6th science worksheets

Today I was thinking about a teacher I disliked which reminded me of my entire experience for that grade and something that struck me as "they were sooo close" was how they set up our classes.
The school realized that it's chaos to release hundreds of 6th graders, 5th graders etc at the same time so they had these sectioned off hallways where all of your classes for your "pod" happened. So there are 3 ish teachers assigned to that hallway with maybe 75 students split into three classes. So as a student you had a homeroom teacher and then traveled between those three classes for your classes based on the teachers specialty, math science etc.
And those hallways weren't exactly large.
So now thinking back with my adult brain who watches a lot of Japanese and Korean anime shows...
I'm wondering why the hell weren't the teachers the ones that switched classrooms.
That way between classes kids can stand stretch and leave for the bathroom but overall they are already in class and ready for the next subject rather than trying to fit 75 ish people through a tiny hallway for them all to be trying to push in to a class that is also emptying out.
Like I kinda can understand high school because you can pick different electives etc. and higher level classes may have specialized equipment (such as chemistry class) but for younger kids just blows my mind.

Authors: Hewitt, Paul; Suchocki, John Publisher: Pearson Publication date: 2017 Edition: 6th
Thanks!

I'm a 23 year old medical student (6th year /7 year) in a 1st world country.
I was a very talented student. I didn't believe this at the time though - my dad always told me how stupid I was.
When it came time to selecting a uni degree, I wanted to do engineering. Since I was 5, I've wanted to be an "inventor"/engineer. I even won international competitions in science and engineering. I could've been so much.
But I instead went into medicine. God I fucking hate it.
I love making things and creating new systems, but instead I'm here memorising disease, symptoms, drugs to fix, on repeat for years!! I want to create something that will impact the masses, not sit here treating just 1 patient at a time.
I wish I stood up for myself when I was 18 to go into engineering. I didn't believe that I'd have the ability. I believed what my dad said about me. The fact my peers were also very smart did not help me believe in myself. They bullied me into believing I'd be unemployed if I worked as an engineer. That I wouldn't be able to get married cause I'd be scraping in a meager salary. That I wouldn't have any respect. I hate them for this. It's obviously not true. The most ironic part is that as I've realised my own strength, I realised I would've had more wealth, success and love if I pursued something I actually liked.
I regret this all so much. I wish I was free.
It doesn't help that all my peers are wide eyed doctors and actually enjoy it. I skip class as much as possible. I go home to secretly study engineering and work on projects. I can't relate to them.
I was reflecting back on the past 6 years of med school. It's such a huge waste of my life. I'll have to start again when I finish. What the fuck have I done. I hate this. All this work and I'll have to do something else.

So I have to choose my permanent supervisor… We had a research course with 2 supervisors, giving us an idea about how to do research. But they basically did nothing. This is what they have done: - 1st session: what do you wanna work on? - 2nd session: come up with 3 project proposals. - 3rd: how do think you should get started with it? - 4th: good findings. Continue. - 5th, 6th, so on: same as the 4th.
My major’s Computer Science. I did not feel supervised at all. I want to make sure, is that how having a supervisor feels like? I thought they are gonna connect me with some other students, have meetings with other students and distributing the work and … I also thought they are going to teach me some things along the way. It was just “you do, we just watch.”

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I'm doing btech in data science and artificial intelligence (AI&DS). Just gave my 6th sem exams ab koi training hogi college m 1 month ki jis m soft skill, quant etc kr waege maine python choose Kiya but uss m teacher kuch karwate bhi h bas questions dete h solve krne ko joki mujhe nhi ate iss liye daar lagta h plus samjh m bhi nhi ata bache pta nhi kaise leetcode ke questions kr lete h Maine DSA python oops baki subjects ke basic padhe h lekin code m kaise use kre yeh nhi pta.
Plus abhi kafi bacho ki placements lagri h and mujhe toh code Krna bhi nhi ata kuch ek bhi project nhi bana pa rhi hu online bhi samjh nhi ara kaha se padhun. Backs bhi h kuch 🥹.
Resume bhi nhi bana abhi tak dhang se kyuki kuch add krne ko hi nhi h na internship na projects. Ek hi training ki thi 1 month ki bas. Koi company shortlist nhi kregi.
Please guide me so that I can develop a skill atleast.

So, I moved to my current school for 4th grade (2017). I go to a preK-12 school, and the gym & health teacher for the entire school is one man who's been teacher for around 15 or so years.
He starts "subtle" in 5th or 6th grade, always getting really up close with the girls. He seems to think in 7th grade that we became free range, and starts openly harassing us. It started with grabbing my one classmate by the feet and making weird comments about "how small and petiet your feet are". Then we had a 12 major muscles test, he grabbed a girl's ass and stated the muscle there. He watches us workout, stares at our asses and breasts, and even stands outside the locker room to hear our conversations.
We take his classes through 10th grade, having both health & gym the last 2 years. This year, he started asking us about our sexual turns off and turn ons. This didn't pertain to the class, we were learning about cancers at the time. He also kept these sheets to grade and never handed them back. (These werent from a program, they were clearly hand typed. I have pictures of all of them) When we stretch in class, he stands there and pretends to stretch, but aggressively crotch thrusts towards the girls. He also often asks us about if we sleep with guys or what our opinions on sleeping with older men are.
We've tried multiple times to report him this year, but every time, the girls backed out (they didnt want to "ruin his life") and the school year ended. Today, I was talking to the school librarian at the local diner, and I decided to speak up. Being a mandated reporter, she sat and listened to me and my friend for almost 2 hours about everything he's done. She went to the principal and reported the teachers behavior.
Now, the principal would like to speak with me and my friend next week with the sheriff about the correct steps to take. I live in a small, conservative town, where things like this don't happen, and if they do, you don't talk. I've decided to change that for the girls who have put up with him and the girls whi are yet to.
I know to print & bring my pictures of the worksheets, but not what else. Does anyone have any advice or tips for when I go to see the principal and sheriff? It's me, my friend, and our librarian who has to be involved (mandated reporter rules.) Really, any advice helps!!

