Love Quotes for Her

Love Quotes for Her You know that you are in love when you no longer find the company of your friends as interesting as it used to be. The girl of your dreams occupies your mind all the time. She makes you smile with her funny faces. When she is not around, you miss her terribly. Your heart flips when she looks at you lovingly. Love is a strange feeling. You can immerse yourself in love, yet you feel that you are floating in the air. Love leaves you feeling anxious, but you find yourself bounding with joy. With time, love matures into a mellow relationship. The sparks may not fly thick, but love manifests itself in small gestures. The warm embrace, the tender touch, and the unspoken sacrifice are all manifestations of mature love. She may not necessarily say it to you every day, but her eyes will reveal her devotion. You must reciprocate by sharing your feelings too. Let your sweetheart know that you love her very much. These love quotes for her will sweep her off her feet. Mesmerize her with words of tenderness. These love quotes for her will remain etched in her memory and cement your relationship forever. If you wish to marry her, use these love quotes to make a creative proposal. If you are already married to the woman of your dreams, you can use these eloquent love quotes for dramatic effect. She may scoff at you, but inwardly, she will be pleased. Love Quotes Dave Matthews BandThe space between your heart and mine is the space we’ll fill with time.Elizabeth BrowningLove doesn’t make the world go round, love is what makes the ride worthwhile.Honor de BalzacWhen women love us, they forgive us everything, even our crimes; when they do not love us, they give us credit for nothing, not even our virtues.Katharine HepburnLove has nothing to do with what you are expecting to get only with what you are expecting to give which is everything.Lady Marguerite Gardiner BlessingtonA woman’s head is always influenced by heart; but a man’s heart by his head.Louisa May AlcottGirls are so queer you never know what they mean. They say No when they mean Yes, and drive a man out of his wits for the fun of it.Honor de BalzacWhen women love us, they forgive us everything, even our crimes; when they do not love us, they give us credit for nothing, not even our virtues.Robert BurnsBut to see her was to love her, love but her, and love h er forever.Lord ByronLike music on the waters is thy sweet voice to me. F. Scott FitzgeraldI love her and thats the beginning and end of everything.Andre GideI wished for nothing beyond her smile, and to walk with her thus, hand in hand, along a sun-warmed, flower-bordered path.Lord ByronShe walks in Beauty, like the nightOf cloudless climes and starry skies,And all thats best of dark and brightMeet in her aspect and her eyes...Victor HugoWhat I feel for you seems less of earth and more of a cloudless heaven.Gretchen KempThere’s this place in me where your fingerprints still rest, your kisses still linger, and your whispers softly echo. Its the place where a part of you will forever be a part of me.George MooreThe hours I spend with you I look upon as sort of a perfumed garden, a dim twilight and a fountain singing to it. Other men, it is said, have seen angels, but I have seen thee and thou art enough.Oliver Wendell HolmesLove is the master key that opens the gates of happiness.

