Construction industry development Dissertation Example | Topics and Well Written Essays - 9000 words

3 Steps to Acing Your Upcoming Group Interview You’ve been approached in for a board meet. Perhaps you’re threatened. Perhaps frightened. Possibly you’re not even sure you comprehend what that really involves. Whatever your degree of fear, here are three simple strides to traversing your board meet tranquilly and in one piece. Stage 1: BEFOREYou reserve the privilege to ask who will be on your board. Do this. At that point inquire about each board part as well as could be expected. You’ll have the option to make sense of a considerable amount and get ready better for what each may be generally quick to ask you. What does this specific gathering of individuals educate you regarding what the organization is attempting to assess?You can likewise ask to what extent (generally) the meeting should last. This will give you a nice sentiment for what amount to and fro conversation will be conceivable, how much space you’ll be given to pose inquiries, to what extent your answers can be, etc.Step 2: DURING Treat every individual on the board like an individual not simply one more anonymous face. This isn't an indifferent divider asking you inquiries. Every questioner on your board is another chance to make a human association and persuade that a lot more individuals in the organization what an extraordinary fit you would be.Be sure to observe everybody’s name as they are presented. Record every one if that causes you recall. When responding to questions, talk straightforwardly to the person who asked, yet then attempt to widen your answer out to cause the remainder of the board to feel remembered for the discussion.Step 3: AFTERYou’ve took in their names and put forth an attempt to interface with each board part presently thank every single one of them earnestly withâ solid eye to eye connection and a quality handshake. From that point forward, it’s the typical post-meet follow-up methodology. Be that as it may, recall that you have to keep in touch with one card to say thanks for each board part. It appears to be a torment, however it’s these little contacts that will help set you apart.The board talk with: 6 hints for previously, during, and after

Cross Cultural Management Culture and Management Across the World

Question: Talk about the Cross Cultural Management forCulture and Management Across the World. Answer: Presentation Multifaceted administration is connoted as the way toward dealing with the group works in an enhanced social condition. The culturally diverse administration starts the inclinations and practices of the business the board in the worldwide setting. The adjustment of the broadened societies and approaches is fundamental so as to keep up the diverse administration aptitudes. As per Thomas and Peterson (2014), the intercultural collaborations between the ostracizes have upgraded the chance of getting to the more extensive business showcase alongside the cutting edge innovations. The chiefs in the multifaceted administration need to manage various difficulties, other than need to keep the consecutive pace while settling on any pertinent authoritative choice. The examination will feature the inquiries of two exile representatives in Singapore. The main meeting will be mirroring the business managing the Chinese individuals. The expanded work perspectives and the worth based understanding required for the gifted results will be determined in the area. Second meeting will guarantee the professional interactions in the Singaporean condition. The point of the examination is to talk about the difficulties looked by the chiefs in executing strategic policies in the enhanced social condition. The undertaking will likewise plot the hypothetical examination with respect to the issue details. In keeping fixation on the hypothetical arrangement, the reasonable proposal will be introduced. Moreover, the reflection will depict the encounters shared while leading the examination with different understudies. Area One The task is related with two meeting areas of two interviewees. The primary interviewee is Dedra, who worked in General Motors. In the underlying stage she was very befuddled about choosing the correct area of her work. In any case, she at long last chosen Shanghai, the capital of China. While ostracizing in China, she confronted the decent variety in working social and strategic policies. Aside from that, she additionally confronted the various idea of individuals in managing the administration rehearses. In this investigation, the diverse working societies and required parts of managing the representatives in China will be portrayed as needs be. In the subsequent stage, the top administration administrators took the part in the second meeting. The interviewee is Alison Jansen, who is an outsider from Denmark and working in Singapore. In both of the cases, the interviewees need to confront the multifaceted condition. The last outcomes of the meeting area included points of view upon the interests of gay, transgender, bi-sexual, and lesbians in strategic policies. Regardless of being a moderate nation, Singapore individuals have led pink spot battle to help LGBT. Nonetheless, a few people even don't bolster the cooperation of this gathering also. Accordingly, this meeting segment will feature the exhibition of the organization to work with individuals of broadened gatherings. Area Two Idea of Cross Cultural Management The multifaceted administration is meaning the appropriation of the comprehensive administration techniques that give knowledge to the differentiated social parts of the auxiliaries in various countries. The enhanced types of human race, distinctive social turn of events, and expanded social sorts are predicted. Chanlat, Davel and Dupuis (2013) characterized that the multifaceted administration study is directed to express the practicality examination of hierarchical structure and the executives instruments in expanded social climate. Then again, Eisenberg, Hrtel and Stahl (2013) contended that the culturally diverse administration shows the improvement of the ages by gaining the propelled types of business components. Focusing on such conceptualized statement, the segments of diverse nature have been introduced further. Hofstedes Model of Cultural Dimensions In thinking about the model of social measurements, it is required to characterize six parts. These parts are for the most part speaking to the autonomous inclinations among the distinctive country societies. According to the Hofstedes Model of Cultural Dimensions, these six segments are depicted further: Force Distance Index (PDI) The PDI measurement is clarifying the level of tolerating the inconsistent dissemination of forces. At the point when the exile is working in the distinctive social condition, it is required to receive the social characteristics that are kept up in the very society (Romani and Claes 2014). According to the meeting, it is mirroring that the Chinese individuals regard the choices of the top administration. The facts confirm that the force separation between the administration and the workers is very conspicuous. Nonetheless, the administration approach in Chinese firms is consistently imperious. The Chinese representatives will in general keep up the proposals and requests originated from the upper administration (Schaaper et al. 2011). Then again, the Singaporeans are bound to settle on their autonomous choices. In any case, the conscious conduct of the Chinese individuals and the readiness of learning more are very surprising in such cases. Independence Versus Collectivism (IDV) Rodrguez-Carvajal et al. (2014) clarified that the significant side of the measurement is indicated as independence, which is deciding the assessment of the self inclinations. Individuals will in general deal with themselves and their families in shielding the intensity of independence. Despite what might be expected, the community determines the inclinations of working in gathering. According to the case situation, Dedra is the Singaporean representative who is suited in a position of Shanghai, China. She inclines toward the independence setting where she can settle on her own choices. In any case, while moving to the Chinese area, the situation is very unique. Individuals in China like to work in gathering and generally have confidence on one another. In one angle, this strategy is very productive, as a worker finds the opportunity to find out more and build up their expert abilities (Taras, Steel and Kirkman 2012). In any case, selection of such culture is additionally very trying for the exile who has a place with various philosophies. Manliness Versus Feminity This specific measurement has been speaking to the general public inclinations regarding self-assuredness, courage, and materialistic prizes made through progress. This measurement is a lot of meaning the serious situation of the business the board. Despite what might be expected, the women's liberation represents the level of adjustment, unobtrusiveness, participation, and personal satisfaction. A portion of the countries for the most part lean toward the forceful social methodologies while undertaking the administration rehearses (Venaik and Brewer 2013). Then again, it is required to be a lot of versatile if there should arise an occurrence of ostracizing in an alternate country. The upkeep of such nature is the way to progress as the business worker. Vulnerability Avoidance Index (UAI) The Uncertainty Avoidance Index measurement is communicating the level of keeping up the defended demeanor while managing the vulnerability and vagueness. In focusing on the social attributes of Chinese individuals, it has been seen that they typically have the momentary vision. They are typically keen on taking a shot at the present groupings as opposed to watching the drawn out angles. In this manner, the forcefulness in their strategic approaches is abundantly featured. In focusing on such adroit business conduct, the individuals have less tolerance in managing the situational emergency. In this way, the acknowledgment of these angles is important in deciding the upper hand in the business the board. Long haul Orientation Versus Short Term Normative Orientation The connecting with the past issues to manage the present difficulties and future development is a lot of unmistakable in this measurement. The serious business generally searches for the drawn out direction, which can assemble the critical future possibilities in deciding the more drawn out progress. In portraying the case situation, it very well may be induced that while Singapore representatives are tremendously keen on defining the drawn out objectives. Be that as it may, the changing impacts of globalization make the differentiated vision (Taras, Steel and Kirkman 2012). Actually, the Chinese businessmen are focusing on the transient situated objectives acted in the present business advertise. For instance, Chinese individuals make the items and the administrations, which keep up the short item life cycle. Be that as it may, individuals from Singapore face the difficulties in making the drawn out objectives with the Chinese agents. In this manner, the chance of social clash is g reatly anticipated in such cases. Guilty pleasure Versus Restraints The guilty pleasure alludes to the free delight of naturalistic human conduct. Despite what might be expected, the limitation decides the concealment of the delight with the severe accepted practices. The business ostracizes face a portion of the difficulties with respect to the agreeableness of the general public in an alternate nation. The guidelines and guidelines applied by the administration can here and there be hard for the business conduction. Consequently, the individuals from the distinctive nation need to focus on such social commitments identified with the across the nation social qualities. The hypothetical arrangement with the contextual analysis situation has been deciding the broadened social effects on the business executions. While depicting the differentiated work culture, the reception capacities are a lot of vital for the ostracizes. Dedra, the Singaporean representative may feel great in the Chinese business showcase. Be that as it may, she will likewise be keen on moved to her local nation. Despite the fact that the changing atmosphere and business market may impact the way of life, it is simpler to be acclimated with the home culture. It is obviously that the exile in the extraordinary

How Capitalism Works in Different Scenarios Coursework

How Capitalism Works in Different Scenarios - Coursework Example As per Hagopian private enterprise is a social association which is as of now experienced in each nation. In this sort of association, implies that are utilized for creation are possessed by a minority bunch in the public eye (industrialist class). The remainder of the populace needs to sell their work in return for pay/wage (common laborers). Not at all like the socialist type of association where a general public has no classes, in private enterprise class division assumes a significant job. Private enterprise is best clarified by Karl Marx who says a free enterprise society has two fundamental classes; the individuals who have (own the methods for creation) and the individuals who have not. There might be the presence of different classes in the public arena yet the two are imagined as the significant ones. As per Marx the individuals who have are attached to abusing the individuals who don't have consequently struggle will consistently exist between the two classes. This is the t hing that shapes a free enterprise society and that is the means by which it operates.Capitalism is the method of creation that is utilized in our contemporary social orders. In numerous social orders today you will discover the presence of the two principle classes. Misuse comes about when the free enterprise class utilizes the average workers to their advantage. This is on the grounds that as much as the common laborers is the one chipping away at the ground the general benefits acknowledged go to the industrialist class. Costs paid by entrepreneurs in the creation procedure, for example, pay rates are excessively low when contrasted with the benefits figured it out. These benefits are then put resources into request to create more benefits, prompting further riches collection. At the point when the common laborers gets worn out they will bring about an upheaval lastly, the general public will go into a condition of socialism. At this stage, nobody claims anything and Marx states that the procedure will rehash itself.Blaut (127) clarifies the historical backdrop of free enterprise by first telling the individuals the transitional discussion history. Private enterprise beginnings can be best clarified through the commercialization model. proportion to show how private enterprise functions is in industrial facility situations, where many individuals are engaged with the creation procedure yet the benefits are harvested by one individual.