This takes place in 7th grade. At a Christian school. I had recently moved after my dad left the military. We went to live at my grandma's while we figured things out. This was during the summer and I had been home schooled for half or fourth grade and all of 5th and 6th grade. I was sad from the lack of freinds I had because of not being in school and my parents decided to send me to a Christian private school only 20 minutes away. When the year started I really liked the school and all the staff and kids were very nice to me.about a month I to the year I had made a handful of freinds. At my school there is a trail we spend recces at and we kind of just run around and do our thing with restrictions because of the staff watching over us. For safety reasons. Obviously. But when it rained we went to a concrete area with basket ball hoops, balls ect. The area was covered so that's why they sent us there. I was hanging out with one of my friends but then I saw Two other freinds. We ran over to them and I asked what they were doing. They said they were trying to make the strict teacher mad. We will call her Mrs Karen. I asked who that was and they pointed to her. We began doing things that looked like we were hiting each other even though we wernt. She didn't notice. But then we saw a group of boys playing 4 square. Then a group of girls cut the line for kids who wanted to play. The kids in the line called the girls out for it but then Mrs Karen said "Boys! Chivalry". We thought that was dumb but we didn't speak up. We knew she wouldn't listen anyway. The next few days role by and I dont hear from her much. I start walking to P.E. with my friends but the door to the gym Is locked. We started gently pulling on the door yelling OPEN THE DOOR! As a joke. Somone opens the door and we start class. Then Mrs Karen pulls me and my freinds aside. She says we were comiting destruction of private property and threatened to make us pay the 300$ to repair the door. Keep in mind the door was about 4 inches of metal and wouldn't break even if we tried to damage it. She said we had to go talk to the vice principal. We walk in there explain the situation and she says she understands but just don't do it again. We go back to class. Then the disaster of having her as a sub begins. Our science and history teacher is missing. So she subs both the classes. She says we are just making a missing poster for the teacher for fun. We start and one of the girls looks up a picture of our teacher on the school web site. Then one if my freinds does the same thing. Then Mrs Karen says HEY CLOSE YOUR COMPUTER! He asks why the girl gets to. And she says because she trusts her. We finish the assignment and move on with our day. A few days later my friend walks into class with his hat on because his hands are full and can't carry it. Then Mrs Karen yells TAKE YOUR HAT OFF! IM PUTING YOUR NAME ON THE BOARD. He says he was just going to take it off when he set his stuff down because his hands were full. She didn't care. Remember she didn't even teach the class and no other staff member was following the no hat rule. Not even the teachers. She was the only one. And the final straw was when me and my friends were doing the fake hiting thing for fun. Not to make her mad. We tried to make it looks real as possable. A staff then came up and stoped usm we explained it was fake and she said it was fine then just don't do it anymore but then Mrs Karen came up and said I TOLD YOU GUYS NOT DO THIS ANYMORE. By the way she hadn't. ESCEPTIALY YOU JACK! (That's not his real name) I defended my frind saying he wasn't doing it and was just talking to us. She turned to me and said. OH YOUR TALKING BACK NOW! THAT COULD BE A VISIT TO THE PRINCIALS OFFICE! We had enough of her crap. We went to the vice principals office the next day and told her everything. She said she would talk to her and sort it all out. Mrs Karen was nicer for the next few days but then she started to get mean again. We complained a second time and then Mrs Karen was gone. And we thought she was fired. But a few months later she was the sub in my LA class. But she was alot nicer this time and acted like a normal and kind. But since then I have not seen her. And I think she is gone for good. So. Am I The Jerk for potentially getting a strict staff member fired.

