5 College Students Share Their Application Process Regrets

The college application process is spread over a full year. Students are on an emotional rollercoaster as they do their college search, dig deep into their inner feelings, interview with college alumni, and wait for months a simple yes or no answer. It may already be over for these Harvard, Stanford, Georgetown, BU and MIT students, but there are still a few things that they regret:LunaXDC Georgetown University ‘20 I would do even more research before and find lots of schools I loved. Im lucky I got into my top choiceGeorgetownbut if I hadnt, it would have been really hard to choose between Berk and Chapel Hill. Find lots of schools you love, because I didnt love any school except GU and it would have been a tragedy not to go. Also, no matter how hard it getsand it gets harddo your best on everything. I let some essays fall by the wayside, and I shouldnt have. GW1998 Stanford University’ 20 Dont stress. I could write an entire essay on the harms of putting too much pressure on yourself during the college application process. I understand the stress of wanting to get into a top-tier school, but trust me, that isnt a healthy mindset! You dont HAVE to get into a top tier schoolI personally went into the process not expecting anything. There are so many amazing schools, and your success isnt dependent on what school you go to. You havent wasted your time on ECs or academics if you get rejected from top schools. The evidence of your effort and passion isnt in the form of an acceptance letterits in your character, your personality, your knowledge and way of thinking.Use EA/ED to your advantage. Everyone knows that you use ED to demonstrate interest in your first choice. I didnt have a first choice, so ED wasnt an option for me. Most people overlook EA as a way to maximize your advantage. Firstly, EA does boost your application (in my opinion, e.g. for schools like UChicago) b ecause it does show interest. More importantly, I think you can use EA as a way to gauge the competitiveness of your application and adjust your RD applications to suit this. For example, after being accepted to Notre Dame and UChicago EA, I decided not to apply to any safety/match schools and focus on reach schools. This meant I could apply to more reach schools (my school has a limit of 6 applications) and maximize my chances for those schools! Clynk2020 MassachusettsInstitute of Technology ‘20 If Im being honest, Its clear that my stats arent perfect; theyre good, but I have no doubt there were plenty of other applicants who were much more academically qualified than I am. Theres no way to be certain, but I would say my success during the application season was a combination of really strong essays, my art supplements, great recommendation letters, and a little but of luck. My advice to anyone who is reading this is to find something that makes you stand out—as long as youre not it doing it just to impress colleges. There are too many kids that have perfect grades and perfect test scores, so you need to be different. If I had the chance to start over, the only thing I would do differently would be to start my main/common app essay earlier! Starting early will save you some major stress when youre writing the tons of other supplements that you might leave until the last minute like I did.EugbostonHarvard University ‘20Standardized testing: I would plan on havin g all standardized testing completed by June. Essays are much more important, and risking to write low quality essays because you have to study for the SAT is not a risk worth taking.Essay and supplements: Have someone read your essays. Another perspective may be really useful, especially in highlighting weak passages and/or sentences that are unclear.Interviews: I would definitely prepare more for my first interview, practising answers to possible questions. Nataliem83 Boston University ‘19 I overwhelmed myself my senior year and took 5 AP classes. Being a straight A student my entire high school career, I received my first Bs in some of those classes and I believe that my mid-year report hurt my application. I also focused too much on testing and took a variety of SAT IIs instead of really studying for two and acing them. Long story short, I wasted a lot of time on standardized testing. Choosing where to go to college is an incredibly important decision. Make an informed choice by talking to current students on ourmentorship platform. Access 60,000+ successfulcollege application filesuploaded by college students (they get paid when you view them). is a community of students helping students. Our goal is to bring much-needed transparency to higher education.

Free Essays on Siddartha

The Significance of the River in Siddhartha In the book Siddhartha by Hermann Hesse the significance of the river is displayed throughout the experiences that Siddhartha has next to the river and the things that by listening to the sound he comes to understand. Siddhartha is learning something from the moment he rides the ferry to the time when Govinda lays on the ground with tears flowing uncontrollably. Siddhartha admits to having no money to pay for the voyage, but the Ferryman says that friendship is payment enough, and takes him into town. After leaving town, Siddhartha returns to the river where had met the Ferryman earlier. Intrigued by the river's beauty and silent wisdom, Siddhartha decides to stay by the river. Siddhartha soon meets the Ferryman Vasuveda, the same man who took him across the river earlier. Siddhartha offers to be Vasuveda's apprentice, an offer that the Ferryman graciously accepts. The two grow together as Siddhartha begins to learn the river's wisdom, and soon Siddhartha begins to emulate Vasuveda's demeanor, expressing a contented peace in the routine of daily life. Years pass. One day, the two Ferrymen hear that the Buddha is dying. Kamala, on hearing the news as well, travels with her son to be near Goatama. As she passes near the river, she is bitten by a snake and dies, but not before Vasuveda takes her to Siddhartha. After Kamala dies, Siddhartha keeps his son with him by the river. The boy, though, refuses to accept Siddhartha as his father and consequently does nothing he is told. Many months pass, but the boy remains intransigent. Eventually the boy runs away. Vasuveda tells Siddhartha to let him go, but Siddhartha follows him. Upon reaching the town, Siddhartha recalls his own experiences there and admits to himself what he knew all along, that he could not help the boy. Siddhartha feels a great sorrow at this loss, and the happiness he had known as a Ferryman leaves him. Vasuveda soon... Free Essays on Siddartha Free Essays on Siddartha The Significance of the River in Siddhartha In the book Siddhartha by Hermann Hesse the significance of the river is displayed throughout the experiences that Siddhartha has next to the river and the things that by listening to the sound he comes to understand. Siddhartha is learning something from the moment he rides the ferry to the time when Govinda lays on the ground with tears flowing uncontrollably. Siddhartha admits to having no money to pay for the voyage, but the Ferryman says that friendship is payment enough, and takes him into town. After leaving town, Siddhartha returns to the river where had met the Ferryman earlier. Intrigued by the river's beauty and silent wisdom, Siddhartha decides to stay by the river. Siddhartha soon meets the Ferryman Vasuveda, the same man who took him across the river earlier. Siddhartha offers to be Vasuveda's apprentice, an offer that the Ferryman graciously accepts. The two grow together as Siddhartha begins to learn the river's wisdom, and soon Siddhartha begins to emulate Vasuveda's demeanor, expressing a contented peace in the routine of daily life. Years pass. One day, the two Ferrymen hear that the Buddha is dying. Kamala, on hearing the news as well, travels with her son to be near Goatama. As she passes near the river, she is bitten by a snake and dies, but not before Vasuveda takes her to Siddhartha. After Kamala dies, Siddhartha keeps his son with him by the river. The boy, though, refuses to accept Siddhartha as his father and consequently does nothing he is told. Many months pass, but the boy remains intransigent. Eventually the boy runs away. Vasuveda tells Siddhartha to let him go, but Siddhartha follows him. Upon reaching the town, Siddhartha recalls his own experiences there and admits to himself what he knew all along, that he could not help the boy. Siddhartha feels a great sorrow at this loss, and the happiness he had known as a Ferryman leaves him. Vasuveda soon...

