Summary Essay Example | Topics and Well Written Essays - 250 words - 200

Synopsis - Essay Example Gathering of the hubs shapes a specially appointed system that opens the framework to blunders. The remittance of every hub to meddle with every others transmission causes covered up and uncovered issues inside a remote system station. The answer for this issue is accessible utilizing the IEE standard and Point Coordination. The remote systems have more odds of undetected casing impacts at the MAC sub layer. Recognizing the crash and retransmitting the lost casing is basic practice in forestalling the loss of information honesty. Be that as it may, the wired (Ethernet) neighborhood information organizes once in a while experience information uprightness issues. Subsequently, impact control is pointless for the Ethernet and wired LANs. The remote system faces transmission issues when signal issues happen because of sign skip. Subsequently, this requires the requirement for the MAC layer to fathom these difficulties. The MAC sub-layer for wired portions needn't bother with crash shirking convention in spite of not having a lot of transmission abilities as those in remote LANs. The remote LANs is pervasive than the wired ones as they have different advantages found at the MAC sub layer of the system

Genetically Modified Organisms are Safe Essay -- GMOs

These days Genetically Modified Organisms (GMOs) have become a subject of huge enthusiasm for the media. GMOs are characterized as a creature whose hereditary structure has been adjusted by consolidating a quality that will communicate an alluring attribute (Dresbach et. al 2013). Periodically these attributes that are chosen are either valuable to the buyer or maker. As of now, GMOs are being made at a higher rate than at any other time and are being utilized in the nourishments that we eat. This has made a lot of discussion on neighborhood, national, and worldwide levels about the wellbeing of hereditarily changed nourishments to human wellbeing. There are numerous edges that have been taken from various gatherings about this issue. Some trust it is unsafe to our wellbeing with one source expressing that, â€Å"mice eating GMO corn had less and littler children (Jagelio 2013).† Without testing on people how are we to know these destructive impacts aren’t affecting our wellbeing and generation. Different gatherings see GMOs as being both useful and having no effect on human wellbeing. These people site that , â€Å"Since GMOs were brought into the food flexibly right around 20 years back, there has not been one reported instance of any medical issue in people, not even a sneeze, connected to GMOs (Entine 2013).† They have additionally seen GMOs as valuable to human wellbeing. Dresbach et. al(2013) discovered, â€Å"The biotechnology of quality grafting takes into account the chance of making plants that will create food that is increasingly supplement dense.† With such a significant number of various perspectives that all refer to various data about GMO’s sway on human prosperity, the inquiry remains how GMOs influence human wellbeing? All together for hereditary adjustment to be created, there were forward leaps in developing ... ...ogmo4michigan.org/ Tomala, l. (2013, May 4). Specialists not in concession to whether enough research was done on GMOs in horticulture. Science and Scholarship in Poland. Recovered November 26, 2013, from http://www.naukawpolsce.pap.pl/en/news/news,394773,experts-not-in-concurrence on whether-enough-investigate was-done-on-gmos-in-agriculture.html Webber, G. D. Guideline of Genetically Engineered Organisms and Products. Office of Biotechnology | Iowa State University Office of Biotechnology. Recovered September 22, 2013, from http://www.biotech.iastate.edu/biotech_info_series/bio11.html - anchor96278 Woolsey, G. (2012, September 13). GMO Timeline: A History of Genetically Modified Foods. Rosebud Magazine Hydroponics Lifestyle Growing And Entertainment! Recovered November 26, 2013, from http://www.rosebudmag.com/truth-crew/gmo-course of events a-past filled with hereditarily adjusted nourishments

Tips for making the most out of your internship search COLUMBIA UNIVERSITY - SIPA Admissions Blog

Tips for making the most out of your internship search COLUMBIA UNIVERSITY - SIPA Admissions Blog Applying for internships can be daunting. Here are a few tips to make it more manageable: Look through the OCS Internship Report Database on SIPAlink In order to fulfill the internship credit, all students need to complete a comprehensive questionnaire about their internship experience. I found the OCS Internship Report Database on SIPAlink a great resource to get a better idea of what other students have done. (SIPAs Office of Career Services, or OCS, is dedicated just to SIPA students.) Before I started applying for internships, I filtered through the different career fields and looked at what organizations or companies students interned at. If you see an internship that you’re extremely interested in, you can reach out to the student or even maybe the supervisor. Attend OCS’s concentration/specialization career panels and info sessions Every week or so OCS sends out an email with all the career panels and info sessions they planned. Make sure to look out for the email and register for as many of the events as you can. It’s a great way to learn more about the field, talk to alumni, and make connections. I recently went to a resume workshop that an alumni led. He went through our resumes one by one and provided great advice. Reach out to Alumni on the Linkedin page We have a “SIPA Alumni and Student Network” group on LinkedIn that, as of today, has over 8,000 members. I recommend reaching out to alumni to set up an informational interview. Alumni generally are very responsive and willing to help our their fellow Seeple. Please note that incoming students will be approved as group members beginning the week of orientation. Make a list of interesting places We often have guest speakers in our classes who are doing amazing work around the world. I started making a list of organizations and companies I found interesting. When I was looking for internships, I started with that list. Best of luck with your internship search!

A Professional And Personal Relationship Essay - 1166 Words

Sarita Ince Nov. 7th, 2016 Research Paper: A Professional and Personal Relationship to Inclusion â€Å"What do we want inclusion to do? And, how will we know if we have succeeded at it?† I have been asked repeatedly why I am pursuing a degree in Special Education in addition to my General Education Degree. When I consider being a Teacher in a modern, democratic, inclusive classroom the reasoning seems logical and obvious; it would be impossible to meet the fullest ethical standards of Teaching if you were lacking in the specific skills and mindsets necessary to teach a significant and traditionally underserved portion of your students. As an example, when it comes to inclusive classrooms â€Å"A large amount of literature demonstrates that there are major teacher effects on students’ achievement and that effective instruction involves teachers’ decisions about how classrooms are organized, how instruction is presented, and goals and expectations for performance.† By approaching the discussion of inclusion from an ethical and practical perspective we s et ourselves up â€Å"to see inclusion not as something that we do to a discrete population of children, but rather as something we must do to ourselves.† This implies that the process and goals of inclusion may be ongoing, uncomfortable and subject to change and redirection. According to Urie Bronfenbrenner based psychological theory, a person is a nested, ever changing product of interconnected relationships and spheres ofShow MoreRelatedPersonal Network Enhancement : Personal And Professional Relationships1269 Words   |  6 PagesParaj Mathur BOS 315 Prof. A. 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The effectiveness and therapeutic nature of communication between individuals in any health care relationship has a strong influence on the success of interpersonal relationshipsRead MoreAfter Reading The Arkansas Code Of Ethics, I Will Now Have1077 Words   |  5 Pagesâ€Å"An educator maintains a professional relationship with each student, both in and outside the classroom.† Maintaining a professional relationship is vital when dealing children. A professional relationship can help to establish control of the classroom. The teacher must be in control, and maintain control of the class at all times. Being knowledged in this aspect can help teachers by preventing the class from â€Å"running over† him or her. Having a professional relationship can also help when teacher s

Short Story Traveling - It Leaves You Speechless, Then...

