Psychology (mental illnesses) Essay Example | Topics and Well Written Essays - 250 words

Psychology (mental illnesses) - Essay Example In the process of analyzing the obscure emotions of the patient, the therapist can link them to the actual relationships that they cause, for example one's animosity to food or alcohol. The other technique is introduced by Carl Rogers. He is the founding father of the Person-centered approach, the most widely used technique in modern clinical psychology. This concept explores the healing of the psyche through empathy, active listening, and "mirroring" of the patient. This therapeutic intervention is focused on the immediate conscious experience rather than attempting to solve the unconscious. The transformative impact of Roger's therapy is that there is an unconditional positive attitude to the client "not as a scientist to an object, but as a person to a person (Rogers 22)". The theory of person-centered therapy suggests that the resources for someone to heal himself lie inside them. In today's global world where our daily activities mix with the technologies, telephone or internet therapy is something acceptable and understandable. The mental health programs where the treatment is conducted via internet or phone provide instant support and availability to patients in emergencies. However, the quick access advantage adds to other disadvantages.

Business and law Case Study Example | Topics and Well Written Essays - 3500 words

Business and law - Case Study Example Their Lordships are far from denying that there is force in an argument on these lines. It is very natural to see something anomalous in the introduction into Malaya of a special rule of English law of this kind. Nevertheless, English law itself lied introduced into Penang, as part of the Straits Settlements, as far as it is applicable to the circumstances of the place. Regarding the pivotal clause 7.4, the case law principles governing proper construction, is in the view of the judges on the appeal is that change after the demise of the Bubble Act in nineteenth century England brought about 'a new legal framework transforming incorporation from a closely-guarded privilege into a freely available right.'12 But it seems to have been a 2A variety of factors led to that result. It however, did not receive a universal welcomed. The rise of the limited liability company faced substantial opposition from vested commercial interests fearful of competition from corporations and others, and f earful of the impunity of owners in the event of corporate insolvency. The objection by Steggles Limited in the House of Commons to the incorporation of a proposal by Yarrabee Chicken Company Pty Ltd has a certain modern resonance. ... The nature of the term, which the primary judge had implied into the contract, reflected that against that background, there is, no doubt, a major challenge for the legal adviser in communicating comprehensibly to those who conduct their business, through corporations, large and small, about the law, which those structures lie, created and which regulates their operation. That challenge remained enhanced when corporate structures lie allied, as they often are, to trust arrangements. On the grounds and case law, which the judges on appeal decide, is that which lies implied in terms of fact. These however do not required to give ‘business efficacy’ to the contract as The fact that Steggles was free at all times to determine the number of chicks or the density of the batches to be delivered to the Growers was very much at the heart of the contract. It shows that the contract stood weighted heavily in favor of the commercial interests of Steggles. 3With regard to this implie d term issue, it is sufficient in our view to say that the flaws in the Growers’ approach to the construction of cl 7.4 lay revealed in the difficulties, which her Honour discussed, in particular, in her second judgment. We do not consider it is necessary to address every argument considered and disposed of by the primary judge. In short, what would lie required by that construction of cl 7.4(a) was for Steggles to make extensive enquiries of Growers as to their ongoing capacity to rear chickens to remain processed at the Beresfield plant. Importantly, her Honour recognised that the act of her second judgment was so construed, and that the obligations of Steggles under the clause imposed some constraints

Benefits of Sport for Physically Disabled

Benefits of Sport for Physically Disabled Introduction This report investigates the significant benefits of recreation for people with physical disabilities. Two beneficial activities will be suggested. It will examine the contemporary issues associated with the group regarding participation in sport. Moreover outline the barriers to participation for people with physical disabilities and how these may be overcome. There are many barriers that can affect participation in sport. These can be intrinsic factors such as fear and anxiety. This could be based on low acceptance and expectations of performance. The individual may be influenced by the idea of being judged. Extrinsic factors can also be an issue; these can include the cost of attendance for the activities or venues. Public Transport may not be adequate or cost effective. Unqualified or inexperienced instructors can limit the experience for the individual therefore limit the desire for the individual to attend recreation activities. (Donald 2014) The National Disability Authority of Ireland (NDA) carried out a study on the importance of recreation, fitness and sport among people with disabilities. The purpose was to discuss their personal experiences whether good or bad and if they experienced any barriers for participation. This was an ideal way of getting first hand information which gave way for suggestions and preferences regarding participation. The findings from the study were startling due to the barriers and over all experience of recreation for the participants. (Murphy Carbone 2008). There was a variety of participants within different age groups, circumstance, disabilities and experiences in physical activities. Although the participants had good and bad experiences they stressed the importance of participation in recreation, sports and leisure and recommended proposals to overcome barriers. (Murphy Carbone 2008). Barriers to participation in Ireland In responsive to the survey, the Barriers that people experienced to participation in Ireland were the lack of information about the importance of fitness. There is insufficient transport for people especially in rural areas. Inadequate facilities within the community i.e. play grounds. Unpleasant experiences in schools and low expectations from teachers and peers were deemed critical. There is a lack of experienced facilitators, coaching and sponsorship within the community. Furthermore there is a lack of physical sports for people with disabilities in the media and poor PE provisions in schools were also substantial factors. (Murphy Carbone 2008). To overcome barriers to participation The factors that emerged through the survey for the fundamental participation and momentous quality experience of people with disabilities were outlined as follows: Improving facilities within the community such as playground elements so all persons can thoroughly enjoy. Ensure equality is addressed by increasing regulations through clear targets provision of services and information about the importance of exercise. Train teachers/educators and coaches with inclusive activities for all capabilities and put more recourses into service development. To improve PE experiences in schools by adaptation and more enjoyable physical activities from an early age. (nda 2014 Chapter 3). Kosma (2005) suggested that only 12% of people with physical disabilities partake regularly in physical activities. These barriers are significantly adding to the draw back on involvement with sports within the community for this cohort. (Kosma, 2005) In contrast to Kosmas research, Ward (2003) conducted a study on people with physical disabilities in the East of Ireland in relation to their viewpoint on activities within day centres. The purpose of the study was to identify the effectiveness of activities within the centres. It comes at no surprise to establish that the primary reason for attending day centres are for social and recreation. Out of 105 participants, 67.3% suggested that they attend day centres for social and recreational purposes. 19% suggested education purposes, 6.4% suggested respite care, 5.8% suggested they attend the centres to increase or maintain their mobility and 1.3% suggested that they attend to increase independence. (Ward, 2003) Importance of recreation for people with physical disabilities There are significant benefits for the participation in sport, recreation and leisure. These are based on health, fitness, participation within the community, independence and good sense of self while fundamentally enhancing quality of life, (Shank, Coyle, Boyd Kinney 1996). Schalock (1990) as cited in Eath Walls (2010) defined quality of life as â€Å"the outcome of individuals meeting basic needs and fulfilling basic responsibilities in community settings (family recreational, school and work). Individuals who are able to meet needs and fulfil responsibilities in ways satisfactory to themselves and to significant others in community settings experience a high quality of life in those settings†. (D’Eath Walls 2010 paper 6). Murphy Carbone (2008) outlined that children with disabilities are more inclined to be at risk of obesity than the general population. This risk is associated with the lack of exercise due to internal or external challenges. These challenges may be, not believe in ones own ability or others not believing in ones own ability which hinders motivation. The outcome of lack of participation in recreation can lead to a greater risk of health conditions over their life span. The connection of enduring health complications and immobility are feelings of decreased self-esteem and social acceptance and in turn can develop social exclusion and dependence. To support this occurrence, Article 31 of the UN Convention on the Rights of the Child, recognises the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. (NDA, 2005) The Irish National Childrens Strategy (2001) states that children will have access to play, sport, recreation and cultural activities to enrich their experience of childhood and that children with a disability will be entitled to the service they need to achieve their full potential. (NDA, 2005) Disabilities can range from mild, moderate, severe to profound, what ever the variability it is crucial for the individual or group to be given the opportunity to participate in recreation, Sports and leisure as it can give them a sense of belongingness. Sense of belonging can create the feeling of being part of a team, sense of achievement and social inclusion. Belonging is in the middle of Maslows (1968) hierarch of needs and is deemed more important than self-esteem and self-actualisation. (Baumeister Leary 1995), Exercise is key to good health and overall wellbeing. Rimmer et al, (2010) p. 250 defined â€Å"exercise â€Å"as â€Å"planned, structured, repetitive, and purposive in the sense that the improvement or maintenance of one or more components of physical fitness is the objective.† Art and drama stimulates thinking and through this operation learning and creativity can perform. Participating in Gardening can give a sense of independents and production. Dr Thinguri R, et al (2008) argued that Participation in activities is the context in which people form friendships, develop skills and competencies, express creativity, achieve mental and physical health, and determine meaning and purpose in life.† ( Dr Thinguri, et al 2008) Contemporary issues The findings from the Second Annual Report (2008) focused on the relationship between incomes and playing sport. It suggested that the recession had a great impact on participation of sport in Ireland. Active Participation in sports fell to 30.8% in 2008, from 32.9% in 2007 due to the lack of resources and funding. In light of this, Funding has been redirected to the focus of the Special Olympics as the economic crash has greatly affected fundraising. Special Olympics Irelandhas been dependant on funding from the government and the public. Due to the stretch of the budgets, between 2008 and 2013 there was a huge cut of 59% in Governmentfunding within the Republic of Ireland thus reaching out more to the public than ever before. Considering the economic status however can be challenge for the public to commit to such benevolent. (ESRI 2009) The range of activities and the adaptations made to facilitate individuals with physical disabilities. Basket ball is widely associated with the Special Olympics. This sport in particular has many benefits for the participant such that it provides opportunities for social interaction and gives way for self-expression. Furthermore it teaches self-discipline and skills that are beneficial for various activities. More importantly it increases level of fitness and health. (Special Olympics 2014) Basketball can be adapted for many people with physical disabilities, for example a person who is a wheel chair user can use the two hand chest pass when shooting, can travel with ball in lap for two pushes of the wheelchair. The person can only dribble twice and then must pass to team player, shoot or take two more pushes of wheelchair. Put all players in wheelchairs so all players are equal in game and make sure all players remain seated though the duration of the game. (Walter, 2008). Basketball can help individuals improve their muscle strength and stamina. It minimises the risk of coronary heart disease. Helps control joint swelling and pain associated with arthritis. It can help reduce blood pressure in some people with hypertension. Furthermore it can minimise the risk of diabetes and colon cancer. (CDC, 2014) Although basketball is beneficial is not cost effective. Transport and a venue can be very costly. Some People with disabilities have free travel but public transport may not be equipped with relevant facilities to meet the needs of individuals. To overcome this issue, there are initiatives in place to help with funding such as the Irish Sports Council (ISC). This initiative can help eliminate costs of private transport and with the use of disability cards, individuals can apply for inexpensive memberships in leisure centres. The Irish wheel chair association (I.W.A) is a non profit organisation who also recognises the important of recreation for people with physical disabilities. They aim to achieve participation in areas such as basket ball and swimming. Swimming is a significant source of fun in collaboration with exercise and can be adapted to the needs of individuals with disabilities. Such that those who have mobility issues and are wheel chair users can attend a facility with slopes if desired. This can help the individual to easily access the water without hoist assistance â€Å"if not necessary† thus empowering independence. Additionally Swimming is a magnificent cardiovascular activity with great benefits to health. By moving limbs inward and outward and by using a kicking motion can improve the functions of the muscles, lungs and circulation of the blood. (Healthy Alberta, 2014) Conclusion In conclusion to this report, the benefits of recreation, sport and leisure has emerged as being significantly important. Health, social and personal benefits are defined as equally important. Although there are many barriers that can affect the participation of people with physical disabilities, it is addressed as mandatory. Based on the literature, the suggestion is that individuals with disabilities want to participate in recreation. However, the level of participation is low for the reasons of barriers outlined. One would suggest that with such high numbers of participants desiring recreation, the standard of services is left un-measured.