Benefits of Community involvement in Construction Literature review

Benefits of Community involvement in Construction - Literature review Example Findings from past studies on community participation have sometimes been applied in a wide range of service sections and types of settlement. It is, therefore, important obtain clarity in such findings. The following sections will look into an overview of community involvement and the findings from previous studies in relation to the effects of community involvement on construction projects and similar developments. Community Participation: An Overview A community’s conceptualization differs between projects, sectors, and regions (Memon, 2004). Typically, a community can be classified in terms of their administrative, social, and resource attributes. For example, legal communities refer to those that have been recognized by the local government, distinguishing a chain of command and arranging laws and codes in terms of political structures. The community members themselves are referred to as the social communities that signify the differentiation between the population based on social, cultural, and economic norms, such as farmers, traders, or local administrators. Finally, geographical communities can be defined by their planning terms as well as natural features and resources, recognizing communal interests (Kumar, 2005). Types of participation with which community members are actively involved in a particular activity can be classified into a number of forms. Passive participation refers to the type of involvement where in individuals who live within the project area participate by being told of future plans or current developments; other than this, they will not have any other contribution. Participation for material incentive is a type of involvement wherein individuals participate because they are paid by food or cash in exchange for their labor in a pre-determined project (Joshi and Moore, 2004). These individuals can also participate by offering a resource, including money or labor, to the set project, thus participation by resource contribution . Next, participation with consultation involves community members being consulted with their ideas and options regarding the decisions that have to be made for the project. Consequently, their views may either be accepted or rejected. People who are involved in interactive participation join external professionals to analyze the given situation; they also help develop action plans and decide for common projects. Finally, spontaneous mobilization enables community members to take their own initiatives that are not influenced by external professionals in order to contribute to the situation. As a result, self-help projects and requests for assistance to other relevant institutions may be carried out. Much of the empirical evidence with regards to the outcomes of projects in which community members are involved in have been based on the research on rural water projects (Prokopy, 2005) as well as from other public service sectors with which participation has been conceptualized as a ty pe of co-production. With this, citizens contribute their input to services which are typically and exclusively generated by public agencies. Support for community involvement has been evident in different sectors and one perceived reason for such is that social change, including the development of new habits and skills, or realizations of the service’

Work Plan for a Formal Business Report Assignment

Work Plan for a Formal Business Report - Assignment Example The report will compare the types of wiki used by the two companies in order to determine a suitable type of wiki for Home Bank. The report will also include subtopics such as: benefits and costs, risks, training needs, and recommendation. Benefit and Costs will be an important part of the report because it will inform the supervisor about the feasibility of the wiki, so that it can be rejected if it has more costs than benefits and accepted if it has more benefits than costs (Brown, 2006). This report will not include wider elements of a wiki that do not apply to the bank. The business investigation report will be conducted in a sequence of steps. This will involve the use of mainly secondary sources of data. First, the investigating team will collect data from the relevant secondary sources and record them for analysis. The team will then analyse the data objectively. The analysed data will then be discussed and appropriate recommendations are provided based on the

Diagnostic and Statistical Manual of Mental Disorders Essay

Diagnostic and Statistical Manual of Mental Disorders - Essay Example As the intake of cannabis has become very much common, one might wonder the rate at which people are hospitalized for it. It has been found out that the trends in hospital separations related to drug-induced psychosis in Australia for cannabis have reduced. The high intake of cannabis can lead to intoxication as a result of which there are accidents. Hospitalization rates have increased due to the accidents that have occurred due to the intake of the drug. An astonishing case of hospitalization has been in the case where a toddler was admitted because he had accidentally consumed the cannabis of his parents. Moreover, hospitalizations were more frequent within the group of indigenous people of Australia.Cannabis when taken on a regular basis and in huge amount in can lead to several problems and lead to different diseases including mental. Children who are addicted to it find themselves performing poorly in schools. In fact, a positive correlation is seen between the use of cannabis and its detrimental effect on education. Cannabis increases the poor performance of the students and ultimately they leave school. Thus it creates a population of uneducated people with severe addiction to cannabis (Lynskey & Hall, 2000). There is a lot of health effects that are associated with the consumption of cannabis. Consumption of cannabis leads to intoxication which affects behavioral skills. As a result, there has been an increase in the number of accidents of those who intake cannabis. Further, continuous consumption of cannabis creates dependence on it which is very hard to leave. Cannabis smoking is â€Å"