Celavie â€Å"Traveling – it leaves you speechless, then turns you into a storyteller.† – Ibn Battuta. The world is filled with beauty and I was blessed with a great family and the ability to embrace it. I have traveled the world but when i was assigned with the task of this writing this narrative there was a certain adventure in my life that came to mind. My family and I traveled to the British Virgin Islands and rented a catamaran and island hopped the whole 8 days. My dad s brothers family tagged along too! This is the story of my adventure and all the fun I had, and the best part about it is†¦ you get to come along. It is 4:00 in the morning and you re in the airport in Detroit, you’re excited and can’t wait to board the plane head to paradise. If you have never experienced this feeling you need to at least once in your life. Fast forward 9 hours, two plane rides, one ferry ride and one taxi. You are in the heart of an island village: Tortula in th e middle of what seems to be a dream, crystal blue water, bright sun shining and the white sand was as soft as a baby’s butt, and had a comforting warmth to it. The catamaran was waiting for us in the harbor, her name was Celavie which means that s life in French. She had four rooms with two crew cabins. I slept in the pullout couch. But anyway let s get started with the sailing aspect. We left port on the second day of trip after our briefing, I would love to include everything I did but that would make this way too long so I

Service Learning And Integration Within Community Education Essay Free Essays

string(32) " do with it and how they do it\." The impression â€Å" community † is interpreted as the extent at which pupil instructors would travel in lending their services to the community. Service acquisition is an integrating of academic survey with community. It means pupils can use what they have learned during service larning to their academic life. We will write a custom essay sample on Service Learning And Integration Within Community Education Essay or any similar topic only for you Order Now Group Endeavours in Service Learning ( GESL ) was made compulsory to all freshers in an attempt to advance service larning in National Institute of Education ( NIE ) . Student instructors are indiscriminately grouped together to organize a squad and are led by an assigned coach. They so meet up on a regular basis to be after an event for a non-profit organisation of their pick. Point to observe that Service learning/GESL defers from community service. Community service involves voluntary work for the community. GESL on the other manus, is a mandatory group attempt to supply service through acquisition, reflecting and learning the community. Therefore, GESL can be really good for pupil instructors as they are able to lend back to the community. Unfortunately, I find that clip is a factor when be aftering an event. It farther adds on to the work load a pupil instructor already has. Therefore, does making a good cause seems like a load to student instructors now? If NIE makes GESL non-compulsory, would student instructors still take up this service larning on their ain or as a group? Student instructors have to take a stance for themselves as to whether GESL is good or merely a waste of clip. As supported by ( Butin, 2005 ) , a pupil can non stay impersonal when prosecuting in service acquisition as that would place oneself in a immune individuality. In this state of affairs, we tend to oppugn the effectivity of service acquisition in impacting a pupil ‘s academic life. Since GESL completion is necessarily required within a twelvemonth, a pupil instructors ‘ part may look nonvoluntary. Furthermore, GESL has no recognition unit awarded after its completion. In this paper, I sought to find whether the chief aim of service acquisition is lost through the procedure. In add-on, I will besides happen out factors that hinder a pupil ‘s engagement in GESL. Hence, if there is no accent on GESL, would student instructors volunteer for service larning throughout their academic life in NIE? This inquiry will be examined farther in this paper. Methods and Methodology A questionnaire was designed to happen out the impact of service acquisition ( GESL ) on first twelvemonth undergraduates at National Institute of Education ( NIE ) . The mark sample comprises 10 Bachelor of Humanistic disciplines pupils majoring in different academic topics. GESL was introduced to all freshers in NIE and hence first twelvemonth pupils were chosen for this study. The study was conducted through a face-to-face meet up session and participants were required to finish a questionnaire signifier on the topographic point. Students were surveyed on their willingness, understanding and outlook of GESL. Five inquiries were included in the questionnaire. The first inquiry asked pupils whether they knew the difference between service acquisition and community service. A â€Å" yes † and â€Å" no † options were given to them. The responses from this inquiry will reflect pupils ‘ apprehension of these two services. A misunderstanding could be a conducive factor to GESL being involuntarily completed. In the 2nd inquiry, pupils were required to take one out of four options given. The inquiry asked them on what they expect to derive from GESL. The four options were â€Å" Experience/Satisfaction † , â€Å" Academic Credits † , â€Å" Certificate † and â€Å" Good repute ( Example, for sketch ) † . Additionally, a 5th open-ended option was made available for them to stipulate any relevant reply. This inquiry was intended to happen out the intent or benefit that a pupil expects from GESL. Collated consequences for this inquiry were compared with the chief aim of service larning to reflect a consistence throughout the procedure. The 3rd inquiry asked pupils whether they would desire GESL to be made non-compulsory. A â€Å" yes † and â€Å" no † options were given to them. This inquiry was chosen to back up the forth inquiry that asked pupil instructors on how long they are willing to perpetrate to GESL. The forth inquiry had four options and they were â€Å" one twenty-four hours † , â€Å" one hebdomad † , â€Å" one month † and â€Å" one twelvemonth † . Students ‘ acuteness in lending their services will be determined by both inquiry three and four. Last, the fifth and the 6th inquiry were open-ended inquiries. Student instructors were asked â€Å" what they enjoyed most about GESL † and â€Å" what they enjoyed least about GESL † in inquiry 5 and 6 severally. Both inquiries aimed at happening out what pupil instructors gained from GESL and what are the possible factors that hinders them during the procedure. Findingss and Discussion The per centum of pupils ‘ responses to oppugn 1 is shown in Table 1. It can be seen that 70 % answered â€Å" yes † and 30 % answered â€Å" no † to this inquiry. The high per centum of â€Å" yes † is perchance due to the changeless briefings and negotiations on GESL by NIE, which has enabled pupils to better understand the differences between these two services. However, the little per centum of 30 % indicates that there are pupils who still misinterpreted service larning to be similar to community service. Even though there are a high per centum of pupils who knew the differences, so to what widen do they cognize about GESL? The fact that GESL has to be completed within a twelvemonth, pupils