Adult moral reasoning Free Essays

For an intellectual Fowler’s framework could be the next â€Å"big thing† in terms of serious theoretical positions on the formation of morality and moral reasoning and the substance of faith. In a human perspective, Fowler successfully attempted to provide a picture that illustrates and guides both the individual being studied and the observer/scientist via the stages (Berger, 1994). Though these stages are not as explicitly applicable to all persons, like other psychologists such as Erikson and Maslow, Fowler’s important contribution apparently is more than expansion of Kohlberg or Piaget. We will write a custom essay sample on Adult moral reasoning or any similar topic only for you Order Now His own personal journey, lengthy and in-depth research has given him a solid premise to work on (Berger, 1994). My personal journey may probably be described closely in the perspective which is described by Fowler. I don’t have much experience and enough intellectual prowess and scholarship to be in the position to do a thorough critique on the theory and theorist. However, since it is a personal response paper, there is one segment that I can truly say that speaks a lot about who I am and my own journey. For instance, faith and morality are intricately intertwined just as faith, ethics and values are almost synonymous (Berger, 1994). Fowler may be correct to a certain extent in attributing specific concepts which indeed are descriptive of universal experiences (Berger, 1994), and I cannot argue with this theorist on this issue. It is altogether important to me that individuals must come to grips to the effects of personal faith on conduct and decision making process, and such issues as personal priorities. It is when a person decides to commit to what may be attributed as a mystical Being (i.e., in the conception of God) that spells a difference to that person’s worldview or way of life. I would still like to argue with Fowler that he has reduced so much to an intellectual explanation something which cannot be explained since there is a difference (in my perspective and understanding) between mere knowledge of God and real spirituality. I personally don’t like it when intellectuals and philosophers settle to â€Å"study God† or morality and departing from real substantive and life changing faith. Reference: Berger, K. S. (1994). The developing person through the life-span. (3rd ed). Worth. How to cite Adult moral reasoning, Papers

Research paper Essays (2592 words) - Social Psychology, Emotions

Research paper Gary Judkins Mr. Lindley English A1 1 May 2015 The importance of being social People often overlook how important it is to be social. If someone is shy or antisocial its often written off because its just the way they are. However, there are many health benefits of being social. Many studies have been conducted on the health benefits of being social and most will agree that social isolation is associated with poor health. A study conducted in 2003 found in Perspectives in Biology and Medicine claims that people who are socially isolated possess a less efficient system to repair and maintain physiological functioning. Those who are socially isolated are more prone to loneliness. Loneliness is often an indicator in the beginning stages of depression. But when people get out in their communities and become active with their friends and others, the loneliness disappears. It is important to have that social support in order to stay away from feelings of loneliness. And with that support system comes more opportunities to be active and the accountability to actually follow through. "We take relationships for granted as humans," said Julianne Holt-Lunstad, a psychologist at Brigham Young University in Utah. "That constant interaction is not only beneficial psychologically but directly to our physical health." It is important to be social. being socially isolated is not good for your mental, physical, and social health. by isolating yourself and not being social with people you harm your body in different ways. social people are proven to be healthier and happier than people who are socially isolated. when you isolate yourself from the world you lose touch on what's important in life. you don't have as many friends. you dont have friends to make you feel better when you're down, this makes you depressed and saddened. when you are social you have friends, you're not alone. you have friends to support you during depressing times. when you isolate yourself, you feel alone. as if you don't have any friends. by isolating yourself you are making yourself lonely. Being social and taking the time to laugh with friends is good for your health, And the more friends you have, the healthier you will be. A study from Carnegie Mellon University said that people with large social networks had more flu-fighting antibodies, while those who reported feeling lonely had fewer antibodies. The Journal of the American Medical Association researchers reported that the incidence of infection among people who knew many different kinds of people was nearly half that among those who were relatively isolated.The study included 276 healthy adults from 18 to 55 years old. First, they were asked to name the types of relationships in their social circle from a list of 12. The categories included spouse, children, other relatives, neighbors, friends, colleagues at work, members of social or recreational organizations and members of religious groups. Each category was counted if a participant spoke, either in person or on the phone, with someone from it at least once every two weeks. the volunteers were then given nose drops containing one of two cold viruses. They were put in a hotel for five days and allowed to interact, but at a distance of three or more feet so they would not infect each other. they were tested daily for signs of the virus in their nasal secretions and observed for cold symptoms like runny nose and congestion. they researched the people with the most categories of social relationships had the lowest susceptibility to colds. the report stated that 35 percent of the people had six or more types of relationships. 43 percent of those had four to five types. and about 62 percent of those had three or fewer. When they did get colds, the people with the most social ties had the mildest symptoms. A study Conducted by the Centre for Ageing Studies at Flinders University followed nearly 1,500 older people for 10 years. It found that those who had a large network of friends outlived those with the fewest friends by 22%. "I think we make a compelling case that social relationships should also be taken quite seriously in terms of reducing risk of mortality," said study researcher Julianne Holt-Lunstad, a

pagal bnana Essays

pagal bnana Essays pagal bnana Essay pagal bnana Essay November 2010 Table of Contents Section 1: Section 2: Section 3: Section 1 Introduction and Background Project Concept and Design Project Financial Profile Introduction Introduction and Background to the assignment The project is to design a sustainable multi-storey apartment complex in Islamabad. The site for this project is located in Chak Shazad, opposite CllT campus on Park Road. The relatively flat site measures approximately 3. 