The Real Skills You Should Look For In An Essay Writer Online -

The internet is full of both authentic and fraudulent essay writing services. When sitting on the other end of the screen, it can be quite difficult to scrutinise and decide which essay writer online to choose, since we can’t be sure if they will deliver on the promises that they make. There are, however, some services which employ exceptional writers. These writers do a mind-blowing job when preparing essays for clients and students. Their brilliant skills and expertise are what sets them apart from other average-skilled writers. Their determination and effort are blatantly visible in the kind of essays they produce, fully utilising all the right strategies that result in an impeccable and flawless essay. Here, we will discuss some of the real skills that students should look for when deciding which essay writer to choose for handling their essay. Focus on quality One obvious way to discern an outclass writer is by seeing the extent of their focus on producing content tha t is superior in all ways. This means that they are capable of producing content that is written using great language skills, as well as doing all the side work such as research, editing and proofreading, revision, etc. Ability to work quickly Great writing skills won’t amount to much if the writer cannot deliver within the prompted time. The student will only be left facing disappointment and embarrassment. This is why another important skill to keep in mind when choosing a writer is that they should be able to work with urgent or rush orders while giving their full attention to curating high-quality essays. Knowledge of different disciplines Furthermore, it is immensely helpful for students to procure the help of those essay writers who possess knowledge about an array of different disciplines and subjects. Their knowledge and information allow them to work more systematically and they incorporate facts and figures that are correct and irrefutable. Academic backgr ound and training Additionally, it is common for essay writing services to note down the credentials and qualifications of their essay writers. From this list of qualifications, students can decipher which essay writer is best qualified to handle their essay writing task. Moreover, it is also common for essay writing portals to frequently train their writing staff to keep them abreast with the changing mechanism of assessment and grading criteria. They are also encouraged to further hone and polish their skills in different types of writing tasks. Plagiarism free essays Nobody wishes to spend their hard-earned money only to find that the delivered essay is full of plagiarism. This is why, to avoid such a situation, it is important that students first go through the existing samples of a writer’s work to assess their individuality of thought. Only after doing so they will be able to choose the writer who can create the most original and authentic content that is not copi ed from elsewhere.

The Real Skills You Should Look For In An Essay Writer Online -

The internet is full of both authentic and fraudulent essay writing services. When sitting on the other end of the screen, it can be quite difficult to scrutinise and decide which essay writer online to choose, since we can’t be sure if they will deliver on the promises that they make. There are, however, some services which employ exceptional writers. These writers do a mind-blowing job when preparing essays for clients and students. Their brilliant skills and expertise are what sets them apart from other average-skilled writers. Their determination and effort are blatantly visible in the kind of essays they produce, fully utilising all the right strategies that result in an impeccable and flawless essay. Here, we will discuss some of the real skills that students should look for when deciding which essay writer to choose for handling their essay. Focus on quality One obvious way to discern an outclass writer is by seeing the extent of their focus on producing content tha t is superior in all ways. This means that they are capable of producing content that is written using great language skills, as well as doing all the side work such as research, editing and proofreading, revision, etc. Ability to work quickly Great writing skills won’t amount to much if the writer cannot deliver within the prompted time. The student will only be left facing disappointment and embarrassment. This is why another important skill to keep in mind when choosing a writer is that they should be able to work with urgent or rush orders while giving their full attention to curating high-quality essays. Knowledge of different disciplines Furthermore, it is immensely helpful for students to procure the help of those essay writers who possess knowledge about an array of different disciplines and subjects. Their knowledge and information allow them to work more systematically and they incorporate facts and figures that are correct and irrefutable. Academic backgr ound and training Additionally, it is common for essay writing services to note down the credentials and qualifications of their essay writers. From this list of qualifications, students can decipher which essay writer is best qualified to handle their essay writing task. Moreover, it is also common for essay writing portals to frequently train their writing staff to keep them abreast with the changing mechanism of assessment and grading criteria. They are also encouraged to further hone and polish their skills in different types of writing tasks. Plagiarism free essays Nobody wishes to spend their hard-earned money only to find that the delivered essay is full of plagiarism. This is why, to avoid such a situation, it is important that students first go through the existing samples of a writer’s work to assess their individuality of thought. Only after doing so they will be able to choose the writer who can create the most original and authentic content that is not copi ed from elsewhere.