might desire to merely acquire it over and done with. This is supported by ( Clark A ; Young, 2005 ) who states that service larning without deep reliable battle would merely be a normal field trip for pupils. ( Clark A ; Young, 2005 ) besides highlighted the limited position or apprehension of service acquisition: â€Å" When viewed as merely assisting those â€Å" less fortunate, † pupils may neglect to see the function that their ain privilege dramas in the kineticss of power † ( p. 72 ) The manner pupils view service-learning will as such determine what they do with it and how they do it. You read "Service Learning And Integration Within Community Education Essay" in category "Essay examples" Students with equal cognition on service acquisition would be able to hold a deeper apprehension and grasp for GESL as compared to pupils with minimum position of it. Therefore a pupil ‘s intent and aim were non wholly lost during the procedure but it was non even established at the start. In Table 2, it shows the responses from pupils on what they expect to derive from GESL. A high per centum chose â€Å" experience/satisfaction † , followed by â€Å" academic credits † and â€Å" good repute † . Indeed experience and satisfactions are one of the expected results of GESL. This is supported by ( Group Endeavours in Service Learning, 2005 ) which quotation mark: â€Å" GESL is an experiential acquisition experience for trainees to get and develop accomplishments in undertaking direction, self- and team-development, and community service. † Table 2 besides shows that 30 % of pupil expects to derive academic credits from GESL. Unfortunately, GESL is mandatory and has no recognition units awarded after its completion which make pupils experience burdened. With mention to inquiry 6, the same 30 % of pupils who expect to derive academic credits from GESL provinces that what they enjoyed least about GESL is it being very clip devouring. Hence, we can see that this 30 % wants their clip to be rewarded alternatively of interchanging it for valuable experiences. Surprisingly, the same 30 % of pupils ‘ responses to oppugn 5 was non consistent with inquiry 2. They expected to derive academic credits but alternatively what they enjoyed most about GESL was the â€Å" ability to run into new friends † and â€Å" meaningful experiences † . Therefore, this shows that to appreciate service larning better, one has to travel through the fuss of planning and forming foremost. They would so be able to harvest the priceless wagess from this undertaking. Ultimately, the pupils did interchange their clip with meaningful experiences. Next, the pupils were asked on whether they want GESL to be made non-compulsory. As seen in table 3, 60 % of the pupil answered â€Å" yes † and staying 40 % answered â€Å" no † . The difference between the per centums is instead little, which mean there are pupils who still want GESL to be made compulsory. Why do pupils desire GESL to be made compulsory? The ground could perchance be them seeking to avoid the incommodiousness of registering for GESL on their ain. They do non mind assisting out but it is non something they are passionate about. This is supported by ( Jones, Gilbride-Brown, A ; Gasiorski, 2005 ) : â€Å" Like volunteering for a specific organisation when ( pupils in his leading and service bookmans plan ) in general merely like assisting out and volunteering, non because they want to endeavor to rectify a societal job, merely because they like assisting out. † ( p. 15 ) However, the high per centum showed that GESL should be non-compulsory, but would student instructors still contribute their service to the community? GESL has a undertaking life of one academic twelvemonth. With mention to postpone 4, merely 20 % are willing to perpetrate to serve larning for one twelvemonth. A figure of 20 % is exceptionally low. On the contrary, 40 % of the pupils are more willing to make service larning for one twenty-four hours, which defeats the intent of GESL. Furthermore, the aims of GESL can non be accomplished in one twenty-four hours or one hebdomad. Due to the deficiency of pupils ‘ engagement for the past few old ages, NIE had to do GESL compulsory for all freshers. As for the twelvemonth 2011, doing GESL compulsory will merely ensue in nonvoluntary part but higher engagement rate compared to old old ages. Therefore, doing GESL non-compulsory will merely take to similar tendency that happened in the yesteryear ; lower engagement rate. Students would instead prioritise on their academic faculty alternatively of GESL. Decision To reason, I looked into possible factors that are impeding pupil instructors during GESL and how this minimizes the impact of service larning on them. Through the study consequences, I was assured that clip was decidedly the chief factor refering pupils. From experience, it was hard to hold on a common timeslot for a meeting as everyone had different academic timetables. Hence, alternatively of sing GESL as a good undertaking, pupils find GESL to be really clip consuming. A pupil who engage in GESL with a mentality that planning and organizing is merely a waste of clip ; GESL will so be that manner. Therefore, it is of import to re-iterate the importance of holding a constructive position of GESL before being involved. Another lending factor was the rejection pupils received from the non-profit organisations themselves. What is surprising here is that pupils want to supply their services but these organisations were non acute in accepting their proposals due to certain restraints. On a whole, with all these factors impeding them, would pupils still volunteer for service larning throughout their academic life? From my position, they will take part in service acquisition, provided NIE do alterations to GESL so that pupils view it more positively. As suggested by ( Clark A ; Young, 2005 ) : â€Å" Devoid of any brooding activities that require pupils to link their experiences in service sites to their schoolroom work, service-learning becomes, at best, volunteerism and at worst, simply the logging of hours toward a community service graduation requirement. † ( pg. 72 ) Normally, after the completion of GESL, pupils had to finish a simple self-reflection signifier. NIE should supply a deeper reflective activity whereby pupils can use their experiences to their academic work. This is supported by ( Torres, n.d ) that province, â€Å" Without contemplation, pupils merely describe on experiences alternatively of analyzing what they do impact themselves and those they serve. † ( p. 3 ) In this manner, GESL will non be perceived as merely a waste of clip but a undertaking that is relevant and impactful to their academic life. GESL could so be promoted as a instruction method that bonds both theoretical cognition and educational experiences together. Since some factors are inevitable, it is still of import to guarantee that pupil instructors ‘ service larning journey is a smooth and meaningful 1. As future instructors, it would be much easier for them to promote their pupils to follow suit when they themselves understood and experienced how informative service acquisition can be. Furthermore, service acquisition can be promoted as a pedagogical tool when they venture out to learn in the hereafter. How to cite Service Learning And Integration Within Community Education Essay, Essay examples