91 acres and falls under the jurisdiction of CDA . Water table was encountered at a depth of 180+1- below existing ground level. Due to limits of the soil bearing capacity, the findings in the report recommend that a raft foundation be designed for a multi-storey building as have been the foundation design of other multi-storey buildings built in this area. The site is accessed by the 2-lane Park Road, which is a high speed road. Considerations should be given to a deceleration lane prior to entry to the site. ould be apartments for middle class to upper class type clientele with individual apartments to be for sale on an ownership basis. However, the developer, while wishing to maximize his profits, also recognizes that the housing complex should be istinctive, spacious, airy, daylight, convey an open feeling, a green/sustainable building and contribute to good living. The complex offering these valuable amenities contributing to good living, among other facilities, could be priced higher than other normal housing complex . In this area the setting is mostly rural but this is as a result more of it being undeveloped thus so far. In time to come, this area would convey an urban feeling due to the various educational and institutions and other buildings that would be added to the existing buildings. As designers, need to create a rural/urban feeling ithin the individual housing units. Special attention needs to be paid to designing a sustainable building design with respect to environment in Islamabad. One of the mainstays of sustainability and green buildings is the location of the building site. This site is located in the suburbs of the city, and is unfavorable to sustainability due to the impact of transportation energy required to access this site from other areas. The availability of public transportation in this area is very limited and this site is mostly accessible by cars and a very limited and inadequate public transportation. As compensation the developer envisages that this building would accommodate the owners commercial/community facilities such as a community hall, meeting rooms, gym, swimming pool, shops, a daycare center, gymnasium, common open outdoor spaces and an outdoor walking/running track, all of which would reduce the need to spend transportation energy on a daily basis. As architect/designer, need to develop a building program to include functional spaces, facilities and amenities. As developer, have to conduct a market pre- feasibility study which would ensure a good potential investment and rate of return. Objective As designer and developer a blue print of the project needs to be designed. In particular following needs to be delivered: A pre-feasibility economic study to be included in the design brief. A building program outlining no. of housing units, size of units (one-bed, two-bed, three- bed, etc. and square footage) and all other amenities to be provided. Include also green/ sustainable features, which you would incorporate in your design. Key emphasis will be placed on the functional spaces and green effect of the project. This will include community hall, meeting rooms, gym, swimming pool, shops, a daycare center, ymnasium, common open outdoor spaces and an outdoor walking/running track, all of which would reduce the need to spend transportation energy on a daily basis. The nature of this assignment required conducting surveys with the professional construction companies and developers. For this purpose I short listed 3 of the prestigious organizations currently engaged in similar projects. These included; 1. pak Gulf (PVt) Ltd. 2. Chaudhry Enterprises Real Estate and Developers 3. A1-Ghurar . ak Gulf (PVt) Ltd. Chaudhry Enterprises Real Estate and Developers F-7 Jinnah super Ibrahim Javed ( concern person) A1-Ghurar . Short questioners were designed which included the following The market price of land per yard in the vicinity Cost of construction for 1 5 stories Labour cost and availability Dual access to the location from Islamabad and Rawalpindi Social cultural aspect of target market Travel time Market growth Investor interest Assumption used: The blue prints to the project design are based on few fundamental assumptions. These include the following; 1 . The approval for the construction / NOCS will be issued without any technical or financial delays 2. The material is easily available at a competitive pricing 3. Buys and nvestors are readily available 4. There is a constant demand in the market for apartment complexes Section 2 Project Concept Design Project Concept and Objectives A Multi-storey apartment complex needs to be designed keeping in mind that family space needs vary according to family needs and other requirements, the development of this housing complex should have a mix of size of apartments. It is up to the designer to include units of varying combinations such as I-bedroom, 2- bedroom, 3-bedroom, 4-bedroom, etc. Also incorporate within the design community spaces offering various activities such as a community hall, meeting rooms, gym, wimming pool, shops, daycare center, common open outdoor spaces and an outdoor walking/running track. 2. 2 Components and Facilities at the Apartments The Apartments will comprise of following 8 main divisions; 1 . Deceleration Lane 2. Parking space 3. Outdoor landscaping 4. Security complex 5. Community halls 6. Recreational areas- Indoor and out door 7. Shopping arcade 8. Apartment complex building Each division is addressed in detail in the following sections. The complex is planned as a mixture of different size apartments. This includes 1- bedroom, 2-bedroom, 3-bedrooms, and 4-bedrooms apartments. The apartment acility is proposed to encompass the following units with the following bed allocation: sr. NO. Facility Qty Deceleration lane- as per by-laws of CDA 2. Parking space- Minimum of 2 for each residential unit 3. Outdoor landscaping 4. Security complex 2 5. Recreational unit 5. 1. Gym 5. 2. Swimming pool 5. 3. kids play area 5. 4. Common open outdoor space 5. 5 walking / running tracks 6. Community halls / Meeting halls 7. 1. Shopping arcade 5 7. 2. Beauty salon 8. Multi size apartments 45 2. 3 By Laws applicable on the site: The construction site fall in the Jurisdiction of the CDA and therefore the by-laws of CDA will be applicable on this site. Some of the salient feature included in the said by-laws is stated as under ZONING AND OTHER REQUIREMENTS: -Building setbacks: Front 60, Rear 40, Sides 30 -Max. site coverage = 40% -Max. no. of floors = 15 -Max building height = 190-0 from road level at entry/exit point whichever is higher. A 4-0 parapet is permitted above the 190-0 height limitation. -Max. mumty area/ height = 4,000 sf/9-0 -Max. plinth height = 5-0 -Rainwater retention area on site of 20% of site area to a depth of 5-0. -Max. 3 projection in setbacks permitted above openings windows, doors, etc. and/or for building aesthetics only). -Basements permitted for parking and services only DRIVEWAY AND PARKING REQUIREMENTS: A deceleration lane off Park Road to be incorporated prior to entry to site. -Ingress and egress driveways to be minimum of 20-0 for one-way traffic and 30-0 for two-way traffic. 9x17 right-angled parking space with 23 perpendicular back up space. -5x 17 landscaping island after every 10 parking spaces max. in open areas. -Min of 2 parking spaces per residential unit. -Parking for commercial/amenity areas based upon occupant load. 5% of parking spaces to be 12x 17 accessible spaces for the physically challenged with a 5x 17 wheelchair loading area. One loading area may be shared by 2 acces sible car spaces. -Van spaces of 10 x 19 as required for services. -Visitor parking: 10% of total no. of residential units parking spaces. -Vehicle circulation to be in forward motion only. Motorcycle spaces, 2 per each dwelling unit plus 50% additional motorcycle spaces for visitors and other amenities. -No stacked parking permitted for vehicles and motorcycles. -A 20-0 wide fire truck access lane with a minimum inside turning radius of 30-0. Fire truck movement to be in forward motion only or a cul-de-sac turnaround radius of minimum 30-0. The fire truck access lane to be not more than 100-0 from the apartment complex perimeter wall. -Landscaped area of minimum 15% of the site area. -Landscaping setbacks: Front 30-0, Sides 15-0, Rear 20-0 (driveways excepted). No parking permitted in landscaping setbacks 2. 4 Number of apartment complex: Based on my survey and discussion with the interviewed parties, I propose the following plan. This plan caters the needs of the project as are s tated in the objectives. Description One Bedroom apartment (12th, 13th and 14th Floor) 15 Two Bedroom apartment (8th, 9th, 10th floor) 12 Three Bedroom apartment (7th , 6th and7th floor) 9 Four Bedroom apartment (3rd, 4th and 5th floor) Total The first two floors will accommodate for the meeting halls and recreational activities such as Gym and common outdoor area. . 