The Drum and The charge Of The Light Brigade Essay -- English Literatu

English coursework: -The Drum And The charge Of The Light Brigade The Drum and the Charge of the Light Brigade were both wrote by very distinguished poets. John Scott who â€Å"The Drum† was a Quaker and he was opposed to all violence. He was born in 1730 and died in 1783. He once made a famous quote which shows how much he hates war and violence, "We never go to War, not because we fear death, but because we are neither wolves, nor tigers, nor dogs, but men, but Christians. Our God who ordered us to love our enemies and to suffer without complaint doubtless does not wish us to cross the seas and slay our brethren merely because certain red-coated murderers enrol the Citizens by making noises with two little sticks on stretched asses' hide.† Alfred Tennyson was born in 1809 and he died in 1892. The most famous poet of the Victorian age, he was a profound spokesman for the ideas and values of his times. In 1854 he wrote the poem â€Å"The Charge Of The Light Brigade.† Both poets’ use repetition to create imagery of what they are describing. Scott uses the word â€Å"parading ...

Reflective Writing Study Skills Essay

At the beginning of the task no one took the initiative of introducing themselves. Our initial concern was getting started on the jacket. This seemed to be of more importance to everyone. This could be viewed as unsociable, but on reflection, previous to this task we all took part in an ice-breaker session, whereby we had to introduce our selves by name, followed by a descriptive word, this meant we were already acquainted with one another, so concentrating on the task in hand seemed most appropriate. I believe we were all very wary of taking over as we were always asking one another ‘do you think this is a good idea?’ and ‘shall we do this?’, rather than just doing it without the opinion of other team mates. Although this was the case it is possible we were being very agreeable to any idea put forward in order to keep peace, and put over a likable persona. Upon reflection the organisation of our group to begin with was very inefficient, we did not consult one another about how we would make the jacket, before getting on with the task, this meant the sleeves were being made by myself, whilst the body of the jacket by another, with no idea how they would fit together. I believe this is because we all wanted to have a share in making the jacket and help as much as possible, but no one wanted to adopt the role of task leader. On the other hand our team displayed great efficiency in the way we worked together, at one point we had a production line, where one would pass the Sellotape, then one would hold the piece in place, while the other stuck them together. We became a more efficient team the more we worked together on the task. Communication between us became more important. On the whole and on the basis of the finished product, it is evident that our team did work together efficiently, as we finished the task in good time and all of us had an input in the overall finished product. I believe I took on many different roles within the team. Initially I took on the role of energiser. This was evident by my enthusiasm, I was eager to get started and began listing many different ideas I had about how to put the jacket together, Jake was also an energiser as he had many different ideas he wanted to express and was fully involved in the task. Ricky initially  took on the role of relaxer as he was contemplating how things would work out and managed to condense our ideas to form a jacket. In these kind of situations I would usually put forward a good argument as to why my idea should be used above someone else’s. I did not adopt this attitude in this instance because my team mates were new acquaintances so I wanted to leave a good impression, I was more conscious of their thoughts and ideas and accommodating them was important to me. With this in mind I would conclude that we worked as a collective rather than a hierarchy. Further into the task I took on the role of nurturer. I wanted to make sure that everyone had an input on the finished product and that all of our ideas had been listened to fairly, and put in place if all agreed. This was evident in that I was asking my team members what other ideas they had, and finding ways of accommodating them. I did not want anyone to feel left out or less involved. Ricky’s mathematical mind meant that it was easier for us to measure out the different parts of the jacket equally and in proportion. As Jake is used to working as a team when he plays football, this quality was evident in this task, as he was an up building and upbeat member of the team, trying to include everyone in the activities. Jake was soon nominated by myself and Ricky to be the model for the jacket, therefore it was up to me and Ricky to actually make the jacket. We both had an equal share in the labour, cutting, sticking and measuring different parts of the jacket at the same time, then finding a way to fix them together. This was important because if somebody was uninterested or just giving out orders the whole team could be affected and not want to take part. We all helped each other when needed and were happy in our individual tasks. On a scale of 1 to 10 I would rate the importance of achieving the task 6/10. This is because I did view the task as a competition, even though we were never told it was such. On reflection this would show I am a competitive person and I like a challenge. When a task is viewed competitively one will be more inclined and motivated to try their best and ultimately reach their potential. Initially the task seemed menial and pointless hence why I only  scored 6/10. I was aware the jacket itself had little importance and that rather the emphasis was on team work. Even though I was aware of this my competitiveness made me want to create an excellent jacket. With the prospect of becoming a teacher one day, this teamwork exercise has taught me that there are many different roles people can take on under a team building exercise. Everyone within my team had different skills and abilities. This exercise has taught me, not only how to identify these skills and abilities but also how they can be used in a beneficial way to complete a task. As a teacher I will have to cater for the needs of each student identifying their strengths and weaknesses and using them in a positive and up building way, so they can reach their potential. I have also seen how important these exercises are in terms of the class getting to know one another, for the student this can help by taking the emphasis of social fear and more onto learning. This is evident by more members of the class being involved in group discussions after the task. This could have the same effect on my future students.