Comparison of the Atlantic Slave Trade

Comparison of the Atlantic Slave Trade Although slavery was not a new institution during the 1600 1800s however, there were great contrasts in the way slaves were treated in the Atlantic World. Slaves throughout this era were treated in various ways and from having some legal rights to having none, and from having freedom to virtually no chance of freedom. Although it did take over 150 years, slavery finally came to an end in most of the Atlantic regions. England/America and Slavery In tracing back slavery in Britain and then the Americas one can go back to ancient Rome. However unlike the 1500s 1800s instead of being slave holders, the British themselves were slaves to the Romans whom they had captured and made prisoners of war and then shipped of for sale in the Roman markets. After the fall of the Roman Empire, which historians disagree on the dates which can be between 476 A.D. to 1453 A.D. or that Rome never fell, but rather adapted (Gill, 2010). Unlike slavery in England or the English colonies there were many stations of slaves in Ancient Rome which included: agaso- which was a groom, atriensis, who were stewards, auri custos- were jewelery attendants, bubulcus- which were ploughman, calator who were footmen, cantrix singers, cellarius storekeepers. Slaves were also classified as cooks, messenger, game fatterners, chain gang, market gardeners, doorkeepers, reapers messengers, nurses, obstetricians, shepherds, chaperons, attendants, pages, planters, ev en hairdresser, masseurs, and cloths folders. Also under Roman law slaves could gain their freedom in various ways which included: Per censum, when a slave with his masters permission places his name in the censors roll. Per vindictam, when a master took his slave to the praetor or consul or pro-praetor or pro-consul and declared I desire that this man be free, according to the custom of the Romans(Roman Slaves, 2008), if then the praetor approved he would then put a rod on the head of the slave and pronounce I say that this man is free, after the manner of the Romans (Roman Slaves, 2008). At this point the master or a lector (bodyguard) would turn him around in circle and give him a blow on the check which signified that leave was granted to him to go wherever he wanted. A slave could gain his freedom by Per testamentum which was when a master gave his slaves freedom at his own will. Finally Slaves that fought in the arenas could gain their freedom by fighting well. Although the English justified slavery during the 1500s 1800s on the reasoning that the Ancient Romans used slavery, the institutes were radically different. The beginning of slavery in England and the English Colonies began with indentured servants who would sign on to leave England and start a new life but to pay their fair they sold themselves to work for a certain time span, usually three to five years. Many of this were criminals, prostitutes, or owed debt and were willing to leave to start a new life rather than going to prison or even put to death with the majority being young men in their teens to early twenties. After their committed time was up they then were free to start their own lives. Due to the growth in the colonies there began to be a lack of indentured servants so there had to be another way to get the labor needed for the plantations. There were various schemes that brought slaves to the New World which included kidnapping and being European did not protect you f rom being kidnapped and sent into servitude. Many would find themselves on the way to Virginia after having a beer with a friend in a European city (Hines, 1996). In contrast, most Roman slaves were prisoners of war and were freed on the whelms of their masters. In the beginning slavery in America was neither slavery nor limited to Africans, but was indentured servitude where the servants including Africans were released after serving their time. Africans then would join the community where they were normally farmers and even voters as being equal members of the community. Under indentured servitude if children were born they were considered free which was in contrast to slavery. Under indentured servitude there was no racism. This was to change when under the case of re Negro John Punch in 1640 that made a racial distinction among indentured servants and made blacks indentured servants for a lifetime (Slavery and Indentured Servants). In 1705 the Virginia Slave Code was established that set laws concerning the treatment and legal status of slaves in the English colonies. Under the code a childs status was determined by the status of his mother instead of the father which had been normal in England, if the mother was a free woman then the ch ild was free, but if the woman was a slave the child was considered to be a slave. Marriages between blacks and whites (the Virginia Code also prohibited marriage between other groups such as Amerindians, Irish, Turks, etc.) were illegal. Under the Virginia code the conversion of slaves to a certain religion was not a top priority, and many masters did not encourage the conversion of their slaves to Christianity since they had such a low opinion of the slaves character that they felt conversion was worthless as well as impractical (Hast, 1969. p. 221). Slaves therefore were made to work on Sundays and other holy days. Under the Virginia Code a person that was a Christian or from a Christian nation was not to be sold, however if a slave converted to Christianity they were not allowed to be freed. Also under the code slaves were not to be educated in either religion or a trade since the attitude of the master was the slaves (who were black) were inferior and not capable of learning. S laves had no rights, a slave was not allowed to hit a Christian, however if a slave was struck and was killed by a white master, the master was not held accountable for murder. Slaves were limited on their contact with slaves from other plantations in order to cut down the chances of rebellion. In the area of family, marriages between slaves were not allowed. The justification of slavery was surprisingly not over race but actually religion due to the notion that black Africans were heathens and would undercut the religion of the Europeans. Thus this ideology was the backbone for justifying lifetime slavery for Africans. Ironically Virginia then enacted laws that allowed Black Christians to serve as slaves and here we see the beginning of a history that dominates racial attitudes to this day. One may ask why the change in the social make up from indentured servitude to slavery and there are several answers to that question. One is that they were in a New World and plantation owners were adapting to problems as well as opportunities. One of the problems with indentured servitude was indentured servants tended to run away and if they were either Native American or European they were able to blend in easily with the rest of the population. On the other hand the free African-American population was very small so if an African escaped he/she was more noticeable, another problem was under the contract of indentured servitude any European that served out their contract was to be given a weapon and plot of land. This gave an increase of armed, lower-class whites that lived in the frontier and who had not sympathy for the plantation owners who had enslaved and oppressed them for years. In 1676 under the leadership of Nathaniel Bacon these people banned together and burned Jamestow n. As a result the departe elite plantation owners needed a way to ease this situation and that lead to the paradox of racial slavery. The