9 Things Smart People Never Say in Office Small Talk

9 Things Smart People Never Say in Office Small Talk Social awareness is an innate talent, but it can also be a skill you can work to build. Find yourself with your foot in your mouth more often than you’d like? Don’t panic. Just make the effort to be more conscious of what you say from now on, starting with this list of no-nos. As you build your emotional intelligence, you’ll find social interactions much more fruitful. 1. â€Å"You look tired.†What someone else hears: â€Å"You look terrible.† Even if they have the darkest undereye circles you’ve ever seen and look pale and unkempt, it’s better not to go there. Ask instead if they’re stressed, or if you can do anything for them.2. â€Å"Wow, you’ve lost weight!†What they hear: â€Å"You used to be fat.† This is a compliment concealing a sucker punch to the self-esteem. Instead try telling someone that they look fantastic, with no comment on their previous state or past or current weight.3. â€Å"You were to o good for him.†What they hear: â€Å"You have terrible taste.† Even if this is true, it’s better to be gentle and not insult someone’s ex- or their own judgment. Instead try saying what a catch that person is, and how it’s their ex’s loss entirely that the relationship dissolved.4. â€Å"You†¦ always/never†When in doubt: use â€Å"I† statements. People don’t like to be generalized about, particularly in such strong terms. Stick to the facts to keep your interlocutor from getting defensive. Try saying â€Å"I’ve noticed you often do this,† or â€Å"I feel like this is a pattern.†5. â€Å"You look/are †¦.. for your age.†Whatever nice thing you were going to say, say it without the â€Å"for your age† part and you should be fine. Tell someone they look great or they’re really strong or vibrant and cut the modifying phrase. It saves you from being condescending and/or just plain rude.6. â€Å"Like I said†¦Ã¢â‚¬ What they hear: â€Å"Ugh, I can’t believe you’re making me repeat myself.† You’re not important enough for anyone else to remember everything you said. Just try to convey your point clearly and in a way that someone will remember because it was worth remembering. And don’t punish people for not lingering on your every word.7. â€Å"Good luck.†This is a tough one, because it seems harmless. But it can feel a little sarcastic, even when it isn’t meant that way. Next time, try â€Å"You’re going to do great.†8. â€Å"It’s up to you.†No one would have asked your opinion if they didn’t want it. Don’t throw the ball back in their court without giving it. Try stating your opinion and then adding that you’d rather defer to their taste in this particular situation- or just that you can’t decide between two things, or would rather they do the honors. This shows you care more than just saying, â€Å"whatever† and leaving it to them.9. â€Å"At least I never†¦.†You’re not perfect, and saying you never did something worse than what you did isn’t going to make anyone feel better. It’ll just make you look smug and #sorrynotsorry. Instead, just say you’re sorry. Owning your mistake is always a good strategy.Try to ban these few phrases from your vocabulary, and see what an impact it can have on your emotional intelligence in a very short period of time.

Comparing the Hydrogen Bomb and the Atomic Bomb

Comparing the Hydrogen Bomb and the Atomic Bomb A hydrogen bomb and an atomic bomb are both types of nuclear weapons, but the two devices are very different from each other. In a nutshell, an atomic bomb is a fission device, while a hydrogen bomb uses fission to power a fusion reaction. In other words, an atomic bomb can be used as a trigger for a hydrogen bomb. Take a look at the definition of each type of bomb and understand the distinction between them. Atomic Bomb An atomic bomb or A-bomb is a nuclear weapon that explodes due to the extreme energy released by nuclear fission. For this reason, this type of bomb is also known as a fission bomb. The word atomic isnt strictly accurate since its just the nucleus of the atom that is involved in fission (its protons and neutrons), rather than the entire atom or its electrons. A material capable of fission (fissile material) is given supercritical mass, while is the point at which fission occurs. This can be achieved by either compressing sub-critical material using explosives or by shooting one part of a sub-critical mass into another one. The fissile material is enriched uranium or plutonium. The energy output of the reaction can range to the equivalent of about a ton of the explosive TNT up to 500 kilotons of TNT. The bomb also releases radioactive fission fragments, which result from the heavy nuclei breaking into smaller ones. Nuclear fallout mainly consists of fission fragments. Hydrogen Bomb A hydrogen bomb or H-bomb is a type of nuclear weapon that explodes from the intense energy released by nuclear fusion. Hydrogen bombs may also be called thermonuclear weapons. The energy results from the fusion of isotopes of hydrogen- deuterium and tritium. A hydrogen bomb relies on the energy released from a fission reaction to  heat and compress the hydrogen to trigger fusion, which can also generate additional fission reactions. In a large thermonuclear device, about half of the yield of the device comes from fission of depleted uranium. The fusion reaction doesnt really contribute to fallout, but because the reaction is triggered by fission and causes further fission, H-bombs generate at least as much fallout as atomic bombs. Hydrogen bombs can have much higher yields than atomic bombs, equivalent to megatons of TNT. The Tsar Bomba, the largest nuclear weapon ever detonated, was a hydrogen bomb with a 50 megaton yield. Comparisons Both types of nuclear weapons release vast quantities of energy from a small amount of matter and release most of their energy from fission, and produce radioactive fallout. The hydrogen bomb has a potentially higher yield and is a more complicated device to construct. Other Nuclear Devices In addition to atomic bombs and hydrogen bombs, there are other types of nuclear weapons: neutron bomb: A neutron bomb, like a hydrogen bomb, is a thermonuclear weapon. The explosion from a neutron bomb is relatively small, but a large number of neutrons are released. While living organisms are killed by this type of device, less fallout is produced and physical structures are more likely to remain intact. salted bomb: A salted bomb is a nuclear bomb surrounded by cobalt, gold, other other material such that detonation produces a large amount of long-lived radioactive fallout. This type of weapon could potentially serve as a doomsday weapon, since the fall-out could eventually gain global distribution. pure fusion bomb: Pure fusion bombs are nuclear weapons that produce a fusion reaction without the aid of a fission bomb trigger. This type of bomb would not release significant radioactive fallout. electromagnetic pulse weapon (EMP): This is a bomb intended to produce a nuclear electromagnetic pulse, which can disrupt electronic equipment. A nuclear device detonated in the atmosphere emits an electromagnetic pulse spherically. The goal of such a weapon is to damage electronics over a wide area. antimatter bomb: An antimatter bomb would release energy from the annihilation reaction that results when matter and antimatter interact. Such a device has not been produced because of the difficulty synthesizing significant quantities of antimatter.