Mary Ainsworth Essay Example

Mary Ainsworth Essay Example Mary Ainsworth Essay Mary Ainsworth Essay Mary Ainsworth a Prominent Woman of Psychology PSY/310 October 30, 2010 Mary Ainsworth a Prominent Woman of Psychology Mary D. Salter- Ainsworth was born in Glendale, Ohio in December of 1913. Her parents were both academics at Dickenson College. Her father majored in history, while Mary’s mother focused on teaching and nursing. According to her biography, Mary and her two sisters grew up in a very â€Å"close-knit family† (Ainsworth, 1983). The importance of education was definitely impressed upon the girls at an early age, and weekly trips to the library were a regular event. In 1918, when Mary was just five years old, Mary’s father received a job in Toronto and moved his entire family to Canada. As a teenager, Mary read William McDougall’s book, Character and the Conduct of Life. This insightful book spurred the idea in Mary that one could look into one’s self for explanation, and she became enthralled with the study of psychology. At the age of sixteen Mary enrolled into the honors psychology program at the University of Toronto. Mary would go onto earning her Masters and PhD in developmental psychology, all from the University of Toronto. Mary taught at the university for three years before enlisting in the Canadian Army in 1945, where she eventually became a Major. Mary spent four years in the Army working for the personnel placement department. Ainsworth would get her first taste of clinical psychology there, which changed her perspective of it and would also change her carrier direction post WWII. After her four year military tour, Ainsworth went back to Toronto to resume teaching psychology. Ainsworth wanted to figure out a way of splitting up personality psychology with a professor that already had the position, and was turned onto the assessment of personality. Not confident in her own knowledge of the subject material, Ainsworth attended a summer course on Rorschach technique. Ainsworth immersed herself deeply into projective and paper pencil tests, in order to comfortably instruct her knew courses, and this is how Ainsworth became involved in clinical psychology. Mary would again attend courses on Rorschach technique and eventually write a manual and co-author a book on the technique, with Bruno Klopfer. In 1950 Mary met Leonard Ainsworth a fellow academic at the University of Toronto, and would soon be engaged to be married. Finished with his masters and not yet completed with his Doctorate, this meant Leonard would be a student in the same depart Mary held a chair position in. Mary felt that this would be a difficult situation for the both of them, but Leonard received news that he was accepted to the University College in London and they made the move. Both Mary and Leonard had difficulties locating work in London and eventually a Military friend of Mary’s would turn her onto a job listing for a research position at Tavistock Clinic. This is where Ainsworth would begin her research on early development, and meet Dr. John Bowlby, a psychologist researching in that field. Bowlby had already begun his work in developing his attachment theory, and needed help with observation and experimentation. Ainsworth and Bowlby would begin a long fruitful journey together exploring the realm of attachment syndromes. In 1954 Mary’s husband John finished his Ph. D. and received an appointment to East African Institute of Social Research in Kampala, Uganda. Not excited about the move Mary followed her husband to Africa and began her own studies there. She developed a short- term longitudinal, naturalistic study of mother and child interaction. Mary was unable to secure funding for the testing prior to leaving London, but found Dr. Audrey Richards, an anthropologist in Kampala, was more than willing to fund her experiments. Mary states in her biography, that she was convinced that it was far easier to be objective when observing situations outside of a familiar culture. She would later recant that statement and discuss that it was much easier to do such within her own culture (Ainsworth 1983). At the end of Leonard’s two year study in Africa, both the doctors were looking for positions again in either Canada or America. Jobs were still a little difficult to find and Leonard wound up locating a job in Baltimore as a forensic psychologist. Shortly thereafter the Dean at John Hopkins contacted Mary about a position as a clinical-type instructor, which John Hopkins’ psychology department at that point was primarily an experimental type setting. Ainsworth also found herself working at Sheppard and Pratt Hospital as clinical diagnostician. She really liked the work at the hospital, despite remarks that it was a position below her abilities. In 1960 Leonard and Mary were divorced and Mary fell into a slight bout of depression. She began to receive psychoanalytic therapy, which led to another discovery of interest. Ainsworth began to immerse herself into the psychoanalysis realm of psychology, researching Freud’s work among others. Ainsworth was quoted in saying that, â€Å"I believe that this was the most important positive influence on my career, despite the fact that I had already been very fortunate in both mentors and turns of fortune. Certainly analysis helped me to become very much more at peace with myself and very much more productive† (Ainsworth 1983). Ainsworth emerged with a new found respect for the analytical discipline of psychology, and wanted to continue her research in mother-infant interactions, that she began in Africa. The work load between John Hopkins and Sheppard-Pratt hospital was too immense for Ainsworth to really complete any research and she opted to discontinue her work at the hospital and focus on her mother-infant interaction research. John Hopkins faculty was on board with this change and very supportive, after a short issue with gender discrimination. Ainsworth’s research utilized both non-interactive observations within the home and special lab environments. Ainsworth set up her in-home observations at three week intervals from three to 54 weeks after birth and each visit lasted four hours. This gave Ainsworth a huge amount of data on each mother-infant pair, about 72 hours of observation time each. The long frequent visits also allowed the pair to enter into their normal day-to-day routines. Another key benefit from long frequent visits was that if there were any abnormal behavior, due to any reason that could be factored into the equation and averaged out. Another research method Ainsworth used was her specially setup rooms that had toys to keep children occupied and chairs that gave the room a living room feel. The experiment was setup so that Ainsworth could monitor children’s reactions when the mother left and then returned again. This was carried out in a series of patterns. From watching the children’s reactions she made several discoveries. She noticed that depending on the level of interaction the mother had with their child was directly correlated with the child’s reactions one while mother was absent and two upon the mothers return. The mothers’ that were more in touch with their infants cues, produced children that were secure-attached. Secure-Attachment is where a child is secure to explore the room even in the presence of a stranger, but upon the departure of their mother, the child becomes agitated and confused. When the mother returns the child feels comfortable to explore the new room again. Another category that Ainsworth discovered is anxious-resistant insecure attachment. Anxious-resistant children often are anxious around strangers even with the mother present. If the mother leaves the child becomes extremely distraught and even resents attention upon the caregivers return. The third stage Ainsworth noticed was anxious-avoidant insecure attachment, this child set would not care who was present mother or stranger. The child displayed emotional detachment, and represents a disengaged relationship with their caregiver. A fourth stage was later added by Ainsworth’s colleague, Mary Main. This stage was dubbed disorganized-disoriented attachment, and children that fell into this category often had mothers that fell into a depression for one reason or another. The child’s reaction upon the caregiver leaving was to cry a little, but upon return, the child would freeze and fall to the floor. When both caregiver and stranger are present the child would exhibit some confusion, and be slightly upset. With these categories set by the â€Å"Strange Situation† experiments many people have been able to further develop the relationship between mother and child. Huge amounts of tedious delicate research went into Ainsworth’s studies and some say we have not seen such thoroughness sense. Before her death in 1999, Mary Ainsworth received many awards and accommodations from the APA and educational institutions. Ainsworth was awarded the G. Stanley Hall award by APA in 1984 for developmental psychology, and also received another award for professional contribution to knowledge, by the APA in 1987. The APA granted her more recognition in 1989 for distinguished scientific contributions. In 1998 one year before she passed the American Psychological Foundation awarded her with the gold medal for Scientific Achievement. Mary Ainsworth was granted Professor Emeritus at the University of Virginia from the years 1984 to 1999. References Stony Brook University. (2010). Psychology Department. Retrieved from  http://psychology. psy. sunysb. edu/psychology/ Bretherton, I. (2010).