Standardization of English in the British Isles Coursework

Normalization of English in the British Isles - Coursework Example Normalization of the English language was attainable for Britain not long after the getting of various vocabularies from its settlements everywhere throughout the globe. The English used by Britain was far reaching or comprehensive contribution decent variety to the language. English was once in a while misused before normalization since different dialects, for example, Latin and Norman French were used in different unmistakable fields of study and organization. In any case, the decency of the English language logically rose during that time trying to gain full guidelines. Normalization of English inside the British Isles implied standardization, which is viewed as control of any predominant optional varieties concerning the syntactic angles (Trudgill 1984, 32). This inferred normalization must be cultivated inside the composed channel.In perspective on changes that occurred in introducing what is viewed as Standard English various restructurings were done to realize these changes. R ecreating articulation, accordingly, can be thought of, one of the components that added to the normalization of the English language inside the British Isles (Cote 2006, 3). Authors between the sixteenth and seventeenth century bestowed endeavors on elocution. Reproductions were likewise done on spelling both easygoing and casual in singular letters in unique dialects.In the past, the people used vernaculars as types of communications in their cultural settings. During this time, little existed about Standard English everywhere throughout the globe, since the tongue had not been incorporated, with different dialects, to build up the standard language. Accordingly, there existed inconsistencies in communicated in English inside various cultural settings, because of the presence of assorted lingos for various groups of the people. Despite the fact that tongues were because of topographical and social rates. Lingos have been related especially with sociolinguistics, which identifies w ith social mentalities. In any case, with time tongue has lost its incentive with the rise of status among the general masses. The lingo lost its incentive during the years in history when individuals began picking up characters, and economic wellbeing prompting the advancement of progressively formal language liberated from tongues. Presentation of Standard English in the British Isles, hence, turned into a reality with the subject of character and societal position.

Leadership Essay Samples - How to Build an Effective Essay

Leadership Essay Samples - How to Build an Effective EssayBeing a leader does not necessarily mean that you have to have tons of experience. There are leadership essay samples that will teach you exactly how to write a powerful essay to impress your readers and impress your future boss.This is the power of how leaders leadership techniques that they can effectively use to develop their leadership skills. The effectiveness of an essay is in how well it convinces your reader, because if they feel that you have something to say, they will most likely trust you more and are more willing to listen to what you have to say.To help you achieve this goal, you need to know how you are going to build up your essay and make it more convincing. One of the best ways is to draw up an outline and take notes. Aside from these two actions, you will also want to engage in writing exercises to improve your skills.The first action is to gather a list of effective leadership essay samples and put them in order. You should have at least one essay sample from each essay style: persuasive essay, question and answer essay, topic essay, thesis statement, memoir-style essay and the rest of the effective leadership essay samples.By doing this, you will see that there are many people who have written successful essays and other people who do not have a grasp on the technique or writing tips of the best ones. The fact is that it would be futile to try to learn everything and anyone about writing. But the one thing that you can do is to put all the best leadership essay samples in order and put them in the right order that will help you improve.When you are done with your list, go ahead and pick the best essay samples that you want to include. Your plan for this essay writing exercise is to write an essay that will impress your reader. This means that the best way to do this is to compose the essay in such a way that it will grab their attention and convince them to read it.This will show the m the type of person you are and that is the whole point of this essay writing exercise. Take your time to finish and go over the essay several times. The more time you spend on it, the better results you will get.

SAT Quotes to Keep You Focused and Driven as You Approach Test Day

Are you in the process of preparing for the SAT? Perhaps you’re completing practice algebra problems each day as you prep for the Math portion of the test, or maybe you’re striving to make your writing clearer and more organized in preparation for the SAT Essay section. No matter what skills you’re focusing on, you may be feeling a little run-down from all your efforts. As you study for the SAT, quotes from successful, well-known individuals can often provide you with the inspiration you need to keep working toward achieving your goals. â€Å"Ambition is the path to success. Persistence is the vehicle you arrive in.† (Bill Bradley) Being an ambitious person, you probably set lofty goals for yourself. You may strive for all A’s in your courses every semester. If you play a sport, you may have the objective of winning a specific award or scoring a certain number of points each game. If you play the piano, you may set a goal of learning a challenging piece of music by a particular date. You can also set ambitious objectives when it comes to the SAT. For example, you may set your sights on scoring in the top one percent on the test, like our tutors did. This quote points out that being persistent is what helps you arrive at your goals. Studying every day is one example of persistence when it comes to preparing for the SAT. Asking your instructor for clarification on confusing topics and reviewing difficult skills are other examples of being persistent in your SAT studies. This advice holds true for most goals, including success on the SAT. â€Å"When you have confidence, you can have a lot of fun. And when you have fun, you can do amazing things.† (Joe Namath) Building your confidence is part of the SAT prep process. Improving on your weakest skills certainly boosts your confidence leading up to test day. At Veritas Prep, we believe the learning process can be fun, and in our instructional program, we give you the tools and strategies you need to feel confident about every section on the SAT. We want you to walk into the testing center feeling at ease and ready to showcase your skills on the exam. â€Å"I’ve learned time management, organization, and I have priorities.† (Tory Burch) Preparing for the SAT is a gradual process. To get the most out of your prep time, it’s best to make a schedule for each day’s study tasks. How do you know what tasks to include on your schedule? Take a practice SAT to see what skills you need to work on. If you need to work on recognizing words in context for the Reading section, then quizzing yourself with vocabulary cards is one place to start. This sort of practice would be a task on your study schedule. Set up your schedule by dedicating a certain number of minutes to each task. When you have an organized study schedule, you can complete each day’s tasks with efficiency. â€Å"I cannot emphasize enough the importance of a good teacher.† (Temple Grandin) What better way is there to achieve a high score on the SAT than to learn from someone who already achieved that goal? Each of the instructors at Veritas Prep scored in the 99th percentile on the SAT, so whether you’re looking to improve your score on just one section of the test or on multiple sections, when you work with us, you’ll be learning from individuals who understand how to get there. Professional SAT instructors use their experience and knowledge to benefit the student. â€Å"Success is dependent on effort.† (Sophocles) Thorough preparation is necessary for success on the SAT. A high score on the test can help you gain admission into a preferred college. Once there, you can earn a degree that leads you to your dream career. So the efforts you make today to excel on the SAT can set you on the path to achieving your goals in the years to come. When it comes to the SAT, quotes like these can give you an instant jolt of inspiration. But consistent practice and a dedicated attitude are the real keys to success on the test. At Veritas Prep, we have both private online tutoring and in-person courses available: Let us pair with you as you aim for excellence on the SAT.

Definition and Examples of Advanced Composition

Advanced composition is a university-level course in expository writing beyond the first-year or introductory level. Also called advanced writing. In its broadest sense, says Gary A. Olson, advanced composition  refers to all postsecondary writing instruction above the first-year level, including courses in  technical,  business, and advanced  expository writing, as well as classes associated with  writing across the curriculum. This broad definition was the one adopted by the  Journal of Advanced Composition  in its early years of publication (Encyclopedia of English Studies and Language Arts, 1994). Examples and Observations A good many educators use the term advanced composition to refer specifically to a junior- or senior-level composition course concerned more with writing in general than with how writing functions in particular disciplines...It is unlikely that compositionists will ever reach consensus about advanced composition, nor would most teachers want some kind of monologic, universal method and course. What is certain is that advanced composition continues to grow in popularity, both among students and instructors, and it remains an active area of scholarship.​  (Gary A. Olson, Advanced Composition. Encyclopedia of English Studies and Language Arts, ed. by Alan C. Purves. Scholastic Press, 1994)[T]eaching advanced composition should be more than just a harder freshman course. If advanced composition is to have any viability at all, it must be founded on a theory that (1) shows how advanced composition is different in kind from freshman composition and (2) shows how advanced compositi on is developmentally related to freshman composition. The harder approach achieves only the latter.​  (Michael Carter, What Is Advanced About Advanced Composition?: A Theory of Expertise in Writing. Landmark Essays on Advanced Composition, ed. by Gary A. Olson and Julie Drew. Lawrence Erlbaum, 1996)Students who enroll in advanced writing courses write with proficiency yet often rely on formulas; their prose is stuffed with too many words and weighed down with nominalizations, passives, prepositional phrases. Their writing lacks focus, details, and a sense of audience . . .. The goal of an advanced writing course, therefore, is to move students from proficiency to effectiveness.​  (Elizabeth Penfield, Freshman English/Advanced Writing: How Do We Distinguish the Two? Teaching Advanced Composition: Why and How, ed. by Katherine H. Adams and John L. Adams. Boynton/Cook, 1991) Sites of Contention My advanced composition courses currently function not only as skills courses but also as sustained inquiries into how writing functions (and has functioned) politically, socially, and economically in the world. Through writing, reading, and discussion, my students and I focus on three sites of contention--education, technology, and the self--at which writing assumes particular importance. . . . Although relatively few students choose to write poetry in my current advanced composition courses, it seems to me that students attempts at poetic composition are considerably enriched by their integration into a sustained inquiry about how all sorts of writing actually function in the world.​  (Tim Mayers, [Re]writing Craft: Composition, Creative Writing, and the Future of English. University of Pittsburgh Press, 2005) Explorations For most of my first eleven years at [Oregon State University]--the years during which I taught both first-year and advanced composition--I wrote identical course descriptions for these two composition classes. The basic structure of the syllabi for the two classes was also similar, as were the assignments. And I used the same text as well . . .. Students in advanced composition wrote longer essays than first-year students, but that was the primary difference between the two courses...The syllabus for my fall term 1995 advanced composition class . . . raises new issues. The text that follows begins with the second paragraph of the course overview: In this class we will discuss questions such as these as we work together to become more effective, self-confident, and self-conscious writers. As is the case with most composition classes, we will function as a writing workshop--talking about the writing process, working collaboratively on work in progress. But we will also inquire together about what is at stake when we write: we will explore, in other words, the tensions that inevitably result when we wish to express our ideas, to claim a space for ourselves, in and with communities that may or may not share our assumptions and conventions. And we will consider the implications of these explorations for such rhetorical concepts as voice and ethos. (Lisa S. Ede, Situating Composition: Composition Studies and the Politics of Location. Southern Illinois University Press, 2004)

O.C. Ferrell Chapter 19 Case 19 - Mobile Marketing at Adidas - Swot and 5 Ps - Free Essay Example

