Mountain Biking Essays (384 words) - Mountain Biking, Cycling, Trail

Mountain Biking If you want the rush of going downhill at thirty miles an hour on two wheels with wind blowing dirt in your eyes and mud flinging all over you, then mountain biking is for you. However it isn't for the faint of heart. When you fall, you fall hard, and if you ride hard, you go through parts like a runner goes through water. Also keep in mind that mountain biking isn't for everyone. You have to want to live on the edge. The thrill is the reward for all of your efforts. So let's take a walk through a day at the course. The sun is shinning in my room as I wake up on another beautiful Saturday morning. The one thing that excites me as I rise is the fact that today I am going mountain biking. So I get dressed and call my friend Sean. Sean is the person who I go mountain biking with the most. We normally go to a place in Barrington. It is a forest reserve that has great trails. After Sean arrives at my house we do a little pre-ride bike check. We make sure that all of the components are securely on the bike and that the tires are properly inflated. With water bottles filled and bikes ready to go, we are off. Not long after we arrive at our destination we see others just like us who are out to enjoy a great day at the trails. With bikes ready to go so are we. Usually we start off with the small trails that have some hills to them. After we are tired of the small stuff we get into downhill chutes, cross-country riding and all the hard riding that mountain biking is all about. Occasionally, we have a spill or two but nothing to serious. In my case however, the only time I go mountain biking by myself, I fall and break my collar bone. So after a few hours of riding all our energy on the course, we decide it is time to go home. You know that you rode hard if you are covered in mud and dirt. And after another successful ride, we go home to plan our next day at the course. Sports and Games Essays