Inverted Sentences for Advanced Learners of English

Inverted Sentences for Advanced Learners of English An inverted sentence switches the placement of the verb before the subject of a sentence as if in a question. Here are some examples of inverted sentences: Not only is he difficult to understand, but he is also funny.Never have I understood less about women.Scarcely have they been on time. Inverted sentences are required with certain grammar structures, or used as a means of sentences stress or emphasis.  Follow the instructions below to learn how and when inverted sentences are used in English. Inverted Sentence Question Form The question form (auxiliary subject main verb) takes the place of the standard positive sentence structure (i.e. He goes to work every day) in inverted sentences.   Not only do I enjoy classical music, but I also have a season ticket to the symphony.Seldom has the boss been so upset!So difficult has science became that only specialists can fathom its complexities.   In this case, the question form is substituted for standard sentence structure in a statement. Generally, an inversion is used to stress the uniqueness of an event and begins with a negative. Using Never, Rarely, Seldom in Inverted Sentences Never, rarely, and seldom are used in inverted sentences to express how unique a given situation is. These time expressions are often used with a perfect form and often include comparatives: Never have I been more insulted!Seldom has he seen anything stranger.Rarely has someone been so wrong as you. Hardly, barely, no sooner, or scarcely. These time expressions are used when there is a succession of events in the past. The use of this form of inversion focuses on how quickly something happened after something else had been completed. Scarcely had I got out of bed when the doorbell rang.No sooner had he finished dinner, when she walked in the door.Barely had I walked in the door when my dog came rushing to greet me.   Using After Only Expressions, Such as Only After and Only Then Only is used with a variety of  time expressions such as only when, only as soon as, etc. This form of inversion focuses on how important something in understanding a situation clearly. Only then did I understand the problem.  Only after understanding the situation does the teacher make a comment.Only when all the stars have gone out will I grasp the complexity of the universe.   Using After Little Little is used in a negative sense in inversions to stress that something has not been understood completely. Little did he understand the situation.Little have I read concerning nanotechnology.Little was I aware that she was in town.   Inversion After So and Such The modifiers so and such are related and are also used in version. Remember that so is used with adjectives and such with nouns.   So So adjective ... that combines with the verb to be. So strange was the situation that I couldnt sleep.So difficult is the test that students need three months to prepare.So expensive was the ticket that we couldnt attend the show.   Such So to be noun ... (that): Such is the moment that all greats traverse.Such is the stuff of dreams.Such are the days of our lives.   Conditional Forms Sometimes conditional forms are inverted as a means of sounding more formal. In this case, the conditional if is dropped and the inverted forms take the place of the if clause.   Had he understood the problem, he wouldnt have committed those mistakes.Should he decide to come, please telephone.Had I known, I would have helped him.   Quiz Rewrite the following sentences using the cue and inversion. Questions I havent ever felt so lonely. - neverI couldnt work because of the loud noise. - soShe didnt play a lot of basketball. - littlePeter didnt understand the situation. If he had, he would have quit. - hadThe story hasnt been told correctly. - rarelyShe bought the car after he had explained its benefits. - only after  I dont eat pork very often. - seldomI would have bought a new house if I had had enough money. - had  I will sign the check when you finish the work. - only thenIt was a day that we will all remember forever. - such Answers Never had I felt so lonely.So loud was the noise that I couldnt work.Little did she play basketball.Had Peter understood the situation, he would have quit.Rarely has the story been told correctly.Only after he had explained its benefits did she buy the car.Seldom do I eat pork.Had I had enough money, I would have bought a new house.Only then will I sign the check.Such was a day that we will all remember forever.

Ballistic pendulum Lab Report Example | Topics and Well Written Essays - 750 words

Ballistic pendulum - Lab Report Example Therefore, it rises to the maximum height allowed by their original kinetic energy In the experiment, the ball with mass m is fired from the spring gun with an original horizontal velocity v1. At time t= t1 , it collides with the pendulum with the mass M and the corresponding length L, which is originally at rest. At t=t2 the ball is trapped in the interior the pendulum. Moreover, the pendulum is at height h1 and the starts to move at the velocity v2 and swings upward. At t=t3 the ball is brought to halt at a height h2 by force of gravity. Initial velocity of the ball V1 is calculated by the measurement Through application of the Conservation of Energy to the ball-pendulum system amidst the two times t2 and t3, the time t2 is the instant subsequent to the collision and t3 is the instant that the ball pendulum combination stops at its underlying maximum height ( h2) Considering the projectile when there is no pendulum, originally travelling horizontally, the ball has a velocity v1 as it leaves the spring gun. Moreover, when it hits the floor it has travelled horizontal distance x and the vertical distance y. In case it takes time t, the basic emotion equations become x= v1t The pendulum was from the apparatus and the measurement of its mass was recorded using the triple beam balance. Mass of the steel ball was also recorded. The ball was placed in the pendulum’s catcher and the distance from the pivot to the balance of the pendulum and the ball combination was measured and recorded (L). The pendulum was reconnected and the ball was shoot so that it can get trapped by the pendulum for 5 times and the maximum angle was recorded. The angles were used to calculate the initial velocity for each one utilizing provided equations. Pendulum was removed out of the way and the ball was shoot and its landing taken into account. Black mat and the sheet of white paper were taped . The shoots were taken for 5 times in

Comparative essay for world literature Example | Topics and Well Written Essays - 1250 words

