A Day in the Life of a Freshman Engineer

A Day in the Life of a Freshman Engineer One of the biggest things I wondered about as I came into college was how I would structure my days. It’s no longer as simple as driving to school, walking into the building, following my daily schedule, and then going home. Now there is much more variety to an average day. I can choose how I get to class, where to eat, and when and where to study. While this can seem like a lot of variables to manage, it’s surprisingly easy to settle into a routine within a few weeks of starting your classes. This is what my typical Wednesday looks like, and I hope you’ll find that managing all the variables in a day isn’t as daunting as it might initially seem. 8:00 a.m. It’s time to wake up! By this time, my roommate will have already left for her morning classes, but I know that I am NOT a morning person, so I planned my classes to start later in the morning to accommodate this. I get up and head over to the Campus Recreation Center East (CRCE) for a short morning workout. CRCE is one of the two gyms on campus, along with the Activities and Recreation Center (ARC), and it’s located only a short walk away from my dorm. After my workout, I head back to Lincoln Avenue Residence Hall to eat breakfast and get ready for the rest of my day. CRCE is a smaller gym with a more relaxed environment, plus it has a pool with a water slide! 10:00 a.m. First things first: I have my chemistry discussion section in Noyes Laboratory. For my Introductory Chemistry 102 class, we have discussion sections twice a week where we meet in smaller groups of about 30 students to go over the material from lectures. For me, this is where I learn the most because I am able to work on practice problems at my own pace, ask for help from the TA and other students, and occasionally learn new material that we didn’t cover in lectures. Noyes Laboratory is the building where most chemistry classes are located. 11:00 a.m. Next up I have my Principles of Microeconomics lecture in Lincoln Hall. As a freshman, you will typically have to take a few general education classes, and this is one of mine for the semester. Gen eds tend to have a bad reputation, but they can actually be some of the most interesting classes you’ll take. Although economics doesn’t interest me as much as some of the other classes I’m taking, it’s a nice break from the other math and science classes in my schedule. If you ever have a class in Lincoln Hall, make sure you rub Lincolns nose for good luck! 12:00 p.m. At this point, I have a break before my afternoon classes start, so I decide to grab lunch at Blue 41, the dining hall inside the Illini Union, since it’s located conveniently on the Main Quad. After this, I go to my favorite coffee shop on campus: Espresso Royale. Everyone has a different preferred study environment, but I definitely work best in a place with a bit of background noise, so coffee shops are the perfect place for me to get some homework done. I grab a coffee and work for a few hours before going to my afternoon classes. 2:00 p.m. I’ll be honestâ€"I look forward to this part of my day the least … it’s my Calculus III lecture in Altgeld Hall. Most of the time I struggle to understand the concepts from my calculus lectures the first time, and it can be discouraging at times. However, there are lots of resources to utilize to get help, including multiple tutoring groups and office hours. There will most likely be a few classes in college that you struggle with, but don’t be discouraged! There are always people who want to help you out on campus, and utilizing these resources will help guide you to success. Altgeld Hall is one of the prettiest buildings on campus, especially during the fall. 3:00 p.m. I have an hour in between my calculus lecture and my next class, so I take advantage of this time to complete my SWE office hour for the week. SWE stands for the Society of Women Engineers, and it’s one of the student organizations that I’m involved in on campus. I hold a chair position in this organization, which means that I have to hold one office hour (or “SWOffice hour, as we like to call it) per week. This time is usually spent working on planning the events that I coordinate, but if I don’t have anything to work on in any given week, I can use the time for an extra hour of studying. 4:00 p.m. My last class of the day is CEE 195: Introduction to Civil and Environmental Engineering. All majors have an introductory class for freshmen to take during their first semester. In CEE 195, we learn about the different concentrations we can choose within our major, hear from professors in the department, and work on small projects that relate to different concepts within civil and environmental engineering. During homecoming week, my CEE 195 class dyed Boneyard Creek orange to show our Illinois spirit and learn about the physics of water flow. 5:00 p.m. After my last class ends, I head out to grab dinner at one of the dining halls, then go back to my residence hall to finish up my homework for the night. If I finish everything I have to do for the day, my roommate and I will watch a show or play a board game to de-stress for the night. Finding a balance between schoolwork and relaxation is key, and while I may not have time to fit in something fun every day, it’s important to remember to give yourself breaks, especially at the end of a busy day. Abby Class of 2023 I'm a Civil and Environmental Engineering major in the Grainger College of Engineering and I hope to one day work to lessen society's impact on the environment. I am a major nerd, have a passion for all things outdoors, and I can't wait to see what new opportunities are in store for my freshman year at University of Illinois!

