The Qualms of Communication

The Qualms of Communication Free Online Research Papers â€Å"He just won’t talk to me†, or â€Å"She always wants to talk† are the most common complaints from men and women in relationships. The differences and problems of talking and communicating have long been an interest for many people. Some say it’s in the different genders’ nature that we are born the way we are, and others say it is the way we were raised and developed our different styles through life. This brings up the ultimate question: nature versus nurture. Scientists have done numerous studies on the differences in men and women’s brains. Although they are very similar, some have shown evidence that the frontal lobe, used for communication, is slightly larger in women. This is their reasoning for women having the capacity to hold and use a wider range of language. It has been argued that if this were true, women would be able to learn foreign languages and have a much wider vocabulary than men. In other studies, where this theory was tested, it was proven false. Scientifically speaking, men and women have the same ability to communicate, in whatever language. Some neurologists still hold strong to the belief that it is a biological difference, and refuse to believe that it is in the way we are nurtured. There is also the belief that the increased testosterone provides a more introvert personality, one that doesn’t communicate as frequently. This same theory is that with the amount of estrogen in women, makes them m ore open with feelings. Studies were done on people willing to take the opposite sex’s hormones and take psychological tests before and after. These tests were non-conclusive, and were not widely published. This leads more people to believe it is how we are raised that determine our amount and type of communication. Psychologists and sociologists, for the most part, believe it is the way we are raised. From as young as still being in the womb, children are spoken to differently. When a woman is pregnant with a boy, and kicks in the womb, people will say, â€Å"He’s going to be an athlete with all that strength†. Whereas when a female baby kicks in the same way it’s said, â€Å"She must be uncomfortable, and is finding her place†. Although there is absolutely no proof of either of these assumptions, it is as a society how we approach the different sexes from that early of an age. As babies grow into toddlers, they are given different treatment as well. Girls are taught to sit quietly and talk, play house or dress-up and talk with each other. They are essentially sharing their imagination vocally and through action. This is a good example of how we almost steer women to speak intimately with each other. Boys of the same age are not expected to sit together and talk. They are playing, in a somewhat similar fashion, just as girls, but with very different undertones. G.I. Joes and cars and trains are their toys, and they are separately battling each other. There is no collaborating on the same ideas, it’s ‘my guy versus your guy’. Sports are also more prominent in the boy’s upbringing. While these can be team sports, there is little to no communication about anything other than the task at hand. When children reach the age to go to school, there is definitely gender stratification that is unspoken, but well defined. The rowdy boys get in trouble for making messes, hurting each other or just causing ruckus. It’s not too often a little boy gets sent to the principal’s office for passing notes in class. Girls do just that, pass notes and talk to each other during classes, which is the most common problem of young girls in elementary schools. The stratification extends all the way through school; examples are home economics and shop classes. There have been several studies on boys and girls of different ages, ranging from five to sixteen years old on how different the same-sex conversations occur, with the most of the results always the same. When two boys were put in a room they sat side-by-side, with little to no eye contact and discussed abstract subjects, almost in a distracted manner. They also looked around the room a lot, with large gaps in conversation. When two girls were put in the very same room with only each other, they purposefully moved the chairs so they faced each other and conversed a lot. There were attempts from both girls to fill a silence in the room with questions and personal information. Deborah Tannen, author of â€Å"You Just Don’t Understand: Men and Women in Conversation†, indicates that â€Å"Men only communicate when they feel the need to impress or show their social status†, whereas for women, â€Å"Talk is the glue that holds relationships together†. It is also said that men are ‘report-talkers’, while women are ‘rapport-talkers’. By saying this, it is meant that men use communication for sharing information, preserving their independence, and displaying their knowledge, among other things. On the contrary, women are the ‘rapport’ talkers, using conversation for interaction purposes or to establish connections, usually based on shared experiences. Even when the ‘reporters’ and ‘rapports’ interact, they approach a conversation in their own specific ways. This can lead to conflict in a relationship or a friendship. When in argument, be it at a young age or into adulthood, the different sexes have completely opposite ways of approaching a problem. Men do not like to talk about why the argument is occurring, just the most direct and simple way to fix it. Between two men, this can lead to physical fighting, in some cases, simply because there was no communication about a resolution. The other common coping method for men is to walk away from a fight. This is especially the case in a man-woman confrontation. Walking away is a way of showing disinterest, and a lack of importance to them, but can also be their way of personally resolving it. Although women have been known to physically fight as well, it is not as common as it is in men. Women prefer to ‘hash things out’, and resolve the issue immediately, not to just forget it. Arguments between women are usually very personal, with direct eye contact and emotional communication. It is rumored that women started the phrase  "Never go to bed angry†. When men and women are conflicting, the major problem is not usually the original issue at hand, but more of the insults and hurt that result from it. Studies done in couple’s therapy show that men lean towards bringing up a grudge they have been carrying, talking about past problems that can pertain to what the current conflict is. Women choose to bring up men’s downfalls: what they do wrong or don’t do at all. When a man feels challenged, he focuses on being right, whether or not he is. It becomes a battle of the wills in a male’s head. Many times it seems if the woman doesn’t like the direction of the argument, it is shifted to unsolicited advice. Being on the defense, they feel, makes them realize what the opposite person should be doing. It is the commonality between the sexes in an argument to fix the other, and to not admit any wrongdoing. As John Grey, author of â€Å"Men are form Mars, Women are from Venus† likes to point out, men withdraw into their caves where the women stand outside and demand attention. A man will withdraw into his ‘cave’ and focus on his particular problem. These episodes can be observed by a lack of interest, increasingly distant, forgetful and an unresponsive attitude. Men will choose to distance themselves from his peers, or spouse, and do independent activities. Women react to personal problems in their own way, which usually involves a friend. It is through talking and reasoning that women can come to a conclusion of their frustration. Talking on the phone, writing in a journal, or having personal contact with someone is the woman’s way of coping. Understanding the differences in the approach men and women take to different situations is the key to success. There are also significant differences in the way men and women speak publicly. It is suggested that men communicate more and are more comfortable speaking in public than women. Usually men talk more frequently and for longer periods of time than women in a business-type setting. For women, a private conversation is a more comfortable setting, where there is no group of people looking at them. This may be because women are more self-aware of their appearance and of judgment. This is only a theory, and many examples can prove just the opposite. There is also the other type of communication, the silent kind. Body language can be just as descriptive as spoken words. It is obvious when someone is upset or happy or scared, simply by the look on his or her face. While speaking, though, men and women have different movements while in conversation. Men prefer their personal space and only use hand gestures when an important topic is being discussed. Women, on average, use emphatic hands to tell stories or share information. They also are more comfortable touching another person to show intimacy, even with people they are not acquainted with. Men do not cross their arms when feeling uncomfortable or defensive, as women tend to. A common body language to men in a conversation is to steeple the fingers together, a sign of feeling superior. The posture of a man or woman can also give signals of himself or herself. When uncomfortable in a private setting, women will cross her legs and fold arms over them or pull her knees up to the chest in a protective stance. Men will fidget or change positions frequently, often standing when not necessary. Another indicator of attitude is the touching or fondling of an object. This is universal for men and women, meaning that they are contemplating something, by holding an object and appearing to study it. Another commonality between both genders is the non-verbal attempt to right a wrong. A simple cough or clearing of the throat can be an indicator that you have sat in someone else’s seat, or are offending them by some sort of your language or discussion. Even things as simple as a smile can have so many different meanings. A man can smile out of happiness, or smile in a sympathetic way. The smile can be an apology or an excuse, but easily misread. Many times men revert to body language, instead of language, when in a situation with a woman. It can be a suggestive smile to an unknown woman he likes, or a sympathetic smile to his wife who had a bad day. Women, who want conversation and consolation and are instead give only the smile, can misread these small signals. It is easier for a man to show his emotions in small, almost unrecognizable signals. When men usually don’t touch others, they will still pat a co-worker on the back, showing friendship or assurance. When a woman is crying, a man will not usually hug her, but rub her back. It is almost completely opposite for women; they rub the back of a co-worker or stranger, and hug and embrace a loved one or anyone crying. It is these differences in body language that s ubtly set us apart. Men and women have their differences and similarities in talking, sharing and simple communication. Although conflict can arise from the misunderstandings, it can also prove to be beneficial if looked at from the others’ point of view. Through a combination of understanding the differences between the ways everyone talks, and how they use body language, there is a middle ground that can be reached. Though no one will ever know how or why the two sexes speak so differently, and whether it is nature or nurture, it will always be. Quite possibly, it is a combination of the two, and by overanalyzing the differences and problems, we create a problem of it’s own. Taking into consideration that we are all different, men and men, women and women, we can possibly solve the qualms of communication. Fast, Julius. The Body Language of Sex, Power, and Agression. New York: Evans, 1977. . Body Language. New York: Evan, 1970. Glass, Lillian. He Says, She Says: Closing the Gap Between the Sexes. New York: Putnam’s, 1992. Goodman, Gerald. The Talk Book. Pennsylvania: Rodale, 1988. Gray, John. Men Are From Mars, Women Are From Venus. New York: HarperCollins, 1992. Moore, David. The Dependent Gene. New York: Holt, 2001. Research Papers on The Qualms of CommunicationPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenResearch Process Part OneThe Fifth HorsemanAnalysis Of A Cosmetics AdvertisementThree Concepts of Psychodynamic19 Century Society: A Deeply Divided EraCapital PunishmentCanaanite Influence on the Early Israelite ReligionThe Spring and Autumn