Sample details Pages: 1 Words: 249 Downloads: 7 Date added: 2017/09/12 Category Advertising Essay Did you like this example? Case 19Mobile Marketing at Adidas Analysis Internal Strengths †¢Huge advertising budget ($900 million dollars in 04) †¢Sponsorships/cobranding with some of the biggest athletes (Beckham, Kobe, etc. ) †¢Established brand name: Historically largest share of soccer market in Europe (until 03) †¢Hiring Nick Drake brought insider’s view of mobile technology and market Internal Weaknesses †¢Ã¢â‚¬Å"Second place† to Nike †¢No longer the European premier soccer brand †¢Smaller marketing budget than Nike †¢Placed sponsorships with risky celebs â€Å"Kobe – sex scandal, Beckham – injuries, Missy Elliot – ? External Opportunities †¢Increasing spending power of 12-24 year olds †¢Rise of soccer’s popularity in US †¢Growth of overall mobile market †¢Mobile market relatively untapped in US External Threats †¢Nike †¢Other mobile media â€Å"applets† †¢Other advertisers i n print (hence, their need to break the clutter) †¢Other billboard advertisers (again, need to break clutter) Target Market †¢Basketball, baseball fans in US and Hockey fans in Canada †¢Hip Hop market in US Positioning †¢Seen as a fashion statement in hip hop market †¢To be a leading resource in mobile entertainment Price $70-120 for Run DMC Style to Missy Elliot Boots †¢Similar to Nike, possibly cheaper Product †¢Mobile downloads, backgrounds, etc. †¢Sporting apparel including shoes, clothing, etc. †¢Hip hop fashion apparel Place †¢Global (sponsorship of World Cup) †¢National (Japanese advertisement, Greece upset victory) †¢Regional (Road to Lisbon, sponsorship of regional major league teams) Promotion †¢Reach to Hip Hop market through song lyrics †¢Guerrilla marketing through campaigns in Japan †¢Viral marketing through Impossible is Nothing campaign †¢Reach to mobile youth market as young as 12 Don’t waste time! Our writers will create an original "O.C. Ferrell Chapter 19 Case 19 Mobile Marketing at Adidas Swot and 5 Ps" essay for you Create order

Personal Narrative The Hungry Caterpillar - 985 Words

Overcoming Learning hasn’t always come easy to me. I have struggled with about everything. If I were to list the two most common ones I struggle with all the time, it would be English class and French class. Now I understand everybody makes a mistake every now and then, but I was one of those people who at one point needed help all the time. In pre-school and kindergarten, I was amazing I knew all my ABC’s. I could even read a basic sentence or two, my favorite book was the â€Å"Hungry Caterpillar†. Toward the end of my kindergarten year my granddaddy got very sick, I started to struggle in school. I even told my teacher to send my work home because I needed to take care of him. I was no longer making the straight A’s and B’s. I kind of just†¦show more content†¦Eighth grade English was a breeze, I sailed right throw it. They helped me so much. I no longer had a big problem with English. A new problem aroused, my problem wasn’t with English now, but it was still a problem with a language. In about ninth grade I started taking French. I took French for many reason, I loved the language and my grandma took it. I had the same French teacher for French one and two. She was a bit off and rude. She would do cartwheels and jump up in the air in class if you got something right, but she would also embarrass you in front of the whole class if you didn’t know the answer. My first day in class it was fun, I understood what was going on. As the year went on in French one, it started to get harder. I didn’t really understand much of what was going on, so I asked questions. My French teacher was kind of like my fourth-grade teacher, if I asked a question she would very rudely explain it. After she would explain it she would say â€Å"I don’t know why you don’t understand, it not hard†. She made that statement a few times to me, I soon just stopped asking questions and just tried my best to pass. I passed French one—just barely—then prayed I wouldn’t get her again. I sadly got her again. French two was much harder. I was forced to spend my afternoons with her, if I wanted to pass the class. Those afternoons were painful, it was like walking on hot sand at the beach. Every afternoon she would burnShow MoreRelatedThe Changing Face of Childrens Literature2610 Words   |  10 Pagesremember the entire timeline of my life, in the form of books. When I was a just an infant and my mother was reading to me for the soothing effect, she often would read the same stories that her mother read to her in the sixties, such as The Very Hungry Caterpillar, by Eric Carle or Alices Adventures in Wonderland, by Caroll Lewis. Then, when I was a toddler soaking up everything like a sponge, my mother got me the Little Golden Book Collection and every Dr. Seuss book she could get her hands on. 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Part III (1913) consists of Proverbs, narratives, vocabularies and Grammar, the vocabularies being of Awka, OniÄ a (Onitsha), Abo (Aboh), Ivitenu, and á »Å'jà ¡ (the last two being apparently extreme northern dialects). These vocabularies are based on the same list that Thomas uses in his SpecimensRead MoreContemporary Issues in Management Accou nting211377 Words   |  846 PagesNo doubt such abilities reflect Michael’s early grounding in both the practice of accounting and its economic theorization, the former at Ford and the latter initially at the London School of Economics and thereafter as a lifetime endeavour. But personal though his achievements may be, they are also reflective of a wider tradition of significant involvement in the practical sphere by senior British accounting academics. For we must remember that it was Professor Edward Stamp who was one of the first

Origins Of The Walking Dead - 1213 Words

Photo Essay – Origins of The Walking Dead For my ethnography project, I chose to study the fandom of The Walking Dead. For the purpose of this paper, I will refer to The Walking Dead as a comic, a video game, and a TV show series. The focus of this ethnography is to understand how the comic book culture influences many fans. Since the series is based on a graphic novel series, and some of the fans are schooled in comic culture; they arrive with literacy in comic storytelling. Others who are not fans may recognize the visually and narrative of zombie films, in the horror genre after 1968’s Night of the Living Dead and Dawn of the Dead. Yet many Walking Dead fans appear to have migrated to the zombie tale without any particular connection to the comic book storytelling, or significant fascination, and the series’ fandom illuminates how an apocalyptic imagination has expanded into popular culture. The Walking Dead fandom has changed by geek standard. The Walking Dead has nearly all the classic of the 21st – century geek fandom: in this picture, it shows you the evolution of graphic imaginary has changed to attracted plenty of fans. The rating success has produce games, cars, and toys of the Walking Dead. The narrative extends over a vast range of official principles and the fan forms alike: its marketing team reaches out into nearly every popular culture. The fandom appears to extend well beyond the stereotype of comic book nerds. Most fans’ attention of TheShow MoreRelatedAnalysis Of The Poem Fandom Of The Walking Dead 1167 Words   |  5 PagesFor my ethnography project, I chose to study the fandom of The Walking Dead. For the purpose of this paper, I will refer to The Walking Dead as a comic, a video game, and a TV series. The focus of this ethnography is to understand how the comic book culture influences many fans. Since the series is based on a gr aphic novel series, and some of the fans are schooled in comic culture; they arrive with literacy in comic storytelling. Others who are not fans may recognize the visually and narrativeRead MoreThe Rise Of Zombies On Popular Culture1399 Words   |  6 Pagesof popular culture across various media. This paper will explore the rise of zombies in popular culture and why it continues to remain relevant. Origins When picturing a zombie the image of a undead person looking for its next human meal comes to mind. While this is the foundation of what the contemporary belief of a zombie is, the actual origin has a far deeper and darker history than what is portrayed today. In the 17th century, Haiti; at the time known as Saint-Domingue, was colonized byRead MoreAnalysis Of The Walking Dead 985 Words   |  4 PagesAnalysis Essay The Walking Dead is a television show that leaves its audience terrified and apprehension at 9 pm on Sunday nights. While members in the audiences are chewing on popcorn, The Walking Dead provides a taste for human cannibalism. The walkers, â€Å"Zombies†, feed on human flesh and have no thought of mortality. The atmosphere of The Walking Dead leaves all its characters with a dreary future until Rick Grimes just waking up from a comma in a hospital shows up with bringing leadership intoRead MoreThe Hunger Of The Walking Dead1021 Words   |  5 PagesThe Walking Dead is a television show that leaves its audience terrified and apprehension at 9 pm on Sunday nights. While members of the audiences are chewing on popcorn, The Walking Dead provides a taste for human cannibalism. The walkers, â€Å"Zombies†, feed on human flesh and have no thought of mortality. The atmosphere of The Walking Dead leaves all its characters with a dreary future until Rick Grimes just waking up from a comma in a hospital shows up with bringing leadership into the group withRead MoreJohn Locke And Plato s Views On Human Nature1339 Words   |  6 PagesThis quote refers to human nature, which is heavily discussed by John Locke. Locke is not the only philosopher who shared his views on man’s behavior in a state of nature, but others such as Thomas Hobbes and Plato. In the television series The Walking Dead the views of Locke, Hobbes, and Plato on humans in the state of nature are all shown but seem to favor Hobbes’ perspective, that the lives of men in that state of nature are, â€Å"... solitary, poor, nasty, brutish, and short†2. Hobbes has a moreRead MoreEssay on Rita Dove830 Words   |  4 PagesSection 2 portrays how Trujillo’s murderous decree finds its origin in his psychological equation of desire and death. As section 2 progresses, it becomes clear that Trujillo’s desire to â€Å"purify† the workers’ Spanish is linked to his desire to resurrect his dead mother. He keeps his parrot in his mother’s old room and feeds it elaborate sweets, memorials to his mother who collapsed and died one day while preparing pastries for the Day of the Dead, an Aztec festival assimilated into contemporary DominicanRead MorePath Integration for Navigation1050 Words   |  4 Pagesits role in navigation. Many of these animals exhibit extraordinary navigational capacities. Amoebae have light sensitivities that lead them to liquid areas that serve their chemical needs. Crickets locate mates using sound. Path integration, or dead reckoning, is one of the four types of navigation. I beg in by distinguishing the differences among the four types of navigation. I continue by explaining in more detail the second type of navigation: path integration. Next I explain why one mightRead MoreThemes in Green Grass Running Water817 Words   |  4 Pagesoutrun him. Later, Young Man Walking on Water (who is clearly supposed to be Jesus Christ) is unable to calm the storm to protect the sailors until Old Woman sings to the waves to calm them. By poking fun at stories from the Christian tradition, King ironically points out the universality faith. Regardless of the culture, each faith tradition has deities and origin stories. Satire also reinforces the theme of cultural divide in the scenes set in Latisha’s diner, The Dead Dog Cafà ©. Even the restaurant’sRead MorePost Apocalyptic Demand737 Words   |  3 Pageswill the animals. Whether the ‘Event’ that causes the apocalypse is a natural disaster such as: hydro-meteorological disasters, geophysical disasters and geomorphologic disasters. Manmade: virus, nuclear, chemical biological or extra-terrestrial in origin – initially you’d be best off avoiding cities and towns as places of refuge. In the weeks and months that follow death and diseases will be rampant. Buildings and streets will contain stench generating corpses and the inevitable air, water and foodRead MoreThe Origins of Bigfoot Essay examples892 Words   |  4 Pageswilderness of the early 1800’s? Could they have be seeing a black bear standing momentarily on its hind legs or was it actually what we now call Bigfoot today (â€Å"The Canadian Encyclopedia†). The origin of Bigfoot dates even further back to Native American myths portraying a large aggressive ape like animal walking on its hind legs eating children and animals (â€Å"New World Encyclopediaâ⠂¬ ). Since then there have been thousands of reports of supposed Bigfoot sightings including footprints, photos, videos and