Comparative for world literature - Essay Example The play is built upon an aura of tragedy where most of the characters including the ruler Creon justify their decisions according to the prevalent as well as divine law but suffer the consequences. Antigone is adamant in providing a decent burial to her brother against the royal edict and tries to convince her sister Ismene about her decision who is reluctant to go against the royal edict. But Antigone who is betrothed to the son of Creon is adamant and goes ahead with the burial of Polyneices which is later reported. This is followed by a chain of tragedies when Antigone is sentenced to be buried alive in a cave, resulting in her death and subsequent suicides by the son of Creon, Haemon and the Queen Eurydice who cannot bear the grief. Although Creon was warned of his wrong decisions by Teiresias, a prophet who proclaimed that the denial of burial to Polyneices and the imprisonment of Antigone were against the wishes of the gods, he sticks to his decisions only to relent later. Alt hough Creon has protected the royal order he suffers as a result and finally agrees that his actions which were against the wishes of gods had resulted in his dismal fate. The second play ‘Ghosts’ by the Norwegian playwright Henrik Ibsen was originally titled ‘Gengangere’ which meant ‘the ones who return’. It highlighted the moral turpitude of those times which results in tragic circumstances for an otherwise well established family in society with the main sufferer being Mrs. Helene Alving who has to bear the adversities in life due to her philandering husband Captain Alving silently while being forced to keep up an honorable image of the family to the outside world. She tries to shield her son from the evil influence of his father, but after all her penance she discovers at the fag end that the son too suffers from a disease inherited from his

Prejudice is a learnt trait Essay Example for Free

Prejudice is a learnt trait Essay Prejudice is the quality or condition of judging someone or a group of people before you meet them, usually by using stereotypes. People are not born to be prejudice; they are taught and influenced by their parents, friends and surroundings. Furthermore, prejudicial attitudes stem from ignorance and this leads to an unbreakable chain. People are not born with the mentality of hating someone because of their race, culture or sex. â€Å"If your lens are prejudice, you are wearing the wrong prescription. † It is against nature to hate your own species. So how do people develop prejudice? It can be assumed that children are not as prejudice as their parents since they are generally happy to get along with anybody that’s nice to them because they have not been exposed to the stereotypes in society. As they grow up and become exposed to more ethnic groups and people, they are taught to stay away from certain individuals to protect them. Parents and teachers constantly remind children of â€Å"stranger danger† and this creates a template of who is dangerous which then carries onto their views later on in their lives. The template created by adults teaches children to have prejudicial attitudes towards certain types of people. If your parents taught you to trust women rather than men, as a child, wouldn’t you believe them? Children choose to believe their parents’ points of views because they haven’t had the opportunity to create their own opinions. As adults, parents would already have multiple experiences with different people and cultures, which they pass onto their children. As well as passing on their own knowledge, parents also hand down their prejudicial attitudes to their children. Consequently, children who develop these prejudicial attitudes pass them onto their own children as well. E. B. White once said, â€Å"Prejudice is a great time saver. You can form opinions without having to get the facts. † People choose to believe stereotypes because they’re easier to understand but also because they’re afraid of challenging them. Additionally, these fears of challenging stereotypes are associated with ignorance (lack of knowledge or information). When people lack the knowledge or information about a person or group of people, it results in prejudice. In the film, Gran Torino, the main protagonist, Walk Kowalski has limited experiences and also lacked knowledge of the Hmong, which ensued his prejudicial attitudes towards them. As his neighbor, Sue, teaches Walt more about the Hmong culture, he discovers that they have the same values as him and ultimately becomes close friends with them and even stands as a fatherly figure for Sue’s younger brother, Thao. It can be said that many people choose not to go through the effort of learning more about different people merely because it’s easier and less time consuming than building relationships with more people. Although, even if a person were to try and learn more about a different culture, they’d already have their own opinions based from stereotypes, which holds them back and hinders their ability to look past their prejudicial thoughts and feelings. Prejudice is the chain forged by ignorance to keep men apart, which is exactly why it is so unnatural. It goes against human nature to want to be apart from other people yet society is convinced that prejudice is normal and therefore acceptable to pass onto future generations. This belief is what causes the chain of prejudice to be unbreakable. People are prisoners of their own experiences. â€Å"No one can escape prejudice- only recognise them. † People recognise prejudicial attitudes and even berate others for being prejudiced when in reality, they’re doing the same thing. The reason why prejudice cannot be overcome is because society chooses not to. It’s never to late to give up our prejudices but instead of overcoming these preconceived ideas, people make the choice to continue to pass on their prejudicial attitudes to their children or even their friends and family. We pick up new prejudices as we go through life at school, work and also at home. You may hear people saying things about someone and because you don’t know anything about that person you instantly choose the side of the person talking because they are the source of the information you use to base your prejudice from. All it takes is one person to start the chain of prejudice. Children are not born with prejudice. No one is. The people surrounding you as well as your own experiences and surroundings teach you prejudice. It’s like talking or walking. Babies cannot talk or walk but are taught by their parents. Prejudice is the same.