The Impact of the Presence of Others on Performance free essay sample

An examination of how the presence of others may impact behavior and performance This paper examines how the presence of others affects our performance and behavior. The author argues that the presence of others effects simple/practiced tasks and complex ones differently. Included is an analysis of group consensus and conformity, social impact theory, and a look at possible outcomes such as: diffusion of responsibility and pluralistic ignorance. From the paper: Our behavior is influenced in many ways by the actions, views and mere presence of those around us. Many studies in Social Psychology have been carried out on how this influence effects us and how much. It seems that the presence of an audience is beneficial only when the task at hand is simple or well practiced. If not, the audience causes performance to get worse. When acting as part of a group, individuals tend to conform to a common group consensus. We will write a custom essay sample on The Impact of the Presence of Others on Performance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is especially the case when such a consensus in unanimous. However, minorities do have the ability to change group norms or perceptions. Individuals are less likely to help those who maybe in trouble when there are other potential helpers around. This is mainly due to pluralistic ignorance and diffusion of responsibility. Social impact theory states that the level of influence on an individual depends on the number, status and proximity of the observers as well as on whether he is acting alone or with others.

Laszlo Moholy-Nagy, 20th-Century Design Pioneer

Laszlo Moholy-Nagy, 20th-Century Design Pioneer Laszlo Moholy-Nagy (born Laszlo Weisz; July 20, 1895 - November 24, 1946) was a Hungarian-American artist, theorist, and educator who strongly influenced the aesthetic development of industrial design. He taught at Germanys famed Bauhaus school and was a founding father of the institution that became the School of Design at the Illinois Institute of Technology in Chicago. Fast Facts: Laszlo Moholy-Nagy Occupation: Painter, photographer, filmmaker, industrial designer, and educatorBorn: July 20, 1895 in Bacsborsod, HungaryDied: November 24, 1946 in Chicago, IllinoisSpouses: Lucia Schulz (divorced 1929), Sibylle PietzschChildren: Hattula and ClaudiaSelected Works: Collage with Black Centre (1922), A 19 (1927), Light Space Modulator (1930)Notable Quote: Designing is not a profession but an attitude. Early Life, Education, and Military Career Born in Hungary as part of the Weisz Jewish family, Laszlo Moholy-Nagy grew up with his mother as a single parent when his father abandoned the family of three sons. She was a second cousin of noted classical music conductor Sir Georg Solti. Moholy-Nagys maternal uncle, Gusztav Nagy, supported the family, and the young Laszlo took the Nagy name as his own. He later added Moholy in recognition of the town Mohol, now part of Serbia, where he spent much of his early life. The young Laszlo Moholy-Nagy originally wanted to be a poet and published some pieces in local newspapers. He also studied law, but service in the Austro-Hungarian military during World War I changed the direction of his life. Moholy-Nagy documented his service with sketches and watercolors. Upon discharge, he began attending the art school of Hungarian Fauve artist Robert Bereny. Collage with Black Centre (1922). Heritage Images / Getty Images German Career German architect Walter Gropius invited Moholy-Nagy to teach at his famed Bauhaus school in 1923. He taught the foundation course with Josef Albers and also replaced Paul Klee as Head of the metal workshop. Moholy-Nagys ascendancy marked the end of the schools association with expressionism and movement in the direction of industrial design. While he considered himself primarily a painter, Moholy-Nagy was also a pioneer experimenting with photography and film. In the 1920s at Bauhaus, he created abstract paintings influenced by dadaism and Russian constructivism. The impact of Piet Mondrians De Stijl work is also apparent. Some of Moholy-Nagys collages demonstrated influences from Kurt Schwitters. In photography, he experimented with photograms, exposing photo-sensitive paper directly to light. His films explored light and shadows like much of the rest of his art. By combining words with photography in what he called Typophotos, Moholy-Nagy created a new way of looking at the potential of advertising in the 1920s. Commercial designers adopted his approach in ways that resonate today. Light Space Modulator (1930). Sean Gallup / Getty Images In 1928, while under political pressure, Moholy-Nagy resigned from the Bauhaus. He established his own design studio in Berlin and separated from his wife, Lucia. One of his key works of the early 1930s was the Light Space Modulator. It is a kinetic sculpture using reflective metal and recently invented Plexiglas. Standing almost five feet tall, the object was initially intended for use in theaters to create light effects, but it functions as an art piece on its own. He created a film called Light Play Black-White-Grey to show what his new machine could do. Moholy-Nagy continued to develop variations on the piece throughout his career. American Career in Chicago In 1937, with a recommendation from Walter Gropius, Laszlo Moholy-Nagy left Nazi Germany for the U.S. to direct the New Bauhaus in Chicago. Unfortunately, after only a single year of operation, the New Bauhaus lost its financial backing and closed. A 19 (1927). Sailko / Wikimedia Commons / Creative Commons 3.0 With support from ongoing benefactors, Moholy-Nagy opened the School of Design in Chicago in 1939. Both Walter Gropius and celebrated American education philosopher John Dewey served on the board. It later became the Institute of Design, and in 1949 became a part of the Illinois Institute of Technology, the first higher education institution in the U.S. to offer a Ph.D. in design. Some of Moholy-Nagys later career work involved creating transparent sculptures by painting, heating, and then shaping pieces of Plexiglas. The resulting pieces often appear playful and spontaneous compared with the artists industrial-influenced work. After receiving a leukemia diagnosis in 1945, Laszlo Moholy-Nagy became a naturalized U.S. citizen. He continued to work and teach until his death from leukemia on November 24, 1946. A II (1924). Sailko / Wikimedia Commons / Creative Commons 3.0 Legacy Laszlo Moholy-Nagy impacted a broad array of disciplines, including industrial design, painting, photography, sculpture, and film. He helped bring modern aesthetics to the industrial world. With his combination of typography and photography in collage work, Moholy-Nagy is considered one of the founders of modern graphic design. Source Tsai, Joyce. Laszlo Moholy-Nagy: Painting after Photography. University of California Press, 2018.

German Writers Every German Learner Should Know

German Writers Every German Learner Should Know What is it that your German teacher always says? If you can’t speak, then read, read and read! Reading will help you tremendously in improving your language skills. And once you are able to read some of the great writers of German literature, you will understand German thought and culture more in depth. In my opinion, reading a translated work never equals the original in the language it was written in. Here are a few German writers that have been translated in numerous languages and that have influenced people all over the world. Johann Christoph Friedrich von Schiller (1759-1805) Schiller was one of the most influential German poets of the Sturm und Drang era. He ranks high up in German people’s eyes, alongside with Goethe. There’s even a monument depicting them side by side in Weimar. Schiller was successful in his writing from his very first publication on - Die Ruber (The Robbers) was a play written while he was at a military academy and quickly became renowed thoughout Europe. Initially Schiller had first studied to become a pastor, then became a regimental doctor for a short period, before finally devoting himself to writing and teaching as a professor of history and philosophy at the University of Jena. Later moving to Weimar, he founded with Goethe Das Weimar Theater, a leading theatre company at the time. Schiller became part of a German Enlightment period, die Weimarer Klassik (the Weimar Classism), later on in his life, of which also famous writers such as Goethe, Herder and Wielandt were a part. They wrote and philosiphized about aesthetics and ethics, Schiller having penned an influential work entitled ÃÅ"ber die sthetische Erziehung des Menschen On the Aesthetic Education of Man. Beethoven famously set Schillers poem Ode to Joy in his ninth symphony.   Gnther Grass (1927) Gunter Grass is one of Germany’s most notable writers currently living, whose work has garnered him a Nobel Prize of Literature. His most renowned work is his Danzig Trilogy Die Blechtrommel (The Tindrum), Katz und Maus (Cat and Mouse), Hundejahre (Dog Years), as well as his most recent one Im Krebsgang (Crabwalk). Born in the Free City of Danzig Grass has worn many hats: he’s been also a sculptor, graphic artist and illustrator. Further, throughout his life, Grass has always been outspoken about European political affairs, receiving the2012 European of the Year award from the European Movement Denmark . In 2006 Grass has received much attention from the media involving his participation in the Waffen SS as a teenager. He has also recently voiced his disapproval of facebook and other social media, stating that â€Å"anybody who has 500 friends, has no friends.† Wilhelm Busch (1832-1908) Wilhelm Busch is known as a pioneer of the comic strip, due to his caricature drawings that accompanied his verse. Among his most popular works are Max and Moritz, a children’s classic that recount the mischievous pranks of the aforesaid boys, a ballad that is often read and dramatized in German schools.Most of Busch’s works are a satirical spin on practically everything in society! His works were often a parody of double standards. He poked fun at the ignorance of the poor, the snobbery of the rich, and in particular, the pomposity of clergymen. Busch was anti-Catholic and some of his works greatly reflected this . Scenes such as in Die fromme Helene, where it is hinted that the married Helene had an affair with a clergy man or the scene in Der Heilige Antonius von Padua where the catholic Saint Antonius is being seduced by the devil clad in ballet attire made these works by Busch both popular and offensive. Due to such and similar scenes, the book Der Heilige Antonius von Padua was banned from Austria until 1902. Heinrich Heine (1797-1856) Heinrich Heine was one of the most influential German poets in the 19th century that German authorities tried to suppress because of his radical political views. He is also known for his lyrical prose which was set to music of classical greats such as Schumann, Schubert and Mendelssohn in the form of Lieder form. Heinrich Heine, a jew by birth, was born in Dà ¼sseldorf, Germany and was known as Harry until he converted to Christianity when he was in his twenties. In his work, Heine often ridiculed sappy romanticism and over exuberant portrayals of nature. Though Heine loved his German roots, he often critiqued Germanys contrasting sense of nationalism.