Virginia plantation owners/aristocrats the focused on the difference of skin colr and were able to present the perception of a colonial society that placed all Caucasians into a category of a master race. Economically it was also easier to keep Africans in servitude and this factor caused a flood of Africans to the Americas over the next 150 years. With the approach of the American Revolution there was a mixed blessing by both free African-Americans as well as slaves. The principles of the revolution had implied the end of slavery but the revolutionaries was never able to deliver that promise. It had been the desire of Thomas Jefferson to end slavery with the formation of the new nation, yet it was ironic that he never freed his slaves. Jefferson was not the only person of his day that wanted to see salves free but there were men like Samuel Sewall who advocated freedom for African-Americans and even had pamphlets published and distributed that countered the arguments that the men of his time used to promote slavery. Sewall stated in his pamphlet The Selling of Joseph: A Memorial Tis pity there should be more Caution used in buying a Horse, or a little lifeless dust; than there is in purchasing Men and Women: Whenas they are the Offspring of GOD, and their Liberty is, à ¢Ã¢â€š ¬Ã‚ ¦ (Sewall, 1700). Here he basically stated tha t men took more time and caution in buying horses and gold than they did in buying people. Despite its promise of freedom and rights to all men, the revolution did not grant African-Americans that freedom. This double standard was not lost on African-Americans who had fought on both sides of the war believing one side or the other would have been more likely to grant slaves the freedom they desired. The American Revolution started with an African-American named Crispus Attucks, who happened to also be the first martyr. On Sunday March 5, 1770, which is the date given as the start of the Revolution, was a day full of problems in the city of Boston. The relationship between the colonist and British Soldiers and become strained and filled with frequent violence. The days before this Sunday there had been numerous tavern brawls and street fights between the British soldiers and the colonist. In one incident three British soldiers were beaten and ran out of town but returned with reinforcements. On this day a group of soldiers had just emerged from their barracks and were confronted by a gang of boys that include African-Americans, Irish, and others. After trading insults the two groups began to fight. Lead by Crispus, the Americans were able to drive the soldiers back to their barracks. After much confusion and angry by the citizens of Boston a British sentry ended up being attacked and then called for backup. A British soldier happened to be hit in the head with a stick and as a result his musket fired and killed Crispus. Several more shots ended up being fired and after the smoke cleared five people had been shot to death. This incident, which became known as the Boston Massacre, was the turning point in the relationship between America and the British with everyone realizing that the bonds between England and America had been irreparably severed. It is a great irony of history that the first battle of the revolution was not planned and the first hero of the war was an African- American who had been a former slave and whose courage and passion led the angry crowd to stand up against the British and whose death was the first in a long struggle for freedom and independence. However it would be another seven years before the first state, Vermont, would abolish slavery and then another 88 years before slavery was abolished in the United States. In 1791 as the United states was beginning as the first republic in the Western hemispheres, on the French Island of Haiti events began to unfold for another American revolution. Unlike the revolution in the British Colonies, the revolution in Haiti was driven by slaves who outnumbered their French plantation owners. August 22nd of 1791 was the day that the Haitian was for independence began under the leadership of Dutty Boukman when over one hundred thousand slaves began their revolt against the much hated French. These men and women had been slaves all their lives and they not only wanted freedom, but revenge for the harsh treatments they had endured under the French. Over the next three weeks the Haitian slaves executed any Frenchman they found had burned every plantation in the fertile regions of Haiti. Other leaders for Haitis fight for independence were Franà §ois Dominique Toussaint LOuverture, and Jeam-Jacques Dessalines. It would not be until November 28, 1803 that Haiti wo uld become the second republic in the Western hemisphere. Africa and Slavery Although the majority of slaves that came to America were from Africa, there was a vast contrast in how slaves were treated on both continents. Slavery had been a part of African cultures from the Sahara to the Kalahari long before colonialism thus they were not much different from other parts of the world. Like everywhere else in the world, slaves in Africa were considered legal property of their owners. However, slavery in Africa differed in practice from its European counterpart in practice. African slaves would normally be integrated into the home of the owner and it was not unusual for former slaves to rise to positions of trust within the family of his former owner or even to authoritative positions within their society. Another difference between African slavery and that of European slavery was the treatment of slaves. Under African masters slaves were not subjected to continual inhuman and brutal treatment as was the case under European ownership of slaves. Portugal was the first European nation to make a sustained contact with sub-Saharan Africa, and the slaves they obtained were originally used in domestic capacities and with the limited demand at the time slaves were just a part of trade that involved other commodities, however this would change with the discovery of the Americas and the colonization that would soon follow. By the end of the 16th century over 13,000 slaves were imported to the Americas per year and as more of the Americas and Caribbean Islands were conquered and the demand for slaves increased it is believed that between 1800 and 1865 around four million slaves were imported to the Americas (The African Slave Trade Slaves in Africa, 2006). With the growing realization of the negative impact that the slave trade was having on their population there began to be a growing opposition to the Trans-Atlantic slave trade. The kings of Congo and Benin, which is now a part of Nigeria, were among the first rulers that came to oppose the slave trade. Around 1865 these factors are what lead to the end of the Trans-Atlantic slave trade. It is thought that 15-50 million Africans were taken as slaves from Africa to the slave plantations in the Americas, with half dying on the journey (The African Slave Trade Slaves in Africa, 2006). Although this paper focused on just the two continents of America and Africa, the slave trade had left a legacy on the continents of Asia and Europe as well. The Trans-Atlantic slave trade was also a pointer to the way men can be inhuman to fellow men. Conclusion Where and when slaves served in servitude determined their way of life, from having rights and a chance of freedom to virtually having no rights or chance of freedom. Although slavery was not a new idea during this time period, the way slaves were treated did vary, not only by continent and differing civilizations, but by time as well.

depression Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Depression has been around for a longer period of time than we can imagine. Depression has been considered to be the major psychiatric disease of the 20th century, affecting approximately eight million people in North America (http://www.ndmda.org). It is a matter of whether it is diagnosed and treated or left alone. This is a problem that can affect everyone whether they themselves are diagnosed or simply by knowing someone with depression.   Ã‚  Ã‚  Ã‚  Ã‚  People with psychiatric illnesses are twenty times more likely to die from accidents or suicide than people without psychiatric disorders (http://www.nami.org). Major depression, including bipolar affective disorder, often appears for the first time during teenage years, and early recognition of these conditions will have profound effects on later morbidity and mortality.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Is depression in adolescents a significant problem? Well, the suicide rate for adolescents has increased more than 200% over the last decade (http://www.ndmda.org). Adolescent suicide is now responsible for more deaths in youths aged fifteen to nineteen than cardiovascular disease or cancer. Recent studies have shown that greater than twenty percent of adolescents in the general population have emotional problems and one-third of adolescents attending psychiatric clinics suffer from depression. Despite this, depression in this age group is greatly under diagnosed, leading to serious difficulties in school, work, and personal adjustment, which often continue into adulthood.   Ã‚  Ã‚  Ã‚  Ã‚  Depression presents in adolescents with essentially the same symptoms as in adults; however, some clinical shrewdness may be required to translate the teenagers? symptoms into adult terms. Wearing black clothes, writing poetry with morbid themes, or listening to certain types of music may exemplify sadness. Sleep disturbance may manifest as all-night television watching, difficulty in getting up for school, or sleeping during the day. Missed classes reflect lack of motivation and lowered energy level. A drop in grade averages can be equated with loss of concentration and slowed thinking. Boredom may be a synonym for feeling depressed. Loss of appetite may become anorexia or bulimia. Adolescent depression may also present primarily ... ...et the course take action. Although, the student should not feel like they are ?weeded out? from the group. The teacher should still treat them the same and not exclude them from activities. Also, the student should be encouraged to get help. They should not feel forced to do something. Instead, they should be educated on why they should. Hopefully, this will resolve and bring depression to an end so that we can all live our lives to the fullest. References http://www.apa.org Website sponsored by the American Psychological Association Berger, Kathleen Stassen. (2001) The Developing Person through the Life Span. NY, New York: Worth Publishers http://www.nami.org Website sponsored by National Alliance for the Mentally Ill http://www.ndmda.org Website sponsored be the National Depressive and Manic-Depressive Association http://www.nimh.nih.gov Website sponsored by National Institute of Mental Health Page, Randy M. and Tana S.2000) Fostering Emotional well-being in the classroom. Sudbury: Jones and Bartlett Publishers. Hotlines: Community Counseling Clinic (610) 758-3255 Depression and Anxiety Hotline 1-800-234-0038 Teen Help Adolescent Resources 1-800-637-0701

Asking for Less Homework

ASKING FOR LESS HOMEWORK There are many important things in life but one of the most important things is education. Although education is really helpful, getting extra things to do like excessive homework makes it boring. Specific studies show that excessive homework makes students and parents hate school. People say that having more homework is good for students as it helps them get higher marks and be more responsible. They also say that more homework will make students revise a lot, so you remember explanations better.They prove that by doing more homework the parents would be able to get involved more with the student's educational life and be able to help them. Elders think that by giving students extra homework they will be able to be independent thinkers and know that they can learn things outside of school. However, I found that all these above findings are untrue. More homework won't make you revise more or get good marks, it will make you tired, sleepy and exhausted and lea ve no time to revise for quizzes or tests you have on the next day.Students don't want to be responsible now, in their future life they will be responsible. Parents would make it worse if they try to help their children to understand something as they might explain it in a different way and get the child confused. Students should have less homework. They need time to be with their family. They want to have a life for themselves and want to be active e. g going to the cinema to meet friends and play sports. We would enjoy simple things like having more sleep so we can go to school fresh the next day. Read also  Homework Solutions – Chapter 3Researchers have found that students finish their homework and stay up late at night so they can have some free time. In fact some teachers have found that more homework makes the student hate the subject. The student becomes pale and bored as he has been studying his whole life. Well, teachers should ask themselves if they want us to be active and do homework together, it will never work. Ask yourself : â€Å"Do you want your child to be constantly pale, sleepy and tired? â€Å",†Do you want to see your child so fat as he eats and eats and doesn’t have time to exercise? . Think of all the questions related to this and you will find the answer to none of them. In conclusion, I would like the school to think about students rights and having less homework is one of them. All principals should remember that teens and kids want to have fun, they don’t want to be responsible now and do hard work. They will be responsi ble later and will have to do extra study to get good marks but when they want not by forcing them and punishing them if they don’t do it. Think carefully and you will eventually agree with my beliefs.