How I Established My Romance Novels Subgenres

How I Established My Romance Novels Subgenres How I Established My Romance Novel's Subgenres Barbara James lives in New York, and is an avid romance reader and a former academic writer. In this article, she breaks down her latest romance novel's subgenres - sweet, contemporary, new adult - and explains the characteristics and importance of each one. How my novel is â€Å"new adult†New adult is for readers who have graduated from the young adult category, but who face different conflicts and questions than the rest of the 30+ adult group. They are still in the early stages of their lives, grappling with identity, relationships, and career.In Starting Over, Annelise is more conservative than most of her peers: she hopes to be married by the time she graduates university, and to become a stay-at-home mom by the time she’s in her mid-twenties. This is a more â€Å"old-fashioned† life plan than many people in their early-twenties have today, so Annelise struggles with how to fit in with her peers, and is constantly questioning her life plans and decisions.When my novel was finished and I was ready to start working with a professional editor, I knew I wanted someone who was a clear fan of the romance genre.Working with a development editor who also loves romance novelsA developmental editor can be instrumental in either helping you define your genre or tailoring your novel more to your chosen genre. And this was absolutely the case with my editor, Mary-Theresa Hussey. She worked for over 25 years as an executive editor at Harlequin, so she really knew her stuff. A developmental editor can be instrumental in helping you define your novel's genre. One way she challenged me fairly early on was with respect to age differences. Annelise could have been older, a graduate student, about 22–24 years old or Rick could have been younger, 24–25 years old. Ultimately, I made Rick ten years old, 28 to Annelise’s 18, because I wanted him to be ready to handle the responsibility of being the husband of a younger, stay-at-home-wife. But Mary-Theresa’s suggestion that I re-think their age difference helped me more firmly establish why the ten-year age gap was important to the story, strengthening each character in my mind.As her work history clearly suggests, Mary-Theresa is a fan of romance novels herself. Working with an editor who has a preference from romance novels was as important to me as their professional backgrounds, which is why I was so happy Reedsy permitted me to search for editors with specific keywords.Starting Over is available in paperback and on Amazon Kindle.Please share your thoughts, experien ces, or any questions for Barbara James in the comments below!

Nutrition project 1 Essay Example | Topics and Well Written Essays - 750 words

Nutrition project 1 - Essay Example Our mouth contains tongue and teeth which helps in mechanical digestion that is breaking down the food into particles, chewing and then swallowing. Next part is oesophagus which is very elastic as well as muscular and helps the food go downward by involuntary contractions of the muscles. Next is stomach, it secrets gastric juices it process the food churn further. Basically protein or fat parts of foods are chemically digested here. As 85% of rice is actually carbohydrate so its absorption is done in the small intestine. Carbohydrates are at first hydrolyzed to monosaccharide. Salivary alpha amylase and ptyalin begins the digestion of starch in mouth. Pancreatic amylase further digests it into small intestine. Starch than breaks down into alpha dextrin which then digested by gluco-amylase into maltose and maltotriose. Disaccharides are also hydrolyzing to monosaccharides by enzymes like maltose, isomaltase, sucrase and lactase which are present in brush boarder of the small intestine . The absorption occurs through the brush boarder epithelium covering villi. Chicken has highest level of protein in it. Where milk and rice also have some amount of protein.Protein digestion is mainly done in two organs of human body. It starts at stomach and end with accomplishment in small intestine. Proteins are made of with complex organic molecules such carbon, oxygen, sulphur, hydrogen, nitrogen and amino acids chain. Digestion initiates at stomach with the secretion of hydrochloric acid and enzyme called pepsin. It breaks protein bonds now individual protein digests by proteases and proteinases which called hydrolysis process. Protein molecule now transform into in its simplest form peptones and proteose. Now they leave the stomach and enter into small intestine. The output of stomach in called chime it is highly acidic in nature. It mixes with alkaline and become neutral in small intestine. Pancreatic digestive enzyme trypsin and chymotripsin

Continuity Editing and Montage Editing Essay Example | Topics and Well Written Essays - 1000 words

Continuity Editing and Montage Editing - Essay Example Filming sports events such as golf are a good example of continuity editing. In the second kind of editing called Montage Editing, the film editor tries to tie in random events in a sequence that suggest they have all been filmed at one time, or indeed very close to one another- but this is not necessarily so. It is the editing style that suggests the continuity of events. Coming to the film Psycho (1960) and the clip The Shower, we see that the film editor has used a continuity shot till the woman closes the door and steps into the bathtub- in the middle is a cut as she disrobes, naturally. Then there is a montage of sorts as she steps in the tub, starts the overhead shower and tests with her hand before proceeding to lather herself with soap. A break and we realize that even as she has busied herself in this fashion, the murderer is about to strike and does. As the victim falls, the camera is keenly focused on her, while it breaks away and shows that she is bringing down part of th e shower curtain with her as she slumps to the floor. We then see her blood flowing into the outlet at the bottom. Then later her eye is in focus as the film backs out into a wider angle showing her face as she lies fallen. In contrast the clip She Wouldn’t Even Harm a Fly, a major part of the footage concentrating on Norman wrapped in a blanket is shot in continuity even as the camera moves in and out for focus as it shows him obviously trying to garner some sympathy by not even swatting flies that alight on his arm- the only break is towards the end when the car is pulled out of the water. Music and sound mixed with narrative dialogue also play a major part in film making- they can help create atmospheres of suspense, horror, comedy and the like. The three major types of sound in film can be classified as Dialogue, Music and Sound Effects.

Hamlet’s Values Prevail Essay Example for Free

Hamlet’s Values Prevail Essay Mark Twain once stated, â€Å"It is curious curious that physical courage should be so common in the world, and moral courage so rare.† The zealous struggles between internal and external gratification and somatic and ethical honour have incontrovertibly led to man’s continual battle for integrity – pride versus ethics. Religious teachings impart that one show respect to all and utilize the power of oration to convey ideologies; yet religious crusades have instigated the bloodiest and most deadly battles in human history. Man’s universal and timeless question asks whether it is ethical to defend one’s honour through brutality or if the use of language and moral lessons are sufficient to deliver the message. Analogously, William Shakespeare’s The Tragedy of Hamlet bequeaths enlightenment to its audience of the universal beauties and faults of mankind on the comprehensive debate of integrity. The tragic hero, Prince Hamlet of Denmark, vies to comprehend his uncomfortably altered environment, while he relentlessly endeavors to seek morality, logic, and reason in a world where corruption and greed autonomously dictate action. His mother’s precipitous remarriage, the tormenting death of his father, and the forsakenness Hamlet feels from those he held close lead him to render epiphanic cognizance. Shakespeare’s use of soliloquys bestows unto the audience a voyeuristic view into Hamlet’s personal meditations, highlighting Hamlet’s introspective state. Though his vulnerability and pathos at times render him ineffectual and indecisive, it is purely reflective of his humanity and that is what entices him to the audience. Hamlet is in an internal battle with the imperfections of the world around him. In the hypocritical nation of Denmark, Hamlet is thrust into witnessing indecencies, both externally and in his own home; thus Hamlet’s lack of action is conjured not by feebleness of character. It is the moral contradictions and duplicity in the world before him that hinder his actions; he operates therefore with ethics, prudence, and wisdom. Heroic valor sets Hamlet apart from the supplementary nobility in Denmark. After the enigmatic death of the erstwhile King Hamlet Senior, goes unquestioned, Hamlet’s morals compel him to seek answers. Before Hamlet can pursue the truth he must however come to terms with his mother Gertrude’s remarriage to his father’s brother, Claudius. Disappointment in his mother and grief for his father, lead Hamlet to his first soliloquy, wherein he describes the consequences of suicide and his mother’s immorality. Even in his melancholia Hamlet understand the magnitudes of â€Å"self-slaughter,† as â€Å"the Everl asting [has] fixed / his canon ‘gainst† it (1.2.135-136). His ability to look past the superficial transient benefits of iniquitous actions helps Hamlet to stay firm in his beliefs throughout his journey. Though dismayed as to how â€Å"rotten in the state of Denmark† it is, Hamlet expresses his emotions by reacting to his surroundings in a gallant manner (1.4.90). Upon meeting the ghost of the late King, Hamlet is incensed by the horrific crime his â€Å"uncle-father† has committed (2.2.399). However, Hamlet does not immediately take the words of the ghost as factual; in his second soliloquy he concludes â€Å"the spirit that [he has] seen / may be a devil† and that he cannot trust him without evidence (2.2.627-628). Hamlet decides â€Å"the play’s the thing / wherein [he will] catch the conscience of the king† (2.2.633-634). Hamlet realizes the depravity of slaughtering a man based on the conjecture that he is a murderer. He refuses to place such marginal worth on an individual life as to take it without knowing the truth. In the most famous soliloquy of all the Shakespearean plays, Hamlet debates the value of life and the consequences of death; Hamlet asks â€Å"to be or not to be† (3.1.64). Realizing that death is a misleading and temporary fix, as one knows not of what lies hereafter – possibilities of eternal suffering from â€Å"the pangs of despised love† and life’s unanswered questions – Hamlet concludes â€Å"conscience does make cowards of us all† and with over analysis action is lost (3.1.74-96). Though the ghost’s words attest to be true as the players reenact the murder of the late King Hamlet in The Mousetrap, Hamlet waits to execute his plan. Morality often stifles one’s acceptance and trust in others. As his family has forsaken him, his childhood friends Rosencrantz and Guildenstern comply with the will of the king to remove him, and those living within the walls of Elsinore Castle perceive him to be insane, Hamlet has but one true confidant – Horatio. Hamlet’s most enlightening epiphanic moment comes as he prepares for the match against Laertes; he finally untangles the webs of deceit which have been clouding his moral judgment. He responds to Horatio’s worry for the battle’s conclusion by telling him, â€Å"not a whit, we defy augury † he further explains, man does not control fate; if it is meant to happen, it will (5.2.231-238). Hamlet