Essay --

Stress In Workplace affects Your Health What is Stress? Stress is the destructive source which our bodies experience as we adjust to our constantly altering surroundings. It has both physical and emotional effects on us and may result in positive and negative feelings. Stress can positive and at the same time negative. Positive Stress can help induce action and it can bring responsiveness and new ideas. Negative Stress can cause disbelieve, rejection, anger, and depression. These effects in turn can cause health problems such as headaches, upset stomach, rashes, insomnia, ulcers, high blood pressure, heart disease, and stroke. Stress is "not a bad thing, but a necessary thing," according to Parton. Like a stringed instrument, people need a certain amount of tension in order to perform. Too little stress and the instrument won't produce the right sound. Too much stress, and the string snaps. Companies need stress to drive production, however, stress can easily escalate, and left unc hecked, can have a negative effect on a company's bottom line. There are so many things related to workplace stress but it’s very difficult to cater and discuss all of them, here later we bit take a glimpse of todays most common and fastest technology using in business but as an stress, yes non other than â€Å"Internet†. Workplace Stress Workplace stress may be defined as job stress can be defined as the harmful physical and emotional responses that occur when the requirements of the job do not match the capabilities, resources, or needs of the worker. Job stress can lead to poor health and even injury." [(United States National Institute of Occupational Safety and Health, Cincinnati, 1999] Or â€Å"The emotional, cognitive, behavioral and physiological reac... ... workplace stress can lessen productivity. This is the case often seen in employees at many organizations. In addition, aside from costs associated with lost efficiency, there are costs with respect to stress connected absenteeism and organizational medical expenses. In particular, these include the costs of lost company time, augment in work-related accidents, troublemaking production, increases in health care costs and health insurance premiums, and most significantly, decreases in output. References Stress at work, United States National Institute of Occupational Safety and Health, Cincinnati, 1999 Guidance on work-related stress: Spice of life - or kiss of death, European Commission, Directorate-General for Employment and Social Affairs What is workplace stress? 10 March 2001. http://www-ilo-mirror.cornell.edu/public/english/protection/safework/stress/whatis.htm