Sexual Harassment and Diversity in the Workplace :: Workplace Diversity

Introduction Workforce diversity is a new term in business and industry. It is a term that is still uncommon in various areas of the world. Diversity can be considered by taking two different perspectives. Firstly, there are those fundamental individual attributes that make everyone on the earth unique for example disability, personality among others. Secondly, there are those differences that exist based on group membership for example race, ethnicity, and cultural differences among others (Barak, 131). Diversity is being an associate of either an indiscernible or discernible groups that are believed to be mainstream in the society (Barak, 131). Pluralism, on the other hand, is the distribution of supremacy among the many groups of the society (Carroll and Buchholtz, 8). In other words, pluralism means decentralization and diversification of authority from a group of few individuals from the top to the majority at the bottom of the societal hierarchy. Workplace diversity brings about a variety of ethical issues in the places of work. For example, sexual harassment due to sexual orientation, racism and ethnicity, gender issues among others. Sexual harassment is characterized by annoying sexual advances and innuendos meant for others; who think that such actions violate their right or interfere with their work. People take part in sexual harassment because of their sexual desires, or when, they want some sexual favors; prompted by the prevailing situation. For example, employees may be harassed sexually, by their managers, so that they get promotion. Sexual harassment is one of the ethical issues that face managers and employees alike. If it is perceived in an organization, it can strain the relationship between the organization and the society (Carroll and Buchholtz, 4). My personal view Regarding sexual harassment, I personally think that people need to have a more mature way of dealing with issues of sexuality. We need to go about them more carefully and privately. Sexual advances can be made provided the two individuals consent on the same. These advances should not be pegged on certain expectations on favoritism in workplace but can be for the continuity of the genealogy or for the purposes of procreation. Various cultural practices have seen various forms of sexual relationships that exist within the society. As a Christian, I think is wrong and unfair to engage in irresponsible sexual behaviors like sexual harassment. We should bear in mind that it is against Christian teaching and against the ten commandments of God.

Part of Your World Essay

The song Part of Your World is from the movie The Little Mermaid and is sung by the main character, Ariel. This song embodies the ultimate goal of Ariel throughout the whole movie, which is to be a part of the world above the sea, land. As the song states, Ariel wishes to be â€Å"where the people are†. The title of this song comes straight from the lyrics themselves, in the chorus. In the song Ariel is singing to her friend, Flounder. She is trying to convey to him why she thinks the world on land is better than under the sea. She says â€Å"Flippin’ your fins, you don’t get too far, Legs are required for jumping, dancing,† this shows us some of what she would be able to do if she had legs instead of fins. She desires to be a human, not a mermaid. Another idea is that this song has a deeper meaning other than being a part of this world above the sea. As much as she is trying to convince Flounder of the beauties of the land, the metaphor of the song is showing us that to follow your dreams can be exciting. There are many other things to experience other than what is right in front of us. In this song there are many end rhymes; one specific example is this line â€Å"Isn’t it neat? Wouldn’t you think my collections complete? † Neat and complete is an example of rhyming. Rhyming happens when there is a repetition of the concluding sounds. Neat and complete both sound like eat. End rhymes occur when the rhyming syllable is at the end of the line in the poem. This is a perfect example of end rhyme. Another poetic sound device in Part of Your World is repetition, which is found throughout this song. For example â€Å"Up where they walk, up where they run, Up where they stay all day in the sun,† the term â€Å"up where they† is repeated several times. Repetition is also found in this line â€Å"I wanna be where the people are, I wanna see, wanna see them dancin’,† I wanna is used throughout creating a beautiful poetic sound. This song makes great use of alliteration. Alliterations happen when a beginning consonant is repeated like in this example â€Å"Flippin’ your fins, you don’t get too far. The repetitive use of the letter f creates a fun and exciting poetic sound device. Rhyming, specifically end rhyming, repetitions, and alliterations are three important poetic devices that are found in this song. These help the song flow along smoothly and make the song more interesting for the listener. Previously I mentioned the use of a metaphor. Metaphor is an example of a figure of speech or figurative device. Another example of this is a hyp erbole. Hyperbole is used in this song to better emphasize just how much Ariel would like to be a part of this new world she describes. â€Å"Bet’cha on land they understand, Bet they don’t reprimand their daughters† is a hyperbole; hyperbole is an over-exaggeration used to better emphasize a point. Metaphor and hyperbole are two figurative devices used in this song. Alan Menken and Howard Ashman, the writers of Part of Your World, use these various poetic and figurative devices beautifully in order to give you a better idea of Ariel’s desires and life goals. Jodi Benson does a beautiful job, as well, of conveying Ariel’s longing to visit this land above. One might believe the goal of this song truly is to allow the listener to look more broadly at his or her own life and decide if all needs are met. The figurative language in this song, hyperbole and metaphor, greater emphasize her goals and the poetic devices used make the song more enticing to the ear. This song gives the listener a hope for a greater future.

