A Strong Sample Supplemental Essay for College Applications

A Strong Sample Supplemental Essay for College Applications Most college applicants fail to put adequate time into a supplemental college essay. The Common Applications personal essay allows a student to write a single essay for multiple colleges. The supplemental college essay, however, needs to be different for every application. Thus, its tempting to dash off a generic and vague piece that can be used at multiple schools, resulting in a  weak essay. Dont make this mistake. The sample supplemental college essay below was written for Oberlin. The essay prompt reads, Given your interests, values, and goals, explain why Oberlin College will help you grow (as a student and a person) during your undergraduate years. The question asked here is typical of many supplemental essays. Essentially, the admissions folks want to know why their school is of particular interest to you. Sample Supplemental Essay I visited 18 colleges over the past year, yet Oberlin is the one place that most spoke to my interests. Early in my college search I learned that I prefer a liberal arts college to a larger university. The collaboration between the faculty and undergraduate students, the sense of community, and the flexible, interdisciplinary nature of the curriculum are all important to me. Also, my high school experience was greatly enriched by the diversity of the student body, and I am impressed by Oberlin’s rich history and its current efforts connected to inclusiveness and equality. To say the least, I’d be proud to say I attended the first coeducational college in the country. I plan to major in Environmental Studies at Oberlin. After my campus tour, I took some extra time to visit the Adam Joseph Lewis Center. It’s an amazing space and the students I chatted with spoke highly of their professors. I became truly interested in issues of sustainability during my volunteer work in the Hudson River Valley, and everything I’ve learned about Oberlin makes it seem the ideal place for me to continue exploring and building upon those interests. I am also impressed by Oberlin’s Creativity and Leadership Project. I’ve been a bit of an entrepreneur ever since second grade when I made a dollar producing and performing The Runaway Bunny for my extended family. I’m drawn to a program that supports the move from classroom learning to creative hands-on, real-world applications. Finally, as the rest of my application clearly demonstrates, music is an important part of my life. I’ve been playing the trumpet since fourth grade, and I hope to continue performing and developing my skills throughout college. What better place than Oberlin to do so? With more performances than days in the year and a large group of talented musicians in the Conservatory of Music, Oberlin is an ideal place for exploring my love of both music and the environment. A Critique of the Supplemental Essay To understand the strength of the essay, we must first look at the prompt: the admissions officers at Oberlin want you to explain why Oberlin College will help you grow. This sounds straightforward, but be careful. Youre not being asked to explain how  college  will help you grow, but how  Oberlin  will help you grow. The essay needs to include specific information about  Oberlin College. The sample essay certainly succeeds on this front. Lets look at why. The first paragraph makes several important points. First of all, we learn that the applicant has visited Oberlin. This may not seem like a big deal, but youd be surprised how many students apply to a large number of colleges based on nothing but the schools reputations. Also, the student notes that she wants to go to a  liberal arts college, not a larger  university. This information isnt really specific to Oberlin, but it does show that she has thought about the options available to her. The final point in this first paragraph gets more specific- the applicant is familiar with Oberlin and knows the schools socially progressive history.The second paragraph is really the heart of this essay- the applicant wants to major in Environmental Studies, and she is clearly impressed with the program at Oberlin. She has visited the Environmental Studies building, and she knows of some of the unique opportunities offered at Oberlin. She has even talked with Oberlin students. This paragraph cant help but make a favorable impression on the admissions folks- the applicant is drawn to Oberlin and she clearly knows exactly  why  she likes Oberlin. The final paragraph adds another important dimension to the application. Not only does the student find the Environmental Studies program attractive, but her love of music makes Oberlin an even better match. Oberlin has a top-rated music program, so the applicants dual love of music and Environmental Studies makes Oberlin a natural match for her. Admissions officers cant help but feel that Oberlin is a great match for this applicant. She knows the school well, and her interests and goals line up perfectly with Oberlins strengths. This short essay will certainly be a positive piece of her application. As you write your own supplemental essays, be sure to avoid  common supplemental essay mistakes and make your essay specific to the university to give it more  strength.

How to Write the Perfect Harvard Essay 3 Expert Tips

How to Write the Perfect Harvard Essay 3 Expert Tips SAT / ACT Prep Online Guides and Tips Aiming for the world-renowned Harvard University? As part of the application to this prestigious Ivy League school, you'll have the option to submit a supplemental essay.But what should you write about for your Harvard essay? What are the different Harvard essay prompts to choose from, and how should you answer one so you can give yourself your best shot at getting in? In this guide, we give you advice for each Harvard essay prompt as well as tips on whether you should choose a particular prompt. But before we look at the prompts, let’s go over what Harvard actually requires in terms of essays. Feature Image: Gregor Smith/Flickr What Essays Do You Need to Submit to Harvard? Those applying for admission to Harvard must submit an application through either the Common Application, the Coalition Application, or the Universal College Application (UCA).For your Harvard application, you’ll need to write a personal essay in response to one of the prompts provided by the Common App, Coalition App, or UCA (depending on the system you’re applying through). This essay is required for all applicants and should typically be about 500-550 words long (and must be less than 650 words). To learn more about this essay, check out the current prompts for the Common App, Coalition App, and UCAon their official websites. In addition to this required essay, you have the option of submitting another essay as part of the Harvard supplement. The Harvard supplement essay, as it’s known, is completely optional- you may, but do not need to, write this essay and submit it with your application. This essay also hasno word limit, though if you do write it, it’s best to stick to a typical college essay length (i.e., somewhere around 500 words). Harvard advises applicants to submit this supplemental essay"if [they] feel that the college application forms do not provide sufficient opportunity to convey important information about [themselves] or [their] accomplishments." Options for essay topics are very open ended, and you have a total of 10 topics from which you can choose (11 if you include the fact that you may also "write on a topic of your choice"). Here are the 2018-19 Harvard supplement essay prompts: You may write on a topic of your choice, or you may choose from one of the following topics: Unusual circumstances in your life Travel, living, or working experiences in your own or other communities What you would want your future college roommate to know about you An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science or other modes of inquiry) that has meant the most to you How you hope to use your college education A list of books you have read during the past twelve months The Harvard College Honor code declares that we "hold honesty as the foundation of our community." As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty. The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission? Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do? Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates. As you can see, some of these topics are more specific and focused, while others are more broad and open ended. When it comes down to it, though, should you write the Harvard supplement essay, or skip it altogether? Should You Do the Harvard Supplement Essay? You’re already required to submit a personal essay for your Harvard application- sodo you really need to submit an extra essay? In reality,opinions are mixed on whether you should write the Harvard supplement essay or not. While some people are under the impression that this essay is basically mandatory and that your chances of getting into Harvard without it are slim,others believe that submitting it (especially if you don’t have anything particularly impressive or interesting to write about) is simply a waste of time. So which is it? In general, if you have the opportunity to submit something that you think will only strengthen your college application, definitely do it. By doing this essay, you'lladd more flavor to your application and showcase a different side of your personality. Indeed, inhis review of his successful Harvard application, PrepScholar co-founder and Harvard alum Allen Cheng strongly recommends writing this extra essay. He also notes that it’s likely that most Harvard applicants do, in fact, submit the supplemental essay (as he himself did). Once again, however,this essay is not required for admission to Harvard. Whether you submit a Harvard supplement essay is entirely up to you- thoughI highly recommend doing it! If you’re really struggling to decide whether to do the extra Harvard essay or not, ask yourself the following questions: Do you consider yourself a strong writer? Are there people you trust who could edit and proofread your essay for you? Are you worried aboutother parts of your Harvard application that could negatively affect your chance of admission, such as below-average SAT/ACT scores, a low GPA, etc.? Do you feel that you didn’t get to write about something you really wanted to for the required essay? Is there something you believe the admissions committee should know about you that you haven’t gotten a chance to write about yet? Do you have enough time to dedicate to writing and polishing another essay? Do you think your overall Harvard application is too one-sided or too focused on one aspect of your personality and/or interests? Could your application benefit from more diversity and balance? Hopefully, by answering these questions, you'll start to have a clearer idea as to whether you will write the Harvard supplement essay or not. No need to write the essay on a typewriter- unless you're applying to Harvard 40 years ago. How to Write the Harvard Essay: Every Prompt Analyzed In this section, we go through the 10 possible Harvard supplement essay prompts and offer you tips on how to write an effective, powerful essay, regardless of which prompt you choose. Prompt 1: Unusual Circumstances Unusual circumstances in your life This essay prompt is all about highlighting an unusual situation or event in your life and what kind of impact it ultimately had on you.Harvard asks for this in case applicants want to discuss anything significant that has happened to them and has had a major influence on their academic accomplishments, future goals, perspectives, etc. This is also an opportunity for applicants to discuss any major struggles they have had (that most students their age haven’t had) and the personal effects these experiences have had on their lives. Should You Choose This Prompt? If you grew up with an uncommon lifestyle or had an uncommon experience that you believe had a strong effect on you, this is a good prompt to choose for your essay. For example, perhaps you grew up speaking four languages fluently, or you were the youngest of fourteen children. This is also an ideal prompt to choose if you want to providemore background information for a weak point in your application. For instance, say you contracted a serious illness during your sophomore year, and your many absences caused your GPA to drop.You could then write about how you approached this problem head-on, and how working with a tutor every day after school to raise your GPA ultimately revealed to you an inner strength you never knew you had. Tips for Answering This Prompt Choose an experience or situation that is actually uncommon. This doesn’t mean that no one else in the world could have it, but try to focus on something that’s unique and has had a big impact on your personal growth. As an example, although many teenagers were raised by a single parent, only you grew up with your parent, so concentrate on how this person as well as the overall situation helped to shape your personality and goals. If you’re writing about something that was challenging for you, don’t just conclude that the experience was difficult. What specifically have you learned or taken away from it? Why is it important for the Harvard admissions committee to know this? For instance, say you had to move six times in just two years. You could write that although it was difficult adjusting to a new school each time you moved, you eventually started to enjoy meeting people and getting to explore new places. As a result of these experiences, you now have a lot more confidence when it comes to adapting to unfamiliar situations. Prompt 2: Travel, Living, or Work Experiences Travel, living, or working experiences in your own or other communities This prompt is asking you to discuss experiences you've had that involved traveling, living, and/or working in a specific community (either your own or another) and what kind of effect that experience has had on you. Here are examples of experiences you could talk about for this essay: Living or traveling abroad Moving to a new place or living in multiple places Working a part-time job Working a temporary job or internship somewhere outside your own community Should You Choose This Prompt? If you’ve had an experience that fits or mostly fits one of the examples above and it’s had a large impact on how you see and define yourself as a person, this is a solid prompt for you. On the other hand, do not choose this prompt if you’ve never had a significant experience while traveling or working/living somewhere. Tips for Answering This Prompt Choose a truly significant experience to talk about. Although your experience doesn’t need to be life-changing, it should have had a noteworthy impact on you and who you’ve become. If, for example, you traveled to Mexico with your family but didn’t really enjoy or learn much from the trip, it’s better to avoid writing about this experience (and might be better to choose a different prompt altogether!). Make sure to talk about how this travel/living/work experience has affected you. For example, say you spent a couple of summers in high school visiting relatives in South Africa. You could write about how these trips helped you develop a stronger sense of independence and self-sufficiency- traits which have made you more assertive, especially when it comes to leading group projects and giving speeches. Don’t be afraid to get creative with this essay. For instance, if you lived in a country where you at first didn’t understand the local language, you could open your Harvard essay with an anecdote, such as a conversation you overheard or a funny miscommunication. "Dear future roommate: will you please play in the fall leaves with me?" (MjZ Photography/Flickr) Prompt 3: Your Future College Roommate What you would want your future college roommate to know about you Unlike some of the other more traditional Harvard essay prompts on this list, this prompt is a little more casual and really lends itself to a creative approach. For this prompt, you’re writing an essay that’s more of a letter to your future college roommate (remember, however, that it’s actually being read by the Harvard admissions committee!). You'll introduce who you are by going over the key traits and characteristics that make you you- in other words,personality traits, eccentricities, flaws, or strengths that you