Saturday, March 14, 2020

What Are Good Questions to Ask in a College Interview

What Are Good Questions to Ask in a College Interview SAT / ACT Prep Online Guides and Tips College interviews are becoming increasingly common, especially among selective colleges. Manystudents go to interviews ready to answer questions but forget that it’s important to askinteresting questions as well. In this article, I’llestablish the basics ofhow to prepare for college interviews and explain what questions you should and shouldn’t askduring an interview, so you feel totally ready on the day of. About College Interviews A college interview provides the college with an opportunity to give you more information about the college and answer any of your questions about the school and the application process. Furthermore, the interview gives the school an opportunity to learn more about you, your interests, and how you’ll be able to contribute to the school. Very few colleges require an interview.Most large public universities don’t offer interviews because there are too many applicants.Typically, the colleges that offer interviews are very selective or private colleges.A few colleges that offer interviews include Columbia, Occidental, and Bates.Check a college’s website or contact the admission office to determine if interviews are offered and how to schedule one. Interviews can be on campus, usually with an admissions representative, or off campus near where you live, usually with a graduate of the college. If you have the optionto interview, you should do so.Interviewing shows the school that you’re genuinely interested in attending, and demonstrating interest can help your chances of gaining admission. Plus, the interview gives the school another opportunity to get to know you outside of what’s on your application. Don’t stress the interview too much. As long as you’re polite, attentive, and prepared, it should only help your chances of getting accepted. Live Life Happy/Flickr How to Prepare For an Interview Before your interview, research as much about the school as possible.Focus your research on why the school is a good match for you and your interests. You should have done a good amount of research before you decided to apply, so hopefully, this shouldn’t take much time. Your research before an interview should be mostly review and focusing on specifics about how the school fits your needs.For example, if you’re considering a specific major or program, you can research the course requirements, facilities, and professors. If you’re a singer who wants to be part of an acapella group in college, you can research the different acapella groups on campus. Most likely, at some point in the interview, you’ll be asked why you want to attend that school. If you’ve indicated that you want to pursue a specific major, you’ll be asked why. Your research should help you provide detailed responses.Use the school’s website, college finders, guidebooks, and search websites to help you learn about the school. Prepare questions to ask during the interview based on your research. Besides preparing questions for your interviewer, you should be ready to answer some typical interview questions. You can try to simulate the interview experience with a counselor, friend, or parent and practice answering these questions: Why do you want to attend the college? What can you contribute to the school? What are your strengths and weaknesses? What are your future goals? What is your favorite book and why? You may not be asked allof these questions, and you'll most likely be asked at least one question that you're not expecting. Be honest and thoughtful. You want to come off as conversational (not like you're reading from a script) butwell-prepared. On the day of your interview, make sureto dress professionally and be punctual. Dressing well and being on time show the interviewer that you're responsible and want to make a good impression. Feel free to rock a suit to your interview. 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. Why Should You Ask Questions During Your Interview? Asking questions shows your interest in the school and that you truly care about the college application and selection process. Ideally, it alsodemonstrates that you’re engaged and have been attentively listening to what the interviewer has been saying throughout the interview. Good Questions to Ask a College Interviewer Remember that your questions should demonstrate thought, that you’ve done your research, and that you’ve been listening to the interviewer.There are three major types of questions to ask: research-based questions, personal questions to the interviewer, and questions based on information the interviewer revealed during the interview. Good Research-Based Questions There are a ton of good research-based questions. Keep your questions focused, and make sure that they coincide with your interests. Prepare these questions in advance. Because you’ll be answering questions for the majority of the interview, you only need to prepare a few questions. Avoid asking questions that have