Whats a Good PSAT Score for a Sophomore

What's a Good PSAT Score for a Sophomore SAT / ACT Prep Online Guides and Tips You wouldn't go for your driver's license test before ever getting behind the wheel, right? In reality, you'd practice your three-point turns and parallel parking first so you're ready and know what to expect when the real test comes. Just as you suspected, this scenario's an analogy for the PSAT. Rather than sitting for it junior year without a practice run, you can improve your performance if you've already taken it in 10th grade. Taking the PSAT as a sophomore is a great, low-pressure way to familiarize yourself with the test,gauge your level, and figure out where you need to improve. With this in mind, we'll look at what PSAT scores aregood for sophomores and how to improve them even more for junior year. But first, let's consider howthe PSAT is scored. How Is the PSAT Scored? The new PSAT is scored between 320 and 1520 points. You'll get two scaled scores between 160 and 760: one for Math and one for Reading and Writing combined (called Evidence-Based Reading and Writing, or EBRW). You'll also get to see how you performed on each of the three sections with a test score between 8 and 38. (This scoring scale differs from that on the old PSAT, which gave you 20-80 points on three separate sections.) The new PSAT scoring scale helps you predict your SAT scores. If you score 1500 on the PSAT, you're likely to achieve a similarly high score on the SAT. The scale is shifted about 80 points lower than that of the SAT (which has a total score range of 400-1600) sincethe PSAT is a slightly easier test. Therefore, you can only compare the scores up to about 1520; beyond that, you can't equate a perfect PSAT score with a perfect SAT score. Your PSAT score report will give you lots of data, including your scaled scores, section scores, and subscores, which further break down your performance. For the sake of figuring out what makes a good PSAT score for a sophomore, let's consider another important piece of data: your percentiles. Percentiles compare your section and composite scores with those of other test takers. So if your Math score falls in the 80th percentile, you've scored higher than 80% of test takers (and the remaining 20% scored higher than you). Basically, the higher your percentile, the better you scored on the PSAT compared with everyone else. Read on to learn about percentiles and how they can help us answer our question of what's a good PSAT score for a 10th grader. Want to improve your SAT score by 160points 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. Download it for free now: What's a Good PSAT Score for a Sophomore? We can define a"good" PSAT score for a sophomore as one that's higher than the 75th percentile.This means that you scored higher than 75% of other sophomores who took the PSAT.For sophomores, 75th percentile scores are around 520-540on each section, or about 1050-1060 total. An "OK" PSAT score for a sophomore is one that's higher than the 50th percentile, meaning you scored higher than half of test takers. In contrast, anexcellent score is one that's higher than the 90th percentile, or 90% of test takers. This chart shows the minimum section and composite scores you'd need to hit the 50th, 75th, 90th, and 99th percentiles on the PSAT: PSAT Percentile (10th Grade) EBRW Score Math Score Composite Score 50% (OK) 460-470 450-460 910-920 75% (Good) 540 520-530 1050-1060 90% (Excellent) 600-610 580-590 1180 99% (Top) 700 710 1370 Source: Understanding PSAT/NMSQT Scores 2018 Based on that reasoning, a good PSAT score for a sophomore is a composite score higher than 1050-1060, an OK score is one higher than a 920, and an excellent score is anything higher than a 1180. What DoPSAT Score Percentiles Mean? To understand how we chose the scores to represent "good," "OK," and "excellent" PSAT scores, as well as how you can interpret PSAT scores,you'll need to understandPSAT percentiles. This section will give you a more in-depth look at PSAT percentiles and the information you can get from them. YourPSAT score report will feature lots of score types and data. Among this data, you'll get not just one but two percentiles comparing your scores with those of other students. These percentiles are called the Nationally Representative Percentile and the User Percentile. The reason behind using two percentiles remains vague, and some educators have suggested that the College Board uses the Nationally Representative Percentile as a way to inflate students' scores and make the PSAT appear less competitive than it really is. Regardless, we'll focus on User Percentiles, which compare all students in a grade who typically take the PSAT (as opposed to the other percentile, which includes all students in a grade, even those who didn't take the PSAT- weird, I know). Below is a chart based on info from the College Board's 2018 PSAT score report, which gives PSAT User Percentiles specifically for 10th graders. As you look through the data, note that the same scores translate to slightly different percentiles. In past years, Math tended to be more competitive than Evidence-Based Reading and Writing (EBRW). Here, the comparisons are less straightforward. Check out the data, and then read on for further interpretation of how these sections compare. PSAT Score EBRW Percentile (10th Grade) Math Percentile (10th Grade) 760 99+ 99+ 750 99+ 99+ 740 99+ 99 730 99+ 99 720 99+ 99 710 99 99 700 99 98 690 98 98 680 98 98 670 97 97 660 97 97 650 96 97 640 95 96 630 94 95 620 92 95 610 91 94 600 89 92 590 87 91 580 85 89 570 83 87 560 80 85 550 78 82 540 75 80 530 72 77 520 68 74 510 65 71 500 62 68 490 59 64 480 55 60 470 52 56 460 49 52 450 45 48 440 42 43 430 39 39 420 35 35 410 32 30 400 28 26 390 25 21 380 21 17 370 17 14 360 14 11 350 11 8 340 8 6 330 6 5 320 4 4 310 3 3 300 2 2 290 1 and below 2 and below In past years, Math was pretty much always more competitive than Reading and Writing; however, Reading and Writing has recently become more competitive. This means that most of the time you'll need to achieve a slightly higher score on EBRW to make it into the same percentile as you did on Math. For example, a Math score of 500 puts you in the 68th percentile, but the same score on EBRW puts you in only the 62nd percentile. Why Are PSAT Scores Important for Sophomores? Your sophomore year PSAT scores aren’t as important as your PSAT scores from your junior year when you’ll be able to compete for National Merit, but they're still useful. You can use your sophomore PSAT scores to estimate how well you’ll do on the PSAT next year and on the SAT later on. This can help you gauge how much studying you'll need to do to qualify for National Merit and/or meet your SAT score goals. Preparing for National Merit as a Sophomore The National Merit Scholarship Corporation (NMSC) identifies juniors who get top scores on the PSAT. Students whose PSAT scores are in the top 1% are named Semifinalists. Reaching this stage can give you a big boost in college admissions and make you eligible for numerous scholarships,. Thus, many students who take the PSAT as sophomores do so to prepare themselves for when they take the PSAT as juniors and can compete for National Merit. There are several things you can do as a sophomore to help you prepare for the PSAT as a junior and potentially qualify you for National Merit. If you're already scoring in the 95th percentile or above as a sophomore, you're well on track to qualifying as a Semifinalist and eventually Finalist. While these are outstanding scores, National Merit scholarships only go to the top 1% of juniors, so you'll have to do some serious prep to compete with other juniors and bring up your scores to the top of the pack by the following year. If National Merit is in your sights, you'll want to aim for a score of around 1440 on the PSAT, or about 35-36 as your "test score" on each section (when you take the test as a junior). The exact score you need to qualify varies by state. Check out the cutoff scores here, as well as all the other criteria you must meet to be competitive for National Merit. Remember, though, that you have lots of time to prepare for both the PSAT and SAT, so if you’re not happy with your scores, there’s still time to develop a solid study plan and improve your scores. Speaking of prep... Disappointed with your PSAT performance? Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: What Can You Do to Prepare for the PSAT? 3 Key Tips There are multiple steps you can take to prepare for both the PSAT you take sophomore year and the one you take junior year. Even a small amount of preparation can translate into significant score increases, so be sure to take a look at these tips and make use of them before test day! #1: Set Target PSAT Scores Before you take the PSAT your sophomore year, consider setting a target score to give you a goal to aim for while studying and to make sure you're on track to meet your goals for your junior-year PSAT and eventually SAT. A potential goal could be scoring in at least the 70th percentile, for example. Or you might aim higher, such as the 95th percentile, if you're hoping to qualify for National Merit as a junior. Once you get the results for your sophomore-year PSAT, you can start to set goals for your junior-year PSAT. Again, if you're aiming for National Merit, you'll need to get a composite score of about 1440 to qualify. With serious prep, you could raise your PSAT score by hundreds of points. Even apart from all your studying, you're likely to improve regardless since you'll be a year older with an additional year of high school under your belt! #2: Take PSAT Practice Tests The best way to improve your PSAT scores is to start practicing! You can use official PSAT practice tests as well as official SAT questions available through the College Board website and Khan Academy (a partner website). The abundance of practice material for the old (pre-2015) PSAT doesn't have to go to waste either. Many of these questions, especially the Math and reading comprehension ones, are still relevant. Just make sure to familiarize yourself with the changes to the test so you can shift your focus to the most important skills. If you're disappointed with your sophomore-year PSAT scores, don't worry! You still have plenty of time to learn and practice. Use your feelings as motivation to improve next year through focused, disciplined, and effective test prep. #3: Target Your Weaknesses After you've taken your first PSAT practice test, look it over and see which questions you got wrong and which ones you got right. Did you score well on Reading and Writing but struggle with Math? Were there specific types of questions or topics that gave you trouble? Take time to figure out where you need to make the most improvements. Then, get to work targeting those weaknesses! For each question you got wrong on your practice test, look at the correct answer and try to re-solve it, using the correct answer as a guide. If you still can't figure it out, read that question's answer explanation to understand what you did wrong and how to solve it. When studying, be sure to focus extra attention on your weak areas. Brush up on the topics themselves if you need to, and answer lots of practice problems until you feel more confident. Do all of this, and you'll be well on your way to a great PSAT score! What's Next? The PSAT is great prep for the SAT, but you might also be taking the SAT or ACT as practice. Learn about good SAT and ACT scores for sophomores so you can get a better idea of what scores to aim for on test day. Do your PSAT scores predict your SAT scores? Our guide offers a detailed look at the connection between the two tests and your scores on them. Got questions about the PSAT format? Read this complete guide to the redesigned PSAT. 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. Download it for free now:

Describing a Friend Dialogue for English Learners

Describing a Friend Dialogue for English Learners Read the dialogue and the reading selection to learn about describing both male and female friends.   My Friend My friend Rich is coming to town next week. Have you ever met my him?No, I havent.Hes kind of crazy, but a great guy.Yeah, why do you say so? Whats he like?Hes really hard working, but very much a loner. Hes pretty talented and can do just about anything.Sounds interesting. Is he married?No, he isnt.What does he look like? Maybe my friend Alice would be interested in meeting him.Hes tall, slim and quite good looking. Im sure your friend would find him attractive. Whats she like?Shes outgoing and very athletic.Really? What sports does she like playing?Shes a great tennis player and also goes bicycling a lot.What does she look like?Shes kind of exotic looking. Shes got long dark hair and piercing black eyes. People think she is rather beautiful.Do you think she would like to meet Rich?Sure! Why dont we introduce them?Great idea! Key Vocabulary to be like used for character descriptionto like doing used to state general preferenceswould like to do used to state a specific wishlook like used to speak about physical appearanceloner likes to be alone a lotoutgoing very ambitious and does lots of activitiesathletic very good at sportsexotic from a little known locationpiercing looking deeply intorather very Differences in Vocabulary Between Men and Women Youve probably learned that the adjective handsome is generally used with men  and beautiful with women. Its a general rule, but there are certainly instances in which a woman is handsome or a man is beautiful. Of course, its all in the eye of the beholder.  The same can be said for the adjective pretty which is used with women. Whereas, cute is used when referring to either sex.   This is also true when speaking about a persons character. Any adjective can be used to describe either sex, but some are more common than others. Of course, these days, many people rightly complain about such stereotypes. Still, there are preferences that lie deep in the English language. Guys and gals used to be used to refer to men and women in an informal manner. These days, its common to refer to everyone as guys. Job names have also changed over the years. Its common to change words like businessman to businesswoman or business person. Other job titles such as stewardess are no longer in use.   These changes in vocabulary is an example of how English commonly changes with the times. In fact, English is such a flexible language that its difficult to understand English from four hundred years ago, whereas other languages such as Italian have changed relatively little in comparison.   Key Vocabulary to refer to either sex be used with both male and femalestereotype a general idea, often negative, of how a particular group of people actto change with the times to make changes as the culture changesin the eye of the beholder for the person who is taking noticeto lie deep in the language to be at the roots of a language

Everybody's History Essay Example | Topics and Well Written Essays - 750 words

Everybody's History - Essay Example This was an organization, which sometimes referred to themselves as â€Å"Lincoln Inquiry,† and included of historians, lawyers, genealogists, collectors, college presidents, teachers, and new paper editors. These participants were upset that Lincoln biographers either ignored Indiana or featured it as a backwoods place that Lincoln was glad to escape. They thus joined together in the1920s and 1930s to recuperate a part of Abraham’s life which his biographers had left out: the ages between seven and twenty-one years, when he resided on the Indiana border. To prove the biographers wrong, they conserved, researched old records, recorded, and shared the Southern Indiana history as essential to Lincoln’s life and to the history of the American border. Along the way, they involved most of the historical agencies of the State, competed with his contemporary biographers, civic commemoration, and conflicted with the Ku Klux Clan. They also interviewed aging witnesses, bu ilt a historical village, hosted pageants, and presented their findings in print publicly. They successfully rescued some of Indiana’s history through correcting an eliminated chapter of Lincoln’s life. The â€Å"Lincoln Inquiry† felt that is was important for them to tell about Lincoln’s youth in the Indiana State since despite the omission from his biography’ he indeed grew up here. ... because he spent fourteen of the most determining years of his life growing into manhood from youth (1816-1830).Many of the moral values and character traits that made him one of the most respected leaders in the world were created and nurtured in Indiana. It was in this rural farm where Lincoln learned to chuckle with his father, mourned over the death of his mother, studied the books that opened up his mind, and conquered the hardships of life on the frontier. Prior efforts to claim Abraham for Indiana were focused on relating external events of his adulthood with items during his youth. The group argued that to be a lawyer, Lincoln read a book on law while living in Indiana. They believed that Illinois is what it is because of Lincoln’s making, cultivated by his life experiences in Indiana. But until they provide data to back their claim, then people will be left to create vague assertions on Indiana being significant, critical, or formative. The historical society preserve d evidences that they could convince people about the youthful years of Lincoln. His boyhood National Memorial, which is a component of the National park service was utilized as site to conserve the farm on which Abraham spent his life during the seven to twenty-one age bracket. The park consisted of a memorial visitor center put up by the Indiana state in 1940s; a hut site memorial, the graveyard where his mother was buried, as well as a recreated living history ranch where visitors get an understanding of the frontier life. Here, the group could bring in visitors and those interested in Lincoln’s history and educate them much about his real biography. Groups such as the Southwestern Indiana Historical society have plaid a big role in American politics and more so, on myths about Lincoln.

Using of Windows 2000 Essay Example | Topics and Well Written Essays - 1750 words

Using of Windows 2000 - Essay Example There is a dire need to protect such information from prying eyes. (Scambray et al., 2003) The reputation of a company might be at stake if such information would be divulged. Moreover, people’s privacy would be compromised on a grandiose scale too if such information went public. There is also the risk of exploitation of such information. In order to protect these computing systems, numerous systems have been developed but loopholes still remain. This text is centred on an exploit for port 443 for a Windows 2000 based domain controller. Table of Contents Abstract 1 Introduction 3 Vulnerabilities in Networks 3 Delineating HTTPS and Port 443 4 Case Study 4 Assumptions 4 Way Forward 5 Analysis of Assumptions 5 Gathering Intel for Attack 5 Accessing the Server 6 Reason for Buffer Overflow 8 Securing a Foothold 8 Conclusion 9 Bibliography 10 Introduction Windows 2000 was developed by Microsoft as a business solution to host data and other services. A total of four different editio ns of Windows 2000 were released which were Professional, Server, Advanced Server and Datacentre Server. Other limited editions were also released by Microsoft in 2001 but the baseline of Windows 2000 being a business machine persisted. (Pastore, 2003) On its release, Windows 2000 was marketed as the most secure Windows ever built. (Microsoft, 2000) However security flaws within the Windows 2000 framework continued to plague the system right till the lifecycle end in July 2010 when Microsoft stopped issuing new security updates. (Microsoft, 2011) Vulnerabilities in Networks Windows 2000 has been likened to the eggshell concept. Similar to the egg’s shell, the exterior security layer is robust yet vulnerable. However, as soon as the exterior security layer is breached, the inside of the network is â€Å"mushy† and easier to manipulate. This general principle is not limited to Windows 2000 based network servers but to networks in general too. (Ethical Hacker Network, 201 1) In general various vulnerabilities exist on network machines especially in respect to ports that can be scanned and accessed for intrusion. The possible exposed ports all have the potential to be converted into vectors for an attack on the concerned machine. The most common ports utilised by various applications on a typical Windows based machine are listed below to delineate vulnerability. (Ethical Hacker Network, 2011) TCP Port Applications 20 FTP data channel 21 FTP control channel 23 Telnet 25 SMTP 53 Connection oriented DNS (resolution on UDP 53) 80 HTTP 88 Internet Key Exchange (IKE) 110 POP3 (mail) 135 Windows RPC Endpoint Mapper 137 NETBIOS Name Service 139 NETBIOS Session 389 LDAP 443 HTTP/S 445 Common Internet File System / native SMB on Windows 2000 and higher 636 LDAP over SSL 1433 SQL Server (1434 if the port scanner can perform UDP too) 1723 PPTP 3268 LDAP to a Windows Global Catalogue Server 3389 Remote Desktop Protocol (Windows Terminal Service) It must be kept in mind that these ports are available for Windows based machines. If other OS are being utilised, the machine’s vulnerability may lie at other ports which would be open. (McInerney, 2000) This investigation is concerned with port 443 used for HTTP/S services and so it will be looked into in more detail. Delineating HTTPS and Port 443 HTTPS (Hyper Text Transfer Protocol) is a combination of the simple HTTP with an additional SST/TLS security layer. This helps to encrypt data being moved through web pages. Generally this protocol is used for online payments and transactions.

Human Nature Essay Example for Free

Human Nature Essay After reading Mencius essay â€Å"Mans Nature is Good† and Hsun Tzu’s essay â€Å"Mans Nature is Evil† It made me realize that men are shaped by experience. People are born with a blank mind with a desire of some knowledge. Much of what we learn affects our behavior. Throughout our life, experiences have been shaping what we are. Both Mencius and Tzu believe the complete opposite, arguing that men are born with a nature of being good or evil. By reading these articles I’ve come to assume that people are born neither good nor evil; instead both of these are obtained through the filling of our mind with experiences and all this together has influenced what we become. Hsun Tzu’s theory about how human nature is inherently evil and Mencius about how we are good caught my attention, because it made me realize that man can go either way. Even though I don’t agree with either of them entirely, they opened my mind about how nature can turn one way or another. People are not born inherently good because if that’s the case then every society would have to be good and would not bother with problems like violence and other chaotic scenarios. To go into a good pathway, people must be straightened by mentors. Like Tzu uses on his essay â€Å"A warp piece of wood must wait until it has been laid against the straightening board, steamed, and forced into shape before it can become straight; a piece of blunt metal must wait until it has been whetted on a grindstone before it can become sharp† (101). Family, schools, and religion are a fair way to obtain this goodness. For example these three sources have taught us since childhood to be respectful. This is the kind of experiences one has to follow in order to be good. Family has taught us to have good manners; therefore they work as our mentors. It is just your choice whether to implement these experiences of being good into your life or to go by the experience you been having with the wrong people. People aren’t born evil either. Instead people learn this through experience as well. For example traumatic experience and experiencing poor family conditions can make a child into a delinquent. Mencius said that â€Å"If you plant the seeds carefully at the same time and in the same place, they’ll all sprout and grow ripe by summer solstice. If they don’t grow the same- it’s because of the inequities in richness of soil, amounts of rainfall, or the care given to them by farmers. And so, all members belonging to a given species of thing are the same† (97). In this metaphor Mencius is trying to say that if you are placed in a different habitat where you learn from the outsiders, you are grown by the influence of them, which in his opinion is evil. I found this to be true but also I want to add that it is not always evil, it can be for the good of somebodies development. Being with the family can be good however sometimes we experience inconsistent parenting or poor parenting where it affects our development. Sometimes people can’t avoid these kinds of experiences but others like being with friends and acting up to their level of immaturity can be avoided. It is up to the experiences you’ve had that will form into what you become. After going through both essays my mind is set into these ideas. People are born with a blank mind but also we can change after what become of us, either it is for the good or for the evil. Peers have much to do with a person’s behavior. As friends you might have the feeling of just fitting in, having to change your manners to feel part of the group. It depends much on our surroundings; this is what triggers our brain to learn from others and development starts operating. Society is an important factor to our development because it is that, what forms our way of living and thinking. People might not like society because they don’t agree with something cultural or religious but whatever the circumstances are they still are triggered by it. At last, my beliefs are now more explained and understood after going through the readings. These articles influenced me to the point that I now believe human nature starts as a blank mind which means we are born without any knowledge and habits. This is when experience comes in. Through our experience with everything around us we become what we are. Our experience since childhood has a great impact in what we are; in other words most of our nature comes from family. Nevertheless, I don’t mean that everyone is shaped from their parents, what I mean is that there are other sources from experience out there that shapes our development (nature). It is your choice to either keep following those experiences, whether the good or the evil, but any how nurture is what will define what you become. Works Cited Austin, Michael, ed. Reading the World: Ideas that Matter. New York: Norton. 2010. Print. Mencius â€Å"Man’s Nature is Good†. Austin 94-98 Tzu, Hsun â€Å"Man’s Nature is Evil†.

Nuclear Power - Whats missing from the debate? Essay -- Argumentative

Nuclear Power - What's missing from the debate? It is not generally a great idea to apologize for one's paper at the beginning, but the majority of this essay is going to include something which Swatties (or at least, I) have a great tendency to do - through attempting to think critically about issues, end up tearing apart the reasoning/argument of the author we don't think has thought everything through, or with whose opinion we do not agree (which, as some of us were informed by a professor of ours, is not very nice). However, I do think this is a worthwhile exercise, especially when dealing with a very real world problem/debate such as that surrounding nuclear power, as everyone can learn from the holes others see in one's argument. Hopefully, as well, you all will help to point out further discrepancies for me and refute my attacks on the author's behalf. In his essay Yes: Nuclear Power Is Safe, and We Need It, Jagger presents a litany of reasons for why nuclear power is safer than other energy-gathering technologies, why it is economically viable, why all of the fears surrounding its by-products are unfounded. He presents his case for nuclear power almost exclusively in relation to coal-burning energy, however. If nuclear power really will solve all the world's energy problems, including reducing the amount of air pollution released each year (which cuts down on respiratory disease, acid rain, ozone depletion, and the greenhouse effect), providing limitless energy to the world through the use of an infinite resource, and doing everything safely and at extremely low cost, why would one consider it in terms of purely the dirty, environmentally unfriendly, dangerous coal industry? Why not take on all possible energy te... .... It does not require an extreme view, but if one looks at the natural environment as being worthy of consideration, in addition to human life, one may find extremely compelling reasons for rejecting nuclear power on ethical grounds. This ethical rejection would be grounded firmly in reasoning and based on facts surrounding the debate, but would not accept the requisite disposal problems associated with nuclear power. I believe that this is the approach we have discussed in class on numerous occasions, and that Hans has been hoping we would adopt it as the way to defend ourselves and our environment. However, it requires critical thinking, constant questioning, a lot of refuting, and awareness of the (disappointing) potential for impurity in science. I hope we can work on developing these kind of ethical approaches to many of the problems we encounter in the future.

Socrates Plato Maimonides And Aristotle Education Essay

Socrates was an intelligent adult male who idealized the hunt for truth and justness. I love the manner he would inquire inquiries in order to encompass others with cognition of the encompassing universe. Socrates used what we call inductive logical thinking. Inductive logical thinking agencies that from all the fact we get replies. He believed that adult male was capable of geting at truth through the usage of ground. He besides linked cognition to happiness. He believed that cognition or penetrations was the foundation of virtuousness and felicity. The Socratic Method is a method of look intoing jobs through duologue treatment in a schoolroom a instructor can let a pupil to believe critically and engraft the Socratic Method. The pupils will larn as the instructor keeps on inquiring inquiries. The instructor analyzes some of the possible effect of the pupil ‘s comments. The accent is upon the believing procedure of the pupil, who must believe for himself and accept the effects of his logic. I have tried the Socratic method with my kindergarten category. The topic was to jump count by two ‘s and my pupils were able to reply my Socratic based inquiries good. Besides, in learning we should direct the pupil into the right reply instead than stating him the right reply. With the Socratic Method the instructor does non state the pupil the proper reply ; the instructor should pull the pupil to the likely reply. I believe that pupils can utilize their encephalons and be challenged on an mundane footing. This manner so the pupil learns when he discovers the true generalisation through his logical thinking procedures. Farnaz Lavianlivi Professor Garelick 10/30/09PlatoPlato was the first philosopher in instruction. He was influenced by Pythagoreans and believed that Mathematical apprehension can act upon apprehension of the universe. He believed that math was the footing of the universe. He mentions that if people do non understand math so they should non be allowed in his school. Plato demonstrated that pedagogues have deep attention for the wellbeing and hereafter of their pupils. I found Plato really influential because he besides mentions in differing educational demands is needed with assorted life phases. Plato references that each and every individual is different and needs degrees of instruction, understanding and concluding. We as instructors know that every kid can larn otherwise. Some kids have knowledge in some topographic points where others do n't and frailty versa. In every schoolroom at that place will ever be pupils that are non traveling to be on the same degree as other pupils. I think that pupils who are making ill in the category or have a certain disablement should be placed with pupils that are stand outing in the schoolroom. In add-on, the instructor may desire to hold the pupils who are holding trouble sitting in forepart of the category and pay closer attending to the lesson. The instructor should besides hold group undertakings more frequently, because it may be easier for pupils who are holding troubles in the surveies to larn and understand better. I think that group work is really of import in kids ‘s development. Group work gives kids abilities to socialise and place themselves as a portion of a group. I think that math should be the foundation of the pupils school work. Plato was a strong truster in this and so am I. I think that mathematics is a portion of mundane life and should be incorporated in mundane lessons. Farnaz Lavianlivi Professor Garelick 11/3/09AristotleAristotle was a scientist. He explained that cognition is gained by esthesis. He mentioned that when people experience something they are able think about it, retrieve it and how it alters their life. He states that we abstract things and we take it within ourselves. In add-on, Aristotle believed that people should believe for themselves and develop thoughts on their ain. The importance of instruction in the doctrine of Aristotle was great and believed that we could larn to utilize our ground to get at virtuousness and felicity, merely through the procedure of instruction. Aristotle placed habit high in the acquisition procedure. Aristotle thinks that adult male learns by nature, wont, and ground. In my schoolroom I as the Pre-k instructor would form stuffs harmonizing to the Torahs of ground. I would seek to do the schoolroom every bit natural as I can. I would integrate existent life state of affairs through drama. For illustration, when learning math-addition or minus, you can convey different things in similar confects and really demo the pupils with the confects how to add and how to deduct. In the play centre, I would do a food market shop and allow the kids add up different points. For illustration, A bag of murphy french friess cost a penny and if they brought two how much money would they necessitate? It will be easier for the kid to hold on instead than merely giving them a press release. Besides, insistent drill would be used to reenforce what was understood by ground. I would besides integrate in my schoolroom positive support. I would prom ote my pupils to dispute themselves on an mundane footing. Farnaz Lavianlivi Professor Garelick 11/16/09Rabbi moses ben maimonsMaimonides was born in Spain ( 1135-1204 ) . He did non desire to learn and acquire paid for it so he chose to go a physician. He respected and treated everyone every bit as a doctor. As for instruction he said that we should take high on our ends. He besides states that a lazy instructor is a dishonest instructor. He believed that motive besides plays a large function in acquiring pupils to larn. Maimonides brings a really of import affair in a schoolroom. The schoolrooms should non be overcrowded. He was the first philosopher to explicate that if there are more than 25 pupils at that place should be a instructor helper in the schoolroom. Students need individualised attending in a schoolroom. This to Maimonides was critical because pupils need to hold the instructor ‘s attending in order to win the schoolroom. This manner a pupil will experience of import and will be able to larn and derive more out of the lesson if the instructor is paying attending to each person. If the schoolroom is overcrowded non every individual pupil will acquire the attending they deserve. Maimonides thought that kids will larn when instructors use positive support. In add-on, in the schoolroom you may desire to hold spines or ice lollies for childs who participate in category as a good incentive to acquire pupils to take part. Rabbi moses ben maimons thought that the instruction of the organic structure and the psyche is really of import. He besides thought that the pedagogue needs to be knowing and moral. I believe that a instructor does necessitate the cognition and ethical motives to learn. She/ he needs to be ready and cognize the reply to their pupil ‘s inquiries. Maimonides thought that kids need to socialise and larn. Integrating Maimonides thoughts on instruction, I would make more group work so my pupils will be able to larn and turn from each other.

Autism and Mental Retardation Essay

Respond to the following: 1. List the primary features of autism. Children with autism are unresponsive to others, uncommunicative, repetitive, and rigid their symptoms usually appear before the age of three. An autistic individual will have difficulty sustaining employment, accomplishing household responsibilities, and leading independent lives. Furthermore, they express having problems displaying closeness and empathy and have limited interests and activities. The characteristics seem to be pronounced as indifferent in physical care and affectionate expressive interest in those who are taking care of them. Verbal communication and language impairments and inability to use speech are often primary features of autism. Some autistic individuals may exhibit Echolalia a echoing of phrases used without apparent understanding. Some may even repeat sentences a week later, this is called delayed echolalia. Their variation of speech difficulties include; paranormal reversal, difficulty in naming objects, lack of verbal understanding and use of suitable ton e in their voice while talking. Some noticeable characteristics that often expose autism are their lack of imagination while playing, rigid, abnormal and repetitive behaviors, failure to accept environmental change and obsession with animate things and inanimate things. They express repetitive and unusual motor movements like flapping their hands, and odd facial expressions. Below is a checklist the DSM has provided for a guideline to diagnosis of autism. 1. A total of at least six items from the following groups of symptoms: A. Impairment in social interaction, as manifested by at least two of the following: (a) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction. (b) Failure to develop peer relationships appropriately. (c) Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people. (d) Lack of social or emotional reciprocity. B. Impairment in communication, as manifested by at least one of the  following: (a) Delay in or total lack of, the development of spoken language. (b) In individuals with adequate speech, marked impairment in the ability to start or sustain a conversation with others. (c) Stereotyped and repetitive use of language, or idiosyncratic language. (d) Lack of varied, spontaneous make-believe play or social imitative play. C. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: (a) Abnormal preoccupation with one or more stereotyped and restricted patterns of interest. (b) Inflexible adherence to specific nonfunctional routines or rituals. (c) Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting). (d) Persistent preoccupation with parts of objects. 2. Prior to 3 years of age, delay or abnormal functioning in either social interaction, language, or symbolic or imaginative play. 2. Which explanation for autism is no longer considered valid and lacks research support? The sociocultural model lacks support and the theory suggests that autism could progress through particular personality characteristics of the parents. These characteristics generated unfavorable development and contributed to the development of the disorder. This theory is no longer considered. 3. What forms of treatment are helpful for a person with autism? The treatment that is helpful for a person with autism is behavioral therapy, communication training, parent training, and community integration. Psychotropic drugs and certain vitamins have at times aided when joined with other approaches. Behavioral therapies consist of therapist using modeling and operant conditioning. In modeling they exhibit a chosen behavior and direct the individual to reproduce it. In operant conditioning, they reinforce such behaviors, first by shaping them, breaking them down so they can be learned step by step and then rewarding each step visibly and consistently. These measures often create more purposeful behaviors and long term achievements. Communication Training is a therapy that is often taught to those individuals who remain speechless. They are taught other forms of communication, including sign language and simultaneous communication, a method combining sign language and speech. They also learn  to use augmentative communication systems, such as communication boards or computers that use pictures, symbols, or written words to represent objects or needs. In some programs teachers try to recognize essential underlined forcers rather than insignificant ones like food or candy. They encourage participation in choosing an item they want and then encouraging them to ask for it with questions like; what’s that? Where is it? And whose is it? The studies have found that child- directed interventions increase self-initiated communications, language development, and social participation. Parenting training programs train parents so they can apply behavioral techniques at home. They are provided with instruction manuals, and teachers do home visits. Individual therapy and support groups help parents of autistic children deal with their own emotions and needs. Community integration is a great tool for autistic individuals, In today’s school and home based programs there are programs for autism children to teach self-help, self-management, and living, social, and work skills as early as possible to help children function better in their communities. There have been many workshops and group homes available now for teenagers and young adults with autism to help them become a part of their communities. These types of programs give parents a since of relief as their child will always need supervision. 4. List the criteria for a diagnosis of mental retardation: The DSM-IV-TR gives guidelines to the diagnosis of mental retardation. Individuals need to display general intellectual functioning that is well below average, in combination with poor adaptive behavior. As well as having a low IQ score of 70 or below. There should be notable difficulty in communication, home living, self-direction, work or safety. These symptoms should appear before the age of 18. 5. Explain one way in which sociocultural biases in testing might pose problems for assessing mental retardation. Sociocultural biased in testing that might pose a problem for assessing mental retardation is IQ testing. IQ testing in some children has caused them to be labeled retarded when they had trouble speaking the language at a level that would establish their IQ. 6. Of the four levels of mental retardation, into which category do most  people with mental retardation fall? Mild level – IQ ranges from 50 – 70. â€Å"They are sometimes called â€Å"educably retarded† because they can benefit from schooling and can support themselves as adults† (Cromer, 2011). 7. What are the main types of biological causes of mental retardation? The main types of biological causes of mental retardation are Down syndrome, fetal alcohol syndrome, and fragile X syndrome. 8. What is the only way to prevent fetal alcohol syndrome? The only way to prevent fetal alcohol syndrome is to not drink during pregnancy. 9. What are normalization and mainstreaming? Normalization and mainstreaming are educational terms; they reference the settlement of mentally retarded individuals within ordered classrooms. This is to make sure these individuals can intermingle and learn along with typical fellow students. The school systems have made adjustments and adaptations to their core curriculum and the teaching given to the mentally retarded child. 10. What is your opinion about mainstreaming and normalization for children and adults with autism or mental retardation? I agree with mainstreaming for a person who is suffering from autism or mental retardation. Autism runs in my family, and I have a cousin who is the same as age as I am and she did not receive mainstreaming when she was younger and she is severely handicapped I believe because of this. On the other hand, our classrooms are overcrowded and teachers are experiencing challenges within the so called â€Å"normal† population. Labeling these individuals at such an early age incorporates stereotyping within the classroom and can cause even more hardship for those individuals. My ex-husband’s brother had an autistic child who is thriving and even attending college classes at a University. He did have special schooling and went to private therapies. His success was through behavioral therapy and parenting training. I would say mainstreaming should be considered on the level of the disorder. If the disorder is extreme, then consideration should be given to the teacher and her other thirty something students. It is a hard question when in fact someone could be mildly retarded or highly retarded and the school system really needs to know just where the individual stands with their language ability and social ability. Resource: Comer, R. J. (2011). Fundamentals of abnormal psychology (6th ed.). New York, NY.

