Featured Test Prep Student Eli Minkoff

Eli Minkoff,whose pronouns are they/them/theirs,took a good thing and made it better. Many students would be content with an ACT score of 29, but Eli wasn’t satisfied. They wanted to soar to new heights, and got there when they earned a 34! A+ spoke with Eli about this impressive accomplishment. A+: Congratulations on your score! Tell us a little about how you achieved it. Eli: I learned as much as I could about the test itself. I can’t stress enough how valuable it is to learn testing strategies and techniques. Especially process of elimination! It’s important for students to realize that the more wrong answers they eliminate, the better their odds are of scoring the point. Learning to recognize tricks in the wording of the answers helps a lot. For example, an answer choice might repeat a word or phrase from the passage but still be wrong. Avoid attractors! A+: You obviously know your strategies well. Eli: I tried! My biggest challenge was math, specifically time management. I told my tutor, â€Å"I’m good at math but not good at doing math quickly.† I was getting good scores on the other sections, but math was a stumbling block. One of the things that helped was getting a time accommodation that I could tailor to my needs. The accommodation allowed me to determine where to use my minutes. Being able to budget time made a huge difference. I elected to use all of my extra time on math. A+: What was going on at the same time you were studying for your test? Eli: Well, AP Calculus, for one thing. I was studying a lot for that test. I was getting tons of work in both my English and Math courses. Towards the end of the year, the homework just increased dramatically. I knew I could benefit from some ACT test prep. The counselor at my school (Eli attends The Crefeld School) recommended A+. A+: What else was on your plate beside schoolwork? Eli: I volunteer at a food pantry several times a month. My hobby is playing computer games, and computers really relate to the career I’m interested in. My goal is to get my Bachelor’s in Cybersecurity. It’s a rapidly growing field. The demand for good cybersecurity is much greater than can be met. A+: Have you started looking for schools that will help you pursue your career goal? Eli: So far, I really like Champlain College in Vermont! I love the area, and there is a great sense of community there. (Editor’s note: In 2018, U.S. News and World Report ranked Champlain College #2 in the Most Innovative Schools category. The college also ranks in the top 100 in Regional Universities North and Best Value Schools.) A+: That’s great! Do you have any final advice for students who are just beginning the test prep process? Eli: Practice! Being able to take practice tests was a huge help. Familiarize yourself with the patterns of the test. You don’t need to be 100% confident to get an answer right. 90% is okay! If you can eliminate one or two answer choices, go for it. Make sure you are focused and clear-headed on test day. Above all, remember what my tutor always told me: Don’t panic!

Faux Pas The French Theatre Academy’s Probable Rejection of Hamlet - Literature Essay Samples

