Sample Why UChicago Essay Questions - How to Write an Essay That Uses Them

Sample Why UChicago Essay Questions - How to Write an Essay That Uses ThemSample UChicago Essay questions will cover a wide range of topics. It is usually a good idea to write your essay questions in a sentence or two of each topic. When it comes to sample UChicago Essay questions, the topic is almost always the topic.Most sample essay questions tend to include the fact that the school does not have a specified number of credit hours per year. The fact that the average class size is over 30 students can be found on the sample questions. There are also some sample questions with the topic of the average class. This question asks about what kind of situation could result in more students on campus.Some sample questions ask about what needs to be done to keep up with the student body. Another example would be asking if there are specific activities that are going to be happening at the school.The Sample Why UChicago Essay questions usually ask how long the last time the school year was. Other sample questions ask about how many people are expected to attend and the class sizes are. The amount of time between spring quarter and summer quarters are also common questions.The other main idea that is found on a sample question is if there is any new information about the school being released by the media. Other questions might also ask about what the trend of activities will be for the summer, what kind of weather conditions are going to be around the area and what type of tuition policy will be in effect.Students also have the option of doing some research about the program, how to find out about the questions that are being asked and other things that will help them answer the question. A school allows its students to research more than what is allowed. The reason for this is because there are many people that want to know about the many programs that are available.One reason sample questions are required for students to do their homework before they submit their es says is to see if they understand the statement or question that has been asked. If they don't understand it, they will need to spend time reading it.Students should do research on the sample essay questions before writing the essay so that they understand the topic. It will also make it easier for them to find the information they need when they need it. Some students may need some help finding the information so the student should use a sample question as a guide to finding the information they need.