The Culture At Youth Village, Inc. - 1195 Words

In today’s competitive world, an organization’s culture can be the greatest competitive advantage. Southwest prides their investment in their employees and their family type culture to be their advantage. Zappos’ success is credited to their approach in hiring talent (Kreitner Kinicki, 2013). When it comes to hiring and retaining talent, culture matters. In his work and research at Glassdoor, Andrew Chamberlain, Ph.D. (2017), found that employees were less likely to leave companies with a higher rated culture. When it comes to an organization’s ability to grow their customer base and increase their bottom line, culture matters. Netflix credits their culture in their ability to excel in their market (Netflix Culture: Freedom and†¦show more content†¦(Kreitner Kinicki, 2013) Like Youth Villages, Netflix shares a mix of characteristics from each of the four cultures of the competing values framework. Netflix was started in 1997 by Reed Hastings and Marc Randolph with the idea of providing online movie rentals. By 1998, Netflix provided unlimited DVD Rentals through a monthly subscription. Today, Netflix provides online streaming services through multiple game consoles, televisions, and computer devices. They now have 93 million customers world-wide. The common theme in the seven aspects of Netflix’s culture is that of an Adhocracy Culture. (About Netflix, n.d.) Adhocracy cultures, as defined by Kreitner and Kinicki, â€Å"foster the creation of innovative products and services by being adaptable, creative, and fast to respond to changes in the marketplace† (2013, p. 70). Netflix maintains two values that identify their adhocracy culture and could help improve the organizational culture at Youth Villages. Before discussing their values, Netflix points out that anyone can establish espoused values and put them up in their lobby. They reference the espoused values of Enron versus the actions and behaviors that ultimately brought their demise as an example. Netflix states that their values are in fact enacted values, â€Å"the values and norms that are exhibited by employees† (Kinicki Kreitner, 2013, p. 65). One of Netflix’s values that reflect an Adhocracy culture, is their value of HighShow MoreRelatedInnocence...Forever Lost Essay1048 Words   |  5 PagesVietnamese culture and the graphic scenes enliven and empower Mary Anne and as â€Å"she enters the wild, uncivilized jungle and becomes irrevocably enthralled by the forbidding world so different from her own†. Just like a drug addict, she is hooked and changes the course of her life forever. Innocence is such a precious gift. The Merriam-Webster dictionary defines innocence as, â€Å"freedom from guilt or sin through being unacquainted with evil.† Innocence is most easily associated with youth, as thereRead MoreCritical Analysis Of The Mead-Freeman Debate1283 Words   |  6 Pagesof the Samoan case, I will analyze the running debate of the nature versus nurture concept in Samoan society. Annotated Bibliography Caton Hiram 1990 The Samoa Reader: Anthropologists Take Stock. Lanham, Maryland: University Press of America, Inc. Caton’s work The Samoan Reader: Anthropologist Take Stock is a collection of essays that focus on the Samoa controversy. Caton gathered chief contributions, related essays, and unpublished writings that emerged after the publication of Derek Freeman’sRead MoreClassism in North America1216 Words   |  5 PagesRoman people for the purpose of taxation. 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This led to the invention of the hugely useful carrying material known as plastic(.INC.9 BRILLIANT INVENTIONS MADE BY MISTAKE by Tim Donelly 15 August 2012 http://www.inc.com/tim-donnelly/brilliant-failures/9-inventions-made-by-mistake.html). It is therefore clear natural science is trustworthy only after theories ac tually being moreRead More Divorce in China Essay1741 Words   |  7 Pagesmembers of the community. The goal of the law was primarily to give women more equality and freedom in affairs of marriage and the right to end unhappy marriages. The law was so successful that the evidence shows that in 1950, in a tiny isolated village, the Chuxiong Prefectural Court granted 510 divorces and within three years this number reached 6600 – a twelvefold rise. Moreover, in 1953, the overall number of divorces granted, throughout the country, was a record 1.17 million. The dramatic surgeRead MoreA Social Workers Perspective on