UT Dallas Acceptance Rate, SAT/ACT Scores

The University of Texas at Dallas is a public research university with an acceptance rate of 81%. Located in Richardson, Texas, a suburb of Dallas, UT Dallas is a member of The University of Texas System. The university offers 142 academic programs through its eight schools. The most popular undergraduate majors include computer science, biology, and mechanical engineering. Academics are supported by a 23-to-1  student/faculty ratio. In athletics, the UTD Comets compete in the NCAA Division III American Southwest Conference. Considering applying to UT Dallas? Here are the admissions statistics you should know, including average SAT/ACT scores of admitted students. Acceptance Rate During the 2017-18 admissions cycle, the University of Texas at Dallas had an acceptance rate of 81%. This means that for every 100 students who applied, 81 students were admitted, making UT Dallas admissions process less competitive. Admissions Statistics (2017-18) Number of Applicants 13,123 Percent Admitted 81% Percent Admitted Who Enrolled (Yield) 35% SAT Scores and Requirements UT Dallas requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 84% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 600 700 Math 620 740 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of UT Dallas admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to UT Dallas scored between 600 and 700, while 25% scored below 600 and 25% scored above 700. On the math section, 50% of admitted students scored between 620 and 740, while 25% scored below 620 and 25% scored above 740. Applicants with a composite SAT score of 1440 or higher will have particularly competitive chances at UT Dallas. Requirements The University of Texas at Dallas requires the SAT writing section. Note that UT Dallas participates in the scorechoice program, which means that the admissions offie will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements UT Dallas requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 46% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 34 Math 25 31 Composite 25 32 This admissions data tells us that most of UT Dallas admitted students fall within the top 22% nationally on the ACT. The middle 50% of students admitted to UT Dallas received a composite ACT score between 25 and 32, while 25% scored above 32 and 25% scored below 25. Requirements Note that UT Dallas does not superscore ACT results; your highest composite ACT score will be considered. UT Dallas requires the ACT writing section. GPA The University of Texas at Dallas does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph University of Texas at Dallas Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the University of Texas at Dallas. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances The University of Texas at Dallas, which accepts over three-quarters of applicants, has a slightly selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. However, UT Dallas is interested in more than test scores and GPAs. The university uses the ApplyTexas application which requires information about your high school coursework and extracurricular activities. The admissions office wants to see that you have taken challenging college preparatory classes and have an upward trend in grades. Applicants should also consider including an optional essay, letters of recommendation, and resume to boost their application. Students who attend an accredited public or private high school in Texas, rank in the top 10% of their class, and achieve the Distinguished Level of Achievement, are eligible for automatic admission to UT Dallas. In the graph above, the blue and green dots represent students who were accepted. Youll notice that the majority of successful applicants had at B averages or higher in high school, and they had combined SAT scores of about 1100 or higher (ERWM), and ACT composite scores of 22 or higher. All admissions data has been sourced from the National Center for Education Statistics and the University of Texas at Dallas Undergraduate Admissions Office.