Leaders and subordinates in Spain Essay

Influenced by its collectivist past, family values, a sense of identity and belonging to a group, are constitutive parts of society in Spain. They care for each other in society like a family. For many Spanish people, the family is effectively a replacement for the state. Generally, Spaniards are very conservative and they will resist making decisions on hazardous matters, particularly if the consequences of their decision would affect other people. Thus, most Spaniards will look for support and approval of family, friends and co-workers before acting on their own. The Spanish believe if you are not a part of a group, neighbourhood, town or business organisation then you are not an integral part of society. This important aspect of the Spanish collectivist culture might restrict business activities and force the ‘outsider’ and visitors to the country to bear down their ‘outsider’ status by fitting into a group. However, regarding personal attributes, individualism is highly valued in Spain, along with an emphasis on character and social status. Therefore, personal qualities, appearance, image and personal relationships are extremely substantial elements in modern Spanish culture. Also, personal attributes and character are frequently valued as highly as technical ability, experience or professional competence. While being rather collectivists in their private lives the Spanish show distinct individualism in business context. When doing business in Spain, you will discover that individualism is especially predominant in management, where Spanish managers are less inclined to prefer group decision making and team orientation, as sharing the burden of decision-making is seen as a sign of weakness. Motivation is based on individual rather than collective relationships. The fact that only the individual in highest authority makes the final decision indicates that decision-making can become very slow and tedious, for many levels of management will have to be consulted in order to analyse the proposition. Therefore, it is crucial to maintain a good relationship with these intermediaries in order to succeed. Spain being a feministic society points to a low level of differentiation and discrimination between genders in Spanish society. Machismo is the word for male dominance, and the culture of old men who created it has changed dramatically. Spain has become a very equalitarian society where women are present at universities and work. However, men yet hold the majority of positions within companies. The reason for that is that Spanish men still restrain to treat women as equals in society. Many women in Spain are career oriented and seek high positions in society. Their social and educational status often assigns the role they eventually play in business. Despite the advancement women have made up to date, the change of women trying to achieve higher positions is progressing very slowly, due to the major barrier of it being the mentality of the females themselves. An example for changed/changing attitudes is Soledad Becerril who became not only the first mayoress in the early 90’s but also a symbol for many women in Spain of how Spanish females have made progress in the last years. She was also the first woman to become minister in the government, in 1981. And that is very significant of how Spain has changed and how it continues to do so. Furthermore, masculinity and femininity can be referred to the goals that are aimed for in professional life. Spain being a feministic society indicates issues of security of the job, good employer-employee relationship, pleasant cooperation with the colleagues and friendly work environment. Also, Spanish managers tend to pay more attention to consensus and apart from that, they like to rely on their intuition. HAMPDEN-TURNER & TROMPENAARS Spaniards tend to particularism rather than universalism. Therefore, at work Spanish seek gratification through personal relationships, especially with their superiors. Charismatic leaders find it easy to put their personal stamp on every area in a business. Most of the time job descriptions in Spain have a different function compared to the job descriptions in other countries. In Spain they seldom serve for selecting an employee, but subsequently they will be tailor-made for the favoured candidate. Spanish culture tolerates – even advocates – the expression of emotions (affectivity), also in the business environment. The admiration and display of heated, vital and animated expressions are just as common as fluent and dramatic delivery of statements in Spain. People from diffuse cultures carry their status everywhere; your boss remains your boss and will expect the same respect even if you meet him/her at the gym. Spain indicates to be a specific culture, where official relationships are carefully isolated from relationships of other nature. Using the previous example it means that you may show respect to your boss at the office but his status will not follow him outside the office, and he/she may well ask you for advice. This explains the Spanish being paradoxical in their decision making and in their relation to the community. As a consequence of the fact that Spaniards separate work and personal matters, nobody would take work-related criticism personally. Another theory is that people from diffuse cultures prefer to â€Å"circle around† and establish a relationship before any deal is done; those from specific cultures would rather get straight to the point, focus on the deal first and the relationship will flow from that. This definition contradicts the Spanish being a specific society as they need long discussions prior getting down to business and want to know the person they do business with. Therefore, networks are quite important. For Spanish, status is a thing that is given to them because of what they are (ascribed). It does not matter what you do but what or who you are. Ultimately, status and respect are conferred with the aid of family ties and connections. Concepts like bien educado (good education) and enchufado (good connections) distinguish this phenomenon. Achievement-oriented concepts like ‘pay for performance’ cause for incomprehension in societies like Spain. FUKUYAMA Fukuyama suggests Spain to be a low-trust society where workers are isolated by a series of bureaucratic rules. He describes Spain as a society with strong families and family businesses, a strong state and large foreign owned companies, where hierarchies are necessary in order to force those by distinct rules and measures, who do not act out ethical codes. Evidence of different leadership styles in Spain backs up this theory. A study on ‘Leadership from a Spanish perspectivei drafted by Instituto de Empresa and Deloitte stated that 56% of Spanish Directors prefer a participative leadership style. The report shows that future leaders have to act as coaches, and they must issue their subordinates with the skills and knowhow they need to work efficiently with their teams. However, participative leadership is not the norm among the Spanish directors. Therefore, there is a need for adapting the other styles and make them more participative which requires great commitment from the leaders. The styles least preferred by Spanish senior managers are those based on compulsion with little or no participation of employees and exception-based management where the director only steps in to sort out mistakes. Leaders of relatively new businesses are better at leadership styles, which are based on objectives and development. Where different sectors are concerned, the report unveils how directors in the financial sector tend to use leadership styles that are more direct, transactional and less oriented to learning. While companies in the technology sector give more importance to coaching and vision. MONOCHRONIC vs. POLYCHRONIC Spaniards can be classed as polychronic where nothing seems solid or firm, and there are always changes right up to the very last minute or even in plans for the future. Polychronic cultures are unconventional and flexible with time because it is not seen as a resource or as opportunity cost. Usually start times are flexible and schedules are unrushed. For example, it is not considered to be impolite to keep people waiting, as long as it does not exceed 30 minutes. Since time is also non-linear Spanish tend to manage several tasks at once, often in an unplanned sequence (e. g. salespeople in stores talk to several people at once rather than give only one customer their attention and taking people in turn; a meeting can be interrupted by a phone call; etc.). Another significant cultural difference is the smaller radius of personal space in Spain. Spaniards are most likely not to appologise when bumping into each other or pushing their way through crowds, which can be a shock to visitors from foreign countries. In the business environment, when it comes to forecasting, plans are often based on assumptions, intuition and experience because every day is regarded as unpredictable. Spaniards in the business environment usually make decisions based on judgement, experience and political realities. The supervisory style allows for the rules to be circumvented, whereas style and creativity are highly valued. Titles describe a person’s status, which people take pride in, causing great motivation for competition in organisations. Additionally, personal feelings affect the performance. Spanish managers feel that the employees must be watched, thus giving them the total control where also mistakes can be blamed on other people. However, the supervision is based on trust and some power is still delegated. LEADERSHIP STYLE Generally, the leadership style in Spain, in terms of concern for production and concern for people, demonstrates a high concern for people and little concern for production, whereby they try to avoid conflicts and concentrate on being liked, even at the expense of production. Managers in Spain are acquiring some qualities they look up to in other leaders. However, this contradicts with the theory stated above. Nevertheless, evidence suggest that Spanish leaders are still concerned about their leadership style. One of the conclusions of the first study on i Leadership from a Spanish perspectivei drafted by Instituto de Empresa and Deloitte indicated that 75% of Spain’s directors say that they regularly, or almost always use coaching, a personalised style that focuses on employee development. These leadership criteria are essential when it comes to competitiveness and organisations’ survival. 41% of directors stated that their preferred style of leadership is contingent reinforcement, which rewards subordinates for their achievements. 37% use the goal-oriented style, based on meeting challenges. Analysing the relations between leaders and subordinates in Spain showed that only 46% of Spanish leaders have a good concept of their subordinates. These leaders tend to use coaching as their preferred style of leadership. 26% of survey participants, however, point out having a quite negative concept of their subordinates. These leaders show a clear inclination to use directive and transactional management styles. Finally, the results of the study show clearly that Spanish development-oriented leaders are also very concerned about developing and educating their subordinates.