has hitherto looked at life like a slow moving game of chess, evaluating each move he makes by weighing the consequences of the subsequent moves; he now understands he must leave his fate in the hands of providence. Hamlet’s dawdling journey comes to a rapid close in the final act of the play. During the match against Laertes Hamlet is made witness first hand to his â€Å"uncle-father’s† crimes; Claudius accidentally murders both Gertrude, with the wine he had poisoned for Hamlet, and Laertes, by the poisoned sword intended for Hamlet. Hamlet no longer stands idly by whilst the injustices of Claudius tear his country down. Though he too is poisoned by Laertes’ blade, Hamlet fights for the justice of Denmark and slays Claudius once and for all. The tragic resolution leaves a bloodstained Denmark distraught and uncertain, yet the heroic legacy of Hamlet’s valor and morality live on. Horatio recounts Hamlet’s tragic tale as Fortinbras of Norway captures Denmark. Hamlet is buried â€Å"like a soldier to a stage, / for he was likely, had he been put on, / to have proved the most royal† (5.2.442-444). Though Hamlet never wishes to be king, his pure humanity and strong morals prove to manifest his capabilities, even after death. It is integral for any actor playing the role of Hamlet to be well versed in the characteristics of his Hamlet predecessors, and to embrace their qualities while learning from their frailties. Whether on stage or on film, Hamlet is one of the most challenging roles for any actor to play. Two contemporary silver screen adaptations of Hamlet by Kenneth Branagh and Franco Zeffirelli portray the young Prince as a grieving individual vying to keep his virtue as corruption ensues. Branagh presents Hamlet’s famous â€Å"To be or not to be† soliloquy as the cinematic essence of the unraveling of Hamlet’s layers. Hamlet questions the meaning of right and wrong, while searching for his own purpose within the mirrors. Unfortunately for Hamlet, the mirrors neither hold truths nor divulge answers, thus he is left feeling a forsaken sense of betrayal. Branagh’s acting and directing are impressive in this scene, his emotions depict Hamlet’s internal conflict; he attempts to keep hold of his morals in a world void of any such ethics. Zeffirelli’s interpretation of Hamlet’s renowned â€Å"To be or not to be† soliloquy captures a darke r side the tragic hero. Though Mel Gibson’s superb acting highlights Hamlet’s emotional conflict of where he morally stands, the distrait directorial choice to locate the scene in the family crypt conveys too nefarious a mood and is confusing to the audience. Zeffirelli’s redemption comes in a glorious form his interpretation of Hamlet and Horatio’s conversation in the play’s final act. Zeffirelli shows an excellent understanding of the play’s overall purpose. He depicts Hamlet’s epiphany as a monologue rather than the end of a discourse between friends. By omitting Horatio from the latter portion of this scene, the audience is able to see Hamlet’s shift in perspective develop on its own. Hamlet overlooks the ocean and its horizon as he decides let his fate rest in the ebb and flow of life. Contradictorily, Branagh, using Shakespeare’s original context, does not enhance the viewer’s perception of Hamlet’s conflict. Rather Branagh chooses to show the intimate relationship between Hamlet and Horatio. Kenneth Branagh’s brand of symbolism in â€Å"Hamlet† delves into the true meaning beneath the pages of Shakespeare’s written word. He surpasses the usual film adaptations of a drama, which fail to provoke the imagination. He probes the audience with strong symbolism forcing thought, questioning, and imagination beyond the physical. Franco Zeffirelli, dissimilarity attempts to engage the viewer by shortening the scenes and speeches apropos to the common Hollywood adaptation. While the pace may be more exciting, it loses in cinematic depth. A great production of Hamlet incorporates the strife between the external forces pulling man from his values and learned morals. Hamlet should be portrayed by his struggle to protect his humanity while those he cares for try to strip the essence of morality from him. As Hamlet traverses grief, the actor should have the emotional depth to connect with the viewer, and versatility to surpass the realm of pure poignancy to enter profundity. Hamlet’s instructions to the players should be heeded by any director â€Å"let your own / discretion be your tutor. Suit the action to the / word, the word to the action, with the special / observance, that you overstep not the modesty of / nature† (3.2.17-21). Plays should convey a universal struggle of man and act as a window to the natural world, where the audience members are permitted to view the intimacies of a society contrasting their own – to this rule, Hamlet is no exception. Works Cited Hamlet. Dir. Franco Zeffirelli. Perf. Mel Gibson, Glenn Close, and Alan Bates. DVD. Hamlet. Dir. Kenneth Branaugh. Perf. Kenneth Branaugh, Julie Christie, and Derek Jacobi. DVD. Shakespeare, William. Hamlet. Ed. Barbara A. Mowat. Simon Schuster, 2003. Print.