the Gay and Lesbian Community1760 Words   |  8 Pagesover to them by the heterosexist opposition; rather, they sought to build a new gay culture where gay people could be free. Civil rights and integration seemed like endless begging for the charity of liberals who conveniently ignored the everyday physical and psychological violence exerted by homophobic society (Adam, 1987). On the night of Friday 27 June 1969, New York police raided a Greenwich Village gay bar called the Stonewall. Bar raids were an American institution-a police rite toRead MoreThe story of Tony Manero Essay1886 Words   |  8 Pagesfor gay liberation†. Soon, the gay community began to move away from brothel style clubs and started to develop a discothà ¨que culture. With this shift, came a change in the way the gay community approached disco music and its lifestyle. By shifting the focus of clubs away from sex to music and dancing, the gay community began to develop a more diverse form of culture. These new clubs that focused on music helped to foster a greater sense of legitimacy which could be seen in the collective resistanceRead MoreImportance of Affirmation: Perceived Value Effect1680 Words   |  7 Pagesrevenge. Heathcliff goes to extremes to shift Catherine’s love of him. Although Catherine loves him consistently throughout the novel, Heathcliffâ€℠¢s fear that she has grown partial to him is the source of his motivation. The psychological damage of his youth has affected the social, physical, mental, emotional, and spiritual aspects of his health. Heathcliff lives without any recognition of moral code as he tricks Hindley out of his inheritance. He acts with extremist emotion in asking Catherine’s affirmation

William Blake s The Tyger And The Lamb - 940 Words

Two Sides to Every Coin Though the ages many writers have come and gone, and with them brought many ideas or viewpoints on life and the human soul. Undoubtedly, William Blake was indeed one of those monumental writers who paved the way for new thinking. A thinking of the human soul and two intricate parts that join to fulfill a soul. Both pairs of the soul are illustrated in both The Tyger and The Lamb. Both poems being commonly referred to as staples of poetry, can allude to different ideas. Man believe they deal with the questions such as, ‘who is the creator?’ and ‘why did he create us?’ Rather I believe that while yes those are key thoughts with thin these poems, there is a deeper meaning, revealing the inner depths of our souls and the capacity to grow well and proper, or become a beast, which we all have dominion over in each of our lives. With Blake’s precise use of structure, theme, and literary devices, both poems are brought into a new ligh t and can be easily juxtaposed to illuminate the truth of the life we live. Before examining each poem you have to know Blake and the way he wrote. A major collection of poems, Songs of Innocence and Experience, summarizes Blake’s main philosophy of the human soul. In which Blake believed that each person had to pass through an innocent state of life, like a lamb, and through the molding process of our external experiences, mirroring a tiger (page 262). Each poem from either side represents the innocence orShow MoreRelatedWilliam Blake s The Lamb And The Tyger1493 Words   |  6 Pageswriters who recorded their artistic and emotional responses to the natural world, William Blake explores the concept of life’s dualities and how this concept applied to life in 18th Century Britain, as well as to the relationship between the body and spirit, in his most popular works, Songs of Innocence and of Experience: Showing the Two Contrary States of the Human Soul (1794). Two stan dout poems, â€Å"The Lamb† and â€Å"The Tyger,† respectively taken from Songs of Innocence and Songs of Experience, demonstrateRead MoreWilliam Blake s The Lamb And The Tyger1473 Words   |  6 PagesWhile Blake’s â€Å"The Lamb† and â€Å"The Tyger† contrast each other as the innocence and experiences that happen in the world, they also reflect on how our Creator could create such evil and purity in the same world. The same of Wordsworth’s representation of his past self vs. his present self, both are necessary to understand â€Å"the life of things† more deeply. Innocence is the foundation upon which experience is built meaning that experience and tragic parts of life start from the innocence of a personRead MoreWilliam Blake s The Lamb And The Tyger873 Words   |  4 Pagesdescribed as pure, tender, and