5 Target Market The target market for these apartments is for upper and middle class. Initially we intended to cater both the middle and upper class but after meeting with the companies in this field, such as Pak Gulf, I have resolute to go with middle class ostly, people who are looking to upgrade their status from middle case to upper The one bed room (pent house / studio style) will provide for the need of working couples and also for international students. Where as the 2, 3 and 4 bed room will be located in the middle of the complex and will provide for families. All the apartments will be designed with an independent look and feel to enhance their privacy and provide a posh feeling. Why Come Here From Urban Areas ? These apartments will be luxurious apartments like those in urban areas but here , cost of living is different, its lower than those . People will have to pay lesser amount for the same facilities , The cost of the land here is 20-27 Lac/kenal whereas its 80 Lac/kenal in urban areas . They would be able to get luxurious apartments by paying Just one crore as compare t03. crores price of apartments in silver oak. Here the Travelling time is Shorter , As if we consider Zero point or Convention centre as hub, the traveling time is about 20 minutes , Airport is at the traveling distance of about 15 minutes , would be able to get to Islamabad or Rawalpindi within 30 minutes. Educational institutes are nearby , as CllT and schools are Just opposite to the site , Beacon in Banigala etc. lts a facility for the students over here and for t he overseas students as well who will accommodate in these apartments . Will provide a security systems. Section 3 Project Financial Profile This basically is the process of developing a financial model for the proposed apartment complex. The financial assessment incorporate various options which are under consideration viz-a-viz the ownership, management governance and operating structure of the proposed project (see Operational Model Assumptions below). Key variables that are needed to be presented in the model provide links etween capital expenditure, debt, and Complex operating expenses. Moreover, the model will also highlight the impact of expected demographic trends and market forces on the financial viability and sustainability of the project. The financial assessment is done in three stages which include (i) Development of Project Capital Cost Model; Determining the projects Operational, Managerial, Maintenance Costs and integrating the financial model to include all cost aspects; and (iii) Determining the financial sustainability of the project based on various Operational Models. These costs are one off costs that have to be incurred to make the project perational. The estimated project cost is PKR 239,800,000. This includes the cost of Land, Building, Civil Electrical Works, Project consultancy fee and Other Miscellaneous cost. Land Cost has been estimated on the basis of average market price of land per acre which can be evaluated through consultation with the local real estate agents. An average estimate land based on the 3 interviewed companies is estimated to be Rs 20-27 Lac per Kennel. This translates into Rs 95 million. The Building Civil Works comprises of cost to be incurred for developing the main infrastructure of each facility. Item cost PKR A. Land Scraping and deceleration lane B. Building and Civil Works c. Elevators D. Civil Work, Electrical Works and Communication System Fire Sighting System Generators G. Tube well Waste Water Treatment Plant Management Fees and Other Pre Operating Expenses including booking 5,000,000 Interest During Construction (Optional) TOTAL PROJECT COST *The above figures are based on initial survey with the shortlisted companies and purely estimate and approximation based on Consumer Price Index of 2010. These fgures should be broken down over the life of the project and be subject to inflation s well for accurate results. Operating Cost Operating costs are the routine costs required to keep the facility operational at pre- defined standards. These costs can be divided into direct operational costs and indirect operational costs or overheads. Direct Cost Direct Costs are those costs which are directly attributable to operations of the facility. Salaries Wages cover the salaries of staff such as architect and builders and Thakadar (Construction Company) directly engaged in providing the construction. Daily salaries include a base salary as well as the consultancy fee harged based on the number of visits. Other Direct Costs Other direct cost for the project includes the repair and maintenance costs of plant and equipment such as water treatment plant etc, in order to maintain operational efficiency and provide green effect. These costs will be low in the initial years as new plant will require less maintenance and will increase in accordance to the useful life. Indirect Cost These costs include all other costs that are not directly attributable to the complex operations. Such costs are normally fixed in nature and include security and marketing.

4 Tips for Writing Stellar Dartmouth Essays

4 Tips for Writing Stellar Dartmouth Essays SAT / ACT Prep Online Guides and Tips Dartmouth College, located in Hanover, New Hampshire, is one of the best universities in the world. A member of the Ivy League, Dartmouth has notable graduates, top-of-the-line programs, and a miniscule admissions rate. If you want to be one of the % of students accepted to Dartmouth every year, you’ll need to write some amazing essays as part of your application’s Dartmouth supplement. In this post, I’ll talk about what the Dartmouth essay prompts are, which essays you can choose to write, and how to craft standout responses that’ll help ensure your admission. What Are the Dartmouth Essay Prompts? You can apply to Dartmouth using the Common or Coalition Application. No matter which application you choose, you’ll also have to submit the Dartmouth Supplement. Part of the Dartmouth Supplement involves answering two writing prompts. The first writing prompt is short (100 words or less) and required of all students. For the second essay, you’ll get to choose one of six prompts to write a 250-300 word response. According to Dartmouth’s website, â€Å"the writing supplement includes questions specific to Dartmouth that help the Admissions Committee gain a better sense of how you and Dartmouth might be a good â€Å"fit† for each other.† Basically, that means that the Dartmouth Admissions Committee wants to know who you are†¦ and how you’ll fit in on Dartmouth’s campus. Your Dartmouth supplemental essays give the admissions committee a chance to get to know you beyond your test scores and other credentials. The essays will give Dartmouth a better idea of how you think and act, so they can see if you would be a great addition to the student body. Similarly, the essays also give the admissions committee a chance to assess your passion for Dartmouth - how badly do you really want to go there? The more you can show your passion for Dartmouth, the better. Let’s take a look at the Dartmouth essay prompts. Dartmouth Essay Prompts Here are the 2018-19 Dartmouth Essay Prompts. All students must answer the first prompt of the Dartmouth essays (100 words or less) and must choose one of the second set of Dartmouth essays as well (250-300 words). Please respond in 100 words or less: While arguing a Dartmouth-related case before the U.S. Supreme Court in 1818, Daniel Webster, Class of 1801, delivered this memorable line: â€Å"It is, Sir†¦a small college. And yet, there are those who love it!† As you seek admission to the Class of 2023, what aspects of the College’s program, community or campus environment attract your interest? Please choose one of the following prompts and respond in 250-300 words: â€Å"I have no special talent,† Albert Einstein once observed. â€Å"I am only passionately curious.† Celebrate your curiosity. The Hawaiian word mo’olelo is often translated as â€Å"story† but it can also refer to history, legend, genealogy, and tradition. Use one of these translations to introduce yourself. â€Å"You can’t use up creativity,† Maya Angelou mused. â€Å"The more you use, the more you have.† Share a creative moment or impulse- in any form- that inspired creativity in your life. In the aftermath of World War II, Dartmouth President John Sloane Dickey, Class of 1929, proclaimed, â€Å"The world’s troubles are your troubles†¦and there is nothing wrong with the world that better human beings cannot fix.