A Biography of King John of England

A Biography of King John of England King John was King of England from 1199 to 1216. He lost many of his family’s Angevin lands on the continent and was forced to concede numerous rights to his barons in the Magna Carta, which has led to John being considered a colossal failure. In later years many poor reputations have been rolled back by modern supporters, and while Johns financial management is now being reassessed, the anniversary of the Magna Carta saw almost every popular commentator criticize John for - at best - terrible leadership and at worst terrible oppression. While historians are more positive, this is not getting through. His missing gold appears in the national English newspapers every few years but is never found. Youth and Struggle for the Crown King John was the youngest son of King Henry II of England and Eleanor of Aquitaine to survive childhood, being born in 1166. It appears that John was the favored son of Henry, and so the king tried to find him large lands to live from. One grant of several castles, given when John was first to be married (to an Italian heiress), provoked anger among his brothers and started a war between them. Henry II won, but John was given only a little land in the resulting settlement. John was betrothed in 1176 to Isabella, heir to the rich earldom of Gloucester. When John’s older brother Richard became heir to his fathers throne, Henry II wanted to promote Richard to inheriting England, Normandy, and Anjou, and give John Richard’s current holding of Aquitaine, but Richard refused to concede even this, and another round of family warfare followed. Henry turned down the Kingdom of Jerusalem for both himself and John (who begged to accept it), and then John was lined up for the command of Ireland. He visited but proved to be seriously indiscrete, developing a careless reputation and returning home a failure. When Richard rebelled again – Henry II was at the time refusing to recognize Richard as his heir – John supported him. The conflict broke Henry, and he died. When Richard became King Richard I of England in July 1189, John was made Count of Mortain, plus given other lands and a large income, as well as staying as Lord of Ireland and finally marrying Isabella. In return, John promised to stay out of England when Richard went on crusade, although their mother persuaded Richard to drop this clause. Richard then went, establishing a martial reputation that saw him considered a hero for generations; John, who stayed home, would end up achieving the precise opposite. Here, as with the Jerusalem episode, Johns life could have ended up very different. The man who Richard left in charge of England soon grew unpopular, and John set up what was almost a rival government. As war loomed between John and the official administration, Richard sent a new man back from the crusade to take charge and sort things out. John’s hopes of immediate control were dashed, but he still schemed for the throne, sometimes in conjunction with the King of France, who was continuing a long tradition of interference in their rival. When Richard was captured returning from the crusade, John signed a deal with the French and made a move for the crown of England itself, but failed. However, John was prepared to surrender notable parts of his brother’s lands to the French in return for their recognition, and this became known. Consequently, when Richard’s ransom was paid, and he returned in 1194, John was exiled and stripped of all possessions. Richard relented some in 1195, returning some lands, and totally in 1196 when John became the heir to the English throne. John as King In 1199 Richard died - while on a campaign, killed by a (un)lucky shot, before he could ruin his reputation - and John claimed the throne of England. He was accepted by Normandy, and his mother secured Aquitaine, but his claim to the rest was in trouble. He had to fight and negotiate, and he was challenged by his nephew Arthur. In concluding peace, Arthur kept Brittany (held from John), while John held his lands from the King of France, who was recognized as John’s overlord on the continent, in a manner greater than was ever forced out of John’s father. This would have a crucial impact later in the reign. However, historians who have cast a careful eye over John’s early reign have identified a crisis had already begun: many nobles distrusted John because of his previous actions and doubted whether he would treat them correctly. The marriage to Isabella of Gloucester was dissolved because of alleged consanguinity, and John looked for a new bride. He found one in the form of another Isabella, heiress to Angoulà ªme, and he married her as he tried to involve himself in the machinations of the Angoulà ªme and Lusignan family. Unfortunately, Isabella had been engaged to Hugh IX de Lusignan, and the result was a rebellion by Hugh and the involvement of French King Philip II. Had Hugh married Isabella, he would have commanded a powerful region and threatened John’s power in Aquitaine, so the break benefitted John. But, while marrying Isabella was a provocation to Hugh, John continued to snub and anger the man, pushing his rebellion. In his position as French King, Philip ordered John to his court (as he could any other noble who held lands from him), but John refused. Philip then revoked John’s lands, and a war began, but this was more a move to strengthen the French crown than any vote of faith in Hugh. John began by capturing a mass of the leading rebels who were sieging his mother but threw the advantage away. However, one of the prisoners, his nephew Arthur of Brittany, mysteriously died, leading most to conclude murder by John. By 1204 the French had taken Normandy - John’s barons undermined his war plans in 1205 – and by the start of 1206 they’d taken Anjou, Maine and chunks of Poitou as nobles deserted John all over the place. John was in danger of losing all the lands his predecessors had gained on the continent, although he managed small gains during 1206 to stabilize things. After being forced both to reside in England more permanently and to produce more money from his kingdom for war, John proceeded to develop and strengthen the royal administration. On the one hand, this provided the crown with more resources and strengthened royal power, on the other it upset nobles and made John, already a military failure, even more unpopular. John toured extensively within England, hearing many court cases in person: he had a great personal interest in, and a great ability for, the administration of his kingdom, although the goal was always more money for the crown. When the see of Canterbury became available in 1206, John’s nomination – John de Gray - was canceled by Pope Innocent III, who secured Stephen Langton for the position. John objected, citing traditional English rights, but in the following argument, Innocent excommunicated John. The latter now started draining the church of funds, raising a large sum he partly spent on a new navy – John has been called the founder of the English navy - before conceding that the pope would be a useful ally against the French and coming to an agreement in 1212. John then handed his kingdom over to the Pope, who bestowed it on John as a vassal for a thousand marks a year. While this might seem curious, it was really a cunning way to get Papal support against both France, and against the rebel barons of 1215. By the end of 1214, John had succeeded in mending his bridges with the top of the church, but his actions had alienated many further down and his lords. It also angered the mona stic chroniclers and writers historians have to use and may be one reason why so many of the modern histories have been so critical of King John, while the modern historians are increasingly peeling criticism away. Well, not all of them. Rebellion and Magna Carta While many lords of England had grown discontented with John, only a few had rebelled against him, despite widespread baronial discontent stretching back to before John took the throne. However, in 1214 John returned to France with an army and failed to do any damage except gain a truce, having once more been let down by vacillating barons and the failures of allies. When he returned a minority of barons took the chance to rebel and demand a charter of rights, and when they were able to take London in 1215, John was forced into negotiations as he looked for a solution. These talks took place at Runnymede, and on June 15, 1215, an agreement was made on the Articles of the Barons. Later known as Magna Carta, this became one of the pivotal documents in English, and to some extents western, history. In the short term, Magna Carta lasted just three months before the war between John and the rebels continued. Innocent III supported John, who struck back hard at the baron’s lands, but he rejected a chance to attack London and instead wasted the north. This allowed time for the rebels to appeal to Prince Louis of France, for him to gather an army, and for a successful landing to take place. As John retreated north again rather than fight Louis, he may have lost a portion of his treasury and definitely fell ill and died. This proved a blessing for England as the regency of John’s son Henry were able to reissue Magna Carta, thus splitting the rebels into two camps, and Louis was soon ejected. Legacy Until the revisionism of the twentieth century, John was rarely well regarded by writers and historians. He lost wars and land and is seen as the loser by giving the Magna Carta. But John had a keen, incisive mind, which he applied well to government. Unfortunately, this was negated by an insecurity about people who could challenge him, by his attempts to control barons through fear and debt rather than conciliation, through his lack of magnanimity and insults. It is difficult to be positive about a man who lost generations of royal expansion, which will always be clearly chartable. Maps can make for grim reading. But theres little that merits calling King John evil, as a British newspaper did.