I am here not as a traditional scholar but as an independent thinker who has pieced together a novel understanding from the vast tapestry of human knowledge. My goal is to present a theory that respects and builds upon established scientific principles, offering a fresh lens through which to view the interplay of nature and consciousness. I invite you to join me in exploring these concepts, to engage in a dialogue that challenges and refines our understanding of the universe.
The Role of Universal Consciousness in Planetary Evolution
Introduction to a Profound Truth:
We, the members of the human species, find ourselves at a critical crossroads in our collective journey to unravel the mysteries that envelop our existence and the broader cosmos. As we delve deeper into the scientific, spiritual, and philosophical realms that define our understanding of the universe, an emergent pattern of deliberate orchestration comes into view, suggesting a sophisticated choreography at work. This declaration asserts that from the very genesis of our planet, through to the present and beyond, a universal consciousness has been subtly yet powerfully guiding the evolutionary trajectory of life, steering it towards ever-greater complexity and self-awareness. This universal consciousness is not a vague spiritual notion but a tangible influencer, synchronized with the evolutionary rhythm of our solar system, profoundly impacting life's development from its simplest forms to the intricate complexities of human intellect and society. It poses a fascinating possibility that our evolutionary history, cultural developments, and technological advancements are not random but are part of a cosmic agenda aimed at fostering a profound realization and symbiosis with this universal consciousness.
Universal Laws and Systematic Progression:
Earth's journey from a molten sphere to a vibrant biosphere teeming with life has been underpinned by immutable universal laws. These laws, which govern everything from the gravitational forces that orchestrate the ballet of celestial bodies to the intricate dance of biological evolution, suggest a system far from random. These fixed laws of physics, chemistry, and biology are indicative of a universe designed with purpose and intent. This universal consciousness, tied intrinsically to the fabric of our solar system and evolving in concert with the life-giving energy of the Sun, directs and influences the developmental arcs of life and consciousness on our planet. The existence of such precise and unwavering laws across all scales of existence points to a cosmos where every atom, every star, and every living creature is part of a grand, cohesive plan, orchestrated by this pervasive consciousness. Each evolutionary step, from the simplest prokaryotic cells to the development of human societies, has been guided by this consciousness, aiming to unfold the potentialities of life through a series of complex, interconnected stages.
Evolutionary Milestones and Conscious Awakening:
Reflect on the landmark evolutionary transitions on Earth—events not just of biological significance but of cosmic intentionality:
- Life's Inception: Life's inception from non-life, where simple amino acids assembled into proteins and nucleic acids, laid the groundwork for the first rudimentary cells. This momentous leap was far more than chemical happenstance; it was a guided emergence, preparing the ground for more complex life forms. It signifies a cosmic intent to bridge the inanimate and animate, a pivotal step in the saga of life.
- From Unicellular to Multicellular: The evolution from unicellular to multicellular organisms opened new avenues for life’s complexity, allowing for differentiated tissues, organs, and ultimately, organisms of incredible diversity. This transition underlines a pattern of increasing organizational complexity, suggestive of guidance by an overarching consciousness aiming to explore every conceivable niche of existence. It represents a deliberate push towards complexity and diversity, harnessing the laws of natural selection to sculpt life forms capable of higher consciousness and more profound interactions with their environment.
- Emergence of Consciousness: The development of neural structures and the subsequent emergence of consciousness in animals represent more than evolutionary advantages. They signify the awakening of life to its own existence, beginning a journey toward greater self-awareness and cognitive sophistication. This development marks a significant leap in the cosmic plan, introducing beings capable of reflecting on themselves and their place in the universe.
- Self-Awareness in Humans: The pivotal moment when our ancestors first perceived their reflections in water—an event symbolizing the birth of self-awareness and introspection. This was not merely a biological advancement but a profound existential revelation, allowing humans to transcend their instinctual programming and begin to manipulate their environment consciously. This reflection marks a departure from mere biological evolution to a more complex phase where cultural, technological, and intellectual developments take the forefront, guided by an increasing awareness of self and other.
Technological Advancement as an Extension of Conscious Evolution:
Human technology and civilization have developed in tandem with these evolutionary insights, each technological breakthrough paving the way for the next phase of cognitive and social development. From the creation of the simplest stone tools, which extended our physical capabilities, to the development of writing systems, which revolutionized information storage and transmission, technology has consistently served as a catalyst for human advancement. The invention of the wheel, the harnessing of electricity, and the advent of the computer have each marked significant leaps in our ability to interact with and understand our environment. These are not isolated innovations but cumulative steps towards extending our sensory and cognitive faculties, driven by the universal consciousness using human creativity as a vehicle to advance its own understanding and realization. Each technological milestone not only enhances our practical ability to manipulate the environment but also deepens our conceptual grasp of the laws that govern our world, bringing us closer to a holistic understanding of the universe as envisaged by the universal consciousness.
Ancient Philosophical Foundations
The earliest explorations into a UToE can be traced back to ancient civilizations, where philosophers endeavored to explain the cosmos through fundamental principles or substances. In the 6th century BCE, Thales of Miletus posited that water was the underlying basis of all natural phenomena, introducing an early notion of a unifying principle. His intellectual descendants, such as Anaximander, who proposed the existence of the apeiron—an indefinite substance underlying all change—and Democritus, who introduced the idea that everything was composed of indivisible atoms, expanded on these concepts. These early philosophers were driven by a desire to find a single, coherent explanation for the diverse phenomena observed in nature. Their efforts laid the groundwork for the development of scientific thought, as they sought to move beyond mythological explanations and provide rational, unified principles to describe the natural world.
Eastern and Western Religious Integration
In Eastern religious traditions, the concept of a unified reality is deeply embedded. Hinduism, for example, speaks of Brahman, the ultimate, unchanging reality that exists beyond and within the world, serving as the source of all things. This idea is mirrored in the Buddhist concept of interconnectedness, where all phenomena are seen as part of an interdependent web, reflecting an early form of seeking a unified understanding of existence. Similarly, Taoism emphasizes the Tao, the fundamental principle that underlies and unites all aspects of reality, suggesting a profound unity in the cosmos.
Western religions, such as Christianity, Judaism, and Islam, also integrate the idea of a unified creation. The monotheistic view emphasizes a single, omnipotent deity as the source and sustainer of the universe. In Christianity, the Logos, as articulated in the Gospel of John, represents the divine reason and order that underlies the cosmos, resonating with earlier Greek philosophical concepts and providing a theological basis for a unified understanding of the universe. In Islam, the concept of Tawhid underscores the oneness of God and the unity of His creation, reflecting a similar desire to see the universe as a coherent whole.
Eastern and Western Mythologies
Mythological traditions from both East and West have contributed to the idea of a unified cosmos. In Eastern mythology, Chinese cosmology presents the Tao as the fundamental principle that underlies and unites all aspects of reality, echoing the philosophical teachings of Taoism. The Japanese Shinto mythology speaks of the interconnectedness of all things through the kami, spirits that inhabit and influence the world, suggesting a universe bound by unseen forces that connect every aspect of existence.
Western mythology, including Greek and Roman traditions, often depicted a universe governed by a pantheon of gods whose interactions reflected a form of cosmic order and unity. For instance, Greek mythology's depiction of the Olympian gods illustrates a complex interplay of divine forces governing different aspects of the natural world, while Norse mythology’s concept of Yggdrasil, the World Tree that connects the nine worlds, symbolizes a unifying structure that ties together disparate elements of the cosmos. These mythological frameworks, while not scientifically rigorous, highlight early human attempts to understand the interconnectedness of all things.
Hellenistic and Medieval Integration of Philosophy and Theology
