College Admissions: The College Experience In High School, college seemed to be the scariest thing that I could think of. Whenever I thought about it my stomach would immediately begin to spin in circles. Although I was ready to go off and be by myself and meet new people I was scared to death at the same time. I didn't know much about the "college experience" and what I did know (or thought I knew) scared me. I pictured hard classes that I wouldn't be able to keep up with, people that wouldn't like me, long hikes to get to my classes, and horrible food. I couldn't imagine leaving the security of my own room, my own stuff where I want it, my friends that I've spent practically my whole life with, my family who put up with all my little quirks, and my car!! What was I going to do without my precious car? Some of my friends that had already been to college and had come back to visit seemed so much older and more mature. I felt twelve years old in comparison. I thought that I would never be able to fit in. Everyone else that I talked to didn't however seem to have this problem. They all were thrilled at the thought of being on their own and not having to worry about their parents telling them what to do all the time. And sure, the thought was extremely exciting to me as well, but how would I survive without my family and friends and the things that had taken me eighteen years to get used to. I felt like going to college was pretty much taking everything that I knew and had grown accustomed to and throwing it up in the air. The worst part about it all was that I felt like I was the only one that actually thought about this. I felt so immature and childish for actually being scared to come to college. After I thought I wouldn't be able to take the pressures anymore, I decided to approach my mom about the subject. I told her that I was a little scared and the thought of being on my own made me a little uneasy. "Sweetie" she said, "I know it's a little hard right now and things are a little confusing and overwhelming but it will get easier.
Edward Ned Kelly (1855-1880), an Australian bushranger, was born in June, 1855, at Beveridge, Victoria. He was the eldest son of John Red Kelly, an immigrant from Ireland, and Ellen, also an immigrant from Ireland. Ned Kelly was most known for stealing horses and robbing from banks. Some people think that Ned Kelly is a victim because he and his family were victimized by police. The Kelly’s were blamed for many crimes hey didn’t commit, Fitzpatrick abused Kate Kelly and got away with it and Ned’s mum (Ellen Quinn Kelly) was gaoled for a crime she didn’t commit.
She stands a staggering 5 feet 2 inches tall, weighs a massive 95 pounds, and has short, brown hair and brown eyes. I see my older sister Leslie. Others see a model of perfection. Don't get me wrong, my sister and I are close and have been inseparable since birth. My mother has kept pictures of us ranging from the time we shared a playpen as babies to just recently at Leslie's graduation. For seventeen years, we've shared every life experience imaginable, and we've dealt with the trials and tribulations that come with growing up. But in September, she left home to attend the University of California at Irvine, leaving me to face life alone. However, it gave me the opportunity to live life by myself as Ryan, instead of Leslie's little brother.
Sweat dripping down my face and butterflies fluttering around my stomach as if it was the Garden of Eden, I took in a deep breathe and asked myself: "Why am I so nervous? After all, it is just the most exciting day of my life." When the judges announced for the Parsippany Hills High School Marching Band to commence its show, my mind blanked out and I was on the verge of losing sanity. Giant's Stadium engulfed me, and as I pointed my instrument up to the judges' stand, I gathered my thoughts and placed my mouth into the ice-cold mouthpiece of the contrabass. "Ready or not," I beamed, "here comes the best show you will ever behold." There is no word to describe the feeling I obtain through music. However, there is no word to describe the pain I suffer through in order to be the best in the band either. When I switched my instrument to tuba from flute in seventh grade, little did I know the difference it would make in the four years of high school I was soon to experience. I joined marching band in ninth grade as my ongoing love for music waxed. When my instructor placed the 30 lb. sousaphone on my shoulder on the first day, I lost my balance and would have fallen had my friends not made the effort to catch me. During practices, I always attempted to ease the discomfort as the sousaphone cut through my collar bone, but eventually my shoulder started to agonize and bleed under the pressure. My endurance and my effort to play the best show without complaining about the weight paid off when I received the award for "Rookie of the Year." For the next three seasons of band practice, the ache and toil continued. Whenever the band had practice, followed by a football game and then a competition, my brain would blur from fatigue and my body would scream in agony. Nevertheless, I pointed my toes high in the air as I marched on, passionate about the activity. As a result, my band instructor saw my drive toward music and I was named Quartermaster for my junior year, being trusted with organizing, distributing, and collecting uniforms for all seventy-five members of the band. The responsibility was tremendous. It took a bulk of my time, but the sentiment of knowing that I was an important part of band made it all worthwhile.
He taught Ned how to steal and hold up carriages. On 16 March 1870 Ned and Harry Power were seen holding up MR M Bean but no one noticed it. Later that year he again set out with Harry and got caught. The witnesses couldn’t identify him when asked and were dismissed. Soon the court found him out as an accomplice and kept him in jail for 2 weeks. Consequently, Harry Powers was arrested and was imprisoned for 2 years. Ned had experienced bushranging at a young age and enjoyed it. In between 15-17years, Ned might have been arrested for assault and treason many
Writing a self-reflective tirade is perhaps one of the most difficult tasks to perform. I have found myself pondering this topic for an unusually long time; no one has ever asked me to write about my culture-- the one thing about myself which I understand the least. This question which is so easy for others to answer often leads me into a series of convoluted explanations, "I was born in the U.S., but lived in Pakistan since I was six. My brothers moved to the US when I was thirteen" I am now nearly twenty, which means I have spent half my life being Pakistani, the other half trying to be American, or is the other way around?
The college education that I am seeking goes beyond credentials in that it must first and foremost enrich my mind and spirit, and support my belief in continuous learning. My desire is to be challenged and to gain an experience that I can build upon for the future.