Cloning Essays (437 words) - Cloning, Molecular Biology, Genetics

Cloning Essays (437 words) - Cloning, Molecular Biology, Genetics Cloning Cloning Today During my interview with my grandmother I asked her what she thought of cloning. she responded by saying that it was not right and should be stopped. on the other hand i have a different opinion. I think that cloning should be continued and furhter researched for we might be able to have different organs and substances produced in these clones. Below is the step that were taken to clone the adult sheep named Dolly. Part 1: An Improbable Goal Scientists hoped that cloning healthy, mature sheep, rather than just creating lambs from embryonic cells, could produce a highly specialized sheep with large quantities of proteins in its milk. The proteins are believed to help treat diseases such as emphysema, hemophylia and cystic fibrosis. Part 2: The Perfect Timing For years, scientists could not synchronize the growth of the egg and the cell. If one was off- synch, abnormal chromosomes would soon transform in the nucleus and thereby kill off the embryo. Dr. Wilmut achieved near perfection in the timing by putting the cells into hybernation; of the 277 eggs they began with, 247 lived through the process. Timing the growth in other species, however, has proved to scientists that cloning mature animals is extremely difficult; in the case of mice, they've concluded it can't be accomplished. Part 3: Jump-start from a Jolt Though it has become a standard procedure in cloning, scientists are not sure why an electric pulse sent to the two cells causes them to meld together and activates development in the egg. They are learning, however, the shock doesn't fully mimic the activation process of a sperm, which could explain why just 29 of the remaining 247 cells live longer than six days. Part 4: Surrogate Motherhood Despite the fact that the newly formed embryo is transplanted into the uterus of another ewe, scientists believe Dolly is a nearly exact carbon-copy of her genetic originating mother. In theory, that means an almost exact look-alike of John F. Kennedy Jr. could be produced by taking cells from his skin, melding their nuclei with any woman's egg that has had its nucleus removed and then planting the embryo in a surrogate mother. Part 5: A 6-Year-Old in 7 Months? Scientists are eagerly watching Dolly to see if she exhibits the characteristics of her mother, a 6-year-old sheep, or those of her own age, just 7 months. As animals and humans age, changes occur in their DNA - such as decreasing fertility and increasing susceptibility to cancer and other diseases. If she prematurely ages, clones of mature animals would be useless to the agriculture industry.

Object oriented development Essay Example | Topics and Well Written Essays - 1250 words