Cervical Cancer Essay -- HPV Cancer, Cervical Cancer

Cervical cancer malignant cancer of the cervix uteris or cervical area. It may present with vaginal bleeding but symptoms may be absent until the cancer is in its advanced stages, which has made cervical cancer the focus of intense screening efforts using the Pap smear. About 2.2 percent of women carry one of the 2 virus strains most likely to lead to cervical cancer. One of the symptoms of Cervical Cancer is very Unusual amount of discharge. Treatment consists of surgery in early stages and chemotherapy and radiotherapy in advanced stages of the disease. An effective HPV vaccine against the two most common cancer-causing strains of HPV has recently been licensed in the U.S. These two HPV strains together are responsible for approximately 70% of all cervical cancers. Experts recommend that women combine the benefits of both programs by seeking regular Pap smear screening, even after vaccination. Symptoms of advanced cervical cancer may include: loss of appetite, weight loss, fatigue, pelvic pain, back pain, leg pain, single swollen leg, heavy bleeding from the vagina, leaking of urine or feces from the vagina, and bone fractures. Cervical cancer happens when cells in the cervix begin to grow out of control and can then invade nearby tissues or spread throughout the body. Large collections of this out of control tissue are called tumors. However, some tumors are not really cancer because they cannot spread or threaten someone's life. These are called benign tumors. The tumors that can spread throughout the body or invade nearby tissues are considered cancer and are called malignant tumors. Usually, cervix cancer is very slow growing although in certain circumstances it can grow... ...sease (STD) is the main cause of cervical cancer. Cervical cancer resembles various nonmalignant venereal diseases in that it is associated with promiscuity. In to that?s addition, there was also another possible risk factor, Evita's mother died of cervical cancer at the age 77. Cervical dysplasia is a also condition characterized by the presence of abnormal cells in the cervix, indicating either precancerous or cancerous cells. The condition is classified as low-grade or high-grade, depending on the extent of the abnormal cell growth. Low-grade cervical dysplasia progresses very slowly and typically resolves on its own. High-grade cervical dysplasia, however, tends to progress quickly and usually leads to cervical cancer. An estimated 66% of cervical dysplasia cases are estimated to progress to cancer within 10 years.

Life lessons

3 Life Lessons Although there are many reasons that our souls come to earth, one of the main reasons I believe we come here is to learn a valuable lesson. If we did not learn this lesson through out a life time, our souls would come back to repeat the process. I believe I have learned a few lessons from my time here on earth. One lesson I have learned is to never take things or people for granted. At some point in our lives, we realize that we take things for granted, we take each other for granted.Meaning we get so comfortable in having certain things in our lives and ertain people around us. It is when we no longer have those things or people that we come to the realization that we have taken things for granted. It's natural to get comfortable. It's human nature. We can't help ourselves. It is wise to stop and think about the things we do have, instead of complaining about what we don't because one day, what you once had, how you once lived, who you once had in your life; will no l onger be there.People habituate affection and cripple the finest part of life. So appreciate everything while it is here. Be grateful, give thanks to God and above all, let those in your life today know that you care about them and that you are grateful they are in your life. Another life lesson I have learned is to not be afraid to make mistakes. Whenever we try anything new, we might make some mistakes. We can't possibly know everything that's going to happen when we try something new. Sometimes we Just have to try something before we can learn about it.Mistakes are a part of life. As Einstein said, the only people who don't make mistakes are those who don't try nything new. If there's something you have a burning desire to do, don't let the fear of making mistakes hold you back. We are not perfect. We are a mere blip on the timeline of existence. Life existed long before we came here and it will continue long after we're gone. You were only given one life to live and only you can make the most of it. No one else can make you take advantage of opportunity; it's up to you to muster the courage to embrace it.As my dad once taught me â€Å"If you want something ouVe never had, you must do something youVe never done. † The final lesson I've learned is to live life with no regrets. I learned this lesson through a song called â€Å"My Way† by Frank Sinatra. As we get older we learn and grow. But that doesn't mean we have to regret what we did before we learned how to do things differently. If we didn't go through those experiences we might not have grown into the strong and knowledgeable people we are today. Many people have heard of the saying â€Å"live today as it were your last.This saying holds true for everyone. When we get older we tend to reflect on what we have done through life and Judge ourselfs. No one wants to lie on their death bed and think about their past mistakes and wish their life had taken a different turn. Wouldn't we want to h ave a positive outlook on life? Those who lived life with no regrets live happier lives and obtain a higher level of wisdom. something it. The few lessons I have learned will never be forgotten. There are still many valuable lessons for me to learn and ill strive to find them.

Identify Some of the Factors That Make People Help Others.