A public dialogue about belief Essay Example | Topics and Well Written Essays - 250 words

A public dialogue about belief - Essay Example Similarly, as a means of affecting this understanding, the author relates something of a humorous tone.   However, intermixed with this humorous tone is the understanding on the part of the reader that the subject matter is rather grave and/or serious.   Ultimately, each of these tactics works to integrate with the reader the understanding that the subject matter, although seemingly light and trivial, is ultimately indicative of the way in which many of the decisions in life transpire.   Moreover, the meaning of the essay can be determined to be focused upon an appreciation for the fact that human actions ultimately break down into two distinct categories; those which are useful and will be remembered with affection and happiness and those that are ultimately useless and serve no emotional or practical purpose whatsoever. With regards to the essay in question, â€Å"I didn’t wash my car last month†, the structure of this particular essay can be determinately defin ed as exploratory and relaxed.   As such, the essay takes the form of a friendly discussion that one might easily expect to find in a letter or friendly dialogue.   Similarly, With regards to the key points and thesis that the author is trying to get across, it should be understood that he is attempting to integrate an understanding of what is important and what is ultimately trivial within life.   In this way, he leverages the metaphor of the â€Å"rocking chair† to help the reader to understand that certain.

Health Oganization Case study Essay Example | Topics and Well Written Essays - 1000 words - 1

Health Oganization Case study - Essay Example United Healthcare is committed to providing quality care and to its continuous improvement. In the last five years, UnitedHealth Group has invested approximately $3 billion dollars in research and development (R & D), technology and business processes enhancement (UnitedHealthcare, 2014). With this huge investment, the Group is confident it is going to be able to serve its customers satisfactorily over the next decade and beyond. The organization recognizes that the healthcare needs of Americans are changing fast and becoming more complex. The complexity partly stems from the emergence and spread of lifestyle diseases such as diabetes. Over the years, the average American has continued to grow more affluence. Unfortunately, with affluence comes risky lifestyles like eating a lot of junk food and overreliance on the automobile such that a person rarely gets to exercise by walking or cycling to work. The above stated investments, coupled with the Group’s strategic plan, put UHG in a solid position to satisfy the medical needs of Americans. Key elements of the strategic plan include network growth, staffing, resource management and customer satisfaction. We now take a more elaboratelook at each of these. As of June 2011, United Health Group (UHG) had partnered with 650,000 doctors and other healthcare providers, over 5,000 hospitals, some 80,000 dentists and 65,000 pharmacies across the United States (Hilton , 2011). UHG’s network strategy is to expand this network in coming years. The strategy is informed that it is cheaper to partner with existing organizations and professionals as opposed to establishing new ones from scratch and hiring and retaining health workers. In addition, the network strategy affords UHG to reach more Americans that it could single-handedly. In fact, the Group attributes its ability to serve some 70 million Americans annually to its network of partners. In order to attract

Antibody Level After Hepatitis B Vaccination in Hemodialysis

Antibody Level After Hepatitis B Vaccination in Hemodialysis ABSTRACT OBJECTIVE The objective of this study was to determine the antibody level after Hepatitis B vaccination in chronic hemodialysis patients. METHOD: All patients undergoing chronic hemodialysis (HD) at the dialysis unit of Liaquat National Hospital, fulfilling the inclusion and exclusion criteria were enrolled between April 2013 and September 2013, after taking informed consent. AntiHbs (Hepatitis B surface antibody) titers were measured. Patients were differentiated as Immune and nonimmune based on antibody titers, with levels of >10 IU/l being considered as immune and levels of RESULTS: Out of 118 patients enrolled, 103 (87.3%) had an adequate antibody response and were considered immune while only 15 patients (12.7%) had an inadequate antibody response rendering them non immune. AntiHbs titers showed no significant co-relation with gender and duration of Hemodialysis therapy (p>0.05), while age was found to have significant correlation as younger age group ( CONCLUSION: Our study showed a very good Antibody response to Hepatitis B vaccination among hemodialysis patients that correlated with age with younger age group having a better response but no correlation to gender and duration of dialysis. KEYWORDS: Hepatitis B virus, Anti-HBs antibody, Hemodialysis, Prevalence, Vaccination. INTRODUCTION Hepatitis B virus (HBV) infection is a common but avoidable disease. Hepatitis B virus (HBV) is a DNA virus that can be communicated via saliva, body fluids, semen, vaginal fluids, blood products, sexual contacts or prenatally influencing 350-400 million persons round the globe (1-3). In contrast to general population, hemodialysis patients are at higher risk of acquiring Hepatitis B Virus because of direct exposure to blood products, shared hemodialysis devices, needle pricks and hemodialysis process which involve access to blood circulation.(4) Hence, Hemodialysis patients are vulnerable to infections with Hepatitis B Virus and hepatitis C virus (HCV). The prevalence of Hepatitis B Virus in hemodialysis (HD) patients varies significantly between countries, ranging from minimal in developed countries to very high in some developing countries. Despite the fact that many steps have been taken for the prevention of HBV infection like mass vaccination programs, implementation of thoroug h blood donor screening, awareness encouragement programs of erythropoietin use and generalize availability in hemodialysis centers, Hepatitis B Virus infection remains a major concern in Hemodialysis centers majorly in developing countries (5). Patients who are on maintenance hemodialysis are considered as high-risk group, resulting in high incidence and mortality. Therefore, to vaccinate them against the virus is mandatory. Compared to a response rate of over 90% in the normal population, only 50 to 60% of those with end-stage renal disease achieve adequate antibody levels following immunization (6, 7). Various tactics have been employed to overcome the low seroconversion rate like co-administering zinc, gamma-interferon, thymopentin, interleukin-2, and levamisole as immunostimulants or adjuvants as well as changing the injection mode (intradermal versus intramuscular) or doubling the vaccine dose (7, 8). Low immune response to hepatitis B vaccination in patients on HD is noticed in several studies but has never been studied in our population. Therefore our aim is to conduct a study in our population to determine the serum Anti-Hbs levels in these patients following vaccination. MATERIAL METHODS From April 2013 to September 2013, 118 patients undergoing HD in Liaquat National Hospital and Medical College were screened for anti-HBs. A questionnaire was used to collect the demographic data and duration of HD. All patients were included in HD unit who underwent primary vaccination within last one year (four doses: recombinant HB vaccine; 40 ug, i.m, at 0, 1, 2 and 6 months). Exclusion criteria included patients on immunosuppressive drugs, malignancy or HIV positive patients. Enzyme linked immunosorbent assay (ELISA,Biokit, Spain) was used to measure Anti-HBs antibodies titers. The data was analyzed by SPSS  ® for windows ® (version 14.0 Chicago, IL, USA). A p value RESULTS We enrolled total of 118 patients on Hemodialysis who were recently vaccinated. Demographics are shown in Figure 1.Patient’s age ranged from 20-71 years. 46.6 %( N=55) were Male with mean age 53.2  ±10.02 yrs and 53.1 %( N=63) were Females with mean Age of 51.59  ±10.63 yrs. Age was found to have significant impact on Hepatitis B surface antibody titer with patients 0.05). Out of 118 patients, 15 (12.7%) were found to have Inadequate response or Non-immune, where as, 104 (87.3%) had an Adequate response and responded well to the immunization. Duration on Hemodialysis ranges from 1-4 yr with mean duration of 1.97 ±0.77 years, most of the patients had less than 3 years of Hemodialysis 97.5% (N=115/118) and only 3 patients (2.5%) were in year 4. Duration of Hemodialysis failed to show any significant impact on Hepatitis B vaccination response rate (p>0.05). DISCUSSION: An increased risk of exposure to HBV infection is observed in patients on maintenance hemodialysis (9) It has been observed that after vaccination for Hepatitis B, hemodialysis patients develop lower antibody titers compared to healthy individuals, and even if they are immunized, their antibody titers falls shortly within a year(10). The present study showed a very high response to hepatitis-B vaccination among hemodialysis patients. One hundred and four (87.6%) patients showed good antibody response after vaccination. Previous studies in hemodialysis patients have shown a variable hepatitis-B vaccination response rate, ranging from 47%-73%.(11-13).Comparable good results to hepatitis-B vaccination in hemodialysis patients had also been observed in areas with intermediate endemicity (2-8%) prevalence of Hepatitis B Virus ,such as in Brazil , which approached 89.5% in one study.(14) A recent meta-analysis of 17 clinical trials showed decreased response to hepatitis-B vaccination among older dialysis patients(15) which might be attributed to age associated changes to immune status, where â€Å"older† was defined at age 50 yrs. Our patients mean age were 52.3 ±10.04 yrs correlating with Meta analysis age group, and our results are similar with older patients having less immune response.(11, 16, 17) In the present study, gender and duration of hemodialysis therapy did not have any correlation to hepatitis-B vaccination. These results are in agreement with those reported by Peces et al .(18).Dacko et al.(16) and Tele et al(14).Similarly, Roozbeh et al(19) also confirmed the same results and showed that gender did not differ between responders (immune) and non-responders (non-immune) to hepatitis-B vaccination. CONCLUSION: We report a very good response to hepatitis-B vaccination among hemodialysis patients that is neither co-relating with gender or duration of hemodialysis. This was a preliminary study in our population which only estimated the response rate against vaccination. Future studies are needed to determine the impact of nutrional status and adequacy of hemodialysis on the response rate of vaccination as previous studies has shown their influences over titer levels.

