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How to Write a Kickass Band 6 HSC English Essay

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wendy hanna at wendylikesstories.com

Ann Hood’s Top Ten Tips On How To Write A Kick-Ass Essay

wendy h Making Stories , Writing

Ann Hood via ArtsATL.com
Ann Hood via ArtsATL.com

I came across this  fantastic podcast the other day via Tin House  and featuring writer Ann Hood  who shares her ten rules on how to write a ‘kick-ass’ essay. It is excellent and I urge you to listen to it immediately!

The podcast is a recording of Hood’s lecture given during Tin House’s 2014 Summer Writer’s Workshop. Hood is an award-winning American writer who also happens to have a passion for knitting and yarn, so clearly she is a wonderful human being.

I was so taken with this podcast that I took notes. I got a bit lost in places but think I managed to get the general gist. I’m sharing them below in case you find them as inspiring and useful as I do. Ann’s words to me were captivating, and I’m so grateful for the wonder of technology that allows the amazing people at Tin House to share this amazing lecture with the world!

While I hope these will be helpful to read through, I do suggest that you listen to Ann herself as she gives full context to her tips based on personal experience and also reads two magnificent short essays too. Plus, you will no doubt glean something different, and certainly more, from the full breadth of her words than from these rudimentary notes, which really are more a personal reminder of the lecture for me.

As she suggests, these are meant as points to think about once you’ve written a draft of an essay and are looking to go back and rework it to kick-ass level, or kick-arse level if you’re from my part of the world. It immediately inspired me to start work on a personal essay and yes, I am busy working through these tips to improve it.

Also, it is worth noting that these tips would be worth considering for any creative writing practice. It seems to me that many would be as useful to think about when reworking a short story as they would be for a non-fiction essay.

THANK YOU ANN HOOD!

ANN HOOD’S HOW TO WRITE A KICK-ASS ESSAY

1. Make sure you are writing about the thing that keeps you up at night.

We work too hard to find this sometimes. Look for the significant moments in the everyday, the thing that you’re trying to figure out.

2. When you do come up with that thing for your essay, forget where it’s going to be published.

Having a publication in mind means you will be trying tot write for a voice that’s not yours. Ann quotes Barbara Kingsolver: “Don’t try to figure out what other people want to hear from you. Figure out what it is that you have to say. It’s the one and only thing you have to offer.”

3. They’re about something small, they’re about something enormous.

Dig down from the small thing to see what lies underneath it. Ann quotes Grace Paley who says that writers should write what they don’t know about what they do know. Also, Alice Munro: “Anecdotes don’t make good stories. Dig down so far that what finally comes out isn’t even what you thought it was about.”

4. No ideas but in things.

This is a line from the epic William Carlos Williams poem Paterson. He argues that poetry should focus on objects not abstractions. It’s the same as saying ‘show, don’t tell’.

5. In a Kick-Ass Essay, you always say the hardest thing, the thing you think you cannot say.

Ann quotes Joyce Maynard, who said “You have to write like you’re an orphan”, meaning that you can’t let your personal relationships censor your words and what you really mean to say. Ann also shares this wonderful quote from August Wilson: “Confront the dark parts of yourself, and work to banish them with illumination and forgiveness. Your willingness to wrestle with your demons will cause your angels to sing.”

6. The reason you are writing an essay is not to get revenge, but it is also not to mythologise a person.

Exposure is not illumination. No hero is totally heroic and no villain is completely villainous. The less judgement you put on your characters, the more your reader will see their flaws.

7. Find the objective corelative.

What is the object or event that can take on the burden of the emotion? A thing that is used in place of emotion, for example Alice Walker’s The Flowers, or Junot Diaz’s The Money where the money stands in for alienation and homesickness.

8. Do not report events, make sense of them.

What is that meaning of that thing? Poet Cecil Day-Lewis says, “We do not write to be understood. We write to understand.”

9. Every story is two stories.

Quoting Grace Paley from a 1987 lecture: “There is no story that is just one story. Every story is two stories. It is the one on the surface, and the one bubbling beneath.” The climax is then when these two stories collide. Ann goes on to say that a Kick-Ass Essay has three endings. You resolve the external conflict, the internal conflict and then you let them collide. When you think you’re finished, you must keep pushing.

10. Don’t hide – open your mind and your heart.

We hide behind language. We hide from the voices of others. We hide behind the hardest sentence to write – behind ourselves. We put up armour protection ourselves and others. Ann quotes George Saunders: “Stay open. Forever. So open it hurts. And then open up some more until the day you die. Amen.”

Aren’t these great!? Let me say it again, THANK YOU ANN HOOD!


You can visit the Tin House website here.

You can visit Ann Hood’s website here. She is also on Twitter here.

Image via ArtsATL.com

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3 Comments

  1. Wendy I’m sooo glad you posted this! I was on the Tin House blog and came across it and was dying to hear it all but I had to leave–and here you posted what I missed!! Thank you, fellow writer!
    Amy

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  2. Wendy I actually wrote a very small essay today after reading your post 🙂

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    1. That’s fantastic Amy. I found Ann’s take on essay writing very inspiring and emotionally driven, which is what essays are all about. So glad it’s getting us all writing!

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How to Write a Band 6 HSC English Essay

How to Write a Band 6 HSC English Essay

by Maddison Leach |

As the only compulsory subject in the HSC, English is pretty darn important. Writing essays seems like all you do throughout the senior years, so by the time HSC rolls around you should be able to smash out an awesome Band 6 response!

Of course, sometimes things don’t go exactly the way we plan.

Maybe you started studying late, or you never quite understood STEEL, or maybe your teacher’s style of teaching doesn’t quite suit you. Or perhaps you just want some revision!

Whatever it is that’s holding you back from that perfect Band 6 responses – this article is here to fix it in 5 simple steps!

Step 1: Understanding Band 6

Bands are how your HSC exams will be graded – instead of receiving a B+ or a mark out of 100, your exam results will be placed in a specific band. Essentially bands are categories used to identify how well a response fulfils specific criteria. There’s Band 1 through to Band 6, with Band 6 being the highest and most sophisticated band to achieve.

  • Band 6 – 90-100 marks
  • Band 5 – 80-89 marks
  • Band 4 – 70-79 marks
  • Band 3 – 60-69 marks
  • Band 2 – 50-59 marks
  • Band 1 – 0-49 marks

Obviously we’re aiming for a Band 6 here, so the first thing we need to do is check out what’s actually required of us to achieve that mark. The best place to get that kind of info is Board of Studies! The Board of Studies describes the HSC English Band 6 criteria as follows;

“Demonstrates extensive, detailed knowledge, insightful understanding and sophisticated evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts. Displays a highly developed ability to describe and analyse a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts. Presents a critical, refined personal response showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail. Composes imaginatively, interpretively and critically with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.”

Now that is a lot to take in, so let’s break it down into some terms and phrases that actually make sense.

SentenceMeaning
Demonstrates extensive, detailed knowledge, insightful understanding and sophisticated evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.You show that you have a strong, very detailed understanding of exactly how time and place (context), text types (medium of production) and other influences can shape meaning in a text. You can also evaluate these things (analyse them) in a sophisticated way.
Displays a highly developed ability to describe and analyse a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.You show that you are very skilled and practiced at describing and analysing in detail many different text types, literary and visual techniques. You can then explain how they create meanings or ideas in different texts and contexts (time and place).
Presents a critical, refined personal response showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.You show that you can write a detailed, sophisticated analytical response with your own, developed ideas. You can effectively analyse and evaluate different texts and literary themes/techniques.
Composes imaginatively, interpretively and critically with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values..”You write sophisticated analytical responses (ignore the imaginatively part for this section) confidently, using your own, detailed original ideas and with strong structure. You’re detailed in answering different questions about different texts, while looking at many different ideas.

As you can see, the Band 6 is all about sophistication and refinement. Sophistication isn’t only about using fancy words, however, as the criteria points out that your actual ideas and analysis must be detailed and sophisticated as well. Therefore you want to look at different, out of the box ideas, comparing and contrasting your texts in an effective way and structuring your response so that it all flows smoothly. This basically means that if your response can answer with question with detail and highly sophisticated language and structure, you’ll be able to get a Band 6!

Of course, this only tells you what your finished product needs to be, not how to get there. Luckily, the rest of this article will have you on your way to smashing this criteria out in no time!

Want more? For our full article on Understanding English Bands 4/5/6 click this link!

Step 2: Using TEE Tables

TEE Tables are based on the middle 3 letters of the STEEL acronym, standing for Technique, Example and Effect. These are essentially the ‘filling’ of your essay body paragraphs, including the evidence that proves your point (your examples and techniques) as well as the points themselves (your analysis).

By creating a TEE Table you pretty much break this section down into an easily filled out set of columns that will build up to a super extensive collection of evidence for your essays.

TEE Tables are mainly useful for preparing for essay writing, as they allow you to get all your info, evidence and analysis down simply in one place. Plus they make it way easier to figure out which quotes or examples are the strongest, or best suited to your essay. That said, they’re also useful for once you’ve finished preparing your essay, as studying off TEE Tables makes it super easy to remember just your key points and quotes (rather than memorising an entire essay!).

So what first? Well, you’ll want to start by downloading our TEE Table Template here , or making your own.

Once you’re ready to start writing you need to focus on the first two columns. Our effect/analysis will come later based on our area of study, topic or question – what we really need to start with is our examples and techniques.

Screen Shot 2016-06-26 at 3.54.50 pm

Generally most people start by finding a strong quote or one that works for their topic and work backwards to find the techniques within it.

Screen Shot 2016-06-26 at 3.54.59 pm

Now that we know the quote we want to use, we need to fill it into our Example column and pick out a technique or two for our Technique column. This is usually pretty simple, as most common techniques (similes, personification, etc.) are fairly easy to spot.

Screen Shot 2016-06-26 at 3.55.05 pm

The purpose of your effect/analysis column is to very briefly and simply get down what point or idea you’re proving with the technique and example you’ve already listed. Maybe they give insight to the overall topic you’re studying, or perhaps they’re a bit more niche and highlight an idea that would suit a devil’s advocate answer? Just focus on linking everything back to the point your essay will be making.

Example TEE Table

Screen Shot 2016-06-26 at 4.52.28 pm

Generally you’ll want to have about 6 techniques/examples/effects per text, giving you 3 for each paragraph of a comparative essay. So all you need to do is rinse and repeat and you’ll have your table filled out in no time!

Want more? For our full article on Using TEE Tables click this link!

Step 3: Playing Devil’s Advocate 

This section is optional, because you can write a Band 6 essay using the question exactly as it is, or by simply agreeing with what it’s saying! If that’s what you prefer, then jump down to step 4 – but if you want to know how to give your thesis and essay a real edge, keep reading!

There are a whole bunch of reasons to play devil’s advocate when it comes to responding to an essay, most of which boil down to just not doing what’s expected! You need to remember everyone who does the HSC ends up with the same questions, so putting a twist on it or arguing against it completely can really help set you apart. That said, there are plenty of other reasons to play devil’s advocate too.

For each of the following reasons we’ve included an example statement that may be part of a whole question and how to play devil’s advocate and argue against it!

Reason 1: It sets your essay apart

Reason 2: Markers wont expect it

Reason 3: You’re creating your own thesis

Reason 4: Your ideas will be more complex

Reason 5: You’re showing a greater understanding of the text

We’ve told you why devil’s advocate essays are great, but we haven’t quite explained how to do it yet. When it comes to developing your own devil’s advocate answer there are a few different ways to go about it based on what and how you like to write, but a few things stay the same as well.

Answer the Question! 

The biggest mistake rookies can make when it comes to playing devil’s advocate is forgetting to actually answer the question. This happens in two ways;

  • Your thesis becomes too complex and you lose the original point
  • You ignore the question and make a totally new thesis

The biggest thing to remember when it comes to playing devil’s advocate is that you still have to answer the question – you’re not ignoring it, just twisting it. This means that no matter what you do the question should always be focussed on the same idea or concept, just looking at it in a different way.

Create a Response

When you’re coming up with your devil’s advocate response there are heaps of ways to go about it, and most of the time it’ll come to you naturally. That said, it’s still good to know the main two categories of devil’s advocate responses; arguing against, creating a new thesis or twisting the question.

Arguing against is simply refusing to agree with the question – this may involve arguing that the statement is wrong, or that’s it’s not always right, or even saying that the complete opposite is true. Twisting the question is more about giving it an edge or different spin by adding an idea, limitation or ‘twist’ to the original question and/or idea. These can take a little longer to think up but they’ll almost always be more complex and encourage you to tackle some tougher concepts as you write your response.

Develop a Thesis

When it comes to playing devil’s advocate you can’t just jump in and start arguing the question because your markers will have no idea what you’re on about. You want to surprise your markers, not confuse them.

The best way to make sure your devil’s advocate ideas get across flawlessly is to develop a really solid thesis for your response. This means coming up with a new statement based on the original question and arguing that statement throughout. Remember, your thesis doesn’t have to be long and complicated (in fact you want to avoid that) it just has to state exactly what point you’re planning to make.

The best way to do this is by following a checklist like the one below;

  1. What is the original idea/concept?
  2. How can I argue it differently? (argue against, put a twist on it, etc.)
  3. How can I turn that into a snappy, succinct thesis?

It’s then just a case of going through and answering each of the questions for yourself!

Example – Devil’s Advocate Theses

Question statement: Discovery is always shocking.

Devil’s advocate thesis:Whether or not a discovery is shocking depends entirely on what is discovered.


Question statement: Not all discoveries are made for the first time.

Devil’s advocate thesis:First discoveries are the most important, even when they aren’t recognised as discoveries.


Question statement: Discovery is a process of careful planning.

Devil’s advocate thesis: The only true discoveries are those that are unplanned.

Want more? For our full article on Playing Devil’s Advocate click this link!

Step 4: STEEL

STEEL seems to be the structure that can make or break an essay, as paragraphs that use it are always kickass, while those that don’t tend to flop. The thing about STEEL is that it’s so simple, there’s no reason why you shouldn’t be using it!

Untitled-Diagram-1

Statement

We want to immediately take a stance on the question, so our statement has to show what position we’re taking and hint a bit at how we’re going to go about arguing it

 

Technique + Example

While this is where you’ll be bringing in your literary techniques, it’s not as simple as listing them off. Try to introduce your technique with the quote that acts as your example, as this makes your response smoother and more sophisticated.

 

Effect

Here’s where you’re going to start talking about just how the techniques and examples you’ve chosen actually reflect your argument. This is the ‘why’ – why you’ve included them, why they’re relevant and why they prove your point.

 

Link

Now you need to link back to the question as well as the other text if you’re writing a comparative essay.

 

Of course, STEEL isn’t just about structure – it’s also about content! Without STEEL not only will your paragraphs have lame structure, they may not even have all the info you should be including. When you don’t created structured paragraphs it’s easy to end up with a recount rather than an analysis, where you tell the reader what’s happened in a text, but not why it’s important or what it means.

Check out these two example paragraphs. The first one used no structure, while the second one uses the STEEL structure – which sounds better to you?

Non-STEEL Paragraph

“In The Hobbit by Peter Jackson shows that Bilbo feels a sense of belonging in the Shire, because he spends much of the film in his home. In the beginning Bilbo is seen in the Shire, where he appears happy and content, even though he knows a lot about the world outside the Shire. He doesn’t seem to need to leave the place he calls home, because he feels like he belongs there. He wears clothes that look like things in his house, with the same colours and materials, and he is shown doing things in his home, showing he belongs there. This just proves that Bilbo is happy where he is because he feels like he belongs there.”

 

STEEL Paragraph

[S] “The Hobbit looks at how one’s perspective of how they fit into the world can bring about a sense of belonging, as seen through Bilbo’s love of the Shire. [T] Props are used throughout the first few scenes of the film to establish that Bilbo has read widely of the world outside the Shire, [E] shown symbolically through his collection of maps and books on foreign places. [T] The fact that he is so interested in the outside world yet has no desire to leave the Shire clearly demonstrates that he feels he belongs there, and recognises that leaving his home would lead to severe alienation. This sense of connection to his home is cemented in Bilbo’s costuming, his clothes made of materials with the same worn textures and earthy colours that are seen throughout his home, Bag End. [L] Through this a visual link between him and his home is established and proves to the viewer just how connected to it he feels. These techniques are therefore used to demonstrate that while Bilbo is curious in his perspective of the world, he also recognises and is comfortable with where he belongs in it.”

As you can see, the STEEL paragraph has a much better structure, but it also has much better information because we know exactly what to include! Those techniques and examples that are missing from the first paragraph is what really fleshes out the STEEL paragraph, while the analysis is much more advanced because of following the structure!