innocent. Even in the Holy Bible, lambs are talked about in such high honor that they were even used to be holy sacrifices du ring biblical times. William Blake describes the young sheep in similar characteristics in the poem â€Å"The Lamb† and â€Å"The Tyger†. A tiger as we know its characteristics to be is fierce and mysterious. Always lurking around, waiting for the perfect opportunity to strike. In William Blake’s two separate poems he ties each of the poems together withRead MoreThe Tyger By William Blake Essay969 Words   |  4 PagesThe Tyger is a six-stanza poem written by an American poet, William Blake. This poem has many interpretation, in a way you could say it is a biblical as well as a symbolic poem, as ‘The Tyger’ is actually the contrast to one of Blake s other poem, The Lamb, both poems are from the book of â€Å"Songs of Innocence and Experience†. If you are familiar with the Christian Bible, it states â€Å"Jesus is the Lamb of God.† The Tyger is comprised of unanswered questions as to who could have created a terrifyingRead MoreThe La mb and The Tyger by William Blake Essay863 Words   |  4 Pagesin The Lamb and The Tyger by William Blake his idea that there are two different types of people in this world yet we need both for balance. His next poem The Chimney Sweeper has many hidden meaning within his poem about his views on society. Then he goes on in his poem titled Infant Sorrow to reveal his thoughts on non-conformists. William Blake makes a different criticism of society in his four poems The Lamb, The Tyger, The Chimney Sweeper and Infant Sorrow. To begin, William Blake uses hisRead More Analysis of The Lamb and The Tyger by William Blake Essay1641 Words   |  7 PagesWilliam Blake was a first generation Romantic poet. Many of his poems were critical of a society who thought themselves to be almost perfect, a society run by, not their own free will, but the use of technology. He wanted people to question what they had always done, and whether it was morally right. He did so by using varying techniques that set up clashes between ideologies and reality. His poems allow us to see into ‘the eternal world of the spirit’ and his dreams of the sacred EnglandRead More The Underlying Message of The Tyger by William Blake Essay1461 Words   |  6 PagesThe Underlying Message of The Tyger by William Blake Blake’s legendary poem â€Å"The Tyger† is deceivingly straightforward. Though Blake uses â€Å"vividly simple language† (Hirsch, 244), the poem requires a deeper understanding from the reader. There are many misconceptions concerning the symbols in â€Å"The Tyger† (specifically the tiger itself). This often leads to confusion concerning the underlying message of the poem. Compared to Blake’s â€Å"meek† and â€Å"mild† lamb, the tiger is hard to accept. It is a symbolRead MoreEssay about Analysis of â€Å"the Tyger† and â€Å"the Lamb†1290 Words   |  6 PagesIn â€Å"The Tyger,† William Blake explains that there is more that meets the eye when one examines the Creator and his creation, the tiger. The character is never defined. All throughout the poem the character questions the Creator of the tiger to determine if the Creator is demonic or godlike. The poem reflects mainly the character’s reaction to the tiger, rather than the tiger ‘s reaction to the world. The character is inquiring about the location of the Creator of the tiger when he says, â€Å" In whatRead MoreWilliam Blakes The Tyger1115 Words   |  5 PagesJacob Lopez Period: 2 English 4 The Tyger Analysis It was said once that â€Å"Who wants flowers when you’re dead? Nobody.† Many times our own misconception can lead us to different perspectives and different point of views that cause a disunity between our ways of thinking. However nothing can be further than the truth and staying true to yourself. As for William Blake this is the exact concept efforted in his poem â€Å"The Tyger† as he introduces the concept of life’s creation and questioning the creatorRead MoreWhitman And Blake Vs. Blake889 Words   |  4 PagesWhitman and Blake both use animals to symbolize humankind’s experience of Nature The theme of the work is â€Å"Whitman and Blake both use animals to symbolize humankind’s experience of Nature†. To begin with I’d like to tell some information about Whitman and Blake’s life and work. Walt Whitman was an American poet, publicist and reformer of the American poetry. Whitman was the singer of the world democracy†, positive sciences, love and the association without social borders. He was also an innovator

