Christianity, Islam, And Judaism - 1375 Words

Christianity, Islam, and Judaism are three of the most influential world religions in history. Judaism is not as large as Islam and Christianity, however it has had a powerful influence on the world. These three have been called â€Å"Abrahamic religions† because their history has been traced to the Hebrew Bible and more specifically Abraham. Christianity, Judaism and Islam have similar beliefs in reference to their view of a deity, the afterlife, sin, salvation, and style of worship. The view each religion has of deity is one of monotheism, although Christians differ in that they have a Trinitarian monotheistic view instead of a strict one like the Jews and Muslims. Christians believe in the Trinity – God the Father, God the Son, and God the Holy Spirit. Three parts all divided but also all one. Jesus – the Son of God – is recognized as the one who was sent to save humankind from sin and death. Christians believe that Jesus – being God, but also th e Son of God – took the form of a man; He was born of a virgin, and lived a sinless life on earth. After Jesus was crucified on the cross, and was resurrected, He ascended into heaven. God now lives on earth in the form of the Holy Spirit. Muslims, like Christians â€Å"believe that God is the all-powerful Creator of a perfect, ordered universe.†1 The single most important belief in Islam, and perhaps the dominant theme of Islam, is that there is one God. The Muslim name for God is Allah – which literally means â€Å"The God†. MuslimsShow MoreRelatedJudaism, Christianity, And Islam992 Words   |  4 PagesJudaism, Christianity and Islam are three of the most recognized monotheistic religions worldwide. These religions are often referred to as the Abrahamic religions because of their history to the founding father, Abraham. Judaism, Christianity and Islam are closely related with varying differences. Christianity was born from within the Jewish tradition , and Islam developed from both Christianity and Judaism. We take a look at some of the major similarities and major differences of these widely practicedRead MoreJudaism, Christianity, and Islam1538 Words   |  6 PagesJudaism, Christianity and Islam Christianity and Islam are the most influential religions in the world. Judaism has only fourteen million followers across the continents which makes Judaism the 12th largest religion. Although Judaism is not as large as Christianity and Islam, It still has an impact on the world. Prophet Abraham is the called in Islam the father of all prophets and because of that, sometimes Christianity, Islam and Judaism are called Abrahamic Religions. There are many known differencesRead MoreJudaism, Christianity, And Islam1052 Words   |  5 PagesAubrey Fletcher 3/9/15 Humanities Professor Michaud 417868 Judaism, Christianity, and Islam There are roughly 4,200 different religions in the world today, among them the largest are Judaism, Christianity, and Islam. These three religions are more similar then one would think. Christianity is the largest religion in the world with 2 billion followers and are called Christians. Islam is the second largest religion in the world with 1.3 billion followers. They are called Muslims, which means â€Å"oneRead MoreJudaism, Christianity, And Islam875 Words   |  4 Pageshave believed in a higher power or powers. Christianity, Islam and Judaism, the three most dominant religions are no different. They are all Monotheistic meaning they believe in one sole higher power or God. Though they share this common idea and many other similarity, they have many distinct features of their own that make them different as a whole. Many past religions have believed in the idea of multiple gods, Polytheism. Judaism, Christianity and Islam believe in one Supreme creator, MonotheismRead MoreChristianity, Islam, And Judaism1636 Words   |  7 PagesChristianity, Islam, and Judaism All three religions believe and worship the same God but they do it in different ways. Judaism happens to be the oldest religion today but they don’t have an official creed. They aim to teach you about God, the Messiah, human beings, and the universe which makes Jewish beliefs very important to them. But it is important to understand that being Jewish is more of a race and culture than it is a religion. Some Jewish people may have no interest in Judaism. Judaism hasRead MoreJudaism, Christianity, And Islam1679 Words   |  7 Pages Completely Different but Surprisingly Similar Judaism, Christianity, and Islam are all three different religions that many may not think can even be compared. At a glance, the religions are derived from different locations, the members of the religions look and act different, and some of the widely known practices are what make the religions so distinct. However, they are more similar than most people think. In the core of the three religions, many of their beliefs and practices show to be extremelyRead MoreChristianity, Islam, And Judaism Essay1967 Words   |  8 PagesChristianity, Islam, and Judaism represent the three most influential religions in the world throughout history. Judaism is, however, not as widespread as both Islam and Christianity, but it still has a profound impact in the world. Judaism, Islam, and Christianity are also known as the Abrahamic religions because their history is traced to the ancient individual, Abraham who is first referred to in the Hebrew Bible. There are many similarities as well as some differences between these religionsRead MoreJudaism, Christianity, And Islam902 Words   |  4 Pagesmost famous three religions -People of the book- are Judaism, Christianity, and Islam. Judaism is the oldest organized religion in the world; however, it only has 14 million followers around the world most of them centered in North America and Israel. Christianity, came after Judaism and have two billion believers around the world, and that’s about one third of the world population. Finally, Islam came after Judaism and Christianity. Even though Islam came afterwards, it spread quickly around the worldRead MoreJudaism, Christianity, And Islam1016 Words   |  5 Pagesthat keeps many people going in life but at the same time, the same reason our world has so many problems and has been torn apart. Through studying the main tenets in call, Judaism, Christianity and Islam were analyzed for weeks. Christianity and Islam take the cake for the two biggest religions in today’ s population however, Judaism plays the smallest role. These three religions, although different, are easily able to be compared and contrasted because of all of the history and information we have attainedRead MoreJudaism, Christianity, And Islam1087 Words   |  5 PagesJudaism, Christianity, and Islam are among the best known and most widely practiced religions today, and have had enormous cultural, ideological, and historical impact on the peoples of every continent. Arguably more so than any other ideological systems, Abrahamic religion has been among the most influential forces in human history. The shared elements of their traditions have allowed them to develop in part through a multi-faceted dialogue with each other. These faiths, despite sharing a common

Negative Impacts Of The Suffrage Movement - 1657 Words

Violence is a disease, a disease that corrupts all who use it regardless of the cause. In Britain during the early twentieth century, women were seen as inferior to men and were denied the civil right to vote. Thus, inspiring the Suffrage Movement. The militant action employed by the Suffragettes, however, to achieve the vote for women was self-defeating to the campaign, hindering the success and achievement of the Franchise Act in 1918. As though the violence raised awareness to the Cause. The Suffragettes use of militancy created a negative outlook on the Suffrage Movement with both social and political audiences, failing to achieve the change they originally intended. The suffrage movement was an international crusade, with†¦show more content†¦The growing support and promotion for women’s suffrage is what stimulated the 1912 Conciliation Bill. These Bill would extend the right of women to vote in the United Kingdom of Great Britain and Ireland to around 1,000,500 wealthy, property-owning women (Hansard, 2017). Though the Liberal Party and backbench Conservative MPs were against women having the vote; the Conciliation Bill stood a chance to be passed due to the support of the entire Labour Party and other individual MPs. However, the proposal of this bill was impacted negatively by the militant actions of the Women s Social and Political Union (WSPU). The WSPU, ran by Emmeline Pankhurst and her daughter Christabel Pankhurst operated under the belief that it would take an active organization, with young working-class women to achieve their intention. (Bbc.co.uk, 2017). The Suffragettes, a term given to the WSPU by the Daily Mail; began using militant actions in 1905, as the WSPU felt the Suffragists were making no progress and failing to accomplish the vote through peaceful methods. The WSPU’S motto was ‘deeds not words , using militant and forceful methods of campaigning. Law-breaking, violence and hunger strikes all became part of this society s campaign tactics. However, thou gh the militant actions were effective and received attention. It offered an excuseShow MoreRelatedTake A Moment And Think:For How Long Did Women Have Suffrage,1577 Words   |  7 Pages Take a moment and think: For how long did women have suffrage, the right to vote, in America? At first, one would think it has been around for quite a long time, since voting is seen as a basic human right. In reality, women’s suffrage has only been officially around for less than a century, as the 19th amendment, which gave women the right to vote, was ratified in 1920 (history.house.gov). In present day society, not many people think about how little time has passed since the amendmentRead MoreThe Declaration Of Sentiments By Elizabeth Cady Stanton1225 Words   |  5 Pageswell as many women across the nation waiting for their voices to be heard. Stanton parallels the Declaration of Sentiments with the Declaration of Independence by using laws that the male population regarded as r ighteous and including how it had negative effects on over half the American population. This put into question male authority and supremacy, creating a more concrete argument by revealing what men already have under the law, to what women should have. The sophistication of the DeclarationRead MoreSusan B. Anthony and the Fight For Equality Essay1329 Words   |  6 Pagesand upbringing played a crucial role in her impact on womans suffrage, and her eventual discontent with christianity in America. The Quakers, who believe in equality and an â€Å"inner light† within everyone, instilled the idea into Susan that equality was essential, which could predict her future role in things such as the women’s rights movement, abolitionist movement, and the temperance movement. As Susan moved through her life she partook in many movements, but also switched religions three times,Read MoreVoting--The Pinnacle Of Democracy, Suffrage For All. While1522 Words   |  7 Pagesdemocrac y, suffrage for all. While it took a couple of centuries for the United States to guarantee universal suffrage, we now have it, regardless of sex or race. The struggle of acquiring suffrage is a long history, one that we as Americans paradoxically praise and condemn, but it is history, and now we must look towards the future. Yet, Harvard Professor Dr. Judith Shklar argues otherwise in her lecture â€Å"Voting† where she navigates the history behind the long battle for universal suffrage in the UnitedRead MoreHong Kong, The Special Administrative Region Of The People s Republic Of China1580 Words   |  7 Pagespopulated. However, even a modern, highly developed megacity like Hong Kong has its major downfalls; the largest civil movement in the history of Hong Kong broke out in its business centre, Central, approximately a year ago. On September 28th, 2014, a group of Hong Kong students organized by Occupy Central with Love and Peace† organization (OCLP) (Barber, Eliz abeth) started the movement called Occupy Central (OC) (Barber, Elizabeth) with the hope to bring democracy to Hong Kong. OC was led by BennyRead MoreThe Impact Of Alice Stone Blackwells Response To The Progressive Movement818 Words   |  4 Pagesearly women’s civil rights movements of the late 1890’s to late 1910’s stood as one of the most prominent. In 1917, towards the end of the era and right before President Wilson ratified the 19th Amendment, feminist and journalist Alice Stone Blackwell responded to possible outcomes if women were allowed the right to vote. Blackwell’s response towards anti-suffrage ideals is significant to the Progressive Era due to her deconstruction of the arguments against women’s suffrage, essentially revealing itsRead MoreFrederick Douglass Speeches1099 Words   |  5 PagesFrederick Douglass was an anti-slavery activist in the 19th century that was born a slave, left for England and returned to United States a free man. Called the â€Å"father of the civil rights movement†. He has written speeches that transformed the civil rights movement from before the Civil War and to this present day. He influenced the rise of organizations including women’s group and African American groups to fight for their rights as citizens of the United States. July 4, 1852, Frederick DouglassRead MoreWomen s Effects On The Civil War1499 Words   |  6 Pagesaid’s societies held fundraising events. This work was inspired by the increase of needed soldiers at the front and the need to feel like women were helping their brothers, fathers, and sons whether directly or indirectly. The soldier’s aid societies movement was unique in that it called upon women’s patriotism, â€Å"it drew women into the work of preserving the nation and directly called on them to serve the government.† This public and political volunteer experience would be extremely helpful when theRead Moreâ€Å"Reform movements in the United States sought to expand democratic ideals†829 Words   |  4 Pages DBQ The validity of the statement, â€Å"Reform movements in the United States sought to expand democratic ideals† can be assessed regarding many reformations in the time period of 1825-1850 including the American temperance movement, the women’s rights movement, and the abolitionist reform. All of which very much expanded core democratic ideology, such as equality, liberty for all, and the pursuit of happinessRead MoreWomen s Suffrage Movement : Elizabeth Cady Stanton1083 Words   |  5 Pageswomen to do so. She worked with Susan B. Anthony to deliver a majority of the population the rights that they rightfully deserved. Her actions are important in the United States’ History because they helped to encourage women to form the Women’s Suffrage Movement. Many Scholars have written about her, but simply with a different lens of focus. For example, they have written about her use of the bicycle in her campaign and her unique stance on religion. It is important to continue studying her actions