Step 5: Draft, Rewrite, Polish

Editing is one of those things that literally everyone could benefit from but very few people actually do or do well. The process of actually going over your own work with a critical eye and figuring out how you can improve it helps you in lots of different ways.

For one, editing allows you to improve on the task at hand, be it a class essay, a practice response or just something you’ve written for fun. It also allows you to look at your work critically and identify any issues or weaknesses with your writing and work to fix them. This in turn makes you more aware of where your writing needs improvement and therefore allows you to be more aware of these things and hopefully improve on them in the future.

First Draft – Planning

The quickest route to a lame essay is to just write it off the bat without doing any planning or thinking ahead. While it’s true that some people can just come up with awesome ideas on the spot, you need to do at least a little bit of planning if you want them to come together neatly. Plus planning ahead makes it way easier to actually get started on your essay and can help kick procrastination’s butt!

You can start by reading over the question and creating an essay plan dot-pointing the key elements of what you’re planning to say if your response. You can include everything from what themes you plan to explore, what techniques you’ll analyse, author context, etc., if you think it’s important stick it in there! Because this is the first stage of the essay it doesn’t have to be anywhere near perfect, it’s just about getting your ideas down on the page.

Second Draft – Writing

Now it’s time to start doing the actual writing. You don’t have to worry about getting things perfect, this is all about taking your notes and putting them into an essay format!

That said, this definitely isn’t the time to slack off. You still want to be putting your best foot forward, so make sure to pay attention to things like spelling, grammar and sentence structure. That will just make it easier for you to edit and improve your writing later in the process.

For now you’re aiming to turn dot points into full paragraphs of around 250 words, which can seem like a task and a half. It doesn’t have to be though! By using the STEEL method to turn your notes into an essay you can quickly and easily develop some super awesome body paragraphs and just fit the introduction and conclusion around them.

Third Draft – Editing

It’s time for you to look over your essay with a critical eye and figure out what isn’t working. I’m not saying you need to tear your essay to shreds, but the most important part of editing your essay is being honest, so if something doesn’t sound quite right don’t let it slide.

Generally it’s best to go over and edit your essays in the morning, as your mind will be bright and awake and you’ll be way less likely to miss any silly things. Plus you will have had at least 8 hours away from your essay while you slept, so you’re looking at it with fresh eyes.

When it comes to the actual editing there are lots of ways to do it.

  • Read your essay out loud and circle anything that doesn’t sound right
  • Use the ‘Review’ feature in Microsoft word to track changes you make
  • Go over it with a highlighter and pick out things that need improvement

It’s really up to you how you edit, but the main idea is that you’re picking up on things that need changing or want improvement. Things to pay particular mind of include spelling, grammar, sentence structure and the overall flow of the essay. You should also look out to make sure all your elements of STEEL are coming across, your themes make sense and you’re really answering the question.

Final Version – Polishing

When you’re writing an essay it’s easy to forget that the marker won’t always know everything you know, so you may be leaving out vital information because you already know it. At the same time, you always know exactly what you’re trying to say, but there’s no way of knowing if it’s actually coming across clearly unless you get someone else to read it. That’s why we get peer reviews.

Basically all you have to do if give your edited essay to someone else to read and have them give you feedback on it. Now, if you’re giving it to a tutor, teacher or even a classmate they probably know what they’re looking for, but sometimes the person you give your response to won’t be sure how to review it. For cases like that we’ve put together a handy checklist of things to look out for.

Peer Review Things To Note

  • Sentences that are too long, too wordy or don’t flow well
  • Overt repetition of words/phrases/ideas and rambling
  • Poor spelling/grammar
  • Text titles not underlined, quotes not in italics
  • Lack of quotes/literary techniques
  • Paragraphs that seem much longer/shorter than 250 words
  • Anything that doesn’t make sense (sentences, phrases, etc.)
  • Doesn’t seem to answer the question

Once you’ve had your response peer reviewed it’s time to go back in one final time and make any last changes to your essay. You probably won’t have as many things to change, as you will have already done some awesome editing in the last section.

Want more? For our full article on Drafting, Rewriting and Polishing Essays click this link!

And there you have it! Our full-on, kick-ass guide to smashing out theBand 6 English Essay you know you can write! We have tons more articles on different English related topics, from our English FAQ’s (Standard, Advanced and Extension) to tackling HSC Unseen Texts, we cover just about everything. So there’s no excuse – get reading, get writing, and be the best HSC English student you can be!

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Valuable Advice from Emlyon Business School (Video)

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Watch as Anna Pauwels from Emlyon Business School shares some invaluable MBA application guidelines, especially for PrepAdviser’s audience.

[0:29] Q: What kind of questions should applicants ask business school representatives so that they make a good impression during the interview?

[0:36] A: I guess the main point is what questions they should not ask. There is a lot of information on our website and most of the questions that are asked just repeat what is on the website. Therefore, I strongly advise all participants to read the brochures, read the website and the information available so that they do not repeat the same information to the recruitment manager. Use the recruiters as a resource to be able to give you additional information. So if there is a part of the programme you are particularly interested in knowing more about, talk to the recruiters about that. They’ll be impressed that you have done your research about the programme which will also help you in the long run because it shows you are genuinely interested.

You can also ask questions about the focus of the school and what sets it apart from other business schools. A lot of MBAs, if not all of them, have very similar core courses that offer very similar specialisations but every school has something particular and different about it. This is your opportunity to know if you are the right fit for the school and if the programme is the right fit for you.

[1:45] Q: Are there some common mistakes that applicants could easily avoid during their application?

[1:52] A: The biggest mistake that I find is the fact that there are spelling mistakes in the essays. This is something very simple but you need to take the time to check. Use Microsoft Word and spellcheck to make sure there are no spelling mistakes. This may seem very insignificant but when we’re reading hundreds of essays and we see someone making spelling mistakes, it just shows that you are unprofessional and that you do not check your work.

[2:22] Q: Would you advise applicants to work with a coach while preparing their application?

[2:27] A: For Emlyon Business School , I would not necessarily recommend working with a coach. I would rather recommend working with a recruitment manager. Our job is to speak with participants to ensure that you are right for the programme. We don’t want people applying for the programme if we think that they won’t be happy or that the programme won’t help them achieve their professional goals. So it is best to work with the recruitment manager – we are there to help you and to ensure that you are right for the programme.

Learn more about MBA programmes at Emlyon Business School by taking a look at this handy school profile.

[3:11] Q: What do you pay most attention to in an application essay?

[3:17] A: We pay most attention to diversity. In our programme we have a very diverse cohort, both in the full-time and in the Executive MBA. Speaking for the full-time MBA, we have between 30 and 40 students and for us, diversity is number one – not only cultural, but also professional diversity. So, if you do something out of the ordinary, for example, if you are a DJ in your spare time or if you have a little business on the side, talk about that. In our cohort, we want everyone to be different and we want everyone to bring something else to the class. This is the best piece of advice I can give.

[4:00] Q: How important is the GMAT score for getting into your MBA programme?

[4:06] A: We don’t have a minimum GMAT score requirement. As I mentioned before, for us it is very important that you have a diverse profile. Of course, the GMAT is important to ensure that you will be able to complete the programme. The MBA is a very difficult and fast-paced programme where you will be doing a lot of mathematics and you will be tested on your verbal skills as well which is why the GMAT is important. However, we look at your full profile – we look at your educational and professional background, your motivation for doing an MBA, etc. So don’t panic if you don’t score too high on the GMAT because if you have a fantastic background, we understand that sometimes you may not have the time to invest in the GMAT.

We give GMAT exemptions under some circumstances and this is decided by the admissions board. If you have a PhD, you get an automatic exemption. Otherwise, the admissions board will review your background and decide whether you can be exempted from this test.

[5:14] Q: Which test do you require – GMAT, GRE or a school-specific test? Do you have any preferences?

[5:21] A: We accept GMAT , GRE or TAGE MAGE which is the equivalent of the GMAT in French. Although we prefer the GMAT, we accept all three tests and you will not be penalised for providing us with a GRE score, for example.

 [5:40] Q: How does a top test score affect the chances for admission and scholarship?

[5:46] A: Of course, the higher your score, the greater your chances of admission. Our highest scholarships are also directly linked with the GMAT score. Therefore, if you score between 650 and 690, you will have an excellent scholarship of 30%. If you score over 700, you’ll be eligible for an excellent scholarship of 60%.

Check out: The Road to a Successful Yale MBA Application (Video)

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HOME > Library > Founding Era > Federalist Documents > “Cato” Essay

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“Cato” Essay

Country Journal and Advertiser, Poughkeepsie

December 12, 1787

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In my address to you in the spring of 1766, on the subject of our political concerns, I promised at a future period to continue my observations; but was happy to find, that the general voice of the nation superseded the necessity of them. The radical defects in the constitution of the confederate government, was too obvious to escape the notice of a sensible, enlightened people—they saw with concern the danger their former caution and jealousy had involved them in; and very wisely called a general Convention of the States to devise a plan to check the mischief of anarchy in its bud—happily for this country many of the wisest men and most distinguished characters, independent in their principles and circumstances, and disconnected with party influence, were appointed to the important trust; and their unanimity in the business affords a pleasing presage of the happiness that will result from their deliberation.

It is but a groveling business, and commonly ruinous policy, to repair by peace-meal a shattered defective fabric—it is better to raise the disjointed building to its formation, and begin a new. The confederation was fraught with so many defects, and these so interwoven with its substantial parts, that to have attempted to revise it would have been doing business by the halves, and therefore the Convention with a boldness and decision becoming freemen, wisely carried the remedy to the root of the evil; and have offered a form of government to your consideration on an entire new system—much depends on your present deliberations.—It is easy to foresee that the present crisis will form a principal epoch in the politics of America, from whence we may date our national consequence and dignity, or anarchy, discord and ruin; the arguments made use of by a certain class of political scribblers, I conceive calculated (instead of throwing light on the subject) to deceive the ignorant but perhaps honest part of the community; and to misguide the thoughtless and unweary—in our present enquiry it is of no consequence who are the authors of these inflammatory productions, whether they are the result of the vanity of a northern champion to become the head of a party; the expiring groans of a principal magistrate of a state; or the last effort of the patriotic bower of a Treasury to gain popularity; or all together, I trust will bare equal rights on the minds of the public. It is natural enough to suppose that, when any general plan is proposed, that thwarts the private interests or views of a party, that, such party will draw the most unpleasing picture of the plan, and blacken it with all the false colouring that a gloomy imagination can invent: thus are we told by these evil prospects, that the system is impracticable; smallness of territory being essential to a republican government—in support of this doctrine, Montesquieu (who was born and educated under a monarchical government and knew nothing of any other but in theory) is quoted as an uncontrovertable authority, and after all, I presume they have mistaken the meaning of this author, for if I comprehend him right he is speaking of a pure democracy, such as Athens where the people all met in council; to be sure in such a government, extensive territory would be inconvenient, but a remedy to this evil has long since been found out: when the territory of any state became too large for the general assembling of the people, it was thought best to transact the business of the Commonwealth by representation: and thus large states may be governed as well by delegates from twenty districts, as small ones are from two or three; but this is what we are told by the politicians of the day constitutes a dangerous aristocracy, for say they in their learned definition, it is a government of the few; on this shameful quibble they attempt to ketch the attention of the rabble and frighten them into the measure of rejecting the proposed government—if I understand any thing of the meaning of the term, aristocracy signifies a government by a body of Nobles, who derive their power either from hereditary succession or from self appointment; and are no way dependent on the people for their rank in the state. By the plan offered to us, both the legislative and executive, derive their appointments either directly from the people: how this can be called aristocracy exceeds the limits of my comprehension; it is true that we are told that the better sort of people will be appointed to govern; I pray God the prediction may not be a false one. But should that be the case, say these political empirics, we shall not have an equal representation. Why? Because every class of people will not be represented. God knows that fools and knaves have voice enough in government already; it is to be hoped these wise prophesiers of evil would not wish to give them a constitutional privilege to send members in proportion to their numbers. If they mean by classes the different professions in the state, their plan is totally new, and it is to be feared the system once adopted, there would be no end to their democratical purity; to take in every profession from the Clergy to the Chimneysweep, will besides composing a motley assemblage of heterogeneous particles, enlarge the representation so that it will become burthensome to the Community; had the representation in Massachusetts been no larger than that in the proposed government of the Union, Shays would never have had a follower:—I think my judgment will not be impeached when I say that if our representation in this state was less, we should be better represented, and the public saved a very great expense—to judge of the future by the past, it is easy to perceive, that small states are as subject to aristocratic oppressions, as large ones; witness the small territory of Venice, at present the purest aristocracy in the world: Geneva, the circumference of which may be traversed in an hour’s march is now oppressed by a dangerous aristocracy; while the democratic branch of the legislature in England retains its primitive purity. Who was it that enslaved the extensive empire of Rome, but an abandoned democracy? Who defended the republic at the battle of Pharsallia, but the better sort of the people? Caesar can be considered in no other light than a more fortunate Cattiline, and the latter in no other than that of an ambitious demagogue attempting to ruin the Commonwealth, at the head of licentious democracy. In the present crisis of our public affairs I confess with the frankness of a free man and the concern of a patriot, that I apprehend more danger from a licentious democracy, than from aristocratic oppression.

I clearly perceive there will be no mid-way in the present business; we must either adopt the advice of these pretended democratical puritans, and then carry their doctrines to the point they evidently lead, viz. To divide the present union into at least five hundred independent sovereign states, build a council-house in the centre of each, and by a general law declare all the servants and apprentices free, and then let the multitude meet and govern themselves—or on the other hand, fall to the plain road of common sense, and govern the union by representatives in one collective council; as pointed-out in the system offered to your consideration: In the first you will possess popular liberty with a vengeance, and like a neighbor state, no man’s property will be secure, but each one defrauding his neighbor under the sanction of law,—thus subverting every principle of morality and religion.—In the second you will enjoy the blessing of a well balanced government, capable of inspiring credit and respectability abroad, and virtue, confidence, good order and harmony at home.—Should the Author have leisure to attend to it, the dangerous consequences that will inevitably flow from dividing the union, will be the subject of another paper.

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4 Steps to Writing a Good APUSH Long Essay
The APUSH long essay is worth 15% of your entire score. To get the coveted 5 on the exam , you’re going to need to write a solid APUSH long essay. Start by reading through the two prompt options, and choose the one you feel more confident in writing about. The prompts fall into 4 categories :

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Focus on Writing a Solid Thesis

Your thesis is the most important part. It’s going to set up the entire essay. It’s also the first thing that the grader is going to see, so start with a strong thesis!

Your introductory paragraph should be about 2-5 sentences in length. Start with a hook before including your thesis . Your thesis should be original. Don’t just copy the question prompt!

Make sure that your thesis contains the following three things:

  • Your stance (or answer) to the prompt
  • A counterargument to address
  • The 3 strongest supporting points for your thesis

Describe and Explain Your Supporting Points

To support your thesis, you need three specific examples. If you’re having a hard time coming up with examples, think about PERSIA : political, economic, religious, social, intellectual, and artistic.

Describe each example as much as possible. Then, don’t forget to reflect back to the thesis. This is the most important part, so spend plenty of time circling back to the thesis for each point.

Make Connections

When writing the body paragraphs, try to connect to events from different time periods, geographical areas, and themes whenever possible. Making connections is especially important when it comes to the rebuttal for your argument.

Synthesis across history is important to show that you have a deep understanding of U.S. history and that you’ve developed the historical thinking skills you need.

Don’t Forget the Conclusion

Some people skip over the conclusion . With only 35 minutes to write a polished essay, they would rather spend time developing the introductory and body paragraphs.

However, if you’ve practiced your timing for the APUSH long essay, you should have a few extra minutes for a conclusion. The conclusion should restate your thesis and strongest points in different words.

You’ve spent the entire school year preparing for your APUSH long essay. You’ve studied the concepts and themes. You have the information that you need to write a 6-worthy essay. Follow these tips as you practice writing APUSH long essays, so you can practice crafting these essays within the 35-minute time period. The more you practice, the better prepared you’ll be to write your essay on exam day.

Improve your SAT or ACT score, guaranteed. Start your 1 Week Free Trial of Magoosh SAT Prep or your 1 Week Free Trial of Magoosh ACT Prep today!

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More from Magoosh

  • How to Prepare for the APUSH DBQ Section
  • How to Prepare for the APUSH FRQ Section
  • What Is DBQ Format for AP US History?
  • The AP US History DBQ: What You Should Know

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About Jamie Goodwin

Jamie graduated from Brigham Young University- Idaho with a degree in English Education. She spent several years teaching and tutoring students at the elementary, high school, and college level. She currently works as a contract writer and curriculum developer for online education courses. In her free time, she enjoys running and spending time with her boys!




