Hey guys! i have Osgood-Schlatter's disease, it sounds a lot worse than it actually is. Basically it's where the tendon grows slower than the bone and theres a little pain to it; anyways its common in teens who are athletic. and what I'm trying to get at is, do any of you know good little workouts to keep it from hurting a lot? mine is in my knee. thank you to any advice or suggestions!
And what are you doing to reach your goal (Ecs, undergrad choice, research etc...)?? And what are your alternative careers if you decided you didn't want to go to med school anymore or didnt get accepted?
My main point, and I cannot emphasize this enough, is to be sure to have an alternate career path ready. Only a small percentage of pre-med or pre-law students actually graduate into medical or law school. The acceptance rate is only around 10%, while the attrition rate is very high (75-80%). And unless you make it through med or law school, that biochemistry or polisci degree isn't going to do you much good.
I was just wondering if these courses throughout the grade 11 and 12 years will be manageable, I am going for a 90+ average in both years and could anyone recommend study tips? By the way, I want to get into western Richard Ivey the business program and queens
English done in summer school
Grade 12 english being done over the year in private school
English done in private school
Probability and Data management done in summer school
hi im a grade 12 student and i was curious about the difference between the two doctoral degrees geared towards in the field of engineering. Some sources cite the D.eng as a higher doctrate in engineering in U.K.
HIDDEN LESSONS: BY DAVID SUZUKI
In spite of the vast expanse of wilderness in this country, most Canadian children grow up in urban settings. In other words, they live in a world conceived, shaped and dominated by people. Even the farms located around cities and towns are carefully groomed and landscaped for human convenience. There’s nothing wrong with that, of course, but in such an environment, it’s very easy to lose any sense of connection with nature.
In city apartments and dwellings, the presence of cockroaches, fleas, ants, mosquitoes or houseflies is guaranteed to elicit the spraying of insecticides. Mice and rats are poisoned or trapped, while the gardener wages a never-ending struggle with ragweed, dandelions, slugs and root-rot. We have a modern arsenal of chemical weapons to fight off these invaders and we use them lavishly.
We worry when kids roll in the mud or wade through a puddle because they’ll get “dirty.” Children learn attitudes and values very quickly and the lesson in cities is very clear – nature is an enemy, it’s dirty, dangerous or a nuisance. So youngsters learn to distance themselves from nature and to try to control it. I am astonished at the number of adults who loathe or are terrified by snakes, spiders, butterflies, worms, birds – the list seems endless.
If you reflect on the history of humankind, you realize that for 99 per cent of our species’ existence on the planet, we were deeply embedded in and dependent on nature. When plants and animals were plentiful, we flourished. When famine and drought struck, our numbers fell accordingly. We remain every bit as dependent upon nature today – we need plants to fix photons of energy unto sugar molecules and to cleanse the air and replenish the oxygen. It is folly to forget our dependence on an intact ecosystem. But we do whenever we teach our offspring to fear or detest the natural world. The urban message kids get runs completely counter to what they are born with, a natural interest in other life forms. Just watch a child in a first encounter with a flower or an ant – there is instant interest and fascination. We condition them out of it.
The result is that when my 7-year old daughter brings home new friends, they invariably recoil in fear when she tries to show them her favorite pets – three beautiful salamanders her grandfather got for her in Vancouver. And when my 3-year old comes wandering in with her treasures – millipedes, spiders, slugs and sowbugs that she catches under rocks lining the front lawn – children and adults alike usually respond by saying “yuk.”
I can’t overemphasize the tragedy of that attitude. For, inherent in this view is the assumption that human beings are special and different and that we lie outside nature. Yet it is belief that is creating many of our environmental problems today.
Does it matter whether we sense our place in nature so long as we have cities and technology? Yes, for many reasons, not the least of which is that virtually all scientists were fascinated with nature as children and retained that curiosity throughout their lives. But a far more important reason is that if we retain a spiritual sense of connection with all other life forms, it can’t help but profoundly affect the way we act. Whenever my daughter sees a picture of an animal dead or dying, she asks me fearfully, “Daddy are there any more?” At 7 years, she already knows about extinction and it frightens her.