Aristotle, in his 335 BCE work of dramatic theory, Poetics, wrote several observations on the nature of ancient Greek theatre and poetry, and also gave his opinions about the qualities he thought theatre and poetry ought to have. Poetics was largely thought to be commentary on theatre and poetry until it received a surge of popularity in France as part of the neo-classical movement. The views and opinions Aristotle expressed in Poetics became wildly popular, especially among the members of the French academy, a panel established to maintain the purity of French arts and literature. Soon after the rediscovery of Poetics, the academy established a rule that no play could be produced unless it lived up to the Aristotelian standard. The Aristotelian standard the French academy set was that all plays had to adhere to the three unities Aristotle wrote about, and also have verisimilitude. In other words, all plays had to have unity of time, unity of place, unity of action, and also had to b e believable. While these rules generated some great works, most notably from Corneille and Moliere, ironically enough, some English plays that were written and produced at the same time and probably would have been rejected by the Academy are considered some of the best plays ever written. For instance, even though William Shakespeare’s Hamlet is often considered one of the best plays of the English language, it is likely it would have been rejected by the French academy for not living up to what they perceived to be Aristotle’s standard of theatre. The first unity Aristotle writes about in Poetics is the unity of time. Aristotle wrote that â€Å"tragedy endeavors, as far as possible, to confine itself to a single revolution of the sun, or but slightly to exceed this limit† (Aristotle V). While it is worth mentioning that the sun does not revolve around the Earth, the French academy interpreted the quote to mean that no play’s plot should cover more than twenty four hours. As far as Hamlet is concerned, Shakespeare does not often make mention of the amount of time that has elapsed throughout the text. However, at one point Horatio reads a letter from Hamlet, who has been exiled to England, and the first few lines read â€Å"Horatio, when thou shalt have overlooked / this, give these fellows some means to the king: / they have letters for him. Ere we were two days old / at sea, a pirate of very warlike appointment / gave us chase† indicating that Hamlet spent at least two days at sea, and that story could not have taken place in a span of only twenty hours (4.6.12-16). Aristotle would have been wholly unaccustomed to this form of storytelling, as Greek tragedies often had a very late point of attack, and what’s more, it is likely the French academy would have censored Hamlet on the grounds that the play spans more than one day in the life of the Prince of Denmark. Hamlet may have also been censored for not having unity of place. In Poetics, Aristotle wrote that â€Å"nor, again, can one of vast size be beautiful; for as the eye cannot take it all in at once, the unity and sense of the whole is lost for the spectator; as for instance if there were one a thousand miles long† (Aristotle VII). The French academy interpreted these lines to mean that plays should not have a large setting, and rather, should be limited to one definitive location. Hamlet may have been close to passing inspection in terms of having unity of place because almost the entire play takes place within King Claudius’ castle. However, the stage directions for act four, scene four read â€Å"A Plain in Denmark,† indicating that for that scene the characters are outside of the castle and therefore, in a different location than the rest of the play (4.4.0). Aristotle’s firm belief that theatre should imitate real life as closely as possible would have made it difficult for him to accept the change in location, as obviously the stage’s location has not moved, and therefore, the setting should not change either, in order to establish a sense of realism and consistency. The French academy would certainly not have accepted the change in location as it means Hamlet does not have unity of place, and the academy would have had yet another reason to censor the play. Furthermore, Hamlet would have likely been censored by the French academy for not adhering to Aristotle’s idea of unity of action. Aristotle wrote that in a play, â€Å"the plot manifestly ought†¦to be constructed on dramatic principles. It should have for its subject a single action, whole and complete, with a beginning, a middle, and an end. It will thus resemble a living organism in all its unity, and produce the pleasure proper to it,† (Aristotle XXIII). Hamlet is presented in a linear fashion, which aligns with Aristotle’s idea of unity of time; however, Hamlet does not have a single action as its subject. While the play remains fairly focused on Hamlet’s breakdown, and his plot to expose the king as a murderer, there are digressions within the text. A notable digression is the inclusion of the characters Rosencrantz and Guildenstern. In the first scene they appear in, King Claudius says to them â€Å"I entreat you both, / That, being of so youn g days brought up with him, / And sith so / neighbourd to his youth and havior, / That you vouchsafe your rest here in our court / Some little time: so by your companies / To draw him on to pleasures,† which not only serves as being his instructions to them, but also communicates to the audience that these characters are to be the comedic relief (or at least, as close to comedic relief as the play will come) (2.2.10-15). Later on in the scene, Guildenstern confirms his role as a clown of sorts when he says â€Å"Heavens make our presence and our practices / Pleasant and helpful to him!† (2.2.37-38). The inclusion of Rosencrantz and Guildenstern would distract from the single action Aristotle talks about, and therefore, it would likely be another reason for the French academy to censor Hamlet. Aristotle’s final guideline for plays is that they be believable, or have verisimilitude. On the subject of verisimilitude, Aristotle wrote â€Å"since Tragedy is an imitation†¦the example of good portrait-painters should be followed. They, while reproducing the distinctive form of the original, make a likeness which is true to life† which reifies the concept of mimesis, and conveys Aristotle’s belief that the closer to reality a play can come, the better it will be (Aristotle XV). It is difficult to determine whether or not something is believable or not, as few events are completely outside of the realm of possibility. Judging a play based on how likely the events described in it are to occur may expose a bit of a flaw in Aristotle’s thinking, and certainly the thinking of the French academy, as even among groups as broad as optimists and pessimists, believability is subjective. That being said, the end of Hamlet has been criticized for being a bit far-fetched as four characters (the Queen, Claudius, Laertes, and Hamlet) all die within 50 lines of one another (5.2.295-345). Given how often such rapid slaughters occur in reality, it’s likely that Aristotle would have rejected this ending, and that the French academy would have rejected not only the ending, but the play itself. When looked at solely through the lens of Aristotelian rules such as the three unities and verisimilitude, Hamlet would not be considered a masterpiece, the French academy would have prevented the show from being produced, and the English language’s best play would have never seen the light of day. But even though society’s views on art have shifted such that the work we believe to be the best would be rejected thousands or even hundreds of years ago, society should not be too quick in rejecting the theories in Aristotle’s Poetics, as it is still a valuable piece of literature. There are few other extant works that describe the theatre of the ancient Greeks in such detail, and it offers valuable insight into cohesion and the value of grounding work into reality. Art has ostensibly grown out of Poetics, as well as the French academy. Even so, it is important to continue to read works like Poetics, because by knowing our artistic and literary heritage, we allow art and literature the room to continue grow in the future.