Magoosh blog comment policy: To create the best experience for our readers, we will approve and respond to comments that are relevant to the article, general enough to be helpful to other students, concise, and well-written! 🙂 If your comment was not approved, it likely did not adhere to these guidelines. If you are a Premium Magoosh student and would like more personalized service, you can use the Help tab on the Magoosh dashboard. Thanks!


How to Write a Perfect UC Essay for Every Prompt

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College Essay Guy – Get Inspired

Ethan Sawyer

University of California

17 UC Essay Examples AKA Personal Insight Questions 2018

Ethan Sawyer

University of California

Seventeen UC Essay Examples That Worked for Each Prompt 2018.JPG

 
uc personal statement
 

Important note: The University of California admissions folks would like me (and you!) to refer to these prompts as “personal insight questions” instead of “essays” or “UC personal statement”. Why? Sometimes students associate the word “essay” with an academic assignment and that is not (as you’ll see below) what the UCs are looking for. That said, I sometimes used the phrase “UC essay” below because people search for “US essay example” or “UC personal statement” ten times more than “UC personal insight questions examples”, and such a search may very well be what brought you here.

Welcome!

Below is a collection of some of the best UC essay examples/UC personal insight question examples I’ve seen.

The UC Personal Insight Question Prompts

  1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.  
  2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.  
  3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
  4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
  5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
  6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.
  7. What have you done to make your school or your community a better place?
  8. Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

Working on a UC application and not sure where to start?

Check out my free one-hour guide

Want more help?
 

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TABLE OF CONTENTS

  • UC Personal Insight Question Prompt 1: Leadership Experience
    • UC Example Essay #1
    • UC Example Essay #2
    • UC Example Essay #3
    • UC Example Essay #4
  • UC Personal Insight Question Prompt 2: Creative Side
    • UC Example Essay #5
    • UC Example Essay #6
  • UC Personal Insight Question Prompt 3: Greatest Talent or Skill
    • UC Example Essay #7: “The Art Girl”
  • UC Personal Insight Question Prompt 4: Significant Opportunity or Barrier
    • UC Example Essay #8
    • UC Example Essay #9
    • UC Example Essay #10: “Two Truths, One Lie”
    • UC Example Essay #11: “AP Chinese”
  • UC Personal Insight Question Prompt 5: Overcoming a Challenge
    • UC Essay Example #12: “Breaking Up With Mom”
  • UC Personal Insight Question Prompt 6: Inspiring Academic Subject
    • UC Essay Example #13
  • UC Personal Insight Question Prompt 7: Community Service
    • UC Essay Example #14: “House of Pain”
    • UC Essay Example #15
  • UC Personal Insight Question Prompt 8: Standing Out
    • UC Essay Example #16: “Jungle Confidence Course”
    • UC Essay Example #17

UC Personal Insight Question Prompt 1: Leadership Experience

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.  

UC Example Essay #1

“CAPITALISM CAUSES EXTINCTION! NUCLEAR WAR IS IMMINENT!”

Initially, debate seemed nonsensical: lambasting opponents while arguing improbable scenarios. But over time I’ve learned that it’s more than competition that drives me to stay up all night looking for evidence: I love learning about the political and ideological underpinnings of our society and the way they shape us.

On an easy debate tournament weekend, I research foreign diplomatic agendas and synthesize the information into coherent debate evidence. When tournaments become more hectic, however, I delve deeper into the works of philosophers and social critics and translate the knowledge into debate argumentation. While researching foreign policy, critical theory like Heideggerian phenomenology and constitutional details, I’ve developed an ability to critically analyze argumentation, make sense of the world around me and creatively express myself in an academic setting.

My hard work has paid off. In the past four tournaments, I’ve received a Top 10 speaker award for the varsity division consisting of about 50 debaters. This trend has increased my credibility in my debate league to such a level that my partner and I were invited to participate in a series of public debates at LA City Hall to defend the water policy for the drought. The opportunity allowed me to actually impact the public’s awareness and accept a larger responsibility in the workings of my community.

More importantly, however, debate has taught me to strategically choose my battles. When I prepare my arguments, I know that I can’t use all of them in the end of a round. I have to focus. I’ve learned to maximize my strengths and not try to conquer everything. Moreover, I’ve learned to be responsible with my choices. A wrong argument can mean losing if we can’t defend well. Not only do I now know how to zoom in from a bigger picture, but I also know how to pick the right place to zoom in to so I can achieve my goal.

Debate has turned me into an responsible optimizing, scrutinizing and strategizing orator.

CHECK OUT THE FULL UC PIQ COURSE
FOR FREE,  HERE !

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PAGES OF WORKBOOK + SAMPLE RESPONSES

Tons of awesome sample responses and the most effective brainstorming activities I’ve ever used to get you inspired.

 

UC Example Essay #2

I was part of making silent history at our school this past year. As a part of the Community Outreach Committee of Leadership Class, I contacted the local Food Bank and together with the help of the student body, donated over 600 pounds of canned food for Thanksgiving. Noticing a bulk of unused VHS tapes in our school’s basement, I did some research and discovered that discarding these are harmful for the environment. I found an organization that employs people with disabilities to recycle these tapes, and soon our school shipped over 400 VHS tapes to their warehouse in Missouri. We received overwhelming gratification from them as no other school, even in their own community, had done something like that. Watching a small grassroots initiative in our community benefit people I was unlikely to ever meet made me feel connected to the world at large and showed me the power of putting actions to your words.

As a member of Leadership, I have also spent countless hours preparing for and facilitating New Student Orientation, Homecoming, and Grad Night, among many other programs. Seeing a gap in our care of the student body, I also expanded the New Student Lunches Program to include not just freshman, but all new transfers, regardless of grade level.

Leadership is my own personal critic. It forces me to constantly weigh the pros and cons of how I carry myself, how I speak, and how I listen at every single event we put on for the student body. It has taught me to look objectively and weigh the wants and needs of every student. It has shown me the importance of listening, not just hearing.

Leadership is the ability to make each student a part of something so much bigger than themselves. It holds me accountable and keeps me engaged with my fellow humans even when I’m exhausted. It has allowed me to leave a legacy of purpose. Through vulnerability in times of stress and joy in times of celebration, grooming myself into a better leader has also made me a better student, friend, and daughter.

UC Example Essay #3

I am twenty years old and I already have kids. Well, 30 actually, and they’re all around my age, some even older.

After a brief few months of training I was posted to Officer Cadet School as an instructor.  It was my job to shape and mold them; I was ready to attempt everything I’d learned about being a leader and serve my new cadets to the best of my abilities.  I trained my cadets by encouraging teamwork and learning, trying to somehow make the harsh military training fun. I became very close to them in the process.

Leadership was enjoyable until I discovered one of my cadets had cheated on a test. In the military, cheating is resolved with an immediate trip to the detention barracks. Considered worse than jail, the record leaves a permanent mark. If I pressed charges, that’s where my cadet would end up.

My heart sank.  He was also my friend.

After much deliberation, I decided there was only one resolution. I could not, with good conscience, let this go.  It would set precedence for the rest of my cadets. It was painful and brought a few tears, but I could not show any wavering or doubt, at least not in front of them. I charged him, and he went to the detention barracks and eventually was discharged.  The acceptance I had felt from my cadets was replaced with fear.

I found leadership is not all about making friends and having others listen to orders. The rest of my platoon learned, and didn’t repeat the mistake.  While I was never again “one of the guys,” I found pride in the growth of my team. A few weeks later I ran into my old cadet. Despite his hardship, he acknowledged his responsibility and the experience had motivated him as he struggled to recreate his life.


NOT SURE HOW TO BEGIN YOUR COLLEGE ESSAY?  GET A HEAD START BY TRYING MY BRAINSTORMING EXERCISE HERE.


UC Example Essay #4

As president of the Robotics Club, I find building the robots and creatively solving technical problems to be the easy tasks. What’s difficult and brings more meaning to my work is steering the club itself.

After three years of battling the geeky-male stereotype our club was labelled with, I evolved our small club of 5 techies into a thriving interdisciplinary hub of 80 distinct personalities. Because our club lacks a professional instructor, I not only teach members about STEM related jargons that I learned from hundreds of Google searches, but also encourage constructive debates ranging from topics like Proportional-Integral-Derivative Error Correction Algorithm to how someone should fix her mom’s vacuum cleaner. In this way, I provide beginners with an atmosphere that reflects my own mentality: proactive listening without moralization or judgement.

I also like sharing insights outside the club. In my mathematics class, for example, I sometimes incite intense discussions during lectures on abstruse topics like vectors or calculus by offering examples from my experiences in the lab. In this manner, I not only become an integral part of the intellectual vitality of STEM-related classes at school, but also show people with all kinds of interests and backgrounds how to employ technical intuition when solving problems and, in some cases, I even inspire students to join the Robotics Club.

As an introverted leader, I try to listen first, and use my soft-spoken attentiveness to invite dialogue that improves team chemistry. With this ability, I have learnt to control the momentum of official debates and basketball matches. Thus, whether my team wins or loses, the external pressure of either suffering a setback or enjoying an achievement rarely affects my team’s composure, which helps us maintain our consistency and resolve.

As I visualize myself building projects with a group of coders in the future, I believe that my discreteness, experience in robotics, practical tenacity and absolute love for innovating technology will be vital for all my endeavors.

UC Personal Insight Question Prompt 2: Creative Side

2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.  

UC Example Essay #5

Some people speak Chinese, others Spanish; I speak HTML. Language is intricately beautiful, with sentences flowing all within grammar constraints creating masterpiece bound by rules. If poetry in English can be considered art, so too can programming. Just as every sentence in English has a meaning and purpose, every line of code invokes a function.

Instead of communicating with people, coding is essentially having a conversation with computers, directing them onto what is desired. Unlike people, however, computers don’t have imagination, and therefore require users to be precise in every word and sentence they depict. Just as an artist expresses imagination with a pen, a programmer uses a keyboard.

Aside from being just a program, websites bring people closer together. Because Singapore is incredibly small, in order for my school to challenge its athletes, we have to go overseas to play against other schools. Forming a league called IASAS, schools visit each other and compete. The only issue with this is how expensive it is to travel, resulting in the teams flying without family or friends.  Competitors often feel alone and unwelcome in the foreign school.

A website was the perfect solution for this: after much planning and deliberation, I formed a team to make a site where parents and friends could encourage their athletes! We started with brainstorming how to avoid cluttering the website and how best to keep it simple whilst connecting people together. Using flowcharts and diagrams, I used design principles to make it visually pleasing whilst maintaining structure and foundation. Focusing on supporting the athletes, guests were able to leave comments, get live scoring, and videos of the games.

The site allows parents and friends to encourage their students during some of the most significant tournaments of their high school careers. Creativity serves many functions, and mine intends to bring people closer together.

CHECK OUT THE FULL UC PIQ COURSE
FOR FREE,  HERE !

uc essay examples

48+

PAGES OF WORKBOOK + SAMPLE RESPONSES

Tons of awesome sample responses and the most effective brainstorming activities I’ve ever used to get you inspired.

UC Example Essay #6

Decorum, delegates.

As the preceding caucus wraps up, young delegates dressed in their most chic outfits (hey, it’s not called MODEL United Nations for nothing) scurry to get one more signatory to support their resolution.

For my first conference, I signed up to represent Russia in the General Assembly. Being the naive yet ambitious freshman that I was, I thought it a great honor to represent one of the Permanent Five. According to feedback from my chair, I was overly democratic and too accommodating (and with due cause, I sponsored a resolution with Ukraine), to an extent that it hurt my performance.

Three months later, I accepted the Distinguished Delegate Award in ECOSOC for The Bahamas, a Small Island Developing State (SIDS). I broke away from the connotation of another tourist destination to voice some of this country’s biggest challenges as well as successes, particularly towards climate change.

I had not blatantly followed the ‘power delegate’, but stood my ground and made a powerful coalition with numerous other SIDS to become a resolution bloc, embodying the primary value my mentor, Senator Steve Glazer, impressed upon us as interns: “Represent the people of your district, not political parties or special interests”.

Creativity is finding the peripheral introverted delegates and persuading them to add numbers to your cause. Creativity is navigating around the complexities of a capitalistic society designed to benefit only the top percentile in industrialized countries. Creativity is diplomacy, an art of itself. The ability to build bridges and forge new alliances in the wake of greed and power (believe me, the high school MUN circuit is equally, if not more, cutthroat than the real political arena) is a skill needed for the ever-complicated future.

MUN has taught me the practice of rhetoric and the relevance of ethos, pathos, and logos. I have learnt to listen to opposing viewpoints, a rare skill in my primarily liberal high school.

I see MUN as a theatre production, where success is determined by how well you, in essence, become and portray your country to an audience of the world i.e., the United Nations.

UC Personal Insight Question Prompt 3: Greatest Talent or Skill

3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

UC Essay Example #7: “The Art Girl”

With a blackened Q-tip, I gave him eyelids and pupils and smoothed the rough edges of his face. I used an eraser to shave down the sharpness of his jaw and add highlights to his skin. After scrutinizing the proportions, I smiled at the finished pencil portrait. Kim Jong-dae was now ready to be wrapped as the perfect present for my friend.

Aside from Korean pop singers, I’ve drawn a variety of other characters. From the gritty roughness of Marvel comics to the soft, cuteness of Sanrio animals, I’ve drawn them all as a creative touch to top off birthday presents. It’s simply the way I choose to express myself when words cannot suffice.

But being an artist comes with its own social expectations. At school, it’s made me the “art girl” who is expected to design the banners and posters. At home, it’s prompted long distant relatives — regardless of how much I actually know them — to ask me to draw their portraits. In addition, whenever my parents invite coworkers to my house, I’ve had to deal with the embarrassment of showing my whole portfolio to complete strangers.

On the bright side, being an artist has taught me to take risks and experiment with new techniques and media. It’s taught me to draw meaning and intent with minimal words and text. It’s taught me to organize and focus, by simplifying subjects and filtering out the insignificant details.

Most of all, art has made me a more empathetic human. In drawing a person, I live in their shoes for a moment and try to understand them. I take note of the little idiosyncrasies. I let the details–a hijab, a piercing on a nose, a scar on the chin–tell me their personality, their thoughts, their worldview. I recognize the shared features that make us human and appreciate the differences in culture and values that make us unique. And it’s from this that I am able to embrace the diversity and complexity of people beyond a superficial surface and approach the world with an open heart and an open mind. (347)

UC Personal Insight Question Prompt 4: Significant Opportunity or Barrier

4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

UC Essay Example #8

Freshman year, I fell in love with the smell of formaldehyde for its promise of an especially exciting day in Biology. Although my school’s STEM education excelled in theory and concepts, career-focused hands-on experience was lacking and I grew nostalgic for dissections. By junior year, I still had almost no idea what I would do in the future. When asked, I’d mumble a response about biochemistry or technology without daring to specify a job.

Then, I discovered MIT’s Women’s Technology Program and its mission to allow high school girls with little experience in engineering and CS to explore the fields. Naturally, I applied in a blink, and somehow even got accepted.

When I started the program, I never expected to become so enamored with computer science. Every day, I took pages of notes during the class lecture, then enthusiastically attacked the homework problems during the evening. In fact, most nights I stayed late in the computer lab trying to finish just one more (optional) challenge problem or add more features to already completed programs. The assignments themselves ranged from simply printing “hello world” to completing a functional version of Tetris. One of my favorite programs was a Hangman game that made sarcastic remarks at invalid inputs.

However, some programs were notoriously difficult, sparking countless frustrated jokes among the candidates: a version of the card game War overly prone to infinite loops, a queue class apparently comprised entirely of index errors. The sign-up list for TA help overflowed with increasing frequency as the curriculum grew more difficult. So, after I finished a program, I often helped my peers with debugging by pointing out syntax errors and logical missteps. In the final week, I was chosen to be a presenter for CS at the Final Dinner, speaking about the subject I loved to program donors and peers alike.

In that amazing month, I discovered a field that blends creativity with logic and a renewed passion for learning and exploration. Now, imagining my no-longer-nebulous future brings excitement.

And somehow, that excitement always smells faintly of formaldehyde.

UC Essay Example #9

If given an eye test with the standard Snellen Eye chart (y’know, the one with all the letters on it) you will be asked to stand 20 ft away, cover one eye and read off the letters from the chart as they get increasingly smaller. If you can read up to the lines marked “20” at 20 feet away, you have normal 20/20 vision and your eyes can separate contours that are 1.75 mm apart.  Knowing visual acuity is important because it helps diagnose vision problems.

But the challenge? Usually people have to go into eye doctors and get an eye test to determine their acuity. However, since more than 40% of Americans don’t go to an eye doctor on a regular basis and access to eye care is extremely rare and usually unavailable in third world countries, many people who need glasses don’t know it and live with blurred vision.