Environmental Hazards and Toxicity for Weather - myassignmenthelp

Question: Discuss about theEnvironmental Hazards and Toxicity for Weather. Answer: Introduction Weather is becoming warmer and warmer, throughout the world, because of the increasing ambient temperature and the resultant global warming. The condition of the workers in the weather that is humid and hotter increases the heat stress risk, especially, for those, who are working in open and no shaded surfaces. Hence, additional care has to be taken care for the open place working workers, to ensure safe working conditions and hazardless environment. The risk assessment for the heat stress is developed for ensuring safe working conditions, by ensuring them to prevent the workers from any possibilities of developing the heat stress. Heat Stress Heat is generated, basically within the body itself and also gets acquired from the environment, externally. The extra heat generated in the body is lost from the body, by the attempts of sweat evaporation from the surface of the skin. If the body is cold, excess heat is generated through shivering. Heat stress is the result of heat accumulation exceeding the bodys ability for removing this excess heat. Core temperature is maintained by a human body and it is done in a range that is very narrow. When this limit is exceeded, failure of the vital organs will be resulted and eventually, the human may die after becoming unconscious. The mechanism of the main human body is losing the heat that is in excess, through sweat evaporation. The sweat evaporation causes to lose only water, so that much heat is not lost, from the body (WSH, 2010). Sweat evaporation involves the process of changes of sweat from the state of liquid to gas. More sweat evaporation is done for the lower moisture content of the air, relatively and when the moisture content is high, less evaporation gets occurred, in high relative humidity. When the physical work is intense, more than one litre of sweat or liquid can be lost, in an hour, in the form of sweating. In case, the loss of this body fluid is in larger amounts, through the sweating process, the result would be dehydration and it results in blood circulation impairment and also the body temperature regulation. So, replacement of water should be done through frequent drinking of water for maintaining adequate hydration, so that the mechanism of sweating of human functions optimally. Risks Though continuous intake of water is done, in the heat, there is a possibility of the heat stress, since the body continuously tries to remove the heat that is excess. The syndromes of the heat stress are heat cramps, heat stroke and heat exhaustion. Heat Cramps This earliest sign is the muscle tonic contraction symptom of cramping in the legs. It is usually, because of the electrolyte and fluid losses from huge sweating and happens after heavy physical work. The treatment for this is replacing electrolytes and fluid and taking rest. Heat Stroke Heat stoke occurs, when extra heat was unable to remove, because of increase of core temperature. It results in inability to talk, become unconscious and lose functions of bowel and bladder and may fail the seating mechanism. It may damage the vital body organs, like kidney, brain, liver. If it not treated in time, it may result in death. The treatment is to alert the workers and first aiders. Immediate attention must be sought by the worker, if he or she feels dizzy, unwell, painful cramps, headache or if anyone collapses. The body has to be cooled, preferably in an air conditioned area, sponge with water, after, removing cloths and then fanning. Circulation has to be restored and legs are to be elevated one foot above the ground. Then ambulance has to be called for sending to the hospital. Heat Exhaustion It occurs, when the electrolytes and water are lost from the body, as it effects the flow of blood to the vital organs. The symptoms are dizziness, feeling weak or even fainting, vision blurring, headaches and abdominal pain. Sweat is continued and body temperature is higher. The treatment would be electrolytes and fluids replacement, cooling the body and physical activity cessation (WSH, 2010). Then move the person to the area of air-condition or cooler place, sponge down after removing cloths, wet with cloth or towel and fan. Elevate the legs to above one foot above teh ground. Risks Associated The heat stress, if increased to an extent of uncontrollable condition could result into the heat stroke development. And the consequences of the heat stress would be serious. Workplace Safety and Health Act WSH Factors of Heat Stress in the Workplace There are three important factors that contribute the heat stress in the site, of the company (WSH, 2012). Factors, related to the personal workers, such as acclimatisation, hydration, general health condition, age, alcohol consumption, diabetes, immune suppression, obesity and other medical conditions Nature or type of work, such as rate of work, work load, cloths worn, type of work Environment of work, such as humidity, temperature, ventilation Companys Responsibility Heat stress and the resulting heat stroke would have serious conditions and hence, the management and other stakeholders have to take important measurements of minimizing the risk of the heat stress, as they are responsible to act under (Workplace Safety and Health) Act. Regulations of WSH, Singapore, risk management need conducting the risk assessment by the workplaces, so that measures are taken for reducing and eliminating the risks. It demands acclimatization of the workers in the local conditions of weather, before the operations begin (WSH, 2010). Since, the workers are planned to arrive two weeks prior to the operations, the two weeks time has to be utilized in such a way that they get acclimatized to the conditions of the local weather. (Stephan Constantin, 2012) Risk Assesment Specifies Against the heat stress Against the open working Against work load According to WSH, Singapore Recommendations Preventive Actions and Measures It is important that the risk assessment includes the following measurements to be taken, so that maximum risk of the heat stress can be prevented (Hale Ytehus, 2004). Provide polyolefine coveralls to all the workers and set its wet bulb global temperature to 29,50 Temporary shelters have to be arranged within the site, so resting is possible, during shorter and regular periods. All the workers have to go through Construction Safety Orientation Course to be aware of the heat stress issues. Change the timings of total 8 or 10 hours of working, in such a way that the first 4 or 5 hours are allocated from early in the morning and finish the first half, earlier. And second half should be started just four hours before the light fails (WSH, 2013). So, lunch break should be given between 11AM to 3PM. It is possible, since all the workers are accommodated by the company. The accommodation is recommended to be maintained closer to the site, so that they can have enough time to sleep, during the night, without wasting time much in travel. It should ensure that the temperature should not be exceeding 290C and the relative humidity to 85%, according to the WSH Act (WSH, 2010). Breaks to be given after every 1 hour of working for fluid intake. Lemon water can improve the stamina to work in the hotter weather, with less exhaustive nature. Conduct outdoor activities for the workers during the two weeks prior to the beginning of work, towards acclimatisation. Maintain an AC room near the workplace. Make the cool drinking and sports drinking water closer to the workers and also ensure that the workers have 500 ml water, every hour. First aid equipment and necessary materials. First aider and doctor to be present always in the site, during The companys park construction comes under Heat Stress 2, since the workers work under sun. Initially, the workload has to be 2 days and should be gradually increased. Requisites The company is requested to provide the following equipment, infrastructure and the necessary budget. Equipment, infrastructure, Material and Others Sports drinking water, supplied closer to every part of the operational site. One air conditioned room to accommodate the workers to rest for a while, before and after the shift and in case of any heat strokes. Temporary Shades WBGT Monitor First aid First aider Doctor close to the site Contact numbers of ambulance, hospital Risk supervisor Other facilities Budget Request The budget required - S.No. Facility Budget in USD 1 Sports drinking water 500 2 One air conditioned room 1000 3 WBGT Monitor 100 4 Temporary Shades 100 5 First aid 50 6 First aider 1000 7 Doctor close to the site 1500 8 Risk Supervisor 1500 9 Polyolefine Coveralls 1000 10 Other facilities 250 The total budget required is = 7000 USD Evaluation Measures Ensure personal fitness enough to work in construction of the park, before appointment of the worker. Conduct medical test after one week of the initiation of the work, to ensure the acclimatisation of the workers. Ensure checklist of the risk assessment factors to be verified, every day, before the shift begins. Report to Company The parking construction project is carried in the open sun, with no shade and so the risk assessment, risk factors and recommendations, along with the budget are provided in the report. It is requested to provide the recommended facilities, according to the WSH Act. Conclusion Risk assessment has been performed after a detailed exploration of heat stress, its causes, factors and treatments. Risk assessment is performed to prevent the accidents and hazards and the recommendations are provided in the report. References WSH Council, 2010, Workplace Safety and Health Guidelines: Managing Heat Stress in the Workplace, Workplace Safety and Health Council. WSH Council, 2012, Code of Practice on Workplace Safety and Health Risk Management Workplace Safety and Health Council. WSH Council, 2013, Workplace Safety and Health Guidelines Statutory Medical Examination Workplace Safety and Health Council. WSH Council, 2008, Workplace Safety and Health Guidelines Healthcare Workplace Safety and Health Council. WSHC, 2008, Workplace Safety and Health Guidelines - Hotels, Food and Beverage, Workplace Safety and Health Council. 2006, Occupational Safety and Health Management System, Fanning, F. E., 2003, Basic Safety Administration A Handbook for the New Safety Specialist, American Society of Safety Engineers, Chicago Ladou, Joseph, 2006,Current Occupational Environmental Medicine,4th ed. McGraw-Hill Professional.. Roughton, James, 2002,Developing an Effective Safety Culture: A Leadership Approach, 1st ed. Butterworth-Heinemann Stephan, Constantin, 2012, Industrial Health, Safety and Environmental Management, 3rd edition, epubli, Berlin. Hale A, Ytehus I, 2004, Changing requirements for the safety profession: roles and tasks, Journal of Occupational Health Safety, Australia and New Zealand Della, Giustina, Daniel, E. 2000, Developing a Safety and Health Program, Lewis Publishers, New York.