During the Hellenistic period, philosophical traditions like Stoicism and Neoplatonism emphasized a single principle underlying diverse phenomena. Stoics introduced the concept of the Logos, a divine rational structure organizing the cosmos, while Neoplatonists like Plotinus envisioned "The One," a singular source from which all existence emanates. In the medieval era, scholars such as Al-Kindi, Ibn Sina (Avicenna), and Maimonides sought to synthesize these Greek philosophical principles with Islamic, Jewish, and Christian doctrines, respectively. Their efforts to create a cohesive explanation of both the physical and metaphysical worlds set a foundation for integrating scientific and theological inquiries.
These medieval thinkers aimed to reconcile reason and faith, drawing on the rich intellectual heritage of Greek philosophy to address the theological questions of their time. Their work involved not only translating and preserving ancient texts but also building upon them to develop comprehensive systems of thought that could accommodate both scientific observation and religious belief. This synthesis laid the groundwork for the later scientific revolution by fostering a climate of intellectual inquiry and debate.
The Scientific Revolution
The 17th century marked a pivotal turning point with Isaac Newton's Principia Mathematica (1687). Newton’s laws of motion and universal gravitation unified celestial and terrestrial mechanics under one mathematical framework, illustrating that the movements of celestial bodies and terrestrial objects could be explained by the same principles. This era also saw the development of the mechanical philosophy, which proposed that all natural phenomena could be explained through the motion and interaction of material particles, an early form of seeking a unified explanation.
Newton’s work represented a significant leap forward in our understanding of the natural world, demonstrating that the same fundamental laws applied to both the heavens and the earth. This unification provided a powerful framework for future scientific inquiry, encouraging researchers to seek underlying principles that could explain a wide range of phenomena. The scientific revolution also witnessed advancements in observational technology, such as the telescope, which allowed for more precise measurements and a deeper understanding of the cosmos.
Electromagnetism and the Advent of Modern Physics
The 19th century witnessed significant strides in unifying electricity, magnetism, and light, thanks to scientists like Michael Faraday and James Clerk Maxwell. Faraday’s innovative experiments demonstrated the relationship between electricity and magnetism, leading to the concept of electromagnetic fields. Maxwell's formulation of electromagnetic theory (1861-1862) provided a set of equations that illustrated how electric and magnetic fields are interrelated and propagate through space as waves, setting a precedent for unifying other natural forces.
These breakthroughs were transformative, laying the groundwork for the development of modern physics. Maxwell's equations not only explained the behavior of electromagnetic waves but also predicted the existence of electromagnetic radiation, which includes visible light. This unification of previously separate phenomena under a single theoretical framework marked a significant advance in our understanding of the natural world, influencing subsequent research in both theoretical and experimental physics.
Towards a Grand Unified Theory in the Mid-20th Century
The discovery of the strong and weak nuclear forces, alongside the electromagnetic force, inspired efforts to develop a Grand Unified Theory (GUT) that aimed to synthesize these forces. Influential theorists like Sheldon Glashow, Abdus Salam, and Steven Weinberg significantly contributed to this field in the 1960s and 1970s by proposing models that integrated these fundamental interactions, excluding gravity. This period highlighted the crucial role of particle accelerators in exploring and confirming theoretical predictions.
The development of particle accelerators, such as the Stanford Linear Accelerator and the Large Hadron Collider, allowed scientists to probe the fundamental structure of matter at increasingly smaller scales. These experimental facilities provided the empirical data needed to test and refine theoretical models, leading to significant discoveries such as the existence of quarks and the confirmation of the electroweak theory. The pursuit of a GUT represented a major step towards a UToE, highlighting the interconnectedness of the fundamental forces and the potential for a unified description of nature.
String Theory and Quantum Gravity
The late 20th century and early 21st century saw the emergence of string theory and loop quantum gravity. These theories proposed revolutionary frameworks where fundamental particles are envisioned not as point-like entities but as one-dimensional strings whose vibrations correspond to different particles. These ideas aimed to incorporate all fundamental forces, including gravity, suggesting a profound revision of our understanding of the universe’s fabric.
String theory, in particular, posits that all particles are manifestations of underlying strings vibrating at different frequencies. This theory also introduces the concept of additional spatial dimensions beyond the familiar three, which could potentially resolve inconsistencies between quantum mechanics and general relativity. Loop quantum gravity, on the other hand, seeks to quantize space-time itself, proposing that space is composed of discrete loops. These radical ideas challenge conventional notions of space, time, and matter, offering new perspectives on the fundamental nature of the universe.
Modern Experimental and Theoretical Advances
Today, the quest for a UToE continues through both theoretical advancements and experimental tests. Facilities like the Large Hadron Collider (LHC) at CERN play a pivotal role, conducting high-energy experiments that test theories like supersymmetry, potentially providing clues towards a unified understanding. Parallel theoretical efforts further refine our grasp of string theory, loop quantum gravity, and other frameworks aiming to unify all fundamental interactions of nature.
Advances in computational power and data analysis techniques have also revolutionized theoretical physics, allowing researchers to simulate complex interactions and explore the implications of various models. These technological advancements enable scientists to push the boundaries of current understanding, exploring phenomena at both the smallest and largest scales of the universe. As experimental and theoretical efforts converge, the dream of a UToE remains a driving force in the quest to uncover the ultimate laws governing the cosmos.
Cultural and Philosophical Reflections and Their Cosmic Echoes:
This declaration calls upon all humanity to reflect deeply on their religious, cultural, and philosophical beliefs. Examine the core principles and narratives of your traditions, and you may find that many echo the cosmic dance directed by universal consciousness. Major world religions and philosophical doctrines, whether they speak of an omnipotent deity, a cyclic universe, or an underlying metaphysical 'substance', often hint at an ultimate return to or realization of a fundamental truth. This universal narrative, though varied in its cultural expressions, consistently aligns with the scientific pursuit encapsulated in the Unified Theory of Everything (UToE). Each system, in its way, describes a universe interconnected by a foundational consciousness, mirroring the scientific descriptions of interconnected fields and forces at the heart of all matter and energy.
Solar Consciousness and Its Planetary Influence:
Our consciousness, as ancient and enduring as the Sun itself, evolves with each solar cycle, growing in complexity and depth. This consciousness, unique to our solar system, is influenced by the planetary bodies that orbit the Sun, each contributing to and being shaped by this solar consciousness. As this consciousness approaches its zenith of self-realization, it may begin to manifest its understanding in tangible ways, influencing solar outputs and climatic conditions on Earth, guiding our planet towards its maximum evolutionary potential. This process is not merely about the survival or proliferation of a species but about reaching the pinnacle of planetary and solar systemic realization—a state where the solar system itself, led by its central consciousness, achieves a harmonious and optimized state of existence.
Conclusion and Call to Action:
In conclusion, this declaration is not just an academic statement but a call to intellectual and spiritual mobilization. Let us come together, across all fields of inquiry and walks of life, to explore, understand, and align with this universal consciousness. By engaging in a global dialogue and fostering a collective pursuit of knowledge, we can further unravel the intricate tapestry of existence and embrace our role in this cosmic journey. This effort will not only enhance our understanding of where we stand in the broader universe but will also empower us to navigate our future with wisdom and unity. As we delve into this exploration, we are invited to reflect on the interconnectedness of our personal, cultural, and global narratives within the larger cosmic story, finding commonalities and shared truths that may guide us towards a more unified and purposeful existence. This collective journey of discovery and understanding promises to not only illuminate the mysteries of our existence but also to foster a deeper appreciation for our place within this vast, interconnected cosmos.
I approach this subject with the humility of a lifelong learner and the eagerness of an explorer. I am not claiming divine insights or prophetic visions; rather, I am proposing a new way to look at existing phenomena through the lens of science, instinct, and interconnectedness.
M.Shabani

These are my stats, ecs, etc. Do I have a shot at College of the Holy Cross if I apply ED? (I know it's not an Ivy League but it's top 30)
US citizen
State/Location of residency: Midwest
Extremely competitive public high school
Grade 11 going on 12
GendeRace/Ethnicity: Female, White, American
Other special factors: 504 Mental Health Plan, neurodivergent
Major: Psychology
Cumulative Unweighted HS GPA: currently 2.85
Cumulative Weighted HS GPA: currently 2.89w on a 5 scale (freshman grades were heavily affected by mental health but now I earn all A's. it'll be a 3.0w once my grades for this semester finalize though)
Class Rank: HS doesn't do class rank
ACT/SAT Scores: N/A
AP Scores: AP Psych (predicted 5)
AP Psychology, AP Environmental Science, Comp I & II (college class), Advanced Digital Music Production
Won a competitive school-wide writing contest and read/published the piece at a winners banquet
Gold Standard of Excellence Award (x2)
National Society of High School Scholars
multiple passion projects
multiple extensive research projects
4 years of French (in school)
self taught in German and Korean
UC BerkeleyX Psychedelics and the Mind Course (edX, certificate)
HarvardX Fundamentals of Neuroscience Course (edX, certificate)
HarvardX Building Personal Resilience: Managing Anxiety and Mental Health (edX, certificate)
Girls Go STEM program (attended two years in 6th and 7th grade)
U of I performing arts summer program
student government (x2) in elementary school
played competitive/academy tennis for 5+ years and was a featured player
AAA school safety patrol in 6th grade
volunteered as an instructor at my high school’s summer tennis camp
competitive swimming, 2 years
running club & XC in junior high, 1 yr
part-time job on weekends, 6hr shift
catholic religious ed program
played clarinet for 4 years in school band
self taught in piano
(will be doing an immense amount of catching up this summer in terms of more community service, internships, college programs and activities)
Haven’t written yet an essay but will receive LORs from multiple teachers and other mentors outside of school