Strategic Project Essay Example | Topics and Well Written Essays - 3000 words

Strategic Project - Essay Example Finally, after analyzing the necessary secondary information, we have concluded that the company should go for value added prompt service offerings and globalization strategy through strategic alliance with foreign company. In case of any organization it is very important to follow a good strategy as the success of any organization depends upon how effectively the management works on that. Now there are few parameters on the basis of which analysis has to be conducted and then the strategies of the managements are to be determined. Those are discussed below- The first and the foremost factor that is needed to be analyzed is the analysis of the industry environment. The industry in which the business lays it is very important to analyze its core factors and its changes what are happening in current time. S.W.O.T analysis is that type of environmental analysis which helps in determining the strategies of any company by analyzing the internal strengths and weaknesses as well as the external factors like opportunities in the industry and the threat existing in the form of competitors. According to the given guidance for analyzing any particular company’s management strategy the oil industry has been selected of UAE. The reason why this particular industry has been considered is Oilindustry is counted as the most lucrative industry in the present scenario of the business world. The few items which have the power to influence the economy of the entire world among them the crude oil comes first. Among this industry The Abu Dhabi National Oil Company (ADNOC) has been selected for analyzing the management strategies of it. The company was started in 1971 and since then till now ithas established itself in the top ten positions in the industry. At present the company manages to produce more than 2.7 barrels of oil per day. In the last three decades this particular company has expanded its business so

Supply chain Assignment Example | Topics and Well Written Essays - 3000 words

Supply chain - Assignment Example The success of the company relies on a strategy of volume rather than margin through the reinvestment of productivity gains in the form of lower prices. A special feature of the company is that it does not seem to take the paths agreed by its competitors. In the late 1970s, company undertook a radical revision of the distribution system and 20 years later, it became one of the first profitable company in the field of nutrition (Collinson, 2007). Sir Jack Cohen founded the company in 1929 and named it as Tesco. This acronym combines the letters of the tea supplier and partner (TE Stock well) with those of Sir Cohen. The group opened its first grocery store in the suburbs of London, and it was during the 1930s that it began its growth by adding a hundred outlets, mainly in the British capital. After a visit to the United States, Mr. Cohen returned to England with the aim of importing the model of self-service supermarkets. He developed the formula Tesco â€Å"put products into a high pile and sell low" (Pile it high and sell it cheap). This formula has been the philosophy of the company for several decades. It has gained its success and accomplishments based on this formula in the right way. After World War II, the company continued its growth in the targeted segment of the working class. Through a series of acquisitions, the company had more than 800 outlets by the late 1960s. Moreover, the regulation of time prevented some items to be sold at a loss (in the price agreed with the suppliers) to attract customers in the retail sale. Only large chains were subjected to this regulation that excluded independent stores. To overcome this limitation, the Tesco management decided to launch a system of tradable stamps (trading stamps). The customer who purchases at Tesco can accumulate stamps. When it has a certain number, it can be exchanged against a sum of money or gift product. This system has proved to be very popular and has increased sales. In 1964, regulations o n price controls were abolished and Tesco has launched a strategic price reduction while maintaining its stamp system. Now, Tesco is an international distribution group which represents 14 countries in all. In 2008, its market capitalization was $ 34.84 billion Euros and its turnover reached 80 billion Euros, which placed the group at the forefront in UK and fourth in the world behind Wal-Mart & Carrefour. The headquarters of this global group is located near Chesnutt, London where Sir Terry Leahy is CEO since 1997 (Christmann, 2006). Discussion Internationalisation Internationalisation is the process by which relations over greater distances are contracted, and thus extend over national borders. The parent organisation opens its branches all around the world to increase its level of sales and profitability. This is a result of both globalisation and regionalisation. Organisations tend to gain strong advantages by operating on an international mode. As a result, national governments are bound by their policy to international agreements and developments