believe are critical for someone (i.e., Harvard) to know about you. Should You Choose This Prompt? This Harvard essay prompt is all about creativity and describing yourself- not a specific event or circumstance- so it’s well suited for those who are skilled at clearly and creatively expressing themselves through writing. Tips for Answering This Prompt Focus on your unique attributes.Since you’re describing yourself in this essay, you’ll need to concentrate on introducing the most unique and interesting aspects about yourself (that you also think a roommate would want or need to know). What's your daily routine? Do you have any funny or strange habits or quirks? How did you develop these characteristics? Be true to your voice and don’t pretend to be someone you’re not. Don’t say that you’re always telling jokes if you’re normally a very serious person. Describe yourself honestly, but don’t feel as though you must tell every little detail about yourself, either. Strike a balance: don’t focus only on the positives or negatives. You want to come across as a strong applicant, but you also want to be realistic and authentic (you're human, after all!). Therefore, try to find balance by writing about not only your strengths and positive attributes but also your quirks and flaws. For instance, you could mention how you always used to run late when meeting up with friends, but how you’ve recently started working on getting better at this by setting an alarm on your iPhone. Prompt 4: An Intellectual Experience An intellectual experience (course, project, book, discussion, paper, poetry, or research topic in engineering, mathematics, science or other modes of inquiry) that has meant the most to you. With this prompt, Harvard wants you to focus on an intellectual or learning experience that's had a big impact on you in terms of your personal growth, your academic/intellectual interests and passions, the field of study you want to pursue, etc. This intellectual experience could be anything that's intellectually stimulating, such as an essay or book you read, a poem you analyzed, or a research project you conducted. Note that this experience does not need to be limited to something you did for school- if you’ve done anything in your spare time or for an extracurricular activity that you think fits this prompt, feel free to write about that. Should You Choose This Topic? This is a good prompt to choose if a certain intellectual experience motivated you or triggered an interest in something you really want to study at Harvard. For example, you could write about how you found an old copy of Charles Darwin’s On the Origin of Species at a garage sale, and how reading this prompted you to develop an interest in biology, which you now intend to major in and eventually make a career out of. This is also an ideal prompt to pick if you want to highlight a particular interest or passion you have that differs from the academic field you want to study in college. For instance, perhaps you’re applying for admission as a computer science major, but you’re also a huge fan of poetry and often take part in local poetry readings.Writing about a poem you recently read and analyzed could illuminate to the admissions committees a different, less prominent side of your personality and intellectual interests, ultimately showing that you’re open minded and invested in gaining both new skills and experiences. Tips for Answering This Prompt Choose an experience that had a significant impact on you. Don’t talk about how reading Romeo and Juliet in eighth grade made you realize how much you enjoyed writing plays if you were already writing plays way before then! If you can’t think of any memorable intellectual experience to write about, then it's best to opt for a different prompt. Be specific about the intellectual experience you had and clearly relate it back to your strengths and interests. In other words, what kind of impact did this experience have on you? Your academic goals? Your future plans? For example, instead of writing about how a scientific paper on climate change made you think more deeply about the environment, you could talk about how this paper prompted you to form a recycling program at your school, take a class on marine biology, and so forth. Prompt 5: Your Future Goals How you hope to use your college education This Harvard essay prompt is pretty self-explanatory: it wants you to discuss how you intend to use your education at Harvard after you graduate- so in a future job or career, in grad school, in a particular research field, etc. Basically, how will your college education help you achieve your future goals (whatever those may be)? Should You Choose This Prompt? If you have a pretty clear vision for your future goals during and after college, this is a perfect prompt to choose for your Harvard essay. If, on the other hand, you’re still undecided about the field(s) you want to study or how you intend to use your major, you might want to choose a different prompt that's less focused on your future and more concentrated on how past events and experiences have shaped you as a person. Tips for Answering This Prompt Be careful when talking about your future goals. You don’t want to come off too idealistic, but you also don’t want to sound too broad or you’ll come across unfocused and ambivalent. Try to strike a balance in how you discuss your future dreams so that they’re both attainable and specific. Clearly connect your goals back to your current self and what you’ve accomplished up until this point. You want to make it clear that your goals are actually attainable, specifically with a Harvard education. If you say you hope to start your own interior design business after graduation but are planning to major in biology, you’re only going to confuse the admissions committee! Emphasize any ways Harvard specifically will help you attain your academic goals. For example, is there a club you hope to join that could connect you with other students? Or is there a particular professor you want to work with? Don’t just throw in names of clubs and people but specifically explainhow these resources will help you reach your goals. In short, show Harvard that what they can offer you is exactly what you need to succeed. Books: the least stable form of reading chair. Prompt 6: List of Books A list of books you have read during the past twelve months Of all Harvard essay prompts, this one is by far the most unique. Here, you're asked to simply list the books you’ve read in the past year. This essay is more than just a list, though- it’s a brief overview of where your intellectual interests lie. These books may include works of fiction or nonfiction, essays, collections of poetry, etc. Should You Choose This Prompt? Have you read a lot of diverse and interesting books in the past year? Are you an avid reader who loves dissecting books and essays? Do you enjoy a creative approach to college essays?If you answered yes to these questions, then this prompt is a perfect fit for you. Even if you haven’t read a ton of books this past year, if you were especially intrigued by some or all of what you did read, you could certainly use this prompt for your essay. Tips for Answering This Prompt Instead of just listing the titles of books you’ve read, you might want to includea short sentence or two commenting on your reaction to the book, your analysis of it, why you enjoyed or didn’t enjoy it, etc., after each title. Be sure to vary up your comments so that you’re highlighting different aspects of your personality. Also, don’t just regurgitate analyses you’ve read online or that your teacher has said- try to come up with your own thoughts and interpretations. Don’t feel the need to stick to only the most "impressive" books you read. The Harvard admissions committee wants to see your personality, not that of a pretentious applicant who claims to have only read Jane Austen and Ernest Hemingway. Be honest: if you read Twilight in a day, why not make a short joke about how addictive it was? Go beyond a chronological list of books. It’ll be far more interesting if you list the books you read in a more unique way. For example, you could organize titles by theme or in the order of how much you enjoyed them. Not everything is black and white. This sign, for example, is black and yellow. Prompt 7: Honesty The Harvard College Honor code declares that we "hold honesty as the foundation of our community." As you consider entering this community that is committed to honesty, please reflect on a time when you or someone you observed had to make a choice about whether to act with integrity and honesty. As you can see with this quotation, Harvard strongly values honesty and integrity. Therefore, if you go with this prompt, you’re essentially telling Harvard that you, too, embody a powerful sense of morality and honesty. Should You Choose This Prompt? Here are some questions to think about to help you determine whether you should choose this Harvard essay prompt: Was there a specific time in your life when you had to make a difficult choice to be honest about something with someone? Could this incident be considered morally ambiguous? In other words, was the "right thing to do" somewhat of a gray area? If you didn't make the "right" choice at the time, how did you come to terms with or learn from this decision? What were the consequences, and what did this experience teach you about your own morals and how you value honesty? Tips for Answering This Prompt Be wary of the topic you choose to write about.Don’t discuss a situation in which you did something obviously unethical or, worse, illegal. These types of situations are very black and white and therefore don’t pose much of a moral dilemma. Additionally, talking about such an experience might make you seem dishonest and immoral, which you absolutely do not want Harvard to think about you! Try to find a topic that isn’t black and white. Choosing "gray" incidents will help emphasize why the choice was so difficult for you and also why it's affected you in this way. For example, say your friend calls you crying right before you have to leave to take the SAT. Do you skip the test to comfort your friend, or do you hang up and leave? This kind of situation does not have an evident "right" answer, making it an ideal one to use for this essay. You could also discuss a time when you didnotmake the "right" choice- and what you learned from that mistake.As long as you look closely at why you made the "wrong" choice and what this incident taught you about integrity, your essay will be interesting and relevant. Knight: "Your Majesty, we've lost the king!" Queen: "Pfft, so what? I can lead just fine without him!" Prompt 8: Citizens and Citizen-Leaders The mission of Harvard College is to educate our students to be citizens and citizen-leaders for society. What would you do to contribute to the lives of your classmates in advancing this mission? This prompt might sound a little vague, but all it wants to know is how you'll have a positive impact on both your classmates and on other people after graduation. Put simply, what kind of leader/citizen will you be at Harvard? After you graduate from college and enter the