What Are NCAA Divisions Division 1 vs 2 vs 3

What Are NCAA Divisions Division 1 vs 2 vs 3 SAT / ACT Prep Online Guides and Tips Generally speaking, NCAA divisions separate schools by the level of competition and the resources of their athletic departments. Most collegiate sporting events you see on television, from March Madness to the College World Series, are competitions between Division I schools. Division I offers the highest level of competition and Division I schools' athletic departments have the biggest budgets. Division III is the lowest level of competition in the NCAA, and Division III schools tend to have the smallest athletic department budgets. In this article, I'll break down the differences between NCAA divisions to give you a better idea of what separates Division I, II, and III schools. For those of you who wish to participate in intercollegiate athletics, you can get an idea of which division would best suit your interests and abilities. For those of you who don’t want to compete but care about sports, you can use this guide to determine if the division of a college’s sports teams will be a determining factor for you when selecting a college. What Is the NCAA? The NCAA is the National Collegiate Athletic Association. It's the major governing body for intercollegiate athletics. More than 1200 colleges and universities are members of the NCAA. It's a "non-profit" organization whose revenue in 2012-2013 was $912 million. What Are the NCAA's Responsibilities? The NCAA's primary responsibilities are to oversee championships and to enforce and establish rules for its member institutions. Many NCAA rules deal with financial aid for athletes, recruiting, and determining athlete eligibility. Additionally, the NCAA is responsible for changes to the rules of some of the sports that it governs. NCAA member institutions are divided into 3 divisions: Division I, II, and III. For football, Division I is further divided into Football Bowl Subdivision schools (FBS) and Football Championship Subdivision Schools (FCS). The purpose of the divisions is to create parity and a more level playing field in intercollegiate sports. Also, the existence of divisions gives smaller schools with fewer resources the opportunity to compete for championships. There is prestige and publicity associated with competing in NCAA sports, especially at the highest levels in the major sports. For example, Butler, a somewhat unknown school in Indianapolis previously, received $639 million of publicity by reaching the final game of the NCAA men's Division I basketball playoffs in 2010. Colleges want the opportunity for the exposure and prestige that NCAA participation can give them. Generally, the higher the division, the more possible publicity a school can receive through its athletics program. Even at the lower levels, though, NCAA sports programs generate publicity and attract students (and their tuitions) from across the world. Let's go into further depth about each of the NCAA divisions to determine the differences between them. Division I Division I schools have the biggest student bodies, the largest athletic budgets, and the most athletic scholarships. More than 350 schools that field more than 6,000 teams providing opportunities to more than 170,000 student-athletes are members of NCAA Division I. All of the major sports conferences, including the SEC, Big 10, Pac 12, and ACC are composed of Division I schools. Ivy League Institutions are Division I, but they don't offer athletic scholarships. The Ivy League schools are Brown, Columbia, Cornell, Dartmouth, Harvard, the University of Pennsylvania, Princeton, and Yale. Rules for Division I Schools The NCAA sets standards for its member institutions to meet in order for a school to reach or maintain Division I status. These rules are set to ensure competitive balance and gender equity. Also, there are specific rules for football and basketball. Because those are the sports that generate the most revenue, they're more closely monitored, and the disparity between the haves and have-nots in those sports is much greater. Division I schools have to sponsor at least seve sports for men and seven sports for women (or six for men and eight for women). Each playing season (fall, winter, and spring) has to be represented by each gender. For sports other than football and basketball, Division I schools must play 100% of the minimum number of contests against Division I opponents. Anything over the minimum number of games has to be 50% Division I. Men's and women's basketball teams have to play all but two games against Division I teams. Men's basketball teams must play 1/3 of their games in their home arenas. Division I schools must meet minimum financial aid awards for their athletics program, and there are maximum athletic financial aid awards for each sport that a Division I school can't exceed. FBS (Football Bowl Subdivision) The FBS is the highest level of collegiate football. FBS schools participate in bowl games. There is an obscene amount of money in FBS football, so much so that the highest paid FBS coaches make $7 million annually. In 2014, Forbes valued the University of Texas football team at $131 million. FBS teams have to meet minimum attendance requirements. An FBS team must average 15,000 people in actual or paid attendance per home game. Attendance requirements must be met once in a rolling two-year period. In 2014, average attendance for an FBS home game was 44,190. If a team can't even average 15,000 people, most likely it can't be competitive with other FBS teams. There are both public and private colleges in the FBS. Examples of private FBS schools include Stanford, Notre Dame, Duke, and Northwestern. Examples of public FBS schools include Alabama, Oklahoma, UCLA, and Michigan. The University of Alabama football team having some fun with President Obama FCS (Football Championship Subdivision) FCS is the next highest level of collegiate football after FBS. FCS schools participate in an NCAA-run championship. FCS teams do not need to meet minimum attendance requirements, but just so you can compare the attendance figures with those of FBS schools, the 2014 average FCS home game attendance was 7,666. Examples of FCS private schools include Harvard, Princeton, Dartmouth, and Colgate. Examples of FCS public schools include Cal Poly San Luis Obispo, UC Davis, North Dakota State University, and Illinois State University. Division II Almost 300 schools are part of Division II. Division II schools still offer athletic scholarships, but there are fewer scholarships than in Division I. Full athletic scholarships are more common in Division I; most Division II athletes receive partial athletic scholarships. The schools and athletic department budgets are smaller in Division II than in Division I. While Division I schools often travel nationally to compete, regional rivalries dominate the schedules of Division II. Examples of Division II schools include UCSD, University of West Florida, Northern Michigan University, Oklahoma Baptist University, and Valdosta State University. Rules for Division II Schools Just like for Division I schools, the NCAA sets standards for Division II schools in order to maintain competitive balance, opportunities for all athletes, and gender equity. Division II schools have to sponsor at least five sports for men and five for women (or four for men and six for women), with two team sports for each gender, and each playing season represented by each gender. Each sport has contest and participant minimums. Football and men's and women's basketball must play at least 50% of their games against Division II, FBS, or FCS opponents. Unlike Division I, there are no attendance requirements for football or arena game requirements for basketball. There are maximum financial aid awards for each sport. Division III Division III is the largest of all of the NCAA divisions. In Division III, there are 444 institutions and more than 170,000 student-athletes. A key difference in Division III is that there are no athletic scholarships. However, a majority of the athletes are on some form of academic or need-based aid. Also, there are shorter practice hours and less travel for games in D III. In Division III, the emphasis is on the value of competing in sports to the participant. There is less of a focus on generating revenue or creating events for spectators. Examples of Division III schools include Babson College, California Institute of Technology, Emory, Eastern Connecticut State University, and the University of Rochester. Cal Tech, home of The Big Bang Theory's Sheldon Cooper, is a Division III school. Rules for Division III Schools The rules for Division III are designed to maintain gender equity and to ensure that schools offer a minimum number of opportunities to all athletes. Division III schools have to sponsor at least five sports for men and five for women, with two team sports for each gender, and each playing season represented by each gender. There are contest and participant minimums for each sport. Major Differences Between Divisions Division I is the most prestigious, has the most money, and the highest caliber of athletes. Division I schools also are the largest on average. Division II still offers scholarships, but there are fewer, and Division II schools typically have fewer athletic department funds and fewer sports teams than Division I schools. There are an average of 18 sports at Division I schools and 15 at Division II. Division III offers no athletic scholarships, tends to have the lowest level of competition, but the highest number of participants across all divisions. Division III schools offer an average of 18 sports per school. Also, Division III has the highest average percentage of the student body participating in sports. Here's a breakdown by the numbers of these differences between NCAA divisions. Generally, the biggest disparities between divisions are in the traditional revenue generating sports of football and men's basketball. While the average attendance of a home football game at an FBS school is over 44,000, the average attendance of a home football game at a Division III school is less than 2,000. Many FBS head coaches receive multi-million dollar salaries. Meanwhile, many Division III head football coaches also have teaching positions at their colleges to supplement their incomes. It's important to note that just because a school is in a lower division doesn't mean that its student body doesn't care about sports or that the school is not as concerned with its athletes. Many Division II and III schools have passionate fan bases, especially in the high profile sports and for teams that regularly compete for championships. Other Intercollegiate Sports Associations Besides the NCAA, there are two other governing bodies for intercollegiate sports, the NAIA and the NJCAA. The National Association of Intercollegiate Athletics, or the NAIA, has about 300 member institutions. NAIA schools are smaller and have relatively low athletic department budgets, roughly on par with Division III schools. However, unlike NCAA Division III, NAIA schools do offer athletic scholarships. Examples of NAIA schools include Morningside College, Mayville State University, and Florida Memorial University. The NAIA doesn't have the prestige of the NCAA, but it offers an alternative for smaller schools that want to compete. The National Junior College Athletics Association, or NJCAA, is the governing board for sports at two year colleges. Members of the NJCAA can also offer athletic scholarships. Scholarship Limits By Sport and Division For those of you who are hoping to get an athletic scholarship, I'm linking to the following chart to give you an idea of the number of athletic scholarships available for each sport in each division. If you're trying to get an athletic scholarship for college, this chart can inform you of your available opportunities, and you can see the differences in available athletic scholarships by division. Some of these numbers have changed slightly, but they're roughly accurate. You may notice that, for most sports, there aren't an equal number of scholarships available in the same sport in the same division for men and women. The primary reason for this is because the NCAA, for both ethical and legal reasons, wants schools to give roughly the same amount of aid to men and women; because there are so many scholarships for football, there are more maximum scholarships for women in most of the other sports. Also, even though there are more scholarships in some sports at the NJCAA level than at the NCAA level, keep in mind that the scholarships are worth significantly more at the NCAA level because two-year colleges are much cheaper. Finally, on the chart you'll see the term "head count sport" next to some sports. A head count sport can only offer full scholarships. The head count sports are FBS football, Division I basketball, Division I women's gymnastics, and Division I women's volleyball. Most sports aren't head count sports and also offer partial scholarships. Final Note: Each Division Has Advantages and Disadvantages There are pros and cons of each NCAA division, and you can determine which division may be best for you based on your priorities and aspirations. If you are an athlete, you should be realistic about your current skill level, your athletic goals, and your desire to compete. If you want to go to the Olympics or become a professional in your sport, perhaps you should attend a Division I school and test yourself against the top athletes. If you're only being recruited by Division II schools, maybe it's in your best interest to attend one of them and have a better chance to compete, rather than walking on at a Division I school and possibly not getting a chance to participate in a real game. If you're a sports fan, maybe you'd enjoy the environment at Division III sporting events where you can get really close to the action and often for free. Or, maybe you would prefer to go to an FBS school to get the opportunity to be in a stadium with 100,000 other screaming fans and be able to regularly watch your school compete on national television. Ideally, athletics should only be one factor in determining your college decision, and it should be less of a concern to you than academics. However, sports can play a huge role in your collegiate experience. The NCAA division of your school does play a part in determining what your college experience will be like. What's Next? Now that you're familiar with what separates NCAA divisions, you can find a full listing of Division I, II, and III schools by state. Also, if you're an athlete, learn about how the recruiting process works. For the NCAA clearinghouse, find out what SAT scores and ACT scores ou need to qualify. 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:

The Internship in Sitio So Jos Agronegcios Assignment

The Internship in Sitio So Jos Agronegcios - Assignment Example Throughout the internship, I engaged in various activities. The main activities included: Understanding the operations of the factory, identifying possible sources of risks and hazards, and examining how hazards are communicated and handled within the factory. In addition, based on the findings, I proposed several measures that can be used to address the safety issues identified in the factory. By undertaking this internship, I was able to accomplish several learning outcomes. First, this helped me understand how safety standards are applied in a real working environment. Secondly, I gained the necessary experience in working with different people from varying backgrounds. The internship gave me the work experience needed to succeed in the job market. The main challenge was that I found it difficult to communicate with some of the workers at the factory, mainly because most of them were too busy to give me an audience. The internship was undertaken in the above-named factory at the start of June 2014. This is mainly a coffee factory that also deals with the growth and processing of sugarcane. In addition, the factory also engages in the production of feedlot beef. As a result, it is a fairly busy factory in which different activities are performed. As a student in safety management, this factory provided me with the opportunity to study issues related to safety. This factory is purely owned and run by the family. My supervisor was Newton Junqueira Franco who introduced me to the company and briefed me about the activities. He is an experienced individual who has worked at the company for a long time. Being a safety management student, my activities at the factory during the internship period focused on the safety issues around the company. Throughout the internship, attention was given to the safety issues that relate to the various activities carried out at the factory.  Ã‚  

Foundation Degree Hospitality Management Essay Example | Topics and Well Written Essays - 750 words

Foundation Degree Hospitality Management - Essay Example In simple definition, ration analysis refers to the process by which the figures are quantified in order to understand business performance in terms of financial and operational management. Ratios analysis can be conducted to compare trends in the inter year performance of the organization. It can also be done to compare financial performance of several companies in the same industry. Similarly, the result of the analysis is comparable with that of the industry to which the company belongs. There are five main ratios that are applicable in this scenario. These include Profitability ratios, sales ratios, liquidity ratios, efficiency ratios, and financial ratios. Based on this brief introduction, ratio analysis of the Brown Sugar Cafe will follow in the next part... Identify appropriate techniques used to assess business performance, analysing data by applying selected techniques. Internal verifier: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..date:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. RATIO ANALYSIS Case of the Brown Sugar Cafe The assessment of financial and operational performance of an organization can be accomplished through the use of ratio analysis. This is achieved by evaluating the relationship of different figures generated from the company’s financial statements. A number of performance indicators are derived from these figures. In simple definition, ration analysis refers to the process by which the figures are quantified in order to understand business performance in terms of financial and operational management. Ratios analysis can be conducted to compare trends in the inter year performance of the organization. It can also be done to compare financial performance of several companies in the same industry. Similarly, the result of the analysis is comparable with that of the industry to which the company belongs. There are five main ratios that are applicable in this scenario. These include Profitability ratios, sales ratios, liquidity ratios, efficiency ratios, and financial ratios. Based on this brief introduction, ratio analysis of the Brown Sugar Cafe will follow in the next part The Brown Sugar Cafe Ratio Analysis 1. Gross Profit Margin (%) Gross profit margin is a profitability ratio that helps in examining the ability of the company to control costs associated with the acquisition of raw materials (Ratios Workbook, 2013). It is calculated using the formula below: Gross Profit % = (Gross Profit/ Sales) x 100 Using Brown Sugar Cafe

Philosophy Essay Example for Free

Philosophy Essay The existence of God is viewed in two debatable perspectives – either the Divine Almighty exists or He does not. It is almost impossible to dwell on revealing the right answer to resolve this matter as one is dealing with an abstract matter that goes beyond reason and the physical or concrete aspect of life and the universe. The first argument questions the existence of God because there is no tangible sign in reality that reveals that He does exist. The opposite argument argues that God exists because of the impossibility of the presence of a Divine Being despite his non-existence in physical terms. This is supported by the virtue of faith and the belief that a greater power must be responsible for the existence of man and life. Perhaps asking about the existence of God is one of the most glorified questions that have not been answered since the beginning of time. This may not only be because of the fact that he does not encompass a physical entity, but also because God as an entity is beyond reason that people cannot even start to define who or what He is, what He is capable of doing, and such. In order to present an argument regarding this matter, it is important to discuss points which will prove or rather rationalize God’s existence. God exists, but He will only dynamically exist if one believes in His true existence. Rationalizing the existence of God is similar to proving the existence of love. Love is an abstract feeling or emotion, like God Himself is a nonrepresentational entity which does not exist in physical terms. Love is the same. It is an abstract feeling or emotion which cannot be represented in tangible terms, however, people know what it is, if not believe in it. Love exists because people believe in it. Love is felt and expressed, defining its meaning and significance, and framing it as a valid term or feeling because people can feel it allowing them to know it does exist. On the other hand, people who do not believe in love do not also believe it exists. I think this argument goes the same with the inquiry of the existence of God. God is a term or a word which represents a Divine Entity, while love is also a term or a word which represents an abstract feeling or emotion. However, their existence in reality is only confined in terms or words not unless people would believe they do exist and act upon their existence. Therefore, God does not exist for people who do not have faith in His existence, who do not give meaning to who He is as the creator of man and the universe. Think about love and why people believe it exists. This is because people choose to believe in what they feel, although unexplainable and intangible. Love is expressed in so many ways, from touching, caring, helping, doing good and kind acts, etc. Since love is expressed, then it is felt consequentially; and since it is felt, then people believe it does exist. In terms of the existence of God, people can justify His existence then by acting on their faith. This means worshipping him, praying to him, spreading His word, practicing or applying His commandments, and living in His righteousness. God becomes present in an individual’s life if he chooses to abide by Him and believe in what He has to offer for mankind. This means that although God exists by definition, He will continually exist in reality – that is in the lives of man and in everything they do – if people believe that He plays an important role in their lives and that He commands or directs man into living in the kind of life that He wants for His people. The existence of God then is justified by faith. Moreover, God exists within the things that represent who He is as a Diety – and that is in goodness, in love, in hope, respect, trust, and graciousness. God’s existence perhaps is the most difficult matter to argue given the diverse answers of people to this inquiry. However, one possible rationalization is faith in Him and all the things that people experience that is representative of God. That is man’s faith in God brings Him beyond the term or word labeled to Him, and that the faith of man leads Him to act on it by doing things to acknowledge His existence.

Atomic Mass :: essays research papers

Laboratory Write-Up The game in which we participated simulates the early efforts of scientists because they had very little to work with. They too had to guess the size and shape of the atom. In 1911, Rutherford conducted a series of experiments in which he bombarded a piece of gold foil with positively charged alpha particles emitted by radioactive material. Most of the particles passed through the foil undisturbed, suggesting that the foil was made up mostly of empty space rather than of a sheet of solid atoms. Some alpha particles, however, "bounced back," indicating the presence of solid matter. Atomic particles, Rutherford's work showed, consisted primarily of empty space surrounding a well-defined central core called a nucleus. The game portrays the marbles as the alpha beams that bounce off the foam cores. The foam cores represent the nucleus, and the empty space shows how little space the nucleus actually takes up. The game we played can be different than what Rutherford experimented with is because the nucleus is much smaller than actually in the game. The foam wasn’t even in proportion with the size of the space used for the game. Early, atomic scientists actually did not have the opportunity of just peeking under the board to see the shape. They had to go with the results that they had. That’s why it was so important for them to be precise because if they did anything wrong then this would invalidate their research. They needed to be real precise because they were not as fortunate as scientists today who have technology to back them up. Scientists today do not necessarily have the opportunity to just peak under the board to obtain results.