Narrative Argument About Education Religion Essay

Considering the gift of computers Bill Gates bestowed upon libraries for students, I’m sure his intentions were for the students to excel and keep abreast of the ever changing world of technology, not to replace reading with surfing the web. I agree with Judith Levine when she stated, â€Å"It’s important for students to read books, magazines, newspapers, history, poetry, politics and listen to people who know what they’re talking about.† Reading books and other literature teaches students the past, present and future, not only for things happening in the world today but facts about things past. Dating myself, I think back to the days of the sixties and seventies when reading was fundamental to education. Literacy was important and the only choice we had was to read a book because there were no computers. Teachers took us to the library weekly, and we were required to check out at least one book and read it. There was also time set aside during class for u s to stand up and read a portion of your book aloud. Most of our books had no pictures to stimulate the imagination, so you felt a sense of accomplishment when the book was finished. Teachers took education very serious, and they knew reading was essential to be successful in life; therefore, they made sure we took it serious as well. When we read a story for a writing assignment, our first resource was the encyclopedia, which was neatly stacked inside the bookcase in almost every home. There were no short cuts to obtaining information. Reading is more empowering than one-click learning; you develop increased discernibility and critical thinking skills. Computers are a great tool. I use one every day for my online college courses and I know how important it is to question everything I retrieve on the internet. Computers, however, have made students slack  and lazy. From a very young age children have developed the attitude of not liking to read and with computers supplying all the answers for them, they don’t have to. As I sit and look at my blank computer screen, and time is ticking away until my essay is due, I read my story once again. I also head for the web, but only to get ideas and something to assist me with my starting point. Nothing takes the place of old fashioned reading. I know my subject is education and my story is talking about computers, so I google education using computers. One site – Using Technology: Ways to use Computers/Education.com – catches my eye, but after accessing the site I soon find this is not the site or the data that’s going to help me prepare a creditable paper. So I reread my story and the instructions, put my critical thinking cap on and choose not to one stop shop for my assignment. I begin writing everything I can think of and soon the ideas surface. This is unlike inexperienced users, like our children and grandchildren, who rely heavily on data they retrieve from the internet without considering how much weight the site is going to hold, and what kind of argument the data will present to their readers who may feel they did not provide enough information about the topic. Our students have become accustom to presenting data found on the web as fact, giving no thought to how bias the information might be . Some even portray the data as their own, without verifying its validity. Parents need to share some of the responsibility, because we are not teaching our children the difference between working hard and hardly working. From a Biblical perspective Deuteronomy 6: 4-9 states: â€Å"Hear, O Israel: The Lord our God, the Lord is one! You shall love the Lord your God with all your heart, with all your soul, and with all your strength. And these words which I command you today shall be in your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, when you walk by the way, when you lie down, and when you rise up. You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall write them on the doorposts of your house and on your gates†. This command from God explains why education is important, and why it is our responsibility as parents to educate our children, both academic and Biblically. My eighty-three year old Uncle Mike was a prime example of why getting an education is important. He only had about an eighth grade education and virtually no Biblical  knowledge. Because of his limitations, he was never able to make a decent living throughout his life. He also had no knowledge of who God was and expressed no desire to be saved. His soul was doomed to hell; however, I never gave up on Uncle Mike. I knew it was God’s will that everyone be saved, and on July 28th, 2013, his eyes were opened, and his heart soften as he accepted Jesus Christ as his Lord and Savior two days before he passed away. In conclusion, computer use has caused us to no longer read books or utilize our critical thinking skills. Our students have become slack and lazy and collect unreliable data to present as facts. We must guide and teach them how to surf the web and to become better readers, which in turn, will make them better writers. References Levine, J, â€Å"I Surf, Therefore I Am†, in To the Point, Reading and Writing Short Arguments, 2nd, 222-224. Pearson Education, Inc. 2009 MacArthur Study Bible NKJV (1997) Word Publishing, a division of Thomas Nelson Inc. Narrative Argument about Education Thesis/Outline Topic: Education and Computers Thesis Statement: The everyday use of computers has caused us to become slack and lazy. We no longer read or utilize our critical thinking skills. The inexperienced user collects unreliable data, and presents them as fact. Outline: I. Introduction Reading vs Computers II. Body Paragraphs A. Author argument B. Education Importance C. Alternative to Computers D. Biblical Perspective. Conclusion Computer use has caused us to no longer read or utilize of critical  thinking skills.