buy custom Food Allergy essay

buy custom Food Allergy essay Introduction When someone has a food allergy, it is said that the persons immune system has reacted in an exaggerated manner to some kind of food that the person has ingested (Chafen et al, 2010). The bodys immune system makes a mistake and sees some foods as harmful then fights against them causing a reaction in the body. There are some common food allergies like peanuts, fish, eggs and shellfish. Some other chemicals that may be added to food like preservatives could also cause allergic reactions. Symptoms show up to about two hours after eating. Food allergies are mostly common in children who sometimes outgrow them. However, it is possible for someone to develop an allergy as an adult. Approaches There are various diet approaches that can be used to prevent the development of food allergies in children. One of the approaches is for mothers to only breastfeed their babies for the first 4 to 6 months of their lives before introducing other foods into their diet. There is some evidence that eczema can be prevented using a dietary approach, information on allergy prevention is not very extensive. One of the most common forms of hyperthyroidism is the graves disease (Lack, 2008). This happens when the thyroid overreacts. One of the approaches to preventing this from being triggered is removing all material that causes toxicity to the thyroid from the diet. One of the substances that can be removed is soy. It interferes with the functioning of the thyroid by causing it to swell which can result in goiter. Another approach to preventing hyperthyroidism is avoiding all foods of the genus Brassica. These plants include cabbages, Brussels sprouts and broccoli. However, these plants hav e an opposite effect on the thyroid causing hypothyroidism instead. Researchers believe that most of the foods that cause autoimmune diseases are those that are new to the market of human consumption. They are mostly grains beans and lentils which have been around only for the past 40,000 years. Meat, vegetables and milk have been around for centuries. Going for a diet that mostly consists of these products will help to eliminate the risk of autoimmune complications (Lack, 2008). In order to come up with approaches that will be effective, it is important to find out the causes of allergies. Some of the causes are diabetes, obesity and other chronic illnesses. These complications can turn the most common foods into those that people are alergic to. Allergies to substances like wheat, dairy products, corn, alcohol, sugar, tobacco and soy can be prevented by taking these foods in a controlled way. Products from wheat, soy and corn can only be digested by the human body only to some level. Sugar that is not from vegetable and fruits is said to be toxic if taken in excess. In addition, tobacco and alcohol are also harmful to human systems. The protein that is part of grains (Gluten) is an allergen. The human body does not have the enzymes required to digest gluten and when taken in great amounts, it may lead to weight gain (Lack, 2008). Controversies There are certain controversies in food allergies. While people are always used to substances causing independent allergies, a combination of foods can cause an allergy that would not be there if the foods were ingested separately (Moneret-Vautrin, 1987). Intolerance to foods manifests itself in various areas of the body. They could be gastrointestinal, respiratory, cutaneous and nervous like when someone gets a headache or suddenly gets tired. Doctors and physicians should not take what their patients tell them and act on it without investigating. Because people associate their reactions to certain foods, they assume that they are allergic to the foods. There could be other factors other than food that are responsible for the adverse reactions. For instance, the spices used could be causing the reaction or the additives that were included in the foods. Due to this, the same type of food can cause an allergic reaction at one time then not cause any at another time (Moneret-Vautrin, 1 987). The chemical makeup of foods changes from the time that it is gotten raw to the time when it is consumed. Supplements Supplements and medications can be used to help people deal with their allergic reactions to food. One of the medications commonly used is Gastrocrom which can be inhaled by individuals before the symptoms of allergy start to show. It mostly helps to relieve symptoms of hay fever and asthma and works by preventing the release of histamine and other chemical triggers of allergic reactions. It can also be taken orally in the case of food allergies. This prescription medication consists of sodium cromolyn. Despite this, Gastrocrom has been criticized to some level. Since it works by relieving symptoms but not actually tackling the cause of the allergy, patients using it feel worse after the effects of the medication have worn off. Antihisttamines also help in a similar way. When it comes to supplements, they work by tackling the cause of the allergic reaction. When someone has an allergic reaction, chemicals and histamines are released by mast cells after the cells are exposed to allergen antibodies. Vitamin C is one of the supplements that work by increasing the stability of the mast cells and as a result, they may not release the harmful materials. Another supplement that can be used is quercitin which when taken in great amounts of four to six grams daily. Also, Pantogenic acid can be used to help with allergies. Whenever people have allergic reactions, there are hormones that leap into action to help. Pantogenic acid works by giving adrenal glands a boost since they produce the hormones. During an allergic reaction, the pH of the body becomes acidic and in order to help neutralize it, Bicarbonate substances can be used. However, they should be used moderately so as not to harm stomach acid by neutralizing it. It works best when taken from twenty minutes after the meal (Divi, 1997). In the 1960s, immunotherapy methods were developed and they can help people deal with their allergies. The immune systems reaction is altered. One of the most commonly used is neutralization. After a patient has gone through provocation-neutralization, dilutions of food extracts that neutralize his allergic reactions are developed. The doctor then develops one dilution that has extracts that neutralize all of the allergies and they are made into a dose. The patient can be given the dose either through an injection which they administer themselves or orally, under the tongue. The doses turn off the persons reaction to allergens. Doses change and so the patient should keep going to the doctor for updates. Conclusion As at now, food allergies are responsible for up to 60 medical conditions (Divi et al, 1997). More people are now reacting to different types of food. However, people should not jump into conclusions about the types of allergies they may have but investigate further and seek medical advice where necessary. The approaches to preventing allergies are still developing and they should be taken seriously. For those who react adversely to foods and may have serious medical conditions, supplements could work for them. Food is an essential part of existence and people should strive to ensure that they are eating right and know the effects of everything they eat to their bodies. Buy custom Food Allergy essay

How to Make Glow-in-the-Dark Alum Crystals

How to Make Glow-in-the-Dark Alum Crystals Alum crystals are among the quickest, easiest, and most reliable crystals you can grow. Did you know you can make them glow in the dark by adding a common household ingredient to the crystal growing solution? Glow in the Dark Alum Crystal Materials Fluorescent highlighter pen (I used yellow, but you can use another color for different colored glowing crystals. Check to make certain the highlighter will glow under an ultraviolet or black light. Pretty much all yellow highlighters glow, as do most other colors. Many blue pens will not glow.)Alum (sold as a pickling spice)Water Grow Glowing Alum Crystals Carefully cut open the highlighter and remove the strip that contains the ink. You may want to wear gloves since highlighter can stain your fingers.Pour 1/2 cup of hot tap water into a clean container.Squeeze the highlighter strip into the water to color it with the fluorescent ink. Discard the ink strip when you are finished.Slowly stir in alum, a little at a time, until it stops dissolving.Loosely cover the jar with a coffee filter or paper towel (to keep dust out) and allow the jar to sit undisturbed overnight.The next day, you should see small alum crystals at the bottom of the container. If you dont see crystals, allow more time. You can let these crystals grow, though they will compete with each other for material. Alternatively, you can use one of these crystals to grow a large single crystal. Growing a Large Single Crystal If crystals are present, pour the alum solution into a clean jar. Collect the small crystals, which are called seed crystals.Tie nylon line around the largest, best-shaped crystal. Tie the other end to a flat object (e.g., popsicle stick, ruler, pencil, butter knife). You will hang the seed crystal by this flat object into the jar far enough so that it will be covered in liquid, but wont touch the bottom or sides of the jar. It may take a few tries to get the length just right.)When you have the right string length, hang the seed crystal in the jar with the alum solution. Cover it with the coffee filter and grow a crystal.Grow your crystal until you are satisfied with it. If you see crystals starting to grow on the sides or bottom of your jar, carefully remove your crystal, pour the liquid into the clean jar, and put the crystal in the new jar. Making the Crystal Glow When you are satisfied with your crystal, remove it from the crystal growing solution and allow it to dry. Just shine a black light (ultraviolet light) on the crystal to make it glow. Depending on the ink you used, the crystal may glow under fluorescent light or sunlight. You can display your crystal or store it. You can wipe dust from a display crystal using a cloth, but avoid dampening it with water or else you will dissolve part of your crystal. Crystals kept in storage may be wrapped in paper for added protection from dust and changed in temperature and humidity. True Glow in the Dark Crystals If you want the crystals to really glow in the dark (no black light), then you stir phosphorescent pigment into a solution of alum and water. Usually, the glow will remain on the exterior of the crystal rather than get incorporated into the crystal matrix. Alum crystals are clear, so another way to make the crystals glow is to mix phosphorescent pigment with clear nail polish and simply paint regular alum crystals. This also protects the crystals from damage by water or humidity, preserving them.

Binocular Vision Of Myotragus Balearicus

Binocular Vision Of Myotragus Balearicus Have you ever been to a zoo? If you stroll to the zoo, you will see a lot of animals but, do you observe enough? If you have a closer look, you will notice that different animals have different placement of eyes depending on their eyes’ functions. Mark Changizi (2008) proposed that forward-facing eyes allowed our ancestors to see through the dense leaves and branches in their forest habitat which is related to clutter problems in the visions. The clutter problem is not so beneficial to large-bodied animals in forests but for smaller animals, they will have less clutter because their heads are small enough to see in between branches and leaves. As we all know, terrestrial herbivores are animals that live on land and only eat plants and they have their eyes on both sides of their heads. Most terrestrial herbivores have the monocular vision because they are the prey, which they use their vision as a defense mechanism or to search for food. On the other hand, binocular vision tend belongs to predator as they use their vision to search for their prey because binocular vision has wider area of vision and more sharp. The history of how Myotragus balearicus was found is when Bate went to Majorca to search for dwarf hippopotamesus and elephants but unfortunately she failed in finding them. Instead, she found remains of strange goat with ever growing rodent-like incisors. She named it Myotragus balearicus, literally the mouse goat of the Balearics. Kopper and Waldren (1967) claimed that Myotragus would show clear sign of domestication. Therefore, human and these bovids have been contemporaneous with each other. However, despite their claims, association of human remains and Myotragus at Muleta Cave (about 7230 years ago) and at rock shelter Son Matge cannot be confirmed. After all the analysis, they all come into a conclusion that Myotragus was an animal that frequently sheltered in caves and rock shelters, previously hinted at by Bate (1909), a quite normal behavior for ruminant. On the other hand, the extinction of Myotragus probably was not caused by a climatic change but was due to human colonization of the islands. The human activity may be hunting or human-induced changes to its habitat. The latter cause is suggested by relatively sudden replacement of Buxus balearicus woods by Olea europaea maquis shrubland around the time of the first human arrived at that island. Based on direct dating of the Myotragus bines, its extinction on Majorca and Carebra is estimated 5700 years ago and Minorca 5970 years ago. Despite earlier claims, there is no reliable evidence for the presence of Myotragus in the human layers get Majorca. This indicates by the time of 4000 years ago, the line age had already gone extinct, same goes to Minorca. Carebra was not inhabitant before the Ounic times (23 000 years ago), and therefore not have played any role in Myotragus extinction. Given the lack of evidence for an overlap of coexistence of humans and Myotragus, in combination wit h the restricted mobility and the assumed tameness of the latter, it is possible to think of a very rapid extinction following the arrival of humans, leaving no archaeological record. As for now, scientists are currently researching for why the Myotragus balearicus have binocular vision because their eyes were placed at the front, although goats are generally known belong to the prey group because majority of goats had their eyes at both sides of their head. Thus, this thesis will discuss why terrestrial herbivores have their eyes located on both sides of their head and why Myotragus balearicus did not have them placed in that way.