Essentialist and Post Structuralist Theories of Race and Ethnicity Essay

Identity Analysis Toward Productive Pedagogies: An Essentialist and Post Structuralist Perspective Race and ethnicity will be used to analyse the central theme of identity from an essentialist and post structuralist perspective. Definitions of race and ethnicity will be presented and distinctions made between the two categories. The character Eva from the film The Freedom Writers will be used as a medium and present an argument that race and ethnicity are social constructs but not absent of essentialist influences. Following a self reflection of my own identity the similarities between Eva and I show a congruence between essentialist perspectives of race and ethnicity to the existence of ethnic tensions and prejudice. In the context of Post structural theory it will be argued that it offers a more realistic and progressive appraisal of identity as fluid and changing through social contexts. Differences between Eva’s and my own identity serve to highlight the inequality of dominant culture over ethnic minorities. Therefore, pedagogical strategies will be examined from a post structural perspective as a means to promote inclusivity and authentic Indigenous perspectives within the classroom. Essentialist theories about ethnicity and race present these identity themes as fixed and unchangeable. Weber (1978) defines race identity as â€Å"†¦ common inherited and inheritable traits that actually derive from common descent† (p. 368 ). The character Eva from the film The Freedom Writers identities her race as â€Å"†¦ those south of the border†, or specifically Hispanic. Ethnicity from an essentialist perspective differs from race as Zagefka (2008) ascribes to the notion that â€Å"†¦ essentialist accounts of ethnicity maintain that ethnic groups have a certain ‘essence’ which determines their character† (p. 1). Therefore, essentialist ethnicity elaborates on race identity informing that behavioural traits are also biologically determined. Eva’s statement â€Å"We fight over race, pride and respect† illustrates the essentialist nature of fixed, unchangeable boundaries that exist between her group and other ethnic groups. Eva’s racial hatred of the other ethnic groups is evident through her gang affiliations and violent behaviour toward them. An essentialist perceptive would assume that Eva’s racial hatred is determined at birth but as Eva’s character develops throughout the film the essentialist perspective loses validity and Eva’s sense of identity is seen to be socially constructed. Post structural theory maintains that race and ethnicity are socially constructed presenting Eva’s identity as fluid and evolving. However, Morning (2006) concludes that â€Å"†¦ the conception of race as rooted in biological difference endures, at least in the United States today†. Therefore, ethnicity offers a more authentic analysis of Eva’s identity formation from a post structuralist perspective then the residual of essentialism that exists in relation to her racial conceptualisations. In Eva’s formative years her subjectivities about race were essentialised from her fathers’ emphasis of her origins and therefore the â€Å"†¦ need to protect your own†. The violence from other ethnic groups and the arrest of her father because of his ethnic background resulted in an intense hatred for white people. Eva â€Å"†¦ hated white people on sight†. Eva’s hatred developed over time through social contexts involving ethnic and racial violence. Eva’s changing identity is represented from a post structural perceptive through narrative and social interactions in Mrs Gurwall’s classroom. Marra (2005) states that â€Å"Narrative is a powerful means of constructing different kinds of social identity, including ethnic identity†¦. † (p. 2). Using a diary as an artefact Eva is able reflect on her own subjectivities about identity to better understand her beliefs and values (J Nailer, 2005 p. 152). Through social interactions in the classroom under the guidance of her teacher Eva’s ethnic identity is reconstructed to establish a type of class ethnicity involving students from different races. As a self reflection process my own personal identity can be examined through essentialist and post structural perspectives centred on themes of race and identity. During my childhood years race identity was represented from an essentialist perspective. I identified as a member of the white race and was educated from a white, colonial historical perspective. Instilled from an early age was the notion that being black meant being inferior. Not only did I perceive Indigenous people as those who sat in the park and got drunk but I engaged in racist language such as ‘nigger’ and ‘coon’. My prejudice is highlighted by Brickman (2009) who suggests â€Å"Indeed, for social categories based on race, increased endorsement of genetic theories (one component of psychological essentialism) has been linked to increased prejudice† (p. 2). My parents assisted in the facilitation of my racial essentialism as did many other adults and peers of my own racial group. During my formative years my identity based upon being a member of the white race assumed greater intelligence, privilege and more appropriate behaviour than Indigenous peoples. The distinction between race and ethnicity is evident when according to Chandra (2006), an ethnic group is â€Å"†¦ a named human population with myths of common ancestry, shared historical memories, one or more elements of a common culture, a link with a homeland and sense of solidarity† (p.403). This statement relates to when I left my small town and attended an affluent private college whilst undertaking university study. Although surrounded by members of the same white race I identified with an ethnic group in the context of people from my own town. The essentialist and constructiveness theories for identity are distinct yet in practice difficult to separate. Ayirtman (2007) presents constructionist perspectives as â€Å"†¦ the intersubjective formation of individual identities through confrontation and interaction with other(s)† (p.10) whilst Chandra (2006) proposes that changes in ethnicity are constrained by â€Å"descent-based† attributes. In the context of race and ethnicity both statements were appropriate to the way I constructed my own identity throughout my adult years. The immersion in multiculturalism from a large city and university institution influenced me to many different races and ethnic groups. The confrontation of cultural diversity increased fluidity in the boundaries that constituted my identity about themes of race and ethnicity. However, the recognition of cultural differences in relation to my original culture and race still left intact some relatively fixed boundaries around essentialist perspectives. It is evident that Eva and I had different life experiences yet similarities emerge between our two identities. Prominent commonalities between Eva and I relate to the essentialist perspective of race and ethnicity our childhood and adolescence years. Both Eva and I expressed prejudice toward other ethnic groups based on the biological characteristics of race and ethnicity. In relation to ethnicity and race the formative years consisted of seemingly fixed and rigid boundaries around identity groups. Juteau (1996) describes these boundaries as â€Å"†¦ monolithic and static, seen as grounded in common origin, genealogy and ancestry† (p. 57). Similar to Eva the fixed nature of my identity boundaries correlated to racial and ethnic tensions resulting sometimes in violence, in varying degrees. Despite essentialised