Rockwells Illustrations Essay Example For Students

Rockwells Illustrations Essay In America, artists works are not only shown in museums, they are often displayed on magazine covers. Norman Rockwell produced cover paintings for the Saturday Evening Post, a major magazine of the 1910s and for many decades later. In the process he became a nationally renowned artist. His precise detail brought him great popularity. He created a moral myth in which people were reassured of their own essential goodness, art critic Arthur C Danto told Allison Adato of Life magazine. And that is a very powerful thing. Film director Steven Spielberg remarked to Adato, Growing up, we always subscribed to the Post. He saw an America of such pride and self-worth. My vision is very similar to his, for the most part because of him. When people use the expression as American as apple pie they could just as well say as American as a Norman Rockwell painting. Rockwell was born on February 3, 1894, in New York City. His father worked for the textile firm, starting as office boy and eventually moving up to manager of the New York Office. His parents were very religious and the young Rockwell was a choir boy. Until he was about ten years old the family spent its summers in the country, staying at farms. Rockwell recalled in his autobiography My Adventures as an Illustrator. I have no bad memories of my summers in the country, and noted that his recollections all together formed an image of sheer blissfulness. He believed that these summers had a lot to do with what I painted later on. Rockwell enjoyed drawing at an early age and soon decided he wanted to be an artist. During his freshman year in high school, he also attended the Chase School on Saturdays to study art. Later that year he attended Chase twice a week. Halfway through his sophomore year, he quit high school and went full time to art school. Rockwell enrolled first in the National Academy School and then attended the Art Students League. Because he was so dedicated and solemn when working at his art, he related in his autobiography, he was nicknamed The Deacon by the other students. In his first class with a live model, the location of his easel was not the best. The nude young woman was lying on her side and all Rockwell could see was her feet and her rear end. So that is what he drew. Rockwell noted that, as Donald Walton wrote in his book A Rockwell Portrait, He started his career in figure drawing form the bottom up. At the Art Students League, Rockwell had two teachers who had a significant influence on him: George Bridgeman, a teacher of draftsmanship, and Thomas Fogarty, a teacher of illustration. Besides their expert instruction, Walton wrote, they conveyed their enthusiasm about illustration. While still at school, Fogarty sent Rockwell to a publisher, where he got a job illustrating a childrens book. He next received an assignment from Boys Life magazine. The editor liked his work and continued to give him illustration assignments. Eventually Rockwell was made art director of the magazine. He regularly illustrated various other childrens magazines after that. I really didnt have much trouble getting started, he remarked in his autobiography. The kind of work I did seemed to be what magazines wanted. In March of 1916, Rockwell traveled to Philadelphia to attempt to see George Horace Lorimer, editor of the Saturday Evening Post, to show him some proposed cover paintings and sketches. It was his dream to do a Post cover. So he set out to sell Lorimer on his work. Since he did not have an appointment, the art editor came out and looked at his work, then showed it to Lorimer. .u6872f86bc330512477712e5edee69319 , .u6872f86bc330512477712e5edee69319 .postImageUrl , .u6872f86bc330512477712e5edee69319 .centered-text-area { min-height: 80px; position: relative; } .u6872f86bc330512477712e5edee69319 , .u6872f86bc330512477712e5edee69319:hover , .u6872f86bc330512477712e5edee69319:visited , .u6872f86bc330512477712e5edee69319:active { border:0!important; } .u6872f86bc330512477712e5edee69319 .clearfix:after { content: ""; display: table; clear: both; } .u6872f86bc330512477712e5edee69319 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6872f86bc330512477712e5edee69319:active , .u6872f86bc330512477712e5edee69319:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6872f86bc330512477712e5edee69319 .centered-text-area { width: 100%; position: relative ; } .u6872f86bc330512477712e5edee69319 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6872f86bc330512477712e5edee69319 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6872f86bc330512477712e5edee69319 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6872f86bc330512477712e5edee69319:hover .ctaButton { background-color: #34495E!important; } .u6872f86bc330512477712e5edee69319 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6872f86bc330512477712e5edee69319 .u6872f86bc330512477712e5edee69319-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6872f86bc330512477712e5edee69319:after { content: ""; display: block; clear: both; } READ: Economic Activity as Reflected in Paintings EssayThe editor accepted Rockwells two finished paintings for covers and also liked his three sketches for future covers. Rockwell had sold everything; his dream was not realized but exceeded. This was the start of a long-term relationship with the Post. His success with the Post made Rockwell more attractive to other major magazines and he began to sell paintings and drawings to Life, Judge, and Leslies. Also in 1916 he married Irene OConnor, a schoolteacher. In 1917, shortly after the United States entered World War I, Rockwell decided to join the navy. He was assigned to the camp newspaper, related Walton, and he was able to continue doing his paintings for the Post and other publications. When the war ended in 1918, Rockwell got an immediate discharge. After the war, besides magazine works Rockwell started advertising illustration. He did work for Jell-O, Willys cars, and Orange Crush soft drinks, among others. Also in 1920, he requested to paint a picture for the Boy Scout calendar. He would continue to provide a picture for the popular calendar for over fifty years. During the 1920s, Rockwell became the Posts top cover artist and his income soared. In 1929 he was divorced from his wife Irene. In 1930, Rockwell married Mary Barstow. They had three sons over the next several years. In 1939,the family moved to a sixty-acre farm in Arlington, Vermont. In 1941, the Milwaukee Art Institute gave Rockwell his first one-man show in a major museum. After President Franklin Roosevelt made his 1941 address to Congress setting out the four essential human freedoms, Rockwell decided to paint images of those freedoms, reported Maynard Good Stoddard of the Saturday Evening Post. With the U. S. entry into World War II. Rockwell created the four paintings during a six-month period in 1942. His Four Freedoms series was published in the Post in 1943. The painting portrayed Freedom of Speech, Freedom of Worship, Freedom of Want, and Freedom from Fear. The pictures became greatly popular and many other publications sent the Post requests to print. Then the federal government took the original paintings on a national tour to sell war bonds. As Ben Hibbs, editor of the Post, noted in Rockwells autobiography, They were viewed by 1,222,000 people in sixteen leading cities and were instrumental in selling $132,992,539 worth of bonds. Then, in 1943, his studio burned to the ground. Rockwell lost some original paintings, drawings, and his exclusive collection of costumes. The family then settled in nearby West Arlington. Over the years Rockwell did illustrations for an ever-widening array of projects. He did commemorative stamps for the postal service. He worked on posters for the Treasury Department, the military, and Hollywood movies. He did mail-order catalogs for Sears and greeting cards for Hallmark. And illustrated books including The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. In 1953, Rockwell and family moved to Stockbridge, Massachusetts. In the summer of 1959, his wife Mary suffered a heart attack and died. During the 1960s, Rockwell painted portraits of various political figures, including all of the presidential and vice-presidential candidates. Most of these were done for Look magazine. In 1961, he was presented with an honorary Doctor of Fine Arts degree from the University of Massachusetts. That same year he received an award that he especially treasured, wrote Walton. He was given the interfaith Award of the National Conference of Christians and Jews for his Post cover painting of the Golden Rule. Also in 1961, Rockwell married a retired schoolteacher by the name of Molly Punderson. Rockwells last Post cover appeared in December of 1963. Over the years he had done 317 covers. The magazines circulation was shrinking at that time and new management decided to switch to a new format. After Rockwell and the Post parted ways he began a different assignment, painting news pictures for Look. He also started painting for McCalls. In 1969 Rockwell had done a one-man show in New York City. Art critics often were less than flattering toward Rockwells work; if they did not knock him, they ignored him. .u39ea260b9d98dc84f226f7cc7669fcdf , .u39ea260b9d98dc84f226f7cc7669fcdf .postImageUrl , .u39ea260b9d98dc84f226f7cc7669fcdf .centered-text-area { min-height: 80px; position: relative; } .u39ea260b9d98dc84f226f7cc7669fcdf , .u39ea260b9d98dc84f226f7cc7669fcdf:hover , .u39ea260b9d98dc84f226f7cc7669fcdf:visited , .u39ea260b9d98dc84f226f7cc7669fcdf:active { border:0!important; } .u39ea260b9d98dc84f226f7cc7669fcdf .clearfix:after { content: ""; display: table; clear: both; } .u39ea260b9d98dc84f226f7cc7669fcdf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u39ea260b9d98dc84f226f7cc7669fcdf:active , .u39ea260b9d98dc84f226f7cc7669fcdf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u39ea260b9d98dc84f226f7cc7669fcdf .centered-text-area { width: 100%; position: relative ; } .u39ea260b9d98dc84f226f7cc7669fcdf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u39ea260b9d98dc84f226f7cc7669fcdf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u39ea260b9d98dc84f226f7cc7669fcdf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u39ea260b9d98dc84f226f7cc7669fcdf:hover .ctaButton { background-color: #34495E!important; } .u39ea260b9d98dc84f226f7cc7669fcdf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u39ea260b9d98dc84f226f7cc7669fcdf .u39ea260b9d98dc84f226f7cc7669fcdf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u39ea260b9d98dc84f226f7cc7669fcdf:after { content: ""; display: block; clear: both; } READ: Additive Layer Manufacturing for Aerospace Parts EssayBut the public loved his paintings and many were purchased for prices averaging $20,000. Thomas Buechner wrote in Life, It is difficult for the art world to take the peoples choice very seriously. Rockwell himself said to Walton, I could never be satisfied with just the approval of the critics, and, boy, Ive certainly had to be satisfied without it. In 1975, at the age of 81, Rockwell was still painting, working on his fifty-sixth Boys Scout calendar. In 1976 the city of Stockbridge celebrated a Norman Rockwell Day. On November 8, 1978, Rockwell died in his home in Stockbridge.

Entrepreneurial Ability Essay Example

Entrepreneurial Ability Paper This question has been the focus of significant research and debate that is entrepreneurial ability inherent in all of us? Does it require some external shock to awaken it? Can we identify the traits and can they be taught? Shine (2010) In his book discusses how your genes influence your work interests, work values, decision making, risk taking, management style, approach to leadership, creativity, entrepreneurship and work performance. Shames conclusions were primarily based n the findings of studies of the twins, which has long been the favored method of separating hereditary traits from environmental Influences. Sensation seeking, for example, Is a personality trait believed to be related with entrepreneurship. Shine and his colleagues studied over 3000 twins In U. K. And found between 37 and 42 percent of the variance In tendency of people to engage In entrepreneurship Is accounted for by genetic factors. Twine 31 and 46 percent of this variance was edited by psychological traits of sensation seeking (Anomalous, Shine, Checkers and Specter, 2008, p 16). These findings are not entirely surprising or new. Both popular beliefs and scientific evidences suggest biology plays a role what we become eventually. So are these studies show we are only the product of nature? Dana (2001 ) argues that the Centenarians entrepreneur who creates an innovation is more likely to be born, whilst the Cankering entrepreneur who simply identifies an opportunity can be taught. A common denominator between these two broader lactations of entrepreneurs is that the innovation, whether created or identified, is exploited for profit. As a consequence training has to be tailored to the needs of entrepreneurs. A survey identifying the training and development methods most adapted to Quebec entrepreneurs showed the need for both lecture and participation (77%) and favored trade associations working with educational institutions (57%) (Grainier et al. , 1985). Bill Bolton and John Thompson says, It is however believed that educational programs for entrepreneurs have their place in Ron/made ratio but still environment is an important parameter. Let me conclude with the statement of Bill Bolton and John Thompson We are particularly concerned that such a standard text should be recommended that those who score 25 out of 103 in its Entrepreneur Quotient questionnaire should be advised You still have a chance. Go for it Bolton, B. And Thompson, J. (2004), Entrepreneurs, Elsevier Buttonholer-Henchman, Oxford UK. Dana, D. 2001), Conflict Resolution, McGraw Hill Professional, 2001. Anomalous, N. , Shine, S. Checkers, L. Specter, T. (2008), The Influence of Sensation Seeking In the Heritability of Entrepreneurship, Strategic Entrepreneurship Journal 2 7-21. Shine, S. (2010), Born Entrepreneurs Born Leaders, Oxford University Press, awaken it? Can we identify the traits and can they be taught? Shine (2010) in his book separating hereditary traits fr om environmental influences. Sensation seeking, for example, is a personality trait believed to be related with entrepreneurship. Shine and his colleagues studied over 3000 twins in U. We will write a custom essay sample on Entrepreneurial Ability specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Entrepreneurial Ability specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Entrepreneurial Ability specifically for you FOR ONLY $16.38 $13.9/page Hire Writer K. And found between 37 and 42 recent of the variance in tendency of people to engage in entrepreneurship is mediated by psychological traits of sensation seeking.

Online Resources For Transfer Essay Samples

Online Resources For Transfer Essay SamplesIf you are thinking about applying to a university of Maryland, then it is probably about time that you find some use for all those transfer essay samples that you have been using for so long. There is a good chance that many of these you have never seen before and therefore it would be very wise to check them out. These aren't as hard to find as you may think.Basically, anyone who has been spending lots of time working on the essay can definitely benefit from the online resources that are available to them when it comes to looking for transfer essay samples. These types of tools are especially helpful in preparing the various documents that the applicant would need to submit when applying to a school. All of the academic and research papers that are required for college admissions can often be quite overwhelming to a student but having these ready can make things much easier.It is also important to note that submitting these papers will als o help with the determination of the final decision that will be made by the admissions committee. This will eliminate the chances of some students making any mistakes or being unsure of how to present their case. The best transfer essays that are ever written are always well thought out and will help a student stand out above the rest of the other applicants that will be entering the college.So, how can any student prepare for their university of Maryland admissions essays by using the online resources that are available? A student can use an online calculator that is available online that is used to determine how many units a specific unit is in terms of English courses that are taken. This is very important for any student because it will allow them to know how many units they will need to fill up in order to submit an acceptable transfer essay.Another one of the tools that is used to help with the academic preparation of the student will be used in looking at some of the class a nd faculty history of the student's intended university. The admissions committee will certainly want to know the specific classes that the student has taken during their freshman years in order to get a sense of how well they did in those classes. The more knowledge that a student has about the university of Maryland that they are considering going to, the better prepared they will be to receive the grades that they will need to be accepted.An applicant will also need to know about the departments that are offered by the university in which they are choosing to attend. The schools that are offered in the University of Maryland may vary from school to school, but many of them will offer a wide variety of fields of study in which the student can excel. By knowing this information, the student will be able to provide the best argument for their future university of choice.Last but not least, there are some formal classes that a student will need to be in when applying to the universit y. There will be some that do not require any enrollment fee. These classes will include a standard four-year college course in which the student will be required to take.Knowing the specific requirements of the different universities that are being considered will really help a student to understand what is required of them and how they will be able to achieve their goals. The student should always check the university's website for more information regarding the admission requirements of each school that they are considering. This is one of the reasons why the online tools are so important.