How Each Writer Makes You Feel Sympathy for the Main Characters

Both of the writers make me feel sympathy for the main characters because the main characters are both still in their youth and they both face the same fate – death. Although the characters are portrayed in very different situations, both writers show how powerless they are to avert their fate. By having an accident or tragedy in the pieces, the writers make the reader feel compassion because it is not the central characters fault. From saying that the boy was ‘a child at heart’ whilst ‘doing a man’s work’, Frost tells us directly how young the boy is and how he is not experienced enough to understand how important his hands are.He uses repetition of the word ‘child’ to emphasise how still is. In contrast, Andre and Jacob in The Last Night are only children; they are orphans and they only have each other to rely on. Faulks makes us feel even more sorry for the Jewish children because even a ‘baby of a few weeks is being lifte d’ onto the bus to go to the concentration camp. The writers make the reader feel sympathy for the main characters by making their background circumstances pitiable; although they are both young, their lives are very hard. The boy in the poem is only a teenager, but he is already working.In the poem, he is on his own working by himself and has to work for a very long day. Frost uses repetition of ‘snarled and rattled’ to emphasise how boring the boy’s job is. He has to concentrate and cannot enjoy the scenery; he is not one of those that had the time to lift their eyes to ‘count the five mountain ranges one behind the other under the sunset far into Vermont. ’ In contrast, the living conditions in the Last Night are very poor; the squalid conditions of the Jews that are waiting to be taken to the concentration camp makes the readers feel pity for them.While the children are waiting, they are only given a sandwich and a pail of water to share b etween them; they have to drink water out of sardine cans. The sleeping conditions are also very poor; the children have to sleep on dung. When Faulks talks about Andre ‘lying on the straw’ with the ‘soft bloom of his cheek laying, uncaring, in the dung’, the contrast of the words ‘soft bloom’ and ‘dung’ informs the reader of how dirty it is there. The characters in both texts have the same fate, but the writers portray their fate in different ways.In ‘Out, Out –’, the storyline happens a lot quicker and the poem includes the boy’s death. This makes the reader feel very shocked and sorry for the main character because everything can happen so quickly; life can be short and brutal. Frost makes the reader feel sympathy for the central characters by making the event seem threatening; he uses harsh onomatopoeic words. In ‘Out, Out –’, the buzz saw is presented as the boy’s enemy. Fr ost uses the word ‘snarled’ to compare the buzz saw with a fierce dog.The word ‘rattled’ makes the reader anxious because it makes the buzz saw seem like it is going to break soon. Frost uses repetition in his poem; by repeating ‘snarled and rattled’, the atmosphere grows tenser as the disastrous moment is approaching. He makes the accident seem terrible by including many details. The boy’s reaction after the incident happens is terror and fear about his hand. He shows the effect of injecting the wrong amount of ether in someone. The boy ‘puffed his lips out with his breath’ because the doctor ‘put him in the dark of ether. Frost even uses punctuation to explain the boy’s death; he uses dashes near the end of the poem to make it sound jerky: ‘they listened at his heart. Little–less–nothing! –and that ended it. ’ These pauses mimic his breathing because it is gradually slowing do wn as the words ‘little’, ‘less’ and then ‘nothing’ indicate. In The Last Night, the storyline is slower and less dramatic because the story ends with the Jews being loaded on the bus, while the poem ends with the boy’s death. By doing this, Faulks builds up anticipation of something dreadful that is going to happen.In this piece, we never find out exactly what happens to the Jews in the concentration camp, but we see them being loaded onto the buses. This makes it is easier for the reader to imagine what is going to happen to Andre and Jacob. In this story, the ‘homely thudding of a Parisian bus’ is the sound that threatens the Jews waiting to be taken to a concentration camp. This makes the reader feel pity for the Jews because they will never hear the ‘familiar sound’ of the engine’s noise again. Faulks includes many descriptions of what the Jews are doing; he makes it clear how it is going to be their last time.In the beginning of the story, when the Jews are writing their ‘final message’, we are told how they are writing with ‘sobbing passion’ and others with ‘punctilious care’ even though they know that the ‘camp orders forbid access to the post. ’ Even the description of Andre and Jacob huddling together lying on the straw makes the reader feel sorry for them. The sentence ‘Jacob’s limbs were intertwined with his for warmth’ shows how they both need each other. In both pieces, the central characters seem to be vulnerable and threatened by something they cannot control; they do not have ower over their fate. Neither of the characters is aware of their impending fate. In ‘Out, Out –’, the boy does not deserve to die; the buzz saw cuts the boy’s hand because he loses his concentration at the sound of his sister saying ‘Supper. ’ Even the people in both pieces wanting t o help are powerless: the doctor in ‘Out, Out –’ injects the wrong amount of ether in the boy, leaving him ‘in the dark of ether; the ‘shower of food’ that the women in The Last Night throw towards the Jews never reaches them.In The Last Night, the gendarmes drag the children to the bus; nothing will change even if they ‘dig in their heels and scream. ’ The writers make us feel sympathy by having different responses of the people around the central characters. In ‘Out, Out –’, when the boy accidentally cuts his hand and dies due to the excessive amount of ether, his fellow workers ‘turned to their affairs’, ‘since they were not the one dead. ’ They do not feel sympathy for the boy who has just died which makes the reader feel sorrier for the boy. In The Last Night, there are many women who are ‘wailing’ and mourning for the Jews.Even ‘a shower of food was thrown towar ds them’ to show how sorry they are because they cannot do anything to help the young children on-board. This makes the reader also feel sorry for the Jews. Even though the responses of the people in both texts are different, the reader still feels sorry in both occasions. In both texts, the writers create powerful dramatic irony by allowing the reader to understand what the central characters cannot foresee. The central characters created by the writers are innocent and do not deserve to die.When the boy in ‘Out, Out –’ accidentally cuts his hand with the buzz saw, at first he does not understand how serious his injury is: his ‘first outcry’ was a ‘rueful laugh’; he holds up his hand to keep his ‘life from spilling’ showing how much blood there is. In The Last Night, while the Jews are waiting to be taken to the concentration camp, the adults sit ‘slumped against the walls’. The children, on the other ha nd, have the ‘ability to fall asleep to dream of other places’ because they do not know where they are going to be taken since they are able to fall asleep without any worries.Later in the story, the adults ‘refuse to drink’ coffee because they know ‘it meant breakfast, and therefore departure’, while the children were at the ‘deepest moments of their sleep. ’ The writers make us feel sorry for the central characters because they both have feelings of fear and terror in them after understanding how serious the situations are. In ‘Out, Out –’, the boy’s fear when he is begging the doctor not to cut off his hand after he realises how important his hands are for work makes us feel sorry for him because he won’t be able to work.The Last Night shows Andre growing up through the story; it makes us feel sorry for him now that he has some understanding of what waits him. In the beginning, he does not reall y know what is happening, but when Andre sees a woman whose ‘eyes were fixed with terrible ferocity on a child,’ he starts wondering why. As he asks himself questions, he begins to understand why the woman was doing that and then he realises that the woman ‘was not looking in hatred, but †¦ she was looking to remember’ her child forever. This makes the reader feel very sorry for the parents who have to separate from their child.Later in the story, he ‘holds on hard to Jacob as they go up on the bus; this shows his own fear and realisation that they are probably going to die soon. Even though there are similarities in their background circumstances, the actual situation the central characters are in is different: one is ordinary and one is not. The situation of the boy in ‘Out, Out –’ is ordinary compared to Andre and Jacob’s situation because accidents at work are still quite common. One of the main differences is the s cale of the problem. Out, Out –’ presents a personal tragedy where the reader feels sympathy for just one person. On the other hand, The Last Night presents a whole group of people who are suffering. If you were poor, you would probably have to start working earlier because you would need more money. In the boy’s case, he has to start working at an earlier age, but because he loses his concentration for a moment, the buzz saw ‘leaps out at the boy’s hand. ’ The Last Night focuses on a historical event which is unparalleled in history – the Holocaust. The Jewish children cannot take any blame or responsibility for their fate.The story talks about what happens while they are waiting to be sent to a concentration camp in the 1940s; Faulks wants the reader to feel sympathy for a whole group. This shows how abnormal and unfair the situation is because many Jews were sent to concentration camps just for being Jewish. The characters’ b ackgrounds in both texts are very different compared to my situation; they have to go through a lot at such a young age. The way the characters are portrayed by the writer helps me understand their situation and empathise with them because there is a lot of descriptive detail.Overall, I felt more sympathy for Andre and his brother Jacob in The Last Night than the boy in ‘Out, Out –’ mainly because I can relate better to The Last Night because I know about the Second World War and what happened to the Jews. The poem includes the boy’s unexpected death, while the innocent and younger children in The Last Night do not even know where they are headed for; I find it more powerful that the reader is left to imagine what happens when the Jews reach the concentration camp and how Andre and Jacob copes.