University of Maryland Free Essays

The University of Maryland is propelled by fearless ideas. Our fearlessness generates creativity, innovation, and an entrepreneurial spirit with which few can compete. What ignites your spark and makes you fearless? There was a time where being your-self was respected and encouraged. We will write a custom essay sample on University of Maryland or any similar topic only for you Order Now From the clothes you wore to the books you read, any chance you had to showcase your individuality was recommended to be taken. It seems nowadays everyone is into the same â€Å"new craze† or the same â€Å"fashion forward† movement. It seems as if no one is truly standing for themselves; my generation is following the same trend of everyone being unique. I do not see any true examples of eccentricity or uniqueness amongst my fellow â€Å"90’s Baby’s.† It is this lack of individuality that drives my fearlessness, and pushes me to set and accomplish anything I put my mind to. To be yourself is to have confidence in who you are as an individual, even though you may not know who that is yet. It is the willingness to take risks which can end up hurting you, with the faith that it will all work out. To be yourself also requires dedication and fearlessness. You must be steadfast with your beliefs and not be afraid to stand up for them. These are the beliefs that â€Å"ignite my spark† and motivate me to move forward within all that I do. Being true to who I am and having confidence in myself even though times may seem bleak is what makes me fearless, not only as a student, but as an individual. How to cite University of Maryland, Papers

Impact of the Big Data Use in Traditional Business

Question: Discuss about theImpact of the Big Data Use in Traditional Business. Answer: Research Problem: At present, most of the business organizations are used to handle a lot of data for their business operations. In this context, the concept of the database management has moved to the big data management. Huge volume of data required for the effective level of management of different types of operations of the organizations. Especially the business organizations which have expanded their business in the international market, the use of the big data is now essential for them because of the large amount of complex data from the various branches. These are some basic facts behind the use of the data (Chen, Chiang Storey 2012). It has been found that the trend of the big data use in the different types of organizations has been increased to a very high level, in the past few years. The main research problem of this study is regarding the potential impacts of the big data use in the traditional business organizations. Research works is required for understanding how the advance technolog ies of the big data analytics are helping the business organizations. The advantages and challenges faced by the business organizations while using the big data analytics have to be analyzed by conducting research area in the present use of the big data analytics in the traditional business organizations. Literature Review: According to Raghupathi and Raghupathi (2014), big data refers to the huge amount of dynamic data that may be created by the human beings or machines (computer systems, mobile, tablets, digital camera, audio recorders or any other relevant devices). Sharda, Delen and Turban (2013) mentioned that Big data requires new, imaginative and adaptable innovation to gather, have and logically prepare the tremendous measure of information. Big data can be also gathered from the internet, social media (Baesens et al. 2014). It is regularly described by the four "V's"; they are Volume, Variety, Velocity and Veracity. Associations must comprehend what bits of knowledge they require with a specific end goal to settle on great vital and operational choices. The initial segment of the test is dealing with the greater part of the available information for distinguishing patterns and connections that will compel advantageous changes in the overall business strategy. The following stride is advancing this authoritative data with that from sources outside the undertaking; this will include well known sources of big data (Fan, Lau Zhao 2015). In a business domain that continually and quickly changes, future expectation turns out to be more critical than the basic representation of verifiable or current points of view. For powerful future forecast, information investigation utilizing measurable and prescient displaying procedures might be connected to upgrade and bolster the association's business technique (Phillips-Wren et al. 2015). The gathering and conglomeration of massive information, and other dat a from exterior area of the venture, empowers the business for building up their own specific systematic limit and capacity, which was just accessible by a set of big business organizations for a long time period. The business organizations should understand what kind of data or information they require to settle on great key and operational choices. The initial segment of the test deals with the majority of the available information to distinguish patterns and associations that will drive useful changes in business conduct. The following stride is enhancing this authoritative data with that from sources outside the endeavour; this will incorporate well known enormous information sources, for example, those made and put away on the web (Liebowitz 2013). In a business situation that always and quickly changes, future forecast turns out to be more vital than the basic perception of authentic or current viewpoints. For compelling future expectation, information examination utilizing factual and prescient displaying procedures might be connected to improve and bolster the association's business system. The accumulation and total of big data, and other data from outside the undertaking, empowers th e business to build up their own expository limit and capacity, which for a long time has just been accessible to a couple of bigger associations (Demirkan Delen 2013). According to Liebowitz (2013), the organizational structure is one of the most important component for using the big data analytics for handling their business operations. The big data cannot be efficiently handled by the use of the traditional data base management system. In order to handle the big data advance data analytics tools are required with higher capacity of data storage and manipulation (Fan, Lau Zhao 2015). One of the most desirable structures of the organizations to start or oblige enormous information advances are either existing investigation gatherings, or development or engineering bunches inside IT associations. As a rule these focal administrations associations are adjusted in enormous information activities with diagnostically situated capacities or specialty unitspromoting, for instance, or the online organizations for banks or retailers. Some of these specialty units have IT or examination gatherings of their own. The associations whose methodologies appeared to be best and liable to succeed had cosy connections between the business bunches tending to huge information and the IT associations supporting them (Raghupathi Raghupathi 2014). Purpose of the Research: The main purpose of this particular research study is to find out the potential impact of the use of the big data on the business operations of the traditional business organizations. The increased level of popularity and use of the big the analytics within the traditional business organizations are known to everyone. However, the level of the effectiveness of the big data analytics is not known to everybody. The research study will be conducted by investigating the impact of the big data use over the traditional business organizations in the practical environment. That means the practical aspect of the big data use will be analyzed by considering the present at gathered from the business organizations that are using the big data analytics tools within their organizations. In more clear words, the purpose of the research study is find out and analyze the advantages and challenges of the big data use in the traditional business organizations. Rationale for the Project: Big data analytics for the business data analysis is very popular topic in the present world. It has been found that most of the large and medium size business organizations are using the big data analytics tools for handling the huge amount of data they have to handle for the management of the business operations of their organizations. The information technology is the most popular one which is facing frequent updates. The big data analytics is one of the most advance technologies in the area of the information technology use in the business analytics. The main issue of the research study is the effects of using the technology in the traditional business organizations. The research topic is presently very popular, it will be significant one to enhance the knowledge base of the researchers and the future learner in the area of the impact of the information technology over the business operations. Usefulness and Benefits of the Project: The two major stakeholders of the research project are the future academic researchers or learners and the business organizations which are using the big data analytics or are going to use the technology in their business operations. The results and analysis of the research paper will help the future learners to learn regarding the effectiveness of the big data analytics upon the traditional business organizations. In this research project, the previous research papers are used for gathering the basic concepts and other relevant information regarding the research topic in the form of literature review. Just like this, the outcomes of this research study may be used as empirical data in the future research study. The business organizations that are presently using the big data analytics in their business organizations will be able to know the impact of the big data in their business operations. The outcomes of the research study will help them to find out the better way of utilizing the big data analytics in the traditional business operations. The business organizations which will start the use the big data within their organization will understand the effectiveness and proper utilization of the big data from the outcome of this research paper. References: Baesens, B., Bapna, R., Marsden, J.R., Vanthienen, J. Zhao, J.L., 2014. Transformational issues of big data and analytics in networked business.MIS quarterly,38(2), pp.629-631. Chen, H., Chiang, R.H. Storey, V.C., 2012. Business Intelligence and Analytics: From Big Data to Big Impact.MIS quarterly,36(4), pp.1165-1188. Demirkan, H. Delen, D., 2013. Leveraging the capabilities of service-oriented decision support systems: Putting analytics and big data in cloud.Decision Support Systems,55(1), pp.412-421. Fan, S., Lau, R.Y. Zhao, J.L., 2015. Demystifying big data analytics for business intelligence through the lens of marketing mix.Big Data Research,2(1), pp.28-32. Ganomi, A. Haider, M., 2015. Beyond the hype: Big data concepts, methods, and analytics.International Journal of Information Management,35(2), pp.137-144. Liebowitz, J. ed., 2013.Big data and business analytics. CRC Press. Phillips-Wren, G., Iyer, L.S., Kulkarni, U. Ariyachandra, T., 2015. Business analytics in the context of big data.Communications of the Association for Information Systems,37, pp.448-472. Raghupathi, W. Raghupathi, V., 2014. Big data analytics in healthcare: promise and potential.Health Information Science and Systems,2(1), p.1. Sharda, R., Delen, D. Turban, E., 2013.Business Intelligence: A Managerial Perspective on Analytics. Prentice Hall Press.

