the right fit for you. Brown RISD | Dual Degree Essay Requirement One essay is required for applicants to the Brown|RISD Dual Degree Program: The Brown|RISD A.B./B.F.A. Dual Degree Program provides an opportunity to explore your interests and prepare for the future in two distinct learning environments. Considering your understanding of both academic programs, describe how and why the specific combination of the art/design-focused curriculum of RISD and the wide-ranging courses and curricula of Brown could constitute an optimal undergraduate education for you. (650 word limit) For the Brown | RISD Dual Degree Program essay, you’ll need to pick out specific aspects of both Brown and RISD that appeal to you. Identify features of each school that you’re attracted to, like particular classes or professors. You should also indicate how you’ll take advantage of each school. If you just wanted to study design, you’d apply to RISD. If you just wanted to study something else, you’d apply to Brown. So why do you want to go to both? Describe how your work at one school will impact your work at the other. Perhaps your study of ancient Greek at Brown will inform the sculptures you make at RISD. You should depict how you see your studies at each school intersecting. How to Write a Great Brown Supplemental Essay Regardless of which Brown supplemental essays you’re responding to, you should keep in mind the following tips for how to write a great Brown essay. #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Brown wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Brown essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. #3: Check Your Work It should almost go without saying, but you want to make sure your Brown essays are the strongest example of your work possible. Before you turn in your Brown application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Brown essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Recap: Key Tips for the Brown Supplement The Brown supplemental essays cover a wide range of topics. Regardless of the question you’re answering, remember to follow these basic dos and don’ts as you’re writing: DO Be authentic and honest. Be specific when citing people, places and experiences. Do your research about Brown and its unique academic model. DON’T Base your essays on what you think the Brown application committee wants to hear. Use cliches or broad sweeping statements. Try too hard to be funny and original - be genuine and your positive attributes will be visible to the committee. What’s Next? If you're getting ready to apply to college, it's time to learn what colleges expect from you. This article will help you better target your application to suit what each school you apply to is looking for. Worried about how to write an amazing college essay?Readour step-by-step guide on how to write a college essayand take a look at our analysis of 100+ real college essaysto get a feel for what colleges want- and don't want- to read in an application. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Quick Saponification of Methyl Salicylate Reaction

Quick Saponification of Methyl Salicylate Reaction Making your own soap can be a time-consuming process, but you can demonstrate the saponification reaction quickly and easily by reacting oil of wintergreen and sodium hydroxide to make sodium salicylate. This takes mere minutes. Key Takeaways: Saponification of Oil of Wintergreen Saponification is the chemical reaction that produces soap. However, it can be used to form other useful compounds.Oil of wintergreen can be reacted with sodium hydroxide to yield sodium salicylate. The reaction is a saponification.Sodium salicylate is used as an aspirin alternative. Ingredients All you need is the strong base sodium hydroxide (NaOH) and oil of wintergreen. Oil of wintergreen is easiest to find online. Oil of wintergreen2 M sodium hydroxideBeakers or test tubes How to Perform a Quick  Saponification of Methyl Salicylate Reaction This demonstration is about as easy as it gets! First, get your materials together.Pour 2M sodium hydroxide into the oil of wintergreen, while stirring.Sodium salicylate will be formed by the saponification reaction. It will appear as a thick white solid.Here is the reaction: HOC6H4COOCH3 NaOH → HOC6H4COO-Na CH3OH Tips for Success Oil of wintergreen is methyl salicylate. If you have difficulty finding it under one name, then try the other.This demonstration is intended to be performed by persons with training in the handling and use of chemicals. Proper safety precautions must be used, particularly when handling NaOH.

Memory from the past ,Going somewhere you have not been before Essay

Memory from the past ,Going somewhere you have not been before - Essay Example Moreover, I knew I had to part with some little package of money for my mum and other family members; not that they would ask for it but because the Nigerian culture accepts and embraces such acts. I had booked a flight a fortnight earlier, and the procedure was not going to be long. I therefore, hired a taxi to the airport hoping to travel the same night. To my expectation, the flight authorities never disappointed me. We left the airport in a span of an hour. Within another few hours, we were at the Nnamdi Azikiwe International Airport. We walked home happily with my mum who had been waiting at the airport. The life at home was full of fantasy. I enjoyed my favorite traditional dishes that I had missed so much. In addition, I met most of my friends that I had studied with in the local primary school. Each day was the same as the other, full of happiness, laughter and domestic chores. However, I was only to spend two weeks there in order to catch up with Paralympics, my favorite game in the Olympics. I therefore, travelled back to London. I had never attended any Olympics ceremony before so you can imagine how appealing it was going to be to me. However, I developed an interest in the leading international sports event in the year 2004 when it was held in Athens, Greece. Now here was the London Olympics 2012. I was going to watch nothing else but Paralympics. My favorite participant has always been the Briton, David Weir, and I was going to witness his victory. The 33- year old, known to many as the "Weirwolf of London", must have trained himself to gallop so well. He ended up winning four gold medals in the wheelchair marathon. I watched the 5000 meters race, which was his last race in the participation. He dominated the better part of the race battling it out with Switzerland’s Marcel Hug. It was unbelievable how he easily won the race, clinching the gold medal. Weir when being interviewed

Using the UTILITARIANISM STRATEGY Briefly explain the strategy in your Essay

Using the UTILITARIANISM STRATEGY Briefly explain the strategy in your own words and describe how the strategy would be used to determine the right action if you found a wallet containing $300 - Essay Example Mill argues that people should act the way it brings them as much happiness as possible, and the only way they should sacrifice their own interests if their decision will bring more valuable common good than the personal one (Brink 2008). In the situation when someone finds a wallet containing $300 Utilitarian ethics has a certain way of solving such a moral dilemma. As far as human should act the way it will bring him more happiness, but acting morally, if you know whose wallet it is than you have to act according to the principle: do as you would be done by. The explanation is very simple: if the moral principle’s purpose is to build good and virtuous society, than everyone would be happy and grateful to receive his lost wallet. But if you don’t know whose wallet it is than you can keep it, because the money you found will make you happy. Brink, David. (2008). Mills Moral and Political Philosophy. The Stanford Encyclopedia of Philosophy (Fall Edition), Edward N. Zalta  (ed.). Retrieved from: