Free Essays on The Battle For Chattanooga

Outline I. Introduction II. Events contributing to the Battle of Chattanooga. A. The Union Army 1. President Lincoln 2. General Ulysses S. Grant B. The Confederate Army 1. The Battle of Chickamauga 2. General Braxton Bragg III. The Battle of Chattanooga A. Brown’s Ferry 1. Strategic Value 2. Longstreet Retreats B. Orchard Knob 1. Reconnaissance 2. Grant Controls Orchard Knob C. Lookout Mountain 1. General Hooker 2. Battle at Lookout Mountain D. Missionary Ridge 1. Confederate Headquarters 2. Battle at Missionary Ridge IV. Aftermath of the battle A. Casualties B. Promotions and Demotions V. Conclusion The Civil War was the bloodiest war in United States history. This war tested the values and courage of all early Americans. The Battle of Chattanooga was one of the most important battles fought in the war. The victor would control Chattanooga and its surrounding territory and would have an upper hand in the war. General Ulysses S. Grant was at the Battle of Vicksburg and did an outstanding job with his troops in the Union victory. President Lincoln was impressed with Grant and promoted him to Commander. Grant was given orders to gather his troops and lead them into Chattanooga at once. â€Å"He gathered a little over 60,000 men† (Chattanooga Campaign, 179). Included in this amount, were troops from Generals Hooker, Sherman, and Thomas. Grant marched the troops to Chattanooga to keep the east-west passageway functioning. This was important in deploying men and supplies being shipped or railed to their battles and headquarters. After the battles of Vicksburg and Chickamauga, Bragg was deployed to gather troops and surround Chattanooga. The Confederates also needed Chattanooga because it was one of the last places able to transport men and supplies railroad. The Union troops were surrounded by the Confederate troops. Grant knew the Confederates had an advant... Free Essays on The Battle For Chattanooga Free Essays on The Battle For Chattanooga Outline I. Introduction II. Events contributing to the Battle of Chattanooga. A. The Union Army 1. President Lincoln 2. General Ulysses S. Grant B. The Confederate Army 1. The Battle of Chickamauga 2. General Braxton Bragg III. The Battle of Chattanooga A. Brown’s Ferry 1. Strategic Value 2. Longstreet Retreats B. Orchard Knob 1. Reconnaissance 2. Grant Controls Orchard Knob C. Lookout Mountain 1. General Hooker 2. Battle at Lookout Mountain D. Missionary Ridge 1. Confederate Headquarters 2. Battle at Missionary Ridge IV. Aftermath of the battle A. Casualties B. Promotions and Demotions V. Conclusion The Civil War was the bloodiest war in United States history. This war tested the values and courage of all early Americans. The Battle of Chattanooga was one of the most important battles fought in the war. The victor would control Chattanooga and its surrounding territory and would have an upper hand in the war. General Ulysses S. Grant was at the Battle of Vicksburg and did an outstanding job with his troops in the Union victory. President Lincoln was impressed with Grant and promoted him to Commander. Grant was given orders to gather his troops and lead them into Chattanooga at once. â€Å"He gathered a little over 60,000 men† (Chattanooga Campaign, 179). Included in this amount, were troops from Generals Hooker, Sherman, and Thomas. Grant marched the troops to Chattanooga to keep the east-west passageway functioning. This was important in deploying men and supplies being shipped or railed to their battles and headquarters. After the battles of Vicksburg and Chickamauga, Bragg was deployed to gather troops and surround Chattanooga. The Confederates also needed Chattanooga because it was one of the last places able to transport men and supplies railroad. The Union troops were surrounded by the Confederate troops. Grant knew the Confederates had an advant...

Low Score on the Old SAT Should I Take the New SAT

Low Score on the Old SAT Should I Take the New SAT SAT / ACT Prep Online Guides and Tips Not so happy with your score on the Old SAT? You might be thinking about retaking the test. Unfortunately for you, the redesigned version of the SAT – in this post, we’ll just call it the â€Å"New SAT† – debuted in March of this year. Which means if you retake the SAT, you’ll be taking a totally redesigned test. So you may be wondering, "Should I take the New SAT?" This post will help you decide if your Old SAT score is really not good enough for the colleges you hope to apply to. Next, we will explain some potential challenges with studying for the New SAT, and help you decide if it’s the right step for you. Don’t sign up for the New SAT before reading this post! Evaluating Your Old SAT Score – Is It Actually Bad? So how do we decide if your Old SAT score is good or bad? First, we’ll briefly run through the national score rankings, and next, compare your score to colleges' SAT score averages. Finally, we will make the call on whether your Old SAT score is good or bad! National SAT Percentile Rankings A percentile ranking is a comparison of your score with every other SAT score, and it shows how much better – or worse – you did than everyone else. For example, if your score is in the 50th percentile, 50% of test takers did better than you, and 50% did worse. If your score is in the 30th percentile, 70% of test takers did better than you, and 30% did worse. If you’re in the 90th percentile, just 10% of test-takers did better than you, and 90% did worse. Percentile rankings are thus an easy way to compare your score with other students’ scores to get a rough sense of how good it is. The average Old SAT score is about a 1500 composite (total) score, which means about a 500 on each section: Critical Reading, Math, and Writing. If you got a 1500 or lower, and you’re aiming to apply to selective colleges, you will most likely need to take the New SAT. The 75th percentile is 1720, or about 570-580 per section. If you’re in the 75th percentile or higher, your SAT score will be competitive at many moderately selective schools. The 90th percentile is 1930, or about 640-650 per section. If you’re in the 90th percentile or higher, your score will be competitive at many selective schools. The 99th percentile is any score 2220 and higher, about 750 or higher per section. If you’re in the 99th percentile or higher, your score will be competitive at nearly all colleges and universities, even schools like the Ivy Leagues, Stanford, and MIT. You can see the complete percentile rankings for each SAT composite score here. Key Tip: If you haven’t already, find the percentile ranking of your Old SAT score, since it will give you a basic sense of whether your score is good or not . For example, if you have your heart set on Stanford University but you have a 50th percentile SAT score, you should definitely take the New SAT. But if you have a 90th percentile SAT score and you're applying to your local state schools, you won't have to worry about the New SAT (unless your local university has a particularly competitive honors program or merit scholarship!). If you fall somewhere in between those two extremes, keep reading to learn how to get the most precise information about your Old SAT score's potential. College Middle 50% Ranges Percentiles are a useful tool for getting a rough sense of how great, or not great, your SAT score is. But the most useful information comes from the colleges you want to apply to. After all, you take the SAT to get into college! Colleges release what are called â€Å"middle 50% ranges† to give students an idea of what kinds of SAT scores they need to be competitive. For example, let’s say a college has an SAT middle 50% range of 1500 to 1700. That means that 25% of admitted students had an SAT score lower than 1500, and 25% of admitted students had an SAT score higher than 1700, but the middle 50% had SAT scores in the range of 1500-1700. In most cases, if your SAT score falls within a school’s middle 50% range, you have a good shot at being admitted there, as long as the rest of your application is strong. If your score is above their ranges, you have a very high chance of admission, and if your score is below, you have a smaller chance. So for a school with a 1500-1700 middle 50% range, an SAT score of 1400 would be weak, a score of 1600 would be on target, and a score of 1800 would be amazing! So while percentiles are helpful, the most useful test of whether your SAT score is good depends on the colleges you want to apply to. To take another example, let’s say we have two students, Student A and Student B. They both got an 1800 on the Old SAT. Student A is applying to their local state university. Since the local state university’s middle 50% range is 1450-1700, Student A’s 1800 is more than high enough and they do not need to take the New SAT! But let’s take Student B. They really want to get into Harvard. Harvard’s middle 50% SAT range is very, very high: 2120 to 2400! Student B's 1800 is quite low and they should definitely take the New SAT. Key Tip: look up the SAT score ranges at the schools you are seriously interested in applying to. This will give you the best data to evaluate your Old SAT score with! In the next section, we will show you how to take those score ranges and decide if your Old SAT score needs to be replaced with a New SAT retake. Deciding If Your Score Is Low Now that you’ve looked up the middle 50% ranges at colleges you’re interested in, you’re ready to decide if your score is too low. Focus on the schools on your list with the highest score ranges as you make this decision, because it will give you the most options. For example, let’s say Student C got an 1800 on the Old SAT, and these are the schools they are most interested in, along with those schools' middle 50% SAT score ranges: UPenn: 2050-2320 Penn State: 1600-1910 Temple University: 1510-1840 While that 1800 SAT score is at the top of Temple’s ranges and comfortably within Penn State’s ranges, it is not high enough to be competitive at Penn. If Student C really wants to go to Penn (and any other highly selective schools) they should take the New SAT. Let’s take another example, Student D. Let’s say Student D wants to go to the same three schools, and scored exactly a 2200 composite on the Old SAT. Their score is well above Penn State and Temple’s ranges, and well within Penn’s. However, since Penn is a highly selective school, to maximize your chances, it’s best to have an SAT score near the top or above the middle 50% range to give yourself the best chance – so in this case, a 2320 or higher. While we would normally advise a 2200 scorer to consider retaking the SAT to get into the 2250+ range, for Student D, it might not be worth the significant time it would take to learn about and study for the New SAT just to get those extra 50 composite points. So unless Student D decides to add an even more competitive school to their list, like Harvard or Stanford, they should not take the New SAT and leave their 2200 composite alone! Key Tip: Arrange your target schools in a list from highest SAT middle 50% range to lowest, like we did above. Next, compare your SAT score to the middle 50% range at the most competitive school on your list. If your score is below their middle 50% range: Definitely take the New SAT. If your score is within their middle 50% range: Take the New SAT if it’s a highly selective school, don’t take it if it’s a moderately selective school or lower. If your score is above their middle 50% range: Don’t take the New SAT. How an Old SAT Score and New SAT Score Will Be Compared by Colleges, and Why This Matters One other factor to take into consideration as you sign up for the New SAT is superscoring. What is superscoring? Superscoring combines your highest section scores from different SAT dates to create the highest possible composite score. Here’s an example: Test 1: 700 Critical Reading, 600 Math, 650 Writing, Composite = 1950 Test 2: 650 Critical Reading, 700 Math, 700 Writing, Composite = 2050 Superscore: 700 Critical Reading 700 Math, 700 Writing, Composite = 2100 Unfortunately, at many colleges, the Old SAT and New SAT won’t be superscored together, which puts you at a disadvantage if you have one Old SAT score and one New SAT score. Here are quotes from just a few college's admission websites about how they are treating Old and New SAT scores: Dartmouth: "...we will consider your highest 'superscored' results from either the current or the redesigned SAT; we will not combine scores from both versions." Johns Hopkins: "We will combine the highest section scores from any test date within the current SAT and any test date within the redesigned SAT, but not across the two tests." Penn: â€Å"Current SAT scores will only be superscored with other current SAT results. Redesigned SAT scores will only be superscored with redesigned SAT test results.† Stanford: "We will superscore the results from the current and redesigned SAT separately." Vanderbilt: "Vanderbilt will not super-score between the existing SAT and the revised SAT, but we will super-score within the same type of SAT.† This is just a handful of schools, but their policies reveal the trend towards not superscoring the Old and New SAT. We have seem some different policies out there, so make sure to look up the superscoring policy between Old and New SAT scores at any colleges you are planning to apply to. But in general, it's safe to assume that for many schools on your list, the Old SAT and the New SAT will be treated as separate entities. For many schools, the New SAT and Old SAT are like apples and oranges: too different to compare. Say that you get these two scores on the Old and New SAT: Test 1 (Old SAT): 700 Critical Reading, 600 Math, 650 Writing, 1950 Composite Test 2 (New SAT): 650 Evidence-Based Reading and Writing, 700 Math, 1350 Composite Even though you got your Math score up to a 700 on the New SAT, it will not be superscored with your old SAT score to make a higher composite. Why does this matter? It means that if you retake the New SAT, you have to work extra hard to make sure both your Math and Reading/Writing scores go up, so that your composite score is decidedly higher on the New SAT and the retake is most helpful to you. If you only increase one section’s score and/or end up with a composite score that is at the same or lower percentile ranking, the retake won’t help you that much. Unlike a retake for the Old SAT, on which you could study the hardest for one section so that your superscore would be strong, you need to work for all-around success on the New SAT. And this won’t necessarily be an easy task, as we’ll see! In short, if you need to take the New SAT, you will have to devote a significant amount of time to studying to make sure your new score is strong! Why the Time Commitment for a New SAT Retake Will Be Higher than an Old SAT Retake Studying for a New SAT retake will be challenging. If you were retaking the Old SAT again, you would be at an advantage, in that you would already be familiar with the test, its timing, topics tested, etc. So when you studied, you could just go straight to your problem areas and work to improve them. For the New SAT, you have to go back to the drawing board – the format and timing have both completely transformed, as well as question types and even content. Prepare to spend plenty of time with your prep books and practice questions. For example, on the old SAT Critical Reading section, you had to study vocabulary words, many that were obscure, to be ready for the sentence completion questions. However, on the new SAT Reading section, there are no more sentence completion questions! That means any obscure vocabulary you crammed into your brain before you took the Old SAT won’t help you here. But you need to be prepared for new question types, including evidence support questions. Evidence support questions are two-part. The first question asks you about something about a passage, and the second question asks you which lines in the passage give you evidence for your answer! These questions are quite tricky, because if you get the first question wrong, you will likely miss the second one, as well. And that is just one of many new question types to expect. (Read a complete breakdown of the New SAT here.) To be ready for the test, you need to put in sufficient study time, especially since, as we explained above, your old SAT score will not be superscored with whatever you get on the New SAT. So exactly how long should you study for? Follow these steps to find out. Find your target SAT score for the Old SAT. Old SAT scores will still be used for middle 50% ranges on college websites for at least another year since the New SAT hasn’t been offered long enough to be factored into college admissions data. Translate your Old SAT target score to a New SAT target score, following the method in this article. Take a New SAT practice test and determine how much you need to improve to reach your target score. Based on the chart below, estimate the numberof hours you will need to study to achieve yourtarget score. I suggest adding on about 5 hours to each estimate to account for learning about the new test. 0-30 Point Improvement: 10 hours 30-70 Point Improvement: 20 hours 70-130 Point Improvement: 40 hours 130-200 Point Improvement: 80 hours 200-330 Point Improvement: 150 hours+ Whatever you do, do not take the New SAT without sufficiently studying for it – if you assume you can just wing it since you’ve already taken the SAT once,you could easily end up with a New SAT score that’s lower than your Old SAT score! For more on studying for the New SAT, see our post on how to study effectively for the redesigned test. Another Possibility: Think About the ACT Since studying for the New SAT is basically preparing for an all-new test, you may want to consider switching to the ACT, since there aremore practice testsand better prep materials available for the older test. The best way to decide whether to jump off the SAT ship would be to take one ACT practice test and one new SAT practice test, and see which test you do the best on and feel the most comfortable with. How will you compare your results? After you take a practice version of both tests, use the table in our post about SAT to ACT score conversion, which uses a 1600 total SAT composite, to see whether your New SAT or ACT score is higher. (Also keep in mind this is an estimation since we do not have any percentile data on the New SAT yet, so if your scores are quite close, read on to learn about differences between the SAT and ACT to help you decide.) The grass may not actually be greener on the other side... Let’s look atan example. Say you take an ACT practice test and a New SAT practice test. These are your composite scores for each: ACT: 28 New SAT: 1100 Using the conversion table, that ACT score would be about a 1260 on the SAT, while that SAT score would be about a 24 on the ACT. The ACT score of 28 is a lot stronger, so it would be wiser to focus on the ACT instead of the SAT – you may be able to get that 28 up to a 30, if not a 33 or higher (99th percentile)! Also be aware of these key differences between the ACT and the New SAT, especially if you get a similar score on both practice tests and aren't sure which test to focus on: Reading: while both reading sections have you read and answer questions about long passages, including a set of paired passages, SAT Reading could be trickier because it will include a passage from classic literature or a US founding document, which contains harder language, and it contains evidence support questions, which we discussed above as one of the trickier additions to the New SAT. Math: ACT Math has far more geometry and trigonometry, is grouped into one big 60-minute section, and you can use a calculator the whole time. SAT Math has less geometry, has a shorter no-calculator section and then a calculator section, and still has some grid-in questions (questions where you fill in the answer rather than choosing from a multiple-choice set). Writing: The ACT and New SAT Writing sections are very similar. They both have a long passage format that has you correct mistakes in grammar and usage. ACT Writing has more questions, which could change your approach, and also contains some big-picture questions, while SAT Writing does not. Science: A major difference between the two tests is that the ACT has a whole science section while the SAT does not. The SAT sort of makes up for this by including charts and data analysis in their other sections, so they’ve rolled some of the ACT science skills into other parts of the test. That said, if you’re really good at reading and understanding charts and data, you might benefit from the ACT since you’ll have a whole section about that. See more on these differences in our post New SAT vs ACT: Full Breakdown. After you’ve compared your performance on the New SAT and ACT practice tests, and learned more about both tests, you can decide which test to focus on. It may be that you actually like the ACT better than the new SAT, in which case it makes more sense to study for it! One additional benefit to taking the ACT and doing well is this: since colleges only require the SAT or the ACT, you wouldn’t even have to send in your mediocre old SAT score, just your ACT score. Furthermore, you would avoid any potential bumps in the road as College Board rolls out the new SAT (longer waits to get your score after the first few tests, confusion at testing centers by proctors used to the Old SAT, etc). So if you've decided your Old SAT score is low and you need to retake the New SAT, make sure to consider the ACT as well. It may turn out to be the better option! Bottom Line: Should I Take the New SAT? So who should take the New SAT (or ACT!), and who should skip it? This is our advice. Take the New SAT if†¦ Your Old SAT score is below the middle 50% ranges for the most competitive school you are applying to. You are applying to a highly selective school and your Old SAT score is within, but not above, their score ranges. You have timeto study extensively! Your retake will not be worth itif you get a comparatively lower score. Don’t take the New SAT if†¦ Your Old SAT score is within or above the middle 50% ranges for the most competitive school you are applying to. You aren't willing to put in the necessary effort to improve. You decide to take the ACT instead. What’s Next? We talked about a few changes between the Old and New SAT in this post, but I recommend reading a complete breakdown of the changes at our complete guide to the New SAT before you decide whether to take the test or not. This will give you even more information to help you tackle the New SAT with confidence. Are you avoiding the ACT because you think colleges don’t think it’s as good as the SAT? Learn exactly what the Ivy League and other top schools think of the ACT. How exactly are colleges dealing with the transition to the New SAT? Read interviews with over 30 colleges about the New SAT, including which version of the test they are accepting, how they are comparing Old and New SAT scores, and more. 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:

Love, Beauty, and Honor Essay Example | Topics and Well Written Essays - 1500 words

Love, Beauty, and Honor - Essay Example The image of ideal appearance also undergoes constant changes. Women who were treated as the most beautiful during baroque seem to be ugly today. Modern people do not behave the same way as they did many centuries ago. The changes in the understanding of beauty, love and honor should be analyzed in detail in order to see the development of the humanity. However, it is possible if one analyzes all the periods of art development: classical, renaissance, baroque, romanticism, realism, impressionism, post-impressionism, modern and contemporary. It is necessary to stress that the notions of love, beauty and honor are closely connected with Humanities. It is possible to research these terms and changes in them only with the help of these sciences. The latter give an opportunity to resort to the use of historical facts, literature, arts and teach us to think analytically. It is impossible to view the changes in the image of beauty, love and honor without going back to some historical facts and the works of famous artists. Otherwise, the research will be plain and unreasoned. Initially, there was no ideal image of human beauty because only gods were depicted as the best-looking creatures. Nobody could be prettier than them. The majority of artists and sculptures depicted ideal bodies of gods. They seldom used ordinary people for their works. All sculptures and pictures demonstrated ideal body because the artists applied young athletes for models. It is necessary to stress that the ideal female beauty in classical period was represented by the image of Aphrodite mentioned in Homeric writings. Practically all sculptures and paintings depicted naked people. It was quite normal for classical period. There were some changes in renaissance. It should be noted that renaissance perceptions of beauty are easily seen in Botticelli’s Venus and Mars that is placed in the National Gallery in London. Thus, an ideal beauty of renaissance should have symmetrical features of her body and face, perfect alabaster skin. One should have high forehead, pale skin, the sharply defined chin, strawberry blond hair, delicate and high eyebrows, full lips, narrow mouth and strong nose. Venus depicted by Botticelli is dressed; however, it is done so that it is easy to understand that she has ideal body. The renaissance and humanism rejected the point of view that only gods can be beautiful and viewed beauty as a consequence of harmony of proportions and rational order. Renaissance artists began to stress human sexuality. The emphasis was made on female breast. Baroque period opposed to renaissance. All the artists belonging to this period resorted to the use of clearly defined planes. There was a continuous overlapping of elements and figures. All depictions looked psychologically and physically real. More bright and dramatically colors were applied. Caravaggio is the most celebrated representative of this period. The most famous pictures are: The Rich Old Man from the Parable by Rembrandt, Cupboard by Georg Flegel, The Coronation of the Virgin by Diego Velazquez, etc. The pictures and sculptures of the artists of this period demonstrated fat bodies because they were in fashion. An ideal woman of baroque should have fat hips, blond hair and deep navel. The period of romanticism was predetermined by rococo. An ideal woman should have resemblance with china statuette. This meant having thin waist, small head, roundish hips and narrow shoulders. Women wore pompous dresses

Market Imperative and Popular culture Essay Example | Topics and Well Written Essays - 500 words

Market Imperative and Popular culture - Essay Example So how is it connected with market imperative And what really is market imperative Market imperative is basically an economic concept that states that the consistent need of producers to seek new markets forces them to cross national boundaries and exploit foreign markets. In other words, the need to seek new frontiers might push national boundaries to the extent that there is little difference left in national and foreign markets. When a country's producers push their own boundaries, they create new boundaries and thus embrace foreign land into their own scope of influence. This is a logical concept but due to rapid globalization, this concept has become a curse for the world. America stands at the very center of this heated debate about national boundaries extension. If a country that seeks to extend its control to other countries chooses to market its products and services to foreign lands, it automatically gains access to their social and moral fabric. And while it may be trying to only sell its products but it intentionally or unintentionally also manages to sell its values and norms to other countries thus triggering a process of homogenous culture.

Making Collaboration Work in Inclusive High School Classrooms Essay Example for Free

Making Collaboration Work in Inclusive High School Classrooms Essay The author uses a fictional case study chronicling a team in an inclusive high school setting. The team consists of the principal (administrator), the general education teacher, the special education teacher, the physical therapist, and the speech pathologist. Throughout the paper she creates a fictional case study that moves the group from contention through collaboration to ultimate success in sustaining an inclusion program at the fictional high school. The limitations to this approach is first, that it is fictional. Second, it does not account for external factors such as program funding or the presence of other educational initiatives that may change dynamics such as teacher availability (in terms of work hours) classroom methods such as those designed to facilitate state and district demands under the No Child Left Behind initiative. Although the fictional case study imposes limitations, Hines successfully demonstrates four guiding principals or best practices for successful collaboration open communication, sharing leadership, developing goals, and resolving conflicts. By breaking the case study into four sections, she poses the questions what is the challenge to successful collaboration and what factors are impeding a successful inclusion program. Following each portion of case narrative she answer the questions and provides a framework for solving each challenge and implementing those solutions into the inclusion framework. Critical Analysis Findings and Opinions Collaboration is the key to making the inclusive classroom setting work. Effective facilitation is the key to making the collaborative effort work. The school principal is the primary facilitator. This paper describes one principal working with one team, but a principal or administrator can modify Hines’ best practices to work in multiple team settings. This paper can be read in any of three ways. First, what is collaboration and how does it assist in developing an inclusive classroom setting. Second, given the existence of an inclusive classroom setting, how can collaboration be used to solve problems that arise in sustaining a school’s inclusion program. Third, what framework should an administrator use to develop a successful collaborative effort. Conclusion Joy Hines outlines methods that principals can use for making the collaborative approach work. This case study applies laser like focus to applying principals of collaboration. Teachers and principals can use this paper to envision their roles, as well as the role of their peers, superiors, and subordinates, in the collaborative process. Finally, Hines makes clear that the team approach and proper facilitation from a leader, the principal, are key elements in making the collaborative effort work. Reference Hines, J. T. (May 2008). Making Collaboration Work in Inclusive High School Classrooms: Recommendations for Principals. Intervention in School and Clinic, 43(5), 277-282.

Obstructive Sleep Apnea Essay -- Disease, Disorders

In this day and age, nearly everyone has heard the term â€Å"Sleep Apnea† in one place or another, whether it was on the news, from a friend or relative, or perhaps from their very own physician. What is sleep apnea? Who is at risk for developing sleep apnea? Are there specific signs or symptoms to look for? How is sleep apnea diagnosed? Can it be treated? What additional health problems can be caused if the disorder is untreated? All of these are vital questions. Most people have encountered sleep apnea, but many do not know the answers to these important questions, and knowing these answers may help save their own life or the life of a loved one. Sleep apnea syndrome is a sleeping disorder marked by repetitive episodes of cessation of breathing, 10 seconds or longer, during sleep. During this time, the individual's oxygen level drops, resulting in hypoxemia and sleep disruption. (Bencosme, RDH, MA & Castellanos, RDH, MA, 2011) There is more than one type of sleep apnea, but the most common type is Obstructive Sleep Apnea, or O.S.A. This is a result of relaxation of the soft tissues around the airway in the rear portion of the throat, which block the passage of air, causing obstruction. The cessation of breathing throughout the night disrupts sleep and causes wakeful episodes, as many as hundreds per hour of sleep. These disruptions cause the sufferer to arise the next morning feeling as if he or she did not sleep at all, and they are typically unaware that they actually did not sleep. There are several risk factors for developing sleep apnea. Those who are overweight, especially if considered to be obese or morbidly obese, and those who smoke have a much higher risk for developing sleep apnea. Males have a higher te... ...n cause many other life-threatening illnesses. Evidence shows any case of OSA can become severe if not treated in a timely manner. Anyone with questions regarding this disorder should seek medical advice, because it could help save a life. Works Cited Bencosme, RDH, MA, J., & Castellanos, RDH, MA, S. (2011). Sleep Apnea Syndrome. RDH, 76-77, 115. Berry, MSN, APRN, ACNP-BC, CCNS, CCRN, D. (2008). Case Study: Obstructive Sleep Apnea. Medsurg Nursing, 11-6; quiz 17. Harrington, J. (2007). Sleep Apnoea. Cambridge Handbook of Psychology, Health and Medicine, p. 1. Johns, M. W. (1991). A New Method for Measuring Daytime Sleepiness: The Epworth Sleepiness Scale. Sleep, Vol 6, 540-545. KU Medical Center. (n.d.). Department of Respiratory Care Education. Retrieved from KU Medical Center: http://classes.kumc.edu/cahe/respcared/cybercas/sleepapnea/trenpoly.html

Books and the Internet Essay

The book industry has always been an integral part of society. However, recent surges in technology, especially the internet, have put this industry under pressure and have transformed it into a broader, more competitive entity. In the past, the book store was the only pace to buy and sell books but these buildings could be soon be obsolete with the introduction of online shopping for books and the more impressive and rapidly growing industry of e-books, as seen by the accompanying chart1. Figures from 2012 show that giant online bookstore Amazon, is now selling 1.4 e-books for every print book sold and this trend is showing no signs of slowing down2. These steps in technology give both readers and authors great opportunities. The introduction of online shopping and e-books have given consumers food for thought in regards to what way they go about buying a book. The somewhat â€Å"old-fashioned† way in some regards of visiting the nearby bookstore is nearly a thing of the past with the introduction of online shopping. The now giant online superstore Amazon.com was the first online bookstore back in 1994, created by Jeffrey Bezos3. It gave book readers the benefit of being able to buy books from home as well offering lower prices. Publishers don’t need to fill shelves with books, once a book is ordered it is produced and shipped to the customer4. The unneeded stock pile of books results in lower costs for the publisher and thus lower costs for the online buyer. These two options result in the customer buying a paper book. The third option differs from this and really brings technology to the fore. E-books are rapidly growing and are taking the book industry over by storm. E-books can be bought over the internet and downloaded to various devices (e-readers) such as Amazon’s Kindle and Apple’s iPad. They offer many advantages over paper books to readers5. Compared to some paper books which are big, heavy, cumbersome objects to be carrying around, hundreds of e-books can be stored on an e-reader. In terms of costs, e-books offer the cheaper option than paper books as no trees or ink have to be used in the sale of e-books. E-books also offer the benefit of privacy in regards to others knowing what book you are reading as well as offering certain tools such as a dictionary, built in lights, access to the internet etc. Special add-ons can also be included as part of an e-book such as additional pictures or content6. The introduction of e-books could possibly have a greater effect for authors than readers. Their introduction has expanded the book world, allowing the smaller authors to be seen as well as letting smaller business compete4. A similar technological progression in the music and movie industry resulted in some parts of the industry being destroyed as CDs replaced VCRs and cassettes, thus rendering the latter obsolete4. As previously mentioned, e-books require lower cost to be produced and do not require shelf space to be seen. This means that even small time authors can get their books produce without too much difficulty as publishing such e-books bears little costs to the publisher7. The lower cost also results in higher margins for the publisher as well as the author. On the other side of the coin, since e-books are downloaded digitally, once a customer buys one, they can easily send it onto another customer8. This piracy results in losses for both the publisher and author. The chart shows the increase in piracy and file-sharing since mid-2008 with the use of such file-sharing websites as Rapidshare. com, 4shared. com and Megaupload. net9. In conclusion, the progression of technology and the internet has changed the book industry drastically. Gone are the days where one had to make the journey to the bookshop in order to read the newly released classic. Online shopping has cut out that journey with the click of the button while e-books have cut out the physical book altogether. In my opinion, the future book industry will be taken over by e-books with paper books being left to be a thing of the past. References 1 Terra, Evo. (2012) ‘2008 – 2011 Book Sales Chart’, 2nd March 2012. Available at: https://plus. google.com/109993735355691141353/posts/fr3e3N171nr (Accessed 2nd December 2012) 2 BBC News (2012) ‘Amazon selling more Kindle eBooks than print books’, 6th August 2012. Available at: http://www. bbc. co. uk/news/technology-19148146 (Accessed 2nd December 2012) 3 Byers, A. (2007) ‘Jeff Bezos: The Founder of Amazon. com. ’. New York: The Rosen Publishing Group. 4 Kagan, J. (2012) ‘How the E-Book Is Reinventing the Book Business, E-Commerce Times’, 2nd September. Available from: http://www. ecommercetimes. com/story/74383. html (Accessed 2nd December 2012) 5 Hess, S.(2012) ‘E-Books or Real Books: What Book Lovers Think – The benefits and drawbacks of e-books’, 31st January. Available at: http://www. webpronews. com/e-books-or-real-books-what-book-lovers-think-2012-01 (Accessed 2nd December 2012) 6 Willans, J. (2012) ‘The 5 most exciting ways tech has revolutionized the book industry’, 30th April. Available at: http://conversations. nokia. com/2012/04/30/the-5-most-exciting-ways-tech-has-revolutionized-the-book-industry/ (Accessed 2nd December 2012) 7 Bosman, J (2008) ‘Small Book Publishers Offered New Technology’ , 3rd September. Available at: http://www. nytimes. com/2008/09/04/books/04perseus. html? _r=0 (Accessed 2nd December 2012) 8 Messieh, N (2011) ‘Does e-book piracy really matter? ’ , 24th June. Available at: http://thenextweb. com/media/2011/06/24/does-e-book-piracy-really-matter/ (Accessed 2nd December 2012) 9 unknown (2010) ‘The Rise in eBook Piracy’, October. Available at: http://www. attributor. com/data/php/research/234-the-rise-in-ebook-piracy. php (Accessed 2nd December 2012)

The Reality of Imagination

The Reality of the Imagination Rebecca Smarcz Poetry is a dichotomy of imagination and reality. It requires metaphors and abstract symbols as representatives of the poet’s imagination. These metaphors and symbols are depicted through concrete images in order to correlate with the reality that the reader and poet exist in. According to Roy Harvey Pearce’s essay Wallace Stevens: The Life of the Imagination, Stevens refers to himself as an â€Å"exponent of the imagination† and â€Å"As poet, he [Stevens] is†¦an ‘exponent of the imagination’†¦But, as human being, he finds that he must hold the imagination to concrete reality† (Pearce 117).Pearce, along with many other critics, believe that the diverging relationship between an imaginative world and reality is one of Stevens’ biggest concerns and struggles in his poetry. This battle between imagination and reality existed for Stevens in poetry as well as in his everyday life. In a letter to Ronald Lane Latimer in March 1937, Stevens wrote, â€Å"I have been trying to see the world about me both as I see it and as it is† (Beckett 117).This struggle between imagination and reality is extremely apparent in Stevens’ poetry, specifically in Evening Without Angels and A Fading of the Sun, both of which were published in the 1936 volume Ideas of Order. Stevens contrasts images of light and dark, sun and night, in Evening Without Angels and A Fading of the Sun in order to illustrate a dichotomy between imagination and reality as well as truth and individual perception.While Stevens establishes a strict opposing relationship in the beginnings of these specific poems, by the conclusion of each of the poems he recognizes that both imagination and truth are necessary components of art and life by the uniting imagination and reality as complements of each other, rather than divergent elements. He uses poetry as a medium to address the relationship between i magination and truth, and these poems are no exception. In the very beginning of A Fading of the Sun Stevens directly calls upon the audience to question the extremity between light and dark, and in turn, the conflict between imagination and reality.He begins with, â€Å"Who can think of the sun costuming clouds,† which directly asks the audience to imagine (Fading 1). The verb â€Å"to think,† while it can also convey an action dealing with factual knowledge, Stevens clearly uses it in this circumstance in an imaginative sense by the sun image he asks the audience to think of. The sun implies bright, openness, and light; therefore, it serves as a symbol for the imagination. With imagination there is room for interpretation and variations among individual imaginations.The double meaning of the verb â€Å"to think,† the factual versus the imaginative meaning, inherently adds to the struggle Stevens faces regarding imagination and reality when he writes poetry. Fu rthermore, Stevens establishes an opposing relationship between light and dark throughout the first three stanzas of A Fading of the Sun. In the first stanza Stevens calls upon the audience to imagine â€Å"the sun costuming clouds. † The image of the sun â€Å"costuming,† masking, or covering up the clouds is unrealistic and the reader can only rely on his imagination to picture this image (Fading 1).The sun can never cover up the clouds because of their location in the earth’s atmosphere; they are always in front of the sun. Furthermore, due to their density and chemical makeup the sun’s light will always be muffled when it tries to penetrate even the thinnest cloud. If the audience does go along with Stevens’ image of the sun masking the clouds, they imagine a scene in which they can only see the brightness of the sun with no shadows or darkness, just pure light, pure imagination.However, with this intense sunlight, â€Å"people are shaken† (Fading 2). Here, Stevens comments on the issue of poetry and life only having imagination, completely excluding truth and reality. People are uneasy with too much sunlight and imagination, with no reality to balance it out. In contrast to poetry and life having too much sunlight and imagination, Stevens also negatively remarks upon life and poetry being solely centered on darkness and reality. Darkness implies truth and definiteness because there is only one color with darkness: black.There is sureness in this color, there is no room for other interpretations, there is just black, just darkness, just reality and truth. Too much darkness causes people to â€Å"cry for help† and makes their bodies â€Å"grow[s] suddenly cold† (Fading 5, 7). People become lifeless and succumb to unhappiness when there is no imagination in their lives. With this opaque darkness â€Å"The tea is bad, bread sad,† ultimately, Stevens implies that imagination is like sustenance for the mind (Fading 8). Food gives energy to the body and is necessary for survival just as imagination is necessary for survival.Stevens tarnishes tea and bread in order to relate how the body becomes tarnished when it is only surrounded by reality and when humans exists without imagination. Without food â€Å"people die;† therefore, without imagination they cannot live their lives to the fullest (Fading 10). Moreover, Stevens affirms that it is impossible to be happy â€Å"without a book. † He states that it is a lie â€Å"If joy shall be without a book† (Fading 11). Here, Stevens uses the book as a symbol for art, poetry, and imagination. Life without art and imagination will be dark and unhappy; it is like a sky without sun.Imagination needs to be a part of poetry and life, but although this may be true for Stevens in these first stanzas, Stevens eventually settles upon the notion that reality must be a component in poetry and life as well. Stevens searches for a balance between light and dark, imagination and reality, in this poem and in life and he finds that balance in the last stanza. Stevens erases his prior negative outlook on the diverging relationship of imagination and reality by creating an image of the sun and night working together.The â€Å"pillars of the sun, / Supports of night† is a direct reference to Stevens’ realization of the harmonizing combination of imagination and truth (Fading 16-17). The sun symbolizes imagination while the night represents reality. With these sun pillars supporting the night people live a full life with tea and wine that are good and bread and meat that are sweet. Stevens creates this image of the sun and night transcending their opposing differences in order to establish the idea that imagination and reality are important parts to life and poetry.When Stevens combines the image of the sun, representing imagination, with the night, symbolizing reality, â€Å"The wine is good. The bread, / †¦ is sweet† (Fading 18-19). Although Stevens also refers to tea and meat as being edible and good with the unification of imagination of reality, he forces the reader to focus solely on the wine and bread images by placing the wine and bread in the same line of the poem. Stevens’ inclusion of the wine and bread images seems to be a clear religious reference to Jesus Christ in which Jesus offers his body and blood to his disciples in the form of bread and wine.When Jesus offered these gifts to his disciples his disciples needed faith and imagination to truly believe that these real, tangible items were indeed the body and blood of Jesus Christ. This idea that faith is needed in order to transcend the reality of these items correlates with the relationship between imagination and reality that Stevens addresses throughout this poem. Furthermore, with any religion, there is a necessary balance between faith, imagination, and belief, with reality, certainty, a nd truth. An individual must believe in his faith of the afterlife but he must also not ignore the reality of his life on earth.This last stanza supports Lucy Beckett’s claim of â€Å"Stevens’ constant devotion to reality, his belief that the phrase ‘the truth of the imagination’ has a meaning only with respect to the imagination’s relation with reality. † Although Stevens’ poetry is largely based in his imaginative world, Beckett notes that Stevens realizes his â€Å"responsibility† as a poet to balance imagination and reality (Beckett 42). Stevens’ even states in his essay ‘Effects of Analogy’ that when writing poetry The poet is constantly concerned with two theories.One relates to the imagination as a power within him not so much to destroy reality at will as to put it to his own uses†¦The second theory relates to the imagination as a power within him to have such insights into reality (Beckett 43). In A Fading of the Sun Stevens uses his power as a poet to combine reality with imagination and he faces the same task in Evening Without Angels. Stevens, once again, addresses the relationship between imagination and reality in his poem Evening Without Angels and immediately calls attention to the natural separation between imagination and reality in the beginning lines of the poem.He opens the poem with the question, â€Å"Why seraphim like lutanists arranged / Above the trees? † directly placing seraphim, or angels, on a separate level from the trees (Evening 1-2). Stevens immediately creates this image of separation between imaginative beings, seraphim, and the trees, which represent the earth and reality. He creates this separation between imagination and reality in this first stanza in order to set up the conflict between the two components throughout the poem, and then, just as he does in A Fading of the Sun, concludes the poem with the complementary combination of bot h imagination and reality.Furthermore, Stevens directly questions the audience in these opening lines in order to force the audience to wonder why there has to be a separation of imagination and reality in poetry and in life. In other words, Stevens sparks a wondering in the audience in the beginning of the poem and throughout the poem brings the audience on journey to discover the true balance of imagination and reality. Stevens continues to question the dichotomy between imagination and reality by issuing the question in the third stanza, â€Å"Was the sun concoct for angels or for men? (Evening 10). Here, the sun is representative of the imagined world, specifically heaven. Stevens questions whether the imagined world is only reserved for imagined things, like angels, or if men can be a part of the imagined world as well. Later on in the poem, Stevens declares that men, indeed, â€Å"are men of sun;† they are part of the imagined world (Evening 14). However, before Steven s comes to this realization he wants the audience to think about man’s place in the imagined world.After he questions whether the imagined world is for men or for angels he states, â€Å"Sad men made angels of the sun, and of / The moon they made their own attendant ghosts† (Evening 11-12). From this passage, Stevens seems to be affirming his pro-imagination stance. When men only place angels, or imagined things in their imagination, instead of incorporating imagination into their own human reality, they become unhappy. Again, Stevens utilizes the image of the moon in order to symbolize reality; therefore, when men do not have any sun or imagination in their lives, they become ghosts in their reality.Ghosts are translucent figures without any substance to them, so without imagination men exist in their reality without any substance; they are empty beings. Therefore, in order to have substance in poetry and in life imagination must be included. In a letter that Stevens wrote to Latimer in 1936 he states, â€Å"There is a point at which intelligence destroys poetry† (H. Stevens 20). Intelligence, fact, truth, and reality, according to Stevens, obstruct and hinder the imagination that exists in poetry. Stevens, when writing poetry consciously limited reality’s influence and focused on the art of imagination.However, while imagination is obviously important to Stevens, just as he does in A Fading of the Sun, he also stresses the importance of a balance between imagination and reality in the last few stanzas of Evening Without Angels. He discusses how â€Å"The motions of the mind† often times â€Å"Desire for rest† (Evening 21, 24). Stevens associates these â€Å"motions of the mind† with â€Å"Light† while the need for rest is associated with darkness, clearly implying that the imagination needs to be muffled by darkness, or reality (Evening 20-21).Here, Stevens clearly establishes his â€Å"devotion to rea lity† (Beckett 42). But, it is not until the last few lines of the poem that Stevens demonstrates the importance of a balance between imagination and reality. In the last lines of Evening Without Angels Stevens creates the image in which imagination becomes truth. Stevens writes, â€Å"Where the voice that is in us makes a true re- / sponse† (Evening 34-35). The voice is a symbol of the poetic voice inside the poet as well as the imaginative voice that lives inside of each individual.Through his poetry Stevens uses his poetic voice as a tool to unite imagination and reality. Finally, Stevens concludes the poem by creating the juxtaposition of the sun and moon: â€Å"Where the voice that is great within us rises up, / As we stand gazing at the rounded moon† (Evening 36-37). Again Stevens attributes sun-like qualities to the imagination by giving it the motion of rising up. Then, he combines the imaginative world and reality by placing the individual in a dark sett ing, staring at the moon, which is a symbol for reality.Stevens connects the imagination to the rising of the sun in order to make the audience aware that the sun and moon, although they are opposites, do indeed complement each other. Everyday the sun rises and then it sets, allowing night to start, indicating reliance upon one another. If the sun does not rise and set the moon will not be seen. Sister M. Bernetta Quinn explains in her essay, Metamorphosis in Wallace Stevens, that Stevens’ poetry â€Å"deals with the concrete, the particular; philosophy, with the abstract† (Quinn 69).Throughout his writing, Stevens stresses that imagination and reality are both necessary components of life and poetry. He is able to come to this conclusion by the act of poetry writing, in which he incorporates metaphors and symbols as representatives of his imagination. These metaphors and symbols are grounded in concrete images and reality in order for the audience to be able to unders tand and relate to Stevens’ imagination and create their own imaginative world through his writing. Work Cited Beckett, Lucy. Wallace Stevens. New York: Cambridge UP, 1974.Print. Pearce, Roy H. â€Å"Wallace Stevens: The Life of Imagination. †Ã‚  Wallace Stevens. Ed. Marie Borriff. Englewood Cliffs: Prentice-Hall, 1963. N. pag. Print. Quinn, Sister M. Bernetta. â€Å"Metamorphosis in Wallace Stevens. † Wallace Stevens. Ed. Marie Borriff. Englewood Cliffs: Prentice-Hall, 1963. N. pag. Print. Stevens, Holly. Souvenirs and Prophecies: The Young Wallace Stevens. N. p. : Alfred A. Knopf, 1977. Print. Stevens, Wallace. The Collected Poems of Wallace Stevens. New York: Vintage, 1990. A Fading of the Sun & Evening Without Angels. Print.