real world? This prompt is similar to Prompt 5 in that it wants to know what kind of person you'll become after you leave college and how you'll positively influence society. Should You Choose This Prompt? If you’re a natural-born leader and have had at least a few significant experiences with leading or facilitating things such as club activities, field trips, volunteer efforts, and so on, then this Harvard essay prompt would be a great fit for you. Tips for Answering This Prompt Focus on a time when you led others and it resulted in a positive outcome. For instance, you could write about your position as team captain on your school’s soccer team and how you would gather your teammates before each game to offer words of encouragement and advice on how to improve. You could then describe how your team began to perform better in games due to clearer communication and a stronger sense of sportsmanship. Make sure to answer the critical question: how did you lead and what ultimately made your leadership style successful? Discuss what kind of role your leadership skills will have at both Harvard and after you graduate. The prompt is asking about your classmates, so you must specifically address how your leadership skills will contribute to the lives of your peers. How will your past experiences with leading help you approach group projects, for example? Or clubs you join? Make sure to mention how you'll be a good citizen, too.By "citizen," Harvard essentially means a productive member of both the school and society in general. Basically, how have you contributed to the betterment of society? This is a good place to talk about experiences in which you played a crucial supporting role; for instance, maybe you helped out with a local volunteer initiative to feed the homeless, or maybe you joined a community project to build a new park in your town. Sometimes you need a little time away from school to find your way. Prompt 9: Taking Time Off Each year a substantial number of students admitted to Harvard defer their admission for one year or take time off during college. If you decided in the future to choose either option, what would you like to do? Here, you’re being asked what you plan to do with your time if you decide to defer your admission to Harvard or take time off during college. For example, will you travel the world? Work a full-time job? Do an internship? Take care of a sick relative? Obviously, Harvard doesn’t want to read that all you’re going to do is relax and play video games all day, so make sure tothink carefully about what your actual plans are and, more importantly, how these plans will benefit you as a person and as a student. Should You Choose This Prompt? Only choose this Harvard essay prompt if you’re pretty certain you’ll be taking time off from college at some point (either before or during) and youhave a relatively concrete idea of what you want to do during that time. Tips for Answering This Prompt Be specific and honest about your plans. While many students like to take time off to travel the world, you don't just want to write, "I plan to backpack Europe and learn about cultures." Think critically about your desires: why do you want to do this and how will this experience help you grow as a person? Don’t just reiterate what you think Harvard wants to hear- be transparent about why you feel you need this time off from school to accomplish this goal. Be clear about why you must do this at this particular time.In other words, why do you think this (i.e., before or during college) is the right time to do whatever it is you plan to do? Is it something you can (or must) do at this exact time, such as a one-time internship that won’t be offered again? Use your essay to stand apart from other Harvard applicants. Or you could just grab a magical yellow umbrella and float away. Your call. Prompt 10: Diversity Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development or the intellectual interests you might bring to your Harvard classmates. This final Harvard essay prompt is all about what you can bring to campus that will positively contribute to student diversity.Though we tend to think of race/ethnicity when using the word "diversity," you can actually interpret this word in a number of ways. As a large and prestigious institution, Harvard strongly values students who have different and unique backgrounds and experiences, so it’s important for them to admit students who embody these values as well. This prompt is essentially a version of the diversity essay, which we talk about in more detail in our guide. Should You Choose This Prompt? The main question to ask yourself before choosing this prompt is this: do you have a unique background or interest you can write about? Here are some key types of diversity you can discuss (note that this is not an exhaustive list!): Your ethnicity or race A unique interest, passion, hobby, or skill you have Your family or socioeconomic background Your religion Your cultural group Your sex or gender/gender identity Your opinions or values Your sexual orientation If any of these topics stand out to you and you can easily come up with a specific characteristic or experience to discuss for your essay, then this a solid prompt to consider answering. Tips for Answering This Prompt Choose a personal characteristic that’s had a large impact on your identity. Don’t talk about your family’s religion if it's had little or no impact on how you see and define yourself. Instead, concentrate on the most significant experiences or skills in your life. If you play the theremin every day and have a passion for music because of it, this would be a great skill to write about in your essay. Be clear about how your unique characteristic has affected your life and growth. You don’t just want to introduce the experience/skill and leave it at that. How has it molded you into the person you are today? How has it influenced your ambitions and goals? Be sure to tie this characteristic back to the diversity at Harvard.Basically, how will your experience/skill/trait positively influence the Harvard student body? For example, if you come from a specific cultural group, how do you believe this will positively impact other students? Want to get into Harvard or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. A Real Harvard Essay Example Our resident full SAT/ACT scorer and co-founder of PrepScholar, Allen Cheng, applied to, got into, and attended Harvard- and he’s posted his own Harvard supplement essay for you to look at. You can read all about Allen’s essay in his analysis of his successful Harvard application. Allen describes his essay as "probably neutral to [his Harvard] application, not a strong net positive or net negative," so it’s important to note that this Harvard essay example is not representative of exactly what you should do in your own Harvard supplement essay.Rather, we’re showing it to you to give you a taste of how you could approach the Harvard essay and to demonstrate the kinds of simple mistakes you should avoid. Writing a Memorable Harvard Essay: 3 Tips To wrap up, here are three tips to keep in mind as you write your Harvard supplement essay. #1: Use an Authentic Voice Having a clear, unique, and authentic voice is the key to making yourself stand apart from other applicants in your Harvard application- and to ensuring you’re leaving a long-lasting impression on the admissions committee. Therefore, write your essay in the way that comes most naturally to you, and talk about the things that actually matter to you.For example, if you love puns, throwing one or two puns into your essay will emphasize your goofier, non-academic side. Using your voice here is important because it humanizesyour application.The essay is the only chance you get to show the admissions committee who you are and what you actually sound like, so don’t pretend to be someone you’re not! The only thing to look out for is using too much slang or sounding too casual.In the end, this is still a college essay, so you don’t want to come off sounding rude, disrespectful, or immature. In addition, don’t exaggerate any experiences or emotions.The Harvard admissions committee is pretty good at their job- they read thousands of applications each year!- so they’ll definitely be able to tell if you’re making a bigger deal out of something than you should be.Skip the hyperbole and stick to what you know. Ultimately, your goal should be to strike a balance so that you’re being true to yourself while also showcasing your intelligence and talents. #2: Get Creative Harvard is one of the most difficult schools to get into (it only has a 5% acceptance rate!), so you'll need to make sure your essay is really, really attention-grabbing. In short, get creative with it! As you write your personal essay, recall the classic saying: show, don’t tell. This means that you should rely more on description and imagery than on explanation. For example, instead of writing, "I became more confident after participating in the debate club," you might write, "The next time I went onstage for a debate, my shoulders didn’t shake as much; my lips didn’t quiver; and my heart only beat 100 times instead of 120 times per minute." Remember that your essay is a story about yourself, so make sure it’s interesting to read and will ultimately be memorable to your readers. #3: Edit and Proofread a Lot My final tip is to polish your essay by editing and proofreading it a lot. This means you should look it over not once, not twice, but several times. Here’s the trick to editing it: once you’ve got a rough draft of your essay finished, put it away for a few days or a week or two. Don’t look at it all during this time- you want to give yourself some distance so that you can look at your essay later with a fresh perspective. After you've waited, read over your essay again, noting any mistakes in spelling, grammar, and/or punctuation. Take care to also note any awkward wording, unclear areas, or irrelevant ideas. Ask yourself: is there anything you should add? Delete? Expand? Once you’ve done this step several times and have a (nearly) final draft ready to turn in, give your essay to someone you can trust, such as a teacher, parent, or mentor. Have them look it over and offer feedback on tone, voice, theme, style, etc. In addition, make sure that they check for any glaring grammatical or technical errors. Once all of this is done, you'll have a well-written, polished Harvard essay ready to go- onethat’ll hopefully get you accepted! What’s Next? If you've got questions about other parts of the Harvard application, check out our top guide to learn what you'll need to submit to get into the prestigious Ivy League school. How tough is it to get into Harvard? To other selective universities?For answers, read our expert guide on how to get into Harvard and the Ivy League, written by an actual Harvard alum! What's the average SAT score of admitted Harvard applicants? The average ACT score? The average GPA? Learn all this and more by visiting our Harvard admissions requirements page. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Architecture of a structure in Abu Dhabi Essay Example | Topics and Well Written Essays - 750 words

Architecture of a structure in Abu Dhabi - Essay Example The essay "Architecture of a structure in Abu Dhabi" explores the city Abu Dhabi and its architecture and building structure. When talking about building structures whether they be simple bridges or colossal skyscraper monoliths, one must always take into account both architecture and engineering. Science and art are two sides of the same coin. Engineering is described in the Merriam-Webster Online Dictionary as â€Å"the design and manufacture of complex products† as well as â€Å"the application of science and mathematics by which the properties of matter and sources of energy in nature are made useful to people.† It is then the scientific aspect of construction, it is the theory used and applied by engineers to safely construct structures and making them fundamentally sound for use. The same site gives this definition for architecture; â€Å"the art or science of building; specifically: the art or practice of designing and building structures and especially habitabl e ones.† By the definition of architecture given here, both art and science coexists in achieving the purpose of both engineering and architecture. Although they may have varying degrees of thought and practice, they ultimately have the same goal; to construct beautiful and inspiring structures for mankind. But art is also subject to the traditions and influences of the local context and culture. Given the Middle-Eastern impression and history of the city, Abu-Dhabi has a definite edge and a very distinct face when it comes to its architecture.

A Taste of Honey Movie Review Example | Topics and Well Written Essays - 1500 words

A Taste of Honey - Movie Review Example never wrote anything at all in her entire life and she wrote it with all gritty realism and the overweening bravado of a veteran playwright. The question on everybody's lips was 'where on earth had she extracted all those emotions and experiences' The answer could lie on her own background. A daughter of working-class parents and herself born and reared in the shabby, squalid environment of Salford, she could only be gifted with a keen, perceptive insight of things, an empathy for the socially marginalised and an innate talent for accurately depicting the world as she saw it . Plot Synopsis of A Taste of Honey The play opens with a fortyish mother Helen squabbling with her 18-year old daughter on trivial matters such as how to prepare coffee and other paltry issues. Both have just transferred to this new squalid apartment. Helen's paramour, Peter who is much younger than Helen suddenly barged in and is surprised to learn that Helen has a daughter and invites her to come with him for a drinking bout. Rejected, he offers her marriage while at the same time boasting to Jo his collection of girlfriends as shown in the many women's photos in his wallet. The next scene introduces Jo's suitor, a young black man who is a sailor-on leave for the Christmas holidays. He offers to marry Jo which Jo assented to. After 'The Boy' has left, Helen comes to announce her wedding with Peter and that she is leaving Jo to live with Peter in his house. Jo wept in abject desolation and was comforted by The Boy, who in Jo's misery and... The play opens with a fortyish mother Helen squabbling with her 18-year old daughter on trivial matters such as how to prepare coffee and other paltry issues. Both have just transferred to this new squalid apartment. Helen’s paramour, Peter who is much younger than Helen suddenly barged in and is surprised to learn that Helen has a daughter and invites her to come with him for a drinking bout. Rejected, he offers her marriage while at the same time boasting to Jo his collection of girlfriends. The next scene introduces Jo’s suitor, a young black man who is a sailor-on leave for the Christmas holidays. He offers to marry Jo which Jo assented to. After ‘The Boy’ has left, Helen comes to announce her wedding with Peter and that she is leaving Jo to live with Peter in his house. Jo wept in abject desolation and was comforted by The Boy, who is Jo’s misery and loneliness was invited to spend one week with her. Jo’s depression is further compounded by Helen’s revelation that Jo is, in reality, her daughter by the village idiot with whom she had a one-night stand. She further relates that this is the reason she was divorced by Jo’s putative father. Distraught with the thought that she could have inherited idiocy-tainted genes, Jo is left on the brink of despondency while Helen prepares for her wedding. The next scene shows a six-month pregnant Jo, courtesy of The Boy, with her gay friend and housemate Geoff. He was evicted in his own apartment on account of his homosexuality and thus Jo offered him a place to stay.

Juvenile Adjudication Essay Example for Free

Juvenile Adjudication Essay It is a common knowledge that juvenile offenders in the US were those violating the law and arrested by the authorities at age 17 and lower. Quite a number of researches by psychiatrists and sociologists have been conducted on the causes of juvenile delinquency. It was the 13 year study of McCord and McCord published in 1959 involving 650 eleven year old children that gave credibility and proof to the hypothesis that â€Å"Parental permissiveness and laxness is the cause (†¦) of such delinquent and aggressive behavior. In fact, children coming from homes with permissive parents are thirteen times more likely to produce delinquent and aggressive ehavior than children coming from homes with overly strict and punitive parents†. (Hwang, et al, ca 2007, Abstract). According to the authors, this conclusion was supported with similar study conducted by Paulson involving California adolescents incarcerated for striking their parents in 1990. The Nature of Juvenile Courts It was a common knowledge that a juvenile court was established by different states in the U. S. to handle cases of delinquent, dependent or neglected children under the age of 18. The common law violations of juveniles were delinquency, status offenses, abuse and neglect. The same kind of offense committed by youths in one state is subject to different rules in another state due to the fact that juvenile courts are primarily run by state and county courts and not by the federal government (law. rank. org, 2008). The website further reported that some states adjudicate youths guilty of unlawful acts with both a juvenile and adult sentence. The juvenile sentence is served first and then continues with the adult sentence at age 21 onwards. This extension of the sentence to age 21 is normally under the condition that the delinquent was not eformed or rehabilitated while under a juvenile sentence or his sentence exceeds the number of years till his 21st birt hday. Though each state treats juvenile delinquents differently, the juvenile courts are dedicated to protecting the child’s privacy and well-being and seeing to it that the delinquent is rehabilitated either under house arrest or under the guidance of foster parents and social workers. 2 Despite the efforts of the federal government to curb juvenile crime rates, during the 1980’s, there was an experienced increase in serious crimes committed by youths. Victims of serious crimes were not satisfied seeing the youth not imprisoned and just confined in special rehabilitation house. As a result of the clamor for justice and the increase in violent crimes perpetrated by the youth, some states consider adjudicating the youth offenders under the adult court despite being contrary the juvenile justice law. There were claims that subjecting the youth offenders to adult court and punishment will discourage youth offenders from graduating to full pledge adult criminal. This paper aims to elucidate the issues related to endorsement of uveniles to adult court and those against it and strike a compromise on punishing the youth offenders to bring justice to victims while maintaining the right of due process stipulated in the juvenile court. Juvenile Crime Trends in 2000’s and Policy Changes Young and Gainsborough (2000) claimed that the proportion of juvenile crimes to total arrests in 1998 was about the average for the past 25 years and that of property crime arrests declined throughout the most of the period. The authors claimed further that the one crime category that exhibited significant increase from the overall trend during the 25 year period was urder perpetrated by youth offenders as shown in the following graph: Criminologists Alfred Blumstein and Richard Rosenfeld (cited in Young and Gainsborough, 2000) reported from their analysis that the sudden increase in gun killings were related to the 3 development of the crack markets in metropolitan cities where fierce turf wars were waged with juveniles recruited by market organizers. As more guns came into the streets, juveniles armed themselves with guns for protection and self-defense resulting to spiraling of death cases. The sharp decline of murder cases in recent years according to the criminologists was due to market tabilization of crack and police authorities’ efforts to keep guns off the hands of juveniles. Related to this, according to Myers (2005) in his book Boys Among Men, there has been serious debates in the last 40 years related to juvenile courts’ philosophy, structure and procedure. The author added that â€Å"A variety of critical attacks have focused on such issues as due process violation, ineffective treatments and rehabilitation services, abuse of the juvenile courts’ power, lenient treatment of adolescent offenders and general lack of direction in dealing with adolescent crimes†. (p 71). On incisive analysis, these issues may have contributed heavily to mounting serious juvenile crimes. Myers (2005) claimed that the criticisms combined with the rapid increase of juvenile crimes in 1980 to mid-1990s and heavy media attention in sensationalizing juvenile crimes contributed to the erosion of traditional philosophy and authority of the juvenile courts. The author added that the central issue is the transfer of juveniles to criminal court which was equivalent to a move of criminalizing delinquent behavior. In relation to this, Young and Gainsborough (2000) commented that the legislative esponse to increased wave of serious crime focused on sending more and younger children to adult criminal court with the intention of discouraging the juveniles from committing murder crimes. The authors reported that since 1992, almost all states has made legislation to make it easier to try juveniles in adult court. The federal government through Congress initiative in 1998 provided additional grants to states with legal policies related to prosecution of those 14 and above as adults. It was an accepted practice since the inception of juvenile justice system hat serious and chronic crimes done by juveniles can be transferred to adult criminal court through a process of judicial waiver following a hearing in front of a judge in juvenile court. In reaction to mounting serious juvenile offenses, the judicial waiver was broadened to allow 4 juvenile court judges to transfer younger juveniles and those with less serious offenses to adult court by means of mandatory waiver. The authors further added that prosecutorial discretion was broadened to allow prosecutors more authority in their hands to file juvenile cases to either juvenile or criminal court as they choose. The statutory exclusion was also expanded to exclude certain juvenile offender categories from juvenile court jurisdiction based both on age and nature of offense. The legal provision of â€Å"Once an adult, always an adult† was enacted by almost all states which in effect automatically place the juvenile in adult court for the trial of subsequent lesser offenses once the offender was tried previously in criminal court. The policy changes resulted to abnormally high rate of juvenile children being tried as adults. The authors revealed that per data of Amnesty International in 1998, as many as 200,000 outh under 18 years of age were prosecuted in criminal courts. In 13 states which set the upper age limit of juvenile court jurisdiction at 15 rather than 18, a total of 180,000 juveniles were adjudicated in adult court. Although the central objective of the laws facilitating juvenile offenses prosecution in adult court was to discouraged homicide and violent crimes, the impact was much wider. The authors reported that in 1996, more than half of the cases waived to criminal court were non-violent drug and property offenses; 43% were person offenses, 37% were property offenses, 14% were drug related and 6% were public order disturbance. Moreover, racial disparities were very evident; 67% of juvenile adjudications were black and 77% of juveniles sent to prison were minorities (60% black, 15% Hispanics and 1% American Indians and Asians). Despite using drugs at a much lower propensity than whites (15. 7% of blacks, 16. 7% of Hispanics , 19. 6% of whites aged 12 to 17), 75% of juveniles charged with drug offenses in adult court were black and 95% of juveniles sentenced to adult prison were minorities. It was very evident that discrimination toward minorities which should not be the case actually happened as a result of juvenile transfer to adult courts.