† Which of the world’s â€Å"troubles† inspires you to act? How might your course of study at Dartmouth prepare you to address it? In The Bingo Palace, author Louise Erdrich, Class of 1976, writes, â€Å"†¦no one gets wise enough to really understand the heart of another, though it is the task of our life to try.† Discuss. Emmy and Grammy winner Donald Glover is a 21st century Renaissance man- an actor, comedian, writer, director, producer, singer, songwriter, rapper, and DJ. And yet the versatile storyteller and performer recently told an interviewer, â€Å"The thing I imagine myself being in the future doesn’t exist yet.† Can you relate? Dartmouth Essays Analyzed Let’s take a look at the Dartmouth essay prompts for 2018-19. Dartmouth Essay Prompt 1 Please respond in 100 words or less: While arguing a Dartmouth-related case before the U.S. Supreme Court in 1818, Daniel Webster, Class of 1801, delivered this memorable line: â€Å"It is, Sir†¦a small college. And yet, there are those who love it!† As you seek admission to the Class of 2023, what aspects of the College’s program, community or campus environment attract your interest? All Dartmouth students are required to answer this prompt and for good reason - it’s the â€Å"Why Dartmouth† essay! This essay shows the admissions committee why Dartmouth is the right school for you. At only 100 words, this prompt doesn’t give you a lot of room to expand upon your favorite parts of the College, so you should pick one or two aspects of Dartmouth that you really love and focus on those. The prompt encourages you to talk about the program, community, or campus, so don’t feel like you have to limit yourself to academics. You can talk about other things about Dartmouth that interest you, such as the student life or extracurricular activities. Whichever features you choose to highlight, make sure your connection to them is real and personal. In other words, don’t just say you’re a fan of Dartmouth’s sterling academic reputation. Instead, focus on a specific part of that reputation - a professor whose work you admire or a class that you really want to take. Dartmouth Essay Prompt 2 Dartmouth’s longer essay prompts give you plenty of room to think creatively and show off your individuality. All students are required to pick and answer one of the prompts in 250-300 words. Let’s take a look at the prompts and examine how to answer them. â€Å"I have no special talent,† Albert Einstein once observed. â€Å"I am only passionately curious.† Celebrate your curiosity. This prompt is a great opportunity to show off something that may not be your greatest academic strength but still captures your interest. If, for instance, you’re pursuing a degree in engineering, but have an unending passion for Russian literature, this prompt is a great opportunity to highlight that dichotomy. Feel free to discuss the most arcane and seemingly inconsequential of your interests here. If you’ve spent hours researching the genealogy of the Tudor family or can recite the names of all the major constellations in each hemisphere, celebrate that! Don’t worry that your curiosity is uninteresting or unimpressive - whatever it is, enjoy it. The Hawaiian word mo’olelo is often translated as â€Å"story† but it can also refer to history, legend, genealogy, and tradition. Use one of these translations to introduce yourself. How did you become you? Was it the influence of your family? An important moment in your life? A defining experience with a piece of art or literature? Whatever made you, you, this essay is the chance to share it. Don’t feel confined to traditional, linear methods of storytelling in this prompt. You can play around with form and structure, as long as you do it well. Get an advisor or mentor to read your work and offer feedback, especially if you deviate from your typical style. Something to remember - a story that is legendary to you and your history doesn’t have to be monumental to everyone else. What’s important is that the moment you choose is important to you. â€Å"You can’t use up creativity,† Maya Angelou mused. â€Å"The more you use, the more you have.† Share a creative moment or impulse- in any form- that inspired creativity in your life. This prompt is another fun opportunity to explore your interests outside of academia. What have you created? Maybe you learned how to create pop up cards and gift them to your family and friends every holiday. Maybe you learned how to cook a delicious meal while on study abroad. Whatever has sparked your interest, celebrate it! Notice that the prompt asks you to share a creative moment or impulse - you don’t need to think of something huge or earth-shattering here. Focus on something small. It doesn’t even need to have created large reverberations in your life, but it should say something about you and your interests. In the aftermath of World War II, Dartmouth President John Sloane Dickey, Class of 1929, proclaimed, â€Å"The world’s troubles are your troubles†¦and there is nothing wrong with the world that better human beings cannot fix.† Which of the world’s â€Å"troubles† inspires you to act? How might your course of study at Dartmouth prepare you to address it? This prompt is more tangible and concrete than the others available for selection. If you feel intimidated by discussing your creativity or personal history, this prompt is a good one to choose. This prompt asks you to pick a real-world issue (aka, trouble) and discuss how it inspires you to act. The second part of the prompt asks you to talk about how your coursework at Dartmouth will help you solve this problem. It’s important to answer both parts of the prompt - you need to explain why Dartmouth is the correct place to learn how to solve the trouble of your choosing. Speaking of the trouble, don’t feel like you have to pick something grand and far-reaching, like starvation or world peace. You can also pick an issue that affects people locally, in your community, for instance. The key is to pick a topic that you have a personal connection to and reason for wanting to fix. Your passion will come across in your description of the issue. In The Bingo Palace, author Louise Erdrich, Class of 1976, writes, â€Å"†¦no one gets wise enough to really understand the heart of another, though it is the task of our life to try.† Discuss. This prompt offers a lot of room for creativity and interpretation. The basic gist of the prompt is that none of us can really understand each other, no matter how much we try to. There are always barriers that remain. Now, you don’t need to agree with the statement put forth by Erdrich to respond to this prompt. The word â€Å"discuss† indicates that Erdrich’s thesis is open for interpretation - you can agree or disagree with her. The key to this prompt is to bring real-world experience to the table. Perhaps you spent some time living in a different culture and felt that you were really able to understand the people you resided amongst, despite your differences. You can push back against Erdrich and elaborate on that. Or, on the other hand, maybe you spent time living abroad and still felt separate from the people you encountered. In that case, you can agree with Erdrich. You don’t need to land on one side or the other of the argument here - what you need to do is state your opinion and defend it with your experience. Emmy and Grammy winner Donald Glover is a 21st century Renaissance man- an actor, comedian, writer, director, producer, singer, songwriter, rapper, and DJ. And yet the versatile storyteller and performer recently told an interviewer, â€Å"The thing I imagine myself being in the future doesn’t exist yet.