Dramatic nature of Cleopatra Essays

Dramatic nature of Cleopatra Essays Dramatic nature of Cleopatra Essay Dramatic nature of Cleopatra Essay Her odd relationship with Antony is because of her duel emotions for him, as if she doesnt like him when he is present, but misses him dearly when he is absent. Although she is such a dominant, almost arrogant character it seems that she does have some insecurities. During the first exchange, when she belittles Antony, there is a hint of jealousy and this introduces tension into the play. This idea that she is jealous of Fulvia is furthered later when she calls Fulvia a nagging wife: Shrill-tongued Fulvia scolds and asks: Why did he marry Fulvia and not love her?, and by using the 3rd person in reference to Antony, she starts to show her jealousy. These exchanges illustrate Cleopatra to be quite insecure and unsure about Antony when it comes to Fulvia his wife; however this certain jealousy is short lived with Fulvia dying soon after. In addition it could be that she constantly needs to be centre of attention, and needs compliments to keep her self esteem high. In the same scene she appears to be quite ego mongering and is always fishing for compliments like: If it be love indeed, tell me how much. When Antony replies with a flattering phrase about their love, she takes control again and says: Ill set a bourn how far to be beloved, as if his limit of love is not enough and so she must limit on how much he may love her, which again links in with the theme of excess, and this also demonstrates further her personality as being dominant and controlling. Another trait that Cleopatra has been presented with in Act 1 is the dramatic nature of her personality which is also reflected in her speech. When she talks of Fulvia she talks in a very dramatic vain and the constant use of punctuation and rhetorical questions show this. Her dramatic being resurfaces later on, in scene 2, when she says: I am sick and sullenhelp me away, dear Charmain! I shall fall at the sight of Antony and also in scene 5 in the exchange between her and Alexas: Note himnote himnote him, suggesting that the triple note him adds to the idea that there is evidence of theatrical conciseness, and highlights the dramatic nature of Cleopatra. The final characteristic of Cleopatra is the idea of mysticism. This is a current theme in the play and applies to Egypt but also to Cleopatra to an extent. She is described as a: gipsy and an enchanting queen, which links to this idea but also to the fact that many felt she was keeping Antony almost under a spell and her antics are often described as: witchcraft. The idea of her keeping Antony away from Rome is reiterated in Antonys words: These strong Egyptian fetters I must break, picturing Cleopatra as a temptress keeping Antony in Egypt rather that Rome neglecting his responsibilities as a leader. In conclusion Cleopatra is presented as a dominant typically passionately Egyptian women especially when loving Antony. She epitomizes Egypt and all that it stands for, that is: overindulgence, and a women who is presented as being very complicated when it comes to her feelings.