Susan B Anthony :: essays research papers

Susan B. Anthony was born February 15, 1820 in Adams Massachusetts to Daniel and Lucy Anthony. Susan was the second born of eight children in a strict Quaker family. Her father, Daniel Anthony, was a stern man, a Quaker abolitionist and cotton manufacturer. He believed in guiding his children, not directing them. He did not allow them to experience the childish amusements of toys, games, and music, which were seen as distractions from the Inner Light. Instead he enforced self-discipline. Susan learned to read and write at the age of three. In 1826, the Anthony’s moved from Massachusetts to Battensville, New York. Where Susan attended a district school, when the teacher refused to teach Susan long division, she was taken out of school and taught in home school set up by her father. A woman teacher, Mary Perkins, ran the school. Perkins offered a new image of womanhood to Susan and her sisters. She was independent, educated, and held a position that had been traditionally been reserved to young men. Susan was sent to a boarding school in Philadelphia. She taught at a female academy boarding school, in up state New York when she was fifteen years old intill she was thirty. After she settled in her family home in Rochester, New York. It was here that she began her first public crusade on behalf of temperance. This was one of the first expressions of feminism in the United States, and it delt with the abuses of woman and children who suffered from alcoholic husbands. In 1849, Susan gave her first public speech for the Daughters of Temperance, and then help found the Woman’s State Temperance Society of New York. It was one of the first organizations of its time. In 1851 she went to Syracus to attend a series of antislavery meetings. During this time Susan meet Cady Stanton. They became best friends. Susan joined Stanton and Amelia Bloomer in campaigns for women’s rights. She would often deliver speeches written by Stanton, who was occupied with her young children. In 1854, She devoted herself to the antislavery movement serving from 1856 to the outbreak of the civil war, 1861. Here, she served as an agent for the American Antislavery Society. After, She worked with Stanton and published the New York liberal weekly, â€Å"The Revolution† (1868-1870) which called for equal pay for women. In 1872, Susan demanded that women be given the same civil and political rights that had been extended to black men under the 14th and 15th amendments.

Luck has nothing to do with success Essay

At universities and colleges, sports and social activities are just as important as classes and libraries and should receive equal financial support. With the progress of the times and society. It has become increasingly fast pace of life. We are anxious and hoped that people acquire knowledge by simply learning. Thus we ignoring its importance. In fact, this is wrong. I think it is just as important in college, sports and social activities as well as classes and libraries, and should receive the same financial support. Firstly, sports and social activities can teach us social skills and team spirit. In contemporary society, we need people who can able to unite others and have high emotional intelligence rather than those who can only read books. More and more businesses require people who are not only specialists in their fields, but also skilled in social interaction. What’s more social skills and team spirit are necessary qualities for any students. Obviously, when students participate in sports activities or social practices at the university, they can have a perfect social learning opportunity, such as, sports and charity events. Students can develop a experienced team spirit and collaboration capabilities. Aside from fostering social skills and team spirit, sports and social activities can greatly improve students’ learning ability.These activities can change students’ mood and attention. Indeed, for some students, playing sports and joining in social activities are good stress reducers. Even the most enthusiastic people feel tired if they concentrate on one thing for too long.Frustrated and tired people can do nothing well if they do not recover from their bad situations. Students who have been frustrated in their academic work would be well-advised to play some sports or join in social activities. However, I know that academic learning is the most important task of students in college.But I think it can not bring students communication and physical fitness never be a university recognized by most people school. Such schools are not conformed with the current wave of social development and age. In  fact, almost all famous universities have plenty of sports teams and social groups, and universities provide adequate financial support with these events. None of these universities have weakened their academic standards because of social movements or sports. In summary, I agree with that universities and colleges should spend enough money on academic education and amateur events to help students for their future development.