Identify some of the factors that make people help others. Who helps the most, and in what cases (whom) are they especially likely to help? Illustrate your answer with examples. Giedrius Statkus Department of Psychology, Keynes College, CT2 7NP Identify some of the factors that make people help others. Who helps the most, and in what cases (whom) are they especially likely to help? Illustrate your answer with examples. Many different factors have been shown to influence people’s willingness to help others. The motive behind certain type of help can be certain rewards for helping however other types of help do not always appear to have a clear motive. This was noted by Comte (1875 as cited in Batson & Shaw 1991, Baumaister & Bushman, 2011) who studied the question of helping others, philosophically and suggests that there are two key types of help displayed by people. He describes these as either Egoistic Helping (EH) or Altruistic Helping (AH). The former refers to the type of help where an individual is clearly aware of a reward for performing the help, such as can be seen in some volunteers workers, whose clear reward is experience and recommendations. The latter however refers to situations where an individual’s willingness to help is unaided by any conscious reward. AH behaviour can be seen in such examples as helping a broken down stranger fix a car tyre on a road (Pomzal & Clore, 1973 as cited in Baumaister & Bushman, 2011). The factors influencing the latter type of help are the ones mainly considered throughout this essay. However these factors have a varied effect on different people, this variation can be based on gender, age and other individual differences. It has been suggested that one major factor influencing the willingness of people to perform AH is empathy (Batson, Batson, Slingsby, Harrell, Peekna & Todd, 1991). The theory suggests that individuals witnessing someone in need of help, as they are displaying distress or pain, will experience similar feelings themselves. This is supported by many studies (Baumaister & Bushman, 2011) however of key importance are studies conducted via observing the process of empathy in the brain using Functioning Magnetic Resonance Imaging (fMRI) (Singer, Seymour, O’Doherty, Kaube, Dolan & Firth, 2004). In their study participants were subjected to electric shocks while undergoing an fMRI scan, after that they had to watch as their spouses undergo the electric shocks. The scans showed that the brain’s responses were similar, for both conditions, and that witnessing the shocks and receiving them affected the same areas of the brain. Other studies have also found empathy between emotional states such as happiness or sadness and other situations (Singer, Seymour, O’Doherty, Kaube, Dolan & Firth, 2004). Therefore this confirms Batson’s et al. (1991) suggestion that if an individual is witnessing someone in distress, he also experiences some distress and therefore helping that person would be the fastest way to relieve it. There are many other factors playing roles in influencing willingness to help, however many of them may also be explained via empathy. As these other factors may increase or decrease empathy which could result in increased willingness to help. The fact that reward in AH is not obvious is not to say that it does not exist. As mentioned previously the relieving of distress may be one form of reward experienced through AH. Other rewards to be considered may be the need for praise or some sort of award (Batson, et al. 1988 as cited in Baumaister & Bushman, 2011). Another motivation may be fear of punishment, often in the form of social disproval, the fear of people knowing you could of helped, but did not. This can aid understanding of AH on an evolutionary and survival basis. As in some cases AH may mean less resources or putting oneself in danger (Dawkins 1988 as cited in Baumaister & Bushman, 2011) it can be said that such behaviour is counterproductive to survival. Except in clear cases of close family AH, where the help would favour the survival of the helping individual’s genes either way. However modern human survival, and therefore chance of reproduction, is highly dependent on social acceptance (Coie, Dodge & Coppotelli, 1982). Therefore avoidance of punishment, in the form of social disproval is often a sufficient reward for AH. Empathy can be seen as a major aspect of other factors influencing willingness to help too, for example it has been shown that people feel more empathy for people similar (Frans, 2008) and are more willing to help based on similarity between them and the person needing help, such as similar clothes (Eimswiller, Deux & Willts, 1971 as cited in Baumaister & Bushman, 2011), personal values (Batson, Duncan, Ackerman, Buckley & Birch, as cited in Batson & Shaw, 1991) and other features. This may be because people are more likely to experience empathy for people who are ore like them instead of someone who is very different. This can be seen in Batson’s et al. (1981 as cited in Batson & Shaw, 1991) study where participants who believed a person undergoing electric shocks held personal values that were very different to the participants’ values, were less likely to take the victim’s place and receive shocks instead of them. This is supported by the green beard theory, a term coined by Dawkins (1976 as cited in West & Gardener, 2010) in reference to a theoretical gene that would encode the information of a green beard and make green bearded people more likely to help others with a green beard. In this theory the green beard is an example of an obvious visual feature. Although just a theoretical principal for which the relevant genes have only been observed in the study of micro-organisms (West & Gardener, 2010) and other far less genetically complex, than humans, life forms (Fostner, Wensler & Ratnier, 2006). It is suggested that a much more complex system may be a viable genetic explanation for the way in which AH is influenced by people with similar features. Although the theory is criticised in its current state as it has been said that one allele would be incapable of encoding and identifying all the relevant information necessary (Henrich 2001). This however led others (Jansen & Baalen, 2006) to suggest that, instead, a number of genes could encode some features of appearance, or a â€Å"visable tag† (West & Gardener, 2010, p. 1344), and a separate, gene would encode the ability to recognise similarity and influence AH when it is recognised. For example it has been shown that people empathise more with close members of their family (Frans, 2007). As well as being more willing to help them (Burnstein, Crandall & Kitayama, 1994). This was especially true for close members of the family such as siblings. The willingness to help was found to decrease as the family ties grew weaker. In all cases people were three times more likely to help close family members such as siblings than nephews and cousins, they were even less likely to help strangers or friends. This was especially true if the sibling in question is a monozygotic twin of the individual (Burnstein, Crandall & Kitayama, 1994). The willingness to help for un-identical twins was considerably lower, by up to half as willing, suggesting that AH is an important behaviour for successful evolution and survival as it favours identical genes. This staggering difference between identical gene siblings and dizygotic twins could also be related to the green beard theory mentioned earlier. As the perfect visual tag for an altruistic gene to identify would, in the case of monozygotic twins, be a completely identical appearance. AH was also found to be dependent on age (Baumaister & Bushman, 2011). For example Burnstein et al. (1994) found that people’s willingness to help young children of age 1 was identical to the amount of willingness seen at age 25. Overall, willingness to help was found to quickly reach a peak at the age of 10 and then steadily decrease as people get older. For the final recorded