African-American Separatism Essay Example for Free

African-American Separatism Essay African-American novelist James Baldwin (1963) maintained that at the heart of inhumanity perpetrated by whites upon blacks is the projection of their own paranoia, hate and longing. Baldwin supposed that should white people learn how to accept themselves, â€Å"the Negro problem will no longer exist, for it will no longer be needed.† At the core of Baldwin’s hypothesis is that cruelty to the black man persists because of the white man’s dissatisfaction with its own culture (hence the occasional white man who romanticizes and aspires to black ideals). Few other eras in white American history evoke such a level of dissatisfaction as the era of The Great Depression, a period of downturn not just in economy but in morale. When white culture has descended to such low spirits, it is no surprise that black separatism emerged. Marcus Garvey advocated a form of Pan-Africanism which suggested that black people reclaim and re-colonize Africa in order to form its own black nation. Elijah Muhammad on the other hand, advocated a form of black nationalism called The Nation of Islam, which concentrated more on social infrastructure such as the development of economics and nationhood. The emergence of these doctrines are not entirely surprising: with white culture being at its most broken state, the zeitgeist which results for blacks is to advocate a repudiation of this culture. Black pride therefore takes the shape of one race formulating its own society as a means to escape this broken culture, as well as to evade the white man’s inevitable projection of latent self-hate. Separatism and nationalism is therefore of meaningful use to the black races, simply because it allows them to chart their own national, political and civic self-identity apart from that which has been foisted upon them by the white culture, as well as free them from the scrutiny or approval of the white culture. However, it also poses risks because for every weakness, shortcoming or failure that may arise from nations and cultures created by these movements is the potential for more discrimination from the white culture, which will most likely subject these to more racially-charged judgment.

The Death of Innocence in The Catcher in the Rye Essay -- Catcher Rye

  Ã‚   Holden identifies with, yearns for, and despises traits of the adult and child realms. In the novel The Catcher in the Rye, by J.D. Salinger, the protagonist, Holden Caulfield, fears becoming an adult who exhibits the characteristics that he holds complaints against. Throughout this Bildungsroman narrative, Holden searches for his identity. He tries to figure out his place either in the adult or child realm. Holden possesses a combination of fear and hatred for "phonies". Holden uses this term to describe a wide range of people including shallow, superficial, fake, untruthful, or hypocritical individuals. "One of the biggest reasons I left Elkton Hills was because I was surrounded by phonies... They were coming in the goddam window." By saying, "They were coming in the goddam window," Holden implies his fear. "Phonies" scare him because they surround him; there is a hint of Anthropophobia and Claustrophobia. "Anthropophobia is an anxiety disorder characterized by an abnormal, irrational, and intense fear or dread of human companionship. Anthropophobia comes from the Greek word `anthropo' meaning `human' and the Greek word `phobos' meaning `fear' ". "Claus ·tro ·pho ·bi ·a, an abnormal fear of being in narrow or enclosed spaces [Latin claustrum, enclosed place; see cloister + -phobia.]. Holden's case of claustrophobia deals more with "phonies" encircling him and cuttin g off an escape. Holden's fear stems from the idea that their influences may turn him into a "phony". Holden hates "phonies" because of the insincerity in their actions and speech [(about Ossenburger)"... That killed me."]. He finds their fakeness annoying and criticizes the ladder from a very cynical point of view. Holden lists people whom... ...ne makes when maturing into an adult. Holden wants to protect children from falling into adulthood and catch them before its too late. Many adolescents share the same complaints with the adult world as Holden. But those complaints remain in the untainted field of the rye as each individual must let go of them and plummet to their corruption, leaving all innocence behind. Sources Consulted Bloom, Harold. Major Literary Characters: Holden Caulfield. New York: Chelsea House, 1990. Pinsker, Sanford. The Catcher In The Rye: Innocence Under Pressure. New York: Twayne Publishers, 1993. Salinger, J.D. The Catcher In The Rye. Boston: Little, Brown and Company, 1951. Wildermuth, April. "Nonconformism in the Works of J.D. Salinger." 1997 Brighton High School. 24 November 2002.   