U.S

U.S The basis of North Korea’s nuclear program The United States should not interfere with North Korea’s nuclear weapon research and development in any way. North Korea is justified to explore into the nuclear weaponry due to its past experiences. Given the early partnership between the U.S and South Korea on International capital, this ended up hindering the growth and development of this nation. Hence, North Korea as a nation figure that it had a powerful nation for an enemy and just as any other nation went ahead to establish security strategies ( Thiroux, 2009, p.3).Advertising We will write a custom essay sample on U.S North Korean relations specifically for you for only $16.05 $11/page Learn More In addition to this, North Korea until 1991 was a communist country. Thus with the fall of the Berlin wall, this particular nation could not produce enough goods for its own people. Therefore, a good majority of the supplies were imported from the n eighboring countries: from agricultural inputs to manufactured goods. This clearly drained the economy and therefore the just like any other nation that would do anything for its economic survival, so did North Korea through investing in nuclear weaponry (Nikisch, 2002, p. 8) In addition to this, North Korea hasn’t had much to be proud of as a nation. Be it its history or resources. Therefore, the development of the nuclear weaponry does not necessarily mean that they are preparing for war. It is probably the sense of innovation that is driving them. At least with the supply of nuclear gas, the nation has been able to manufacture this weaponry. This has also made the nation very popular as its relations with the United States gets sour day out. Therefore, it is probably going against the rules that the nation can gather enough attention. Therefore, the United States has no business dictating what North Korea should do otherwise there would be no improvements on the already so ur relations. The U.S- North Korean relations The U.S has always wanted to be the only world super power given that it also has some of the most sophisticated weapons. Therefore, this clearly illustrates that it will definitely stand at nothing to foresee that no nation surpasses it. ( Thiroux, 2009, p. 1).They have therefore done this by claiming that North Korea is preparing itself to go to war, which is most certainly not true. However, this powerful nation has been able to brainwash all other nations for support in stopping the development of these weaponry. Some political scholars have also mentioned that North Korea could be preparing itself for the third world war. These are probably the American based scholars who for sure do not understand why North Korea is doing what it is currently doing in terms of technological advancement. Surely, North Korea could be doing this with the sole aim of quenching their thirst for knowledge and innovation. So clearly the United States assu mes that it is the only nation that should to do this worldwide. The human rights concern In addition to this, the United States has that bad habit of poking its nose in matters that does not even concern it. This shows that it is very insecure of losing its position as the global hegemon. Therefore, it has gone ahead to establish spy networks across the world which are normally very expensive to maintain.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore they end up using the taxpayers’ money on very irrelevant issues. This in itself is an abuse of human rights principles because the Americans end up being taxed so highly for very irrelevant missions in these hard economic times (Habib, 2009, p.6). More on matters regarding human rights, North Korea has not done anything so far to signify that it is abusing human rights principles. As a matter of fact, a good n umber of North Koreans have been able to provide for their families through these programs. Science and technology has also become an integral part of the North Korean community. In a couple of decades, the nation will be as far much ahead as China is in economics and this seems to depress the United States so much. Given the quick rise of China from nothing to something the global arena, the U.S just cannot stand any more competition, especially from the East. Future international relations Despite the fact that the United States has made North Korea look like the guilty party, the future international relations between North Korea and other nations seems to be picking up very fast in a positive direction. For example China has been for a while a good source foreign assistance towards North Korea for quite some time now. This has definitely made the U.S lose its mind given that China is an emerging economic super power. The aid from China is furthermore very appealing given that it rarely comes along with some strings attached and in addition to this, the goods are normally very affordable to North Korea. In a nutshell, the United States should accept that the global trends are changing really fast. Instead of focusing on matters that hinders other nation’s growth and development it should channel the resources to the improvement of its so badly damaged economy due the recession. It should be focusing on important issues within its boundaries and let North Korea do what it has to do because clearly there is no sign that it is ready to stop at any given point. References Habib, B.(2009) North Korea’s Nuclear Weapons Program: The futility of  Denuclearization negotiation. Web.Advertising We will write a custom essay sample on U.S North Korean relations specifically for you for only $16.05 $11/page Learn More Nikisch, L. ( 2002) North Korea’s Nuclear Weapons Program. Web. Thiroux, T. Krasema.J. (2009) Theory and Practice (10th ed.). New Jersey: Pearson publishers.

College Essay Helper

College Essay Helper College Essay Helper Very often a piece of professional college essay helpturns out to be very useful to receive. Many students wish to get college essay help within a short period of time. It happens because students should do a lot of things during their study as well as in their personal lives. To avoid the disappointment with the studying, it is a good idea to take advantage of college essay help We are here 24/7 to assist you and offer professional college essay help. With our help, the process of college essays writing becomes more interesting and easier for students. We deliver written college essays on time and we do not plagiarize. What else? We listen to your concerns and offer free revisions within 24 hours. Our writing services come with many guarantees and you should not worry about anything. College Essay Ideas Once you have finished generating some preliminary ideas for your essay, developing an outline is the next step. Developing an outline will save you time and aggravation by helping you to organize your ideas and create a structure. There are many ways to order details, and here are three common ones: Chronological order: arranges details across time. This method is useful for crafting a narrative, but it can also be used for ordering the details of a process. Spatial order: arranges details as they appear across space; i.e. from front to back, top to bottom, left to right. Progressive order: arrange details from the least to the most important, compelling, interesting, etc. This order is very useful for argumentation-persuasion papers because it helps you lead up to a final main point that will convince your reader. Many students avoid the outlining process because they believe it only involves the very formal outline with roman numerals and letters. For very formal research papers, this outline can be very helpful. There are other, less formal options, however. In a few minutes, youll see some different ways to structure your outline. First, though, you should note the following guidelines for writing an outline: Develop a working thesis. The working thesis is not set in stone, and you can feel free to revise it as you write. Consider your context. Remember the ideas covered in lesson 1. You should always consider your purpose, audience, and role. Be flexible: As you develop your outline, you may notice that you develop new ideas or that some of your original ideas no longer fit. Again, feel free to revise the outline as you move through the process. Return to idea generation, if necessary. If you notice that you are having significant difficulties coming up with an outline, it could signify you have not yet developed enough ideas. College Essay Helper Online In addition, take into account that our professional college essay helpers are always online to assist you with professional college essay writing. While you may not know how to write a good essay, we are knowledgeable and trained in academic writing! Read more: Essay Example on Cause of Crime Deforestation Essay Conformity Essay Professional Editing Service Editorial Essay Topics

Human development Essay Example | Topics and Well Written Essays - 500 words - 1

Human development - Essay Example The sensorimotor stage starts from birth until 2 years of age. Preoperational stage lasts from the time child learns to talk to 7 seven years of age. From the start of school going age to adolescence is the concrete stage. Formal Operation is the stage of cognitive learning during adolescence. Lev Vygotsky’s theory of cognition relates cognition to be product of cultural influence on an individual thought. 2. What is a script (in relation to memory)? At what age to we typically begin to develop scripts? How might a script both support memory and interfere with memory? The term script was coined in relation to memory by Jack and Roepstorff. It is a response by the brain that allows the individual to retain particular information and regard it as relevant or irrelevant. It helps decide the brain to choose among what to retain and what to ignore (Frackowiak 1997). Children can develop scripts as early as 3 years of age, by forming a sequence of events and then recalling them the next time they are in that situation (Sigelman et al 2009). Scripts form the basis of memory as children recall more details of the events as their scripts become richer.