Importance of deadlines Essay

I have never worked in any job were it is acceptable to miss deadlines. Deadlines should never be disregarded as they are. I can offer no explanation as to why people routinely complain about instructors who do not return graded tests and papers when promised; faculty routinely complain about colleagues who neglect to complete their work on time; and I have seen administrators that simply plead with faculty, time and again, to complete long-overdue assessments or other important work. I’ll grant that in the current economic circumstances, with many academic units at many colleges, universities and branches underfunded and understaffed, faculty and staff alike are being asked to do more and more work with fewer people, fewer resources, and less time. But if we’re being honest we have to admit that the problem of faculty who are unaccountable to deadlines is an older problem than the current economic crisis; within academe the problem is endemic, systemic, epidemic. Regardless of the cause, when the routine, sometimes mundane business of the university is neglected or even just delayed, complications and stress cascade through the ranks, amplifying the problems that fellow faculty, staff, and even students must then deal with and solve. Even worse, sometimes the most egregious offenders when it comes to blowing off deadlines are senior faculty, who should, frankly, know and behave better. One step toward reducing the stress and work we create for others, and ourselves, might be to take more seriously the deadlines that often accompany our work, but that are sometimes neglected when faculty perceive, often quite wrongly, that there are no negative consequences for missing a deadline. Some deadlines are absolutely rigid, such as the filing dates for theses and dissertations, the sorts of deadlines that must be met if one hopes to graduate on time. These rigid deadlines are the types of bureaucratic  deadlines that we have to navigate routinely in order to complete graduate degrees, apply for grants, or otherwise navigate the complex institutions of the modern academy. Other deadlines are effectively rigid. When your department chair or a fellow faculty member assigns you a task with a due date, it behooves all faculty members to regard those sorts of deadlines as rigid, especially if you don’t have tenure. Such deadlines might be negotiable in some circumstances, but they aren’t to be disregarded altogether. Blowing off your campus bookstore’s deadline for textbook orders, for example, may seem like a trivial lapse. But potentially, missing even such a seemingly small deadline creates additional work for the already-swamped employees placing the orders, and it can result in higher costs for students if books have to be rush-shipped or if the window to order used texts is missed. Even though you are unlikely to suffer personally for missing the deadline, others may suffer. A whole other set of the deadlines that we face in academe are self-imposed, milestones that we set for ourselves in order to complete the nebulous, long-running projects that often comprise research and scholarship. Even though such self-imposed deadlines are â€Å"soft,† in that there is no enforcer that will come forward and punish, chastise, or cajole us if we miss them, I think that it’s generally a bad idea to miss even the deadlines that we set for ourselves. Assuming, and this is a big assumption, that the deadlines we set for ourselves are realistic. These soft deadlines can’t be taken too lightly — the ability, or inability, to set and meet goals without external guidance or enforcement will determine whether or not a tenure-track faculty member is able to meet expectations for scholarly productivity and ultimately win tenure. One of the tricks to managing these soft deadlines is learning to set goals that are both meaningful and realistic. It is much easier said than done, and hopefully an advanced graduate student receives extensive mentorship on how to manage the research workload. Cooperative, self-policing structures like writing groups are one way to formalize soft deadlines and hold ourselves  accountable to ourselves and to others to complete, or at least make progress on, our long-term projects. An important part of managing our work is knowing how to differentiate between soft and rigid deadlines, and how to prioritize deadlines across all of the varieties of work required of faculty. Deadlines matter in our interactions with students as well. My feeling is that if I am going to hold students strictly accountable to a deadline, then I too need to be accountable in similar ways. When I give my students writing assignments, each assignment is accompanied by a specifically articulated series of deadlines for when drafts and peer reviews are due, a deadline for each stage of the writing process, each of which students are expected to meet. But my assignments also include deadlines for myself, essentially promises of when I will return things like graded papers. Holding students strictly to deadlines, but then failing to return work in a timely manner, sends a message of hypocrisy to students that they immediately detect and disdain. I hold myself as accountable to self-imposed deadlines, just as I hold my students accountable. By advertising my own deadlines for tasks like grading, in this case on the writing assignment itself, I create a mechanism that forces me to be accountable. When it comes to interacting with colleagues, I also work hard to meet deadlines. As a junior faculty member, I never want to be the squeaky wheel, never want to be the committee member who fails to turn in work on time and holds up other people and an entire process. My unwillingness to be branded as a shirker is in addition, of course, to the glaringly obvious point that it is simply a common courtesy to meet administrative deadlines. Everyone in the university has work to do, much of it important work, and failing to do our own work in a timely, professional manner unnecessarily delays the work of others. There are certainly times when we realize that we will be unable to meet a deadline. If you foresee missing an externally imposed deadline, it’s both courteous and good policy to let interested parties know, sooner rather than  later, that you may be delayed in delivering your work. Such a warning at least allows others involved in the work to improvise an accommodation. Simply allowing a deadline to pass without a word of warning is discourteous and doesn’t allow others to help ameliorate the effects of your own delays. And missed deadlines are almost always noticed, even when the matter at hand may seem trivial. As you progress in your career, you may be asked to peer-review manuscripts that have been submitted to journals in your subdiscipline. It is especially important to meet an editor’s deadlines when conducting reviews of manuscripts. Some disciplines have a culture of turning reviews around quickly, while other disciplines (particularly in the humanities) are notorious for a tradition of taking months, sometimes even over a year, simply to review manuscripts. As a result of slow turnarounds and senior scholars who can sometimes be cavalierly unconcerned about conducting reviews in a timely manner, junior scholars often suffer. I once had a journal hold onto an article of mine for four months, during which time a staffer sent me a cryptic message implying that the article was undergoing review. After four months had passed, I was notified that the editor had decided not to send out the article for review, and to reject it outright. The editor was well within his rights to reject the article, but to take four months to do so was lazy and unprofessional in the extreme, and borderline unethical. Secondarily, because the article had not been sent out to reviewers, but simply sat on the editor’s desk, I did not even have the benefit of the feedback of reviews. Those four months were time that I could have spent revising the article, or submitting it at a different journal. Unfortunately, such stories are legion, and I have heard much more egregious examples of how editors’ or reviewers’ failures to keep to a reasonable schedule have hurt the publication prospects of junior scholars. Unfortunately, we are often tasked with work that feels trivial or futile. Or meaningful work simply piles up into seemingly unmanageable stacks. Every faculty member I know feels overwhelmed at some point in the semester. Nonetheless, when we neglect to complete work in a timely manner, our  colleagues and students sometimes suffer. Sometimes there isn’t as much accountability in the academy as there should be, which is all the more reason to hold ourselves accountable