Importance of Grades in School Free Essays

Lauren Klein Mrs. Imani Stephen ENG 1101 23 October 2012 The Importance of Grades in School Alfie Kohn explains in his article, From Degrading to De-grading, that traditional letter/number grades are a waste of time. Kohn believes teachers wrongly relish the moments they get to assign a student a grade. We will write a custom essay sample on Importance of Grades in School or any similar topic only for you Order Now His opinion of the best teacher is the one that despises the grade book and wonders about the thought of giving grades at all. Alfie Kohn provides many reasons supporting his beliefs. For example, grades reduce the student’s interest to learn the material and reduce their preference for a challenge. When grades are in the picture, the student’s quality of thinking is diminished. It is also argued that grades are unreliable, not valid, and have the ability to distort the curriculum. He believes grades waste time that could be spent on learning more material and concepts. Students are also more susceptible to cheating if they feel the pressure to have good grades. Lastly, the student’s relationship with the teacher and other students could be negatively affected by the stress of grades (Kohn). However, traditional grading is essential to track the student’s progress, give them a sense of competition, and be accepted into colleges. Kohn goes on to point out common objections to the no-grades system. Schools are afraid of the major changes that would be required to implement the unheard of policy (Kohn). The article points out that grades could encourage cheating. Students feel pressure to get good grades and in return cheat on homework and tests to uphold that expectation. Also, the amount of time that teachers spend on grading and the time that students spend on stressing about grades, could be spent on learning more information. Kohn mentions the problem of laziness and the attitude of doing just enough to get an â€Å"A. He blames this problem on the presence of grades, but laziness is actually based on the individual and his own work ethic, as well as the schooling system itself, not the system by which performance is measured. A change in evaluation can’t necessarily change an individual’s personal outlook. It’s the individual schools and teachers that are responsible for setting a so lid grading system. It isn’t the grading system that is at fault here. He also ridicules the grading system for being a â€Å"subjective rating masquerading as an objective evaluation† (Kohn). However, subjectivity is a natural trait in the education system. Every individual teacher has a different way of thinking and different standards. The grading system can at least provide a more universal way to evaluate individual students. Grades also present parents a means of accountability with their student. The author says that bad grades bring about â€Å"unpleasant conversations† between parents and students (Kohn). Still, the same would result with any other system, because parents will always have to be informed if their child is performing poorly. I believe traditional grading is still necessary in schools. Without the letter/number grading, there would be no way to track the student’s progress. Even though a bad grade could be daunting, the plain numbers help students in the long run by encouraging hard work and progression. When students achieve a good grade, they have the experience of feeling accomplished. This feeling gives them the objective to do well in school. Good grades give the student a sense of accomplishment contributing to their self-esteem. Higher grades become important and the student becomes motivated. If the incentive of grades is taken away, the student could lose that motivation and even the aspiration to advance (Farzaneh). Grades provide a sense of competitiveness. Healthy competition between peers is necessary to excel in life. The natural feeling of pride over good grades contributes to having competition with classmates or coworkers. Schools with grades allow students to develop their competitive ways early, so they can succeed in the workplace (Adams). Many students depend on their grades to assess themselves and see where they can improve. Grades evaluate their success and help them enhance their performance skills (Farzaneh). Grades are a necessary part of applying to college. Not having grades makes it harder to have