Nursing As a Discipline Essay

Is nursing a discipline or just a profession? The term discipline describes the practise of training people to obey rules or a code of behaviour, so can nursing be placed under this classification? The term profession described as a paid occupation or a body of people engaged in a particular profession, so can nursing be placed under this classification? Yes nursing is a paid occupation, thus allowing it to be placed under the classification of nursing as a profession. However, nursing can also be placed under discipline as you are trained to obey a code of behaviour. Nursing as a discipline has interrelated relationships between nursing practice, knowledge and research and these relationships help to advance the discipline of nursing. Is nursing a profession or a discipline? The goal of the discipline is to expand knowledge about human experiences through creative conceptualisation and research, (Parse, R.R, 1999). The goal of the profession is to provide a service to humankind thro ugh living the art of science, (Parse, R.R, 1999). Through those definitions of the nursing discipline and the nursing profession, it can be seen that the nursing practice can be thought as a discipline or a profession. The discipline of nursing encompasses the knowledge in the extant framework and theories that are embedded in the totality and simultaneity paradigm, (Parse, R.R, 1999). The profession of nursing consists of person educated in the discipline of nursing according to nationally regulated defined and monitored standards, (Parse, R.R, 1999). You can see that nursing is both a profession and a discipline and you can see that there are interrelationships between nursing practice, knowledge and research. In nursing as a discipline you can see that there is an interrelationship between nursing practice, knowledge and research. It has been said that that understanding of knowledge base is essential for judgement and decision-making that occurs before, during, and after the actual tasks are preformed, (Evans, R.J, 2006). This shows that the relationship between nursing practice and knowledge is strong and can be seen in everyday practice. â€Å"An awareness of the relationship(s) between skil ls and other competencies is essential to understanding the complexity of the dynamics of nursing practice†, (Evans, R.J, 2006). This shows the importance of being able to back up the choices made with the knowledge and research. The relationship between knowledge and research is just as  important as the relationship between nursing practice and knowledge. Having that relationship allows for the knowledge to be gained by research and in the overall picture is allows for the interrelationship between nursing practice, knowledge and research to be seen by others that are not in the health care workforce. |A proposed model that builds on work by Benner, (1984), illustrated that nurses moves through a number of phases in nursing, from novice to expert. The authors here propose that the knowledge, skill and judgement possessed by the nurse also pass through the same phases. The skills implemented by a nurse are not performed contextually free. They are always supported by the knowledge acquired through basic and continuing education, experience, research findings, and intuition that nurses develop as they move through Benner’s levels of novice to expert. The performance of a skill cannot stand alone; it is always supported by the knowledge and judgement. The second part of the model revolves around the understanding that knowledge, judgement, and their skills and their interrelationship do no remain static. We believe that the knowledge, skill and judgement that nurses possess and display also change in a similar manner.| (Evans, R.J, 2006). This demonstrates that having this relationship in the nursing profession helps to advance it as a discipline. By having these relationships public within the nursing profession it shows that they know what they are doing. It gives a support when with the patients. These relationships help the families and carers of those we look after. The interrelationships between nursing practice, knowledge and research have helped advance nursing as a discipline but also keeping it within a profession. As the definition goes discipline is training of people to obey a code of behaviour, and that’s what the interrelationships between nursing practice, knowledge and research shows. Having these advancements plays a significant role on nurses and the nursing career as they give nurses a broader role within the workforce, as they are not just looking after pa tients and being there advocates, nurses are now showing their knowledge in their judgements and decision-makings. Overall, the nursing career can be classified as a profession as well as a discipline due to the interrelationship between nursing practice, knowledge and research. They have had a big role in the advancement of nursing as a discipline. Nurses now have the role of demonstrating their knowledge through their judgements  and decision-making within the nursing practice. By doing this they illustrate the large interrelationship between nursing practice, knowledge and research. References: Evans, R. J., & Donnelly, G. W. (2006). A model to describe the relationship between knowledge, skill, and judgment in nursing practice. Nursing Forum, 41(4), 150-7. Retrieved from http://ezproxy.utas.edu.au/login?url=http://search.proquest.com/docview/195028141?accountid=14245 Bryant, R. B., Foley, E. R., & Percival, E. C., A.M. (2008). The role of RCNA in promoting transcultural nursing as a discipline of study, research, practice and management in australia. Contemporary Nurse : A Journal for the Australian Nursing Profession, 28(1), 3-11. Retrieved from http://ezproxy.utas.edu.au/login?url=http://search.proquest.com/docview/203177534?accountid=14245 Parse, R.R, (1999), ‘Nursing: The discipline and the profession’, Vol. 12, No.4, PP. 275-276, viewed 8 May 2013, < http://nsq.sagepub.com.ezproxy.utas.edu.au/content/12/4/275.full.pdf>