race and ethnicity in formative years commonalities exist between Eva and me through a post structuralist perspective. Racial prejudice was socially constructed through repeated discourses of conflict between racial groups throughout childhood and adolescence. Narrative through the evolving artefact of a diary allowed both Eva and I to analyse our subjectivities about aspects of our identities and both had the experience of an excellent teacher through which effective social interactions allowed empowerment and progressive reconstruction of identity. A key difference between me and the character Eva in The Freedom Writers is that I identified with the dominant Discourse in society and Eva identified as a member of a minority ethnic group. Thomson states â€Å"A successful school student is one who has acquired much of the dominant ‘habitus’, that is, ways of being in the world, as well as the cultural and symbolic capital derived from their schooling† (p. 8). An analysis of Thomson’s statement works on two levels. At the school level, and identifying as a member of the dominant culture, allowed me to be familiar with school discourse and the knowledge’s valued there in. Eva’s ethnic and racial identity immediately placed her at odds with the school discourse which restricted her acquisition of cultural capital. At the level of society I was able to exert more agency through the social influence that a familiar discourse facilitated. A seemingly natural relationship existed through identification with a common culture, language and physical race attributes. Eva’s race and ethnicity reduced the agency she could exert against the dominant culture. Her common culture and race attributes are at odds in a society where the majority race was white. The similarities and differences evident between Eva’s identity and my own identity offer invaluable understandings to develop positive, productive teacher-student interactions in the classroom. Taking a post structural approach to pedagogy teachers can be aware that their own subjectivities will influence the way they teach. (Nayler 2005). . In a multi-cultural scenario where individual students bring a variety of cultural identities into the classroom a teacher faces the challenge of facilitating inclusive pedagogical practices. Carrington advises that â€Å"†¦ the teacher facilitates a culture of respect and value for all members of the class. † (p. 113). This statement requires student interactions that involve listening to other students and being encouraged to support each other through peer assisted learning. Classroom organisation must allow students to actively participate in whole class, group collaboration, independent and problem- based learning. These student practices must be based around purposeful knowledge that engage what Thomson (2002) refers to as a student’s â€Å"†¦ virtual schoolbag† (p. 1). Through strong relationships between teacher, parent and community what students have learnt at home and in wider society can be transferred into the classroom. Therefore individual student’s â€Å"†¦ knowledge’s, narratives and interests† can be recognised and built upon with high teacher expectations of connecting them to the valued knowledge’s of the school curriculum. (Thomson, 2002). More specifically, is the need to embed Indigenous perspectives into the classroom. When embedding Indigenous studies into the classroom teachers (non-indigenous especially) need to access authentic knowledge and often admit their shortcomings in relation to skills and knowledge required to teach such units. Miller, Troy and Currell (2005) point out the risk that â€Å"as members of the dominant culture (we are all white Australian), perhaps we found it easy to revert to a knowledge base that we had naturally accepted since early childhood† (p. 61). Teachers must be critical about the resources they select to teach Indigenous studies whilst forging strong relationships with Indigenous communities. These factors will ensure that Indigenous studies are taught from an indigenous perspective and not corrupted by social, political and historical perspectives of the dominant culture of which many teachers identify with. The identity categories of race and ethnicity can be analysed from an essentialist and post structuralist perspective. The post structural perspective of race and ethnicity presents a more authentic analysis of identity as being influenced by different social contexts. Whilst the post structural perspective offers a more progressive application to Eva’s and my own identities essentialist influences are not invisible. The commonality of prejudice through race and ethnicity being essentialised offers an excellent reference point to show the usefulness of a post structural approach to productive teacher pedagogies. A post structural perspective offers the opportunity for teachers to critically reflect upon their own subjectivities in the context of their own identities. Teachers can therefore adopt pedagogical strategies that promote inclusiveness in the classroom and embrace the richness of cultural diversity, whilst linking the diverse array of knowledge’s to the value knowledge’s of the school curriculum. References 1. Marra, M (2005). Constructing Ethnicity and Leadership Through Storytelling at Work. Retrieved from http://www. mang. canterbury. ac. nz/anzca/FullPapers/06WorkCommFINALed. pdf 2. Carrington, S. (2007). Classroom relationships, pedagogy and practice in the inclusive classroom. In M. Keeffe & S. Carrington (Eds), Schools and diversity(2nd ed. ). (pp. 108-127). Sydney: Pearson Australia. 3. Miller, M. , Dunn, T. & Currell, K. (2005). Learning and the importance of knowing: Student perspectives on centralising Indigenous knowledge in their preparation as teachers. In J. Phillips & Lampert (Eds), Introductory Indigenous studies in education: The importance of knowing. (pp. 60-79). Sydney: Pearson Australia. 4. Thomson, P. (2002). Vicki and Thanh. In Schooling the rustbelt kids:Making the difference in Changing times (pp. 1-18). Crow’s Nest: Allen & Unwind. 5. Nailer, J. (2005). Understanding ourselves. In J. Austin (Ed), Culture and Identity (2nd end). (pp. 139-154). Sydney: Pearson Australia 6. Morning, A. (2006). Ethnic Classification in Global Perspective: A Cross-National Survey of the 2000 Census Round. Retrieved from http://as. nyu. edu/docs/IO/1043/Morning_2008_Ethnic_Classification_in_Global_Perspective. pdf 7. Brickman, D. (2009). The Implications of Essentialist Beliefs for Prejudice. Retrieved from http://deepblue. lib. umich. edu/bitstream/2027. 42/63752/1/dbrick_1. pdf 8. Chandra, H. (2006). What is Ethnic Identity and does it Matter. Annual Review of Political Science, 9, (pp 397-424. ) Retrieved from http://www. nyu. edu/gsas/dept/politics/faculty/chandra/ars2005. pdf 9. Juteau, D. (1996). Theorising ethnicity and ethnic communalisations at the margins: from Quebec to the world system. Nations and Nationalism, 2(1), (pp 45-66. ) Retrieved from http://onlinelibrary. wiley. com/doi/10. 1111/j. 1354-5078. 1996. 00045. x/abstract 10. Ayirtman, S. (2007). Recognition through Deliberation: Toward Deliberative Accommodation of Cultural Diversity. Retrieved from http://arts. monash. edu. au/psi/news-and-events/apsa/refereed-papers/political-theory/sayirtman. pdf 11. Zagefka, H (2008). The concept of ethnicity in social psychological research: Definitional issues. International Journal of Intercultural Relations, 33(3), (pp 228-241. ). 12. Gruwell, E (Writer), & Lagravenese, R (Director). (2006). In D. Devito, M. Shamberg, & S. Sheer (Producers), The Freedom Writers. Paramount Pictures.