† Can you relate? Here we have our final prompt and, surprise, surprise, it leaves a lot of room open for interpretation! You can go in almost any direction for this prompt - as it says, you’re coming up with an idea that doesn’t exist yet. In this prompt, you want to look to the future: where will you be in five years? Ten? To make your answer really stand out, you should include evidence of how Dartmouth will help you achieve your goals. Whatever you imagine, whatever you conceptualize, how will your education at Dartmouth College help bring that into being? How to Write Great Dartmouth Essays In order to write great Dartmouth essays, you need to show the committee two things. First, you need to give them a clear idea of who you are. Second, you need to show them, â€Å"Why Dartmouth†. In other words, why Dartmouth is important to you. Here are some tips to help you accomplish both of those goals. #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Dartmouth wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Dartmouth essays, try to avoid using common quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Don’t speak in platitudes about how the struggle for gay and lesbian rights has affected you†¦ unless it actually has! And even then, you don’t want to speak in platitudes. It’s better to be direct and specific about your experience. #3: Check Your Work It should almost go without saying, but you want to make sure your Dartmouth essays are the strongest example of your work possible. Before you turn in your Dartmouth application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Dartmouth essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. That being said, make sure you don’t rely on them for ideas or rewrites. Your essays need to be your work. #4: Play With Form Dartmouth’s essay prompts leave a lot of room open for creative expression - use that! You don’t need to stick to a five paragraph essay structure here. You can play with the length and style of your sentences - you could even dabble in poetry if that makes sense! Whichever form you pick, make sure it fits with the story you’re trying to tell and how you want to express yourself. What's Next? Learn more about the most selective colleges in the US. If you're applying to multiple Ivy Leagues, it's a good idea to know your chances at each! If you're hoping to attend a highly selective school like Cornell, you'll need to have a very strong academic record in high school. Learn more about high school honors classes and societies. Not sure what your GPA means for your chances of college admission? Find out what a good or bad GPA might look like based on your goals. 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:

Differences and connections between groupware and ordinary databases Essay

Differences and connections between groupware and ordinary databases - Essay Example The significance of Groupware technology spawned by CSWC cannot be underestimated in the modern interactive world. This technology designed to facilitate and allow for ease of work amongst members of a group is nothing but a remarkable achievement. This technology has found usage in communication, cooperation, coordination, negotiation, and even competition amongst members of a defined group. This technology relies on modern computer networks, newsgroups, chatting networks, and even videophone Mills, (2011) In a globalizing world, it is important to find a way of connecting people in diverse areas across the globe. Computer-Supported Cooperative Work (CSCW) is the field of study that has made the adoption, design and usage of groupware possible. But this field is not restricted entirely to work or cooperation in any sense, but can also be used to examine other aspects of social dynamics such as competition and play Mills,(2011). This basically means that unlike ordinary databases whose purpose can only be defined and will only require software designing and engineering, groupware may require the concerted effort of social and organizational behavior experts, business people, computer scientists, communication researchers, organization psychologists, anthropologists, to name just a few specialties. Designing a Groupware involves an in-depth understanding of groups and how people behave while in a groups. This is not a requirement in the design of the Ordinary User Interface. Further, designing a workable Groupware will require a coherent understanding of networking technology and how the various aspect of this system works, whether subtle or complex. It will be ideal to understand how instances of delay in synchronizing will affect the experience of the user. But it is also important to point out that all the other basic issues of traditional user interface remains relevant because

Homwork Essay Example | Topics and Well Written Essays - 500 words

Homwork - Essay Example In this regards, it serves the symbolic function of the importance of prayers. In addition, the above picture demonstrates a facial appearance of a dynamic object. The background images and scenes are small and freely placed in a pictorial pattern. Thus, it qualifies to become a late gothic design (Introduction to Late Gothic art, 2013). I categorize the arts in this category because they are products of individual artists who demonstrate an artistic trend of depth. The highlighted paintings reflect human nature with the right dimensions, terminologies, and clothing. In comparison with the Gothic styles, the exquisite pieces provide three-dimensional quality reflections. In addition, they share similarities of an early renaissance by offering pictures of animal and human anatomy to progress the subject knowledge. Both artifacts demonstrate the knowledge of nature and infuse the ideas in the contemporary society. Thus, they offer realistic facial expressions and dimensions familiar with the early Renaissance (Bourdua & Dunlop, 2007). Book pictures fit the international style because they depict architectural formations. Unlike the Gothic and Renaissance, they reflect the aesthetics instead of the societal trait. In other instances, the book paintings mainly buildings have plane surfaces and lack ornamentation aspects. The above picture is rectilinear and entails modern materials to make it perfect. The image shows the mourning of Christ by followers. It portrays a somber mood five people surrounding and gently holding the dead body. In this, the artist provided a perfect example of early Renaissance using soft textures and pictorial plane. The painting is bright and offers an innovative aspect of three-dimensional appearance. Thereby, it enhances the quality and intended purpose of the symbolism. The artist perfectly infuses naturalism and religious agenda. The picture has a soft background that

Different Views About Test Anxiety Psychology Essay

Different Views About Test Anxiety Psychology Essay Walter (2002) describes test as an intentional capacity to explore the interest level, information, ability and tasks achievement. According to Cronbach, (1980) a test is an organized method for weigh against the behavior of two or more people. According to (Cronbach, 1980) A test is an organized method for weigh against the behavior of two or more people. There are varieties of tests which include the following:- 1. Aptitude tests 2. Tests of developed abilities 3. Achievement tests 4. Mental ability tests And much other kind of tests are prepared and organized to evaluate the students abilities and academic performance. Aptitude tests are organized in order to look for the talent and passion of the students in the required field. Tests are also conducted for the skills to check that had been taught, on the other hand achievement tests are required to ,,,,,,,. Definition of Anxiety: Cohen, (1981) stated Anxiety as a basic human passion that was acknowledged even before 5000 years ago ,whereas The British poet W. H. Auden called the 20th the age of anxiety. Crooks and Stein (1988) say that Anxiety is described as feelings of worry, hesitation, nervousness and fear that go along with the commencement of the sensitive nervous system that arouses bodily changes like blood pressure, fast heart beating, perspiration, cramps etc. Test anxiety These days students are facing number of problems and one of the common problems faced by students is tests that cause anxiety. When students are afraid and feel that they will not be able to perform good in their exams that is test anxiety. Test anxiety is a major problem of students at undergraduate level. Students frequently undergo with anxiety that hold up students learning and test taking abilities to the