colleges consider you, let alone accept you. The admissions faculty has a lot to consider with each student. Generally they only look at GPAs and SAT scores (Adams). Only a select few schools are open to this new no grading idea. This makes it very difficult to get into certain colleges if there are no numbers for them to glance at. Detailed accounts of each student are not a practical way for college admissions to determine if they are the best fit for the student. Furthermore, without the clearly defined standard, colleges could overflow with under qualified students making a college degree less valuable. A traditional grading system benefits the students by helping them be more successful in school and future careers. It offers a worldwide rubric to determine and compare the student’s progress with ease. Receiving good grades in return for hard work provides the student with intellectual knowledge on how to improve and teaches them how to deal with competition and overcome it. Grades affect a student emotionally in many ways, including giving them a sense of self-worth. Also, the absence of grades makes it more difficult to be noticed and accepted by colleges. Traditional grading is necessary as it influences students and motivates them to not only succeed, but to excel in life. Works Cited Adams, Carol. â€Å"The Disadvantages of School Without Academic Grades. †Ã‚  EHow. Demand Media, 14 Feb. 2011. Web. 16 Oct. 2012. . Farzaneh, Arash. â€Å"The Disadvantages of School Without Grades. †Ã‚  EHow. Demand Media, 02 Feb. 2011. Web. 16 Oct. 2012. . Kohn, Alfie. â€Å"From Degrading to De-Grading. †Ã‚  From Degrading to De-Grading. Alfie Kohn, Mar. 1999. Web. 16 Oct. 2012. . How to cite Importance of Grades in School, Essay examples

Family Practice Summary Essay Example For Students

Family Practice: Summary Essay 10-16-96 By Rick R. LopezThe American family today, has the same problems that the Americanfamily of yesterday had. Daniel A. Sugarman, a psychologist in Family Practiceintroduces us to several case studies that seem to be the main nucleus of familyproblems today. He has put together a system called Seven Ways to Keep thePeace at Home, in which he describes seven different problems within ourAmerican households today that can cause daily emotional and physical painwithin the family structure. The Seven case studies are based on childrensvalues that are driven by their parents emotions. Giving up the myth of theperfect Family, is the starting point. This is where the parents low selfesteem is driven into their child. The next step, Tell it like you feel It,describes how families should share their feelings and not hold them in. Afterthat comes, Dont play telephone, this is where a third person is used tocommunicate between two parties. Another step is, Make your blueprintsFlexible, yo u should not pre-plan your childs life for them. Then he goes intothe next step, which is about Contracts called, Learn to use contracts. Withthis step the family makes contracts with one another and then monitors and updates them so often. This helps with everybody holding to their end of the dealwhen it comes to the family issues. One of the worst steps of all is, Stop theGood Guy-Bad Guy, routine. I feel that having someone to blame for everyproblem that arises can devastate a child. Parents need to think about what theyare going to say before they say it. The last step is, Get rid of old emotionalBaggage, I have personal experience in this category. I had a hard time inletting go of the old when trying to start new. These seven steps that Dr. Sugarman has came up with are great ideas indealing with Family problems. Parents are the teachers and kids are the students. Students can only learn by observing and role playing. Parents have toincorporate the daily stresses of life and vent their emotions and adult mattersoutside of the classroom and learn that what they do and say will be the examplethey set for their children. This will eventually lead to a happier household. Families have to work at being families everyday and always remember that,Their is no perfect family.Category: Biographies

ACT Practice Tests What They Can and Cant Do