The Effect of Violence in Movies to the Society

The last few years have seen an increase in violence in movies. Action movies seem to get more ‘exciting' than the previous movies each year and therefore, more violence is shown. Many people complain that violence is influencing our country and it's youths which causes many youths to fascinate about violence, eventually experience the fascination of violence for themselves and go crazy – go on a killing spree or something similar. Violence in movies do in some way affect youths and people in society. It affects people's views of themselves, other people, the world and people's thoughts on certain things. Beliefs or values and attitudes may be affected by violence in movies. For example, if a certain person is a racist and believes white people are superior to black people, they may watch a movie which displays racial discrimination, such as ‘American History X', and after viewing violent action against blacks, the person may decide to take action and go out and kill black people. This is an example of someone's beliefs/values and attitudes being affected by violence in movies. It is believed that whatever is seen at the movies, children will praise certain shows and characters featured and try to be like them. They look up to their hero and want to do everything that person does. In an action packed movie, the hero or the ‘good guy' is loved by children and they may try to copy their actions, thus leading to violence. So it is believed that violence in movies will increase physical aggressiveness among children and violent criminal behavior. One method by which violent movies may promote criminal violence is simple imitation. Two surveys of young American male violent felons found that 22-34% had imitated crime techniques they watched on an action packed movie. On the questionnaire I conducted, 60% of the people who participated in the questionnaire said they have an urge to go fight, kill, save people, etc, after watching a movie full of violence and action. This is only an urge, but may still result in the action of violence taking place. Children do imitate the behavior of models such as those portrayed in movies and other things such as television. They do so because the ideas that are shown to them on television are more attractive to the viewer than those the viewer can think up him/herself. This can be seen with the advent of the Mighty Morphin Power Rangers. Young children cannot seem to get enough of these fictional characters and will portray them often. But it is Not only can violence in movies inspire children to take action, but can also inspire and empower potential criminals. Of course, not everyone who watches a Rambo or Terminator movie becomes a criminal. The harm of violent television is felt most by the already vulnerable segments of the population. Alfred Blumstein, dean of John Heinz School of Public Policy and Management at Carnegie-Mellon, notes that â€Å"the glorification of violence on television has little effect on most folks, but it has a powerful effect on kids who are poorly socialized †¦. It dehumanizes them and becomes a self-fulfilling process. † Repeated exposure to violence in movies may make violence seem ordinary or normal to these type of people. Perhaps all sides of the movies and violence debate can agree that reducing movie violence should be considered as efforts to change the conditions that make the children so vulnerable and dangerous in the first place. Maybe ratings of movies should be taken more seriously and be more strict so that children cannot view violence which would pollute their minds with violence and criminal behavior. In the questionnaire, the majority said that the movie ‘The Matrix' entertained them. This is an action film, and when asked whether they have an urge to go fight, kill, save people, etc, after watching an action film contained with violence, 40% replied no. This may show that some people like to watch movies with violence – no matter how it is rated – purely for entertainment and that it would not effect their attitudes towards violence in a negative way. These days, violence in movies are seen to be very realistic. The fighting, the pain, the blood and guts are made to look real. These are all done through the use of computers and digital editing. So the violence in movies may seem real, but in fact it is all fake and have just been performed by the click of a mouse. The question is, why do filmmakers show violence as their main subject in movies and why do they want the violence to seem real? There are many reasons to this. One could be to impress audience, another could be the demand for more action films, or another could be that action movies seem to be more popular nowadays. But the main reason would be to make the movie full of excitement which would most probably make the movie become huge and popular, which would then result in a lot of money for the filmmaker. This is not right and portrays filmmakers as selfish people only looking for money, as they do not stop to think that the violence could pollute children's minds. Filmmakers could say this could be prevented by making the ratings high, but that certainly does not stop children from watching the movie. They may be taken in to watch it with someone older for supervision, or simply view it on video once it is released. Fixing the problems of children and movie violence is not easy. There are many factors that have to be considered and people to be convinced. This problem will, no doubt, never go away and continue to get worse as the years go by. However, there are measures that can be taken to prevent the children from ever being exposed to such things. After all, what is the world going to be like when the people who are now children are running the world?

Classification of Movies Essay

When it comes to movies, People have many different types of genres they prefer to watch. It is easy to assume almost everyone has a preference when it comes to movies, because there have been so many different types made to appeal to all viewers. There are three major categories that have wide appeal Romance, Comedy, and Horror. The romance, comedy and horror genres are the most popular in the movie industry. Wall Street Journal Doris Walsh says: â€Å"Romance, Comedy and Horror movies are the most popular to rent in every age group they have the most factors that intrigue and entice the viewer into the fantasy or documentary aspect of the movie†. The first genre of movies, are romance movies The Straits Times (Singapore) Yip Wai Yee says: â€Å"I’m a romantic at heart, but it’s not only because of that. Sometimes, you just want to feel more, to have your heart squeezed and get that rush of emotion that only these movies will give you.† The romance genre is more appealing to the female audience. New York Times Writer Bill Carter says: â€Å" Love at first sight, abandoned by Sunday afternoon companion, deceived by the best friend who became the mistress, women appeal to romance imagining themselves in the scenes from these relevant situations.† The fantasy and passionate story lines are so heart wrenching. Whether there is a happy ending or not the passion that’s illustrated becomes so realistic. Love and Basketball a well-known romance movie tops the charts: Baltimore City writer Tom Scocco says,â€Å"It’s conceived, essentially, as a three cornered love story, with a basketball holding down the third spot. It is a story of an African- American male and female who grew up together and share a love for basketball. The passion, heartache, struggle and support the characters have for each other reminds people of their relationships. The second genre is comedy. Wall street journal Denise Jackson says â€Å"Comedies have a way of lightening the mood.† The goals of this genre are to appeal to the viewer’s humorous side. â€Å"Comedies use humor to draw the audience attention through its characters and storylines.† Says D.Jackson. The most popular comedy genres are Anarchic comedy, Romantic comedy and slap stick comedy. Anarchic comedy refers to a sub-genre comedy that uses stream of consciousness humor. An anarchic film uses slapstick tendencies that tell a story, considered less physically violent. Romantic comedy great for new couples is a genre that catches the viewer’s heart with love and humor. Slapstick genre incorporates physical comedy into the story. Using visual action, harmless violence, horseplay and depict humor. Comedies give the opportunity to look at scenarios from a humorous perspective. Comedies although really entertaining use scenes that are unrealistic still are fun and enjoyable to watch play out. The third genre is Horror. Horror movies bring the same thrill seeking, danger and suspense t o the viewer. â€Å"Horror movies are meant to bring a fear to the audience and can either be fantasy or based on true events. â€Å"New York Times† a commentator named Jason Zinoman says scary movies are watched for the really intense emotional experience† and that you never feel more â€Å"in the moment† than when terrified at a horror movie. Horror movies bring the same adrenaline rush of emotions from the characters to the audience. In conclusion Romance, Comedy, and Horror films bring various imaginative feelings. Each person is there to gain or learn something different. Whether that be to entertain a new woman/man in your life, or to temporarily set aside personal problems or just to get that suspense feeling viewers tend to enjoy. The film industry goal is to give the viewers a chance to feel the story line and movies of the genres causes an audience to use their imagination to enhance the movie watchers experience.