The yodel of a loon at sunset, the vast flocks of migrating waterfowl in the fall, the indomitable salmon returning thousands of kilometers – these images of nature have inspired us to create music, poetry and art. And when we struggle to retain a handful of California condors or whooping cranes, it’s clearly not from a fear of ecological collapse, it’s because there is something obscene and frightening about the disappearance of another species at our hands.
If children grow up understanding that we are animals they will look at other species with a sense of fellowship and community. If they understand their ecological place – the biosphere – then when children see the great virgin forests of the Queen Charlotte Islands being clearcut, they will feel physical pain, because they will understand that those trees are an extension of themselves.
When children who know their place in the ecosystem see factories spewing poison into the air, water and soil, they will feel ill because someone has violated their home. This is not mystical mumbo-jumbo because we have lost a sense of ecological place. Those of us who are parents have to realize the unspoken, negative lessons we are conveying to our children. Otherwise, they will continue to desecrate this planet as we have.
It’s not easy to avoid giving these hidden lessons. I have struggled to cover my dismay and queasiness when Severn and Sarika come running in with a large wolf spider or when we’ve emerged from a ditch covered with leeches or when they have been stung accidently by yellowjackets feeding on our leftovers. But that’s nature. I believe efforts to teach our children to love and respect other life forms are priceless.
So this is the article. However, I had a few questions that I'm a little confused about. One response questions asks whys is paragraph 6 the shortest one of the essay? I said because it transitions to give the effects of the essay.
And "Does Suzuki explore more fully the causes or effects of children's attitudes toward nature? Which paragraphs analyze most causes and which mostly effects? Is Suzuki right to place the causes first?" I said he explores more the effects, but I have trouble on the paragraphs part. And of course, I said he was right. Thanks in advance.
So after scrolling through numerous websites about Brock University's BBA program; very few are to be found. It is mostly about the BAcc program. My average is high enough to get into the Accounting co-op program (and I emailed them already about changing the major), but I am still unsure if I wish to pursue that major. So here's a common question, though one that is always left unanswered... How is Brock's BBA Co-op program? I really don't want to hear anything about the accounting which I know is very solid. I got into all my programs but Laurier (alternate offer to econ) and so I accepted Brock cause of its great co-op rate. I'm wondering how the program is, how good the placements are (obviously I'm going to put in work to earn that good placement), and how the overall program is.I am well aware that the accounting overshadows the BBA kids and have heard a lot - to sum, I'm screwed.How important is an undergrad (especially from Brock) if I'm certain I will be doing my masters. Let me know guys, thanks!
Ok so I see high school kids talk about going into art or business, and I think to myself, " well I will be seeing you in four years making my coffee". So I have to write this, because I fell for the trap. Every year high school kids think about going to university and spending thousands of dollars to study a hobby. I attended queens commerce for my undergrad, and learned the hard way. College majors such as English, political science, business, social sciences, humanities, psychology are all scams(to the most part). In this forum, business major seems to be the most popular, as I was one a couple of years ago. When I got accepted, I was so happy because I heard all the good stories of students going to work at big financial and consulting firms. This is not true. In theses so called " top Canadian business schools", the students are misinformed. Only a few and I mean a few go work in these big firms, while the rest works at crappy places. Today, everyone has a business major, so the job market is sh*t. Majors like English and humanities, are the biggest scam also, because high school kids think they are hoping to be the next Shakespeare, but instead they will be making sandwiches at McDonalds. Also pre med is another scam. If you major in biology, but do not get into med school, you are then useless. Unless you spend 5-6 years getting a PhD, your bio degree has 0 value. As the job market gets tougher and tougher, people need to realize that only a handful of college majors make the student more valuable. Examples, such as engineering, accounting and computer science. I wanted to rant about this because High school kids need to know about the trap of university majors.