An Intellectual Battle free essay sample

Click! The red side smoothly clicked itself into place. The sound of the red side aligning against its opposite orange counterpart was the first step towards the zenith of my masterpiece. The clock was ticking; it had already been four minutes since I started and yet my eyes were still adjusting themselves to the various hues of color. White, red, blue, orange, green, yellow–the colors seemed to mix together into a hodgepodge of confusion in my eyes’ perception. It was impossible. It was unthinkable. No one could accomplish such a feat within such a time limit. Trial and error, algorithms, and matrices–nothing seemed to work; all that had worked was the red against the orange. That’s it! Red against orange meant yellow against white and blue against green. The once devious colors seemed to fall smoothly into place as my hands twisted and turned, keeping in conjunction with the rhythm of the timer. We will write a custom essay sample on An Intellectual Battle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tick-tock, tick-tock–the ominous device played its devious tune like an approaching storm, forcing me to consider its inevitability. As I continued operating my hands as nimbly as a brain surgeon, deciphering the inner-workings of the malevolent object, my eyes caught an appalling mistake. I left out an entire side! Knowing that this meant I would have to possibly start over from square one, I refused to allow myself to be bested by such an enigma. Repeating my steps, now considering the neglected side, I soon found myself closer than ever before to completing my objective. I clicked the final red side into place, contrasting suitably with the orange while the final seconds of the timer were approaching its celebratory end. I did one last check as the timer rang its most anticipated sounds. I solved my first Rubik’s Cube.