Young’s Double Slit Experiment

Young’s double slits Formal Lab Florencia Shi Purpose: The double slits experiment was conducted to observe the interference of light waves, to explore how interference pattern would be affected by different colours, and to determine whether interference would change if the angle of slits was changed horizontally or vertically. Hypothesis: Dark and light bands would be seen, and red light causes wider nodal spacing, while blue light causes shorter nodal spacing. Materials: In this experiment, a lamp base assembly, a piece of blue filter, a piece of red filter, a slit plate, a laser pointer, a meter scale, and a 40 W lamp were used.Procedures: 1. A 40 W lamp was assembled in a lamp base assembly, and the assembly was settled on the edge of a desk top. 2. The lamp was turned on. And the filament of the lamp was seen, from a distance, by a person through the double slits on the slit plate. The shape of the interference was recorded. 3. A piece of red filter was placed in front of the lamp, and the lamp was seen, from a distance through the same double slits. The change of the interference pattern was recorded. 4.The filament of the lamp was seen by a student standing a certain distance away through the same double slits with a piece of blue filter placed in front of the lamp. The change of interference pattern was observed. 5. The slit plate was rotated vertically and horizontally, while other factors were kept constant. The change of interference pattern was observed. 6. The laser light conducted by the laser pen was directed through the double slits onto a piece of paper located 3m away. The interference pattern was observed through the slits. 7. The nodal spacing on that piece of paper was measured. 8.Step 6 and step 7 were repeated at a distance of 2m away. Observations: 1. The patterns of lamp light interference were dark and light bands, while the patterns of laser interference were dark and light spots. 2. After the red filter was placed in front of the lamp, the nodal spacing increased. After the blue filter was placed in front of the lamp, the nodal spacing decreased. 3. After the slit plate was rotated vertically, the light and dark bands were not parallel to each other any more, because after the slit plate was rotated vertically, the top and bottom of the double slits were not in the same vertical straight line.After the slit plate was rotated horizontally, the nodal spacing increased, because the distance between two slits (d) decreased. |Distance |? x1/2 |? x2 |? x3 |? x4 |? x5/2 |? xav | |(m) | | | | | | | |3m |0. 0022 |0. 0051 |0. 0049 |0. 0042 |0. 0025 |0. 0047 | |2m |0. 020 |0. 0048 |0. 0042 |0. 0039 |0. 0021 |0. 0043 | Discussion: 1. Dark and light bands were seen through the double slits. These were seen because the two lights came from the same source and had the same frequency. Therefore interference of light waves occurred. The light band was where two crests or two troughs intersected (antinodes), and the dark band was where a crest and a trough intersected (nodes). 2. A wider nodal space occurred in the interference pattern.Since when the lamp was blocked by the red filter, only red light could go through it, and the dark band occurs when the difference between the travelling distances of the two light waves is half of the wavelength. Since the red light has a longer wavelength, half of the wavelength increases accordingly, which means the dark bands will be more away from the central bright band. 3. The nodal space of the interference pattern decreased, since blue light has a shorter wavelength. 4. Blue has the shorter wavelength, and it was proved when the nodal spacing of the interference pattern became shorter. 5.After the slit plate was rotated vertically, the light and dark bands were not parallel to each other any more, because after the slit plate was rotated vertically, the top and bottom of the double slits were not in the same vertical straight line. After the slit plate was r otated horizontally, the nodal spacing increased, because the distance between two slits (d) decreased. 7. The pattern of laser interference consisted of light and dark spots, while the pattern of lamp light interference consisted of dark and light bands, because the light of the lamp could diffuse into a wider range of direction, while laser was ollimated, and was directed into a much narrower direction. 8. |Distance |? x1/2 |? x2 |? x3 |? x4 |? x5/2 |? xav | |(m) | | | | | | | |3m |0. 0022 |0. 0051 |0. 0049 |0. 0042 |0. 0025 |0. 0047 | |2m |0. 0020 |0. 0048 |0. 0042 |0. 0039 |0. 0021 |0. 0043 | 9. 1. Conclusion: Based on observations gathered during the experiment, the interference pattern of the 40 W lamp consisted of dark and light bands. When red filter was used, the nodal spacing of the pattern increased, and when blue filter was used, the nodal spacing of the pattern decreased. After the slit plate was rotated vertically, the light and dark bands were not parallel to each oth er any more. After the slit plate was rotated horizontally, the nodal spacing increased. The interference pattern changed into dark and light spots, after laser pointer replaced the lamp as a light source.The wavelength of the laser was predicted to be And the percentage of error calculated was Experimental Uncertainties: 1. The value of nodal spacing (? x) measured was not precise because the scale of a meter scale is only accurate to millimetres. 2. The slit plate was not exactly parallel to the screen that interference pattern was shown. 3. The measured nodal spacing (? x) was not precise due to the width of the slit. The d was only the distance between two slits, without including the width of the slit.