answers that can be easily obtained with simple research. Here are a couple of hypothetical examples of good research-based questions: I would love to take advantage of the opportunities you offer for students to study in China, but I’m wondering if I’ll be able to do so if I’m on the volleyball team. Are there student-athletes who study abroad given the time commitments they have to make to their sport? I’m very interested in the internship program you have for journalism students. Do you know about specific internships students have gotten and how those internships have helped students academically or on their career paths? Good Personal Questions These are questions in which you ask for your interviewer’s perspective or opinion. Personal questions can be great questions because your interviewer is likely to want to provide guidance, and many people enjoy talking about themselves. Here are a couple of good personal questionsto ask your college interviewer: What advice would you have for me as an incoming freshman? What do you wish you would have known as an incoming freshman? I read about (insert popular on-campus event or tradition). Have you participated? What’s it like? This last type of question is good because it shows you’ve done your research and people tend to like to talk nostalgically of their college experience. Good Questions Showing You’ve Been Listening You can’t really prepare for these types of questions, but they’re good to ask because they show that you’re engaged, interested, and paying attention. If you can ask a question based on something the interviewer has told you during the interview, go for it.For example, if the interviewer discusses a tutoring program, you can ask the interviewer if he was involved in it, or you can ask for more details about how the program works. B Rosen/Flickr What You Shouldn't Ask There are some topics you should avoid asking about during your interview. Don’t ask about your chances of gaining admission.Definitely, don’t ask about whether you’ll get in. You may be seen as presumptuous, and your interviewer may not even be qualified to give you an honest answer. Often, interviewers are current students or alumni who haven’t seen your application, and other than what they report back to the school about the interview, they have no say on admissions decisions. Don't ask too many non-academic questions.Focus most of your questions on academics.While it’s perfectly acceptable to ask about campus life and extracurricular activities, remember that you’re primarily in college to study and learn. If the majority of your questions are about parties or sports, you may not be seen as a serious student. Don’t ask about any information that can be easily obtained from the college website or basic research.If you ask an interviewer where the school is located or if they have a certain major, you’re showing that you’ve spent little time preparing. Don’t ask about rankings or anything like â€Å"What’s your best department?†While colleges like to tout their rankings on their websites or in their brochures, your interview is not a good time to discuss them. Remember that the interviewer is trying to learn about you and determine your fit for that school. You don’t want to come across as being overly concerned with reputation or rankings. Also, the interviewer will be hesitant to say that any program or major is the best because she will be hesitant to imply that any program is worse or not as good. Keep your questions formal and professional.If your interviewer is a current student or alum, you can ask about her experience at the school and why she chose that particular college. However, don’t ask anything too personal. Your questions should be about topics that would be appropriate to discuss with a teacher or boss. Final Advice Do some research to prepare for your interview. Asking good questions is an excellent way to show you’re interested in the school and engaged. You can bring in your questions written down in case you forget one of your questions. However, most of the interview should just be a conversation. You don’t want to come off like you’ve tried to memorize everything you’re saying. If you’re worried about your interview, you can try to practice with a parent, teacher, counselor, or friend.If the person you practice with isn’t knowledgeable about the interview process, you can practice answering the common interview questions.Similarly, if you’re wondering if your prepared questions are good, ask one of your teachers or your counselor. Check out our guide to the best tools to help you prepare for your interview, including a notebook towrite your questions in. What's Next? To help learn more about different colleges and make the college selection process easier, consider going on college tours. If you need to improve your grades to strengthen your application, check out this article about how to get a 4.0 GPA. Finally, if you're working on your college applications, make sure you know how to write a great college essay. 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:

Wednesday, February 26, 2020

Effects of Using Onion and Garlic as House Rat Pesticides Essay

Effects of Using Onion and Garlic as House Rat Pesticides - Essay Example The lachrymatory factor together with its color also contributes to its flavor. On the contrary, Onions do not provide only flavor but it promotes health through the nutrients that we can get from it - the phytochemical. Aside from that, it contains acrid which stimulates our tear glands and our mucous membranes causing us to produce tears or makes us cry. Other compounds that we can get from onions are sulfur and quercetin. These two compounds are considered as an anti-oxidants. Recent studies shown that these two compounds help to neutralize all free radicals in our body and protect our cell membranes from any damage. There are some studies conducted in Japan wherein they used onion as feeds for some rats. Rats shown delay in aging process. So it is therefore considered that onion is an effective anti-oxidant for our cells. The compound quercetin helps to eliminate free radicals in our body, it also helps to protect and regenerate our damaged cell membranes. Apart from onions, apples and tea are good source of quercetin. This compound is said to have anti-oxidants that is twice of what we can get from tea and even in apples but we can get little contents from white onions compare with yellow and red onions. As previously discussed, the pungent smell of onion is due to thiollyl or alliins co

Monday, February 10, 2020

Human Nature in studies of philosophers Essay Example | Topics and Well Written Essays - 1500 words

Human Nature in studies of philosophers - Essay Example This research aims to evaluate and present the issue of human nature using studies of different philosophers. Distinguished Chinese philosopher of ancient era Mencius (372-289 BCE) strongly believes in the innate goodness of human nature, which humans inherit from their ancestors. It is therefore he vehemently advocates in favor of following the life patterns of the ancestors in order to achieve perfection in their character and personality ultimately. Moreover, according to him, if humans are provided with adequate education and training, their qualities could further be polished and improved. However, Hsà ¼n Tzu (298-238 BCE) does not find righteousness in human nature. On the contrary, he is of t.he view that human nature is evil and can be improved through socialization. Another eminent philosopher of ancient times, named Kao Tzu (420-350 BCE), aptly acknowledged to be one of the most talented thinkers in the history of China, refutes both the above-mentioned doctrines, and decl ares human nature as clean slate, which studies and follows only what it observes being practiced by others in its social and natural environment. Thus, human nature is neither good nor bad altogether, according to Kao Tzu, and follows the same which is taught to it. Eminent 19th century German philosopher Georg Hegel (1770—1831) has also made a comparative analysis of the doctrines presented by Hsun Tzu and Mencius while elucidating the concepts of innate evil and innate goodness respectively. Somehow, Hegel seeks further wisdom in both these theses, where both these doctrines serve as thesis and antithesis to each other. Hegel declares goodness and evil as occasional in nature and scope due to the very reality that absolute righteousness or complete wrong-doings do not prevail in any part of the globe. In other words, no one can be stated as completely sublime and righteous or absolutely monstrous and obnoxious. For instance, a robber could be harmful and destructive for so ciety, though would be a kind and benevolent person in his domestic life, and may treat his children with great love and affection. Similarly, a pious person may commit genocide out of sheer feelings of revenge or abhorrence for his opponent or rival. Moreover, Otto von Bismarck (1815--1898) is regarded as a great German nationalist, though his name brings displeasure on the countenances of the French public at large. Since absolute goodness and evil do not exist in any part of the globe, declaring anyone as the representative of good or evil does not carry weight in the eyes of the philosophers, thinkers and intellectuals. Hegel alludes to the gallant deeds displayed by the soldiers while saving the boundaries of their country. (Austin, 624-25) Since they are also