Architect of the great high renaissance. His work is worshiped for its clarity of form and
Thomas Hobbes and John Locke are comparable in their basic political ideologies about man and their rights in the state of nature before they enter a civil society. Their political ideas are very much similar in that regard. The resemblance between Hobbes and Locke’s philosophies are based on a few characteristics of the state of nature and the state of man. Firstly, in the state of nature both Hobbes and Locke agree that all men are created equal, but their definitions of equality in the state of nature slightly differ. According to Locke, “…in the state of nature… no one has power over another…” Locke’s version or idea of equality in the state of nature is based around the equality of authority and control. Each man has the authority to judge and punish themselves, but they do not have “…license to abuse others…” On the other hand, Hobbes’ definition of equality is based around the equality of man physically and mentally because “Nature hath made men so equal in the faculties of the body and mind…” Nevertheless, the natural equality in both Hobbes and Locke’s states of nature contribute to man’s urge and want to join a civil society.
Thomas Hobbes is frequently credited as being a forefather to modern liberalism. With his beliefs on individualism, along with his agreeance and acceptance of intellectual and moral autonomy it is easy to understand why many modern liberals would agree with Hobbes’s political philosophy. However, Thomas Hobbes does not support the concept of a democratic government, rather he supported the notion of a absolutist government up until his death. Special attention must be given to Hobbes’s denial that autonomy can be thought of, or conceived as, a form of self-government. It is important to take note that Hobbes’s argument against democracy is significantly more exhaustive than merely autonomy. Hobbes believes that democracy cannot work as a form of government due to numerous reasons, three of which will be the focus of this paper. Initially, we will lay a foundation to demonstrate how democracy is not equal to other forms of government, rather it acts more like a launch point for other, more preferable, types of government regimes. Secondly, we will demonstration that democracy reproduces the instability and despair that is accustom with, and found in, the state of nature, which is contradictory to the entire idea of a sovereign. And finally we will establish that while Hobbes consents to and also protects intellectual and moral autonomy, the notion of autonomy, in its political form, as self-government (which may be taken to imply democracy), cannot work because of its contradictory nature. This is a result of the notion, that government, for Hobbes, is responsible for the creation and subsequent enforcement of the laws. Hence, these reasons put forth by Hobbes, in addition to the arguments that will be made against ...
College Admissions: What motivates you to seek a college education Why is Berea College a good choice for you
Some say that mankind is complex beyond comprehension. I cannot, of course, speak for every other individual on this earth, but I do not believe that I am a very difficult person to understand. My life is based upon two very simple, sweeping philosophies: pragmatism in actions and idealism in thought. Thus, with these two attitudes, I characterize myself.
“Girls wear jeans and cut their hair short and wear shirts and boots because it is okay to be a boy; for a girl it is like promotion. But for a boy to look like a girl is degrading, according to you, because secretly you believe that being a girl is degrading” (McEwan 55-56). Throughout the history of literature women have been viewed as inferior to men, but as time has progressed the idealistic views of how women perceive themselves has changed. In earlier literature women took the role of being the “housewife” or the household caretaker for the family while the men provided for the family. Women were hardly mentioned in the workforce and always held a spot under their husband’s wing. Women were viewed as a calm and caring character in many stories, poems, and novels in the early time period of literature. During the early time period of literature, women who opposed the common role were often times put to shame or viewed as rebels. As literature progresses through the decades and centuries, very little, but noticeable change begins to appear in perspective to the common role of women. Women were more often seen as a main character in a story setting as the literary period advanced. Around the nineteenth century women were beginning to break away from the social norms of society. Society had created a subservient role for women, which did not allow women to stand up for what they believe in. As the role of women in literature evolves, so does their views on the workforce environment and their own independence. Throughout the history of the world, British, and American literature, women have evolved to become more independent, self-reliant, and have learned to emphasize their self-worth.
In F. Scott Fitzgerald's, The Great Gatsby, the main female character, Daisy Buchanan, is portrayed by, Nick, the narrator, only by her superficial qualities. “Guided only by Nick’s limited view of her, readers often judge Daisy solely on the basis of her superficial qualities” (Fryer 43). What the reader sees through the eyes of Nick only appears as a woman whose impatience and desire for wealth and luxury cost her the love of her life, Gatsby. Nick’s narrow perception does not allow one to see that “…[Daisy’s] silly manner conceals a woman of feeling or that her final ‘irresponsibility’ towards Gatsby stems from an acute sense of responsibility towards herself” and that Nick “…clearly does not understand what motivates her” (Fryer 43). One can easily view Daisy as a victim. Fitzgerald distinctly exposes Daisy’s need for stability, which, according to Fitzgerald or perhaps the mentality of the time period, can only be found in a man. “Her need for stability was immediate, and she attempted to satisfy that need through something tangible, something close at hand” (Fryer 51). This “need” that Fitzg...
The crucial importance and relevance of economics related disciplines to the modern world have led me to want to pursue the study of these social sciences at a higher level. My study of Economics has shown me the fundamental part it plays in our lives and I would like to approach it with an open mind - interested but not yet fully informed.
Michelangelo was an Italian sculptor, painter, and architect from the Renaissance period. He was born on March 6th, 1475 in Caprese, Italy. However, he returned to his parents’ hometown of Florence when he was very young. His father, Leonardo, served as a magistrate in Caprese and worked in banking with Michelangelo’s mother, Francesca. When she became ill,a family of stonecutters took him in. During his teenage years, he became an apprentice to a famous painter named Domenico Ghirlandaio, before studying in the sculpture gardens of the Medici family. He spent time with Lorenzo de’ Medici, otherwise known as the Magnificent, the ruler of Florentine, from 1489 to 1492 learning about classical sculptures. This gave him an opportunity to interact