Object oriented development - Essay Example It is an easier way to keep track of program flow and much organized than the traditional "spaghetti codes" produced by unstructured programming methods. In 70's, a new programming technique began to gain popularity as a "top-down" approach to program design. This is a technique where a program designer maps out large-scale structure of a program and breaks them into smaller operations. These smaller operations will be tested or debug separately and connect them together into the entire program. Structured programming facilitates easy understanding of smaller pieces of code without having to understand the whole program at once. By the end of the 20th century, mainstream programmers realized the significance and value of structured approach began to apply the concept in high-level programming languages. In the middle of the 1980's, another concept in program development made its way to become the dominant programming methodology. Mainly influenced by C++ and the popularity of GUI (Graphical User Interface), Object-oriented programming became the most sought after programming method to date. The objective behind object-oriented programming is to view computer programs as a collection of individual units or objects that is capable of receiving messages, processing data, and sending messages to each other. This is different from the belief and practice that a program is just a compilation of functions and procedures or a list of commands for a computer to follow. Object-oriented programming is broadly accepted in large-scale software development. It is adaptable, easy to learn, simpler to develop and maintain, and easier to manage. The fundamental concepts of OOP (short for object oriented programming) are class, object, encapsulation, inheritance, abstraction, and polymorphism. Class is a unit of data and function for a particular thing. For instance, a "class of students" might be a set, which include different type of students (male, female, black, white etc.). An Object is an occurrence of a class, a run-time demonstration of a specific pattern of a class. For instance, the gender "male" and "female" as a subclass and "Alfred" the student as an object in the class of students. Encapsulation is a type of privacy to ensure that an object can be change only through established channels within a class. It simply means packaging the data and related functions into one unified unit, a class. Inheritance- is a mechanism for creating subclasses; it provides a way to define a subclass or an extension of a universal class. For instance, as students, class is a subclass of year level class and gender of student in a class is a subclass of the class students. An Abstraction is the ability of a program to disregard the details of an object's class or subclass and si mplify it into a more suitable general level. For instance, "Alfred" the students may be abstracted to a more generic level as year level super class. Polymorphism is a varying behaviour depending on the class in which the behaviour is call upon to act. This is to say that two or more classes can answer independently and in an entirely different way to an identical message. THE EVOLUTION OF OBJECT-ORIENTED PHP Not too many people know that PHP, the popular and powerful web base scripting language, coined in the summer

Kant - Three Propositions from Groundwork of the Metaphysics of Morals Essay

Kant - Three Propositions from Groundwork of the Metaphysics of Morals - Essay Example In his second proposition, Kant iterates that the moral worth of an action derives from its maxim and not from its consequences. In further deliverance of this notion, Kant determines that a prescribed action done from duty is determined in its moral worth only by virtue of the principle, or maxim, in â€Å"accordance with which it is decided upon†. This implies that the moral worth of the will to do an action lies NOT in its motive or the desired effect from that action, but in the actual principle of the will. In Kant’s view, a will is genuine and morally sound if it is derived from duty alone instead of any ancillary motive where duty simply plays a complementary role instead of being the motivating factor in its entirety. Thus, it must necessarily follow that the person taking the action has recognized an a priori goodwill principle that they seek to fulfill by taking that action; thus, the action has been brought about from duty instead of being committed for a pur pose beyond that which imposed by the goodwill, rendering it of sound moral worth. Kant recognizes a third proposition in a similar way which at first seems like in stark contrast to his second proposition but in essence, follows through with the same elements of rationality by inciting a â€Å"respect for law† which imposes a duty to respect the moral law.... Such morality requires a conception of reason, which in normal daily lives goes well beyond our basic desires. In these arguments, Kant sets out to establish the foundational principle of a set of morals. What he is trying to show is that this foundational moral principle draws from a rational will in all of us, and it is this rational will that makes us possess the autonomy to act morally. This autonomy is essentially derived from duty and has the capability of denouncing all inclinations (second proposition) in order to pursue actions that are done strictly in respect of moral law (third proposition). As he rounds up his arguments in this work, he puts it clearly that there are universal moral laws, and any action that is agreeable should not only obey a moral law, but should be done to ensure morality is upheld (Kant 4:400). Any action that is not done for the sake of a moral law even if it conforms to a moral law is not logically necessary. Thus, it is prudent to observe and link the second and third propositions in pursuit of the universal law of morals. Kant seems to maintain that the second proposition is directly linked with the third proposition. However, the notion of respect seems to suggest otherwise as it exists in the third and not in the second proposition. What, then, is respect? Respect is a notion unhinged to the personal faculty of desire and is therefore not an inclination. In plain English, thus, respect is an attitude which impels goodwill actions. An action done by reason of inclination, as opposed to one by reason of respect, would seek a desired effect, and is NOT an action from duty, but an action for a purpose. This brings us to a consideration of the