Using the ArrayList in Java

Using the ArrayList in Java Standard arrays in Java are fixed in the number of elements they can have. If you want to increase of decrease the elements in an array then you have to make a new array with the correct number of elements from the contents of the original array. An alternative is to use the ArrayList class. The ArrayList class provides the means to make dynamic arrays (i.e., their length can increase and decrease). Import Statement import java.util.ArrayList; Create an ArrayList An ArrayList can be created using the simple constructor: ArrayList dynamicArray new ArrayList(); This will create an ArrayList with an initial capacity for ten elements. If a larger (or smaller) ArrayList is required the initial capacity can be passed to the constructor. To make space for twenty elements: ArrayList dynamicArray new ArrayList(20); Populating the ArrayList Use the add method to append a value to the ArrayList: dynamicArray.add(10); dynamicArray.add(12); dynamicArray.add(20); Note: The ArrayList only stores objects so although the above lines appear to add int values to ArrayList the are automatically changed to Integer objects as they are appended to the ArrayList. A standard array can be used to populate an ArrayList by converted it to a List collection using the Arrays.asList method and adding it to the ArrayList using the addAll method: String[] names {Bob, George, Henry, Declan, Peter, Steven}; ArrayList dynamicStringArray new ArrayList(20); dynamicStringArray.addAll(Arrays.asList(names)); One thing to note about ArrayList is the elements dont have to be of the same object type. Even though the dynamicStringArray has been populated by String objects, it still can accept number values: dynamicStringArray.add(456); To minimize the chance of errors its best to specify the type of objects you want the ArrayList to contain. This can be done at the creation stage by using generics: ArrayList dynamicStringArray new ArrayList(20); Now the if we try to add an object that isnt a String a compile-time error will be produced. Displaying the Items in an ArrayList To display the items in an ArrayList the toString method can be used: System.out.println(Contents of the dynamicStringArray: dynamicStringArray.toString()); which results in: Contents of the dynamicStringArray: [Bob, George, Henry, Declan, Peter, Steven] Inserting an Item into the ArrayList An object can be inserted anywhere into the ArrayList index of elements by using the add method and passing the position for the insertion. To add the String Max to the dynamicStringArray at position 3: dynamicStringArray.add(3, Max); which results in (dont forget the index of an ArrayList starts at 0): [Bob, George, Henry, Max, Declan, Peter, Steven] Removing an Item from an ArrayList The remove method can be used to remove elements from the ArrayList. This can be done in two ways. The first is to supply the index position of the element to be removed: dynamicStringArray.remove(2); the String Henry in postion 2 has been removed: [Bob, George, Max, Declan, Peter, Steven] The second is to supply the object to be removed. This will remove the first instance of the object. To remove Max from the dynamicStringArray: dynamicStringArray.remove(Max); The String Max is no longer in the ArrayList: [Bob, George, Declan, Peter, Steven] Replacing an Item in an ArrayList Rather than removing an element and inserting a new one in its place the set method can be used to replace an element in one go. Just pass the index of the element to be replaced and the object to replace it with. To replace Peter with Paul: dynamicStringArray.set(3,Paul); which results in: [Bob, George, Declan, Paul, Steven] Other Useful Methods There are a number of useful methods to help navigate the contents of an arraylist: The number of elements contained within an ArrayList can be found using the size method: System.out.println(There are now dynamicStringArray.size() elements in the ArrayList);After all our manipulations of dynamicStringArray were down to 5 elements:There are now 5 elements in the ArrayList Use the indexOf method to find the index position of a particular element: System.out.println(The index position of George is : dynamicStringArray.indexOf(George));The String George is in index position 1:The index position of George is : 1 To clear all the elements from an ArrayList the clear method is used: dynamicStringArray.clear(); Sometimes it can be useful to see if the ArrayList has any elements at all. Use the isEmpty method: System.out.println(Is the dynamicStringArray empty? dynamicStringArray.isEmpty());which after clear method call above is now true:Is the dynamicStringArray empty? true