level that students academic performance is affected badly. Students might have prepared efficiently and competent enough to take test but cognitive anxiety engages students in anxiety provoking thoughts such as fear of failure, or wish to do extraordinarily good, they perform poor. Every student want to score good in their exams.students works hard and puts in their efforts to attain their goal.few of students gets reward in terms of good academic performance and results for their efforts they have done but other students don t care about it.hence teachers and counselors making great efforts to help out their students to improve their grades and CGPAs. (Roberts Saxe, 1982) says that Anxiety influence people in different ways and situations. In educational environments, anxiety might have significant negative impact on cognitive performance, (Tremblay, Gardner, Heipel, 2000) presentation and achievement, (Lalonde Gardner, 1993) knowledge. Tests plays significant part in our everyday life. An important fact that tests have proven to raise strong anxiety and test anxiety has turned out to be a common modern problem (Spielberger Vagg, 1995; Sarason, 1959) Aderson, (2002) says Test anxiety is describes as a kind of anxiety of performance, a sensation that student have for the coming test, in which performance is essential to the person. Definition of test anxiety According to Zeidner, (1998) the set of physiological, phenomenological and behavioral retorts which go with related possible negative failure or results on a test or alike evaluative circumstances is called anxiety. Sarason, (1988) stated that Anxiety is a natural emotion which has fear and uncertainty that usually happens when a person feels any threat that will hurt his ego or self esteem. Set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation(Zeidner, 1998, p.17). Goonan (2003) stated test anxiety as test anxiety differs from general feelings of anxiety ,it is a specific form of psychological disorder that involves extensive amounts of fear, worry and fear of negative evaluation during or in anticipation of performance or evaluative situations(p.4). It has been defined by many authors, like Dusek (1980) Defined test anxiety as An unpleasant feeling or emotional state that has physiological and behavioral concomitants and that is experienced in formal testing or other evaluative situations.(p.88). Manifestations of anxiety: (Cohen, 1980), has given us four manifestations of anxiety, given as under: Somatic in physical responses 2 Affective in emotions 3 Cognitive in thoughts 4 Motor in actions In cognitive manifestations, it might fluctuate from little worry to fear. Brutal assault could take passion of awaiting disaster, obsession, faces difficulty in sleeping, lack of attention and taking decisions, In motor manifestation, behaviors are frequently exaggerated, worried students shows arbitrary actions that vary from trembling to shaking of the whole skeleton. Complete variety of behaviors like agitation, squirming, fits, nail biting, lip biting, and nervousness could be seen. In somatic changes,changes might come like trivial breathing, dry mouth, cold body, urination, heartbeat, blood pressure. cramps.etc (Antonovsky, 1980).say that Affective domain is the prominent anxiety manifestation. In this situation, students feel persistently nervous and anxious about threats, regardless of the fact thats things are going fine. Psychomotor and academic mistakes, mental performance, that can divert attention and remembrance, and all this occurs due to anxiety which has horrible impacts. However, it is stated by some psychologists verify that anxiety provide motivational purpose Facilitating and Debilitating effects of test anxiety. Meichenbaum Butler(1980) commented about the difficulty and complications of test anxiety and how it influence the students performance: We think test anxiety is more than physiological arousal, more than negative self preoccupation, more than poor study habits, and more than a deficit in stress-related coping skills. In fact, we think it is more than a combination of these factors (p.188). According to Hill Wigfeild (1984) say for many studies have been conducted on the consequences created by test anxiety on students performance. In addition, the connection between performance and anxiety is very significant and composite. Scovel, (1978) have explained two types of anxiety : Facilitating anxiety Debilitating anxiety Scovel (1978) further defines these two types of anxiety and says that facilitating anxiety arouses students to confidently handle the problems and troubles, and to welcome the challenges that come forth. Whereas debilitating anxiety seems to damage students learning results and weakens the required confidence.consquently students affected by debilitating anxiety seems to think inactively and shun failure. Students have Facilitating effects and debilitating effects due to test anxiety describes above. Tryon,(1980) says that Debilitating impact of test anxiety on learning in different cases seems to have spoiled the performance in tests due to test anxiety. Students come across with these debilitating impacts in various forms which damages the students performance in different ways, by worry, hesitation, disbelief and by dropping contribution Models of Test Anxiety There are two models of test anxiety that increases the spectrum of test anxiety. Two models were developed to report the causes of test anxiety. The interference model The skill deficit model. The Interference Model In interference model (Wine 1980; Sarason 1986) says that students having high levels of test anxiety hinder the capacity to recollect the learned information. Interference model covers the Cognitive feature of test anxiety. Benjamin et.al., (1981) described that students have definite ability of processing data and test anxiety may hinder students concentration to use their energy on the retrival of material that they have learned in the testing situations. When the test anxiety will reach to its peak, it will absorb the students processing ability, which will take up the ability that is needed for the tasks. When students dont have the ability of cognitive processing they needed on the spot, it means that the ability has been taken up by the anxiety that interferes learning. Sarson (1984) says that A cognitive interference may be the key factor in lowering the performance of highly test anxious people (p.931). Tobias (1980), says that as students are influenced by cognitive test anxiety, which results in to distract their attention and requires more ability to utilize educational skills. Therefore such kinds of reasons are ascribed to students feeling anxious and it might reduce students performance. Learning is not a problem rather interference with recovery. Wine (1980) says that students having high test anxiety among cognitive ability among giving attention to the task and the attention is given to the cognitions that are not relevant with the task. Both of these factors hinder the capacity to recall and confined the capacity to employ in organized thinking . These points might give description why students by high test anxiety can normally do better on objective/MCQ than on subjective exams where the earlier needs to recall less. Benjamin et, al., (1981) and Tobias (1985) experienced that capable and intelligent students might have done their preparation, yet they will encounter high test anxiety, that confine the thinking process, hinder recalling materials and inhibit to use the techniques to perform well on test. The Skills deficit Model: Hill Wigfields (1984) skill deficit model does not have any direct relationship with test anxiety at first look. Though it tells what activate and produces test anxiety. It permits to know the connection of skill deficit model of test anxiety and poor academic performance. Rather believing that ability to recover data is affected due to interference model, skill deficit model have different point of view.indeed, this gives us the view that students poor academic performance is ascribed with the poor test preparation in learning skills or due to lack of test taking abilities. Hill Wigfield (1984) proposed