84 Colleges With Full-Ride Scholarships

84 Colleges With Full-Ride Scholarships SAT / ACT Prep Online Guides and Tips You’ve worked hard all throughout high school and are an academic and extracurricular superstar. You’re looking forward to the challenges that college will bring.But are you ready for the challenge of paying for college? There are a lot of ways students come up with the money to fund their higher educations.Did you know, though, that it can be as easy as getting one award?In this article, we give you a list of 85 colleges that offer at least one full-ride scholarship to cover all of your tuition costs. What Is a Full-Ride Scholarship? // Getting a scholarship that fully covers tuition costs is most students’ dream. It’s hard to believe there’s something even better out there- the full-ride scholarship. These scholarships are special because they cover not only tuition but also other basic costs such as room and board, books, travel, and supplies. For most private schools, this means you're getting more than$200,000 of expenses covered with these scholarships. Unlike financial aid, which many schools offer to students based on what they and their families can afford to pay for their educations, these scholarships are based entirely on merit. The idea is that these schools think certain students are special- so special that they want it to be a no-brainer for you to choose to attend their school. As a result, they're going to try their hardest to make you want to partner with them for the next four years. What Kind of Schools Offer Full-Tuition Scholarships? // As you look through the list of schools below, you'll probably recognize at least some of the names. A lot of the schools on this list are very good schools, but apart from a few notable exceptions, you're not likely to see top schools in the country giving out full-ride scholarships. Why is this? Full-ride scholarships are meant to lure top, super-attractive students who have a lot of choices. It’s the school’s way of telling you that among the student population, you really stand out. These full-ride scholarships are merit based, meaning that in your grades, extracurricular activities, and/or leadership skills, you've worked harder or achieved more than the average student. At the most competitive schools, full rides are extremely rare. Pretty much all applicants to these schools are going to be high achievers across the board, making it a lot harder to pick out who the real stars are. Where Should You Look for a Full-Ride Scholarship? If you’re hoping for a full ride, you might want to look at schools that are â€Å"safe† for your grades, test scores, and extracurricular achievements. If you're scoring much higher than the average admitted student, you'll have a better chance of getting scholarship money. You might also want to consider colleges you've not heard of before. A lot of these schools offer top academic experiences but lack the name recognition of other schools. Thus, they are trying to attract student superstars who can help raise their profiles. Of course, even if you apply to the schools on the list below, expect competition to be fierce. Don’t bank everything on getting one of these scholarships- they're very tough to come by! This is why it's important to go after other forms of college money as well, such as traditional need-based financial aid and other independent merit-based scholarships. Want to build the best possible college application and financial aid package? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Top National Schools That Offer Full-Ride Scholarships The following schools are ranked in the top 50 national US universities by US News. Consider this list the exception to the rule: these are the rare, top-ranked universities that offer merit-based scholarships in addition to standard need-based scholarships. The schools are ordered by ranking. University of Chicago(Chicago, Illinois) Stamps Scholarship This scholarship covers tuition and fees, room and board, and a $10,000 enrichment fund for students who demonstrate leadership, perseverance, scholarship, service, and innovation. Duke University (Durham, North Carolina) Robertson Scholars Leadership Program This scholarship pays full tuition, fees, and room and board. It also awards funding for up to three domestic summer experiences. Winners are typically students who demonstrate purposeful leadership, intellectual curiosity, strength of character, and collaborative spirit. California Institute of Technology (Pasadena, California) Stamps Scholarship This scholarship pays for four years of tuition, fees, and room and board. It also offers an additional stipend for enrichment experiences. Vanderbilt University (Nashville, Tennessee) Ingram Scholarship Program This scholarship gives full tuition and stipends for summer projects. Students are selected based on commitment to community service, strength of personal character, and leadership potential. Cornelius Vanderbilt Scholarship This scholarship gives full tuition plus a one-time stipend to be used toward a summer study abroad or research experience. Selection is based on academic achievement, intellectual promise, leadership, and contributions outside the classroom. University of Notre Dame (Notre Dame, Indiana) Stamps Scholarship This scholarship gives full tuition and fees plus $12,000 in enrichment funds. Each winner also gets a professional mentor from the faculty. Students must be nominated by the admissions office. Selection is based on leadership, perseverance, scholarship, service, and innovation. Five scholarships are awarded each year. Washington University in St. Louis (St. Louis, Missouri) John B. Ervin Scholars Program This scholarship gives full tuition plus a $2,500 annual stipend. Applicants should excel academically, challenge themselves, demonstrate initiative and leadership in their communities, bring diverse groups together, commit to community service, serve historically underprivileged populations, and/or persevere through challenging circumstances. Annika Rodriguez Scholars Program This scholarship covers full tuition and offers a $2,500 annual stipend. Awards are based on academic achievement (strong grades and SAT/ACT scores), a commitment to serving historically underprivileged populations, the ability to bring diverse people together, application answers and an essay, and recommendations received as part of the admission application. Danforth Scholars Program This scholarship covers full or partial tuition. Applicants must be nominated by someone with extensive knowledge of the student. Calls for nominations go out to high school guidance counselors every summer. Stamps Scholarship This scholarship covers full tuition, fees, room and board, and supplies; it also gives a $10,000 enrichment fund. Selection is based on the applicant’s academic achievement, leadership, perseverance, scholarship, service, and innovation. Emory University (Atlanta, Georgia) Emory Scholars Program This scholarship gives full tuition and enrichment stipends and is only awarded to top students at Emory. The application deadline is November 15. University of California, Los Angeles (Los Angeles, CA) Stamps Scholarship This scholarship gives full tuition plus an enrichment fund of up to $12,000. You have to be nominated by UCLA for this scholarship based on qualities such as leadership, scholarship, community service, and innovation. Up to 10 scholarships are awarded every year: five nationally and five for California residents. Invitations to apply are emailed by February 1, withapplications due in mid-February. University of Southern California (Los Angeles, California) Mork Family Scholarship This scholarship gives full tuition plus a $5,000 stipend. Finalists are selected by USC faculty for interviews. The average SAT and ACT scores of recipients are in the top 1-2% of all students nationwide. Other factors considered include academic achievement, talent, perseverance, innovation, involvement, and leadership. A maximum of 10 scholarships are awarded each year.Finalistsare notified of scholarship award status by April 1. Stamps Scholarship This scholarship gives full tuition plus a $5,000 annual enrichment fund ($20,000 in total over four years). Candidates are selected by USC faculty for interviews. The average SAT and ACT scores of recipients are in the top 1-2% of all students nationwide. In addition, winners are selected based on academic achievement, talent, perseverance, innovation, involvement, and leadership. Five scholarships are awarded each year. Finalists are notified of scholarship award status by April 1. Trustee Scholarship This scholarship covers full tuition. The average SAT and ACT scores of recipients are in the top 1-2%of all students nationwide. Additionally, winners are selected based on factors such as academic achievement, talent, perseverance, innovation, involvement, and leadership. Approximately 100 scholarships are awarded each year. Candidates are selected for interviews by February, and finalists are notified of scholarship award status by April 1. University of Virginia (Charlottesville, Virginia) Jefferson Scholarship This scholarship covers full tuition, fees, room and board, books, an enrichment program, and personal expenses. Students are nominated by his/her school directly (and must also attend an eligible school). A maximum of 36 scholarships are awarded each year. Wake Forest University (Winston-Salem, North Carolina) Nancy Susan Reynolds Scholarship This scholarship covers full tuition and offers a stipend. Selection is based on scholarship, achievement, and personal interviews. The application deadline is December 1. Stamps Scholarship This scholarship covers full tuition, fees, room and board, books, and personal expenses; it also offers an enrichment stipend of up to $15,000. Selection is based on educational achievements, academic motivation, maturity, and character. A maximum of five scholarships are awarded each year. University of Michigan (Ann Arbor, Michigan) Stamps Scholarship This annual scholarship covers the full cost of attendance and up to $10,000 in enrichment funds for about 18 students admitted through early action. Selection is based on academic achievement, exceptional talent, leadership, and service and community involvement. University of North Carolina at Chapel Hill (Chapel Hill, North Carolina) Morehead-Cain Scholars This scholarship covers full tuition, fees, housing, books, meals, books, a laptop, supplies, and funding for research and summer opportunities. It is open to students from a designated nominating school. Current nominating schools are located all across the globe. Robertson Scholars Leadership Program This scholarship gives full tuition, fees, and room and board, as well as funding for up to three domestic summer experiences. It is awarded to students who show purposeful leadership, intellectual curiosity, strength of character, and collaborative spirit. Boston College (Chestnut Hill, Massachusetts) // Gabelli Presidential Scholars Program This scholarship pays full tuition and provides summer opportunities at Boston College to selected early action applicants. About 15 awards are given every year. The early action application deadline is November 1, with students invited in for interviews in late January or early February. College of William and Mary (Williamsburg, Virginia) College of William and Mary Stamps 1693 Scholarship Stamps 1693 scholars receivefull in-state tuition, fees, room and board, and $5,000 for independent projects. (Out-of-state students are eligible, but must pay the difference between in-state and out-of-state costs.) All applicants are considered for scholarships and will be contacted by the selection committee to submit additional materials if chosen as semifinalists. William and Mary Scholars William and Mary Scholars receive full coverage for in-state tuition and fees. Scholarships are offered to academically strong applicants who have overcome adversity and/or would increase campus diversity. All applicants to the college are considered. Georgia Institute of Technology (Atlanta, Georgia) Stamps President's Scholars Program This scholarship gives full tuition, fees, room and board, books, supplies, a laptop, and $15,000 in enrichment funding. It is awarded to the top 1% of students at Georgia Tech who have also shown a dedication to leadership and service. To be considered, students must apply by the early application deadline, October 15. University of Rochester (Rochester, New York) Alan and Jane Handler Endowed Scholarship This scholarship is a combination of a merit- and need-based aid. The award guarantees full tuition, individual mentoring, and up to $5,000 for professional or academic enrichment. Selection is based on financial need, academic excellence, leadership, and the mastery of difficult challenges. Boston University (Boston, Massachusetts) Trustee Scholarship This scholarship awards full tuition plus fees. Students must have exceptional academic credentials and display intellectual and creative adventurousness. The application deadline is December 1. Students will complete the regular common application and submit an answer to one of the Trustee Scholarship prompts as their essay; they must also complete a short supplemental essay. About 20 students are selected each year. Tulane University (New Orleans, Louisiana) Deans' Honor Scholarship This scholarship covers full tuition. Selection is based on general achievements and a creative project. A maximum of 75 scholarships are awarded each year. The submission deadline is December 5. Paul Tulane Award This scholarship covers full tuition. Selection is based on general achievement and additional writing components. A maximum of 50 scholarships are awarded every year. The application deadline is December 5. Stamps Scholarship This scholarship awards full cost of attendance and additional enrichment funding. Students must apply for the Deans' Honor Scholarship or the Paul Tulane Award and will be nominated from that pool of applicants. Selection is based on academics, leadership, perseverance, and innovation. Approximately five scholarships are awarded every year. University of Wisconsin (Madison, Wisconsin) Chancellor's Scholarship Program Chancellor's Scholars receive a full-tuition scholarship and a $400 book stipend every semester. They need to maintain a 3.0 GPA and full-time student status to remain eligible for the award throughout their college careers. Applicants must meet certain eligibility requirementsin regard to race/ethnicity and socioeconomic background in order to apply. East Coast Schools American University (Washington, DC) // Frederick Douglass Scholarship Program This scholarship gives full tuition plus money for fees, room and board, and books. To be a competitive applicant, you will need at least a 3.8 unweighted GPA or a 4.0 weighted GPA. ACT/SAT scores are optional, and preference is given to first-generation college students. Award notifications start April 1. Arcadia University (Glenside, Pennsylvania) President's Scholarship This full-tuition scholarship is awarded to a handful of freshmen applicants each year. Applicants are evaluated based on their SAT/ACT scores, GPA, class rank, and leadership experience. All applicants are considered for the award; no separate application is required. Barry University (Miami Shores, Florida) Stamps Scholarship This scholarship is for full tuition, room and board, books, and transportation. It also provides winners with $6,000 to go toward a study abroad program or other learning experience. You will need to have a GPA of 3.5 or above and prove you have been actively involved in community service and leadership. The application deadline is February 1. The Catholic University of America (Washington, DC) Archdiocesan Scholarship This scholarship is for full-tuition coverage. You will need to have an unweighted GPA of 3.8 or above, earn high SAT/ACT scores, and be in the top of your class in order to be eligible for the scholarship. All undergraduate applicants are considered for this award. Elizabethtown College (Elizabethtown, Pennsylvania) Stamps Scholarship This scholarship provides full tuition, $6,000 in enrichment funds, and a personal mentor. Awards are given to high academic achievers who have demonstrated leadership, perseverance, scholarship, service, and innovation. Winners are chosen by the Stamps Family Charitable Foundation. Five awards are given out each year, and the application deadline is February 1. Fordham University (New York, New York) Presidential Scholarship This scholarship covers full tuition plus room and is renewable for all four years of college. These awards usually go to students who are ranked in the top 1-2% of their high school classes. Award notifications are around April 1 each year. Semifinalist Scholarship This scholarship covers full tuition. Those eligible for the award include semifinalists or finalists for National Merit or National Hispanic Recognition Scholarship Programs who have an A average and are in the top 2-3% of admitted students. The George Washington University (Washington, DC) Stephen Joel Trachtenberg Scholarship This scholarship covers full tuition, fees, room and board, and a book allowance. It is only awarded to students who are residents of Washington, DC, who have attended an accredited high school in the area, and who are applying for financial aid. Northeastern University (Boston, Massachusetts) Torch Scholars Program Every year, 10 first-generation college students will receive coverage for full tuition, fees, and room and board; they'll also get to participate in a summer immersion program. Applicants must be nominated by a non-family member who knows the student well. Providence College (Providence, Rhode Island) Roddy Scholarship This scholarship covers full tuition, fees, and room and board. The scholarship is awarded based on academic achievement in high school; no separate application is required. However, it is only for students who are hoping to have a career in the medical field. Rollins College (Winter Park, Florida) Alfond Scholars Program Every year this program awards up to 10 full-ride scholarships to incoming freshmen to the College of Liberal Arts. Each scholarship covers full tuition as well as room and board. Scholarships are renewable for up to four years. Stevens Institute of Technology (Hoboken, New Jersey) The Ann P. Neupauer Scholarship This highly prestigious scholarship covers full tuition. The award can be renewed for four years as long as you maintain a GPA of 3.2 or better and meet certainacademic requirements. Stevenson University (Stevenson, Maryland) Presidential Fellowship This scholarship covers full tuition, is renewable for all four years of college, and is open to all freshman applicants. The scholarship application submission deadline is November 1. St. Lawrence University (Canton, New York) Trustee Scholarship This scholarship covers the cost of tuition for four years. It is offered to the top male and top female students entering their first year. Selection is based on academic excellence, character, and leadership. SUNY Alfred College (Alfred, New York) // Distinguished Scholars Program: Excellence in Education Scholarship This scholarship covers full tuition and room and board. Applicants should have at least a 3.7 GPA as well as a score of 1310 or higher on the SAT or 28 or higher on the ACT. Syracuse University (Syracuse, New York) Coronat Scholars This scholarship provides full tuition, admission to the honors program, and the chance to receiveadditional funding for study abroad programs. It is awarded to freshmen pursuing a liberal arts major. Application is by invitation only, and recipients are selected by the College of Arts and Sciences. Haudenosaunee Scholarships This scholarship is for certified citizens of one of the Haudenosaunee nations. For the Promise Scholarship in particular, applicants need to have livedin a Haudenosaunee territory for at least four years prior to enrollment. Both programs cover full tuition and mandatory fees. University at Buffalo (Buffalo, New York) Millonzi Distinguished Honors Scholarship The University at Buffalo offers one annual full-ride scholarship, covering tuition and fees, to an admitted freshman honors student studying the creative or performing arts. To be eligible, you must have an unweighted high school average of 90 and either a 1300 SAT score or a 27 ACT score. You must also turn in a scholarship application, undergo an interview, and do an audition or turn in a portfolio of your work (whichever is relevant to your field). University of Delaware (Newark, Delaware) Eugene du Pont Memorial Scholars This scholarship covers full tuition, room and board, and a $2,500 enrichment stipend for academic activities such as study abroad. Application is by invitation only, with invitations going out in January each year. University of Maryland, College Park (College Park, Maryland) Banneker/Key Scholars Program This scholarship covers full tuition, room and board, and books. Application is by invitation only by a selection committee. Winners can also receive up to $5,000 for research, travel, study abroad, and internships. Three scholarships are awarded each year. University of Miami (Coral Gables, Florida) Hammond Scholarship This scholarship covers full tuition. Winners are selected based on academic excellence and a demonstrated passion for achieving personal goals. Stamps Scholarship University of Miami Stamps Scholars receive full tuition, fees, room and board, textbooks, a computer allowance, and up to $12,000 in enrichment funds. All applicants to the university are considered for Stamps Scholarships. George W. Jenkins Scholarship This scholarship offers full tuition, fees, room and board, university health insurance, and a laptop allowance. Candidates must be nominated for this award by their high school counselors. Selection is based on a combination of financial need, academic merit, and an essay on overcoming adversity. Isaac Bashevis Singer Scholarship This scholarship offers full tuition. Finalists are nominated by the admission committee; there is no separate application process. Marta S. and L. Austin Weeks Scholarship This scholarship offers full tuition. Applicants must apply early decision to be eligible. University of Pittsburgh (Pittsburgh, Pennsylvania) Chancellor's Scholarship Recipients receive full tuition, fees, room and board, a $500 stipend for books, and $2,000 for study abroad or research. Applicants must be nominated by the scholarship selection committee. Stamps Scholarship Five incoming freshman from Pennsylvania will be offered a Stamps Scholarship, which covers full tuition, fees, room and board, a personal and academic allowance, and up to $17,400 in enrichment funds. Diversity Scholarships The University of Pittsburgh offers four named scholarships to applicants from underrepresented groups: one in engineering, one in arts and sciences, one in business, and one in nursing. Scholarships cover full tuition, fees, room and board, a $500 book award, and a $2,000 scholarship for research or study abroad. Nordenberg Leadership Scholars Program Nordenberg Scholars receive full tuition, an international experience, and assistance securing internships throughout college. Five outstanding graduates from Pennsylvania high schools are selected for the award each year. Want to build the best possible college application and financial aid package? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Midwestern Schools Carthage College (Kenosha, Wisconsin) Lincoln Scholarship This scholarship covers full tuition in addition to room and board. Applicants must complete the separate Presidential Scholarship application (usually available in October) and write a personal statement. Three scholarships are awarded each year. Clausen Scholarship This scholarship covers full tuition only. Applicants must complete the separate Presidential Scholarship application and write a personal statement. Three scholarships are awarded every year. Ruud Scholarship Like the Clausen Scholarship above, this scholarship covers full tuition only. Applicants must complete the separate Presidential Scholarship application and write a personal statement. Three scholarships are awarded each year. Drake University (Des Moines, Iowa) National Alumni Scholarship This scholarship covers full tuition, fees, and room and board. To be eligible, students must have ACT scores of at least 31 or SAT scores of at least 1430, be in the top 5% of their high school classes, and have a GPA of 3.8 or above. A maximum of six scholarships are given out every year, and the deadline for submission is December 1. Hiram College (Hiram, Ohio) Trustee Scholarship This scholarship covers full tuition. Evaluation is by holistic review. Indiana University Bloomington (Bloomington, Indiana) Wells Scholars Program This scholarship covers the full cost of attendance for four years. Potential recipients can be nominated by their high schools, the admissions office, or an IU faculty member. Each year, 18-22 students receive the award. Illinois Institute of Technology (Chicago, Illinois) Duchossois Leadership Scholars Program This scholarship covers full tuition, room and board, summer educational experiences, a fall retreat, and mentoring. You will need to have a GPA of at least 3.5 and standardized test scores in the top 10% nationally to be eligible. Students from households with income levels over $200,000 are ineligible. The application deadline is December 1. Miami University (Oxford, Ohio) University Merit Scholarship This scholarship covers full tuition. Eligible students will need to have SAT scores of at least 1480 or ACT scores of at least 33, a 3.5 GPA or higher, and a rigorous academic course load. Priority consideration for all scholarships and honors programs is given to students who apply for university admission by December 1. Stamps Scholarship This scholarship covers full tuition, fees, room and board, and $10,000 for enrichment purposes. Recipients are selected from the most outstanding applicants at Miami University.Priority consideration for all scholarships and honors programs is given to students who apply for university admission by December 1. Michigan State University (East Lansing, Michigan) Alumni Distinguished Scholarship This scholarship gives full tuition, fees, room and board, and a $1,000 stipend every year. Eligible students will be invited to take a scholarship examination and apply. The deadline is November 1, and there are a maximum of 15 awards given every year. Distinguished Freshman Scholarship This scholarship pays full tuition and fees, and is given to runners-up of the Alumni Distinguished Scholarship (see above). Each year, 20 scholarships are awarded to qualified students. Oberlin College (Oberlin, Ohio) Stamps Scholarship This scholarship provides full tuition, fees, and $5,000 in enrichment funds that the winner can use at any time during his or her four years of college. All admitted applicants to Oberlin are automatically considered for the award, and there is no separate scholarship application. The Ohio State University (Columbus, Ohio) Eminence Fellows Scholarship This scholarship gives full tuition plus a $3,000 enrichment fund. Recipients are usually in the top 3% of their high school classes and have an ACT score of 34+ or an SAT score of 1520+. Morrill Scholarship Program This scholarship program targets academically strong applicants who will contribute to diversity on campus. There are three levels of awards: Distinction, Prominence, and Excellence. Distinction awards cover the full cost of attendance, Prominence awards cover the full cost of tuition, and Excellence awards cover in-state tuition. Purdue University (West Lafayette, Indiana) Stamps Scholarship This scholarship gives full tuition plus $10,000 for enrichment activities. Selection is based on leadership, academics, extracurricular activities, and personal history.Application is by invitation only. Students who wish to be considered for this scholarship must apply for admission to Purdue by November 1. University of Illinois (Champaign, Illinois) Stamps Scholarship This scholarship covers the total cost of attendance and offers an additional fund for enrichment activities, such as study abroad experiences, internships, and research. About five scholarships are awarded each year. Southern Schools Agnes Scott College (Decatur, Georgia) Marvin B. Perry Presidential Scholarships This scholarship covers full tuition in addition to room and board. Promising applicantswill be invited to apply. Goizueta Foundation Scholarships This scholarship covers full tuition and room and board. It is offered to one student every year, with preference given to Hispanic/Latina women who have demonstrated both academic excellence and financial need. Birmingham-Southern College (Birmingham, Alabama) Distinguished Scholars Award This scholarship covers full tuition. Eligible students will be invited to apply. Recipients will be selected on the basis of grades, standardized test scores, extracurricular activities, an interview, and an essay. Clemson University (Clemson, South Carolina) National Scholars Program This scholarship covers full tuition and fees; an allowance for room, board, and supplies; and summergroup study abroad experiences. Selection is based on outstanding academic achievement, leadership, service, and extracurricular activities. Davidson College (Davidson, North Carolina) John M. Belk Scholarship This scholarship covers full tuition, fees, room and board, and up to $6,000 in special study stipends. It is awarded to students who have demonstrated exceptional promise in academics, character, leadership, and service. Students must be nominated by a counselor or administrator. A maximum of eight awards are given every year. Charles Scholarship This scholarship covers full tuition, fees, room and board, a book allowance, travel expenses, and personal expenses. Eligible students are graduates of Chicago public high schools with strong records of academic and personal accomplishment who also show financial need. Preference is given to students of color, especially Hispanic/Latinx students. Students must be nominated by a counselor or administrator. A maximum of three awards are given per year. Furman University (Greenville, South Carolina) James B. Duke Scholarship This scholarship pays full tuition and stipends of up to $5,000 for summer study experiences. Selection is based on exceptional academic achievement and personal accomplishment. Hendrix College (Conway, Arkansas) Hays Memorial Scholarship This scholarship covers full tuition, mandatory fees, a residence hall room, an an unlimited board plan. To be eligible, you must have a 3.6 GPA and a 32 ACT ora1410 SAT score. Applicants must apply early action to the college and submit a separate application for the scholarship by February 1. Hendrix College Scholarship This scholarship gives you anywhere from $18,000 to full tuition. Winners are chosen based on factors such as GPA, test scores, recommendations, leadership experience, and extracurricular activities. All admitted students to the school are automatically considered for the scholarship. Louisiana State University (Baton Rouge, Louisiana) Stamps Scholarship This scholarship covers full tuition and up to $14,000 for enrichment activities. Eligible students must have a 3.5 GPA or higher as well as SAT scores of 1440+ or ACT scores of 33+. Students will be invited to apply. Mercer University (Macon, Georgia) Stamps Scholarship This scholarship covers full tuition, fees, room and board, books, and up to $16,000 in enrichment funds. These scholarships are awarded to the highest achievers in the entering freshman class. To be considered, students must apply to Mercer by October 15. A maximum of five awards are given every year. Morehouse College (Atlanta, Georgia) Stamps Scholarship This scholarship covers full tuition, fees, and $10,000 for enrichment activities. You must have a 3.7 GPA to be eligible. A maximum of five scholarships are awarded every year. To be considered, students must apply to Morehouse by November 1. Rugari Scholarship This scholarship covers the full cost of attendance for five students.It is awarded to male students from the Democratic Republic of the Congo, Rwanda, Burundi, or Uganda. North Carolina AT State University (Greensboro, North Carolina) National Alumni Scholarship This scholarship covers full tuition, fees, room and board, and books. To be eligible, you must have a minimum 3.0 GPA in addition to SAT scores of 1080 or above or ACT scores of 22 or above. Students will need to submit a one-page autobiography and three letters of recommendation. Lewis and Elizabeth Dowdy Scholarship This scholarship covers full tuition plus room and board. You will need to have at least a 3.75 GPA and SAT scores of 1270 or above or ACT scores of 26 or above. Students will have to submit a one-page essay and two letters of recommendation. North Carolina State University (Raleigh, North Carolina) Park Scholarship This scholarship covers full tuition, fees, room and board, books, supplies, travel, a laptop, and personal expenses. Winners will also get admission to the University Scholars Program. Candidates will be selected based on academic merit, exemplary character, exceptional potential for leadership, and the sense of promise that they may one day make contributions of enduring importance to the betterment of the human condition. Oglethorpe University (Atlanta, Georgia) Civic Service Engagement Scholarship This scholarship offers full tuition to two students who are deeply engaged in community service. Students are chosen based on activities over Scholarship Weekend. Application is by invitation only. James Edward Oglethorpe Scholarship This scholarship gives full tuition for four recipients, determined by a scholarship competition held during Scholarship Weekend. Application is by invitation only, and up to four scholarships are awarded each year. OU Theatre Scholarship This scholarship covers full tuitionfor two students interested in the study of theater. Recipients are selected based on Scholarship Weekend activities. Application is by invitation only. Rhodes College (Memphis, Tennessee) Bellingrath Scholarship This scholarship covers the full cost of tuition and is awarded to one applicant each year. Saint Louis University (Saint Louis, Missouri) Presidential Scholarship This scholarship covers full tuition. Applicants should have a GPA of at least 3.85 (weighted or unweighted) and scores of at least 1390 on the SAT or 30 on the ACT to be eligible. For consideration, you need to submit your application to the school and fill out the additional Presidential Scholarship application by December 1. Salem College (Winston-Salem, North Carolina) Robert E. Elberson Scholarship This scholarship covers full tuition, room and board, and a semester of study abroad in England. Only one is awarded each year. Scholarship application is by invitation only. For consideration, you must submit your application to the school by January 1. Chatham/Davis/Weyand/Womble/Whitaker Scholarships This scholarship covers full tuition for 10-15 students. Selection is based on academic performance, evidence of leadership, responsibility, concern for others, initiative, motivation, creativity, resourcefulness, and vigor. Finalists will be invited to Scholarship Weekend to compete for these scholarships. John Preston Davis Art Full-Tuition Scholarship Already accepted students who want to study studio art, art history, or design can apply for this full-tuition scholarship. Students will need to answer an essay and provide a recommendation. Finalists will be interviewed at Scholarship Weekend. Southern Methodist University (Dallas, Texas) President’s Scholars Program This scholarship covers full tuition and fees plus one summer and one academic-year program abroad. Under certain conditions, scholars might receivean additional award to cover room and board. Finalists will be invited to interview and typically have high SAT/ACT scores, a challenging high school curriculum, a top 10% high school class ranking, and demonstrated involvement in the community. Students must apply to the school by January 15to be considered (no additional application for the scholarship is required). Texas Christian University (Fort Worth, Texas) Chancellor’s Scholarship This scholarship awards full tuition to the most academically accomplished applicants to TCU. The average test scores among current Chancellor's Scholars is a 2150 on the old SAT and a 33 on the ACT. Most recipients are in the top 3% of their graduating high schoolclasses. In the 2016-17 school year, 54 scholars were selected from more than 500 finalists. University of Alabama (Tuscaloosa, Alabama) Academic Elite Scholarship This scholarship has two levels. At the first level, seven scholars receivefull tuition, an $8,500 yearly stipend, a $2,000 book scholarship, and one year of on-campus housing. At the other level, one top scholar receives full tuition, an $8,500 stipend for the first year (followed by an $18,500 stipend for years two through four), a $5,000 study abroad stipend, a $2,000 book scholarship, and one year of on-campus housing. Applicants to UA with a 3.8 GPA and either a 32 ACT scoreor a 1450 SAT score may apply for the fellowship. University of Georgia (Athens, Georgia) Foundation Fellowship This scholarship covers full cost of attendance, several study abroad experiences, mentoring, and research and conference grants.The scholarship application is due in early November. To be eligible, applicants must have an unweighted GPA of at least 3.9 and an SAT score of 1470 or an ACT score of 32. Ramsey Honors Scholarship This scholarship covers full tuition, a modest stipend, mentoring, and a $3,000 travel-study grant. Finalists for the Foundation Fellowship who do not receivethe fellowship are guaranteed a Ramsey Honors Scholarship. The scholarship application is due in early November. To be eligible, applicants must have an unweighted GPA of at least 3.9 and an SAT score of 1470 or an ACT score of 32. University of Houston (Houston, Texas) Tier One Scholarship This scholarship gives full tuition, fees, two years of room and board, a stipend for research, a stipend for study abroad, membership to the Honors College, and priority registration for classes. Applicants must complete the scholarship application and application to UH by mid-November. University of Kentucky (Lexington, Kentucky) Otis A. Singletary Scholarship This scholarship covers full tuition as well as room and board. Interested applicants will need to complete and submit the competitive scholarship supplement by December 1. Applicants should have a score of 33 on the ACT or 1490 on the SAT, and an unweighted GPA of at least 3.8. Presidential Scholarship This scholarship covers full tuition. Interested applicants will need to complete the competitive scholarship supplement with their application and submit by December 1. Applicants should have a minimum test score of 31 on the ACT or 1420 on the SAT, and a minimum unweighted 3.5 GPA. University of Louisville (Louisville, Kentucky) Brown Fellows Program This scholarship pays for full tuition and housing; it also gives an allowance for books and up to $6,000 in enrichment funds. Selection is based on academics, well-roundedness, and leadership potential. Applicants need to submit supplementary materials, including an additional essay, and should have at least a 31 on the ACT or a 1420 on the SAT, as well as a minimum 3.5 GPA. Each year 10 scholarships are awarded. University of Mississippi (Oxford, Mississippi) Stamps Scholarshipand the University of Mississippi Chancellor's Scholar Program This scholarship covers the full cost of attendanceand a $12,000 enrichment stipend. Selection is based on academic achievement, leadership, and service. Interested applicants need to submit a Special Programs and Scholarships Application in addition to their application to the school. University of North Carolina, Charlotte (Charlotte, North Carolina) Levine Scholars Program This scholarship covers full tuition, fees, room and board, a grant to implement a community service project, and four summer experiences. Students must be nominated by their high school counselors to apply. University of Richmond (Richmond, Virginia) Richmond Scholars This scholarship takes care of full tuition, room and board, and faculty mentoring. In addition, it offers $3,000 in enrichment funds, priority course registration, and tickets for cultural events at the Modlin Center for the Arts. Selection is based on several factors, including outstanding and engaged scholarship, commitment to the creation and discovery of new knowledge, leadership skills, service, excitement about learning from different types of people, and exceptional artistic talent. All applicants to the university who apply by December 1are considered for the scholarship. A maximum of 25 awards are given out each year. University of Texas at Austin (Austin, Texas) Forty Acres Scholarship This scholarship covers full tuition and offers stipends for living, books, and enrichment activities (which include a community component, a global experience, and professional growth opportunities). It is awarded to students who excel academically and engage in leadership roles, extracurricular activities, and community service. Interested studentsmust fill out and submit a supplemental scholarship application by December 1. University of Texas at Dallas (Dallas, Texas) Eugene McDermott Scholars Program This scholarship includes full tuition and fees, a $1,400 monthly stipend (given year-round)for housing and living expenses, a $1,000 annual book stipend, up to $12,000 for an international experience, up to $3,000 for a professional development experience, paid trips with other scholarship winners, and paid travel home (twice a year for domestic students and once a year for international students). Selection is based on exceptional academic performance; community volunteerism and leadership in school; broad and eclectic interests in science, literature, and the arts; and social skills. Applicants must have a 1490 or higher on the SAT or a 33 or higher on the ACT. Most students are also in the top 5% of their high school classes. Washington and Lee University (Lexington, Virginia) Johnson Scholarship This scholarship covers full tuition and room and board, as well as $7,000 for summer experiences. Selection is based on academic and personal accomplishments, essays, and a performance at an in-person scholarship competition (travel expenses are paid by the university for all finalists). This scholarship is awarded to about 10% of each year's incoming class. Wofford College (Spartanburg, South Carolina) The Richardson Family Scholarship This scholarship covers full tuition, fees, room and board, a monthly stipend for books and miscellaneous expenses, a laptop, summer internships (one overseas), and a January travel experience. West Coast Schools Lewis and Clark College (Portland, Oregon) Barbara Hirschi Neely Scholarship This scholarship grants full tuition and fees plus a $2,000 enrichment stipend. Selection is based on academic achievement and distinctive personal accomplishment. Special preference is given to students who plan on studying the sciences or who have an interest in intercultural and international issues. Up to five Neely Scholarships are offered each year. Loyola Marymount University (Los Angeles, California) Arrupe Scholarship The Arrupe Scholarship program is for international students and offers awards from $12,500 annually to full tuition. Trustee Scholarship This scholarship covers full tuition in addition to room and board. All freshman applicants are considered for the scholarship, with 10 scholars selected each year. Finalists are invited in late January and early February to attend Scholars Weekend for on-campus interviews. Soka University of America (Aliso Viejo, California) Global Merit Scholarship This scholarship covers the cost of full tuition, fees, room and board, transportation, books, supplies, and personal expenses. Winners must maintain a 3.0 GPA to keep the scholarship. University of Hawai'i (Honolulu, Hawaii) Regents Scholarship This scholarship awards full tuition, a $4,000 annual stipend, and a $2,000 travel grant. Applicants should have a high school GPA of at least 3.5, scores of at least 29 on the ACT or 1380 on the SAT, and remarkable extracurricular involvement. Each year, 20 scholarships are awarded to incoming freshmen. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: What Do You Need to Get a Full-Ride Scholarship? Many full-ride scholarships have similar eligibility requirements, so making yourself a great candidate for one will often make you a great candidate for multiple scholarships. While the specific details they require can vary between scholarships, most require or recommend the following qualities: GPA: Good grades are required for practically every full-ride scholarship. Most will require either a certain GPA (like 3.5 or higher) or a certain class rank (like top 5% or 10% in your class). Test Scores: Many full-ride scholarships also require a certain score on the PSAT, SAT, and/or ACT to be eligible. Extracurriculars: Many schools look for skills and interests outside the classroom. Leadership and volunteer experience are particularly highly valued. Letters of Recommendation: You may also need to ask a teacher, mentor, or boss to write you a letter of recommendation so schools can get a better idea of your character. Personal Statement: For some scholarships, you may also need to provide a personal statement or respond to essay prompts as part of the requirements. Many schools require this so they can get a better sense of your personality and goals. 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How Greek Political Experience Shaped Western Tradition Essay