To tackle this problem, I’ve spent the last four months at the Wyss Institute at Yale University working on an individual project supervised by Yale Medical School professor Maureen Shore. I’m coding a program that measures visual acuity and can determine what glasses prescription someone would need. My goal is to configure this into a mobile app so that it’s easy for someone to determine if he or she needs glasses. I hope to continue using my programming skills to make the benefits of research more accessible.

If this technology isn’t accessible to society, we’re doing a disservice to humanity. The skills, experience, and network I will build at the computer science department will help me devise solutions to problems and bring the benefits of research to the public.

UC Essay Example #10: “Two Truths, One Lie”

On the first day of school, when a teacher plays “Two Truths, One Lie” I always state living in three different continents. Nine times out of ten, this is picked as the lie.

I spent my primary education years in Bangalore, India. The Indian education system emphasizes skills like handwriting and mental math. I learnt how to memorize and understand masses of information in one sitting. This method is rote in comparison to critical thinking, but has encouraged me to look beyond classroom walls, learning about the rivers of Eastern Europe and the history of mathematics.

During seventh grade, I traded India’s Silicon Valley for the suburban Welwyn Garden City, UK. Aside from using Oxford Dictionary spellings and the metric system, I found little to no similarities between British and Indian curricula. I was exposed to “Religious Studies” for the first time, as well as constructional activities like textiles and baking. I found these elements to be an enhancing supplement to textbooks and notes. Nevertheless, the elementary level of study frustrated me. I was prevented from advancing in areas I showed aptitude for, leading to a lack of enthusiasm. I was ashamed and tired of being the only one to raise my hand. Suddenly, striving for success had negative connotations.

Three years later, I began high school in Oakland, California. US education seemed to have the perfect balance between creative thinking, core subjects and achievement. However, it does have its share of fallacies in comparison to my experience in other systems. I find that my classmates rarely learn details about cultures outside of these borders until very late in their career. The emphasis on multiple choice testing and the weight of letter grades has deterred curiosity.

In only seventeen years, I have had the opportunity to experience three very different educational systems. Each has shaped me into a global citizen and prepared me for a world whose borders are growing extremely defined. My perspective in living amongst different cultures has provided me with insight on how to understand various opinions and thus form a comprehensive plan to reach resolution.


wANT TO BRING YOUR ESSAY TO THE NEXT LEVEL? CHECK OUT MY “HOW TO IMPROVE YOUR MEDIOCRE ESSAY” BLOG POST HERE


UC Essay Example #11: “AP Chinese”

In 10th and 11th grade, I explored the world of China with my classmates through feasts of mapo tofu, folk games and calligraphy. As I developed a familial bond with my classmates and teacher, the class became a chance to discover myself. As a result, I was inspired to take AP Chinese.

But there was a problem: my small school didn’t offer AP Chinese.

So I took matters into my own hands. I asked my AP advisor for a list of other advisors at schools near me, but he didn’t have one. I emailed the College Board, who told me they couldn’t help, so I visited the websites of twenty other high schools and used the information available to find an advisor willing to let me test at his or her school. I emailed all the advisors I could find within a fifty-mile radius.

But all I got back were no’s.

I asked myself: Why was I trying so hard to take an AP test?

After some thought, I realized the driving force behind my decision wasn’t academic. I’d traveled to Taiwan in the past, but at times I felt like an outsider because I could not properly communicate with my family. I wanted to be able to hear my grandpa’s stories in his own tongue about escaping from China during the revolution. I wanted to buy vegetables from the lady at the market and not be known as a visitor. I wanted to gossip with my cousins about things that didn’t just occur during my visit. I wanted to connect.

Despite the lack of support I received from both my school and the College Board, I realized that if I truly wanted this, I’d have to depend on myself. So I emailed ten more advisors and, after weeks, I finally received a ‘maybe’ telling me to wait until midnight to register as a late tester. At 12:10 am on April 19, I got my yes.

Language is not just a form of communication for me. Through, Chinese I connect with my heritage, my people, and my country.

UC Personal Insight Question Prompt 5: Overcoming a Challenge

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

UC Essay Example #12: “Breaking Up With Mom”

When I was fifteen years old I broke up with my mother. We could still be friends, I told her, but I needed my space, and she couldn’t give me that.

She and I both knew that I was the only person that she had in America. Her family was in Russia, she only spoke to her estranged ex-husband in court, her oldest son avoided her at all costs. And yet, at fifteen years old, I wasn’t equipped to effectively calm her down from her nightly anxiety attacks. At forty-three, she wasn’t willing to believe that I did love her, but that I couldn’t be responsible for stabilizing her life.

Moving in with my dad full time felt like I was abandoning her after tying a noose around her neck. But as my Drama teacher (and guardian angel) pointed out, my mother wasn’t going to get better if I kept enabling her, and that I wasn’t going to be able to grow if I was constrained by her dependence on me.

For the first time, I had taken action. I was never again going to passively let life happen to me.

During four long months of separation, I filled the space that my mom previously dominated with learning: everything and anything. I taught myself French through online programs, built websites, and began began editing my drawings on Photoshop to sell them online. When my dad lost his third job in five years, I learned to sew my own clothes and applied my new knowledge to costume design in the Drama Department.

On stage, I learned to empathize. Backstage, I worked with teams of dedicated and mutually supportive students. In our improv group, I gained the confidence to act on my instincts. With the help of my Drama teacher, I learned to humble myself enough to ask for help.

On my sixteenth birthday, I picked up the phone and dialed my mom. I waited through three agonizingly long pauses between rings.

“Katyush?”

“Hi mom, it’s me.”

CHECK OUT THE FULL UC PIQ COURSE
FOR FREE,  HERE !

uc essay examples

48+

PAGES OF WORKBOOK + SAMPLE RESPONSES

Tons of awesome sample responses and the most effective brainstorming activities I’ve ever used to get you inspired.

UC Personal Insight Question Prompt 6: Inspiring Academic Subject

6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

UC Essay Example #13

When I was 10, my dad told me that in and on my body, bacteria outnumbered human cells. For a 10 year old, this was a horrifying idea. I squeezed my forearms tightly in attempts to squish the foreigners to death. I showered in way-too-hot-for-ten-year-olds water. I poured lemon juice all over my body.

Today, however, I’m no longer terrified of hosting miniscule pals; instead, I embrace them as a way to be surrounded daily by microbiology. Ever since my sixth grade teacher showed my class a video on Typhoid Mary and taught us about pathogens, I’ve been fascinated by and with cells. I decided then that I wanted to be a doctor and study microbiology.

Over the summer, I shadowed Dr. Wong Mei Ling, a General Practitioner. I observed case after case of bacterial interactions on the human body: an inflamed crimson esophagus suffering from streptococcus, bulging flesh from a staph infection, food poisoning from e.coli-laden dishes. I was her researcher, looking up new drugs or potential illnesses that cause particular symptoms.

Intrigued by the sensitive balance between the good and bad bacteria on our bodies, I changed my lifestyle after researching more about our biological processes.  I viewed my cheek cells through a microscope in AP Bio, and I realized that each cell needs to be given the right nutrients. Learning about foods enhancing my organ functions and immune system, I now eat yogurt regularly for the daily intake of probiotics to facilitate my digestion.

As a future pediatrician, I hope to teach children how to live symbiotically with bacteria instead of fearing them. I will stress the importance of achieving the right balance of good and bad microbes through healthy habits.

Rather than attempting to extinguish the microbes on me, today I dream of working in an environment loaded with bacteria, whether it’s finding cures for diseases or curing kids from illnesses. Like a daily reminder, the minute microbes in and on me serve as a reminder of my passion for the complex but tiny foundation of life. (342 words)

UC Personal Insight Question Prompt 7: Community Service

7. What have you done to make your school or your community a better place?

UC Essay Example #14: “House of Pain”

So many of my friends had eating disorders. Scrolling through poems written by students at my school on a poetry publishing site, I was shocked by the number of girls starving or purging in attempts to love themselves. Before finding out about their struggles, I thought I was the only girl hating my reflection. Almost all the girls I knew at SAS were hiding their insecurity behind a facade of “health choices”.

Knowing I wasn’t alone in my fears, I found courage to take my own first steps. I joined House of Pain (HOP), an exercise club my PE teacher recommended. Although I initially despised working out, I left the gym feeling strong and proud of my body. Over the first weeks, I even developed a finger-shaped bruise on my bicep as I checked it daily. I began to love exercise and wanted to share my hope with my friends.

Since my friends hadn’t directly acknowledged their eating disorders, I had to engage them indirectly. I intentionally talked about the benefits of working out. I regularly invited them to come to the HOP sessions after school. I talked about how fun it was, while at the same time mentioning the healthy body change process. I was only their coach, but felt their struggles personally as I watched girls who couldn’t run 10 meters without gasping for air slowly transform. Their language changed from obsessing with size to pride in their strength.  

I was asked to lead classes and scoured the web for effective circuit reps. I researched modifications for injuries and the best warmups and cooldowns for workouts. I continue to lead discussions focusing on finding confidence in our bodies and defining worth through determination and strength rather than our waists.

Although today my weight is almost identical to what it was before HOP, my perspective and, perhaps more importantly, my community is different. There are fewer poems of despair, and more about identity. From dreaming of buttoning size zero shorts to pushing ourselves to get “just one more push up”, it is not just our words that have changed.

UC Essay Example #15

I have lived in the Middle East for the last 11 years of my life. I’ve seen cranes, trucks, cement-mixers, bulldozers and road-rollers build all kinds of architectural monoliths on my way to school. But what really catches my attention are the men who wear blue jumpsuits striped with fluorescent colors, who cover their faces with scarves and sunglasses, and who look so small next to the machines they use and the skyscrapers they build.

These men are the immigrant laborers from South-Asian countries who work for 72 hours a week in the scorching heat of the Middle East and sleep through freezing winter nights without heaters in small unhygienic rooms with 6-12 other men. Sometimes workers are denied their own passports, having become victims of exploitation. International NGOs have recognized this as a violation of basic human rights and classified it as bonded labour.

As fellow immigrants from similar ethnicities, my friends and I decided to help the laborers constructing stadiums for the 2022 FIFA world cup.

Since freedom of speech was limited, we educated ourselves on the legal system of Qatar and carried out our activities within its constraints. After surveying labor camps and collecting testimonials, we spread awareness about the laborer’s plight at our local community gatherings and asked for donations to our cause. With this money, we bought ACs, heaters and hygienic amenities for the laborers. We then educated laborers about their basic rights. In the process, I became a fluent Nepalese speaker.

As an experienced debater, I gave speeches about the exploitation of laborers at the gatherings. Also, I became the percussionist of the small rock band we created to perform songs that might evoke empathy in well-off migrants. As an experienced website-developer, I also reached out to other people in the Middle East who were against bonded labor and helped them develop the migrant-rights.org website.

Although we could only help 64 of the millions of laborers in the Middle East, we hope that our efforts to spread awareness will inspire more people to reach out to the laborers who built their homes.

UC Personal Insight Question Prompt 8: Standing Out

8. Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

UC Essay Example #16: “Jungle Confidence Course”

Hunger. Flames licking my face. Thirst. Unknown creatures circling me restlessly. Aching. The darkness threatening to swallow me. Desperation. I asked for this.

Nine long days in the jungle with only a day’s worth of rations, the Jungle Confidence Course was designed to test our survival capabilities. To make matters worse, I had to carry a bunch of heavy military equipment that had no use to me for the purpose of the test. Dropped in the middle of Brunei, no matter which way you walked the terrain always went up. So why on earth would anyone volunteer this?

I was hungry. Not in the physical sense, even though I was starving for those nine days, but rather due to an incurable thirst. Every Singaporean male citizen is required to serve two years in service to the country essentially delaying our education and subsequent entrance into the workforce. Most people, including my friends, see this as something terrible and try to avoid it altogether by flying overseas. Others look for the easiest and most cushiony job to serve during the two long years rather than be another military grunt.

As for myself, since I had to do it why not do the best I can and hope to benefit from it? I’ve been hungry, cold, exhausted beyond the point of belief, yet I’m still standing. I sacrificed lots of free time, lost friends, ended up missing lots of key family moments due to training but I don’t regret a thing. Helicopter rides, urban warfare, assaulting beaches, all in a day’s work. Movies became reality accomplishing tasks once impossible.

Aspiration drove me then, and still continues to pilot me now. All these experiences and memories creates a lasting impact, creating pride and the motivation to continue forward. I could have given up at any point during those long nine days, but with every pang of hunger I made myself focus on what I wanted.

To be the best version of myself possible, and come out of this challenge stronger than ever before. What’s the point of living life if you have nothing to be proud of?

UC Essay Example #17”

What’s the most logical thing an electrical engineer and his computer science obsessed son can do in the deserts of Qatar? Gardening.

My dad and I built a garden in our small rocky backyard to remind us of our village in India, 3,419 km away from our compact metropolitan household in Qatar. Growing plants in a desert, especially outdoors without any type of climate control system, can seem to be a daunting task. But by sowing seeds at the beginning of winter, using manure instead of chemical fertilizers, and choosing the breed of plants that can survive severe cold, we overcame the harsh climate conditions.

Sitting in the garden with my family reminds me of the rain, the green fields, the forests, the rhythmic sound of the train wheels hitting joints between rails (to which I play beats on any rigid surface), and most of all, the spicy food of India. The garden is my tranquil abode of departure from all forms of technology, regrets about the past, and apprehensions about the future. It contrasts my love for innovating technology and thus maintains balance between my heritage, beliefs, busy lifestyle and ambitions.

Unfortunately, my family and I enjoy the garden for fewer months each year. The harsh climate is becoming dangerously extreme: summers are increasingly becoming hotter, reaching record-breaking temperatures of about 50॰C, and winters are becoming colder, the rains flooding areas that only anticipate mild drizzles. Climate change has reduced our season for growing plants from six months to four.

But we’ve agreed to keep our agricultural practices organic to improve the longevity of the garden’s annual lifespan. I’ve also strived to extend the privilege of a garden to all families in our Indian community, giving space for those who, like us, long for something green and organic in the artificial concrete jungle where we reside. We share harvests, seeds and experiences, and innovate organic agricultural methods, in the gardens we’ve all grown.

So, what makes the Computer Science obsessed applicant from India unique? Balance.

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Home / Apply / Freshmen

Freshman Admission and Selection: 2018-2019

Students studying outdoors at the UC Santa Cruz campus. Photo by Carolyn Lagattuta.

Students studying outdoors at the UC Santa Cruz campus. Photo by Carolyn Lagattuta.

Congratulations to admitted students for fall 2018!

Along with the celebration of admission comes the increased responsibility that is part of becoming a university student. During this transition time, keep in mind the following:

  • Accept your offer of admission through our portal, my.ucsc.edu, no later than the May 1 deadline.
  • Keep contact information current. You can update your contact information on my.ucsc.edu.
  • Keep a list of deadlines.
  • Visit UCSC during Admitted Student Tours . If you can’t attend in person, take advantage of our Spotlight Mondays or the Virtual Tour .
  • Attend Summer Orientation .
  • Read your “Conditions of Admission Contract” carefully and ensure you meet those expectations.
  • If applicable, satisfy the Entry Level Writing Requirement by taking the Analytical Writing Placement Examination on May 12, 2018.

Fall 2018 Frosh Conditions of Admission Contract

Admitted students must review and agree to their Conditions of Admission Contract as posted in the MyUCSC portal.

If you have questions about your admission, please contact an admissions representative, as shown on our contact page . You may also email [email protected] or call (831) 459-2131.

Information for first-year students not offered admission to UCSC for fall 2018


The admission and selection process for freshmen to UC Santa Cruz reflects the academic rigor and preparation needed for admission to a major research institution. Meeting the minimum qualifications for the university does not guarantee you admission as a freshman. Students are encouraged to achieve well beyond the minimum qualifications to enhance their chances for selection.

UC Santa Cruz uses a holistic approach in selecting freshmen for admission. Applicants are thoroughly reviewed to determine the full spectrum of their academic and personal achievements, viewed in the context of their academic and personal opportunities. UCSC uses 14 faculty-approved criteria to determine an individualized, single score for each applicant. 

Important Note for Prospective Engineering Students: Choice of major does not influence the selection of first-year students, except for those applicants interested in a major offered by the Jack Baskin School of Engineering (BSOE). Freshmen who are interested in a BSOE program should be sure to indicate a BSOE proposed major. Students who do not indicate a BSOE program or who apply as undeclared might not be able to pursue a BSOE program. 