Details of College Scholarship Essay Samples

Details of College Scholarship Essay Samples Introducing College Scholarship Essay Samples The cost of an essay rides on the quantity of effort the writer has to exert. The very first step to any essay writing is to choose a subject of interest. Remember that the man reading your essay would like to give out money. Possessing another man reading the essay is essential. Ensure that your essay is neatly typed, and that there's lots of white space' on the webpage. You've got a lot riding on the way in which the essay is written. You know that you are getting high-quality once you use essay writing help. Rather than being given a prompt, you may be requested to compose an essay on this issue of your choice. Type of College Scholarship Essay Samples Some scholarship programs will supply you with a list of questions to answer inside your essay. Therefore, students are advised to follow instructions provided. A scholarship is a grant that functions as an aid for a student to have the ability to attain a particular degree of education. If there are lots of scholarships that you're eligible to submit an application for, be certain to make an application for them all. If you submit the scholarship essay within the body of the email, it is going to be disqualified. Therefore, it's important to recognize key individuals to request letters of recommendation from. Typically each department has a particular deadline for every one of the scholarships they sponsor and a few departments award twice annually. If you're in need of an excellent scholarship essay, ask our writers to compose a customized scholarship essay for you. The group of essay writers covers every topic you might need. If you would like to succeed and know how to write a scholarship essay, it's also wise to become familiarized with the most frequently made mistakes. For a regular student, writing an effective scholarship essay is a true challenge. You don't need to possess the ideal writing skills to be able to be creative and compose an effective essay. Your English teacher may even be inclined to assess your essay for you. It is possible to also secure several discounts on our site which will help you to save some more money for future orders or anything you want to spend them on. The outstanding part about it's that you're not required to sign in for your purchase. This advice is also critical for essays in which you don't take a position but present an assortment of potential claims as a way to demonstrate your expertise or interest in a certain matter. Try to remember, on the exterior of the envelope, list the name of the particular scholarship you're inquiring about. The Good, the Bad and College Scholarship Essay Samples In some instances, you might find it challenging to compose because of inadequate abilities, and therefore a sample winning scholarship essays would supply the guidance you will need. Students l ead busy lives and frequently forget about an approaching deadline. Winning essays often rely on a broad range of relevant and proper evidence. With a little bit of tweaking, 1 scholarship essay can fit the requirements of several diverse contests. As you probably already know, applying for college is a great deal of work. Obtaining scholarship is just one of the greatest approaches to attain education and training to develop into a great leader. Applying for college takes quite a bit of work. College Scholarship Essay Samples Before you submit your application make certain you take the opportunity to proofread your essay from starting to end. Your application ought to be typewritten and neat. Our application essay service won't ever disillusion you and you'll be happy by our performance. It will never disillusion you and you will be pleased with our performance.

Descriptive Essay - A Slimy Situation - 865 Words

A Slimy Situation â€Å"I’ll be right over!† I excitedly told Carly over the phone. â€Å"Mom I’m going to Carly’s to make slime!† I yelled from my room. BOOM BOOM BOOM BOOM. Four stomps boomed from the ceiling, my queue to go upstairs. â€Å"Coming!† I screamed. I bounded up the stairs into my mom’s room. â€Å"I’m going to Carly’s.† I repeated. â€Å"Ok† she advised, â€Å"Bring your brother’s bike and be home by 6:30.† â€Å"Ok, thank you, bye Mom, love you!† I hollered, already down the hall towards the door. I scooped up the ingredients to make the slime, put it in my backpack, and ran out to get my bike. I opened the garage door and scooted my brother’s big blue bike onto the driveway. I hopped on and was on my way the half mile to Carly’s house. I was SO excited to†¦show more content†¦Next, I grabbed a mixing utensil and went to town on the mixture. Once I finished mixing, Carly was already behind me with some pink food coloring. She lightly squeezed the container, bright red liquid came bursting forth from the bottle. Carly missed the bowl and got some on the counter, but there was already shaving cream everywhere so, I didn’t say anything. After I stirred the slime again, I put a pinch of corn starch and some contact solution into the mixture. It was now time for my favorite part, the glitter! We poured a ton of glitter into the pink slime. Then, we mixed it and then kneaded it to fine dough. Finally, it was time to play. Carly and I squished, squashed, and scrunched our pink glitter slime. â€Å"Cassidy, catch.† She told me, and I did. We threw our slime around for about 5 minutes. Until Carly chucked the slime at me and instead of landing in my hands, it hit the ceiling. Carly and I couldn’t stop laughing. We laughed until the slime fell down. When it did it was surprisingly as hard as a rock. â€Å"Why is it so hard?† I asked Carly â€Å"Oh† She surprised turned to laughter again â€Å"We added to much corn starch. Now the slime is hard!† Then we started laughing again, passing the pink glittering rock around like before. We were having so much fun, I didn’t notice the clock. 6:27! â€Å"Oh no!† I frantically started packing my stuff. â€Å"I have to be home at 6:30. â€Å"Sorry Carly, thanks for making slime with me. Bye,Show MoreRelatedThe Rhetorical Analysis Of Mary Crow Dog And Graduation By Maya Angelou1640 Words   |  7 PagesThe rhetorical situation helps the audience understand all aspects of which the rhetor writes. When an audience understands the rhetorical situation, they are able to make a judgment on whether they believe the author to be credible or not, or their writing to be effective or not. Mary Crow Dog and Maya Angelou are both effective rhetors because their rhetorical situations work together to make their essays compelling. â€Å"Civilize Them with a Stick† by Mary Crow Dog and â€Å"Graduation† by Maya AngelouRead MoreEdgar Allan Poes Use of Descriptive Language in The Pit and the Pendulum1609 Words   |  7 PagesEdgar Allan Poes Use of Descriptive Language in The Pit and the Pendulum Edgar Allan Poe has been known for writing stories of mystery and horror. He has composed poems dealing with the occult. He favors those themes and ideas that people shy away from, death, pain, suffering, torture, terror, and fear. His gothic stories burn fright into the hearts of the reader or leave them with a sense of remorse for Poes poor and unfortunate characters. Not many people have ever thought aboutRead MoreEssay on Teaching: Grammatical Number and Notes21041 Words   |  85 Pagesrelationship between two events do future time clauses represent? Future time clauses are used to show the time relationship between two events or situations. Using the connecting words  when, after,  or  before  shows when each event occurred. Review the Meaning and Use notes on page 144. * When using  if  clauses to show a cause and effect situation, is the  if  clause associated with the cause, or the effect? The  if  clause represents the cause of the scenario. Review the Meaning and Use notes onRead MoreIgbo Dictionary129408 Words   |  518 Pagesillustrated the meaning and use of words; the great majority of the examples are due to him. Their merit is that they are not translations from English, but natural Igbo sentences elicited only by the stimulus of the word they illustrate. The short essays which appear from time to time (e.g. under otà ¹tà ¹, à ²Ã¯â‚¬ ¤gbanÌ„je) on aspects of culture are also his work, as are the sketches which served as basis for the illustrations, a large number of new words, and various features of the arrangement. When he had