Thursday, January 30, 2020

South Parks Satire Essay Example for Free

South Parks Satire Essay South Park, a widely popular animated television series created by Trey Parker and Matt Stone, debuted August 13, 1997 on Comedy Central. Intended for mature audiences, the show has become infamous for its crude, surreal, satirical, and dark humor that covers a wide range of topics. This type of comedy is widely successful across a variety of shows, due in part to societies conformation to social archetypes, which prohibits unacceptable behavior. These shows display characters who have freedom to act however they desire with no consequences from doing so. Simply, people are entertained most seeing portrayed in television what they themselves cannot, or are not permitted, to do in everyday life. Diversity and Discrimination South Park, by nature, exploits the taboo by using it as a means to draw in the attention of its viewers. Captivated, they watch as their beliefs, social tendencies, and media are senselessly torn apart and twisted into an unrecognizable form. However, instead of acting in revolt, or criticizing the remarks made, they find it amusing. Naturally, this crude humor has been called out for crossing the line, but the negative publicity the show receives only serves to draw in more viewers. The viewers, in turn are convinced to sit and watch as they are stereotyped and bashed by a show meant to entertain them. An fairly well known quote, of unknown origins, goes something like, â€Å"If you cant laugh at yourself, then how can you laugh at anybody else?† This is fitting, as many of South Parks viewers are prompted to do just that. If anything, this self-criticism is beneficial as it raises awareness to diversity in our culture and in the show, as silly as it sounds, everyone is disc riminated against equally. Unrestrained Entertainment So, the answer as to how people can watch a show, such as South Park, whos every line is laced with crude and satirical humor is actually quite simple. As viewers laugh at each other, they in turn laugh at themselves. Equality isnt necessarily an overwhelming factor to entertaining the masses, but instead opens the door for South Park, and other shows alike, to make fun of any subject, or topic, the creators so desire. This goes back to societies tendency to be entertained by character portrayals that are unrestrained by everyday rules or normalizations. The simplistic cartoon is in fact a cunning play on basic instinct, and because of this deceit, is widely popular amongst many who enjoy the shallow humor that delivers a quick, yet gratifying, laugh. Influential Entertainment Many are quick to blame the dark humor for directly changing views of proper conduct in adolescent individuals. They believe the show itself poses a negative influence upon those who are unable to comprehend that it is purely meant for humor, and that it does not demonstrate socially acceptable behavior. They firmly declare that the unrestrained nature of the show itself leads to the aforementioned pliable individuals acting in ways they otherwise would not. They insist that the network airing such shows are solely to blame, with little to no responsibility falling on their own shoulders. Such a stance is ridiculous at best. Those making the claims are too naive as to what truly influences society, and a comedic cartoon, while on the list, is not going to be near the top. This is due in part to the restrictions placed on programs via TV rating systems, which classifies South Park as MA, for mature audiences only, and the parental enforcement against those who should not be watching i t in the first place. Discussion The critical argument against consumption of any kind, whether its media or otherwise, is the unhealthy or negative side effects it may impose. South Park, while crude, surreal and satirical, provides a view into unrestrained consequence free life which surprisingly offers an alternative yet informative view on unfiltered criticism of the diversity of American culture. This fact alone stands to counteract the previous argument and displays that the basis of the show is to provide entertainment to mature audiences who will understand the dark humor and will respond with decency knowing that in the end, it is simply just a cartoon.

Wednesday, January 22, 2020

Supernatural in Shakespeares Macbeth - Power of the Witches :: GCSE English Literature Coursework

The Power of the Witches in Macbeth      Ã‚   Myths and religions often include divine or devilish beings with incredible powers. William Shakespeare incorporated witches with bizarre powers in his play, Macbeth. These witches possessed devilish powers to set the course of events in the plot and added to the flavor of the story. The witches' powers included omnientness, vision and apparition creation, and the ability to set the conditions for disaster, and the utilization of these abilities sets the movement of the play.    As opening characters in the story, the witches establish the major theme of the tale and predict future events. Upon hinting of their insight to the end of the war and revealing their relationship with demonic forces, the witches call out, "Fair is foul, and foul is fair,"(I, i, 12). In his first meeting with the Weird Sisters, Banquo questions the witches powers and asks, "If you can look into the seeds of time and say which will grow and which will not?"(I, iii, 65). The witches prophecies linger through the story and reveal their accuracy, and Banquo takes notice and comments to Macbeth, "I dreamt last night of the three Weird Sisters. To you they have showed some truth,"(II, i, 25). The witches prophecies place an underlying thought in Macbeth and Banquo's minds and hide there throughout their actions with an ever-present influence.    Another influential power of the Weird Sisters was their ability to create visions and apparitions. Early in the murder scene of Duncan, Macbeth sees a bloody dagger   and in a phantasmagoric state, remarks, "Thou marshal'st me the way that I was going, / And such an instrument I was to use,"(II, i, 51). Macbeth also states, "Witchcraft celebrates Pale Hecate's offerings,"(II, i, 60). Both of these statements may suggest a supernatural force in the affair. The witches' powers also extend to the summoning of apparitions that foretell future events. The three apparitions tell Macbeth, "Beware the Thane of Fife,"(IV, i, 81), "none of woman born / Shall harm Macbeth," (IV, i, 91), and "Macbeth shall never be vanquished be until / Great Birnham Wood to high Dunsinane Hill / Shall come against him,"(IV, i, 106). These visions and apparitions, as seen later on, have a profound effect on Macbeth's actions.    The most significant power of the Weird Sisters lies in their ability to set the conditions for disaster.