Free Essays on Causes Of The Great Depression

This paper points out the fiscal policy similarities of Ronald Regan’s â€Å"Reganomics† of the 1980’s and the conditions that existed in the 1920’s that were major factors that contributed to the â€Å"great depression.† Currently there are two different arguments as to why the great depression occurred. Some scholars claim the monetarists are to blame because they took a free market approach and should have they taken a more activist approach with the Federal Reserve System, and adjusted the money supply at crucial points. Had this been done, the monetarists claim a depression could have been avoided. In this case blame could be directed at government and the decisions of individuals. The other school of thought is a Marxist approach, which believes the causes of the great depression stemmed from an under-consumption problem, which was the result of a capitalist run government. Thou the 20’s have been portrayed as an era of prosperity, this prosperity was only realized by a small portion of Americans. Under the capitalist government, unions were weak, workers had little protection, and welfare programs were non-existent. Corporations were realizing large profits, but were not passing these profits on to the working class. During the 20’s the wealthier increased their wealth, while the average American saw little, to know increase in their income. These profits were the result of a tremendous increase in productivity in the era, largely due to the application of new chemical processes, machinery, and scientific management. Since these profits were not being passed onto the average worker, these workers were less likely to purchase durable goods, such as automobiles and appliances. Now that productivity was up, there were no consumers who were able to purchase these products. Corporations could have cut prices to make their products affordable for the masses, but because a small number of corporations controlled... Free Essays on Causes Of The Great Depression Free Essays on Causes Of The Great Depression This paper points out the fiscal policy similarities of Ronald Regan’s â€Å"Reganomics† of the 1980’s and the conditions that existed in the 1920’s that were major factors that contributed to the â€Å"great depression.† Currently there are two different arguments as to why the great depression occurred. Some scholars claim the monetarists are to blame because they took a free market approach and should have they taken a more activist approach with the Federal Reserve System, and adjusted the money supply at crucial points. Had this been done, the monetarists claim a depression could have been avoided. In this case blame could be directed at government and the decisions of individuals. The other school of thought is a Marxist approach, which believes the causes of the great depression stemmed from an under-consumption problem, which was the result of a capitalist run government. Thou the 20’s have been portrayed as an era of prosperity, this prosperity was only realized by a small portion of Americans. Under the capitalist government, unions were weak, workers had little protection, and welfare programs were non-existent. Corporations were realizing large profits, but were not passing these profits on to the working class. During the 20’s the wealthier increased their wealth, while the average American saw little, to know increase in their income. These profits were the result of a tremendous increase in productivity in the era, largely due to the application of new chemical processes, machinery, and scientific management. Since these profits were not being passed onto the average worker, these workers were less likely to purchase durable goods, such as automobiles and appliances. Now that productivity was up, there were no consumers who were able to purchase these products. Corporations could have cut prices to make their products affordable for the masses, but because a small number of corporations controlled...