Amazing Extracurricular Activity Examples for College Applications

Amazing Extracurricular Activity Examples for College Applications SAT / ACT Prep Online Guides and Tips Extracurriculars are a great way to participate in an activity you enjoy and meet new people, and they can also be an important part of your college application. What makes an extracurricular activity particularly impressive to colleges? How do your extracurriculars measure up? Read this guideto see four amazing extracurricular activities examples. I'll discusswhy they're exceptional and how you can participate in similar activities to boost your own college application. What Are Extracurricular Activities and How Are They Useful? An extracurricular is any activity you participate inoutside of class. It can be associated with your school, such as a sports team or club, or completely separate. They also include any jobs or internships you have had, as well as volunteer work you have performed.Extracurriculars cover a wide range of activities and interests, from painting to science to helping the homeless and more. Why would you want to participate in an extracurricular? There are several ways they can benefit you: They Let You Do Something You Enjoy Extracurriculars let you participate in an activity you enjoy, whether that’s playing football, painting, or another activity.Practicing this activity regularly will help you get better at it, and you may be able to develop new skills that you find useful in the future.Doing something you enjoy not only makes you happier but can also give you a much-needed break from schoolwork. They Introduce You to New Friends Students often make many friends through their extracurriculars because they see other members regularly and have a shared interest. They Are Important for College Applications Extracurriculars can also be included in your college applications to show your interests and talents. Read on to learn more about the importance of extracurriculars when applying to college. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How Are Extracurriculars Important for College Applications? Extracurriculars can be a key part of your college application.Most applications have a section where you can list all the extracurriculars you were involved in. If a certain extracurricular is particularly important to you, you can also write about it in your personal statement and have the people writing you letters of recommendation discuss it so that it is a more prominent part of your college application. Why do colleges care about extracurriculars? Colleges like to admit students who are involved in their communities, interact well with others, and work to develop their talents and passions. A student who participates in extracurriculars is more likely to do each of those things than a student who has no extracurriculars. Also, there is more to college than simply going to class; colleges are full of opportunities to be active, interact with others, and give back, and schools want to admit students who will keep their campuses connected and interesting.Great extracurriculars can also help you stand out from the thousands of applications colleges receive by highlighting a particular skill or interest of yours that makes you unique and memorable. How competitiveyour extracurriculars need to be depends on how selectivethe colleges you're applying to are. For Ivy League and other top schools, strong extracurriculars are usually required. For more information, check out our guide that explains howto develop extracurriculars that will help you get into Harvard and other top schools.If you're applying to your state school, you likely don't need your extracurriculars to be exceptional, but if you do have awesomeextracurriculars and decent grades, then you have an excellent chance of being accepted. What Makes an Extracurricular Activity Great? While colleges like to see a student with extracurriculars, not all extracurriculars are considered equal. There are specific qualities that colleges look for in extracurriculars that will make them more impressive and boost the applicant’s resume. Having one amazing extracurricular on your college application is more impressive than a list of activities you had little interest in or impact on. One great extracurricular can give your college application a significant boost. However, getting an amazing extracurricular is not as simple as choosing a particular sport or club you think colleges will find impressive. When applying to college,what activity you do is not nearly as important as why you are doing it or the effort you put into it. There are three qualities admissions look for in particular when they review extracurriculars: Leadership Leadership experience includes any time that you have been responsible for leading a project or guiding, motivating, or instructing others.Colleges want to admit students who have a history of leadership experience because they are hoping those students will continue to be leaders and have a significant impact on the world in the future. You don’t have to be team captain or club president in order to get leadership experience. You can show your leadership skills by helping to organize an event, mentoring younger members, or developing a fundraiser. Passion Are you participating in that activity because you truly want to or just because you want to include it on your college application?For colleges,there is a huge difference between the two. Admissions officers want to see you doing activities you are interested in and passionate about, not just as a way to impress others. Passion is a critical contributor to success, andcolleges seegenuine passion as an indicator that you aremore likely to succeed than someone who's just going through the motions. Great extracurriculars show what your passion is. This can be accomplished by having multiple similar extracurriculars (such as being part of multiple science clubs), or showing a deep commitment to a particular extracurricular, often by pursuing it for many years and spending a significant amount of time on it. Impact Colleges measure impact by looking at how you influenced the activity you participated in and how it influenced you.The strongest extracurricular examples clearly show that you have changed and improved as a result of participating and that you also had a lasting impact on the activity as well. Colleges want to admit people who will have a positive and lasting impact on their school, so they look for students who already have a history of this in their extracurriculars.Having an impact on an extracurricular can include recruiting new members, expanding a club’s focus, or developing a way for the club to reach more people.Colleges also want to see that your extracurriculars made you a better person. Are you more responsible? A better team player? More confident? Colleges love to see confident applicants. To get a better idea of whatgoodextracurricular activities are, read on to see examples of outstanding extracurricular activities. Great Extracurricular Activity Examples Below are four fictional examples of great extracurricularactivities. For each, a paragraph is written from the student’s perspective.Most college applications don't allow much space to discuss your extracurriculars, but you will likely want to include a more condensed version of the same kind of information. For a more in-depth take on this topic, take a look at our guide onhow to write about extracurriculars on your college application. Each example also includes a breakdown of what makes it a great extracurricular, as well as ways for you to pursue similar activities. Example 1: Elizabeth the Ballerina I took my first ballet class when I was three years old, and ever since then I have known that I want to be a ballerina. During the school year, I would take ballet classes six days a week, and beginning in middle school I spent summers at intensive ballet camps. When I was 14, I was accepted into the Joffrey Ballet’s pre-professional program, one of the most competitive youth ballet troupes in the country. I have now spent three years in the pre-professional program, which involves practicing and performing roughly 30 hours a week. I have also auditioned and been selected for roles in 8 company productions thatare seen by hundreds of audience members each night. I have loved ballet nearly my entire life, and I plan to continue working as a ballerina and mentoring children and teenagers who are interested in ballet. Why It Stands Out The main thing that causes this extracurricular to stand out is Elizabeth’s clear passion for and dedication to ballet.Elizabeth has been practicing ballet since she was a toddler, and she practices many hours each week. She gives specific numbers (30 hours a week, 8 company productions), to help admissions officers get a clear idea of her work and the impact it had. She makes her talents clear by stating that she was accepted into a competitive program and was chosen to perform in company performances. This helps show that she is exceptionally skilled ballerina and helps her stand out from otherapplicantswho may just pursue dance as a fun hobby. Finally, Elizabeth states that she would like to teach others about ballet and act as a mentor. This both shows her leadership abilities and lets schools know that she would like to continue her extracurricular as a college student. How to Have a Similar Extracurricular Is there a hobby or activity you have practiced for multiple years? You don’t need to have practiced it as long as Elizabeth has, but sticking with one extracurricular for a long time can show colleges you have a deep interest in it. This activitydoesn’t necessarily have to be an official club or sport either, having a hobby you are passionate about and practice regularly also counts as an extracurricular. If you’ve been interested in art since you were young, you can expand that into a strong extracurricular by taking art classes, getting your work displayed in your community, and developing a program or class that introduces kids to art. Example 2: Scott the Volunteer Leader I have been a member of my high school’s volunteer club since my freshman year. During my first year, I enjoyed tutoring elementary students and painting houses with the club, but I thought students should have more options for volunteering. As a sophomore, I spoke to club leaders and proposed five new locations where students could volunteer including a hospital, animal shelter, and homeless shelter. After getting my suggestions approved, I contacted the organizations and arranged for them to form volunteer partnerships with the school. This included developing activities volunteers could do, getting the organizations approved by the school, and arranging volunteer times and transportation. Other students in the volunteer club were excited about having a bigger impact, so I continued to look for new opportunities for volunteers. I am currently president of the volunteer club and in charge of developing new volunteer activities. Under my direction, the volunteer club has grown from 30 to over 100 membersand quadrupledthe number of places where students can volunteer. I’m proud that our club is