How to Write the University of Minnesota, Twin Cities Essays 2018-2019

The University of Minnesota — Twin Cities is a large public university, offering a huge variety of resources across two campuses in two cities: Minneapolis and St. Paul, sister cities that are approximately three miles apart. In the 2017-2018 school year, UM – Twin Cities enrolled just over 51,000 students, about 31,000 of whom were undergraduates. UM — Twin cities offers top-caliber research, with faculty including 29 Nobel Prize winners. It is currently ranked #79 on the US News and World Report’s National Universities list and is ranked #30 on the US News Top Public Schools list . UM — Twin Cities typically accepts about 45% of applicants; accepted students’ average GPA is 3.78 and their SAT scores average a 1360 composite. UM — Twin Cities requires supplemental essays only for specific majors. Prospective dance majors and mortuary science majors are required to answer an array of questions specific to their field. Responses to all applicable questions must fit onto two double-spaced pages. Dance majors are required to answer three questions: What has brought you to dance? Why do you plan to pursue a degree in dance? How do you imagine the relationship between writing about dance and dancing? Additionally, there is an optional question about diversity, which asks you to explain how you might contribute to, or benefit from, UM – Twin Cities’ diverse community of scholars. Prospective Mortuary Science majors must answer four questions. The first asks about a time when you handled a difficult situation professionally. The second asks for an example of your compassion or empathy making a difference in another person’s life. The third asks for an example of your tact and level-headedness under pressure. The fourth asks you to describe a time when you made an important decision and the impact of that decision on yourself and others. There are also additional essays for applicants to the Freshman Nursing Guarantee Program . These consist of three 250-word essays. One question asks you to explain why you have chosen to pursue a nursing career. The next asks about how your studies and activities have prepared you to be a nurse. The last question asks you to reflect on why the Freshman Nursing Guarantee Program fits your degree and career plans. This question is an intentionally broad starter question: the admissions committee is giving you the chance to open your two-page response with a â€Å"thesis† of sorts about your deepest motivations or most personal connections to dance. While you can–and should–include specific stories or the timeline of your dance discovery in your response, you should begin by taking a step back and consider your high-level strategy. Also, keep in mind that â€Å"brought you to† can be interpreted in two ways: in a strict sense, as the literal thing or person that introduced you to dance; or, more broadly, as the thing that really made you passionate about or committed to dance. Your essay ideation process should include three basic elements: Below, these steps are outlined in the order they are listed above. However, these steps can be somewhat modulated. Some writers will already know that they want to tell a story–for example, one about how their older sister introduced them to dance. Other writers might have a clear idea of how they’d like to open but need to think more about what their underlying thesis might be. What really matters is completing all three points before you begin writing. This is the theoretical core of your essay: the essential information about you that you want to make sure your readers understand. This thesis, however, is not something that you will necessarily write as a â€Å"topic sentence† at the end of your paragraph. Instead, your thesis is something to guide your thought process as you plan your essay so that you have a clear idea in your mind of what you are trying to get your reader to understand. Of course, some writers will include more explicit thesis statements than others–and that can work well.   However, for planning purposes, you should think of your thesis as something that you want the reader to understand from the story you tell . As you might have already guessed, if you’ve had some experience with college essays, this means showing not telling (more on this later!). Now, how do you actually come up with a thesis? Try responding to a slightly different question from the one that the prompt asks. Ask yourself: what do you love about dancing? Or, what is meaningful to you about dance? The answer to these questions is, ultimately, what your essay should convey. This thesis could be something very simple: dancing makes me happier than anything else. Or, it could be a little more complex: dancing makes my mind and body feel connected. It could also be more external: dance is a language that allows me to communicate my experiences with others, and understand their pain and joy. Before you figure out what structure your essay will take, you need to consider what anecdote, story, or example you can use to show the reader your thesis. At this point, you should feel free to dive into your early memories of dance, or even more recent ones that you feel really crystallized your love for the art. Do you have just one moment you want to share or a few different memories? Is there a particular person who introduced you to the world of dance? With each anecdote you consider, ask yourself, â€Å"Can this convey my thesis? If so, how?† Thesis: Dance has allowed you to find a sort of inner peace. Anecdote(s): For a thesis like this, you likely will need to convey some sort of change over time. You could open with a story about your early childhood; perhaps you were tempestuous in elementary school, struggling to acclimate socially or academically. Pick a specific â€Å"moment† from those days to illustrate these tendencies–this could be a classroom argument, a test you did poorly on, or a moment when you felt left out. Then, you could describe your first dance class, contrasting the peace you felt with your instructor and peers Thesis: You were able to work through personal hardship with the help of dance. Anecdote(s): To show the reader this thesis, you’ll need to think of a specific time that dance really helped you through hardship. For example, you could discuss how you processed a parent’s sickness or a difficult relationship by pouring your emotions into dance. Perhaps before this, dance was merely a hobby for you. Use a detailed depiction of this painful experience–and how you danced through that pain–to show the reader how dance became more than just a hobby for you, that is, to show how this experience â€Å"brought you† to dance as a true passion. The particular anecdotes you choose, along with your thesis, will ultimately determine the length of your essay. If you want to simply articulate how happy dancing makes you, then telling a short story about the first time you felt that pleasure might be the perfect choice. If you want to explain how you’ve learned to communicate through dance, your narrative might need to involve a few anecdotes that show this progression. The key is to center your essay around a â€Å"moment† or â€Å"moments† that depict the core of what dance means to you, and what has made you choose it as your major. This prompt asks a more concrete version of the question asked in the first prompt. This actually will make your response to this second prompt easier, since you will have already touched on the deepest reasons why you love to dance. Now, you have a chance to build on that initial response with a practical description of your interests in a dance degree. There are three main approaches that you can take to this prompt: Of course, there can be endless variation and intermingling in these broad buckets. However, these categories can be a good starting point for brainstorming as you consider what approach to take to this essay. If one of these categories speaks directly to you, it can help you define the approach that you’ll take to this essay, which will help you focus and expedite your drafting process. Take a step back and ask yourself: What goals will I fulfill by earning a dance degree? Some of these goals are likely too general or too random to fit cohesively into a focused essay for a specialized program (for example the general satisfaction and usefulness of having a college degree or the excitement of getting to tell people you studied dance). Other goals, though, will link to one of the broader approaches mentioned above. Perhaps you want to help people express themselves; perhaps you want to teach dance; perhaps you want to direct arts programs in your community; perhaps you want to become an academic who studies dance, too; perhaps you want to study something you are truly passionate about. Though you’ll likely think of a number of goals, you should choose just a few that fit well together. For example, teaching dance and promoting arts could easily be synthesized in one essay–however, it might be too much to try to thread together aspirations to pursue a formal academic career, a career as a dance teacher, and a career as an arts program director. Once you’ve come up with a goal, you need to explain how this particular program can help you achieve that goal. This will require doing some research into the program’s offerings and requirements. Find specific resources, and explain how those resources, part of a dance degree, will enable you to reach your goal. If you want to become a dance teacher, you should mention specific pedagogical resources available through UM — Twin City’s dance program. You could discuss how the practical aspects of the program (actual dancing) will refine your own technique and personal experience of dance instruction; then, you could transition to discuss how the theoretical aspects of the program would give you a rich understanding of dance’s history, thereby enabling you to give your students an appreciation of their art’s significance and potential. If your goal is to help others express themselves, you might acknowledge that you won’t necessarily stay in the â€Å"dance world† forever. Therefore, you might identify particular aspects of the program (courses, internships, talks) that focus on how dance can facilitate broader personal expression. In an essay focused on a broader goal like this, your overall approach should be to focus on the skills and knowledge that this program provides, describing how these skills can be transferred to domains beyond dance. The purpose of this question is pretty straightforward: you are applying to an academic program, to receive a degree in dance. This means that you will not only be dancing, but also doing scholarly work on dance–that is, theorizing about dance, reading about dance, discussing dance, and writing about dance (and, of course, dancing). For many applicants, this will be new terrain. Most high schoolers do not take academic courses where they get to discuss and write about dance (or any arts) in-depth, from a theoretical and analytical perspective. The admissions committee knows that you’ll likely be jumping into something new: combining two parts of your life that might have been separate up to this point–your academic endeavors with your passion for dance. They want to hear your best argument for why you’re prepared to merge these two spheres. Of course, this question isn’t phrased as â€Å"Convince us you can write about dance, and that you want to do it, too†Ã¢â‚¬â€œthe use of the word â€Å"imagine† in the prompt invites you to be a bit creative, too (even though you absolutely should convince the reader of those things). So with this baseline approach, how do you proceed? A good first step would be to familiarize yourself a little bit with the sort of writing and reading on dance that you’ll be required to do in this program. This means reading through course syllabi, skimming scholarly articles or more general pieces on dance, and thinking about which strategies and approaches to writing about dance you find to be meaningful and effective. If you’ve already written extensively about dance, or are familiar with formal and informal writing on dance, you might be able to skip or truncate this step. Then, as you consider both any experience you have writing about dance and others’ writing on the topic, ask yourself: What do I like? Why do I like it? How does writing help me understand dance? What relationship do I see between writing and dance? Note that my suggestions so far assume that your focus will be on writing about dance . However, keep in mind that the relationship can also go the other way: you can talk about how writing (potentially not directly about dance) inspires your dance or shapes your understanding of dance. However, keep in mind that your response should touch on the more analytical aspects of writing about dance, since (as mentioned above) this will be a component of your experience as a dance major. Once you’ve developed an answer to this question, it’s time to come up with a thesis. At this point, you should come up with a clear â€Å"thesis† in answer to the prompt. Here are a few example theses: Once you’ve developed a thesis, try to think of concrete examples of either how you’ve already experienced this relationship or of how you imagine this relationship will play out in your future. If your thesis is focused on explaining your love of dance through writing, you could tell about a time that you wrote a piece in your school paper describing a performance, in hopes of encouraging your peers to come, but also just to share your art form with them. If your thesis is focused on sharing the power of dance with the general public, you could describe, using specific examples, your ongoing frustration with the low attendance at local dance performances. Then, you could describe–again, using specific examples linked to the problem you identified–how you believe more writing on dance could encourage both academics and the general public to take dance more seriously. Avoid an overly-theoretical, impersonal response. With a somewhat abstract prompt like this, it’s far too easy to write a response that’s replete with broad statements and about writing and dance–but includes no concrete examples.   Take care to not make wide overgeneralizations about dance and writing (â€Å"Writing has long allowed non-dancers to understand the mysterious world of dance†¦Ã¢â‚¬ ) and avoid obvious, broad comparisons between the two (â€Å"Writing and dance could not seem more different–but, in fact, they are both art forms†¦Ã¢â‚¬ ). Your response should certainly have a strong theoretical component, and can even reference other writers, dancers, or thinkers. However, this broader thesis should be conveyed as your personal view (remember, the prompt asks â€Å"how do you imagine†), and substantiated by personal experiences and examples. As is almost always the case when it comes to â€Å"optional† college essays, this essay is not really optional. You should view every essay as a precious opportunity to share a little more about yourself. There are only two reasons not to write this essay. First, remember that you’re limited to two double-spaced pages for all your responses. If you need every line for your major-specific essays, skipping this one would be acceptable. Second, it’s better not to respond to this prompt than to write something tone-deaf or downright offensive in response (more on that later). This prompt is a classic example of the â€Å"diversity question† that a number of universities now include in their applications. The intention is to get a sense of how you think about diversity–and, more importantly, how you will engage with your peers in an unfamiliar environment populated by people who are different from you in myriad ways. Your goal should be to: thoughtfully convey (1) your appreciation for and understanding of diversity, along with (2) your practical knowledge of how to navigate and grow in/contribute to a diverse environment. You should begin by considering whether you want to focus on what you’ll contribute to, or what you stand to gain from, a diverse community of scholars. If you come from a group typically underrepresented in higher education, your angle on this essay might be somewhat easy to find. For example, most college campuses have very low numbers of Native Americans enrolled. If you are of Native American heritage, writing about your own experiences and traditions and how you could share those with your peers could be very powerful. After all, it’s almost guaranteed that the very grounds students will walk on each day were once trodden by Native Americans–as such, there are a number of points you could make about the value of adding this underrepresented historical perspective to the campus community. (Note that, for this particular example, your heritage should be verifiable, preferably through tribal membership, not just speculative. Many families have stories about Native American ancestors, which, though powerful for that particular family, do not meet institutional standards for claiming a Native American identity, and, in a drastic case, might make it look like you’ve misrepresented yourself.)    If you don’t have an obvious â€Å"diversity hook,† there’s no need to worry. Take a step back and consider how you fit into your community, who you enjoy interacting with–or even any â€Å"blind spots† you have. A carefully-constructed essay focusing on a non-traditional type of diversity (are you the only literary geek in your STEM-focused school?) could work here, though you need to be careful not to write an essay that implies that you misunderstand or undervalue â€Å"diversity† in the more traditional sense of the word. Excellent responses on this topic also can address the self-awareness that you haven’t experienced much diversity yet. Do you attend an almost all-white, single-gender private school, where most students are from similar economic backgrounds? You could use a detailed description of this environment as a jumping off point to describe your eagerness to experience a more diverse setting and your awareness of how much you have to learn. Keep in mind that, in a case like this, you shouldn’t strive to put down your current environment, but rather to express an eagerness for new experiences. No matter what your level of diversity or experience with diversity, there is an â€Å"angle† for you here. The key is to ensure that you make it clear that you understand the value of diversity and have something to contribute to or learn from it. This means that the only â€Å"wrong† answers are answers that woefully misconstrue diversity (i.e. focusing myopically on your own feeling of being â€Å"different† without drawing broader connections to the myriad ways that people in college will be diverse) or discount its value. Like most essays, your response to this prompt should have a strong thesis–that is, a central theme that guides your writing, and a main, high-level claim that you want to convey to the reader, even if you don’t explicitly state it. Note that this is not a typical five-paragraph high school essay, so this thesis does not need to be stated at the end of your introductory paragraph. After you’ve thought about how you engage with diversity, take a step back and state, just for your own â€Å"framing† purposes, what you think your thesis should be. In this process, you should decide whether you want to focus on â€Å"contributing to† or â€Å"benefitting from† diversity–or both. Here are a few strong examples of experiences you could draw on and theses you could develop from those theses: Sentences like these should not necessarily be included in your essay. These thesis sentences are not statements to be inserted in your essay . Rather, they are the guiding principle that could build a strong essay. Once you’ve developed this thesis, you can begin outlining and drafting your essay This response will likely be fairly short, but you should still start off with an outline. As usual, the best way to convey your thesis is to â€Å"show not tell,† so begin thinking of an example or anecdote that can show your experience with or perspective on diversity. For the first example thesis given above, this could mean describing a policy discussion that the writer has had with his/her friends, in which he realized that, though they offered intelligent thoughts, they all shared the same experience/perspective. For the second example thesis given above, this could mean describing a moment during football practice when the writer was reminded of his different ethnic identity by a well-meaning, but perhaps inconsiderate, teammate. Examples like these usually works best near the start of the essay, though they certainly can be integrated throughout. Next, consider how you’ll frame your example: perhaps you want to use it to introduce the reader to your relationship to diversity; perhaps you want to use it to elaborate on a point later in the essay; perhaps you want to use it to close out your essay with a powerful image. Once you’ve decided how to use your example(s), you can begin to flesh out the rest of the outline. What other crucial information do you need to convey? Specific information about what you want to learn in college? A particular perspective that you hope to share with others? Carefully consider how this information will interact with your example, and then structure your outline around this relationship. Once your outline is done, you’ll be ready to start writing! Submit your essay and we’ll get back to you with helpful edits. Mortuary Science is a specialized program for those who want to dedicate their lives to helping others through the loss of a loved one. Committing to a life path like this in high school is not something to take lightly, and requires a certain serious, professional character that, frankly, most students will not sufficiently develop in high school. As a professional in this industry, you’ll need to deal with incredibly difficult situations on a daily basis–situations that aren’t about you, but rather about the family has suffered a loss. This will require professionalism, empathy, but also stoicism: your job will not to be to weep with the family, but rather to remain steady throughout emotional turbulence. This reality informs all of these Mortuary Science prompts: their purpose is to test out your maturity, professionalism and thought process, to see if you have the instincts and learned character traits necessary for such a delicate, emotionally demanding career. This does not mean that you need to pick examples of times that you comforted friends or relatives who had recently experienced a personal loss. However, you should focus on specific examples of times that you remained cool (yet caring), decisive and compassionate, in situations of stress and emotional difficulty. The above points apply to all four Mortuary Science prompts. In the case of this particular prompt, note that the focus is on professionalism. This means that you should begin by thinking about your understanding of professionalism, particularly in the context of dealing with customers/clients who are in the midst of a difficult experience. Note that, for this question, an example from your family or personal life might not be a good fit, since it is not typically very appropriate to treat close family and friends with â€Å"professionalism.