Converting Text to Numbers Using VBA in Excel

The Gravity of Our Decisions Expressed in The Road not...

In this four stanza poem, Robert Frost is presented with a choice between traveling the metaphoric travelled road and the similar but lesser travelled road. Frost explains how and why he came to the conclusion to take lesser travelled road, and he addresses his anticipated consequences of his choice. â€Å"The road not taken† is a poem about decision making process in our daily life and the impact these decisions make in our lives. As we go through life, we often come to a point where we have no choice but to make a choice. Frost came to such a point when the road he was travelling on branched into two â€Å"Two roads diverged in yellow wood†. Though he would have liked to use both roads, he had to realize that as a human being with limitations, he could not travel both roads simultaneously, â€Å"And sorry I could not travel both†. At this moment in time, if he wanted to continue his journey, he had to choose which path to take. In order to make an informed decision, we have to analyze the choices presented to us to the best of our abilities. In the poem, Frost took time to consider the paths in front of him, â€Å"And I looked down one as far as I could†. In this line, Frost is emphasizing that he didn’t automatically embark on his chosen path, but that he took a deliberate decision after a careful exploration of the other path too. After a careful exploration of our situation, it is easy to articulate the reasons why we made the choice we made. The second stanza gives us the two reasonsShow MoreRelatedPOETRY 2 11389 Words   |  46 PagesEdition: 2014 Price: Rs. 40.00 Beeta Publications (A Unit of MSB Publishers Pvt. Ltd.) 4626/18, Ansari Road, Daryaganj New Delhi - 110002 Website: www.studentsmorningstar.com E-mail: info@studentsmorningstar.com A Collection of ICSE Poems and Short Stories Volume I — Poems  1. Where the Mind is Without Fear 5 — 7 Rabindranath Tagore 2. 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The Effects Of Violence And Violence On Children - 1148 Words

The past few weeks of our gender studies class we have been discussing institutionalized violence. Our class has took an in depth look at how violence is subsequently lived privately and publicly ignored. Meaning these victims live a paralleled life, one private and another public. My family has a history of violence on my mothers side. She grew up with an abusive mother, this abuse still affects her to this day. Having his misconduct so close to me, I have seen the detrimental side effects it can lead to. There are many different types of abuse from verbal, physical, neglect, cultural and many others. Much of the violence we have discussed in class has been related to institutions. Such as the Chesney- Lind and Irwin and the school to prison pipeline readings. These readings and videos showed us how violence and crime is correlated inside of certain institutions. The children at NH experience much of the discrimination and violence already and there is the possibility it will only g et worse at they grow with age. In this paper I will go over two of the reading we were assigned the past few weeks of class. The first is the Badness to Meanness reading which discussed the rise of female violence and bullying. The next article I will be going over is the prison to pipeline reading. Both of these tie directly into institutionalized violence and how much of it is privately live and publicly ignored. The Neighborhood house is a very special place. It is somewhere thatShow MoreRelatedThe Effects Of Violence And Violence On Children1425 Words   |  6 Pagesdesire of violence, if it might have prevented him from acting out his violence and aggressive behavior toward his victims. 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Human Trafficking through History - 545 Words

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Romanticism in poetry, William Blake Essay Example For Students