MGT Leadership and Ethics Unit 2 IP Research Paper

MGT Leadership and Ethics Unit 2 IP - Research Paper Example An effective leader exhibits a combination of both in-born traits and skills acquired through experience and biological background. â€Å"Leadership style is the combination of traits, skills and behaviours leaders use as they interact with the followers.† (Lussier and Archua, 2010) thus the individual characteristics and traits of the leader depend on two factors: Heredity and Environment. The heredity factor includes the generic composition of the leader along with his biological background. However environment includes the culture, religion, family, location and education etc. The interaction between heredity genes and the environmental forces help build up the leadership characters. The differences in the traits possessed by the leaders arise from the demographics, values, personality and aptitude. ‘Individual behaviour is determined to a great extent by internal elements such as attitudes, personality, perceptions, and ability.’ (Lewis & Goodman et al., 2007) The demographics of the leader includes his background, age and other physical attributes and whereabouts, the values are the long lasting preferences and beliefs, and personality is what makes the leader unique showcasing the different physical and psychological characteristics. Lastly the important individual characteristic is the aptitude of the leader, the natural talent of doing something both mentally and physically. ‘Executives who can effectively focus on others emerge as natural leaders regardless of organizational or social rank.’ (Goleman, 2013) This aptitude cannot be enforced on anyone however skills can be acquired through training. A leader cannot be made through training however new skills can be taught for better and effective leadership. Thus the conventional theories of leadership involve the trait and behavioural theories that focus on the traits as well as the acquired behaviour of the leader also mentioned in the above discussion. The contingency theory brings in the situation and its characteristics into the leadership equation. The test of leadership depends upon the nature of the situation and the success depends upon how well the leader manages the situation at hand. The power and influence theory that will become the main focus of this discussion, focus on the different ways the leaders use their power in order to get things done. All these believes and theories are reflected in the leadership model where the leader has to deal with the personal front involving his set of his abilities and traits, the group where he manages the organization and lastly the public involving the environment and the stakeholders of the leader’s organization. The power of the leader in an organization is vast (see Appendix). A CEO of a large organization has the power to influence the board of directors. He is the sole figure that can change the philosophy of the entire organization. The power of the CEO is to decide how much input he wants from the subordinates and how stringent or relaxed the work hierarchy should be. His expertise in the organization is supposedly more enriched as compared to other employees in the organization. It is this knowledge and official responsibility that gives the CEO the power to control. He is the one who can turn a bad situation to a positive through his influence tactics. For example, Proctor and Gamble (P&G) the consumer

Chinese Philosophy Essay Example | Topics and Well Written Essays - 3250 words

Chinese Philosophy - Essay Example It became well established throughout the vast nation during the 300's A.D. It is surprising, then, to learn that at one time, most of the Chinese people viewed the religion with skepticism, considering it to be little more than a strange foreign cult. Many of the early Chinese converts to the Buddhist religion risked ostracism and persecution simply for practicing their beliefs. Buddhism reached China from India around 100 A.D. For many years, almost all Chinese subscribed to either of two native religions. One was Confucianism, which was based on the ideas of Confucius, the revered philosopher. The tenets of this belief system included obedience to authority, the promotion of education, societal order, and a deep respect for one's ancestors and for the past. Confucius was born about 550 B.C. and the religion based on his teachings emerged shortly after his death in the 470's B.C. The other traditional Chinese religion was Taoism. The basic teachings of this belief system included a reverence for nature and routine celebration of the faith's many protective gods. Taoism began during the 300's B.C. and is based on a book entitled the Tao Te Ching (The Classic of the Way and the Virtue). Taoism was also heavily influenced by elements of Chinese folk religion. When Buddhists first began to appear in China, most Chinese deeply mistrusted them. Their mistrust was easy to understand. According to Sources of Chinese Tradition, written by Theodore Debary, Buddhism was a radically different religion from both Confucianism and Taoism. Buddhism itself was founded about 500 B.C. in India by the teacher named Buddha. Buddha was born about 563 B.C. in southern Nepal. His actual name was Siddhartha Gautama. He was a member of a powerful royal family. Despite Gautama's wealth and high social standing, he was a deeply unhappy young man. At age 29, the future Buddha sank into a debilitating depression. He was convinced that life was full of misfortune and heartache. His feelings of melancholy caused him to leave his own family to seek spiritual enlightenment as an itinerant monk. After six years of nonstop traveling, Gautama finally experienced enlightenment. He was convinced that he had discovered why life was so full of woe. In addition, he was convinced that he had discovered how human beings could escape their feelings of misery. He soon had many followers. These followers called him Buddha, which means the Enlightened One. According to Theodore Debary in his work, Sources of Chinese Tradition, much of the Chinese people's initial misgivings about Buddhism stemmed from simple xenophobia (p. 277). China possessed one of the world's earliest great civilizations; Chinese writing history goes back thousands of years ago. The Chinese people were greatly accomplished, and not surprisingly, this great culture tended to view other peoples as being inferior. The Chinese seemed to view India with contempt, and many Chinese felt that a religion that came from India would have a negative, corrupting influence on the population (p. 277). Much mistrust was also triggered by simple and seemingly shallow cultural differences between the Indians and the Chinese. For example, many Chinese were originally dismayed upon learning that Buddhist clerics took vows of celibacy

Considering both sides of the conflict, could the War for Independence Essay

Considering both sides of the conflict, could the War for Independence have been avoided Consider military engagements prior to - Essay Example The textbook says that â€Å"Britain had previously never exercised much direct control over the colonies (Millett & Maslowski, 1994, p. 53).† In contrast, the reality was that pre-war measures taken by Britain like the establishment of Proclamation Line, placement of the British garrisons and arbitrarily taxing the colonies amounted to blatant attempts to exercise control while sidelining the popular aspirations of the colonies (Millett & Maslowski, 1994, p. 53). One direct outcome of this political debacle on the part of Britain was its highhanded approach towards things based on the false perceptions created by the Loyalists. It was true that,†England underestimated the militia’s potential and patriot numerical strength (Millett & Maslowski, 1994, p. 56).† The conflict could have been avoided if Britain had given heed to the popular expressions of dissent rising way back in 1765, when only select colonies vouched for complete independence. A majority of t he patriots even during the early phase of the war were fighting for their rights as English subjects and not for complete independence (Millett & Maslowski, 1994, p. 53).

Admissions Essay Example | Topics and Well Written Essays - 500 words - 2

Admissions - Essay Example However, instead of using the term eclectic as a means of arrogance, the underlying reason why I use eclectic fashion stems from the fact that I do not prefer to continually buy clothes all the time. The fact of the matter is that clothes take quite a while to wear out. As such, being a responsible citizen and seeking to reduce my impact on the earth requires a reasonable person to use an article of clothing up until the point in time that it begins to show signs of wear/aging. Because of the desire to wear a garment up until the point that it begins to show signs of wear, buying disposable fashion that is â€Å"in† one season and â€Å"out† the next is not reasonable or rational. Instead, the more appropriate approach would be to buy fashion based upon the level of classic timelessness that it engenders. In this way, choosing clothes that are appropriate and timeless helps to create a balanced wardrobe. This represents a very utilitarian view of who I am. Instead of being a person that is consumed with a desire to promote the latest fashion trend, I am more concerned with the quality and classic nature of particular item. Yet, rather than this making me what some might call a â€Å"conservative person†, this taste in fashion does not translate into my taste in music or other â€Å"style† choices. My preferred music is electronic/trance; something that does not fit with the clothing style I have selected. But due to the fact tha t music considerations are not something that a person pays for on a regular basis, like clothing, the differential that is evidenced in my life is at least partially understandable. From the information that has been discussed, it can clearly be seen that personal style is not something that can be defined categorically. Even within the various elements that contribute to style, a wide range of difference can exist within an individual.

Project appraisal through discounted and non-discounted cash flow Essay

Project appraisal through discounted and non-discounted cash flow techniques - Essay Example Positive and negative values makes it easy to understand generation of profits and losses as well as assists decision makers to focus only on the highly positive items, the precious time of management can be saved by focusing on the relevant project (Fortes, 2010; Horngren, 2005). Calculations are comparatively easy and data of any finite period can be easily converted into present value of it. Net present value analysis is derived from some basic realistic and practical assumption it is based on a fact that value of  £100 today will be more than the worth of  £100 after a year. Keeping this assumption in mind a net present value of future cash inflows is calculated using a discounted rate, usually the rate of cost of capital of a company or industry this rate represents the percentage minimum requirement of return by an organization per annum. Annuity factors can also be used if cash flows are constant every year. The Net Present Value (NPV) is a useful technique to determine profitability of any item being assessed, but has few limitations as well, it only focuses on factual data that can directly hit the profit generation capabilities of an item and financial aspects only while appraising projects and does not account for the non financial aspects, areas and issue associated to that project; whereas, there is a high probability of any decision/ project to get affected by numerous external or internal non-financial events.