Minimum Qualifications for the University of California

The UC admissions guidelines are designed to ensure students are well-prepared to succeed at the University of California. If you are interested in entering the university as a freshman, you need to satisfy the following minimum requirements:

  • Complete a minimum of 15 college-preparatory courses (” a-g” courses ), with at least 11 finished prior to the beginning of your senior year.

    The 15 courses are:

    a. History/social science

    2 years

    b. English

    4 years

    c. Mathematics

    3 years

    d. Laboratory science

    2 years

    e. Language other than English

    2 years

    f. Visual and performing arts

    1 year

    g. College-preparatory elective*
    *chosen from the subjects listed above or another course approved by the university

    1 year

    If you attend an accredited high school in California, you can check the courses at your school that may satisfy the “a–g” pattern by consulting ucop.edu/agguide .

  • Earn a grade point average (GPA) of 3.00 or better (3.40 or better for a non-resident of California) in these courses with no grade lower than a C.
  • Meet the examination requirement by taking the ACT Plus Writing or the SAT with Essay no later than December of the senior year. UCSC does not use the SAT Subject Tests for selection purposes, but certain programs on some UC campuses recommend them, and you can use SAT Subject Tests to satisfy the “a-g” requirements listed above.

—California Applicants—

There are two ways to qualify for admission to the University of California. First, you can “qualify by the statewide path.” Second, if you rank in the top 9 percent of your class in participating high schools in California, you may gain admission through what is called “qualifying by the local path.” You can find more detailed information by visiting: admission.universityofcalifornia.edu/freshman .

—Qualifying by the statewide path—
   (California Residents Only)

You must achieve a minimum GPA of 3.00 in the “a–g” courses. The GPA is only calculated on courses meeting the “a-g” requirements in the 10th, the 11th, and, if completed, the 12th grades.

You must also complete the examination requirement, the ACT Plus Writing or the SAT with Essay (SAT exams taken prior to March 2016 will also be accepted). The scores you report for each section of the SAT must be from the same sitting. UCSC Code for ACT: 0460. UCSC Code for SAT: 4860.

A UC Score is calculated based on your GPA and your test scores. See the UC Admissions Index chart for further information.

—Qualifying by the local path—
   (California Residents Only)

Students who rank in the top 9 percent of students in their California high school class — if the high school participates in our Eligibility in the Local Context (ELC) program —qualify for admission to UC.

If your school participates in the ELC program — which most California high schools do — UC will identify the top 9 percent of students on the basis of GPA in UC-approved coursework completed in the 10th and 11th grades. To be considered for ELC, you must have a minimum GPA of 3.00 and complete a pattern of 11 “a-g” courses prior to your senior year. Further information is available at universityofcalifornia.edu/admissions/freshman/california-residents/local-path/index.html .

Out-of-state Applicants

Our requirements for out-of-state applicants — subject, examination, and scholarship — are nearly identical to our requirements for California residents. The only difference is that non-residents must earn a minimum GPA of 3.40. You may also qualify by examination alone. Please see our Out-of-State Admissions website at admissions.ucsc.edu/apply/out-of-state-students/index.html .

International Applicants

UC has slightly different admission requirements for international students. For freshman admission, you must:

  1. Complete 15 year-long academic courses with a 3.40 GPA:
    • 2 years of history/social science (In place of U.S. History, history of your country)
    • 4 years of composition and literature in language in which you are instructed
    • 3 years of math including geometry and advanced algebra
    • 2 years of laboratory science (1 biological/1 physical)
    • 2 years of a second language
    • 1 yearlong course of visual and performing arts
    • 1 additional course from any subject areas above
  2. Meet other requirements specific to your country
  3. Take the ACT Plus Writing or the SAT with Essay by December 2017

In addition, students with very high test scores may qualify by their examination scores alone.

You can find more detailed information by visiting admission.universityofcalifornia.edu/freshman .

Also, you must acquire necessary visas and, if your schooling has been in a different language, you must show proficiency in English . Please see our International Admissions website at admissions.ucsc.edu/apply/international-students/index.html .

As a selective campus, UC Santa Cruz is unable to offer admission to all UC-qualified applicants. UCSC offers admission to freshman applicants according to the selection policy described in this document.

Calculating Your “UC Score”

UC uses an admissions index to determine if you fall in the top 9 percent of students who qualify in the statewide context. For more information, please see admission.universityofcalifornia.edu/freshman/california-residents/admissions-index/instructions.html


Selection Policy for UC Santa Cruz

Professionally-trained Admissions readers conduct an in-depth review of your academic and personal achievements in light of the opportunities available to you and your demonstrated capacity to contribute to the intellectual and cultural life at UCSC. The 14 factors we consider are:

  1. Grade-point average (GPA)

    Academic grade-point average in all completed “a-g” courses, including additional grade points for completed UC-certified honors courses.

  2. Test scores

    Scores on the ACT Plus Writing or SAT with Essay.

  3. Courses completed/planned

    Number of, content of and performance in academic courses beyond the minimum “a-g” requirements.

  4. Honors courses

    Number of and performance in UC-approved honors. Courses approved for UC honors include Advanced Placement, International Baccalaureate, UC-transferable college courses, and UC-approved honors courses (California high schools only).

  5. Eligibility in the Local Context

    Identification by UC as being ranked in the top 9 percent of your high school class at the end of your junior year (Eligible in the Local Context, or ELC).

  6. Quality of senior-year program of study

    Quality of your senior-year program as measured by the type and number of academic courses in progress or planned.

  7. Educational opportunities in high schools

    Quality of your academic performance relative to the educational opportunities available in your high school.

  8. Performance in academic subject areas

    Outstanding performance in one or more academic subject areas.

  9. Achievements in special projects

    Outstanding work in one or more special projects in any academic field of study.

  10. Improvement in academic performance

    Recent, marked improvement in academic performance as demonstrated by academic GPA and the quality of coursework completed or in progress.

  11. Special talents, achievements, and awards

    Special talents, achievements and awards in a particular field, such as visual and performing arts, communication or athletic endeavors; special skills, such as demonstrated written and oral proficiency in other languages; special interests, such as intensive study and exploration of other cultures; experiences that demonstrate unusual promise for leadership, such as significant community service or significant participation in student government; or other significant experiences or achievements that demonstrate the student’s promise for contributing to the intellectual vitality of a campus.

  12. Participation in educational preparation programs

    Participation and persistence in academic enrichment programs, including but not limited to those sponsored by the University of California.

  13. Academic accomplishment within life experiences

    Demonstrated academic achievement in light of significant life issues. Life experiences include but are not limited to disability, low family income, first generation to attend college, need to work, and other special circumstances.

  14. Geographic location

    Geographic diversity as defined by the location of your secondary school and/or residence.


Admission by Exception

Admission by Exception is granted to a very small percentage of applicants who do not meet UC requirements. Such factors as academic accomplishments in light of your life experiences and/or special circumstances, socioeconomic background, special talents and/or achievements, contributions to the community, and your answers to the Personal Insight Questions are taken into consideration.

Transferring from a California community college

About 25 percent of UCSC students do not begin their career as freshmen, but choose to enter the university by transferring from a community college. Transferring is an excellent way to achieve your UCSC degree, and UCSC gives top priority to qualified junior transfers from a California community college.

—Qualifying as a transfer (California residents)—

To qualify for admission to UC as a junior-level transfer student, you must fulfill both of the following criteria. Keep in mind that meeting these requirements is not sufficient to gain admission to UCSC and/or the major of your choice.

1. Complete at least 60 semester units or 90 quarter units of UC-transferable college credit with a minimum GPA of 2.40. No more than 14 semester/21 quarter units may be taken on a pass/no pass basis.

2. Complete the following course pattern requirements, earning a grade of C (2.00) or better in each course:

  • Two UC-transferable college courses (minimum 3 semester or 4 quarter units each) in English composition; and
  • One UC-transferable college course (minimum 3 semester or 4 quarter units) in mathematical concepts and quantitative reasoning; and
  • Four UC-transferable college courses (minimum 3 semester or 4 quarter units each) chosen from at least two of the following subject areas: the arts and humanities, the social and behavioral sciences, and the physical and biological sciences.

—Selection criteria for non-residents of California (transfer students)—

The selection criteria are nearly identical to those used for California residents, except that you must have a minimum GPA of 2.80 in all UC-transferable college coursework.

Further information

Major Preparation Selection Criteria

Transfer Admission Planner

For further information, including information on UCSC’s Transfer Admission Guarantee (TAG) program, please see admissions.ucsc.edu/apply/transfer-students/index.html .

Transfer Preparation Program


Application filing period

Financial aid and scholarships

Contact your Representative

Prospective students and their families in California, as well as California community college counselors, may contact an Admissions Regional Representative for more information. Please see our Regional Representatives page . Out-of-state students may contact [email protected] , and international students may contact [email protected] .

See Also

  • 加州大学圣克鲁斯分校招生演讲中文版 – Chinese-Language UCSC Presentation [PDF]
  • Admission Guide for California First-Year Students 2019-20 [PDF]
  • Admission Guide for U.S. First-Year Students (Outside California) 2019-20 [PDF]
  • Admission Guide for International First-Year Students 2019-20 [PDF]
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Cause And Effect Essay Example On Childhood Obesity In The USA

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@Example Essays

    Television and Obesity



    3 Pages
    774 Words

                 Technology and Television: Child Obesity The children of today are becoming more obese, for the fact that they are obtaining laziness. They are spending more time in front of the television then they are getting their daily exercise. Their growing bodies need exercise to lose baby fat before it gets to be a serious problem. The growth of technology has formed a major impact on the obesity of today's children. This technology has substituted normal childhood play exercises with computer games that take less physical effort. Because of technology in today’s society the problem with child obesity has become tremendously intensified. First, what is child obesity? The term child obesity means a "child is a person between birth and puberty and obese is extremely fat: corpulent"(The American Heritage Dictionary 265,856). This disease is caused due to a lack of exercise and over-eating by a child. Child obesity can cause many medical problems for a child that suffers from such a disease. Obesty is a widespread disease that is growing incredibly worse as technology increases. Furthermore, it is obvious that the lack of exercise has a major part to do with child obesity; scientists blame the television for a substitute to outdoor sports. Kids are spending more time watch television than they are doing physical activities. "The findings strongly support the notion that the most important lifestyle factor in childhood obesity is television watching"(Monmaney). The television brings the child's imagination to life, giving them entertainment to do without the running and exercising of outdoor sports. The more television a child watches the more obese the child will get. Next, the problem is getting so out of hand that the government is going to have to start getting involved. Satcher and Shirley Watkins, the undersecretary of agriculture for food, nutrition and consumer services said that, “‘TV increases obesity, stifle…

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    Television and Obesity. (1969, December 31). In MegaEssays.com. Retrieved 03:51, September 06, 2018, from https://www.megaessays.com/viewpaper/74180.html
    MegaEssays. “Television and Obesity.” MegaEssays.com. MegaEssays.com, (December 31, 1969). Web. 06 Sep. 2018.
    MegaEssays, “Television and Obesity.,” MegaEssays.com, https://www.megaessays.com/viewpaper/74180.html (accessed September 06, 2018)

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    J Family Med Prim Care. 2015 Apr-Jun; 4(2): 187–192.
    doi:  10.4103/2249-4863.154628
    PMCID: PMC4408699
    PMID: 25949965

    Childhood obesity: causes and consequences

    Krushnapriya Sahoo ,1 Bishnupriya Sahoo ,2 Ashok Kumar Choudhury ,3 Nighat Yasin Sofi ,4 Raman Kumar ,5 and Ajeet Singh Bhadoria 6

    Krushnapriya Sahoo

    1Phd Scholar, Department of Human Development and Family Studies, Maharana Pratap University of Agriculture and Technology, Udaipur, Rajasthan, India

    Find articles by Krushnapriya Sahoo

    Bishnupriya Sahoo

    2Senior Resident, Department of Pediatrics, Vardhmann Medical College and Safdarjung Hospital, New Delhi, India

    Find articles by Bishnupriya Sahoo

    Ashok Kumar Choudhury

    3Assistant Professor, Department of Hepatology, Institute of Liver and Biliary Sciences, New Delhi, India

    Find articles by Ashok Kumar Choudhury

    Nighat Yasin Sofi

    4Research Scientist, Human Nutrition Unit, All India Institute of Medical Sciences, New Delhi, India

    Find articles by Nighat Yasin Sofi

    Raman Kumar

    5CMO In Charge Emergency, Department of Clinical Research, Institute of Liver and Biliary Sciences, New Delhi, India

    Find articles by Raman Kumar

    Ajeet Singh Bhadoria

    6Epidemiologist and Public Health Specialist, Department of Clinical Research, Institute of Liver and Biliary Sciences, New Delhi, India

    Find articles by Ajeet Singh Bhadoria
    1Phd Scholar, Department of Human Development and Family Studies, Maharana Pratap University of Agriculture and Technology, Udaipur, Rajasthan, India
    2Senior Resident, Department of Pediatrics, Vardhmann Medical College and Safdarjung Hospital, New Delhi, India
    3Assistant Professor, Department of Hepatology, Institute of Liver and Biliary Sciences, New Delhi, India
    4Research Scientist, Human Nutrition Unit, All India Institute of Medical Sciences, New Delhi, India
    5CMO In Charge Emergency, Department of Clinical Research, Institute of Liver and Biliary Sciences, New Delhi, India
    6Epidemiologist and Public Health Specialist, Department of Clinical Research, Institute of Liver and Biliary Sciences, New Delhi, India
    Address for correspondence: Dr. Ajeet Singh Bhadoria, Epidemiologist and Public Health Specialist, Institute of Liver and Biliary Sciences, New Delhi – 110 070, India. E-mail: [email protected]
    Author information Copyright and License information Disclaimer
    Copyright : © Journal of Family Medicine and Primary Care
    This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
    This article has been cited by other articles in PMC.

    Abstract

    Childhood obesity has reached epidemic levels in developed as well as in developing countries. Overweight and obesity in childhood are known to have significant impact on both physical and psychological health. Overweight and obese children are likely to stay obese into adulthood and more likely to develop non-communicable diseases like diabetes and cardiovascular diseases at a younger age. The mechanism of obesity development is not fully understood and it is believed to be a disorder with multiple causes. Environmental factors, lifestyle preferences, and cultural environment play pivotal roles in the rising prevalence of obesity worldwide. In general, overweight and obesity are assumed to be the results of an increase in caloric and fat intake. On the other hand, there are supporting evidence that excessive sugar intake by soft drink, increased portion size, and steady decline in physical activity have been playing major roles in the rising rates of obesity all around the world. Childhood obesity can profoundly affect children’s physical health, social, and emotional well-being, and self esteem. It is also associated with poor academic performance and a lower quality of life experienced by the child. Many co-morbid conditions like metabolic, cardiovascular, orthopedic, neurological, hepatic, pulmonary, and renal disorders are also seen in association with childhood obesity.

    Keywords: Childhood obesity, consequences, epidemiology, lifestyle, non-communicable disease, overweight

    Introduction

    The world is undergoing a rapid epidemiological and nutritional transition characterized by persistent nutritional deficiencies, as evidenced by the prevalence of stunting, anemia, and iron and zinc deficiencies. Concomitantly, there is a progressive rise in the prevalence of obesity, diabetes and other nutrition related chronic diseases (NRCDs) like obesity, diabetes, cardiovascular disease, and some forms of cancer. Obesity has reached epidemic levels in developed countries. The highest prevalence rates of childhood obesity have been observed in developed countries; however, its prevalence is increasing in developing countries as well.[ 1 ] Females are more likely to be obese as compared to males, owing to inherent hormonal differences.[ 2 ]

    It is emerging convincingly that the genesis of Type 2 Diabetes and Coronary Heart Disease begins in childhood, with childhood obesity serving as an important factor.[ 3 ] There has been a phenomenal rise in proportions of children having obesity in the last 4 decades, especially in the developed world. Studies emerging from different parts of India within last decade are also indicative of similar trend.[ 4 , 5 , 6 , 7 , 8 , 9 ] This view has been challenged over recent years and we presently consider these as different forms of the global malnutrition problem. This new conceptualization leads us to simultaneously address the root causes of nutritional deficiencies which in turn will contribute to the control of under nutrition and the prevention of obesity, diabetes, and other NRCDs. This summary provides a public health overview of selected key issues related to the prevention of obesity and chronic diseases with a life-course perspective of nutrition and child growth.

    Childhood obesity is one of the most serious public health challenges of the 21st century. The problem is global and is steadily affecting many low and middle income countries, particularly in urban settings. The prevalence has increased at an alarming rate. Globally in 2010, the number of overweight children under the age of five is estimated to be over 42 million. Close to 35 million of these are living in developing countries.