ACT Practice Tests What They Can and Can't Do SAT / ACT Prep Online Guides and Tips ACT practice tests are invaluable for any level of ACT preparation, from those just beginning their study to those who have studied for months already. There are limits, however, to what ACT practice tests can do. Read on to find out what things ACT practice tests are good for and what they just can’t accomplish. feature image credit: Limited/used under CC BY 2.0/Cropped and resized from original. What ACT Practice Tests Do Well Going through ACT practice tests can help your studying in myriad ways. For one thing, taking practice ACTs orients you towards the test. If you get too caught up in doing practice problem sets, you can forget what your ultimate goal is: doing well on the ACT when you sit down and take it on test day, not just acing problems in isolation. Making it through the full test length (between three and four hours, depending on whether or not you take ACT Plus Writing) requires stamina as well as knowledge, and part of being prepared is making sure that you’re strong in both those arenas. At the very beginning of your studying, you should sit down and take a realistic ACT practice test all the way through. The realistic part is important because by taking practice tests in the morning and all at once (just like the real ACT), you’ll be able to review mistakes that wouldn’t show up if you were just doing practice sets in the afternoon or evening. Practice tests are valuable not just because of what you gain while you’re taking them, but because of what you can gain upon reflection after taking the test. After you've taken your first practice test, note what surprised you most about the experience (both in a good way and in a bad way). It could turn out that you're a lot more focused when you sit down to take the test all at once; on the other hand, you might discover that when you take the ACT at 8am, you're a lot more prone to making careless mistakes on Reading than you would be otherwise. Reviewing wrong answers, or even questions you weren't sure about but guessed correctly on, is key to improvement. Once you identify your problems, you can then come up with solutions (whether it’s making sure to sleep enough the night before the test or continuing to take more practice tests to get used to the time demands). After you've implemented those solutions, you should take a second practice test and see if the changes you've made in your studying have resulted in changes in your score. One final point is that taking practice tests close (but not too close) to the ACT helps you build up your test muscle memory. Like playing a piano concerto all the way through in advance of a concert, or playing through a full-time scrimmage before a big game, taking full-length ACT practice tests gets your mind in shape. Overall, practice tests are a critical (30%+) part of a good ACT study program. It’s imperative that you have high accuracy questions that are representative of what you'll see on test day, and there's no better source of these high-quality questions than official ACT practice tests. Read more about why high-quality materials are important in our guide to the best ACT prep websites out there. What ACT Practice Tests Don’t Do While practice tests are important for all the reasons outlined above, you can't spend 80%+ of your ACT prep time on practice tests and call it a day, because practice tests aren’t the answer to every problem and won’t cure all your issues. For example, if you're 30 hours into your studying, you shouldn't take three practice tests in a row and expect to see positive results. You'll be gaining a little bit of muscle memory, but score increases as a result of muscle memory are very low. You'd be better off investing that time shoring up your weak spots with targeted practice questions. Focused practice outside of taking full-length practice tests is important for improving specific skills, like using quadratic equations or understanding parallelisms. Doing the same type of question over and over again and drilling down on why you're making mistakes is the most effective path to improving your performance in those areas. Seeking Lavender (Provence 2012)/used under CC BY-SA 2.0/Resized from original. As you improve on the ACT overall, doing this kind of narrow practice is more efficient, because the more you study, the fewer areas and types of questions you’ll struggle with. Thus, it’s a better use of your time to focus in on your weak areas rather than taking an entire practice test and wasting time on doing questions that you already can ace. Practice tests also become useless or wasted without enough preparation before taking each one. If you take one, don’t learn any lessons (either by reflecting on wrong answers or reviewing theory and content you didn't know), and take another practice test, the second one will almost certainly be a waste of time and energy. What’s Next? Want to make sure you're mimicking the real test when you take practice tests? Learn about the eight steps to follow to get the most realistic ACT practice test experience here. Have a limited amount of time to study and want to make sure you divide it up wisely? Read our guide to using ACT practice tests over 20 hours of prep. How can you study your way to a perfect ACT score? 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Argos Was an Important Greek Polis