continuing to grow and help more people each year. Why It Stands Out This extracurricular clearly shows that Scott is a leader who knows how to take initiative and get things done.Scott clearly describes the work he did to expand and improve the volunteer club, from proposing ideas to club leaders to working with organizations to establish volunteer programs. Like Elizabeth, he gives concrete numbers to show his impact on the volunteer club and how he contributed to its growth.The fact that he worked to expand the volunteer club and provide more volunteer opportunities for other club members also shows that he cares about volunteering and believes it can have a positive impact on both volunteers and the people they help. How to Have a Similar Extracurricular Scott’s extracurricular is great because he took initiative and worked to improve it, even before he had a leadership position.You can do the same thing with any of your extracurriculars. Is there a club you enjoy but think could be better? Perhaps you are part of an art club but wish members had more opportunities to showcase their work. You could contact a local library or cafe and organize a display of artists’ work for the community to enjoy. Perhaps you’re on an academic bowl team and wish there were more competitions. You could contact other schools and set up an invitational tournament to help teams get more practice competing.The main point is to take initiative and lead a project that will improve your extracurricular, no matter what that activity is. Want to get help on every aspect of your college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Example 3: Jessica the Scientist When I was 15 years old, I decided to get a part-time job to help pay for college and have some spending money. Because I was already part of my school’s Science Olympiad team and plan on majoring in microbiology, I applied to be a lab technician at a local science lab. My work primarily consisted of preparing chemicals and cleaning equipment, but after speaking to my supervisor about my interest in microbiology, I was able to begin conducting some simple experiments for the lab. This past summer I became a full-time intern at the lab and took on additional responsibilities. I asked towork with a team doing a microbiology project that studies self-assembly properties of polypeptides. During my internship, I ran different chemical tests and analyzed data results for potential use in cancer research, and I have continued that work into the school year. Why It Stands Out From the above paragraph, it’s clear that Jessica’s passion is science. She is a member of science clubs, she plans on majoring in biology, and she applied for a job in a science lab.Jessica took a not-too-exciting job, where she mostly cleaned lab equipment, and was able to grow it into an internship where she contributes to cancer research. That’s a pretty impressive accomplishment for a high school student.Shetook initiative to increase the responsibilityof her part-time job and turn it into something that has a meaningful impact and gives her useful experience for her future. How to Have a Similar Extracurricular Jessica’s part-time job didn’t start off all that impressive; she worked to increase her responsibilities and impact.You can do the same with any job or activity you have. Think of ways to expand your role, or ask your boss or club leader if they have any ideas. For example, if you’re a lifeguard, you could start a program that teaches kids basic first-aid safety at the pool. I have a friend who worked at a grocery store in high school and planned on being a dietitian. She created a monthly group where kids whose parents were grocery shopping could stop by a part of the grocery store, have some snacks, and learn about which healthy foods they should eat. That’s a great way to take a typical high school job and turn it into an extracurricular that shows motivation, hard-work, and leadership skills. Example 4: James the Soccer Player When I started high school I thought it would be a good idea to join a sports team since my family had just moved to the area. One of my classmates suggested I try out for the soccer team. I made the junior varsity team and stayed on it for twoyears until I joined the varsity team as a junior. I love playing soccer and the feeling I get knowing I’m a memberof a team. Being part of the soccer team helped me make friends and feel like I was part of the school’s community. Because my soccer team helped me so much, as a junior I proposed a mentoring program where experienced team members helped freshman players adjust to high school. The mentors would make sure the freshman weren’t feeling overwhelmed, had people to talk to, and found activities and classes they liked. The program was a great success, with many members commenting on how much they enjoyed it. This year, I helped three other sports teams implement the program. Doing this has helped me become more confi dent and better at public speaking. My high school dean has also asked that I speak to other teams in the hopes that, eventually, each of my school’s sports teams will have a similar mentoring program. Why It Stands Out Unlike Elizabeth, the highly-skilled ballerina, James is not one of the top high school soccer players in the country. While making varsity team does show he's talented at playing soccer, there are thousands of high school varsity players across the country, and unless youare playing at a national level, simply being a varsity athlete is not enough to make an extracurricular outstanding.What makes James’ extracurricular exceptional is not his soccer skillsbut the mentoring program he started for athletes. James took his experience of being the new kid and used itto help others avoid feeling lonely and isolated in high school.He decided to create a program that helps new students and bonds the team together.This shows leadership, as well as consideration for others. Colleges want students foster a positive atmosphere by working well as part of a team and being the kind of person other students want to be around.James’ commitmentto his mentoring program makes him seem like that kind of person. He also states how working on the mentoring program made him a more confident person.Similar to previous examples, James took initiative to start a new project, and he continues to lead and expand it. How to Have a Similar Extracurricular James’ extracurricular shows that you don’t have to be the best at a certain activity to have it be a strong extracurricular.James wasn’t team captain and didn’t make the varsity team until he was a junior, but he still had a significant impact on improving the soccer team and helping out other students at his school. If you aren’t the top athlete or best science student at your school, you can have a strong impact in another way. A great way to do this is to foster relationships amongyour classmates. If your school has several science clubs that don’t often interact with each other, you can suggest hosting a science eventtogether that can includecool science demonstrations for kids and help the science clubs become more connected. You can also start a mentoring program similar to the one James created. How to Create Your Own Great Extracurriculars In none of the above examples was a student handed an amazing internship or club membership; they each had to put in time and effort to create exceptional extracurriculars. It will likely be the same for you. By following the steps below, you can develop great extracurriculars that will show the passion, impact, and leadership abilities that colleges love to see. If you have already chosen your extracurriculars and simply want to strengthen then, you can begin at step #4, although you may still find reading the previous steps useful. #1: List Your Interests Colleges want to see you participate in extracurriculars that you are passionate about, not ones you are only doing to impress others.Doing an extracurricular you are interested in will also make it more enjoyable (which is really the point of an extracurricular) and will likely also make you more willing to pursue leadership opportunities and increase your impact. Make a list of all your interests. This can include your favorite classes, hobbies you enjoy, sports you’ve wanted to try, or what you plan on studying in college, basically anything you think you would enjoy spending more time doing. #2: Research Extracurriculars Once you have your list of interests, find extracurriculars that relate to them.Look at clubs and sports your school offers, local jobs and internships for teens, and volunteer opportunities, and make a list of extracurricular activities you might be interested in.If you need ideas, we have a complete list of extracurriculars that includes hundreds of different options. If you need more help, ask your guidance counselor, classmates, or local community members. You can also try doing an internet search for â€Å"your interest" + "your hometown† to find nearby activities you can get involved with. If your school doesn't offer an extracurricular you're interested in, you can start a clubyourself,which is a great way to show initiative and leadership. #3: Choose and Narrow Your Extracurriculars If you are able to, choose several extracurriculars that you think you will enjoy. After participating in them for a few weeks or months, you can narrow them down to one or a few that you feel particularly passionate about and want to devote more time to. Colleges are more interested in depth than breadth, so having a few extracurriculars that you put a lot of time into and have a significant impact on is more impressive than a laundry list of clubs and sports you don’t really care about. Narrow down your interests in order to choose the best extracurriculars #4: Increase Your Impact Now that you’ve chosen your extracurriculars, it’s time to strengthen them to help your college application stand out.First, look for ways to increase your impact. Like the examples mentioned above, this can include recruiting more members, creating new events, expanding the club’s focus, and more. Try to leave your extracurricular better than it was when you joined it. #5: Gain Leadership Skills After you have started to have a larger impact, work to become a leader in your extracurricular. This doesn’t always mean being club president or team captain. You can gain leadership skills by mentoring other members, leading a project, or developing a new activity. Once you've started applying these five rules, you'll bewell on your way to developing a great extracurricular to include on your college applications. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What's Next? Want to learn more about community service? We have a guide that explains what community service is and how it can benefit you. Are you thinking about doing an extracurricular or volunteer work in a foreign country? Read our guide on volunteer abroad programs and learn if they're really the best option for you. Not sure if you want to go to school in a big city or small town? Read our guide to learn if you should go to a rural, urban, or suburban school. 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:

International Market Entry and Development Essay - 4

International Market Entry and Development - Essay Example International context is frequently grounded in ad hoc decisions and intuition, instead of a systematized market research to match companies with appropriate foreign target markets. The paper seeks to clarify some of the issues surrounding international market entry and development. The process of market research seeks to unravel the market potential of the foreign market. This entails exploring whether the export market of interest possesses the necessary means to purchase imported products, as well as to whether the needs of the market are being adequately satisfied. The analysis of foreign market potential takes into account information regarding aspects such as competition, market size and the country's growth rate, and existing trade barriers. The analysis of market potential also involves competitive intensity analysis by analyzing the number of competitors in the market, as well as the relative size distribution of the market shares (Sakarya, Eckman & Hyllegard, 2007). Market size analysis entails an assessment as to what share of the total market within the country that the firm can reasonably expect to obtain, based on factors such as competition and product pricing. Market growth analysis involves an assessment of current demand and future demand, as well as untapped or unfilled demand (Sakarya, Eckman & Hyllegard, 2007). There are several competitive strategies that might influence the selection of markets such as entering a market in order to forestall the entry of related companies or entering a market in which large competitors are absent. Product adaptation deals with a wide range of issues ranging from quality and appearance of products to other aspects such as materials, production, packaging, style, and modeling. A product may have to be adapted in several ways so as to meet physical, social, or mandatory requirements of a fresh market (Ajami, 2006).