† Note also that this prompt asks about â€Å"a time,† which means that they are clearly looking for a concrete, detailed description of a single example. While it might be tempting to offer a smattering of stories to show how professional you are, resist this urge: in general, it’s better to focus on quality, not quantity in college essays–and when the prompt explicitly asks about a time , you should absolutely adhere to this guideline. With this basic understanding in mind, it’s time to dive in and choose a particular example. Aside from the basic guidelines I’ve listed above–sticking to just one example, not choosing personal or family scenarios–there’s a lot of leeway in terms of what example could fit. In fact, it’s not so much that the example itself matters. What really matters is what you do with it–which we’ll get to next. With that said, try to start by considering your professional experiences. Do you have a job? Or have you held an internship or research position? If so, these are natural scenarios where you’ve likely had to stay professional in the face of some sort of challenge. Here are some examples of scenarios you could choose, and what aspects you should focus on to best tailor your response to the prompt: Luckily, with a prompt like this one, most of your work will be done once you’ve picked and developed your central example. All that’s left to do is to write the essay, which should take up about  ¼ of a double-spaced page (a fairly short essay). This means that you’ll need to really dive in and show not tell . Focus on giving basic background information to orient the reader as part of your description . Don’t waste words on summary sentences (â€Å"Last summer I worked at a local print shop, in a managerial role†¦Ã¢â‚¬ ). Instead, dive right into the example and incorporate details that make this context clear (â€Å"As I walked up to the print shop where I worked, I heard a noise†¦Ã¢â‚¬ ). Your focus should be on (1) concisely depicting the difficulty of the situation, (2) concisely depicting how you managed your own feelings and deliberately chose which actions to take and (3) depicting the outcome (as applicable). The overall purpose described above, for the first Mortuary Science prompt, applies here. Keep this in mind as you move forward with this essay. This essay is, similarly, asking you to pick a particular example–in this case, an experience that shows your compassion and empathy. As the prompt indicates, the key here is to convey your ability to sense and respond to others’ emotions–not just in an abstract way, but with purpose and action that â€Å"made a concrete difference.† Like the first prompt, this prompt will require a concise, focused response that centers around your depiction of a particular anecdote. As such, your main task will be choosing one specific example. For this question, it’s fine to consider more personal examples–in fact, the strongest responses are likely to be about times you comforted and helped those close to you, though a discussion of a time when you showed compassion and/or empathy to a stranger could also be very effective. The key is to come up with an example that both shows your feeling and ability to respond to others and shows the efficacy of that response. Many people try to reach out to and help others, but this prompt is asking for something more: evidence that you can actually make a difference to those in pain. Here are a few examples of potentially strong responses: Much like the first Mortuary Science prompt, this will be a relatively simple process once you’ve chosen your central example. As much as possible, strive to â€Å"show not tell.† Be sure that you hit on the following points: (1) Offer sufficient background to make sure the reader understands the severity of the situation, and why you felt a need to intervene; (2) offer a specific depiction of your thought process–that is, how you put yourself in someone else’s shoes in order to consider how to best help them (this is how you show your compassion/empathy); and (3) offer concrete examples of the concrete impact that this had on the other person . The high-level logic behind this essay is much the same as that of the first two essays. Your main goal here is to relate one particular scenario in which you stayed calm under pressure. This prompt is, actually, quite similar to the first prompt, since a large component of â€Å"professionalism† is staying calm and collected no matter what you face. As such, you should strive to pick a different kind of example for this prompt. Rather than focusing specifically on a professional situation, try to think of examples from new areas of your life, that you haven’t covered in your first two responses, which can illustrate more than just your professional sensibilities. Here, you have the chance to take the reader a little deeper and show your overall temperament and general conduct in wider areas of your life.    With this in mind, consider what areas of your life you haven’t yet covered with the examples you’ve given so far. You can broadly think of the different areas of your life as work, academics, extracurriculars, personal life, and miscellaneous. If you touched on work in your first example and your personal life in the second, then it might be a good idea to think about your academics, extracurriculars, or miscellaneous experiences. This last category could include travel experiences, artistic or performance endeavors, or unexpected crises. Note that it’s also OK to pick an example from a category you’ve already covered, too. The key, however, is to make sure that your example doesn’t feel redundant. Two examples of work crises or two examples of times you’ve comforted a loved one will â€Å"show† the same dimension of your character, and so won’t be an optimal use of the limited space you have. Here are a few examples of a good potential instance, and how you could develop each one: As in the first and second essays, once you’ve chosen your example and thought out how it fits each aspect of the prompt, you’ll already have done most of the hard work. The key here is to write your essay in a way that zooms in on the â€Å"moment,† showing the reader: (1) your tact, (2) your level-headedness, and (3) the positive results that came directly from those two attributes. Many of the principles that applied to the first three essays apply here: you need to zero in on one particular moment to answer the prompt, and you should be focused on how your example reflects on your ability to pursue a mortuary science-related career. However, this prompt isn’t trying to assess traits like professionalism, compassion/empathy, calm under pressure, or tact: it’s trying to assess your decision-making ability, particularly under pressure. It’s useful to consider why this matters for prospective Mortuary Science majors before we move on. Firstly, there is the â€Å"meta point†: you’re making a big decision at a young age by choosing such a specialized major. The admissions committee wants to see an example of your ability to make weighty decisions; essentially, they’re trying to assess whether or not you have the awareness of what constitutes a weighty decision and the experience in making weighty decisions that they deem necessary to make one here–that is, in the weighty decision of choosing your major/career. Secondly, the admissions committee is trying to assess your ability to make decisions that impact others. As a mortician or funeral director, you will regularly be confronted with choices that impact others–particularly those in a vulnerable state due to the recent loss of a loved one. The best way to convince your reader that you’re both prepared to make this academic/career decision for yourself and to make potential decisions for future customers is to choose a strong example. There are two major pitfalls here to avoid. The first is picking an example that is too trite or immature. If you choose to describe a time that you picked out a birthday gift for a friend or a color to paint your room, you likely will give the impression that you really don’t have the serious decision-making experience necessary to enter the program. The second pitfall is that you pick an example that either only impacts someone else or only impacts you. The key here is to pick a â€Å"two for one† example, as the prompt asks: one that had tangible impacts (that you will discuss in your response) on both you and someone else. Try to think of decisions that you’ve made that you feel have shaped your â€Å"life path† or seriously altered someone else’s experience or worldview. Needless to say, these examples should, generally, be of â€Å"good† decisions, though some â€Å"mixed† examples–that is, a time when you made a choice that had a combination of positive and more negative results–could also work in some scenarios. Here are some strong potential topics, along with explanations of how they would need to be tailored to fit the prompt: As before, once you’ve chosen and worked through an example to fit it to the prompt, your work will be almost done. As you write, be sure to â€Å"show not tell,† and to hit these three points: (1) Provide the context that shows the importance of the decision; (3) show how it affected someone else. This question, like most questions for specialized or guaranteed-admission programs, is intended to assess your commitment to a difficult, long-term path–as a high school senior. As such, your primary focus here should be to convey, with concise focus and concrete examples, your commitment to and passion for this path. Furthermore, in such a short space, it’s crucial that you remain focused. There might be a million reasons that you want to be a nurse–and that’s great! Just don’t list them all here. Your reader won’t assume that this response is an exhaustive list of all the reasons you want to be a nurse–instead, they’ll assume that you’ve chosen one or two of the most compelling experiences you’ve had to illustrate the core motivation behind this aspiration. This brings me to the final important thing to note: With why -driven essays, your focus should be on digging beyond basic explanation. Try to show not only the experiences that have inspired you but also what your deepest motivations and aspirations are. What drives you? What makes you tick? What do you aspire to do with your life? Use specific examples to offer insight into these important, deeply personal questions, even as you explain why you want to be a nurse. Though strong responses will have an abstract/aspirational dimension, your response should still be grounded in concrete examples. This means that your writing process should still begin with some brainstorming as you search for concrete examples. Think back: is there an obvious experience that made you go â€Å"Aha! I want to be a nurse?† Strong experiences to focus on can include: The experiences you choose to depict should be vivid and meaningful enough that you can offer a brief, but detailed, description that shows the reader how they impacted you. As such, a brief glimpse of a nurse on a break from work or an impression you got from watching a TV show might be too superficial to develop as an experience that â€Å"shaped your decision.† One note of caution: Note that the next prompt asks about how your â€Å"studies and activities† have prepared you for a career in nursing. This means that you’ll get a chance later to focus on specific academic or extracurricular things that have given you the skills and knowledge to dive into nursing studies. Here, your focus should be on motivations and interests, not preparation. Once you’ve chosen your example, take a moment to consider what this experience touched in you. Was it your desire to help others? Your anger at the suffering in the world? Your fascination with biology and the mechanisms of the human body? These sorts of more abstract motivations are what, ultimately, will provide a deep, satisfying answer to this question’s â€Å"why.† However, you need to â€Å"pull† these sorts of deeper points out of your examples. A strong response will seamlessly interweave introspection/deeper reflection and concrete examples. In order to plan your essay, you should consider the relationship between your motivations/interests and the example(s) you’re giving. It’s sort of a â€Å"chicken and egg† question, but your job is to decide which came first. This is a fairly straightforward question. However, as with the previous question, the key here is to not go overboard. Your focus should not be to exhaustively list everything that has prepared you in any way for a career in nursing. Instead, pick 2-4 specific academic and/or extracurricular activities to discuss. Crucially, this should not just be a list: for each example, go into detail. Explain what specific skills or information each experience you cite has given you; explain how this has prepared you to become a nurse. This essay should cite specific studies and activities, so your first order of business should be to pick which studies or activities you want to discuss. However, your examples shouldn’t be chosen just because they â€Å"seem† like the good nursing prep. Instead, try working backward. First, think about what skills and knowledge you have that would make you a good nurse. Then, think about how you acquired these competencies. Whatever comes out of this last reflection will be a potential â€Å"study or activity† to include in your response. Given the framing of the prompt, however, you should try to focus on clearly defined things, like courses or extracurriculars, rather than on personal experiences. Importantly, avoid choosing redundant examples. Each course or activity that you describe should touch on a different aspect of your preparation. Once you’ve chosen your examples, the key is just to weave them together. The key, however, is to make sure that for every example you give, you do three things: (1) Explain the study experience activity in some detail; (2) describe what skills or knowledge you gained; and (3) explain how this has prepared you to become a nurse. If several of your examples do show similar knowledge/skills, you can group them together. If your examples all feel quite disparate, that’s fine. Each paragraph can focus on a different skill/area of knowledge–just be sure that all three components (example, detailed description, and explanation of how this will allow you to be a good nurse) are present. Then, try to add transitions and tie all your examples together in a strong, specific, personal conclusion. First, a note about what this prompt is not asking: This prompt is not asking you to explain why you want to be a nurse (you’ve already done that, hopefully, in your first response!) or why you like the University of Minnesota in a broad sense. This is a very specific question about why this particular program fits your degree and career plans . Given this, your response should contain three elements: (1) A statement of your career and degree plans; (2) a reflection on key elements of the University of Minnesota’s Freshman Nursing Guarantee Program; and (3) an explanation of how these elements facilitate the achievement of your plans). These elements can be combined in different ways, but all strong essays will contain all three in some form . Unlike most essays here, this one doesn’t require the incorporation of specific examples, though you might end up giving specific examples of what you aspire to do with your life. Instead, you should begin stating your goals. What undergraduate degree do you want to get? What do you aspire to do with your nursing degree? Note that you need to go beyond â€Å"I want to be a nurse† as your career plan–this is already self-evident. Instead, you should explain the particular kind of nursing you want to practice, or, more abstractly, the kind of impact you want to have on your patients. Furthermore, you might also mention aspirations beyond simply working as a nurse: perhaps you would like to eventually advocate for better nursing practices on a policy level, or work in a more managerial or administrative role in a hospital. Feel free to be as specific as you like here. The more clearly you set your â€Å"targets,† the more focused, personal and powerful your essay will be. Though you are hopefully already familiar with the program, take some time to brush up on its essential features. Identify particular requirements that really fit your goals. Go beyond what is readily accessible on their website’s front page. Try making a list of all the unique features of the program that excite you and that you know you couldn’t find on a regular undergrad-nursing school path. Then, dig a bit deeper. Find specific mentors, courses, labs, etc., that really excite you. Once you have this list, go back to the goals that you’ve defined. Which of these resources fit your goals? Can you draw a line from one particular offering of UMTC’s Freshman Nursing Guarantee Program to achieving that aspiration? This brings us to the final step: explaining exactly how the features of the Freshman Nursing Guarantee Program fit your goals. Remember, the key here is to show how this program will better fit your aspirations than a normal path (undergrad, then nursing school). You should not spend too many words explicitly making negative statements about a â€Å"normal† path–however, you should avoid elaborating on things that a â€Å"regular† path could also provide to you. Want help on your University of Minnesota -Twin Cities application or essays? Learn about our College Apps Program . Want us to quickly edit your college essay? Submit it to our Rapid Review program , and we’ll get it back to you quickly with comments from our expert team.