Considering both sides of the conflict, could the War for Independence Essay

Considering both sides of the conflict, could the War for Independence have been avoided Consider military engagements prior to - Essay Example The textbook says that â€Å"Britain had previously never exercised much direct control over the colonies (Millett & Maslowski, 1994, p. 53).† In contrast, the reality was that pre-war measures taken by Britain like the establishment of Proclamation Line, placement of the British garrisons and arbitrarily taxing the colonies amounted to blatant attempts to exercise control while sidelining the popular aspirations of the colonies (Millett & Maslowski, 1994, p. 53). One direct outcome of this political debacle on the part of Britain was its highhanded approach towards things based on the false perceptions created by the Loyalists. It was true that,†England underestimated the militia’s potential and patriot numerical strength (Millett & Maslowski, 1994, p. 56).† The conflict could have been avoided if Britain had given heed to the popular expressions of dissent rising way back in 1765, when only select colonies vouched for complete independence. A majority of t he patriots even during the early phase of the war were fighting for their rights as English subjects and not for complete independence (Millett & Maslowski, 1994, p. 53).

Project appraisal through discounted and non-discounted cash flow Essay

Project appraisal through discounted and non-discounted cash flow techniques - Essay Example Positive and negative values makes it easy to understand generation of profits and losses as well as assists decision makers to focus only on the highly positive items, the precious time of management can be saved by focusing on the relevant project (Fortes, 2010; Horngren, 2005). Calculations are comparatively easy and data of any finite period can be easily converted into present value of it. Net present value analysis is derived from some basic realistic and practical assumption it is based on a fact that value of  £100 today will be more than the worth of  £100 after a year. Keeping this assumption in mind a net present value of future cash inflows is calculated using a discounted rate, usually the rate of cost of capital of a company or industry this rate represents the percentage minimum requirement of return by an organization per annum. Annuity factors can also be used if cash flows are constant every year. The Net Present Value (NPV) is a useful technique to determine profitability of any item being assessed, but has few limitations as well, it only focuses on factual data that can directly hit the profit generation capabilities of an item and financial aspects only while appraising projects and does not account for the non financial aspects, areas and issue associated to that project; whereas, there is a high probability of any decision/ project to get affected by numerous external or internal non-financial events.

Writing Strategies Essay Example for Free

Writing Strategies Essay Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher. 1. Purpose, Voice, and Theme Themes in literature, such as heroism, love, corruption, greed, and perseverance, often reflect and relate to the issues we encounter in our daily lives or read about in the news. In this activity, you will develop ideas for an essay that relates a current news issue to a theme from a work of literature you have read. a. Think about some of the literature that you have read. Consider novels, essays, speeches, poems, and short fiction. Brainstorm a list of titles. Type your response here: b. Choose three titles from your list and write them in the chart below. Then list the themes from each work. Remember that the theme of a piece of literature is the main idea, the message, the subject, or the concept that the author is trying to convey by telling the story. Examples of themes include love, hate, the innocence of youth, love of life, courage, struggle, loyalty, survival, and triumph over adversity. Type your response here: |Title |Theme | |The Odyssey |Determination | |The Boy in The Striped Pajamas |Curiosity | | | | c. Begin to develop ideas for a five-paragraph essay exploring a theme from one of the literary works that you listed in the chart above. Select one title from the chart and enter information about this work in the space below. Type your response here: |Title |The Odyssey | |Author |Homer | |Genre |Epic Poetry | |Themes |Determination | In your essay, you will choose one or more themes from the work that you have selected and relate the theme to an issue discussed in the news. For example, you might relate the theme of courage from Jack London’s novel Call of the Wild to the actions of rescue workers after a catastrophic event. Recall this prewriting strategy for generating ideas for your writing: †¢ List what you know. †¢ List what you do not know. †¢ Consider alternative viewpoints. Read this guide to learn more about prewriting strategies. d. What do you know about the themes of the work you selected? What are some examples from the work (such as dialogue, character actions, or narration) that illustrate the theme? What are some news stories and issues that illustrate this theme? Type your response here: It is difficult to be that determined in your works. The main character must fight constant battles just to get back to his home. â€Å"O Brother Where Art Though?† illustrates these characteristics. e. What are some things you do not know about the work you selected for your essay? What are some possible additional themes? What additional evidence from the text can you locate? Type your response here: There are other possible themes. Justice could be a possible theme. The man who tries to steal Odisious’ wife is eventually killed. f. What are some alternative viewpoints you might consider before beginning to write? If possible, collaborate with a classmate and add information about his or her perspective to your own. What themes could a peer identify inthe work you selected? What evidence from the text might he or she suggest? Can someone else suggest additional news or issues that relate to the work’s themes? Type your response here: g. From the ideas that you have generated, identify the theme on which you will base your essay, as well as the issues or news stories that relate to the theme. Type your response here: Determination, my determination while spearfishing. Before beginning to write, consider the purpose and voice of your essay. h. What is your purpose for writing this essay assignment? Type your response here: To copare determination in the odyssey to determination in my own life. i. Based on the purpose for writing you described above, what is an appropriate tone for your essay? Type your response here: Objective. 2. Organizing the Essay a. Record information about your essay in this essay organizer. Type your response here: |Essay Organizer | |Title of work selected |The Odyssey | |Author |Homer | |Genre |Epic Poetry | |Selected theme |Determination | |Evidence from the text that supports |He refuses to give up until he gets home. | |the theme | | |News or issues related to the theme |Spearfishing requires determination as well. | |Author’s purpose |To show the difficulties of spearfishing. | |Selected tone |Objective | b. Create an outline that will help you write a first draft of your essay. Look at this outline template and then create your own outline using information from the essay organizer. [pic] Type your response here: 3. Writing the Essay Now write the first draft of your five-paragraph essay. As you write, be sure to refer to your outline and your essay organizer. As you write and revise your draft, keep in mind: †¢ your audience †¢ your purpose for writing †¢ your writing style Read these guidelines before writing your essay. Type your response here: Note: In the Unit Activity, you will perform a peer review and revise the essay in the unit activity. Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Activity 1: Purpose, Voice, and Theme | |Concepts | |Distingui|Lists the titles of at least six works that are related to current news issues | |shed |Chooses three of the most suitable works | |(4 |Accurately identifies the themes of all the works | |points) |Accurately fills in information about the work selected | | |Provides detailed information about the themes of the selected work with several  appropriate examples | | |Identifies news stories and issues in which the chosen theme is central | | |Accurately identifies additional themes | | | Thoroughly considers alternate viewpoints | | |Chooses a theme that encompasses all the ideas generated | |Proficien|Lists the titles of at least four works that are related to current news issues | |t |Chooses three suitable works | |(3 |Correctly identifies the theme of all the works | |points) |Correctly fills in information about the work selected | | |Provides adequate information about the themes of the selected work with a few relevant examples | | |Identifies news stories and issues that are closely related to the chosen theme | | |Correctly identifies plausible additional themes | | | Adequately considers alternate viewpoints | | |Chooses a theme that encompasses most of the ideas generated | |Developin|Lists the titles of three works that are related to current news issues | |g |At least two of the chosen works are suitable | |(2 |Roughly identifies the themes of at least two works | |points) |Correctly fills in information about the work selected | | |Provides meaningful information about the themes of the selected work with at least one relevant example | | |Identifies news  stories and issues that are clearly related to the chosen theme | | |Roughly identifies at least one plausible additional theme | | |Considers some alternate viewpoints | | | Chooses a theme that encompasses some of the ideas generated | |Beginning|Lists the titles of fewer than three works that are related to current news issues | |(1 point)|Few of the chosen works are suitable | | |Fails to identify the themes of the works | | |Provides some incorrect information about the work selected or is missing information | | |Provides information about the themes of the selected work without relevant examples | | | Identifies news stories and issues that are marginally related or unrelated to the chosen theme | | |Does not identify a plausible additional theme | | |Does not consider alternate viewpoints | | |Chooses a theme that encompasses few of the ideas generated | Activity 2: Organizing the Essay | |Criteria | |Distingui|Thoroughly explains the purpose of the essay | |shed |Chooses the most appropriate tone for the essay | |(4 |Records information accurately in the essay organizer | |points) |Creates an outline that is highly consistent with the information in the organizer  | |Proficien|Adequately explains the purpose of the essay | |t |Chooses an appropriate tone for the essay | |(3 |Records information in the essay organizer | |points) |Creates an outline that is largely consistent with the information in the organizer | | Developin|Roughly explains the purpose of the essay | |g |Chooses a somewhat appropriate tone for the essay | |(2 |Records incomplete information in the essay organizer | |points) |Creates an outline that is roughly consistent with the information in the organizer | |Beginning|Briefly mentions the purpose of the essay | |(1 point)|Does not choose an appropriate tone for the essay | | |Records information inaccurately or incorrectly in the essay organizer | | |Creates an outline that is inconsistent with the information in the organizer | Activity 3: Writing the Essay | |Criteria | |Distingui|Highly consistent with the outline and the essay organizer | |shed |Very relevant to the intended audience | |(4 |Closely reflects the purpose of writing | |points) |Exhibits a highly consistent writing style | | |Correct syntax, spelling, and punctuation throughout  | | |Ideas effectively grouped in paragraphs in a smooth, logical sequence | |Proficien|Largely consistent with the outline and the essay organizer | |t |Relevant to the audience | |(3 |Largely consistent with the purpose of writing | |points) |Exhibits a largely consistent writing style | | | Largely uses correct syntax, spelling, and punctuation | | |Ideas grouped in paragraphs in a logical sequence | |Developin|Roughly consistent with the outline and the essay organizer | |g |Somewhat relevant to the audience | |(2 |Roughly consistent with the purpose of writing | |points) |Exhibits a somewhat consistent writing style | | |Noticeable mistakes in syntax, spelling, and punctuation | | |Ideas grouped in paragraphs in a somewhat meaningful sequence | | Beginning|Inconsistent with the outline and the essay organizer | |(1 point)|Not relevant to the audience | | |Not consistent with the purpose of writing | | |Does not exhibit a consistent writing style | | |Numerous mistakes in syntax, spelling, and punctuation | | |Ideas grouped in paragraphs, but sequence is neither smooth nor logical | Lesson Activities English 11 I. Introduction, beginning with a thesis statement II. First example describing how the theme relates to a current issue or news story a. evidence from the text b. evidence from the text III. Second example a. evidence from the text b. evidence from the text IV. Third example a. evidence from the text b. evidence from the text V. Conclusion