    Definition of Childhood Obesity

    Although definition of obesity and overweight has changed over time, it can be defined as an excess of body fat (BF). There is no consensus on a cut-off point for excess fatness of overweight or obesity in children and adolescents. A study by conducted by Williams et al. (1992), on 3,320 children in the age-group of 5–18 years classified children as fat if their percentage of body fat was at least 25% for males and 30% for females, respectively.[ 10 ] The Center for Disease Control and Prevention defined overweight as at or above the 95th percentile of body mass index (BMI) for age and “at risk for overweight” as between 85th to 95th percentile of BMI for age.[ 11 , 12 ] European researchers classified overweight as at or above 85th percentile and obesity as at or above 95th percentile of BMI.[ 13 ]

    An Indian research study has defined overweight and obesity as overweight (between ≥85th and <95th percentile) and obesity (≥95th percentile).[ 14 ] Another study has followed World Health Organization 2007 growth reference for defining overweight and obesity.[ 15 ]

    There are also several methods to measure the percentage of body fat. In research, techniques include underwater weighing (densitometry), multi-frequency bioelectrical impedance analysis (BIA), and magnetic resonance imaging (MRI). In the clinical environment, techniques such as BMI, waist circumference, and skin-fold thickness have been used extensively. Although, these methods are less accurate than research methods, they are satisfactory to identify risk. While BMI seems appropriate for differentiating adults, it may not be as useful in children because of their changing body shape as they progress through normal growth. In addition, BMI fails to distinguish between fat and fat-free mass (muscle and bone) and may exaggerate obesity in large muscular children. Furthermore, maturation pattern differs between genders and different ethnic groups. Studies that used BMI to identify overweight and obese children based on percentage of body fat have found high specificity (95–100%), but low sensitivity (36–66%) for this system of classification.[ 16 ] While health consequences of obesity are related to excess fatness, the ideal method of classification should be based on direct measurement of fatness. Although methods such as densitometry can be used in research practice, they are not feasible for clinical settings. For large population-based studies and clinical situations, bioelectrical impedance analysis (BIA) is widely used. Waist circumference seems to be more accurate for children because it targets central obesity, which is a risk factor for type II diabetes and coronary heart disease.

    Causes of Childhood Obesity

    It is widely accepted that increase in obesity results from an imbalance between energy intake and expenditure, with an increase in positive energy balance being closely associated with the lifestyle adopted and the dietary intake preferences. However, there is increasing evidence indicating that an individual’s genetic background is important in determining obesity risk. Research has made important contributions to our understanding of the factors associated with obesity. The ecological model, as described by Davison et al., suggests that child risk factors for obesity include dietary intake, physical activity, and sedentary behavior.[ 17 ] The impact of such risk factors is moderated by factors such as age, gender. Family characteristics parenting style, parents’ lifestyles also play a role. Environmental factors such as school policies, demographics, and parents’ work-related demands further influence eating and activity behaviors.

    Genetics are one of the biggest factors examined as a cause of obesity. Some studies have found that BMI is 25–40% heritable.[ 18 ] However, genetic susceptibility often needs to be coupled with contributing environmental and behavioral factors in order to affect weight.[ 19 ] The genetic factor accounts for less than 5% of cases of childhood obesity.[ 18 ] Therefore, while genetics can play a role in the development of obesity, it is not the cause of the dramatic increase in childhood obesity.

    Basal metabolic rate has also been studied as a possible cause of obesity. Basal metabolic rate, or metabolism, is the body’s expenditure of energy for normal resting functions. Basal metabolic rate is accountable for 60% of total energy expenditure in sedentary adults. It has been hypothesized that obese individuals have lower basal metabolic rates. However, differences in basal metabolic rates are not likely to be responsible for the rising rates of obesity.[ 18 ]

    Review of the literature investigates factors behind poor diet and offers numerous insights into how parental factors may impact on obesity in children.[ 20 ] They note that children learn by modeling parents’ and peers’ preferences, intake and willingness to try new foods. Availability of, and repeated exposure to, healthy foods is key to developing preferences and can overcome dislike of foods. Mealtime structure is important with evidence suggesting that families who eat together consume more healthy foods. Furthermore, eating out or watching TV while eating is associated with a higher intake of fat. Parental feeding style is also significant. The author’s found that authoritative feeding (determining which foods are offered, allowing the child to choose, and providing rationale for healthy options) is associated with positive cognitions about healthy foods and healthier intake. Interestingly authoritarian restriction of “junk-food” is associated with increased desire for unhealthy food and higher weight.[ 21 ]

    Government and social policies could also potentially promote healthy behavior. Research indicates taste, followed by hunger and price, is the most important factor in adolescents snack choices.[ 22 ] Other studies demonstrate that adolescents associate junk food with pleasure, independence, and convenience, whereas liking healthy food is considered odd.[ 23 ] This suggests investment is required in changing meanings of food, and social perceptions of eating behavior. As proposed by the National Taskforce on Obesity (2005), fiscal policies such as taxing unhealthy options, providing incentives for the distribution of inexpensive healthy food, and investing in convenient recreational facilities or the esthetic quality of neighborhoods can enhance healthy eating and physical activity.[ 24 ]

    Dietary factors have been studied extensively for its possible contributions to the rising rates of obesity. The dietary factors that have been examined include fast food consumption, sugary beverages, snack foods, and portion sizes.

    Fast food Consumption: Increased fast food consumption has been linked with obesity in the recent years. Many families, especially those with two parents working outside the home, opt for these places as they are often favored by their children and are both convenient and inexpensive.[ 25 ] Foods served at fast food restaurants tend to contain a high number of calories with low nutritional values. A study conducted examined the eating habits of lean and overweight adolescents at fast food restaurants.[ 26 ] Researchers found that both groups consumed more calories eating fast food than they would typically in a home setting but the lean group compensated for the higher caloric intake by adjusting their caloric intake before or after the fast food meal in anticipation or compensation for the excess calories consumed during the fast food meal. Though many studies have shown weight gain with regular consumption of fast food, it is difficult to establish a causal relationship between fast food and obesity.

    Sugary beverages

    A study examining children aged 9–14 from 1996–1998, found that consumption of sugary beverages increased BMI by small amounts over the years.[ 18 ] Sugary drinks are another factor that has been examined as a potential contributing factor to obesity. Sugary drinks are often thought of as being limited to soda, but juice and other sweetened beverages fall into this category. Many studies have examined the link between sugary drink consumption and weight and it has been continually found to be a contributing factor to being overweight.[ 18 ] Sugary drinks are less filling than food and can be consumed quicker, which results in a higher caloric intake.[ 19 ]

    Snack foods

    Another factor that has been studied as a possible contributing factor of childhood obesity is the consumption of snack foods. Snack foods include foods such as chips, baked goods, and candy. Many studies have been conducted to examine whether these foods have contributed to the increase in childhood obesity. While snacking has been shown to increase overall caloric intake, no studies have been able to find a link between snacking and overweight.[ 18 ]

    Portion size

    Portion sizes have increased drastically in the past decade. Consuming large portions, in addition to frequent snacking on highly caloric foods, contribute to an excessive caloric intake. This energy imbalance can cause weight gain, and consequently obesity.[ 18 ]

    Activity level

    One of the factors that is most significantly linked to obesity is a sedentary lifestyle. Each additional hour of television per day increased the prevalence of obesity by 2%.[ 18 ] Television viewing among young children and adolescents has increased dramatically in recent years.[ 18 , 27 ] The increased amount of time spent in sedentary behaviors has decreased the amount of time spent in physical activity. Research which indicates the number of hours children spend watching TV correlates with their consumption of the most advertised goods, including sweetened cereals, sweets, sweetened beverages, and salty snacks.[ 22 ] Despite difficulties in empirically assessing the media impact, other research discussed emphasizes that advertising effects should not be underestimated. Media effects have been found for adolescent aggression and smoking and formation of unrealistic body ideals. Regulation of marketing for unhealthy foods is recommended, as is media advocacy to promote healthy eating.

    Environmental factors

    While extensive television viewing and the use of other electronic media has contributed to the sedentary lifestyles, other environmental factors have reduced the opportunities for physical activity. Opportunities to be physically active and safe environments to be active in have decreased in the recent years. The majority of children in the past walked or rode their bike to school. A study conducted in 2002 found that 53% of parents drove their children to school.[ 18 ] Of these parents, 66% said they drove their children to school since their homes were too far away from the school. Other reasons parents gave for driving their children to school included no safe walking route, fear of child predators, and out of convenience for the child.[ 18 ] Children who live in unsafe areas or who do not have access to safe, well-lit walking routes have fewer opportunities to be physically active.[ 18 ]

    Socio-cultural factors

    Socio-cultural factors have also been found to influence the development of obesity. Our society tends to use food as a reward, as a means to control others, and as part of socializing.[ 28 ] These uses of food can encourage the development of unhealthy relationships with food, thereby increasing the risk of developing obesity.

    Family factors

    Family factors have also been associated with the increase of cases of obesity. The types of food available in the house and the food preferences of family members can influence the foods that children eat. In addition, family mealtimes can influence the type of food consumed and the amount thereof. Lastly, family habits, whether they are sedentary or physically active, influence the child.[ 28 ] Studies have shown that having an overweight mother and living in a single parent household are associated with overweight and childhood obesity.[ 29 ]

    Psychological factors

    Depression and anxiety

    A recent review concluded that the majority of studies find a prospective relationship between eating disturbances and depression.[ 30 ] However, this relationship is not unidirectional; depression may be both a cause and a consequence of obesity.[ 31 ] Additionally, in a clinical sample of obese adolescents, a higher life-time prevalence of anxiety disorders was reported compared to non-obese controls.[ 32 ] Although some studies demonstrate no significant relationship between increased BMI and increased anxiety symptoms.[ 33 ] Thus, the relationship between obesity and anxiety may not be unidirectional and is certainly not conclusive.

    Self-esteem

    Research findings comparing overweight/obese children with normal-weight children in regards to self-esteem have been mixed.[ 34 ] Some studies have found that obese children have lower self-esteem while others do not.[ 35 , 36 , 37 ] There is some consensus in the literature that the global approach to self-esteem measurement with children who are overweight/obese is misleading as the physical and social domains of self-esteem seem to be where these children are most vulnerable.[ 38 ]

    Body dissatisfaction

    Research has consistently found that body satisfaction is higher in males than females at all ages.[ 39 ] Gender differences may reflect the westernized cultural ideals of beauty in that thinness is the only culturally defined ideal for females, while males are encouraged to be both lean and muscular. Thus, there is a linear relationship between body dissatisfaction and increasing BMI for girls; while for boys a U-shaped relationship suggests that boys with BMIs at the low and high extremes experience high levels of body dissatisfaction.[ 40 , 41 ]

    Eating disorder symptoms

    Traits associated with eating disorders appear to be common in adolescent obese populations, particularly for girls.[ 42 ] A number of studies have shown higher prevalence of eating-related pathology (i.e. Anorexia, Bulimia Nervosa, and impulse regulation) in obese children/youth.[ 43 , 44 ]

    Emotional problems

    In one of the few studies to investigate the psychological impact of being overweight/obese in children, a review of 10 published studies over a 10-year period (1995-2005) with sample sizes greater than 50 revealed that all participants reported some level of psychosocial impact as a result of their weight status.[ 45 ] Being younger, female, and with an increased perceived lack of control over eating seemed to heighten the psychosocial consequences.

    Consequences of childhood obesity

    Childhood obesity can profoundly affect children’s physical health, social, and emotional well-being, and self esteem. It is also associated with poor academic performance and a lower quality of life experienced by the child. These potential consequences are further examined in the following sections.

    Medical consequences

    Childhood obesity has been linked to numerous medical conditions. These conditions include, but are not limited to, fatty liver disease, sleep apnea, Type 2 diabetes, asthma, hepatic steatosis (fatty liver disease), cardiovascular disease, high cholesterol, cholelithiasis (gallstones), glucose intolerance and insulin resistance, skin conditions, menstrual abnormalities, impaired balance, and orthopedic problems.[ 25 , 46 ] Until recently, many of the above health conditions had only been found in adults; now they are extremely prevalent in obese children. Although most of the physical health conditions associated with childhood obesity are preventable and can disappear when a child or adolescent reaches a healthy weight, some continue to have negative consequences throughout adulthood.[ 46 ] In the worst cases, some of these health conditions can even result in death. Below, three of the more common health problems associated with childhood obesity are discussed, diabetes, sleep apnea, and cardiovascular disease.

    Socio-emotional consequences

    In addition to being implicated in numerous medical concerns, childhood obesity affects children’s and adolescent’s social and emotional health. Obesity has been described as being “one of the most stigmatizing and least socially acceptable conditions in childhood.”[ 38 ] Overweight and obese children are often teased and/or bullied for their weight. They also face numerous other hardships including negative stereotypes, discrimination, and social marginalization.[ 46 ] Discrimination against obese individuals has been found in children as young as 2 years old.[ 28 ] Obese children are often excluded from activities, particularly competitive activities that require physical activity. It is often difficult for overweight children to participate in physical activities as they tend to be slower than their peers and contend with shortness of breath.[ 25 ] These negative social problems contribute to low self esteem, low self confidence, and a negative body image in children and can also affect academic performance.[ 46 ] All of the above-mentioned negative effects of overweight and obesity can be devastating to children and adolescents.

    The social consequences of obesity may contribute to continuing difficulty in weight management. Overweight children tend to protect themselves from negative comments and attitudes by retreating to safe places, such as their homes, where they may seek food as a comfort. In addition, children who are overweight tend to have fewer friends than normal weight children, which results in less social interaction and play, and more time spent in sedentary activities.[ 25 ] As aforementioned, physical activity is often more difficult for overweight and obese children as they tend to get shortness of breath and often have a hard time keeping up with their peers. This in turn inevitably results in weight gain, as the amount of calories consumed exceeds the amount of energy burned.[ 25 ]

    Academic consequences

    Childhood obesity has also been found to negatively affect school performance. A research study concluded that overweight and obese children were four times more likely to report having problems at school than their normal weight peers.[ 38 ] They are also more likely to miss school more frequently, especially those with chronic health conditions such as diabetes and asthma, which can also affect academic performance.

    Conclusion

    The growing issue of childhood obesity can be slowed, if society focuses on the causes. There are many components that play into childhood obesity, some being more crucial than others. A combined diet and physical activity intervention conducted in the community with a school component is more effective at preventing obesity or overweight. Moreover, if parents enforce a healthier lifestyle at home, many obesity problems could be avoided. What children learn at home about eating healthy, exercising and making the right nutritional choices will eventually spill over into other aspects of their life. This will have the biggest influence on the choices kids make when selecting foods to consume at school and fast-food restaurants and choosing to be active. Focusing on these causes may, over time, decrease childhood obesity and lead to a healthier society as a whole.

    Footnotes

    Source of Support: Nil.

    Conflict of Interest: None declared.

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    10 Fun and Interesting Presentation Ideas


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    10 Fun and Interesting Presentation Ideas

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    interesting presentation ideas

    By Mark Schaefer

    At some point in every business person’s life, you will have to give a presentation and if you’re like me, it can still be an anxious experience.

    I have given hundreds of talks and presentations and here are 10 ideas to help you get over the nerves and into some presentation sizzle. At the end I have a little video clip to pull it all together for you …

    1. Local color

    No matter where you are, find some interesting or funny comment about the town you are in or the group you are with. A reference to the weather, your last visit, a local sports team, or a news event can be fun. Find something to bring people in, get their attention and maybe have a laugh.

    People feel warm when you take the time to bring in a story about their town or organization.

    2. Getting over the nerves

    Here’s a secret. You just need to get through the first two minutes. If you can get through the first two minutes, you will relax and be fine.

    So here is a trick. When you find your “local color” piece to open your talk, memorize it. Just say it over and over and over again so when you get up on the stage, you have your first two minutes down cold, people will laugh and you are on your way.

    3. Be visually profound

    Many speaking coaches recommend that you get rid of slides altogether. Sometimes that’s OK, but images can also help you create a more fun and interesting presentation.

    Whenever I do a talk I challenge myself to add something visual and cool that will help make the audience remember me. With all the sources of free or low-cost visual elements on the web today, this is easier than ever. For less than $20 you can even buy animations to embed right in your powerpoint. Is there something you can do visually to make them go WOW? Laugh? Sit up and take notice?

    4. Visual prompts, not bullets

    By now, there should not be a presenter on earth talking from a list of bullet points. That is so 2005. But to help you get through 45 minutes of talking, you might need some visual prompts so use large photos and images to accompany your story, not derail it.

    5. Involve the audience in a low-impact way

    There is nothing more awkward than asking your audience a question and then getting total silence. Instead, ask a question that simply calls for a raised hand, like “how many bloggers in the audience?” This gets people involved without putting them on the spot.