3 Cases of Complicated Hyphenation

3 Cases of Complicated Hyphenation 3 Cases of Complicated Hyphenation 3 Cases of Complicated Hyphenation By Mark Nichol When and where to use a single hyphen is perplexing enough for many writers, but when two or more are required, or one of the terms to be connected with a hyphen consists of more than one word, confusion is rampant. Here are several sentences that illustrate various problems with hyphenation of complex elements. 1. The Medal of Honor winning Navy SEAL described the rescue. Here, the noun to be modified is the noun phrase â€Å"Navy SEAL,† and the adjectival phrase is â€Å"Medal of Honor winning.† There should be a hyphen there somewhere, you think, but where? And because â€Å"Medal of Honor† consists of more than one word, shouldn’t multiple hyphens be deployed? In this case, because that phrase represents a single concept, only one punctuation mark is required to attach it to the adjective winning, but it’s not a hyphen. Here, use an en dash, a superhyphen of sorts: â€Å"The Medal of Honor–winning Navy SEAL described the rescue.† The distinction is obscure, but that’s the right way to do it. Alternatively, relax the syntax of the sentence so that neither a hyphen nor a â€Å"superhyphen† is required: â€Å"The Navy SEAL, who won a Medal of Honor, described the rescue.† 2. What made him leave his comfortable, high-paying position as head of an Asia Pacific-wide sales team? In this sentence, â€Å"high-paying† is correctly hyphenated to modify position, but is â€Å"Asia Pacific-wide† the correct style for the phrasal adjective modifying â€Å"sales team†? In the previous example, I stated that an en dash replaces a hyphen when one of the terms to be connected consists of more than one word. But there’s a complication here. â€Å"Asia-Pacific† is the label for a region of the world (though its parameters are imprecise). Because the hyphen comes along with the phrase, in this instance, the reference should be hyphenated as shown here: â€Å"What made him leave his comfortable, high-paying position as head of an Asia-Pacific-wide sales team?† 3. With a quarter billion dollar industry possible, there is a real possibility of supporting the community in a new manner. The phrase â€Å"quarter billion dollar industry† includes a phrasal adjective followed by a noun, so at least one hyphen is required. But the three words in the complex phrasal adjective â€Å"quarter billion dollar† should be connected: â€Å"With a quarter-billion-dollar industry possible, there is a real possibility of supporting the community in a new manner.† But what if the value is represented with a dollar sign and a numeral? The phrasal adjective â€Å"$250 million† is considered a single element, just like â€Å"Medal of Honor† in â€Å"Medal of Honor winner.† â€Å"Medal of Honor† requires no hyphenation, and neither does â€Å"$250 million†: â€Å"With a $250 million industry possible, there is a real possibility of supporting the community in a new manner.† On a related note, multi-million has a superfluous hyphen; it should be multimillion (which is never used in isolation- it’s always part of a phrasal adjective), so avoid constructions such as â€Å"multi-million dollar damages,† which erroneously refers to dollar damages of a multi-million nature, or â€Å"multi-million-dollar damages,† which correctly inserts a hyphen before dollar but retains the extraneous previous one. The correct treatment is â€Å"multimillion-dollar damages,† which correctly describes damages costing multiple millions of dollars to remedy. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Loan, Lend, Loaned, LentWords That Begin with Q

Megapiranha - Facts and Figures

Megapiranha - Facts and Figures Name: Megapiranha; pronounced MEG-ah-pir-ah-na Habitat: Rivers of South America Historical Epoch: Late Miocene (10 million years ago) Size and Weight: About five feet long and 20-25 pounds Diet: Fish Distinguishing Characteristics: Large size; powerful bite About Megapiranha Just how mega was Megapiranha? Well, you may be disappointed to learn that this 10-million-year old prehistoric fish only weighed about 20 to 25 pounds, but you have to bear in mind that modern piranhas tip the scale at two or three pounds, max (and are only truly dangerous when they attack prey in large schools). Not only was Megapiranha at least ten times as big as modern piranhas, but it wielded its dangerous jaws with an additional order of magnitude of force, according to a recently published study by an international research team. The largest variety of modern piranha, the black piranha, chows down on prey with a biting force of 70 to 75 pounds per square inch, or about 30 times its own body weight. By contrast, this new study shows that Megapiranha chomped with a force of up to 1,000 pounds per square inch, or about 50 times its own body weight. (To put these numbers into perspective, one of the most fearsome predators that ever lived, Tyrannosaurus Rex, possessed a biting force of about 3,000 pounds per square inch, compared to a total body weight of about 15,000 pounds, or seven to eight tons.) The only logical conclusion is that Megapiranha was an all-purpose predator of the Miocene epoch, chowing down not only on fish (and any mammals or reptiles foolish enough to venture into its river habitat) but also large turtles, crustaceans, and other shelled creatures. However, theres one nagging problem with this conclusion: to date, the only fossils of Megapiranha consist of bits of jawbone and a row of teeth from a single individual, so a lot more remains to be discovered about this Miocene menace. In any event, you can bet that somewhere right now, in Hollywood, an eager young screenwriter is actively pitching Megapiranha: The Movie!

US Economic History-Commanding Heights Essay Example | Topics and Well Written Essays - 1250 words

US Economic History-Commanding Heights - Essay Example Keynes ideas were that the economy should be controlled by the government. Later years saw the departure from Keynes ideas to the adoption of economies that did not support government regulations. Many reforms were made and globalization set in. This was around the year 1991 after the Soviet Union collapsed. The authors say that free markets prevail in comparison to the centrally planned markets. There are worries however that, globalization may be only for a short while. This will happen if measures are not taken to end inequality and if the third world countries are not given opportunities to better themselves. The UK had a lot of resources and power and thus its capital city London was the center of globalization. This was in the first period of globalization. This period occurred before the First World War (Yergin et al pg 15). The First World War however affected Britain badly leading to a high level of unemployment. As much as the UK triumphed in the Second World War, the empire had to break. The then ruler, Winston Churchill, did not like the idea of government involvement and he thus discouraged it. In the year 1945, Clement Attlee who headed the Labor Party, was elected and he encouraged government regulations so as to avoid potential economic crisis. The government of UK nationalized almost all its major industries. In addition to this, the government controlled the earnings of the employees. These wages of the employees were regulated by the government or subjected to the union rules (Kay, pg 23). This idea of government interference became a common factor in the UK in such a way that subsequent governments adopted it. The elected government officials did nothing to change this and it became part of the UK. In the 1970s, the UK saw immense strikes of the unions including other problems such as the oil shock that was experienced in the year 1973 (Yergin et al pg 16). These problems almost crumbled Britain. That