The goal of the UCA core is to develop men and women with good moral standards who are knowledgeable, prepared to lead in our society, and willing to make effective contributions for the betterment of their communities and the people around them. The UCA core can help develop good moral citizens for our rapidly changing world by helping students realize what it is they aspire to become and what steps will help bring them closer to achieving their goals. For me, I wish to contribute towards the improvement of life for mankind by becoming a pharmacist. I want to be a successful pharmacist who will be content with my job, not because of the money I will be making from it, but because of the sense of joy and happiness that I will derive from helping the people around me. To help me become the person I want to be, the UCA core has been divided into four different competencies so it can impart me with the knowledge and skills that I can use to think critically and understand our ever-changing world. These four competencies or pillars in which the UCA core is divided into are critical inquiry, effective communication, responsible living, and diversity. First, critical inquiry is a skill that gives an educated person the ability to identify and extract relevant information about a problem, devise an informed hypothesis on the root of the problem, and make a conclusion on how to solve the problem. Critical inquiry stimulates the mind to think critically. Basically, critical inquiry promotes thinking that is driven by deep, structural, and logical questions and forces the mind to assess the quality of information gathered on a certain topic. Critical inquiry can be used anytime in life. For example, when asked to write an annotated bibliography on an article about the relationship between Alzheimer’s disease and physical activity. Writing an annotated bibliography on an article about the relationship between Alzheimer’s disease and physical activity requires a critical analysis of the article in which one is meant to make critical inquiries on how and why physical activity might or might not help against combating Alzheimer’s diseases. In asking these questions, one is forced to assess the quality of information provided by the article, thus checking to see if any evidence has been provided to support or disprove a relationship between physical activity and Alzheimer’s disease. In the end, the annotated bibliography about the relationship between Alzheimer’s disease and physical activity is an informed opinion produce through critical inquiry and analysis of the subject matter. Second, effective communication is the ability to develop and present well-analyzed and consistent ideas that can easily be understood by diverse groups of individuals which leads to effective collaboration when trying to accomplish a task. In order to have a well-developed, logical and effective communication, one must be able to communicate in a respectful and non-judgmental manner, while also being able to pay attention or listen to the opposite group when they are talking or trying to communicate. For example, a classroom with some international students from France is divided into two groups and asked to make a debate on the morality of the United States dropping a nuclear bomb on Hiroshima and Nagasaki. One group supports the bombing of Hiroshima and Nagasaki by the United States calling it an effective declaration of power and a warning to the Japanese, while the other group is opposed to it because it believes the United States committed genocide against a culture of people. In order for each group to effectively communicate their points of view across to each other, they, first of all, have to find a way to break through the language barrier for their fellow classmates who are international students. They can do this by avoiding the use of idioms or jargons and if possible translating or printing a hard copy of their main points of arguments for the international students on the opposite team. Most importantly, for the debate to be intellectually enriching and for each group to be able to effectively communicate their viewpoints and be able to make some logical counter-arguments, every member of the class has the responsibility of being respectful and paying attention to the speaker at any time. Third, responsible living is a skill that gives one the ability to evaluate and understand real-world problems and be able to find ethical solutions that are beneficial for oneself, the society and the environment. Responsible living involves being able to recognize the consequences of the decisions we make in our daily lives and what effects they might have on the people around us. For example, during a party with one of my friends, he gets really drunk and decides that he wants to drive himself back to his house. I was faced with the choice of either letting him drive back to his house drunk or offering him a room and a bed to sleep on. In the end, I decided to offer him the extra bed in my room to sleep on. I believe the decision I made was beneficial to him and the society because I stopped him from putting his life or the lives of the people on the road when he would be driving back home in danger. Last, diversity, the fourth pillar of the UCA core, provides students with the opportunity to familiarize themselves with the different diverse cultures of the world while keeping them informed on the values, traditions, beliefs, and creative works that belong to each diverse culture. In order for one to become efficient and adept at understanding the diverse cultures of the world, one has to have the desire to learn more about these different cultures while recognizing and respecting the cultural hierarchies and rules put in place by the different societies of these cultures.