    6. The 7 minute intervention

    Here is a test. The next time you are listening to a great speaker, count how many times your mind starts to wander back to the office or the upcoming lunch break.

    Of course this varies by person and even by setting, but on average people start to fade away about every seven minutes — even if they are interested in your talk!

    So every seven minutes I have an intervention to bring them back to me. I’ve already mentioned a few ideas like introducing something visually profound or asking the audience a question. Other ideas might be to say something funny, physically change my position, dramatically raise or lower my voice, or shifting the emotional tone of the talk.

    Every seven minutes, do something to shake them a little in their seats.

    7. Rule the slides

    I recently rolled out a brand new speech on the future of social media. I practiced that thing so many times I was sick of it. But I’ll tell you what. When it was showtime, I was smooth as silk without even looking at the slides.

    By the time I was on the road with this talk, I could hit that 45-minute time limit on the button without looking at a clock. Organizers appreciate that, believe me. It’s OK to be a little under, but never go over the time limit.

    Rule the slides, don’t let them rule you.

    8. Entertain to teach

    When I first started speaking I approached it as though it was as an extention of my teaching. That was a mistake.

    When people attend a speech, they expect some entertainment. At some point I crossed a line and I became more of an entertainer than teacher … but it makes me a more effective teacher. Make sense?

    9. Assemble stories

    Many of the best speakers rarely create all-new speeches. They collect different stories from their careers and then assemble them in a way to make it relevant to an audience. I was told that former US President Bill Clinton, one of the highest-paid speakers in the world, keeps a stack of note cards with his “stories” and then assembles them right before his speech.

    I am getting better at this. I have enough stories now that I know which ones really connect to different audiences but this only comes from experience.

    Start collecting now!

    10. The two minute warning

    Most standard talks include a Q&A period and you don’t want to face dead silence!

    Here is a trick to keep that Q&A session lively. Two minutes before you are through, say this: “I’d like to move to my final point before taking your questions … so start thinking about your questions now.”

    This gives the audience a task and a signal that they need to formulate a question now. This trick works with every audience except college undergraduates. People who ask questions are keeping the rest of the class from leaving the room so it normally doesn’t happen in a college classrom! : )

    Putting it all together

    Here is a two-minute video clip of my recent speech on the Future of Social Media at a conference in Minneapolis. Watch for how I incorporate some of the interesting presentation ideas:

    1) Visuallly powerful animation

    2) Well-rehearsed local color

    3) Asking for a raise of hands

    4) Entertainment value

    5) A physical intervention in the form of an extended pause.

    Click here if you can’t see the two-minute video of keynote speaker Mark Schaefer .

    Mark Schaefer is the chief blogger for this site, executive director of Schaefer Marketing Solutions, and the author of several best-selling  digital marketing books . He is an acclaimed  keynote speaker , college educator, and business consultant.   The Marketing Companion podcast  is among the top business podcasts in the world.   Contact Mark  to have him speak to your company event or conference soon.

     

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    SCIENCING

    Fun Biology Presentation Topics

    By Erin Schreiner

    The complex nature of living things make biology a fascinating, albeit often challenging, topic. Motivate listeners to dedicate themselves to the study of this subject by preparing engaging presentations that center on some of the most intriguing biology topics. By doing so, you can highlight the excitement inherent in biology and motivate others to explore the science of living things.

    Genetics

    Because it touches the lives of all living things in amazing ways, genetics is a high-interest biology topic. In your presentation on this topic, discuss the ways in which genetic material is passed from one generation to the next, exploring potential outcomes of genetic combinations and helping listeners gain a better understanding of how they acquired their genetic material. Also explore the concept of genetic mutation, as this is often of interest to listeners due to its complexity and the oddities that can result from these mutations.

    Cloning

    Cloning was once a thing of science-fiction only, but now the process has become an element of science-fact. Discuss cloning, how it works and what could be done through the use of this technology with your listeners. Explore major milestones in the cloning process, such as the cloning of Dolly the sheep, as well as legalities associated with this practice. Conclude your presentation by exploring the ethical dilemmas associated with this practice, helping listeners understand why it is so hotly contested.

    Functions of the Brain

    The brain is a constant source of scientific interest. Because this organ is so complex, even scientists who have studied it for decades are far from fully understanding exactly how and why it works. You certainly cannot answer every question that exists about this amazing organ, but you can pique listeners’ interests by giving them a taste of what this scientific marvel can do. In your presentation, discuss the concept of brain injuries, exploring how the brain can recover from trauma. Also explain the differences between the right brain and the left brain, telling your listeners how each of these hemispheres influences the ways in which humans behave.

    Animal Adaptations

    Were it not for animal adaptations, many species would have long ago been erased from the planet. Camels, for example, could not survive in their largely inhospitable desert environment were it not for their water-storing humps. Explain how animal adaptations help living things survive, giving examples of some of the more visibly apparent adaptations. Also discuss how these adaptations came to be, explaining that animals evolved over generations to have these life-saving adaptations within their species.

    References

    • RCN D.C. Metro: Topics
    • NOVA: Biology Topics

    About the Author

    Erin Schreiner is a freelance writer and teacher who holds a bachelor’s degree from Bowling Green State University. She has been actively freelancing since 2008. Schreiner previously worked for a London-based freelance firm. Her work appears on eHow, Trails.com and RedEnvelope. She currently teaches writing to middle school students in Ohio and works on her writing craft regularly.

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    University of Florida Requirements for Admission

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    What are University of Florida’s admission requirements? While there are a lot of pieces that go into a college application, you should focus on only a few critical things:

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    Admissions Rate: 48%

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    The acceptance rate at University of Florida is 48%. For every 100 applicants, 48 are admitted.

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    Average GPA: 3.71

    The average GPA at University of Florida is 3.71.

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    (Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA.

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    With a GPA of 3.71, University of Florida

    requires you to be above average in your high school class. You’ll need at least a mix of A’s and B’s, with more A’s than B’s. You can compensate for a lower GPA with harder classes, like AP or IB classes. This will show that you’re able to handle more difficult academics than the average high school student.

    If you’re currently a junior or senior, your GPA is hard to change in time for college applications. If your GPA is at or below the school average of 3.71, you’ll need a higher SAT or ACT score to compensate. This will help you compete effectively against other applicants who have higher GPAs than you.

    SAT and ACT Requirements

    Each school has different requirements for standardized testing. Most schools require the SAT or ACT, and many also require SAT subject tests.

    You must take either the SAT or ACT to submit an application to University of Florida. More importantly, you need to do well to have a strong application.

    University of Florida SAT Requirements

    Many schools say they have no SAT score cutoff, but the truth is that there is a hidden SAT requirement. This is based on the school’s average score.

    Average SAT: 1330 (Old: 1874)

    The average SAT score composite at University of Florida is a 1330 on the 1600 SAT scale.

    On the old 2400 SAT, this corresponds to an average SAT score of 1874.

    This score makes University of Florida Moderately Competitive for SAT test scores.

    image description

    University of Florida SAT Score Analysis (New 1600 SAT)

    The 25th percentile New SAT score is 1250, and the 75th percentile New SAT score is 1420. In other words, a 1250 on the New SAT places you below average, while a 1420 will move you up to above average.

    Learn more about tutoring in the Miami area to improve your test score and strengthen your application to UF.

    Here’s the breakdown of new SAT scores by section:

    SectionAverage25th Percentile75th Percentile
    Math650610710
    Reading333136
    Writing333236
    Composite133012501420

    University of Florida SAT Score Analysis (Old 2400 SAT)

    The 25th percentile Old SAT score is 1740, and the 75th percentile SAT score is 2020. In other words, a 1740 on the Old SAT places you below average, while a 2020 puts you well above average.

    Here’s the breakdown of old SAT scores by section:

    SectionAverage25th Percentile75th Percentile
    Math633590680
    Reading622580670
    Writing619570670
    Composite187417402020

    SAT Score Choice Policy

    The Score Choice policy at your school is an important part of your testing strategy.

    University of Florida has the Score Choice policy of “Highest Section.”

    This is also known as “superscoring.” This means that you can choose which SAT tests you want to send to the school. Of all the scores they receive, your application readers will consider your highest section scores across all SAT test dates you submit.

    Click below to learn more about how superscoring critically affects your test strategy.

    How does superscoring change your test strategy? (Click to Learn)

    For example, say you submit the following 3 test scores:

    SectionR+WMathComposite
    Test 17003001000
    Test 23007001000
    Test 3300300600
    Superscore7007001400

    Even though the highest total you scored on any one test date was 1000, University of Florida will take your highest section score from all your test dates, then combine them to form your Superscore. You can raise your composite score from 1000 to 1400 in this example.

    This is important for your testing strategy. Because you can choose which tests to send in, and University of Florida forms your Superscore, you can take the SAT as many times as you want, then submit only the tests that give you the highest Superscore. Your application readers will only see that one score.

    Therefore, if your SAT superscore is currently below a 1330, we strongly recommend that you consider prepping for the SAT and retaking it. You have a very good chance of raising your score, which will significantly boost your chances of getting in.

    Even better, because of the Superscore, you can focus all your energy on a single section at a time. If your Reading score is lower than your other sections, prep only for the Reading section, then take the SAT. Then focus on Math for the next test, and so on. This will surely give you the highest Superscore possible.

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    University of Florida ACT Requirements

    Just like for the SAT, University of Florida likely doesn’t have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

    Average ACT: 28

    The average ACT score at University of Florida is 28. This score makes University of Florida Moderately Competitive for ACT scores.

    image description

    The 25th percentile ACT score is 27, and the 75th percentile ACT score is 31.

    Even though University of Florida likely says they have no minimum ACT requirement, if you apply with a 27 or below, you’ll have a very hard time getting in, unless you have something else very impressive in your application. There are so many applicants scoring 28 and above that a 27 will look academically weak.

    ACT Score Sending Policy

    If you’re taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy.

    Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send. You could take 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

    This means that you have more chances than you think to improve your ACT score. To try to aim for the school’s ACT requirement of 28 and above, you should try to take the ACT as many times as you can. When you have the final score that you’re happy with, you can then send only that score to all your schools.

    ACT Superscore Policy

    By and large, most colleges do not superscore the ACT. (Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score). Thus, most schools will just take your highest ACT score from a single sitting.

    We weren’t able to find the school’s exact ACT policy, which most likely means that it does not Superscore. Regardless, you can choose your single best ACT score to send in to University of Florida, so you should prep until you reach our recommended target ACT score of 28.

    Studying for the ACT instead? Want to learn how to improve your ACT score by 4 points?

    image description

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    SAT/ACT Writing Section Requirements

    Both the SAT and ACT have a Writing section that includes an essay.

    University of Florida requires you to take the SAT/ACT Writing section. They’ll use this as another factor in their admissions consideration.

    SAT Subject Test Requirements

    Schools vary in their SAT subject test requirements. Typically, selective schools tend to require them, while most schools in the country do not.

    We did not find information that University of Florida requires SAT subject tests, and so most likely it does not. At least 6 months before applying, you should still doublecheck just to make sure, so you have enough time to take the test.

    Our Expert’s Notes

    We did more detailed research into this school and found the following information.

    UF has minimum admission requirements:
    A cumulative C average in the academic core at all institutions attended
    Students taking dual enrollment courses must present a minimum 2.0 GPA at every institution attended.
    A record of good conduct.
    At least the minimum score in each section of the SAT: Critical Reading= 460, Mathematics=460 and Writing= 440.
    On the ACT with Writing, a minimum score of 19 on the Reading section, 19 on the Mathematics section, and 18 on the English/Writing section.

    Source

    Final Admissions Verdict

    image description

    Because this school is moderately selective, strong academic performance will almost guarantee you admission. Scoring a 2020 SAT or a 31 ACT or above will nearly guarantee you admission. Because the school admits 48% of all applicants, being far above average raises the admission rate for you to nearly 100%.

    If you can achieve a high SAT/ACT score, the rest of your application essentially doesn’t matter. You still need to meet the rest of the application requirements, and your GPA shouldn’t be too far off from the school average of 3.71. But you won’t need dazzling extracurriculars and breathtaking letters of recommendation to get in. You can get in based on the merits of your score alone.

    But if your score is a 1740 SAT or a 27 ACT and below, you have a good chance of being one of the unlucky few to be rejected.

    image description

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    Admissions Calculator

    What are your chances of admission at University of Florida?

    Chances of admission with these scores:

    Here’s our custom admissions calculator. Plug in your numbers to see what your chances of getting in are.

    Pick your test:

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    Note: Your admission decision relies not only on your GPA and SAT/ACT scores, but also on your coursework difficulty, extracurriculars, letters of recommendation, and personal statements. This tool provides only a simplistic estimate of your chances of admission. Instead of treating this tool as a crystal ball, we recommend you consider the big picture of what your chance means:

    • 80-100%: Safety school: Strong chance of getting in
    • 50-80%: More likely than not getting in
    • 20-50%: Lower but still good chance of getting in
    • 5-20%: Reach school: Unlikely to get in, but still have a shot
    • 0-5%: Hard reach school: Very difficult to get in

    We recommend you apply to schools across a range of chances. Applying to some safety schools will guarantee you have a college to go to, while applying to some reach schools will give you a shot at getting into the school at the top of your range.

    How would your chances improve with a better score?

    Try to take your current SAT score and add 160 points (or take your ACT score and add 4 points) to the calculator above. See how much your chances improve?

    At PrepScholar, we’ve created the leading online SAT/ACT prep program . We guarantee an improvement of 160 SAT points or 4 ACT points on your score, or your money back.

    Here’s a summary of why we’re so much more effective than other prep programs:

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    • Our team is made of national SAT/ACT experts. PrepScholar’s founders are Harvard graduates and SAT perfect scorers . You’ll be studying using the strategies that actually worked for them.
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    Application Requirements

    Every school requires an application with the bare essentials – high school transcript and GPA, application form, and other core information. Many schools, as explained above, also require SAT and ACT scores, as well as letters of recommendation, application essays, and interviews. We’ll cover the exact requirements of University of Florida here.

    Application Requirements Overview

    • Common Application
      Not accepted
    • Universal Application
      Not accepted
    • Electronic Application
      Available
    • Essay or Personal Statement
      Required for all freshmen
    • Letters of Recommendation
    • Interview
      Not required
    • Application Fee
      $30
    • Fee Waiver Available?
      Available
    • Other Notes
      Self-reported academic record; transcripts required for admitted students only required for freshmen

    Testing Requirements

    • SAT or ACT
      Required
    • SAT or ACT Writing
      Required
    • SAT Subject Tests
    • Scores Due in Office
      December 31

    Coursework Requirements

    • Subject
      Required Years
    • English
      4
    • Math
      4
    • Science
      3
    • Foreign Language
      2
    • Social Studies
      3
    • History
    • Electives
      2

    Deadlines and Early Admissions

    •  

      • Offered?
        Deadline
        Notification
    • Regular Admission

      • Yes
        November 1
        February 12
    • Early Action

      • No

    • Early Decision

      • No

    Admissions Office Information

    Our Expert’s Notes

    We did more detailed research into this school’s admissions process and found the following information:

    Instead of submitting your transcript, you will complete a self-reported academic record. You can find info on that process here.

    Priority admissions deadline is November 1st, with a final deadline of March 1st or as long as space is available. Furthermore, housing applications are available soon after the first deadline and are treated on a first-come, first-served basis. (Most schools don’t start housing arrangements until after the enrollment deadline.) So if UF as a top choice and you want on-campus housing, make sure to apply early.

    Source

    Other Schools For You

    If you’re interested in University of Florida, you’ll probably be interested in these schools as well. We’ve divided them into 3 categories depending on how hard they are to get into, relative to University of Florida.

    image description

    Reach Schools: Harder to Get Into

    These schools are more selective and have higher scores than University of Florida. If you improve your SAT score, you’ll be competitive for these schools.

    School NameLocationSAT Avg (1600)SAT Avg (2400)ACT Avg
    Boston College Chestnut Hill, MA1440205032
    Boston University Boston, MA1370194629
    Villanova University Villanova, PA1370194031
    Binghamton University Vestal, NY1360192929
    United States Military Academy West Point, NY1340189828
    University of California, Santa Barbara Santa Barbara, CA1330187427
    American University Washington, DC1320185828

    image description

    Same Level: Equally Hard to Get Into

    If you’re competitive for University of Florida, these schools will offer you a similar chance of admission.

    School NameLocationSAT Avg (1600)SAT Avg (2400)ACT Avg
    Stony Brook University Stony Brook, NY1310184928
    University of Texas at Dallas Richardson, TX1310184628
    University of Massachusetts Amherst Amherst, MA1290122627
    University of Connecticut Storrs, CT1300183928
    Rochester Institute of Technology Rochester, NY1290181529
    Chapman University Orange, CA1290180727
    University of California, Davis Davis, CA1290180027

    image description

    Safety Schools: Easier to Get Into

    If you’re currently competitive for University of Florida, you should have no problem getting into these schools. If University of Florida is currently out of your reach, you might already be competitive for these schools.