B-cell Cancer and Different Stages of B-lymphocyte Development Essay

B-cell Cancer and Different Stages of B-lymphocyte Development - Essay Example At any point in the body, millions of B cells are circulating in the blood and lymph (the fluid and protein that has been squeezed out of the blood i.e. blood plasma) but are not producing antibodies. Once the B cell encounters its corresponding antigen and receives an additional signal from a helper T cell, it can further make a distinction into two types; plasma b-cells and memory b-cells. "In humans, the development of B cells in the bone marrow is initiated by the assembly of genes for the variable regions of the heavy and light chains of antibodies in B-cell progenitors, mediated by a process called V(D)J recombination. In this process, the DNA located between the rearranging gene elements is deleted from the chromosome (or sometimes inverted)." (NEJM -- Cellular Origin of Human B-Cell Lymphomas) The argument that is going to be presented in this essay revolves around the premise that each type of B-cell cancer reflects a different stage of B-lymphocyte development. It is therefore central to understanding of this essay that the relation between types of B-cell cancer and stages of B-lymphocyte be established. As discussed above, the B cell enters into differentiation and directly become one of the two types of cell. However, B-cells can also go through an intermediate differentiation step - the germinal centre reaction where the B cell will hyper mutate the variable region of the antibody and possibly class switch. How Cancer Begins In any type of cell, the genetic code can produce abnormal types and amounts of proteins if it gets damaged and altered. This leads to abnormal behaviour of the cell and it continue dividing and stays alive contrary to normal instructions to rest or die. The first cell to turn to abnormal growth control is known as the cell of origin. When it divides, the new cells inherit the same genetic behaviour of the cell of origin. Thus, the descendants are clones of this cell. This entails the beginning of cancer where cancer cells are growing with abnormal proportions and have growth and survival advantages over normal cells since they refute the normal genetic code. These cells may eventually form lumps called tumours. Lymphoma The cancer which affects the lymphocyte type of cells is known as lymphoma. The b-cell in particular originates and differentiates in the bone marrow and around 85% of the lymphomas are of b-cell origin. "New findings about lymphoma made in the past two years by Dr. Dalla-Favera's lab have shown that the cancers develop with a mechanism unique to B cells, but that they are also vulnerable to some new experimental drugs". Other forms of lymphocytes comprise of the t-cell, which originates in the bone marrow but differentiate in thymus gland. A third kind of lymphocyte is of natural killer cells which are specialized in killing foreign threats and alerting other immune systems of such possible threats. The different types of lymphoma are determined according to what type of lymphocyte has become cancerous, and the stage of development. "Lymphoma is not one cancer, but a name for a group of related cancers that arise when a Lymphocyte (a blood cell) becomes malignant.The normal function of lymphocytes is to defend the body against pathogens

Choose one Essay Example | Topics and Well Written Essays - 1500 words

Choose one - Essay Example – This is the thesis†¦ II. The Progressive Period The Progressive Period in the US approximately started in 1890 to 1920 as a social movement that grew into a political movement, and somewhere in 1900 to 1918, was the training ground for a transformation of the relationship between a democratic government and the people, essentially highlighting Prohibition and woman suffrage (PBS; GWU). This period was also generally referred to as the transition from agrarian to urbanization, a depiction of more advanced transformation of the civilization and high level way of thinking. III. World War II On the other hand, World War II began in 1939 to 1945, and women were considered partners in winning the war due to the following points: there was a changed image of women’s roles, they joined the nurse corps and armed forces, they were encouraged to serve the military, they filled in traditional male jobs particularly in production, and they performed functions both at home and in the community and so on (National Women’s History Museum). The point is that women were started to be viewed as equal with men and that made them essential counterparts in order for the US to successfully win the war. IV. Post-War Expansion Period Right after the World War II is the Post-War Expansion Period. ... After all, Post-War Expansion Period was the economic expansion of the US, by which women had special participation in the process. V. Analysis It is evident, based on the information as stated so far that the transition in the US history of development over the course of time was fueled by social, political and economic factors. However, men and women substantially worked out for this. Therefore, having the thought like this will pave the way for understanding that the involvement of women in particular in the entire scenario of development is not just only a sole controversial issue, but a specific subject that requires fundamental analysis to understand its actual transformation as directly influenced by socio-economic and political factors. What therefore is one of the most important actions to take is to know the varying attitudes to women’s roles in the workforce in each of the three introduced periods. Another important point is to further analyze how these attitudes we re changed. Finally, to understand why these attitudes changed is just another important point to consider. Clearly, women were not considered equal counterparts of men from the beginning and this was due to social understanding linked in particular to a patriarchal society in the US and even in other parts of the world. This dates back to the beginning, but what is much more explicit observation was the aggressive considered nature of men by then, as depicted from their ability to conquer. Such history remains vivid in the minds of the Americans especially supplemented by one of the thoughts like on how Christopher Columbus discovered, subjugated and put the entire native America