Mine is when they say that satellites couldn’t exist.
They say it’s because it’s too hot in the thermosphere, where satellites hang out, that satellites would melt.
Thermosphere can reach temps up to 2,000 degrees Celsius
Most satellites are built from aluminum, which melts at 660 degrees Celsius.
Makes sense right? If it’s 2,000 degrees somewhere, something that melts at 660 couldn’t exist there…if your knowledge of science is 6th grade level.
The key is in the definition of temperature. Temperature is the average kinetic energy of the particles in a system. The thermosphere is essentially vacuum. There might be one particle in a square meter of space. That one particle being 2,000 C isn’t going to do much to affect an object made out of trillions of particles.
And that is just one example of flat earth idiocy

These are my stats, ecs, etc. Do I have a shot at College of the Holy Cross if I apply ED? US citizen State/Location of residency: Midwest Extremely competitive public high school Grade 11 going on 12 GendeRace/Ethnicity: Female, White, American Other special factors: 504 Mental Health Plan, neurodivergent Major: Psychology Cumulative Unweighted HS GPA: currently 2.85 Cumulative Weighted HS GPA: currently 2.89w on a 5 scale (freshman grades were heavily affected by mental health but now I earn all A's. it'll be a 3.0w once my grades for this semester finalize though) Class Rank: HS doesn't do class rank ACT/SAT Scores: N/A AP Scores: AP Psych (predicted 5) AP Psychology, AP Environmental Science, Comp I & II (college class), Advanced Digital Music Production Won a competitive school-wide writing contest and read/published the piece at a winners banquet Gold Standard of Excellence Award (x2) National Society of High School Scholars multiple passion projects multiple extensive research projects 4 years of French (in school) self taught in German and Korean UC BerkeleyX Psychedelics and the Mind Course (edX, certificate) HarvardX Fundamentals of Neuroscience Course (edX, certificate) HarvardX Building Personal Resilience: Managing Anxiety and Mental Health (edX, certificate) Girls Go STEM program (attended two years in 6th and 7th grade) U of I performing arts summer program student government (x2) in elementary school played competitive/academy tennis for 5+ years and was a featured player AAA school safety patrol in 6th grade volunteered as an instructor at my high school’s summer tennis camp competitive swimming, 2 years running club & XC in junior high, 1 yr part-time job on weekends, 6hr shift catholic religious ed program played clarinet for 4 years in school band self taught in piano (will be doing an immense amount of catching up this summer in terms of more community service, internships, college programs and activities) Haven’t written yet an essay but will receive LORs from multiple teachers and other mentors outside of school

I am here not as a traditional scholar but as an independent thinker who has pieced together a novel understanding from the vast tapestry of human knowledge. My goal is to present a theory that respects and builds upon established scientific principles, offering a fresh lens through which to view the interplay of nature and consciousness. I invite you to join me in exploring these concepts, to engage in a dialogue that challenges and refines our understanding of the universe.
The Role of Universal Consciousness in Planetary Evolution
Introduction to a Profound Truth:
We, the members of the human species, find ourselves at a critical crossroads in our collective journey to unravel the mysteries that envelop our existence and the broader cosmos. As we delve deeper into the scientific, spiritual, and philosophical realms that define our understanding of the universe, an emergent pattern of deliberate orchestration comes into view, suggesting a sophisticated choreography at work. This declaration asserts that from the very genesis of our planet, through to the present and beyond, a universal consciousness has been subtly yet powerfully guiding the evolutionary trajectory of life, steering it towards ever-greater complexity and self-awareness. This universal consciousness is not a vague spiritual notion but a tangible influencer, synchronized with the evolutionary rhythm of our solar system, profoundly impacting life's development from its simplest forms to the intricate complexities of human intellect and society. It poses a fascinating possibility that our evolutionary history, cultural developments, and technological advancements are not random but are part of a cosmic agenda aimed at fostering a profound realization and symbiosis with this universal consciousness.
Universal Laws and Systematic Progression:
Earth's journey from a molten sphere to a vibrant biosphere teeming with life has been underpinned by immutable universal laws. These laws, which govern everything from the gravitational forces that orchestrate the ballet of celestial bodies to the intricate dance of biological evolution, suggest a system far from random. These fixed laws of physics, chemistry, and biology are indicative of a universe designed with purpose and intent. This universal consciousness, tied intrinsically to the fabric of our solar system and evolving in concert with the life-giving energy of the Sun, directs and influences the developmental arcs of life and consciousness on our planet. The existence of such precise and unwavering laws across all scales of existence points to a cosmos where every atom, every star, and every living creature is part of a grand, cohesive plan, orchestrated by this pervasive consciousness. Each evolutionary step, from the simplest prokaryotic cells to the development of human societies, has been guided by this consciousness, aiming to unfold the potentialities of life through a series of complex, interconnected stages.
Evolutionary Milestones and Conscious Awakening:
Reflect on the landmark evolutionary transitions on Earth—events not just of biological significance but of cosmic intentionality:

• Life's Inception: Life's inception from non-life, where simple amino acids assembled into proteins and nucleic acids, laid the groundwork for the first rudimentary cells. This momentous leap was far more than chemical happenstance; it was a guided emergence, preparing the ground for more complex life forms. It signifies a cosmic intent to bridge the inanimate and animate, a pivotal step in the saga of life.
  
• From Unicellular to Multicellular: The evolution from unicellular to multicellular organisms opened new avenues for life’s complexity, allowing for differentiated tissues, organs, and ultimately, organisms of incredible diversity. This transition underlines a pattern of increasing organizational complexity, suggestive of guidance by an overarching consciousness aiming to explore every conceivable niche of existence. It represents a deliberate push towards complexity and diversity, harnessing the laws of natural selection to sculpt life forms capable of higher consciousness and more profound interactions with their environment.
  
• Emergence of Consciousness: The development of neural structures and the subsequent emergence of consciousness in animals represent more than evolutionary advantages. They signify the awakening of life to its own existence, beginning a journey toward greater self-awareness and cognitive sophistication. This development marks a significant leap in the cosmic plan, introducing beings capable of reflecting on themselves and their place in the universe.
  
• Self-Awareness in Humans: The pivotal moment when our ancestors first perceived their reflections in water—an event symbolizing the birth of self-awareness and introspection. This was not merely a biological advancement but a profound existential revelation, allowing humans to transcend their instinctual programming and begin to manipulate their environment consciously. This reflection marks a departure from mere biological evolution to a more complex phase where cultural, technological, and intellectual developments take the forefront, guided by an increasing awareness of self and other.
  