    School NameLocationSAT Avg (1600)SAT Avg (2400)ACT Avg
    Penn State University Park University Park, PA1270178627
    Drexel University Philadelphia, PA1270178227
    Syracuse University Syracuse, NY1270177527
    Hofstra University Hempstead, NY1240117827
    Auburn University Auburn University, AL1250174227
    University of Cincinnati Cincinnati, OH1230172626
    Temple University Philadelphia, PA1230171926

    image description

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    We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools.

    Learn more about PrepScholar Admissions to maximize your chance of getting in.


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      Psychology – analysing myself.

      Extracts from this document…

      Introduction

      Final Project: Self Analysis WRITTEN BY: LAKIA MARSHALL INSTRUCTOR: MICHEAL FORD CLASS : PSY 285 I am independent, frank, and very nonchalant. I have picked these three words because I think that they accurately describe my personality. I would say that I am independent because I am able to rely on myself. I have a high sense of pride and really don’t like to ask for help because of that I make it a point to make sure that I can do things on my own. I would say that I am frank because I don’t like to hide what it is that I am thinking. If I feel it I will say it and pride myself on being the person who says what others want to say but won’t. With that said, I am not a trouble maker and don’t just go around raining on others parades but I will give you my honest opinion if you ask for it and sometimes when you don’t. Finally to describe myself I would say that I am nonchalant. I tend to be very Zen for the most part. I don’t bother other people and try my best to treat others the way I would treat myself. I don’t like a lot of drama or trouble so I tend to stay to myself to remain stress free. In the terms of whether or not I an independent or interdependent I would say that I am independent. …read more.

      Middle

      That just means you have to work that much harder to get it. This teaching as a child has affected my ability to conform. What may suite others and be fine may not be the best for me. I consider myself to be a nonconformist. I am not afraid to go against the grain and most of the time I choose to do just that. I don’t think that being a self-proclaimed nonconformist is by any definition a bad thing. However when it comes to authority figures there is that part of m\e that likes to see how far out of the box I can go. For instance in high school I was always pushing the envelope for getting into trouble. I would always bend the rules to what I wanted just enough so that I wouldn’t break them. I remember attempting to skip class a getting caught. My friends that were with me took their punishment but as for me I wasn’t willing to accept it. After having my mother called to school to talk about what I did, it was explained that I was trying to leave school grounds. I then explained that I never stepped off school property and therefore didn’t qualify for the punishment being given. Needless to say I didn’t receive punishment for leaving school grounds but I did get detention for being insubordinate. …read more.

      Conclusion

      My self-control is very important to me and dictates a lot of my relationships I find that if I can let go when it comes to building a personal relationship with someone it is a trait that I value. When it comes to picking a companion I look for three things they are honesty, humility and independence. Those are very important to me. As for sustaining relationships I don’t have a game plan. I usually let the chips fall where they may. I try to give my all and I expect the same in return. I don’t nit-pick about the things I can live with and I dismiss the person if there is a portion I can’t live without. In order to resolve conflict in my relationships I tend to use the line "Lets agree to disagree", I won’t tell a person that they are wrong when they may not be but if I disagree with the notion whatever it maybe I use that line. That way no one is being discounted and no one is right or wrong. This is my self-analysis. It is 100% my thoughts and outlook on things. In some circles it may be the right way to be or the wrong thing to be in others. All I can say is I am who I am. . o Relationships * What factors cause you to be attracted to someone? * What do you do to help sustain your relationships? * What do you do to resolve conflict? Provide examples to demonstrate your answer. …read more.

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        could treat prisoners, including the UN Convention against Torture. Part I – Crime Chapter 113C of Torture does not define many of the terms used such as torture, severe, pain, all of thought were to be ambiguous and vague implications therefore the U.S. justice department issued a memo in 2002 to the Whitehouse averring "Physical pain amounting to torture

      2. Ethics In Psychology

        Any procedure performed upon an animal can only take place if it can be successfully argued that is scientifically justified, and there are strict regulations in place to ensure that all animal experimentation is necessary.

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        Often, we don’t question or even acknowledge many of the values we hold until we assume new roles or experience conflict. The values we hold but are not aware of can often contribute to our feelings of stress; we can understand and ease this stress by becoming more aware of our values.

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        Besides personal interest this topic is also highly relevant these days as well. Whether in relation to performances with pink dolphins, circus elephants, dressage horses or local dog shows the animal industry is in rapid growth and evermore popular. Thus this topic may give new ideas on behalf of animal training.

      2. A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah–A Psychological Analysis …

        claimed that in hurry to establish some form of identity, the adolescent will ?stereotype themselves, their ideals, and their enemies? (p.133). As mentioned above, Ishmael and his childhood friends had identified with the artists in the hip-hop culture. They aspired to be like the artists that they tried to imitate.

      1. To What Extent Can Music Improve a Child’s Intelligence?

        Whilst this indicates that music does have a positive effect on second language acquisition, it is entirely correlational and therefore does not identify whether the musical instruction was the cause of this difference. Petitto also does not mention how big her sample size was, which makes these results difficult to generalise.

      2. Psychological Analysis and the Psychology of Sales Technique

        Section B: Discuss the use of two compliance techniques: The first compliance technique I will discuss is ?foot in the door?. Foot in the door refers to when an experimenter first asks the subject a modest request, in an effort to get them to agree to a bigger request that follows the modest request.

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      RSS Category: Psychology Essay Examples

      Establish how and why humans learn more effectively than animals by putting forward a combination of learning theories


      rodrigo |


      April 5, 2015

      Effective learning is arguably one of the most distinctive attributes of humanity. As such it could be argued that this is the one trait that is distinctly human. However, animals do also have a way of learning habits of behaviour in the same way as humans do. The argument put forward by this essay would […]

      Continue Reading

      The factors affecting the choice of food and how these define who we are


      rodrigo |


      March 26, 2015

      1.0 Executive summary Most nations comprise of a wide range of individuals with various ethnic and cultural background. These individuals must coexist so that the society can function smoothly and efficiently. As a result, the selection and choice of food varies widely. This paper explores on the interconnection between what we eat and how it […]

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      Wording on a pre-operational research carried out with a 6-year-old child


      rodrigo |


      March 24, 2015

      2. INTRODUCTION Jean Piaget has been attributed as the father of cognitive development. His belief was that a child’s cognitive development influences their social and emotional development. He proposed several principles regarding child development that has influenced substantial research on child psychology (Smith et al, 2003). Piaget proposed that cognitive development of humans is based […]

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      Case Study: Practice Experience, Decision-Making and Professional Authority


      rodrigo |


      March 8, 2015

      Abstract The essay describes a case study from the author’s experience working for a domestic violence agency. The case involves a French woman whose partner is violent towards her. The theoretical background is set out, and theory applied to this particular situation. Additionally, the legal framework is discussed. The need to apply professional decision-making skills […]

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      What Role do Unconscious Factors Play in the Experience of Organisational Life, and how can Workers’ Appreciation of these Factors Lead to better Outcomes for Users?


      rodrigo |


      March 8, 2015

      1. Introduction The following essay considers the role that unconscious factors play in organisational life, and looks at the extent to which awareness of these factors amongst workers can improve outcomes for users. The idea is considered both in relation to appropriate literature and also in relation to my own experience of a social work […]

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      Discuss the main issues in defining and measuring intelligence.


      rodrigo |


      March 5, 2015

      Abstract The study of intelligence began in the late 1800’s, and despite rigorous investigation, the scientific community remain divided over its exact definition and appropriate measurement (Weinberg, 1989). In its most popular sense, intelligence has been defined as the ability to learn new information, and apply such information to manipulate one’s environment. Other definitions include […]

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      Finding out the effects death awareness has on personal motivation and help seeking behaviours.


      rodrigo |


      March 4, 2015

      Introduction Death, in simple terms is just the end of life by termination of biological processes. However, for humans it holds meaning much above this. We humans mature with the belief that death is natural and bound to happen. Yet, there is something about death that attaches the meaning of life itself and the perception, […]

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      Research Proposal On Social/Psychological Implications Of Genocide On Women


      rodrigo |


      March 3, 2015

      INTRODUCTION Genocide remains at its core an act that has plagued human beings for many centuries. It simply refers to the intentional destruction of a group of individuals such that the death toll almost defies belief (Prunier 1997). For example, the genocidal regimes in the 20th century alone resulted in the annihilation of sixty million […]

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      Critically discuss a classic experiment from the history of psychology. What, if any, relevance does it have to the present day?

      Critically discuss a classic experiment from the history of psychology. What, if any, relevance does it have to the present day?


      rodrigo |


      November 2, 2012


      | 0 Comments

      ABSTRACT The Stanford Prison Experiment is a famous experiment which placed two groups of volunteers in a prison-like situation, some playing the role of guards and the others playing the role of prisoners. The volunteers became so involved with their roles that the experiment was terminated prematurely. These startling results bring to light certain interesting […]

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      Critical discussion of the Stanford prison experiment

      Critical discussion of the Stanford prison experiment


      rodrigo |


      June 29, 2012


      | 0 Comments

        The Stanford prison experiment (1971) continues to be relevant in psychology for various reasons. Zimbardo attempted to study the development of norms and effects of social roles and expectations on healthy average men by simulating a prison. It resulted in mental breakdowns, abusive and sadistic behaviour among prison guards and was terminated well ahead […]

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      Milgram’s Obedience Experiments

      Milgram’s Obedience Experiments


      rodrigo |


      March 30, 2012


      | 0 Comments

      Abstract This essay comprises a discussion of a classical experiment from the history of psychology, namely Milgram’s obedience experiment.  This includes an evaluation of the relevance of Milgram’s findings to the present day.  Finally, the evidence presented within the essay is synthesised and conclusions made. In particular, it is concluded that despite the moral and […]

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      Critical Analysis of Milgram Obedience Experiment

      Critical Analysis of Milgram Obedience Experiment


      John |


      February 8, 2012


      | 0 Comments

      Stanley Milgram’s obedience study (1963) has been extremely influential in psychology. Milgram investigated human’s willingness to obey authority figures and instructions. He found that 65 per cent of the research subjects followed instructions from an experimenter and administered the highest voltage shock possible to a learner, even when they were uncomfortable in doing so (Milgram, 1963).

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      Dissertation Topics in Psychology (2018) ~ WritePass

      Dissertation Topics in Psychology (2018) ~ WritePass


      John |


      October 25, 2011


      | 8 Comments

        1. Introduction to Psychology Dissertations This guide gives you some ideas for dissertation titles. Psychology covers many areas, so there should be plenty to whet your appetite here.   Psychology dissertations typically take one of two forms, focusing either upon collecting and analyzing primary data or upon appraising secondary data only. Either type can be […]

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      Psychology Essay: Critical Evaluation of Machin and Spall (2004)

      Psychology Essay: Critical Evaluation of Machin and Spall (2004)


      rodrigo |


      October 22, 2011


      | 0 Comments

        Abstract A critical evaluation of a paper by Machin and Spall which develops a practical model for supporting people suffering from grief and loss through counselling. The model is rooted in a measurement scale, the ‘Adult Attitude to Grief Scale’ which is extended in scope.  Machin and Spall’s paper is briefly summarised, then key […]

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      Psychology – analysing myself.

      Extracts from this document…

      Introduction

      Final Project: Self Analysis WRITTEN BY: LAKIA MARSHALL INSTRUCTOR: MICHEAL FORD CLASS : PSY 285 I am independent, frank, and very nonchalant. I have picked these three words because I think that they accurately describe my personality. I would say that I am independent because I am able to rely on myself. I have a high sense of pride and really don’t like to ask for help because of that I make it a point to make sure that I can do things on my own. I would say that I am frank because I don’t like to hide what it is that I am thinking. If I feel it I will say it and pride myself on being the person who says what others want to say but won’t. With that said, I am not a trouble maker and don’t just go around raining on others parades but I will give you my honest opinion if you ask for it and sometimes when you don’t. Finally to describe myself I would say that I am nonchalant. I tend to be very Zen for the most part. I don’t bother other people and try my best to treat others the way I would treat myself. I don’t like a lot of drama or trouble so I tend to stay to myself to remain stress free. In the terms of whether or not I an independent or interdependent I would say that I am independent. …read more.

      Middle

      That just means you have to work that much harder to get it. This teaching as a child has affected my ability to conform. What may suite others and be fine may not be the best for me. I consider myself to be a nonconformist. I am not afraid to go against the grain and most of the time I choose to do just that. I don’t think that being a self-proclaimed nonconformist is by any definition a bad thing. However when it comes to authority figures there is that part of m\e that likes to see how far out of the box I can go. For instance in high school I was always pushing the envelope for getting into trouble. I would always bend the rules to what I wanted just enough so that I wouldn’t break them. I remember attempting to skip class a getting caught. My friends that were with me took their punishment but as for me I wasn’t willing to accept it. After having my mother called to school to talk about what I did, it was explained that I was trying to leave school grounds. I then explained that I never stepped off school property and therefore didn’t qualify for the punishment being given. Needless to say I didn’t receive punishment for leaving school grounds but I did get detention for being insubordinate. …read more.

      Conclusion

      My self-control is very important to me and dictates a lot of my relationships I find that if I can let go when it comes to building a personal relationship with someone it is a trait that I value. When it comes to picking a companion I look for three things they are honesty, humility and independence. Those are very important to me. As for sustaining relationships I don’t have a game plan. I usually let the chips fall where they may. I try to give my all and I expect the same in return. I don’t nit-pick about the things I can live with and I dismiss the person if there is a portion I can’t live without. In order to resolve conflict in my relationships I tend to use the line "Lets agree to disagree", I won’t tell a person that they are wrong when they may not be but if I disagree with the notion whatever it maybe I use that line. That way no one is being discounted and no one is right or wrong. This is my self-analysis. It is 100% my thoughts and outlook on things. In some circles it may be the right way to be or the wrong thing to be in others. All I can say is I am who I am. . o Relationships * What factors cause you to be attracted to someone? * What do you do to help sustain your relationships? * What do you do to resolve conflict? Provide examples to demonstrate your answer. …read more.

      The above preview is unformatted text

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      See related essaysSee related essays

      Related International Baccalaureate Psychology essays

      1. Abu Ghraib Psychology Essay. What do you think you would do in a …

        could treat prisoners, including the UN Convention against Torture. Part I – Crime Chapter 113C of Torture does not define many of the terms used such as torture, severe, pain, all of thought were to be ambiguous and vague implications therefore the U.S. justice department issued a memo in 2002 to the Whitehouse averring "Physical pain amounting to torture

      2. Ethics In Psychology

        Any procedure performed upon an animal can only take place if it can be successfully argued that is scientifically justified, and there are strict regulations in place to ensure that all animal experimentation is necessary.

      1. How Psychology Could Help Reverse the Trend in Obesity

        depression and low self-esteem than their non-obese counterparts4,5 suggesting an evolutionary basis behind obesity trends. Clearly, obesity lies at the heart of much psychology that is not always immediately obvious or intuitively acceptable. In scientific circles, psychological models of obesity on both genetic or environmental origins, manifest their causes most

      2. Balancing Work and Family

        Often, we don’t question or even acknowledge many of the values we hold until we assume new roles or experience conflict. The values we hold but are not aware of can often contribute to our feelings of stress; we can understand and ease this stress by becoming more aware of our values.

      1. EE PSYCHOLOGY

        Besides personal interest this topic is also highly relevant these days as well. Whether in relation to performances with pink dolphins, circus elephants, dressage horses or local dog shows the animal industry is in rapid growth and evermore popular. Thus this topic may give new ideas on behalf of animal training.

      2. A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah–A Psychological Analysis …

        claimed that in hurry to establish some form of identity, the adolescent will ?stereotype themselves, their ideals, and their enemies? (p.133). As mentioned above, Ishmael and his childhood friends had identified with the artists in the hip-hop culture. They aspired to be like the artists that they tried to imitate.

      1. To What Extent Can Music Improve a Child’s Intelligence?

        Whilst this indicates that music does have a positive effect on second language acquisition, it is entirely correlational and therefore does not identify whether the musical instruction was the cause of this difference. Petitto also does not mention how big her sample size was, which makes these results difficult to generalise.

      2. Psychological Analysis and the Psychology of Sales Technique

        Section B: Discuss the use of two compliance techniques: The first compliance technique I will discuss is ?foot in the door?. Foot in the door refers to when an experimenter first asks the subject a modest request, in an effort to get them to agree to a bigger request that follows the modest request.

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