Tuesday, January 14, 2020

Mozart K331 Analysis

Analysis of W. A. Mozart’s Piano Sonata in A Major, K. 331: First Movement Classical composer Wolfgang Amadeus Mozart was born to Leopold and Anna Maria Mozart in 1756 in Salzburg, Austria (then the Holy Roman Empire of the German Nation). Mozart showed promise in music from an early age, prompting his father to assume the role as his instructor. His father described his son as a gift from God, and Leopold nurtured Wolfgang’s talents as such. Mozart would eventually travel throughout Europe with his musical family; however, it was in Salzburg that he would compose three piano sonatas in 1783.These pieces were most likely composed for Mozart’s pupils in Vienna, who were a significant source of income for him at the time. This paper concerns the second of the three: Sonata in A major, K. 331, specifically the first movement. The following explores the basic form of the piece, melodic and harmonic structure, as well as examination of methods used to vary the theme. The overall form of this movement is theme and variation. This form is characteristic of many solo sonatas; however, it is atypical for a first movement of a classical sonata. More frequently, the first movement would be in sonata form.This movement presents the theme in the first 18 measures as seen in Fig. 1(pg. 2). There are two 4-bar phrases, the first ending on a half cadence and the second on a perfect authentic cadence, that repeat. This forms what is called a â€Å"period,† where we have two similar phrases connected by a half cadence. In the second period, Mozart introduces new material, developing the long-short motive for four measures and continuing to a half cadence. After this he returns to the original melody for four bars, and ends the phrase on a root position imperfect authentic cadence.Following is a 2-measure extension, ending with a cadential 6/4 to give a strong perfect authentic cadence. Each movement follows the same structure except variation VI, in w hich the final repeat cadences and then continues to an 8-measure coda. Other than that, each movement follows the same binary form. Fig. 1: First Movement, mm. 1-18. The tender melody Mozart presents in these first 18 bars is simple, with a lot of stepwise motion and small leaps. Adhering to classical style, he uses chords built on diatonic pitches and resolves dissonances quickly. Pairing a simple homophonic melody with simple accompaniment makes it easier to anipulate the theme in the coming variations. In Fig. 1, you’ll notice that the middle voice barely moves at all. In fact, it isn’t until measure 9 that we start seeing strong beats without an E in them. Also, the long-short (quarter-eighth/dotted eighth-sixteenth) motive remains constant until it too develops at measure 9. All of these techniques for a simple theme help Mozart develop his idea later. In the first variation, Mozart agitates the theme with the use of chromatic approaches and chromatic passing ton es. Between the left and right hands, we hear an unrelenting series of sixteenth notes.Mozart also incorporates more use of dynamics than he did in the theme, by composing contrasting piano and forte sections. This drastic dynamic change happens in the A section of the variation. In variation II, another insistent figure is introduced: this time, triplet sixteenth notes. The melody in the right hand starts out very ornamented. Mozart then puts each melody note at the start of a flowing downward triplet arpeggio. The left hand emphasizes the strong beat throughout these triplets, and then the melody returns in the original ornamented character from the start of this variation’s A section.On the half cadences in this variation, we see a direct quote from the theme. Variation III brings the most drastic change yet. The key changes to the parallel minor (A minor). This movement features flowing sixteenth notes and phrase markings spanning up to three measures. It features many ch romatic neighbor and passing tones, as well as use of the melodic minor scale: sharping scale degrees 6 when ascending, and keeping it within the key when descending. Scale degree 7 is rarely lowered, as it is usually bound by the major V chord quality.Variation IV, back in A major, features a floating melody line above the staff that begins on beat 2, almost like an afterthought or reaction to the strong beat. It contains less dynamic contrast than the past variations, presenting the majority of the notes at piano. The light airy feeling given by the notes in the upper register provides a necessary contrast from the previous gloomy movement. In Variation V, the tempo is remarked: adagio. In the new slow tempo, 32nd notes in the left hand provide the accompaniment, while the right hand plays some intricate scalic and chromatic passages.At this tempo, the right hand is playing such intricate passages, that the theme has been significantly blurred to the point where it is barely ident ifiable. The chromaticism is still present, but it is scaled back a bit in this movement. We see a new character of sound emerge in the right hand with a happy staccato repetition on the tonic pitch. There are also a lot of contrasting dynamics to the point where they change back and forth mid-measure. In the final variation, the dynamic contrast resembles that of variation II; however the similarities, more or less, end there.The tempo changes to allegro and opens with jubilant eighth notes with contrasting articulations. This variation features mostly fast scales and arpeggios that outline the theme. As the B section concludes, a major scale rockets upward and leads into the coda. The coda basically alternates tonic and predominant chords until finally ending with two strong V-I progressions for a perfect authentic cadence to close out the movement. One thing that I find interesting about Mozart’s Sonata is that in every movement, there is a very steady pulse.This means tha t the movements are not only tied together by the melody and chords, but by the presence of a constant rhythmic pulse first presented in the theme. I really like what Mozart did with these variations. He was able to create very individual variations without distancing the music from the theme or from classical style. I wouldn’t go as far as calling the work genius, but I think the quality of the work, and the way that he connected the variations was nearly perfect. The dynamic contrast is exciting, and the final variation provides a good sense of finality.Well done, Mozart. Bibliography Brown, Peter. â€Å"Amadeus and Mozart: Setting the Record Straight. † The American Scholar. 61(1992): 49-52. The Harvard Biological Dictionary of Music. â€Å"Mozart, (Johann Chrysostom) Wolfgang Amadeus (27 Jan. 1756, Salzburg – 5 Dec. 1791, Vienna)†. Accessed November 16, 2012. http://www. credoreference. com/entry/harvbiodictmusic/mozart_johann_chrysostom_wolfgang_amad eus_27_jan_1756_salzburg_5_dec_1791_vienna. Heartz, Daniel. Mozart, Haydn, and Early Beethoven: 1781-1802. New York: W. W. Norton & Company, 2009. | | | | ——————————————- [ 1 ]. Peter Brown, â€Å"Amadeus and Mozart: Setting the Record Straight,† The American Scholar, 61(1992): 49-52. [ 2 ]. â€Å"Mozart, (Johann Chrysostom) Wolfgang Amadeus (27 Jan. 1756, Salzburg – 5 Dec. 1791, Vienna)†, The Harvard Biological Dictionary of Music, Accessed November 16, 2012, http://www. credoreference. com/entry/harvbiodictmusic/mozart_johann_chrysostof_wolfgang_amadeus_27_jan_1756_salzburg_5_dec_1791_vienna. [ 3 ]. Daniel Heartz, Mozart, Haydn, and Early Beethoven: 1781-1802, (New York: W. W. Norton & Company, 2009), 52-4.