Romanticism in poetry, William Blake Essay Basic concerns of the Romantics in this period were; Simple language Incidents and situations from common life Coloring of the imagination Ordinary things presented to the mind in an unusual aspect Making these incidents and situations interesting by tracing them Associating ideas in a state of excitement Humble and rustic life Because of the spiritual possibilities which the Romantics believed human feelings offered, sentiment had an almost religious significance. They loved all extreme natural phenomena; high mountains, violent storms, torrential rivers, anything that had terrible beauty. There were two generation of romanticism the first generation are William Blake, William Wordsmith, P. Coleridge, Robert Burns. And the second generation is Shelley, Keats, and Byron. Wordsmith is the most famous of the romantic poets and his most productive years took only ten years although he had lived 80 years. He was a great supporter of Roman Words rd the French Revolution. The main differences between Coleridge and Word Coleridge believes in education and was fond of reading whereas Woo believes in the education of nature and did not believe in books. We will write a custom essay on Romanticism in poetry, William Blake specifically for you for only $16.38 $13.9/page Order now Tog Lyrical Ballads most of the ballads are anonymous, they were songs a rally. Events usually take place through sectional dialogue. Lyrical Bal collection of poems written by Wordsmith and Coleridge. The aim of new way of poetry. They write about supernatural but form a realistic Wordsmith undertook to write about simple rustic people but as to colorful. Most favorite one is Ancient Mariner. Preface of Lyrical Ball because its Just like a manifesto of Romantic Movement. Robert Burns is also another Romantic poet of the first generation buy can say that he did not belong to any other group. He was Scottish an full of Joy. He was also a revolutionary character both in religion and s reflected in his poems. Unlike the others he used dialogues in his p humor can be observed in his poems, which are full of Joy. One of the second-generation Romantic poets is Shelley who was a r He lived in extremes and had radical ideas, which were reflected, in h Because of his radical ideas he was kicked out from Oxford University publishing Necessity of Atheism. He was strongly against didactic p his works are Prometheus Unbound and Queen Mob. Another poet of the same generation is Keats who died at the age of was interested in the Greek language and culture and was inspired b beautiful, Just like other Romantic poets. His works include Ode to G Domino. The most famous but arguably not the best poet of the period was By the most individual and created a character called Byronic Hero hi colorful character. Some critics say that the hero shows Byron is limit When we compare the two generations we can see that the main dif them is that the second generation spent the majority of their time in countries or by traveling, whereas the first spent most of their time in countries. As a result of this the second generations poetry touches of topics whereas the first one is more limited to the observations of t smaller boundaries. The first generation poets had less experience; t reflected less in their poetry. Another difference was in the religious generation was pan-atheist while the second were atheist. Atheism c in Shelley and Keats poetry. Whether the first or the second generation I think it is great to read t Romantics. It is an escape from the industrial world into nature where rest and forget about the daily problems. French Revolution. The main differences between Coleridge and Wordsmith is that Coleridge believes in education and was fond of reading whereas Wordsmith believes in the education of nature and did not believe in books. Together they wrote Lyrical Ballads most of the ballads are anonymous, they were songs and transmitted orally. Events usually take place through sectional dialogue. Lyrical Ballads is a collection of poems written by Wordsmith and Coleridge. The aim of this is to form a new way of poetry. .ue5467f513263676844d408ba872d7e2c , .ue5467f513263676844d408ba872d7e2c .postImageUrl , .ue5467f513263676844d408ba872d7e2c .centered-text-area { min-height: 80px; position: relative; } .ue5467f513263676844d408ba872d7e2c , .ue5467f513263676844d408ba872d7e2c:hover , .ue5467f513263676844d408ba872d7e2c:visited , .ue5467f513263676844d408ba872d7e2c:active { border:0!important; } .ue5467f513263676844d408ba872d7e2c .clearfix:after { content: ""; display: table; clear: both; } .ue5467f513263676844d408ba872d7e2c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue5467f513263676844d408ba872d7e2c:active , .ue5467f513263676844d408ba872d7e2c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue5467f513263676844d408ba872d7e2c .centered-text-area { width: 100%; position: relative ; } .ue5467f513263676844d408ba872d7e2c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue5467f513263676844d408ba872d7e2c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue5467f513263676844d408ba872d7e2c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue5467f513263676844d408ba872d7e2c:hover .ctaButton { background-color: #34495E!important; } .ue5467f513263676844d408ba872d7e2c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue5467f513263676844d408ba872d7e2c .ue5467f513263676844d408ba872d7e2c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue5467f513263676844d408ba872d7e2c:after { content: ""; display: block; clear: both; } READ: Thou Art Indeed Hopkins EssayThey write about supernatural but form a realistic effect. Wordsmith undertook to write about simple rustic people but as to make them quite colorful. Most favorite one is Ancient Mariner. Preface of Lyrical Ballads is important Robert Burns is also another Romantic poet of the first generation but actually we can say that he did not belong to any other group. He was Scottish and his poems are full of Joy. He was also a revolutionary character both in religion and politics and this is reflected in his poems. Unlike the others he used dialogues in his poems and his One of the second-generation Romantic poets is Shelley who was a rich familys son. He lived in extremes and had radical ideas, which were reflected, in his poems. Because of his radical ideas he was kicked out from Oxford University after publishing Necessity of Atheism. He was strongly against didactic poetry. Some of Another poet of the same generation is Keats who died at the age of twenty-five. He as interested in the Greek language and culture and was inspired by anything beautiful, Just like other Romantic poets. His works include Ode to Grecian and The most famous but arguably not the best poet of the period was Byron. He was also the most individual and created a character called Byronic Hero which was a very colorful character. Some critics say that the hero shows Byron is limited. When we compare the two generations we can see that the main difference between them is that the second generation spent the majority of their time in foreign countries or by traveling, whereas the first spent most of their time in their home Mounties.