The True Ideology of the American Revolution essays

The True Ideology of the American Revolution essays With the signing of the Treaty of Paris in 1783, Americans went from colonial subordination to well-earned independence from England, but with that came the responsibility to foster a country based upon an ideology that had never before been done. The years following the Revolutionary War would be the true test of whether Americas republican experiment could succeed. The end of the War marked a victory for the Articles of Confederation-the government under which the Americans had defeated the British, who was the dominant world power at the time. So the leaders of the country embarked upon their journey into this new era with great faith and contentment in the guidance and liberty the Articles offered. However, when, by 1786, the Articles of Confederation failed to provide an appropriate environment for America to flourish, a belief spread among members of Congress and political leaders that something must be done about its inadequacies; a new government must be formed. This marked t he beginning of a political struggle between the creators of the Constitution, the federalists, and the defenders of the Articles, the anti-federalists. The Republican Ideology under which America was to be formed held a staunch rejection of hierarchal authority, monarchy and national government; a belief that the government should be representative of the viewpoints of the people; and, most importantly, a deep faith in public virtue. The republican belief recognized that, ...too much liberty could degenerate into political chaos, (Nash, 218). The ideology was not about pushing for democracy, but rather creating a balance of powers within the government. This is why the majority of objectives in Constitution did not betray the American Revolution, but instead created a government under which Revolutionary ideas could exist while still promoting order. Although the framers disparaged beliefs in public virtue and removed some authority fr...