Strombidae Protected Fisheries

Strombidae Protected Fisheries

American Post-War Occupation of Japan Essay -- Economics Economy Essay

American Post-War Occupation of Japan The intent of the United States’ occupation of Japan was to neutralize the threat of another war, to nourish the Japanese economy back to health, and to provide a stable democratic government for the defeated nation. With General Douglas MacArthur acting as the supreme commander in charge of the occupation, Japan changed drastically. Special attention was paid to the areas of military, economy, and government. The effects of the United States’ occupation of Japan were profound almost beyond reckoning, and have had enormous impacts on modern Japanese society as well as on almost every other society in the modern world and throughout the course of history. The original occupation plan, conceived by President Roosevelt, was to split Japan into four quadrants. The United States, Great Britain, the USSR, and China would have each controlled a section. Upon his death, however, President Roosevelt’s plan also died. In its stead was placed a new plan, which called for a one hundred percent American operation. America had insufficient manpower to make a military government of Japan possible; so, it was decided that they would act through the existing Japanese government. America’s top priority following the initial occupation in 1945 was the complete demilitarization of the Japanese imperial forces. This was actually the quickest phase of the occupation. Beginning immediately after the occupation, complete demilitarization was reported as being complete by October 15, 1945. In his report dated the same day, General MacArthur said the following: â€Å"Today the Japanese armed forces throughout Japan completed their demobilization and ceased to exist as such. These forces are now completely abolished. I know of no demobilization in history, either in war or peace, by our own or any other country, that has been accomplished so rapidly or so frictionlessly. Everything military, naval or air is forbidden to Japan† (Headquarters 1) The United States disarmed Japan to guarantee its war objective: That Japan never again become a threat to the United States. As one considers how this affected the state of affairs in postwar Asia, however, it could be viewed as a significant mistake. Due to the American fear of the spread of communism, Japan was allowed a limited standing force, beginning in 1953, for defending their homeland. In ... ...y went into effect in April 1952, officially terminating the United States occupation and restoring full independence, plus government and economic stability, to Japan. What is extraordinary in the occupation and its aftermath was the insignificance of the unpleasant compared to the huge social, economic, and political gains for Japan. The nobility of the American ideals and their non-violent presence assuaged much of the bitterness of the Japanese defeat, which gave the Americans room to promote peace and democracy. Consequently, the occupation served to firmly plant a substantial capital of good will, on which both America and Japan would both draw in years to come. Bibliography: Dower, John. Embracing Defeat: Japan in the Wake of World War II. New York: W. W. Norton & Company, 1999 Schaller, Michael. The American Occupation of Japan. Oxford: Oxford U.P., 1985 General Headquarters. Supreme Commander for the Allied Powers and U.S. Army Forces. Pacific. Summary of the Month of October 1945. War Department Record Branch, A.G.O., The Adjutant general’s Office, 15 October 1945. Sheldon, Walt. The Honorable Conquerors. New York: The Macmillan Company., 1965

Love and Death in The Epic of Gilgamesh Essay -- Epic Gilgamesh

Love and Death in The Epic of Gilgamesh Abstract: The most interesting stories invariably are about love and death. These two themes underlie the Epic of Gilgamesh, a mythic tale of the quest for immortality. Gilgamesh, profoundly affected by the death of his friend Enkidu at the hands of the gods, questions the injustice of life. Finding no answer, he of course tries to change—indeed, eliminate—the question by seeking immortality. The following essay examines Gilgamesh and Enkidu’s relationship, and the effect of Enkidu’s death on Gilgamesh. Gilgamesh’s failure in the end attests the intertwining of love and death in a relationship. Woody Allen once stated, â€Å"It’s not that I’m afraid to die. I just don’t want to be there when it happens.† Even the most stout-hearted soul would admit the truth of that statement. Death—like life—is a mystery. It is also a test. Acting as an immutable deadline, death forces us to confront its inevitable reality. But not everyone deals with it in the same way. Those who lack the strength to cope are consigned to a life of unconquerable fear and insecurity and are the stuff of tragedy. Others, however, do succeed in attaining a measure of immortality, though the journey is long and difficult. These are the culture-makers of society: its painters, composers, and poets. Their common link is the warrior spirit, the part of them that struggles, succeeds...and struggles some more. The Epic of Gilgamesh reflects this spirit of the warrior. Although Enkidu’s death indicates that mortals seemingly are at the mercy of the gods and death is inevitable, Gilgamesh nonetheless embarks on a quest for godhood: Enkidu has to die so Gilgamesh can live. Gilgamesh and Enkidu’s friendship prefigures G... ...venture onto the stone walls of Uruk. The irony is that the story is about his failure rather than success. His quest started when he realized â€Å"[he had] not established [his] name stamped on bricks as...destiny decreed† (70). He presumably thought his story would be one success after another, victories of strength and fury. How ironic that his tale is of the failure to find immortality, a quest prompted by Enkidu’s death. But as irony takes another twist, his failure is also a success. Gilgamesh learns, one presumes, that although death inevitably comes, one must attempt to foil its icy grasp. That is why Enkidu must die for Gilgamesh to live: his death launches Gilgamesh toward a hopeless task, one that results in a valuable lesson set in stone for all to see. And the stone still stands. Reference The Epic of Gilgamesh. London: Penguin Books, 1972.