Monday, January 6, 2020

The Dance Debate Is it a Sport - 517 Words

People are always debating whether dance is a sport or not. Some sources say dance is indeed a sport while others say dance is not. This debate has gone on for quite some time. Both dancers and athletes train almost everyday and either compete or go to games to win. Sources say if dance is competed in a competitive setting it is considered a sport. If dancing is not competed at a competition dance is just considered a hobby. Dancers and athletes train equally as hard and are both dedicated to what they do. Dance contains similarities to sports, causes of injuries, and the art of performing. A sport is an activity involving physical exertion and skill in which an individual or team competes against another or others for entertainment. Some popular sports include football, baseball, basketball, and soccer. Sports involve extended periods of training by athletes who are seriously committed to improving their skills. Torrell Mills says, â€Å"Dance is a sport because of the physical activity for long periods of time. It really requires control of intensity for set periods of time and that’s something even the best athletes can’t do† (1). Both dance and sports require a person to strain their body to its maximum capacity in order to achieve success in his or her activity. Dance should be considered a sport if what makes it a sport is determined by the effect it has on one’s body (Martin 2). The injuries between athletes and dancers are very analogous. Dancers and athletes bothShow MoreRelatedDance is a sport Essay790 Words   |  4 Pagesï » ¿Persuasive Speech Outline Dance is a Sport! I. Introduction: a) Attention Getter: What is the definition of a sport? A game played with a ball? Is it people in tight pants running around? How about â€Å"an athletic activity requiring skill or physical prowess and often of a competitive nature†? That sounds more like it. 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