Chicago Lifestyle and Sustainability essays

Chicago Lifestyle and Sustainability essays As the world's population has grown it has become increasingly concentrated in large urban areas. The extent to which urbanization impacts the ecosystems of these cities is an important emerging area of study. Access to nature is vital to the physical, mental, emotional and social health of humans and their communities. Our increasing urbanization is depriving current and future generations of exposure to functional, productive green space, contributing to rising crime, violence, social alienation, poverty, hunger, and other individual and community-level dysfunctions (Kuo, 2001). This session will examine the effects of urbanization on Chicago, an older While it may seem strange to use the term "ecosystem" when discussing a major city, but urban ecosystems exist around the country (PBS, 2003). An urban ecosystem is the community of plants, animals, and humans that inhabit the urban environment. It is an area physically dominated by man- made structures, such as buildings, roads, sewers, and power lines. However, it also contains a rich patchwork of green spaces parks, yards, street plantings, greenways, urban streams, commercial landscaping, and undeveloped lots that make up the urban ecosystem. As separate and fragmented as these elements may appear, they collectively make up a single organism (PBS, 2003). The urban forest is one example. It is easy to imagine all of a city's trees whether in a park, on a street, in an undeveloped parcel, or in a backyard joined together in a citywide system, just as they appear to be when viewed from an airplane. This urban forest may be different than an undisturbed rural forest, but many of its There are major differences between urban ecosystems and other ecosystems that have been less dominated by humans (PBS, 2003). Urban ecosystems are typically highly disturbed sy...