Effective communication Essay

Demonstrating and modelling effective communication skills, whilst dealing with others, contributes to positive relationships. You should take into account the way in which you approach others and in turn how to respond to them. Positive relationships make it much easier to communicate information and are therefore very important. Parents, as well as other adults who come into school, are more likely to be engaged and likely to offer beneficial support if communication is strong, clear and effective; this in turn has a positive effect on pupils. You should always model effective communication skills as it is important for pupils. This means that you should monitor everything you say especially at times of stress or excitement in order to demonstrate to pupils the expectations of the school. It is important to personally maintain the standards of which you expect from students so that they understand boundaries of what is, and isn’t, acceptable. Effective communication is somet hing you have to work at as it does not happen by chance. It is important to think about the way you relate to others and the messages that this sends out. When communication breaks down misunderstandings can occur, this can lead to poor relationships and bad feelings. Read more: Identify the different reasons people communicate  essay TDA 3.1 L O 1.2 Explain the principles of relationship building with children, young people and adults The principles of relationship building with children and adults in any context are that if that if others are comfortable around us, they are much more likely to communicate effectively. People are more likely to avoid communicating with one another if they are suspicious or do not get along with one another. It is important therefore to work on and maintain positive relationships. Relationships are built upon every day in schools. This  happens in many ways, some of which we do without even realising it. Good relationships are formed when the following are taken into consideration: Effective communication – This is the main area in which relationships are developed through the use of different forms of communicating such as: Showing respect It is important to be courteous and respectful, and to listen to others points of view when developing positive relationships. In schools many people have different beliefs and come from different cultures and it is important to respect and acknowledge the views of others and you should learn people’s names and ask them how they would like to be addressed. Being Considerate In schools any child or adult may be under particular pressure and may act or behave out of character. It is important to take the time to think about positions of others and give them the consideration they deserve. Remembering Issues which are personal to them It always helps, when building relationships to inquire about and remember aspects about other people’s lives for example talking to children about their hobbies Taking time to listen to others You should always listen to others, especially if they are asking for help, advice or they need to confide in you. You should always show your interest in what others have to say and use appropriate responses. Being clear on key points Whilst conversing with others and giving them information, you should always make sure that they have understood what you have said. This is because children can easily be distracted away from the main point of the conversation; therefore you should ask them to repeat back to you what it is the child should do. Maintaining a sense of humour Although work in schools is important, you should always try to see the funny side of situations. Laughing is a great way of relieving stress as well as being a great ice breaker. TDA 3.1 L O 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate Depending on the situation and who with, communication will be adapted to fit the setting. This will most likely be done without thinking, for example in a more formal setting, such as a meeting, you would tend to use a more formal level of language than you would whilst on playground duty with pupils. Schools timetable regular meetings to allow for open communication between colleagues. Schools also have planned communication with other adults and professionals, consisting of meetings and discussions as well as more informal forms of communication. Speech however is not the only form of communication, it is conveyed in the way we respond to others, such as how quick we reply to digital communication (email, text), how attentive we are when talking to someone as well as things like body language and the way we dress. Nov-verbal communication can cause issues however as it can easily be misread. Different cultures have their own ways of speech free communication which include eye cont act and gestures for example in some cultures it is impolite to look someone in the eye when talking to them. TDA 3.1 LO 2.1 Explain the skills needed to communicate with children and young people TDA 3.1 LO 2.3 Explain the main differences between communicating with adults and communicating with children and young people There are lots of similarities, in terms of communication, when dealing with  children, adults and young people such as maintaining eye contact and interest, responding to what they are saying and treating them with respect and courtesy. However, when communicating with children, you need to maintain the relationship, and where relevant their carer. It is also important to be very clear and unambiguous when communicating with children to ensure that they understand exactly what you are saying. It may be a good idea to question children about what you have just said in order to check their comprehension. It is important to communicate what you expect from them as this helps children learn to increase their own communicative skills. Therefore you should pitch your level of vocabulary and verbal expressions to the right level so that all can understand you. It is also detrimental to children’s progression to offer physical contact, such as hugs and holding hands, however if it is not initiated by you personally then it would be wrong to decline. TDA 3.1 LO 2.4 Explain how to adapt communication to meet different communication needs of adults It is important that you are attentive with adults and approach them with sensitivity, particularly if they have difficulties communicating. You will most likey adapt the way in which you communicate accordingly to the situation, without even realising it, Whilst communicating with someone who has a hearing impairment for example, you would ensure that you face them and speak slowly and clearly, whilst keeping eye contact, in order for them to lip-read. Schools often need to communicate with parents/carers/guardians and do this via text, email or letter. This format is effective as it is instant and is easily accessible fpr most people. In my practical setting they do offer their newsletters and such in other languages so parents and such may still get relevant information in a format that they can then read and understand. They would also bring in a translator for one to one meetings with parents when required so face to face interaction can still take place and both  parties can communicate effectively. TDA 3.2 L O 2.5 Explain how to manage disagreements with children, young people and adults Disagreements in work are commonplace, and most of the time they are due to miscommunication or lack there of. These can cause bad feelings on both sides if not dealt with appropriately. Adults can misread or perceive information in a way which was not meant. Disagreements can occur when we blame others for saying things that may be ambiguous or for having varying opinions on matters. Where conflict takes place, it is important to show sensitivity and must try to resolve the problem with haste. This is because the longer a problem persists, the more difficult it is to resolve. It is important not to be drawn into conflict with a child or young person, and situations such as this need to be dealt with carefully, it may be good practice to alert another member of staff in order to seek advice to remedy the problem. Poor communication Conflict can often occur in line with miscommunication, This may be because: ââ€"  letters have not been passed on by parents or children ââ€"  there is a lack of time ââ€"  there has been a misunderstanding. In order to resolve issues of poor communication, you should discuss the problem in order to find the cause and then find a resolution together. Never just ignore the problem or talk about the problem to everyone but who the problem concerns. Opposing expectations Adults may often not have the same ideas about the purpose of an activity or meeting, or have a diï ¬â‚¬erent idea in mind. Aims should always be made clear about what you are there to do and why. Different values and ideas Parents and schools often have different attitudes and expectations. Conflict can often occur when a child is told to do two contrasting things. This can be resolved by working alongside parents. External factors Whilst working in a school it is important to keep in mind that people may have issues at home or other such pressures, which may affect the way they communicate. Once you have made a good personal relationship with someone, it is likely you will notice changes in their behaviour and you are able to ask if there is a problem and if you can assist them with anything. Lack of confidence Adults often act with aggression when they are unsure in what they are doing or lacking in confidence. This may come across as a personal attack however it is due to their perception of themselves and their own abilities. It would be wise to be sensitive and offer encouragement and support. Research 3.1 Adults who work with children in any setting need to have some idea about current legislation, as this will aï ¬â‚¬ect their practice. There is an increased awareness of how important it is to recognise the uniqueness of each child and have respect for their human rights. Legislation is an area which is constantly under review and you will need to keep up to date through reading relevant publications. Every Child Matters (England 2005) based on the Children Act 2004 This Green Paper stresses the importance of more integrated services and sharing of information between professionals. It came into being aer the tragic case of Victoria Climbià ©, when there was no communication between health and social workers. Data Protection Act 1998 In schools we ask parents and carers for a variety of information so that we are able to care for children as eï ¬â‚¬ectively as we can while they are with us. However, we can only ask for information which is directly relevant – for example: ââ€"  health or medical information ââ€"  records from previous schools ââ€"  records for children who have special educational needs. This is conï ¬ dential information and must be used only for the purpose for which it  was gathered. If the information needs to be passed on to others for any reason, parental consent will need to be given. This usually involves parents signing a consent form. Key term Conï ¬ dential information – information that should only be shared with people with a right to have it, for example, your teacher, your line manager or an external agency Under the Data Protection Act 1998, any organisation which holds information on individuals needs to be registered with the Data Protection Commission. This is designed to ensure that conï ¬ dential information cannot be passed on to others without the individual’s consent. There are eight principles of practice which govern the use of personal information. Information must be: ââ€"  processed fairly and lawfully ââ€"  used only for the purpose for which it was gathered research 3.2 When you are party to gathering information, whatever this is, you may sometimes be in a position where you need to reassure others about the fact that it is conï ¬ dential. If you attend meetings or need to be told about conï ¬ dential items, you should make sure that you let others know your obligations. In most cases, parental consent would need to be given before any information about children can be shared with other professionals. However, if there are any issues to indicate that the child is at risk from harm or abuse, or if there is a legal obligation placed on the school to disclose information, this can be done (see the following case study). There may also be cases where information on pupils needs to be accessible to all staï ¬â‚¬, for example, where pupils have speciï ¬ c medial conditions such as asthma or epilepsy. In this case there should be an agreed system within the school for making sure that all staï ¬â‚¬ are aware of these pupils. There may also be case s where information on pupils needs to be accessible to staï ¬â‚¬ who need to know – for example, where pupils have speciï ¬ c medial conditions such as asthma or epilepsy. In this case there should be an agreed system within the school for making sure that staï ¬â‚¬ who are in contact with the pupils are aware of their condition.