Technological Advancement as an Extension of Conscious Evolution:
Human technology and civilization have developed in tandem with these evolutionary insights, each technological breakthrough paving the way for the next phase of cognitive and social development. From the creation of the simplest stone tools, which extended our physical capabilities, to the development of writing systems, which revolutionized information storage and transmission, technology has consistently served as a catalyst for human advancement. The invention of the wheel, the harnessing of electricity, and the advent of the computer have each marked significant leaps in our ability to interact with and understand our environment. These are not isolated innovations but cumulative steps towards extending our sensory and cognitive faculties, driven by the universal consciousness using human creativity as a vehicle to advance its own understanding and realization. Each technological milestone not only enhances our practical ability to manipulate the environment but also deepens our conceptual grasp of the laws that govern our world, bringing us closer to a holistic understanding of the universe as envisaged by the universal consciousness.
Ancient Philosophical Foundations
The earliest explorations into a UToE can be traced back to ancient civilizations, where philosophers endeavored to explain the cosmos through fundamental principles or substances. In the 6th century BCE, Thales of Miletus posited that water was the underlying basis of all natural phenomena, introducing an early notion of a unifying principle. His intellectual descendants, such as Anaximander, who proposed the existence of the apeiron—an indefinite substance underlying all change—and Democritus, who introduced the idea that everything was composed of indivisible atoms, expanded on these concepts. These early philosophers were driven by a desire to find a single, coherent explanation for the diverse phenomena observed in nature. Their efforts laid the groundwork for the development of scientific thought, as they sought to move beyond mythological explanations and provide rational, unified principles to describe the natural world.
Eastern and Western Religious Integration
In Eastern religious traditions, the concept of a unified reality is deeply embedded. Hinduism, for example, speaks of Brahman, the ultimate, unchanging reality that exists beyond and within the world, serving as the source of all things. This idea is mirrored in the Buddhist concept of interconnectedness, where all phenomena are seen as part of an interdependent web, reflecting an early form of seeking a unified understanding of existence. Similarly, Taoism emphasizes the Tao, the fundamental principle that underlies and unites all aspects of reality, suggesting a profound unity in the cosmos.
Western religions, such as Christianity, Judaism, and Islam, also integrate the idea of a unified creation. The monotheistic view emphasizes a single, omnipotent deity as the source and sustainer of the universe. In Christianity, the Logos, as articulated in the Gospel of John, represents the divine reason and order that underlies the cosmos, resonating with earlier Greek philosophical concepts and providing a theological basis for a unified understanding of the universe. In Islam, the concept of Tawhid underscores the oneness of God and the unity of His creation, reflecting a similar desire to see the universe as a coherent whole.
Eastern and Western Mythologies
Mythological traditions from both East and West have contributed to the idea of a unified cosmos. In Eastern mythology, Chinese cosmology presents the Tao as the fundamental principle that underlies and unites all aspects of reality, echoing the philosophical teachings of Taoism. The Japanese Shinto mythology speaks of the interconnectedness of all things through the kami, spirits that inhabit and influence the world, suggesting a universe bound by unseen forces that connect every aspect of existence.
Western mythology, including Greek and Roman traditions, often depicted a universe governed by a pantheon of gods whose interactions reflected a form of cosmic order and unity. For instance, Greek mythology's depiction of the Olympian gods illustrates a complex interplay of divine forces governing different aspects of the natural world, while Norse mythology’s concept of Yggdrasil, the World Tree that connects the nine worlds, symbolizes a unifying structure that ties together disparate elements of the cosmos. These mythological frameworks, while not scientifically rigorous, highlight early human attempts to understand the interconnectedness of all things.
Hellenistic and Medieval Integration of Philosophy and Theology
During the Hellenistic period, philosophical traditions like Stoicism and Neoplatonism emphasized a single principle underlying diverse phenomena. Stoics introduced the concept of the Logos, a divine rational structure organizing the cosmos, while Neoplatonists like Plotinus envisioned "The One," a singular source from which all existence emanates. In the medieval era, scholars such as Al-Kindi, Ibn Sina (Avicenna), and Maimonides sought to synthesize these Greek philosophical principles with Islamic, Jewish, and Christian doctrines, respectively. Their efforts to create a cohesive explanation of both the physical and metaphysical worlds set a foundation for integrating scientific and theological inquiries.
These medieval thinkers aimed to reconcile reason and faith, drawing on the rich intellectual heritage of Greek philosophy to address the theological questions of their time. Their work involved not only translating and preserving ancient texts but also building upon them to develop comprehensive systems of thought that could accommodate both scientific observation and religious belief. This synthesis laid the groundwork for the later scientific revolution by fostering a climate of intellectual inquiry and debate.
The Scientific Revolution
The 17th century marked a pivotal turning point with Isaac Newton's Principia Mathematica (1687). Newton’s laws of motion and universal gravitation unified celestial and terrestrial mechanics under one mathematical framework, illustrating that the movements of celestial bodies and terrestrial objects could be explained by the same principles. This era also saw the development of the mechanical philosophy, which proposed that all natural phenomena could be explained through the motion and interaction of material particles, an early form of seeking a unified explanation.
Newton’s work represented a significant leap forward in our understanding of the natural world, demonstrating that the same fundamental laws applied to both the heavens and the earth. This unification provided a powerful framework for future scientific inquiry, encouraging researchers to seek underlying principles that could explain a wide range of phenomena. The scientific revolution also witnessed advancements in observational technology, such as the telescope, which allowed for more precise measurements and a deeper understanding of the cosmos.
Electromagnetism and the Advent of Modern Physics
The 19th century witnessed significant strides in unifying electricity, magnetism, and light, thanks to scientists like Michael Faraday and James Clerk Maxwell. Faraday’s innovative experiments demonstrated the relationship between electricity and magnetism, leading to the concept of electromagnetic fields. Maxwell's formulation of electromagnetic theory (1861-1862) provided a set of equations that illustrated how electric and magnetic fields are interrelated and propagate through space as waves, setting a precedent for unifying other natural forces.