How Greek Political Experience Shaped Western Tradition - Essay Example The Greeks theoretical perspectives were however a contradictory to the whole process of western mannerisms and characterization. The Greek political style, which was mainly based on philosophical theories developed by various individuals and personalities at various levels of outstanding academic positions were however put into practical perspectives by the incumbent western practical system. Western education and civilization aspects aspired to prove and disprove the Greek philosophical theories on a practical basis as opposed to the empirical perspectives taken by the Greek systems (Clark, 118). A lot of convergence points have been noted in comparing the two perspectives besides many divergence points with regard to the content and manner of application of the two systems. This paper will look at the effects of the Greek political experience in shaping the western tradition. The pioneers of the Greek philosophical politics were mainly philosophers who believed that philosophy for med the most important part in the development of various nations across the globe and that the adoption of the philosophical point of view is the sole way through which one can be able to discern the most effective leadership perspectives and arouse efficient and effective ruling system. The famous Greek philosopher Aristotle argued in support for this by asserting that a society that is ruled by philosophers is indeed the excellent society as far as the economic development and the exercise of justice and democracy to the entire population under a given rule or government is concerned. The Americans have for a long time argued that they are at the center of western civilization and that they have all the rights to protect the west from any form of interference from outside which might hinder her global propagation. As Minogue notes, courses in western civilization in most of the American universities were treated and taught with a lot of concern given their importance in the land. He further asserts that the 1950s saw the widespread regard for the western traditions and education across all leading American and European universities which wanted to identify themselves with and promote the western education systems as well as promote the western culture all over the world (Minogue, 9). Traced back from the ancient times, history reveals that the western traditions that are currently strongly held in most American lands in the present age trace their origins from the three main ancient sources in human history. These include: the Greece and Roman classical cultures, the Christian religion, especially the onset of Christianity which was closely associated with the western culture and traditions and finally the enlightenment of the modern era which has actually adopted virtually every aspect of the western culture and mannerisms. Historical accounts put together by some scholars record show that the Greece had a major contribution in shaping the western culture by bringing in the republican aspect in the political realms while the Romans contributed the idea of building empires among various nations across the globe. Similarly, the Greece as well contributed in setting the idea of liberty through her philosophical means while the Roman culture and mannerism contributed at the same time in formulating the terms that are used in law and the use of law in the exercise of justice and democracy to the citizens of a country. Of notable concern is the contributions made by Christianity as a medium for divine intervention.

