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Originally, only schools that evaluated applications were allowed to use the Common Application; that is, the original philosophy behind the Common Application was that students should be evaluated as whole individuals, not just as a collection of numerical data such as class rank, standardized test scores, and grades.

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The Common Application is most likely here to stay, and the benefits it provides applicants certainly outweigh the negatives. The application is, however, a bit of a challenge for many colleges. Because it is so easy to apply to multiple schools using the Common App, many colleges are finding that the number of applications they are receiving is going up, but the number of students they are matriculating is not. The Common Application makes it more challenging for colleges to predict the from their applicant pools, and as a result, many schools are forced to rely more heavily on . This uncertainly can come back to bite students who find themselves placed in waitlist limbo because colleges simply can't predict how many students will accept their offers of admission.

Common Application Essay - 514 Words

Many schools will ask for one or more supplemental essays to complement the essay you write on one of the provided on the Common Application. Many colleges will also ask for a on one of your extracurricular or work experiences. These supplements will be submitted through the Common Application website with the rest of your application.

This enumeration suggests the broad base for expertise in teaching but conceals the complexities, uncertainties and dilemmas of the work. The formal knowledge teachers rely on accumulates steadily, yet provides insufficient guidance in many situations. Teaching ultimately requires judgment, improvisation, and conversation about means and ends. Human qualities, expert knowledge and skill, and professional commitment together compose excellence in this craft. (NBPTS, 2002, p. 2, What Teachers Should Know section, para. 3).

Common Application Essays | the college app jungle

Hangovers are probably as old as alcohol use, which dates back to the Stone Age. Some anthropologists have proposed that alcohol production may have predated agriculture; in any case, it no doubt stimulated that development, because in many parts of the world the cereal harvest was largely given over to beer-making. Other prehistorians have speculated that alcohol intoxication may have been one of the baffling phenomena, like storms, dreams, and death, that propelled early societies toward organized religion. The ancient Egyptians, who, we are told, made seventeen varieties of beer, believed that their god Osiris invented this agreeable beverage. They buried their dead with supplies of beer for use in the afterlife.

In fact, “Shariah” is not the word traditionally used in Arabic to refer to the processes of Islamic legal reasoning or the rulings produced through it: that word is , meaning something like Islamic jurisprudence. The word “Shariah” connotes a connection to the divine, a set of unchanging beliefs and principles that order life in accordance with God’s will. Westerners typically imagine that Shariah advocates simply want to use the Koran as their legal code. But the reality is much more complicated. Islamist politicians tend to be very vague about exactly what it would mean for Shariah to be the source for the law of the land — and with good reason, because just adopting such a principle would not determine how the legal system would actually operate.

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Posts about Common Application Essays ..

Realize that this question defines "diversity" in broad terms. It's not specifically about race or ethnicity (although it can be). Ideally, the admissions folks want every student they admit to contribute to the richness and breadth of the campus community. How do you contribute?

Common Application Personal Essay - Tips and Samples

Shariah is best understood as a kind of higher law, albeit one that includes some specific, worldly commands. All Muslims would agree, for example, that it prohibits lending money at interest — though not investments in which risks and returns are shared; and the ban on Muslims drinking alcohol is an example of an unequivocal ritual prohibition, even for liberal interpreters of the faith. Some rules associated with Shariah are undoubtedly old-fashioned and harsh. Men and women are treated unequally, for example, by making it hard for women to initiate divorce without forfeiting alimony. The prohibition on sodomy, though historically often unenforced, makes recognition of same-sex relationships difficult to contemplate. But Shariah also prohibits bribery or special favors in court. It demands equal treatment for rich and poor. It condemns the vigilante-style honor killings that still occur in some Middle Eastern countries. And it protects everyone’s property — including women’s — from being taken from them. Unlike in , where wearing a head scarf is legally mandated and enforced by special religious police, the Islamist view in most other Muslim countries is that the head scarf is one way of implementing the religious duty to dress modestly — a desirable social norm, not an enforceable legal rule. And mandating capital punishment for apostasy is not on the agenda of most elected Islamists. For many Muslims today, living in corrupt autocracies, the call for Shariah is not a call for sexism, obscurantism or savage punishment but for an Islamic version of what the West considers its most prized principle of political justice: the rule of law.

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Regardless of level of experience, teachers always are challenged with how to motivate learners, particularly when you consider the extent of diversity encountered in many schools in the United States. Such diversity involves "not only ways of being but ways of knowing" and "knowing how to relate to those qualities and conditions that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups" (Queensborough Community College (NY), Definition for Diversity:). Queensborough Community College also noted that learners and teachers themselves bring to the learning environment a host of variables, such as beliefs, attitudes, perceptions, self-efficacy, motivation, learning styles, habits of mind, cultural influences and demographics (e.g., male/female, sexual orientation, ethnicity, ability/disability, socio-economic status, religion/spirituality, etc.). It is certainly helpful for teachers to be aware of their personal biases, beliefs, and attitudes, as those influence interactions with learners. However, it is also important to note Hiebert and Grouws (2007) who stated, "Characteristics of teachers surely can influence their teaching, but these characteristics do not determinetheir teaching. Teachers with different characteristics can teach in essentially the same wayand vice versa" (p. 377).

October 2008 edited December 2008 in Common Application

With the death of Muhammad, divine revelation to the Muslim community stopped. The role of the political-religious leader passed to a series of caliphs (Arabic for “substitute”) who stood in the prophet’s stead. That left the caliph in a tricky position when it came to resolving difficult legal matters. The caliph possessed Muhammad’s authority but not his access to revelation. It also left the community in something of a bind. If the Koran did not speak clearly to a particular question, how was the law to be determined?

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