These breakthroughs were transformative, laying the groundwork for the development of modern physics. Maxwell's equations not only explained the behavior of electromagnetic waves but also predicted the existence of electromagnetic radiation, which includes visible light. This unification of previously separate phenomena under a single theoretical framework marked a significant advance in our understanding of the natural world, influencing subsequent research in both theoretical and experimental physics.
Towards a Grand Unified Theory in the Mid-20th Century
The discovery of the strong and weak nuclear forces, alongside the electromagnetic force, inspired efforts to develop a Grand Unified Theory (GUT) that aimed to synthesize these forces. Influential theorists like Sheldon Glashow, Abdus Salam, and Steven Weinberg significantly contributed to this field in the 1960s and 1970s by proposing models that integrated these fundamental interactions, excluding gravity. This period highlighted the crucial role of particle accelerators in exploring and confirming theoretical predictions.
The development of particle accelerators, such as the Stanford Linear Accelerator and the Large Hadron Collider, allowed scientists to probe the fundamental structure of matter at increasingly smaller scales. These experimental facilities provided the empirical data needed to test and refine theoretical models, leading to significant discoveries such as the existence of quarks and the confirmation of the electroweak theory. The pursuit of a GUT represented a major step towards a UToE, highlighting the interconnectedness of the fundamental forces and the potential for a unified description of nature.
String Theory and Quantum Gravity
The late 20th century and early 21st century saw the emergence of string theory and loop quantum gravity. These theories proposed revolutionary frameworks where fundamental particles are envisioned not as point-like entities but as one-dimensional strings whose vibrations correspond to different particles. These ideas aimed to incorporate all fundamental forces, including gravity, suggesting a profound revision of our understanding of the universe’s fabric.
String theory, in particular, posits that all particles are manifestations of underlying strings vibrating at different frequencies. This theory also introduces the concept of additional spatial dimensions beyond the familiar three, which could potentially resolve inconsistencies between quantum mechanics and general relativity. Loop quantum gravity, on the other hand, seeks to quantize space-time itself, proposing that space is composed of discrete loops. These radical ideas challenge conventional notions of space, time, and matter, offering new perspectives on the fundamental nature of the universe.
Modern Experimental and Theoretical Advances
Today, the quest for a UToE continues through both theoretical advancements and experimental tests. Facilities like the Large Hadron Collider (LHC) at CERN play a pivotal role, conducting high-energy experiments that test theories like supersymmetry, potentially providing clues towards a unified understanding. Parallel theoretical efforts further refine our grasp of string theory, loop quantum gravity, and other frameworks aiming to unify all fundamental interactions of nature.
Advances in computational power and data analysis techniques have also revolutionized theoretical physics, allowing researchers to simulate complex interactions and explore the implications of various models. These technological advancements enable scientists to push the boundaries of current understanding, exploring phenomena at both the smallest and largest scales of the universe. As experimental and theoretical efforts converge, the dream of a UToE remains a driving force in the quest to uncover the ultimate laws governing the cosmos.
Cultural and Philosophical Reflections and Their Cosmic Echoes:
This declaration calls upon all humanity to reflect deeply on their religious, cultural, and philosophical beliefs. Examine the core principles and narratives of your traditions, and you may find that many echo the cosmic dance directed by universal consciousness. Major world religions and philosophical doctrines, whether they speak of an omnipotent deity, a cyclic universe, or an underlying metaphysical 'substance', often hint at an ultimate return to or realization of a fundamental truth. This universal narrative, though varied in its cultural expressions, consistently aligns with the scientific pursuit encapsulated in the Unified Theory of Everything (UToE). Each system, in its way, describes a universe interconnected by a foundational consciousness, mirroring the scientific descriptions of interconnected fields and forces at the heart of all matter and energy.
Solar Consciousness and Its Planetary Influence:
Our consciousness, as ancient and enduring as the Sun itself, evolves with each solar cycle, growing in complexity and depth. This consciousness, unique to our solar system, is influenced by the planetary bodies that orbit the Sun, each contributing to and being shaped by this solar consciousness. As this consciousness approaches its zenith of self-realization, it may begin to manifest its understanding in tangible ways, influencing solar outputs and climatic conditions on Earth, guiding our planet towards its maximum evolutionary potential. This process is not merely about the survival or proliferation of a species but about reaching the pinnacle of planetary and solar systemic realization—a state where the solar system itself, led by its central consciousness, achieves a harmonious and optimized state of existence.
Conclusion and Call to Action:
In conclusion, this declaration is not just an academic statement but a call to intellectual and spiritual mobilization. Let us come together, across all fields of inquiry and walks of life, to explore, understand, and align with this universal consciousness. By engaging in a global dialogue and fostering a collective pursuit of knowledge, we can further unravel the intricate tapestry of existence and embrace our role in this cosmic journey. This effort will not only enhance our understanding of where we stand in the broader universe but will also empower us to navigate our future with wisdom and unity. As we delve into this exploration, we are invited to reflect on the interconnectedness of our personal, cultural, and global narratives within the larger cosmic story, finding commonalities and shared truths that may guide us towards a more unified and purposeful existence. This collective journey of discovery and understanding promises to not only illuminate the mysteries of our existence but also to foster a deeper appreciation for our place within this vast, interconnected cosmos.
I approach this subject with the humility of a lifelong learner and the eagerness of an explorer. I am not claiming divine insights or prophetic visions; rather, I am proposing a new way to look at existing phenomena through the lens of science, instinct, and interconnectedness.
M.Shabani

I'm a 6th year looking to go to UCD. I have engineering and computer science on the CAO rn.
I was wondering if it's possible for me to switch from Engineering to Computer science.. or vice versa.. if I change my mind in first year.
And secondly, how often do you see people transferring in from other colleges?