Argos Was an Important Greek Polis Located by the Gulf of Argolis, Argos is an important polis of Greece in the southern section, the Peloponnese, specifically, in the area called the Argolid. It has been inhabited since prehistoric times. The inhabitants were known as á ¼Ë†Ã ÃŽ ³ÃŽ µÃ¡ ¿â€"ÃŽ ¿ÃŽ ¹ (Argives), a term that is sometimes used for all the Greeks. Argos competed with Sparta for prominence in the Peloponnese but lost. The Gods and Heros of Argos Argos was named for an eponymous hero. The more familiar Greek heroes Perseus and Bellerophon are also connected with the city. In the Dorian invasion, when the descendants of Heracles, known as the Heraclidae, invaded the Peloponnese, Temenus received Argos for his lot. Temenos is one of the ancestors of the Macedonian royal house from which came Alexander the Great. Argives worshiped the goddess Hera in particular. They honored her with an Heraion and annual festival. There were also sanctuaries of Apollo Pythaeus, Athena Oxyderces, Athena Polias, and Zeus Larissaeus (located on the Argive acropolis known as Larissa). The Nemean Games were held in Argos from the end of the fifth century to the late fourth because the sanctuary of Zeus at Nemea had been destroyed; then, in 271, Argos became their permanent home. Telesilla of Argos was a female Greek poet who wrote around the turn of the fifth century B.C.  She is best known for rallying the women of Argos against the attacking Spartans under Cleomenes I, in about 494. Alternate Spellings: á ¼Å'Ï ÃŽ ³ÃŽ ¿Ãâ€š Argos in Literature In the period of the Trojan War, Diomedes ruled Argos, but Agamemnon was his overlord, and so the whole Peloponnese is sometimes referred to as Argos. The Iliad Book VI mentions Argos in connection with mythological figures Sisyphus and Bellerophon: There is a city in the heart of Argos, pasture land of horses, called Ephyra, where Sisyphus lived, who was the craftiest of all mankind. He was the son of Aeolus, and had a son named Glaucus, who was father to Bellerophon, whom heaven endowed with the most surpassing comeliness and beauty. But Proetus devised his ruin, and being stronger than he, drove him from the land of the Argives, over which Jove had made him ruler. Some Apollodorus references to Argos: 2.1 Ocean and Tethys had a son Inachus, after whom a river in Argos is called Inachus....But Argus received the kingdom and called the Peloponnese after himself Argos; and having married Evadne, daughter of Strymon and Neaera, he begat Ecbasus, Piras, Epidaurus, and Criasus, who also succeeded to the kingdom. Ecbasus had a son Agenor, and Agenor had a son Argus, the one who is called the All-seeing. He had eyes in the whole of his body, and being exceedingly strong he killed the bull that ravaged Arcadia and clad himself in its hide; and when a satyr wronged the Arcadians and robbed them of their cattle, Argus withstood and killed him.Thence [Danaus] came to Argos and the reigning king Gelanor surrendered the kingdom to him; and having made himself master of the country he named the inhabitants Danai after himself. 2.2 Lynceus reigned over Argos after Danaus and begat a son Abas by Hypermnestra; and Abas had twin sons Acrisius and Proetus by Aglaia, daughter of Mantineus.... They divided the whole of the Argive territory between them and settled in it, Acrisius reigning over Argos and Proetus over Tiryns. Sources Argos The Concise Oxford Companion to Classical Literature. Ed. M.C. Howatson and Ian Chilvers. Oxford University Press, 1996. Albert Schachter Argos, Cults The Oxford Classical Dictionary. Ed. Simon Hornblower and Anthony Spawforth. Oxford University Press 2009. The Traditional Enmity Between Sparta and Argos: The Birth and Development of a MythThomas KellyThe American Historical Review, Vol. 75, No. 4 (Apr., 1970), pp. 971-1003 Reviving Nemeas Games