that the skill deficit model offer reasonable explanation on unforeseen performance of students .the skill deficit model engages two kinds of deficits that endanger the performance of the students, one of them is Learning ability and the second one is Lack of test taking ability. Poor results in academics performance is due to Unsatisfactory preparation before tests came, causes.in addition acquisition problems,problems in remembering and memorizing or retrieving data at initial place. Whereas lack of ability to attempt the test also put in high test anxious students to perform poor ,although students are conscious of their inability of taking test. The skill deficit model says that students with high test anxiety faces problems in learning and arranging learning materials and that gives poor results in performance. (Tobias 1985 ; Naveh -Benjamin, McKeachie and Lin 1987; Birenbaum and Pinku 1997). In spite of, giving different explanations, the skill deficit and interference models may be balancing for each other(Tobias 1985; Birenbaum and Pinku 1997 ).they have suggested different kind of students in addition with different levels of test performance. Students having good learning and organizing abilities, together with low test anxiety ought to do good as they have learned the tests and they do not come across with the difficulty to recall. Whereas other students have the capacity and they learn the test but could not recall in evaluative situations and settings, and when tasks requires more cognitive capacity than they have. yet other fall short to learn and organize materials thats why they perform poor whether they are in test situation and test design. Most of the researchers who hold this model (e.g. Wittmaier, 1972; Desiderato Kokinen, 1969; Culler Holahan, 1980) say those students who show poor academic performance are because of their bad study habits and lack of interest in preparing for their exams. These kinds of students are conscious enough of their study behavior thats why they dont expect good results. These kinds of attitudes amplify anxiety which results in poor academic performance. When students see their academic skills are in enough, they feel anxious and show poor performance. Levels of Test Anxiety: Swanosn and Howell (1996) define the three levels of test anxiety given as under: Low levels test anxiety Moderate test anxiety High test anxiety Spielberger and Sarason,( 1989) further states about the high level test anxiety that helps in the growth the students with low inspiration, lacking academic abilities, lacking use of different techniques for taking test, hopelessness, cheating, carelessness, and thinking negative about himself and lack of attention. It is said students with both high and low levels of test anxiety show good academic performance whereas students with moderate anxiety level perform well. Spielberger and Sarason,( 1989) view and identified three levels of test anxiety .John and Kenneth (1982) says ,students with high level test anxiety badly get in the way with all kinds of performances,and normally students with moderate and low level anxiety helps in improving performance. Components of Test Anxiety (Sarson sarson, 1990) has stated three main components: Cognitive Affective Behavioral Cognitive component: In cognitive view, students having test anxiety due to absence of self confidence.they are surrounded by negative feelings, and feeling incapable of their educational ability and academic skills.(Zeidner, 1998) adds and says, students mostly exaggerate the possible negative results and undergo self-reliant in testing situations. if students want to have good results they should avoid negative thinking. Affective component: In affective view, (Zeidner, 1998) Test anxiety raise some physiological reactions like, fast heart beating, nausea, urination and raises perspiration, stretching of muscles, feeling thirsty, shivering and cold hands. With physiological reactions, emotions like failure threat, worry, might be there. When students are fail to manage their emotions, they feel pressure, tension, fear, thus create more hard and tricky for students to focus. The bodily signs that students feel when they are going through anxiety are linked with the supposed responses to fear and tension. Important physical functions like heart beating, breathing, or rapidity of other body functions, saliva secretions, flow of blood. Students undergo different kind of physical feelings together with nausea, vomiting, cramps in body, feeling dizzy, shivering, and stiffness of joints. Behavioural component: Behaviorally test anxious students states anxiety through reluctance and ineffective learning and test taking ability. Zeidner (1998) says that might test anxious students take more time and problem in assessing information or feel tired during test because of weak students or they are weak in health. State and Trait Anxiety: Spielberger(1972-1983),gave the concept of state and trait anxiety .He described state anxiety as Transitory emotional state or condition of the human organism that is characterized by subjective, consciously perceived feelings of tension and apprehension, and heightened autonomic nervous system activity. Spielberger further states about trait anxiety that Trait anxiety denotes relatively stable individual differences in anxiety proneness and refers to a general tendency to respond with anxiety to perceived threats in the environment.(48) School psychologists have been using state and trait anxiety in 21st century which was introduced by Spielberger in 1972.State anxiety means when horrible feelings and emotions of fear are aroused in danger, whether mentally or bodily. State anxiety is assumes a cognitive insight and judgment of danger, so as to students should know at a stage that particular situation is dangerous. Normally youngsters undergo less anxiety once they are out of hectic occasion is gone. On the other hand, trait anxiety is characteristic of a personality, an ability to encounter state anxiety when came across any difficult situation and danger. but this is different and varies from person to person. Eysenck and Eysenck (1991) describes that high level trait anxiety is strongly associated to neuroticism Terry (1998) tells about the numerous symptoms that shows students test anxiety. following is the symptoms of test anxiety. Emotional reactions such as crying, sensitive hair trigger responses, irritability, excess giggling, sudden changes of expression and general unrest. Bodily manifestation like stomach aches, headache, urination, fatigue, abundant sweating. Dangerous behaviors, like, carelessness, and self defamation. Anxious symptom, such as edgy marks, biting nail, too much blinking, hair chew, finger sucking, swinging action. Misconduct and violence, like breaking pencils, shows anger, slangs language is used, fighting, hounding and destructiveness. Bad exertion routine, for example, day-dreaming, incompetence, dishonesty and absence of attention. Looking for attention: adolescent behaviors, looking for appraisal and positive remarks, demands for attention, construction of weird stories, nonstop curiosity and asking about things around, stick to the teacher, performing. Causes of test anxiety: On the self-defeating consequences of subjective cognitions (Ellsworth Smith, 1988; Lazarus, 1991) suggest that poorer self-beliefs are a major cause of test anxiety. Perceive examinations as more dangerous or threatening and experience more intense levels of state anxiety when taking tests (Spielberger Vagg, 1995, p.6). D Arcylyness, (2004) outlined the following as the causes of test anxiety: a. Lack of preparation by 1 Cramming the night before the test 2 Poor time management 3 Failure to organize test information 4 Poor study habits b. Worry about the following: 1. Past performance on examination 2. How friends and other students are doing 3. The negative consequences of failure. The effects of anxiety on different situations: In different ways the anxiety influences on different kind of human beings. According to Roberts Saxe, (1982) anxiety may affect cognitive functioning badly in any kind of academic setting. Lalonde Gardner, (1993) includes that learning might be affected by anxiety where as Tremblay, Gardner, Heipel, (2000) state that anxiety may affect on performance and success. During specific situation when the manners of apprehension, tension and dread are perceived consciously, it is called General state anxiety which is also called physiological arousal (Endler Kocovski, 2001). Wine (1980) says that the effects anxietyon performance is prominent because of having unbearable impacts on cognitive process. Tremblay, (1998) argues that mostly people are affected through cognitive biases with General trait anxiety which is a firm tendency towards anxiety.Class and test anxiety along with statistics anxiety come into the vast umbrella of Trait anxiety in the view point of (Walsh Ugumba-Agwunobi, 2002). 