Technology In The Workplace Essay Example for Free

Technology In The Workplace Essay In my workplace, an acute care hospital with 968 beds and a workforce of approximately 5,000 employees, technology is a huge part of the operations.   As a matter of fact, technology has become necessary and fundamental not only in the usual day-to-day activities of the hospital like keeping patients’ medical records, doctors’ schedules, employees’ salaries and the like, but also as an added accommodation for patients who have special needs or requests. The operating systems used are Microsoft Windows (Windows 2000 and Windows XP Professional) and the Macintosh Operating System to avoid a sense of monopoly and hence providing a choice for the users, depending on which system they are more familiar with or which one better serves their needs.    For example, Apple Macintosh is preferred over IBM computers by some physicians for research purposes and further education in the medical field. The functionality of computers is extended from just being a set of relational databases because it can be maximized further to the benefit of both the hospital and the patients.   Since all areas of the hospital are equipped with computers that have ready access to the Internet, the inter-connectivity is taken advantage of in many ways. Networks are established within the workplace to have an easier access to information in and out of the company.   Cisco router is used for broad infrastructure and the Nortel network for remote access.   For patient documentation from multi-disciplinary venues, the UNIX server and the Sunrise Clinical Manager are used.   All patients and vendors have can have unlimited access to the Guest Wireless network through a code that can be obtained after signing up with the IT Department. Although previously used mostly in business establishments and big hotels, audio/video conferencing is also presently being provided by our hospital.   In one instance, the daughter of one of our female patients was getting married in another state.   Unfortunately, her mother was hospitalized and was therefore unable to attend the ceremony.   Knowing that this was one occasion the mother would not want to miss, the system was set up in her room where she could view the wedding and hear what was going on.   At the same time, the bride and groom could see and hear her.   The patient even dressed up for the occasion while the hospital staff provided flowers and the hospital’s communication department took charge of the hook-up. Furthermore, the hospital has a secured website that allows virtual private remote access.   The hospital employees can easily access a site to view their pays tubs.   For the public, a site provides information on the hospital’s roster of doctors and their specializations, the types of health services available including outpatient services, and general information about the hospital. In addition to all these, the hospital has two (2) patient channels from which they could view chapel services or listen to soft music while viewing scenes that allows meditation, prayer or just plain mental relaxation.   These are exclusively for in-patients’ use and are not available to the public outside the hospital. The hospital is also a teaching facility for would-be doctors and nurses but at present, it does not fully provide distance education.   It has links to the Medical Library for the use of its students and the hospital personnel, but it does not have computer-based academic programs that provide full education. Essentially, with the advent of technology, the hospital has become more than just a place where sick people go for treatment.   It has also become a sanctuary for the sick where they could listen to soothing music or take part in religious services without having to leave their hospital bed.

Middle Age Entertainers :: Art

Middle Age Entertainers Both entertainment and education have been integrals parts of the human experience since the beginnings of time. Many scholars insist that the two institutions often serve jointly, with entertainers and entertainment serving as a main source of education. There is little argument, then, that in addition to generally appealing to the masses, entertainers have regularly fulfilled the role of a teacher to typically unsuspecting audiences. Entertainers have served as educators throughout history, from the origins of oral narratives through the Middle Ages. The earliest forms of unwritten communication were essentially used to spread knowledge from one source to another. Religious disciplines were the first information passed from person to person through entertainment. In the third century B.C., Buddhist monks tried to win converts outside India through the use of theater and song (Burdick 97). They taught the precepts of Siddhartha and Buddha in such theatrical epics as Ramayana and Mahabharata, setting exacting rules for theater performance in the process (Burdick 99). Similarly, Irish monks established singing schools, which taught uniform use of music throughout the church (Young 31). Through chants which were all the same, they spread identical teachings. Christian psalms and hymns in Apostolic times were sung to spread the knowledge and faith of Christianity. In fact, Christianity was promoted from the start by music. Churches were for long the only centers of learning, with monks teaching all lessons through music (Young 39). Through the use of sacred music, monks and clergy successfully spread the teachings of their religions in a practical manner. Entertainers used the theater as a place to tell the stories of the day, both fictional and topical. The African oral tradition was rich in folk tales, myths, riddles, and proverbs, serving a religious, social, and economic function (Lindfors 1). Likewise, Asian actors covered their faces with masks in order to act out a scandal of the day without the audience knowing who was passing along the gossip (Archer 76). European puppets were another medium which permitted entertainers to spread current gossip without revealing the identity of the storyteller (Speaight 16). The theatrical productions of the Greeks further explored the use of theater as an instructional tool. Because the theater provided such a diverse forum for expression, stage actors and playwrights consistantly utilized this locale to eduate the general public. Oral communication was widely used to educate society about morals and basic truths.