Aids in New York City Essay Example | Topics and Well Written Essays - 1000 words

Aids in New York City - Essay Example According to the paper, New York City make is among the largest cities in the United States with representation of different kinds of people. The population of New York City is made up of people who differ in different ways in terms of their race, sexual orientation, level of education and age. According to Reilly et al., people in their diversity are affected differently with this epidemic in New York City. The different effect the diseases have on different races is attributed to the different behavioral practices of these people. Since the disease was diagnosed, in New York City alone, over one hundred thousand people have died from the disease since the year 1981. As of February 2014, there were 110,736 new Yorkers who had been diagnosed with aids and presumed to be living with this infection. In the year 2013 3481, new diagnoses of these diseases were made of these: 76.6 percent of the people were men with 23.4 percent being women. 48.3 percent is made up of men who have sex w ith men, while the heterosexuals were made up of 21.4 percent. Hispanic and blacks made the larger population of people affected with aids with a percentage of 78.6 percent. Lastly, 35.1 percent of the new infections were comprised of people who are under the age of 29. 1.4 percent of new Yorkers live with aids, with the Spanish and black Americans being the most affect since they represent about 78 percent of this population. Young people rate of infection follows closely at 35.1 percent. This percentage is quite high now that these young people are more active and likely to spread the disease more than when it affected older people. Aids is a thorn that has to be dealt with accordingly in order to mitigate its effects on the disease burden and various sectors of the New York City. Its effects are far felt in all areas that work towards maintaining the great economy of the city.  

What are the moral responsibilities of managers Essay

What are the moral responsibilities of managers - Essay Example This research will begin with the statement that the moral responsibilities of managers’ whether in the private sector or public sector should be characterized with a manager perpetuating the law, fulfilling the legitimate duties of their position, observing the relevant codes of ethics and otherwise abiding by generally held moral principles such as honesty and not knowingly doing harm. A manager will be held liable for an immoral act if he had knowledge of it and had the ability to prevent it from happening. Moral managers subscribe to ethical leadership which requires the manager to be a moral person as well as moral managers. A   moral manager should possess traits such as honesty, integrity and trustworthy. This involves respecting the soundness of organization and adherence to the codes set by the organization. This allows the managers to do the right thing, reason well and uphold the highest level of justice even in the most difficult circumstances. A   moral manage r learns from multiple social situations which allow him to have a vast knowledge of conflict resolution skills without harming any party in case a dispute arises. The personal standards developed by a moral manager enables him to be fair and considerate by making clear justifications in his mind. For example, a moral manager will solve a   dispute between two staff members by being fair and sticking to their values and objectivity without compromising on the basis of relations or closeness to either party.