What Does a Rigorous High School Course Load Look Like

What Does a Rigorous High School Course Load Look Like SAT / ACT Prep Online Guides and Tips Chances are, you've heard the phrase "rigorous course load" before. You probably even know that this is something colleges really look for in applications for admission. So how can you ensure that your high school course load is rigorous or challenging enough? How do you balance this with getting a good GPA? How do you balance the need for rigor with your limitations, extracurricular interests, family and friends, and desire to not overwhelm yourself? Read on for our advice on choosing between harder classes and more classes, and harder classes and better grades. We also go over how many AP classes and electives you should take. What Does Rigorous or Challenging Mean? First off, what does the vague word "rigor" actually mean? Andwhy do colleges value seeing you challenge yourself? As it turns out, exposure to a rigorous curriculum in high school is a better predictor of academic success in college than theeducation level of your parents is, or even your test scores, class rank, and GPA are. And the best place to show that you've been exposed to a challenging curriculum is through your transcript. In other words,college admissions officers want your transcript to show that you are driven, hardworking, and willing to push yourself- especially since research indicates thatif you have these qualities, then you're pretty likely to be a great college student! How to Avoid Being Overwhelmed by a Rigorous Course Load A rigorous curriculum is, at heart, a balancing act. You should take the most challenging courses that are within your ability to handle.At the same time,you should pace yourself so that you're not too overwhelmed by the challenge. Part of showing good judgment and a mature level of self-guidance is being able to balance a hard course load with your extracurricular activities, job, friends and family, and other responsibilities. When in doubt, remember how many expressions there are for this exact situation:"Don't bite off more than you can chew," "Don't let your eyes be bigger than your stomach," etc. Another way to think about a rigorous curriculum is to imagine your high school experience as an uphill climb.Most of the time you want to be farther up the mountain than where you were previously, hiking up steeper and steeper terrain and using everything you've learned to help you keep going. But like all mountaineers, sometimes you need time to stop at base camp or just take a break. As long as you're mostly climbing and not mostly resting, you know you'll get to the top eventually! Sure, they climbed all the way up there. But now it's hot chocolate time! More Classes or Harder Classes? Because much of your high school course load is up to you, a classic question students often have is whether they should show more breadth or more depth. For example, if you're into science, should you take every science course available at a basic level? Or should you focus on a couple of specific subjects, such as biology or physics, and take harder honors/AP classes in them? Based on our experience, colleges tend to favor students who've taken a few harder classes instead of a lot of easier classes.According to the National Association for College Admission Counseling's (NACAC) 2017 State of College Admission Report, 52% of schools surveyed ranked strength of curriculum as considerably important in admissions. Your transcripts should show how you've taken full advantage of the challenges available to you at your school- but always within reason, of course.This means that you should take progressively more difficult classes in each topic each year rather than jumping from intro class to intro class. The general idea is to show that you're intellectually prepared for college-level studying, and that you've developed a habit of guiding yourself toward increasing challenges. This demonstrates grit, resilience, perseverance, and a mature work ethic. Why is this guy so chill? Because he has figured out his own carrying capacity perfectly. Better Grades or Harder Classes? Again, definitely opt for harder classes. Most colleges say that a transcript that shows a student has taken increasingly demanding classes is more important than a transcript with a higher GPA.The NACAC survey reported that 77% of schools surveyed believe that grades in college prep courses(i.e., core classes such as English and science), as well as grades in allclasses you take as a high school student, are considerably important factorsin the admissions process. Butgetting straight As in low-level classes, instead of trying for an honors or AP class, might suggest to colleges that you're not challenging yourself enough. It's like asking Olympic swimmer Michael Phelps to compete against 5-year-olds; colleges would rather see you get a B in an AP course than an A in a regular course. Of course, this isn't to say that all your classes should be as challenging as possible- this goes back to the whole balance thing we talked about earlier. A D in an AP course looks a lot worse than an A in a regular course! Still, you want to demonstrate that you're able and willing to reach slightly beyond your grasp.The best course of action, then, is to challenge yourself most in classes that reflect your specific interests.So if you're a science whiz, you might consider diving more deeply into calculus, biology, or physics. If you're into the social sciences, you can take economics and psychology at high levels, even at the expense of taking AP Physics. You never know what might spark your passion, though, so be open to finding challengeeven in those fields you aren’t particularly interested in now. Which Classes Should You Take for a Rigorous Course Load? Now that you understand that colleges prize course difficulty over GPA, how can you decide on the courses you should take? This heavily depends on what your high school's course options and prerequisites are. Your school has already figured out how to get you from one step to the next. What Are My High School’s Course Progressions? Planning a rigorous curriculum should start early (think 9th or 10th grade), and it should definitely take into account the way your high school has structured your learning from grade 9 to 12. Step 1: Meet With Your School Counselor Come to the meeting ready to take good notes- you're about to get a whole lot of information! It's probably a good idea to bring your parents to the meeting as well. Ask about requirements for graduation.Discuss possible ways you can progress through the required course load. Ask how many electives you can fit into your schedule.Talk also aboutthe elective opportunities your school offers. Ask about prerequisites for honors, AP, and/or IB classes.Make sure you're clear on what you need to do to start taking a higher-level class than you were in before. Ask about the possibility of independent study.This option might make most sense after you finish a particular subject’s course progression. For example, my high school offered five years of Latin (from 8th to 12th grade). A fellow Latin nerd and I took one of those years over the summer. With the help of our amazing teacher, we created a Latin 6class our senior year. This took my passion for Latin literature even further and also definitely demonstrated rigor on my transcript. Step 2: Draw a 4-Year Chart Now that you have much of the information you need, you can start to make a plan. Draw achart by dividing a piece of paper into four sections; each section represents ayear of high school. Divide each of these sectionsinto smaller rectangles, with each rectangle representing one course you'll take that year. Pro tip:Don't draw more rectangles than the number of courses you're allowed to take per year! First, fill in all the graduation requirements you learned about in your meeting. Be sure that you're planning to take a harder, more challenging class for each subject each year. Now, with the rectangles that are still blank, you can start gaming outelectives. To help you out, here are our in-depth articles on required and elective classes, from standard through AP: High school math classes High school English classes High school science classes High school history classes High school foreign language classes High school electives Right now, it'sbalanced. But what if you addone more? How Many APs or IBs Should I Take? You know what your school's course progressions are- but where do AP and IB classes fit in? And how can you know whether you're ready for these challenging classes? Read on for our tips. Am I Ready for AP/IB Material? There are a couple of different ways to check whether you areready to take an AP- or IB-level high school class: Get an outside opinion.For example, your teacher should be able to tell you whether you'd be able to handle the work load and meet the overall academic expectations. If you took the PSAT or PreACT, use your scores to see where you stand. Your guidance counselor can look at these and then tell you whether he or she thinks you're ready to take AP and/or IB classes. Where Is the Line Between Challenging and Too Much? A good rule of thumb is to try for one to three AP classes per year of high school (probably not counting 9th grade). This kind of course load definitely shows a willingness to be challenged. 11th and 12thgrade is the time to go even harder- if you think you're up to it. For example, though I took only one AP class my freshman year and two my sophomore year, both junior and senior years I took four AP classes apiece.Sure,the added depth and breadth of what I was studying looked good on my transcript- but more importantly, it made my learning fascinating and engaging on a whole new level! What About Electives? Although the name makes them sound either optional or trivial, electives are nothing but.In fact, research indicates that students who take courses in the fine/performing arts often perform better in school and on standardized tests! In a rigorous course load, electives can be the bridge between what you need to do and what you want to do. Courses such as visual art, theater, journalism, computer science, and philosophy can ultimately demonstrate your passions and interests to colleges. Electives are alsoa way for you to showcase your strengths.For example, taking extra years of a foreign language or optional classes in STEM fields such as statistics or robotics lets you continue building upon your passion, while also raising your GPA and showing that you are willing to pursue rigor. Sample Rigorous Course Schedule for Each Grade Level By now, you should have a pretty clear idea as to what a rigorous course load is and what kinds of classes you can take to impress admissions committees. To give you an even better idea of what a possible schedule could look like, here are some sample course schedules for each grade level (from 9th to 12th grade). Note that you do not have to follow these schedules exactly when planning what courses to take, sinceyour school's course offerings, your state's graduation requirements, and your own interests will likely differ from what we include below.That said, feel free to use it as a rough guide for how you might want to plan your future class schedule. The following schedule would be most appropriate for somebody who is strong in the fields of math and science, and who hopes to study one of these topics at the college level. Notice how this student uses electives to take additional science classes (e.g., marine science and computer science) and to keep up her foreign language skills. 9th Grade Course Schedule Fall Semester Geometry Honors Biology Geography Honors Language Arts French 1 Physical Education Spring Semester Geometry Honors Biology Geography Honors Language Arts French 1 Marine Science 10th Grade Course Schedule Fall Semester Algebra 2 AP Chemistry Honors World History Introduction to English Composition French 2 Physical Education Spring Semester Algebra 2 AP Chemistry Honors World History Introduction to English Composition French 2 Computer Science Choose classes that let you explore your academic interests on a deeper level. 11th Grade Course Schedule Fall Semester Honors Precalculus AP Physics US History AP English Language and Composition French 3 Health Spring Semester Honors Precalculus AP Physics US History AP English Language and Composition French 3 Physical Education 12th Grade Course Schedule Fall Semester AP Calculus BC AP Biology Honors English Literature Honors Government French 4 AP Statistics Spring Semester] AP Calculus BC AP Biology Honors English Literature Honors Economics French 4 AP Statistics What If My High School Offers FewRigorous Classes? Not all high schools offer tons of challenging courses. If this is the case for you, what should you do to prove that you're indeed ready for college-level work? Here are your two best options: Option 1: Look for Outside Options Whether your school lacks advanced study options or lacks subjects you find especially compelling, one option is to take classes outside your school.Ask yourself the following questions: Does your school offer adual enrollment program? If so, you could take rigorous college-level courses that provide both high school and college credit. Do you have the opportunity to take online or summer courses? This could be a way to fill in curriculum gaps. Option 2: Explain Your Circumstances on Your Application College admissions offices put a tremendous amount of effort into figuring out what your high school is like when they look at your transcript. This is why if you go to a low-performing school, it's a good idea to include in your college application a description of what was and was not available at your high school. You should also definitely know that even the most exclusive colleges do not expect you to be able to provide coursework for yourself outside what your school offers you. For example, Yale's admission QA page stresses how much they take context into account: "We know you did not design your school’s curriculum ... Different schools have different requirements that may restrict what courses you can take. Again, we only expect that you will excel in the opportunities to which you have access." All colleges expect you to wear many hats. What About Life Outside My Schoolwork? One of the qualities colleges also look for in applicants is your time-management skills. Being able to balance your courses alongside extracurricular activities that are meaningfully sustained over time indicates that you are ready for the kind of independent work and time management necessary to succeed in college. If you find that so much of your time is going into your school work that you're neglecting every other aspect of your life, it's time to step back and reevaluate your challenge level. What’s Next? Ready to learn about the class progressions of different high school classes? Read our guides to choosinghigh school math classes,English classes,science classes,history classes,foreign language classes, andelectives. Want to start planning a more rigorous class schedule? Check out our guide to picking the right AP classes for you. A little confused about whether the AP or IB program is right for you?Our guide spells outthe differences between the two programs and gives you tips on how to choose. Wondering if asummer class is right for you? Exploreour guides totheSIG, CTY, and Stanford EPGYprograms! 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:

Respiration & Circulation Lab Report Example | Topics and Well Written Essays - 1250 words

Respiration & Circulation - Lab Report Example There are different parts of circulation and respiration. They include heart, blood vessels, capillaries, blood, spleen, trachea, lungs, and pericardium (Starr and McMillan 2013). Respiration involves inhalation and exhalation of air. The respiratory system is a structure that enables human beings to breath. As stated earlier, respiration involves absorption of oxygen from the atmosphere and elimination of Carbon dioxide. The respiratory system is identified by different structures from the nose to the chest. Some of the structures are the nose, throat, larynx, trachea, primary bronchi, and alveolar duct. The structures of respiration are categorised into lower and the upper respiratory tract. The nose, mouth and the trachea form the upper part, which allows air in and out from the body. The lower parts of the system include trachea, bronchi, broncheoli, pulmonary alveoli and lungs. The trachea is in the two parts of the respiratory system. However, the upper part of the trachea is a small section while lower connects the bronchi and the throat (Jakab 2007). Each lung has  of roughly  300 million alveoli, which  are in the form of tiny sacks formed at the end of the bronchioles. Tiny blood vessels surround alveoli. Alveoli form a large surface that makes it good for gaseous exchange because the tiny layer of the blood vessels covers the alveoli. Oxygen from the alveoli enters the blood vessels while the CO2 is eliminated from the blood vessels. This is because the blood vessels surrounding the alveoli have more CO2 than the alveoli that have more oxygen. For a balance of both gases, oxygen diffuses to the blood while CO2 diffuses out from the blood to the alveoli. CO2 is breathed out while oxygen breathed in hence gaseous exchange takes place (Fosbery and McLean 1996). During inhalation and exhalation, the pressure and volume of the lungs change. When air is breathed in, the ribs move upwards