2.1 Cognitive Style Thinking and perceiving, problem solving and remembering , all these types of actions are considered under the umbrella of cognitive style as has been described by McKay, Fischler Dunn, (2003) as are considered to be trait-like, relatively stable characteristics of individuals, whereas learning strategies are more state-drivenà ¢Ã¢â€š ¬Ã‚ ¦ Cassidy (2004) states that there are many cognitive style typologies from which we give preference to Ridings Cognitive Style Analysis [Riding,2001] because of more vital implications. According to Sadler Riding, (1999) construct of cognitive is more important whether learning style has less importance. The real mode of information processing, cognitive style and their mutual relationship is significant and strengthened to a large extent. 2.2 Cognitive Processing Efficiency The cognitive processing parameters (Demetriou Kazi, 2001; Demetriou et al., 1993]) that have been included in our model are: a- Control of processing (to indicate the relevant and irrelevant information) b- Speed of processing (speed in the given instruction might be accurately executed), c- Working memory span (to hold and integrating different information till the solution of a problem) d- Visual attention (based on the empirically validated assumption that when a person is performing a cognitive task while watching something). According to Baddeley, (1992) all these tasks are measured in shortest possible time span while the working memory span test focuses on the visuospatial sketch pad sub-component and this all is done comfortably. 2.3 Emotional Processing Emotional processing consists of two types: Emotional Arousal: The capability of human being to feel and experience specific emotional circumstances, Emotion Regulation: The process of having perception and control of individual over his emotions. In the view point of Cassady (2004), anxiety is the major thing in the term of behavior which indicates the arousal of various kind of emotions and it has strong relation with academic performance. Also, it is related with performance in computer mediated learning procedures (Chang, 2005; Smith Caputi, 2007). Users trait anxiety could be measured (Spielberger, 1983), and their application specific anxiety, which in the case of e-learning is named as Cognitive Test Anxiety (Cassady Johnson, 2002) In the term of construct of emotional regulation used by us also comes into the concepts of Emotional Control (emotional management, self-awareness, self-motivation)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ (Goleman, 1995; Salovey Mayer, 1990), and Self Efficacy (Bandura, 1994), Emotional Expression and Emotional experience (Halberstadt, 2005). Lekkas et al, (2007) argues that we can evaluate the affectional responses of enhancing and lessening the learning abilities through measuring the levels of Anxiety with emotional regulation. Factors of Test Anxiety: According to competitive anxiety research (Gould et al., 1984; Burton, 1988). Cognitive (worry) anxiety factor has strong imprints on the achievement of the student then the somatic (emotionality) component. Test anxiety has two main components described by Liebert and Morris (1967) that is worry and emotionality. Worry is conceived as cognitive importance related to tests and test performance. These concerns revolve in the region of negative cognitions, like fixation with the test results and performance. Strong negative penalties like failure, underachievement and evaluation of students skills to others. Academic performance: Phillips and Endler, (1982) say that Academic performance usually depends on students how they make their connections with the academic environment. It is believed that students who are intelligent will be relaxed and less threat full .But these students do have fear of examination. Okebukola and Jegede, (1989) its teachers responsibility to prepare their students to show good academic results as well as to enable them to respond to different academic needs that has impact on academic performance. Relationship between anxiety and academic performance: Roberts Saxe, (1982) say that Anxiety influences people in different ways and situations. In educational environments, anxiety might have significant negative impact on cognitive performance, (Tremblay, Gardner, Heipel, 2000) presentation and achievement, (Lalonde Gardner, 1993) knowledge. Endler Kocovski, (2001) stated that Common state anxiety is a physical stimulation and a deliberately supposed way of hesitation, fear, and stress through a particular moment. (Wine, 1980) describes that, this influence the performance as it has strong effects on cognitive course. Tremblay, (1998) Cognitive biases influence people with common trait anxiety, a steady tendency towards anxiety. Than it have an effect on people who are not anxious. According to Scovel (1978) there is a positive connection between performance and test anxiety. Test anxiety is in fact useful and facilitating as students remained alarmed and conscious. McDonald (2001) describes more connection between levels of performance and test anxiety that will show the arch like a reversed U figure, showing to the best anxiety point. It could be said that when anxiety reaches to the best quantity, it could produce constructive results known to us as facilitating test anxiety. This type and amount of anxiety is useful for students to give attention to their work, and feel himself completely challenged. In contrast, over and small test anxiety will produce tension, constant worry, anxiety and strain or students reluctance, will result in poor performance. Test Anxiety in relation to gender (sex) Research on students educational performance has received significant concentration. Number of researches had been done in the area on the level of anxiety on test anxiety between female and male students academic performance. Walsh, Engbreton and O Brien (1988) performed two researches at the same time to identify whether there is relationship between test anxiety and academic performance as it influences the gender. Researcher collected the data and the Sample were consists of (57 females 46 males,) and total 103 undergraduate students for first research and (52 females 42 males) and total 94 undergraduate students for the second research. Test anxiety findings were correlated with the students Grade Point Averages (GPAs). When the data was analysis, there was negative correlation present between test anxiety and academic performance. Thus negative relationship was found which was more for females and less for males. Daniels and Hewitt (1987), finds if there is correlation between academic performance and test anxiety with gender view. The sample was composed of data (21 males 27 females) and got their scores of test anxiety. When data was examined, it was found that females had high test anxiety as compared with males however they didnt find any major variation of gender in respect of the negative correlation between academic performance and test anxity.it means,that test anxiety has unpleasant effects on academic performance but it didn show any major affect of one gender more than the other. The findings have shown that females undergo high test anxiety as compare to males when measure their test anxiety ,like wise Sarason (1987),Spielberger(1980) and taylor (1998) have found that females have scored high mean score on test anxiety when compared with males.