How to Write a College Application Essay - Blog at EssaySupply.com

How to Write a College Application Essay How to Write a College Application Essay College application time can be stressful for both students and their parents. There are so many things to juggle. Students have to study for the SAT, JLPT, or ACT, sometimes both. There are applications to fill out, and scholarships to pursue. Then there are the campus visits, sessions with guidance counselors, and nervous trips to the mailbox in hopes of gaining admission to a great school. For many students, successful completion of the college application process involves writing a killer admissions essay. That’s a challenging task to take on by yourself. However, if you want placement in the best schools, it is also necessary. If you are preparing to apply to schools, we can help you learn how to write a college essay that can help guarantee your acceptance into a great program at an amazing school. The Importance of Good College Entrance Essays Imagine that you are in charge of admissions into an honors program at a very sought after university. There are thousands of students who want to gain entry into your school. You receive many applications from great students.   You narrow those down to the best of the best. Now, how do you compare each app and pick the winning students? If you go by grades and activities, it is still difficult to make a choice. These are all students who make excellent grades, who are active in their schools and have impressive test scores. The application essay is the tiebreaker. It helps schools to identify students who will be a perfect fit. How to Write The Perfect College Essay: Choosing a Great Topic Before we dig any deeper into how to write a college essay for an application, you need to gather a bit of information. Specifically, which type of an essay should you write.   Your first step is to look at your application paperwork. You need to know if the college you are pursuing uses the common application. If it does, you will be writing an application essay based upon one of the common application essay prompts. While you may be frustrated that you don’t get to write on any topic you want, you can still share a lot of your personal story if you are creative. If your school does not use the common application, you can take this as an opportunity to select a topic that allows you to introduce yourself and discuss your values and accomplishments. Just remember that you are not writing an autobiography or memoir. An effective paper will highlight your personality and show that you are a great fit for that school. If you are free to pick your own topic, you have many choices. You could write about a single experience that you feel had a great impact on you. Another option is to detail a few different experiences that are examples of your showing characteristics that you believe are valuable to the school where you are applying. Just remember that your narrative should be sincere. Don’t try to create a persona that does not exist. How to Write a Good College Essay: The Introduction As with any other paper, you need to open with a great hook. You only have a few words to get compelling. The key is having a few traits you want to highlight. For example, perhaps you want to write a persuasive paper showing that you have leadership skills, are passionate about community service, and are capable of handling an academically rigorous level of courses. The rest of your essay will cover why the statements in your introduction are true. How to Write a Good College Essay:   Steps For Writing The Body This is the meat of your essay. It is your chance to make a statement about yourself. Before you start, take some time to learn about your school. Review everything you can find. What are the school’s values? Do they have a mission statement? Who is the average student who gets into the school? What traits do they exemplify? Do a bit of research. You may be able to find examples of essays from other applicants. Ask yourself this question. ‘What can I tell this school about myself that will make me stand out, and prove that I belong here.’ How to Write a College Application Essay: The Conclusion Every word in your conclusion should tie everything together. Your essay is an argumentative one sharing autobiographical information to outline your best characteristics. It should only be a paragraph or so but should tie all of the claims you made in the rest of your paper together. How to Write a College Application Essay: Other Tips This is such a challenging assignment for so many students. Forget about those guides for dummies. Instead, check out these other tips. If you have a friend or family member who has gotten into a great school ask them for a sample essay. Get creative with your topic ideas. For example, is there a book that changed your life? Did you grow up in a household where English was not spoken? Pay attention to spelling and grammar mistakes, but don’t worry too much about format. Unless it is specified, you shouldn’t have to worry about whether or not your essay needs to use APA or MLA style citations. Just write sincerely and accurately. Get help if you need it. Contact us anytime and place an order. Just say ‘Write my application essay!’ and we will be there for you. We Can Help With All of Your Admissions Needs We do more than college entrance essays. We can also help with scholarship essays and personal statements. Our goal is to help you get into a great school and help you pay for it. We even help graduate students as well as transfer students. While you are considering the application process, take some time to research scholarships that may be available to you. Then, remember that many ask you to write an essay. It’s a lot of work, but winning a couple of scholarships can really open up your options when it comes to choosing schools that you can afford. Conclusion It’s time to prove that you are the ideal student for the school of your dreams. With careful planning and good writing, your application essay can be a true asset to your application pamphlets. Be sincere, show off the traits your school is interested in, and ask for help if you need it. We are here to help at any stage of the college admissions process.

The Effect of the Ozone Layer on the Greenhouse Effect Research Paper

The Effect of the Ozone Layer on the Greenhouse Effect - Research Paper Example This augmentation in the temperature of the planet is called Global Warming. Normal greenhouse gases allow only sunlight and impede other hazardous radiations from reaching the Earth’s surface. An increase in temperature is due to emancipation of various gases called as green house gases which encompass smokestacks, vehicles, fossil fuels, appending to the standard Earth’s greenhouse effect. Researchers have estimated that if this rise in temperature will continue it is going to have devastating impact on climate patterns resulting in drifts, melting of glaciers and elevation in the sea level (Climate changes). Molina and Rowland in 1974, were the first to warn about the chemical activity being displayed by the chlorofluorocarbons (CFCs) towards destruction of stratospheric ozone layer, a protective shield that prevents all the living beings on the planet from harmful radiation. CFCs have long lifetime in the atmosphere; moreover, CFCs get chemically decomposed in stratosphere as well as they catalyze the depletion of ozone. This is a matter of utmost concern and a call for policymakers and public to act on. Consequently, 24 nations together with European Community signed Montreal Protocol, today 196 governments are part of it and are in compliance with the strict controls. 98 percent of ozone depleting chemicals has been phased out worldwide. Accordingly, ozone layer is witnessing a phase of recovery which is likely to be accomplished by 2065. Without, this rigorous step, CFCs and other ozone depleting substances (ODSs) would have destroyed two-thirds of the ozone layer by 2065, millions of cancer cases would have been introduced and potentially half of the global agriculture would have been lost. It is documented that most of the ODSs are also greenhouse gases (GHGs) responsible for keeping the earth warm. Estimations