Cholera: Shaping Social Attitudes and Science in Government Essay

Introduction During much of the 1800’s and the 1900’s Cholera was a disease which had many similar characteristics of the plague that affected Western civilization. Cholera had a profound affect on not only social and cultural attitudes, but religious ideas, medical thought, and the role of science in the government. Many historians, scientists, and doctors all have different views on how Cholera was spread, and where this execrable disease came from. How Cholera shaped social attitudes at that time, can still be seen in how social attitudes are shaped in modern day society. Cholera also shaped science in the government, and especially emphasized on sanitation, which can also be seen in modern day society. Without the epidemic of Cholera, how would life be different today? Would there be segregation of social classes? Would sanitation be important? Most likely, yes they would, but Cholera is an interesting case to study when looking at these questions. Social Thought During the Cholera Years Throughout the many years Cholera was prominent in many areas, social turmoil was at an all time high. Different social groups as well as social classes were experiencing feelings of distrust, anger, and fear. â€Å"†¦almost before cholera even appeared-Europeans and Americans had associated cholera with social class and economic background.†[1] Poor social classes were frightened that their traditional ways of life would be violated because there were many arguments made that Cholera was associated with the poor. For example, Rene Villerme believed that poverty was the cause of disease.[2] This led the poor social class to not be able to trust anyone. The poor especially did not have any trust in doctors. Their fear was that doctors were the agents of evoking something that could potentially hurt them. Because of their distrust and fear of doctors, the poor social class despised isolation hospitals. A quote that came from poor people in Manchester was â€Å"To the hospital, pull it to the ground.†[3] This quote clearly shows the resentment that the poor social class had towards hospitals. Threats, like the quote above, made doctors and hospitals feel that they were under attack. Next, the middle class feared Cholera as a social stability threat. They were fearful of the economy being disrupted as well as an increase of anger being provoked. Their fear was accurate considering that riots did break out in some areas. For example, in Russia, riots began to break out when there were many police enforcing isolation. [4] It is quite apparent that during the 1800’s and 1900’s when Cholera outbreaks were abundant, social attitudes were shaped in an overall negative way. Correlation of Social Thought Shaping Modern Society In modern society, most humans have encounters with many, many different people and social classes. Do you trust every person you have an encounter with? Of course not, especially if you have ever been hurt by someone you thought you could trust. That is how the poor social class felt when they were hurt by doctors. Today, trust is one of the fundamental parts to having a relationship with someone. With trust being a big issue to the poor social class during the Cholera outbreaks, it has had a part in the shaping of modern society issues of trust. When people today see that people during the 1800’s and 1900’s could not trust doctors, who are supposed to be there to help and save lives, then that gives the modern society the question of who can they trust? Today, you see a lot of trust issues between boyfriends/girlfriends, spouses, co-workers, politics, etc. There is a clear correlation of how trust in past events have shaped modern society, and possibly even made it worse. Next, anger is an issue in modern society, as well. Anger can turn into violence very easily. This was seen in the past with the riots that broke out during the years Cholera was prominent in society. Today, violence is a big issue as a whole in many different areas. Like the middle class feared anger during the 1800’s and 1900’s, it correlates with modern day people fearing anger and acts of violence. Cholera is just one of many components that has shaped social attitudes in modern day society. Although circumstances during the 1800’s and 1900’s are very different from modern society, it is clear that events from the past do have an affect in shaping social aspects of things in the future. Environmental Conditions During the Cholera Years Overall, during the years that Cholera was most prominent, the environment was revolting. The main reason for the environment being so bad was because of the lack of modern technology for sewage systems. Waste seemed to be spread everywhere; in soil, rivers, streets, etc. Water flushed toilets were not very prominent during this time. â€Å"Most human wastes found their way either into leaky cesspools or directly into street drains.† [5] The cesspools were not cleaned often enough to keep the area sanitary, which was one of the direct causes for the environment being so awful. Not only would human waste be spread throughout the environment, but trash and animal bodies, too. All of this horrible pollution would be the air that people during that time would breathe in, and it would also find its way into the water that they drank. Numerous cities were polluted with all of these foul things, and it was becoming a big problem. Along with the bad pollution, some cities were also ve ry overcrowded which would make matters much worse. Science in the Government During the Cholera Years During the1800’s and 1900’s, scientific research mainly focused on the emphasis of the cause and communication of Cholera, as well as what was the best way to treat it and stop the spreading of it. There was a central argument of miasma versus contagion, but it was clear that the majority associated Cholera as a miasmatic disease. For example, Erwin Ackerknech, believed pollution to be the foremost cause of disease for obvious reasons, and he was not the only one to believe that. John Snow focused on Cholera as being spread through water. Mainly, polluted water that contained fecal material.[6] Snow did numerous studies on Cholera being spread through water. In â€Å"On the Mode of Communication of Cholera†, Snow presents various different studies that examine the correlation between where people were receiving their water from and how many were diagnosed with Cholera depending on where their water was from. Snow presented his data in tables to show that more dea ths were prominent in areas with bad water supply. â€Å"This table shows that in the greater part of Southwark, which was supplied with worse water than any other part of the metropolis, the mortality from cholera was also much higher than anywhere else.† [7] This quote is just one of many examples that prove Snow’s theory that water was one of the main sources for the spread of Cholera. Another study that Snow conducted was on two districts in London that were very alike in social and economic compositions, but had different water supplies. His conclusion found that one of the districts suffered much more than the other with Cholera due to the water.[8] So, where does science in the government come into play? There was clearly a serious environmental problem, and who was going to make the initiative to think of something to help and propose it to the government for help? Edwin Chadwick was the answer. Chadwick was a known for how he improved public health through sanitization. Chadwick’s inquiry called The Report on the Sanitary Condition of the Labouring Population, â€Å"was the greatest classic of the sanitation movement, and one that outsold well-known novels.† [9] Chadwick’s main focus was in the sewer and water systems. He wanted a system where fresh water only was pumped to people, and that waste, sewage, trash, etc. was disposed of the correct way without seeping public areas. Because of Chadwick’s Report, A Public Health Act was approved by the British Parliament. â€Å"The 1848 Act empowered local boards of health to enforce drainage, build sewers, compel the servicing of cesspools, pave and clean streets, deal with nuisances, inspect lodging houses and burial grounds, control the water supply, and raise local taxes to pay for it all.†[10] The above quote tells how the environment was soon being changed for the better now that Chadwick was able to make an impact on the government to do something. Cholera shaped the role of science in the government by emphasizing the importance of sanitation to the government, in which in return the government would act accordingly with the people’s best interest in mind. Shaping the Importance of Sanitization in Modern Society In modern society, sanitization is a major component of life. Everywhere you go, you are subject to germs, and more and more people are taking measures of sanitization to keep themselves healthy. One example of these measures is hand sanitizer. In modern society you find this everywhere; libraries, schools, hospitals, stores, etc. If it was not for the Cholera outbreak and Chadwick’s extensive emphasis of the importance of sanitation, how would modern society be today? Dirty? There is no knowing, but sanitation in the 1800’s and 1900’s definitely helped shape society today, for the better. Another example of the importance of sanitation today can be seen in restaurants. It does not matter what restaurant you go to, every one of them has a letter on the outside indicating the cleanliness of the establishment. Also, any doctor or dentist appointment that you go to, you will always notice that the doctor makes a point to was his/her hands before and after seeing a patient. Any tools used by the doctor or dentist are either brand new or well sanitized before they come in contact with their patients. There are numerous measures of sanitation in modern society today, whether government controlled, or peoples person preferences of how they like to stay sanitary. Health is a major component to modern society, and Chadwick’s Report during the Cholera outbreak helped illuminate the importance of sanitation to where it is still being used and made better in modern society. Conclusion In conclusion, it is apparent that Cholera had an effect on many different things in many different ways. Some are positive ways: development of sanitation, and some are negative ways: social attitudes of distrust and violence. These negative and positive effects of Cholera can still be seen in modern day society which shows that Cholera helped to shape social attitudes as well as the role of science in government. Where would modern day society be today if the outbreaks of Cholera never came about during the 1800’s and 1900’s? Social attitudes could easily be very different and sanitation may not be a serious factor in most peoples lives. Events of the past are one of the main responsibilities of how society is shaped today. Cholera will be forever remembered and known for its different effects on how society is shaped today. ———————– [1]J.N. Hayes, The Burdens of Disease: Epidemics and Human Response in Western History (New Brunswick, New Jersey and London: Rutgers University Press, 1998 and 2009), 140. [2]J.N. Hayes, The Burdens of Disease: Epidemics and Human Response in Western History (New Brunswick, New Jersey and London: Rutgers University Press, 1998 and 2009), 140. [3]J.N. Hayes, The Burdens of Disease: Epidemics and Human Response in Western History (New Brunswick, New Jersey and London: Rutgers University Press, 1998 and 2009), 140. [4]J.N. Hayes, The Burdens of Disease: Epidemics and Human Response in Western History (New Brunswick, New Jersey and London: Rutgers University Press, 1998 and 2009), 139. [5]J.N. Hayes, The Burdens of Disease: Epidemics and Human Response in Western History (New Brunswick, New Jersey and London: Rutgers University Press, 1998 and 2009), 143. [6]Professor Williams. â€Å"Lecture.† September 26, 2012. [7]John Snow, â€Å"On the Mode of Communication of Cholera.† (London: Churchill, 1855). 35. [8]J.N. Hayes, The Burdens of Disease: Epidemics and Human Response in Western History (New Brunswick, New Jersey and London: Rutgers University Press, 1998 and 2009), 147. [9]J.N. Hayes, The Burdens of Disease: Epidemics and Human Response in Western History (New Brunswick, New Jersey and London: Rutgers University Press, 1998 and 2009), 145. [10]J.N. Hayes, The Burdens of Disease: Epidemics and Human Response in Western History (New Brunswick, New Jersey and London: Rutgers University Press, 1998 and 2009), 146.

Article Rebuttal Essay

The author stated that, â€Å"There is a difference between a married couple and a same-sex couple in a long-term relationship. The difference is between the duties that marriage imposes on married people–not rights, but rather onerous obligations–which do not apply to same-sex love. † This statement, in my opinion, is completely untrue. All relationships can be difficult and time consuming, the statement would have more truth if the author of was talking about all relationships or marriages. When reading the article, I took every word as people that are in a same sex relationship can’t have a normal marriage or a normal family and normal life and that is why same sex marriage will ultimately fail. The only thing that is different about same sex marriage is that the genders of both people are the same. This doesn’t mean that the two people can’t have children, it just means they can‘t have them in the traditional way. Homosexuals that are married can have a normal life; they just might have to face other judgmental people, which they face even without being married. This author had no credibility, no fact or anything to back up his argument. There were not any reliable sources in this argument which makes me believe that everything about this article was just the opinion of the author. While I believe that everyone is entitled to their own opinions, I believe one should have reliable sources and make valid points before writing an article and making it public especially on such a controversial topic. Reference; http://www. weeklystandard. com/Content/Public/Articles/000/000/016/533narty. asp

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.