Pleaded vs. Pled

Pleaded vs. Pled Pleaded vs. Pled Pleaded vs. Pled By Maeve Maddox A reader asks to know the past tense and past participle of the verb â€Å"to plead†: I have heard â€Å"pled† being used. Is this correct? The question of pleaded vs. pled is the source of much online discussion, little of it neutral: I personally think it makes newscasters and journalists sound ignorant when they use â€Å"pleaded† to describe what some defendant did in the court. I am actually shocked at the number of people who assert that â€Å"pled† is correct or that â€Å"pled† sounds correct to them. The hair on my neck stands up whenever I hear someone utter the word â€Å"pled.† Some speakers despise pled as an Americanism: The past tense of the verb â€Å"to plead† is â€Å"pleaded†. â€Å"Pled†, no matter how it is spelled, is an American illiteracy. Others defend pled because it’s not an Americanism: Pled, pled, pled, pled, I shall go ahead and use it! I grew up where UK usage was prevalent, but USA usage is now the norm. PLED is UK and Pleaded is USA English. I’m writing pled, pled, pled, pled, pled!!!! Pled is not an â€Å"Americanism.† The British poet Sir Edmund Spenser (1552-1599) uses pled as a past form of the verb plead in The Faerie Queene (1590-1596): And with him to make part against her, came Many grave persons, that against her pled; (the trial of Duessa) The OED gives pleaded as the past of plead, but notes that pled is used as the past form in Scottish and US usage. A statistical analysis made by legal blogger Eugene Volokh of the use of â€Å"pleaded guilty† vs â€Å"pled guilty† and â€Å"well-pleaded† vs â€Å"well-pled† in the ALLCASES database in Westlaw shows an almost 50-50 use of the forms pled and pleaded. Volokh concludes that both uses â€Å"are fully standard† and that he sees â€Å"no basis for labeling either ‘incorrect.’ † Nevertheless, both The Chicago Manual of Style and The AP Stylebook come down firmly on the side of pleaded: pleaded; pled. The first is the standard past-tense and past-participial form. Avoid pled. –CMOS, 5.220 â€Å"Good usage versus common usage.† plead, pleaded, pleading: Do not use the colloquial past tense form, pled. –AP Stylebook. With two such influential style guides against it, pled–at least in printed matter–will probably fade away. A site for lawyers called Above the Law polled readers in 2008 and again in 2011, asking how many preferred pled to pleaded. In 2008, pled garnered 62.5% of the vote; in 2011, pled was still ahead, but the percentage of speakers preferring it had slipped to 57%. On the other hand, pled will very likely hang on in speech. Many speakers, perceiving a difference between pleaded and pled, use both, depending on context. For many speakers, pleaded carries the connotation of begging or beseeching, whereas pled is a less loaded word: The condemned man pleaded for his life. The witness pled the Fifth. Many English verbs retain two past forms that are used with different meanings. For example, the verb â€Å"to hang† retains two past forms: hanged and hung. And both CMOS and AP allow for the use of both forms: hanged; hung. Hanged is used as the past participle of hang only in its transitive form when referring to the killing (just or unjust) of a human being by suspending the person by the neck: â€Å"Criminals were hanged at Tyburn Hill.† But if death is not intended or likely, or if the person is suspended by a body part other than the neck, hung is correct: â€Å"He was hung upside down as a cruel prank.† In most senses, of course, hung is the past form of hang: â€Å"Mark hung up his clothes.† All inanimate objects, such as pictures and Christmas stockings, are hung. –CMOS, 5.220 â€Å"Good usage versus common usage.† hang, hanged, hung: One hangs a picture, a criminal or oneself. For past tense or the passive, use hanged when referring to executions or suicides, hung for other actions. –The AP Stylebook. Bottom line: Both pleaded and pled are acceptable Standard English. Use the form you prefer in speech. Use the form required by your style guide for writing. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Regarding Re:45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†Mood vs. Tense

Deadweight Tonnage

Deadweight Tonnage Deadweight tonnage (DWT) refers to the carrying capacity of a vessel. Deadweight tonnage can be figured by taking the weight of a vessel which is not loaded with cargo and subtracting that figure from the weight of the vessel loaded to point where it is immersed to the maximum safe depth. This depth is noted with a marking on the ships hull, the Plimsoll line. The safe depth varies by the time of year and water density and, in the case of DWT, the summer freeboard line is the measurement used. The displacement of water due to the load is measured in metric tons (tonnes or 1,000 kilograms). The deadweight tonnage includes not only cargo, but also the weight of fuel, ballast, passengers and crew, and all of the provisions. It only excludes the weight of the ship itself. Example A vessel that weighs 2000 tons unloaded carries 500 tons crew and supplies. It can take on 500 tons of cargo in port, at which time it floats at the summer line of its Plimsoll line. The deadweight of this vessel would, therefore, be 1000 tons. Deadweight Tonnage vs. Displacement Tonnage Deadweight tonnage is distinct from  displacement tonnage, which includes the weight of the ship as well as its carrying capacity. Lightweight tonnage is the weight of the ship itself, including the hull, decking, and machinery, but not including ballast or any supplies that could be consumed, such as fuel and water (except for the liquids in the engine room systems). Deadweight tonnage is the displacement tonnage minus the lightweight tonnage.

Mentorship program Research Paper Example | Topics and Well Written Essays - 750 words

Mentorship program - Research Paper Example Mentors eventually act as informal partners with previous mentees. To foster continuity of collaborative relationship, educational and skills training are maintained in surgical ward, while specifically indicating the significance of scheduled meetings per week for peer and administrative evaluation--be reduced to quarterly meetings. The direct people involved, mentors, mentees, administrative and support personnel, consistently work up the conducive work conditions and modify identified weaknesses with the entire training process. In the long run, stable interactions with higher-ranked colleagues promote the work empowerment for struggling novice nurses (Laschinger, Purdy, & Almost, 2007). Extended in appeal, the efficacy of nurse mentorship program in work competency frequently carries the project beyond the targeted program elimination. In a mentorship program by a tertiary care institution, the project continued for more than two years, indicating its success in hurdling resistan ce of social work cultures and psychological challenges of novice nurses (Hurst & Koplin-Baucum, 2005). More importantly, its low cost expenditure gives this the advantage compared to more expensive retention pursuits. In the evaluation pattern by Mills and Mullins (2008), the institutional savings by the mentorship program reached to almost $5.8 million, a large amount that can be deviated to support quality improvements in other clinical fields. In both technical and financial aspects, the mentorship program more than adequately meets the expectation of nurses and administration staff in JVHA. In realistic terms, reasonable revision must be performed for a more dynamic mentorship approach. In the instance where nurses are assigned in other clinical wards, a problem in continuity of interactive mentor-mentee associations may occur. Hence, the pilot mentorship program must manifest a more universal approach during education and skills enhancement training, consistently depending on the area of clinical expertise required. Addressing the break in mentorship relationship, long-term social and professional interaction in the surgical ward assures that work satisfaction is met and retention is improved. Project Data Dissemination and Feedback In a given utilization project, it is important to relate the results to key institutional groups. Aside from meeting the objects of the project, the applicability of the research goals may serve as solid foundation in entirely resolving the expensive and taxing problem on low retention rates of nurses in clinical areas, even with newly graduate nurses. In this paper, two practical methods can be performed to aptly communicate the preliminary initiation and concluding outcomes of the project--during annual staff meeting and circulating institutional newsletters. With annual staff meeting, the whole nursing personnel gather together to discuss things related with their practice as professionals, airings discrepancies and areas of improvements. Thus, this is the ideal time for the team involved in the mentorship program to inform them on the outline of the project, zeroing on outcomes