Developing Scientific Thinking in Education

Developing Scientific Thinking in Education Developing Scientific Thinking Abstract The essay title was chosen since developing scientific thinking is a key area of teaching in the primary classroom. The skills which are to be developed through scientific thinking are transferrable to many other areas of the curriculum, and many of the skills are central to real life experiences. The essay will discuss why the skills taught in SC1 are of importance. The aspects of SC1 which were taught were forming of hypothesis and relating conclusions to the hypothesis, selection of appropriate equipment, methods and measurements, fair testing and also analysing ways in which the investigation could be improved. The outcomes of these lessons were positive, with the children showing their ability to interact and produce their own questions which could be investigated. They selected appropriate equipment and methods with teacher guidance, and were able to formulate a hypothesis to test. The children were able to contribute ideas as to how to make the test fair, and were able to comm unicate their results in a scientific way, through graphs. The children were also able to recognise factors which affected the outcome of their experiment and suggest further improvements which could be made. In conclusion, the lesson showed that the methods used were a viable way of teaching SC1. It did however highlight several issues which would need to be accounted for in the future, such as group size; a larger group would require greater organisation, and would possibly require a different emphasis during the lessons to account for different knowledge levels and learning styles. Introduction The main justification for the inclusion of investigations within the national curriculum is to develop the set of skills and processes within the children, with conceptual understanding of science being the secondary outcome to be achieved (Watson et al., 2000). The overall aim is for pupils to be developed into critical thinkers, through the development of various investigative skills. All pupils begin school with some limited skills already developed, but these are built upon throughout Key Stage 1 and 2 so that by the beginning of Key Stage 3 (DfES, 2007) all pupils ideally possess a diverse set of skills which will prepare them for the various subjects to be studied at this level, and will also assist them in many real life experiences, particularly as they reach a stage in their life at which they must be able to use skills to form their own opinions and decisions for the first time in their lives. The science curriculum is broken down into four components, and while the last t hree sections, SC2, 3 and 4, are heavily based on knowledge, SC1 is the component which deals with the development of scientific skills, and is central to each of the other components also. Scientific Enquiry in the National Curriculum Organisation of SC1: Enquiry The SC1 portion of the science curriculum is mostly concerned with teaching pupils the mental processes and practical skills which are needed to think and work in a scientific way (Newton and Newton, 1998): Ideas and evidence Planning Carrying out Interpreting and evaluating Recording and presenting data Some of these skills are already possessed at a basic level when a child begins Key Stage 1, and will be developed throughout Key Stage 1 and 2 (DfES, 2007). Other areas of science curriculum There are three other areas of the science curriculum which are taught in parallel to SC1. SC2 is concerned with life processes and living things. This area of the curriculum teaches the pupil to be able to recognise, observe and describe a range of features of the human body, animals and plants. This area is also concerned with life processes, which pupils learn to recognise, describe and explain. SC3 is the area of the curriculum in which materials and their properties are studied. In this component children are taught to be able to classify materials through various properties. SC4 is the area of the curriculum which is concerned with physical processes, such as electricity and forces, in which children should be able to form comparisons, and learn to offer explanations as to why certain phenomena occur (National Curriculum in Action, n.d.). It can be seen from the content of SC2-4 that the ideas and knowledge which is developed in SC1 is fundamental to the remaining three components of the curriculum. The ideas which SC1 teaches are required in order for the development of the other areas to occur. For example, in SC1 the ability to interpret and evaluate is developed, and this is a transferable skill which can be used in each of the other three strands. The ability to evaluate and interpret data is essential for pupils to be able to spot patterns between the life processes of living things and to use these to make evidence based predictions about the way that life processes work in other creatures which have not been specifically studied. This is only an example of one of the many ways in which there is an interdependent relationship between the four strands of primary science education; there are many other ways in which the development of skills in SC1 impacts on the ability of the pupil to develop in other areas of the curriculum. Importance of SC1 SC1 is concerned with three main areas, which are experimentation, exploration and investigation (Newton and Newton, 1998, p. 77). These ideas are all closely related, and when used together form an effective method for introducing new ideas or concepts, or developing the level of understanding in current knowledge. It has been found in previous studies that while numerous activities are offered in the classroom in which children are able to develop skills involving observations, planning and measurement, there are less opportunities available in which children get the chance to put forward ideas, hypothesise and interpret an investigation (Newton and Newton, 1998, p. 77). Goldsworthy (n.d.) also showed that there is a distinct unbalance in the skills which teachers at Key Stage 2 concentrate on in the classroom; it was shown that half of the teaching sampled concentrated on the ‘fair test’. While this is important, there are other skills which are more easily transferred to other areas that appear to be neglected in the classroom at the present time. For example pattern seeking and exploring were found to be dealt with rarely, and using and applying models not at all. This research assumes that the reason for this is due to previous teacher training, as some years ago the emphasis was very much on the fair test; however there have been many teachers come through training in recent years that would have had more up to date training, which should see this in remission, which has not happened. This suggests that there must be other factors which are affecting the areas which are taught in the classroom. For example it could be that the concepts which are most explored in the primary classroom are more abundant in other areas of the curriculum, or it could simply be that the teachers are more comfortable with certain aspects of the curriculum, so these are the areas which are concentrated on in lessons. It could also be that a lack of knowledge on behalf of some teachers leads to confusion between the fundamental concepts involved, such as thinking that experimentation and investigation is the same thing, which could lead to there being vital areas of development which are ignored. It could also be due to time pressures, since processes leading to investigations are often lengthy (Garson, 1988, p. 62). During science activities, discussion plays a critical role, since it is through discussion between pupil and teacher that questions are raised which can be investigated and explored; discussion also leads to effective development of communication techniques. Experience is also needed for the pupils to draw upon in order to identify questions (Newton and Newton, 1998, p. 79), therefore providing varied practical activities for pupils is also essential to development in science (Newton and Newton, 1998, p. 78). Independent investigations are centred on the pupil being in control of the investigation, by setting their own questions in response to given information, and deciding the best approach to tackle the questions raised (Newton and Newton, 1998, p. 79). This skill is useful in may areas of the curriculum, since it instils the skills necessary for the pupil to conduct their own research into any area which they study, for example if the child were set a literacy task in which they had to find examples of a specific type of poem, they would use the same set of investigative skills as in science; they would assess the knowledge that they already have, identify the question to be answered, and then choose the most appropriate option to tackle the task at hand. These skills are invaluable in life, particularly in adulthood, since it is by these same investigation methods which we make many decisions, such as the decision as to which electricity supplier is the cheapest, or where you would b e able to buy a new tyre for your car. The skills which SC1 aims to develop are fundamental skills, exploration skills, direct experiment skills, and independent investigation skills. Fundamental skills which may be developed through science are the manipulation of materials, measuring skills and recording skills. These skills are fundamental not only to creating a sound scientific method of investigation and reporting for the pupils, but also to other areas of the curriculum. For instance the manipulation and measurement of materials is a skill which is particularly useful in technology lessons, such as cooking and craft; recording skills are important in any area in which information needs to be communicated effectively from the pupil to another person. It can also be seen that these skills are fundamental in life itself; measurement is a transferable skill which enables you to effectively plan and measure the time which you spend doing various tasks in life; recording skills allow a person to communicate information to anyone, not only their teacher; manipulation of materials can be an everyday occurrence, such as knowing how to make a cake. When children begin school they can already use their five senses, and can therefore observe and communicate the things which occur around them. However this is usually on a very shallow level, and exploration skills need to be developed in order to enhance these observations, and enable the child to form explanations. These skills can be put to use in many areas of the school curriculum, for example in history, where rather than simply observe events that have happened in the past, exploration skills enable the pupil to delve further into the reasons behind the occurrences. This skill is particularly useful as a life skill, since without the ability to relate reason to an occurrence, it is not possible to alter events which might occur. For example it may be observed that it is slippery when out walking in the snow, which any child would be able to recognise. However with the ability to explore why this may be, and form an explanation as to the reason, it is then possible to explore ways in which the problem may be overcome. How SC1 was used in teaching Central to my approach on teaching of science enquiry is Vygotsky’s idea of ‘zone of proximal development’ that learning should be child-centred and based on activities that encourage the development of reflection through which they gain abstract understanding. Active learning rather than passive learning, collaborative learning rather than individualised learning and the integration of contextual process skills. I have observed lessons where it seemed that the learning objectives that the teacher had for the lesson were concerned with its factual content rather than with a concern to support children’s learning by involving them in the course of learning. As discussed in the beginning of this essay, while this may lead to the acquisition of knowledge through passive learning, it is unlikely that the children are able to develop the key skills outlined in SC1 through these methods. When planning my science work with the children I considered the scientific enquiry skills to be explored in terms of those that I felt were important to develop and relevant to the topic. My learning outcomes included the following: Finding questions that could be investigated scientifically and Choosing how to achieve answers Able to explain a fair test based on predictions I felt that these learning outcomes would lead to the development of analytical skills, since they centred on the pupils exploring their own ideas, and while they were based somewhat on the fair test, this was not the sole purpose of the lesson, simply a method by which children could be shown analytical skills. I began the lesson by talking to the group about the aspect of scientific enquires and on what scientific skills they will be focusing during the lesson (see appendix 1). We talked about the steps they can make when carrying out a scientific investigation. I asked two children to stand together and the rest of the group in pairs to brainstorm any differences in the children that they observed, a process that required a dialogic discussion. After a couple of minutes I bought the group together, listened to their observations and recorded them on the interactive white board. A short extract below illustrate some of the discussion: Andrew: Simon is taller than Leo. Lianne: I bet Simon can run faster than Leo. CT: Why do you think that? What are you basing your statement on? (Pause, no response) Can you explain why you think that? Lianne: Because he has longer legs means he can cover more ground CT: Does anyone else agree with Lianne’s ideas? Andrew: No, I think it depends on how much energy you have. CT: How could we find out whose idea (hypotheses) is true? Andreas: Simon also has longer arms than Leo. Andreas: I think he can throw a ball higher, because he has got a stronger arm. CT: Why do you think someone with longer arms should have stronger arms than someone with shorter arms? Andreas: Well, because he has more muscles. CT: What could we do to find this out? Through further questioning they were able to turn their ideas into questions that could be investigated (Carrà © and Ovens, 1994, p. 6). Here are a few of their suggestions. â€Å"Whether people with longer arms can throw balls higher?† â€Å"Whether people with longer legs can jump higher?† â€Å"Whether people with longer legs can run faster?† On the interactive white board I wrote two questions, â€Å"What will I need to test my question?† and â€Å"Can we investigate with the resources available?† The pupils had a discussion as to what equipment they would use first. One question was modified to whether people with longer arms threw the furthest, since health and safety issues had to be accounted for. Prior to this lesson, the children had taken part in a PE lesson where they were introduced to foam javelin, and they decided they wanted to use these javelins instead of tennis balls to test their predictions. I wrapped up the discussion by reviewing the question with the group to check that it was well defined and focused, telling them they should think mainly about their predictions and where it fits into the cycle of their investigation and what other skills were connected to the process. The group worked collaboratively and divided the responsibilities among themselves. â€Å"Science is thus a sociable activity by nature of the inherent need to communicate between scientist†¦From all background, cultures, countries and language to communicate† (Feasy, 1999) In a subsequent lesson, the children followed their plan and recorded their results on a chart showing person in one column and length of throw in the second column. The group used their results chart to draw a graph to look for a pattern and discovered that their original hypothesis had not been correct. They drew their conclusion that the people with the longer arm did not necessarily throw the furthest. During the plenary I talked to the group about their investigation and asked them whether they were pleased with their results and the way they had collaborated. The children decided that the hardest part of the investigation was the controlling the variable; they recognized that in this instance there were environmental factors such s the wind which affected their experiment; they thought they should have tested the wind direction and speed to ensure it was accurate. They also thought that it was largely due to the technique employed to throw the javelin and how they were feeling on the day to how far you threw the javelin. From their data they agreed that although there was a pattern of those with the longest arms throwing the furthest this was not a concrete fact: â€Å"Miss, Simon threw further than you and you have longer arms than him†. The children were asked to suggest improvements which could have been made to the investigation to make it better, and they suggested on e improvement could be to perform their investigation indoors. I felt the interaction that went on whilst carrying out scientific investigations was beneficial to the children’s learning and enabled them to find out what they do and do not know. (See appendix 2) â€Å"Within†¦discussion students can be encouraged towards critical reflection, examining practice by articulating it†¦Ã¢â‚¬  (Loveless and Dore, 2002, p. 148). The children reported orally rather than writing a formal report about their investigation which gave them ownership of their work and it also gave me a chance to carry out some post assessment on their scientific knowledge. Socio-cultural theorist Vygotsky (1978) emphasised the importance of language use and social interaction within communities for the development of educated ways, of making sense of the world, such as those associated with science. Evaluation of lesson In the instance discussed here the children involved were part of a high achieving group; if the same work were to be undertaken with a whole class diverse backgrounds and learning styles would need to be accounted for, which means that there would need to have been greater organization, and possibly longer allowed for the lessons to account for a longer learning process to take place. Motives for learning must be kept from going passive they must be based as much as possible upon the arousal of interest in what there is to be learned, and they must be kept broad and diverse in expression. (Bruner, P. 80) I have taught quite a few hands-on activities in both my placements schools and I find the children are interested and motivated in doing these activities. I feel they enjoyed the open-endedness of their task and the idea that they can do investigations themselves. This was reflected in the reaction of the children to the lesson discussed above: â€Å"The more you work on our investigation, the more you find out. It made me realize how I have to sometimes change my opinion†. I feel the children did have an understanding of how to find questions which could be investigated, and also had knowledge of how to develop a hypotheses and present a fair test. Duggan and Gott (2002) indicate that those who can apply their learning in a novel situation are likely to be more creative. â€Å"Creativity in science needs to be fostered with more emphasis placed on developing understanding†. I also felt that in the lesson there were added benefits to the hands on approach in behaviour management, since none of the children presented problems with behaviour during the sessions. This is possibly because they were all actively involved in the process, which allowed no time for lack of interest by ant child. Implications for future teaching of science enquiry The results of the session were very positive overall. The way in which the children reacted showed that they already had some previous knowledge of the skills which were approached, and this must be taken account of in future lesson planning. For instance if teaching a group which has less previous knowledge more time would need to be devoted to discussing the issues such as the fair test idea in the first session. Children may also need more time to develop their own ideas if this is something they have little previous experience of doing in the science situation. Another issue which must also be accounted for in the future is the size of the group which is being taught. For instance in this example the small group size not only meant that the children were all of the same ability, but also enabled interaction between the entire group easily. If there were a whole class involved in the activity, certain aspects, such as the brainstorming may be less successful, since it would be mu ch harder to engage every member of a large group. This suggests that activities such as this would be better performed in small groups; for instance if the class were to be broken into smaller groups, each could be given ownership of a particular area to discuss. Conclusion The way in which the science curriculum is divided into four components does not mean that each of these components should be taught in isolation. The first of these components is arguably the most important, since it is the one which is based on the idea of teaching skills rather than knowledge, and this unit is fundamental to teaching each of the other three. The fact that Science Enquiry is aimed at developing investigative and exploration skills suggests that practical sessions are fundamental to the lessons. From my own experience I have found that children react very well to practical sessions, and show capability of developing their skills through interaction. The success of these sessions also suggests that the format would be very useful in other areas of the curriculum, such as topic work, where they could be used to demonstrate to pupils that the skills which they are learning are applicable to many other areas outside of science. It also encourages greater development of skills that will be essential to pupils in many real life experiences. References Carrà ©, C. and Ovens, C. (1994) Science 7-11: Developing Primary Teaching Skills. New York: Routledge. DfES (2007) Science at Key Stages 1 and 2. [Online] Available from: http://www.standards.dfes.gov.uk:80/schemes2/science/teaching?view=get. [Accessed 2nd May 2007]. Duggan, S. and Gott, R. (2002) What sort of science education do we really need?, International Journal of Science Education, 24 (7), pp. 661-679. Feasy (1999) Primary Science Literature, Hatfield: ASE Garson, Y (1988) Science in the Primary School, London: Routledge. Goldsworthy, A. (n.d.) Acquiring Scientific Skills. THIS IS IN THE NOTES, I DO NOT KNOW WHAT BOOK. Loveless, A. and Dore, B. (2002) ICT in the Primary School, Buckingham: Open University Press. National Curriculum in Action (n.d.) QCA [Online]. Available from: http://www.ncaction.org.uk/subjects/science/index.htm. [Accessed 3rd May 2007]. Newton, D.P and Newton, L.D. (1998) Coordinating Science Across the Primary School. London: Falmer Press. Watson, R., Goldsworthy, A. and Wood-Robinson, V. (2000) SC1: Beyond the Fair Test, in Issues in Science Teaching, London: Routledge Falmer, pp. 70-74.