age, of 75, willingness to help had decreased by a quarter when compared to age 1. People’s health was also noted as an important factor in influencing willingness to help. It was found that people are more willing to help healthy individuals than those suffering from ill-health. This may be due to survival reasons as healthy individuals are much more likely to help the person in return and therefore increase their rate of survival. In cases of AH, it can be said that, the evaluation of ability to reciprocate may be performed unconsciously. The same concept applies to old and very young individuals who are also less able to reciprocate the help they receive. The attractiveness of an individual is also a recognised factor in one’s willingness to help (Harrel, 1978 as cited in Baumaister & Bushman, 2011). This is often hard to explain in regards to evolution and survival theories. One aspect considered is that attractiveness may be evaluated as health, as attractiveness and health evaluations have been shown to positively correlate (Taylor and Brown, 1988). However a study by Juhnke et al. (2001) found that attractiveness does not necessarily rely on physical features. He found people dressed more attractively are also more likely to receive help. A possible critique of this finding could be that in this case the more attractive people were seen as richer, and therefore their ability to reciprocate would be higher. This would however contradict Burnstein’s et al. (1994) finding, which demonstrates that people would be significantly less likely to help rich people than poor people across every situation. And although based on participants’ conscious evaluation of their willingness to help, the results are consistent across all participants and therefore suggest that Juhnke’s et al. (2001) findings were related to attractiveness, if not as the sole factor than at the very least more than the effect of a ealthy appearance. This finding is also more supported by the survival via reproduction theory since in some cases it appeared to have a sex specific effect, (Pomzal & Core, 1973 as cited in Baumaister & Bushman, 2011) where male participants were found to be more likely to help females than males, especially if the female is attractive. They also report that males are more willing to help than females overall which is an important finding as this slightly contradicts Batsonâ €™s et al. 1991) theory, of empathy being the most important factor in AH as Davis (1980) has pointed out that females display a much higher level of empathy across many different AH related situations. This may be related to Dawkin’s (1989 as cited in Baumaister & Bushman, 2011) theory. He proposes that willingness to help is directly affected by the loss incurred in the process of helping. Therefore although women may want to help more than males, as they feel higher empathy, they may be prevented by fear of loss. This is because most AH requires a form of loss of resources, time or putting oneself in danger (Batson & Shaw, 1991) as only in cases of unconscious and reflex powered reactions are people willing to put their survival over the person in need of help. This sort of behaviour is most often seen in combat situations and almost never occurs if people are able to consider the threat posed to them (Batson & Shaw, 1991) Individuals’ willingness to help people is affected by many factors as discussed. This can be seen in many forms. Some forms of help are motivated by feelings of distress caused through empathy. This coupled together with unconscious reward seeking and punishment avoidance influences people in making the decision of whether to help or not. Although empathy may be the predominant factor it is also important to mention that it is heavily influenced by other factors such as age, gender, family ties and physical or mental similarities. However empathy at times is affected by other factors such as the cost of helping someone. For example men are less likely to be helped, however are more likely to be willing to help than females. Females, although experiencing higher empathy and therefore maybe higher willingness to help are said to be more aware of fear of loss. This may also be influenced by the fact that males feel higher social expectations, to help, than females. Although another reason may simply be survival as the people most likely to be helped are often the same people who are most capable of reciprocating the help. In the case of 10 year old children and young adults receiving more help than elderly people or young children it may be because they can be said to be evaluated as having more chance of reciprocating this help. Same can be said for the health bias influencing willingness to help. Healthy people are more likely to receive help as they are more likely to have the ability to return the help. The fact that attractive people are more likely to be helped than less attractive people is thought to be highly linked to peoples’ willingness to help healthy people. Helping close family is also affected by health although the predominant factor here is the closeness of the family relationship. Children and parents are as willing to help each other as siblings who are significantly more willing to help each other than they are willing to help nephews, cousins or other family members. The only group more likely to help each other are identical twins, this evidence fits in with the selection of kin theory of evolution and therefore is most likely based on survival of the genes. Genes appear to be the most likely explanation for the fact that people are very likely to help individuals who appear similar to them. As suggested by the theory that certain genes may help their own survival by creating visual tags in people who share the same genes or by encoding recognition of similarity. This visual tag would be recognised by the other individuals carrying the same genes and therefore AH would be increased. When all the discussed factors are considered it can be seen that people’s willingness to help and their choice of whom they help, is motivated and influenced by many factors which all interact in a complex manner. References Batson, C. D. , Batson, J. G. , Slingsby, J. K. , Harrel, K. L. , Peekna, H. M. , & Todd, R. M. (1991). Empathic Joy and the Empathy-Altruism Hypothesis. Journal of Personality and Social Psychology, 61, 413-426. Batson, C. D. , & Shaw, L. L. (1991). Evidence for Altruism: Toward a Pluralism of Prosocial Motives. Journal of Psychological Inquiry, 2(2), 107-122. Baumeister, R. F. , & Bushman, B. J. (2011) Social Psychology and Human Nature (2ed. ). Belmot, California: Wadsworth. Burnstein, E. , Crandall, C. , & Kitayama, S. (1994). Some Neo-Darwinian Decision Rules for Altruism Wighting Cues for Inclusive Fitness as a Function of the Biological Importance of the Decision. Journal of Personality and Social Psychology, 67(5), 773-789. Coie, J. , Dodge, D. K. , & Coppotelli, H. A. (1982). Dimensions and Types of Social Status: A Cross-Age Perspective. Developmental Psychology, 18(4), 557-570. doi:10. 1037/0012-1649. 18. 4. 557 Davis, M. H. (1980). A Multidimensional Approach to Individual Differences in Empathy, JSAS Catalog of Selected Documents in Psychology, 10, 85-104. Foster, K. R. , Wenseler, T. , & Ratnieks, L. W. (2006) Kin Selection is the Key to Altruism. Trends in Ecology and Evolution, 21(2), 57-60. Frans, B. M. (2008). Putting the Altruism Back into Altruism: The Evolution of Empathy. The Annual Review of Psychology, 59, 279-300. Henrich, J. (2001) Cultural Group Selection, Coevolutionary Processes and Large-Scale Cooperation. Journal of Economic Behavior & Organization, 53, 3–35. Jansen, V. A. , & Baalen, M. (2006). Altruism Through Beard Chromodynamics. Nature, 44(30), 663-666. Juhnke, R. , Barmann, B. , Vickery, B. , Cunningham, M. , Hohl, J. , Smith, E. , & Quinones, J. (2001). Effects of Attractivness and Nature of Request on Helping Behaviour, Journal of Social Psychology, 127(4), 317-322. Singer, T. , Seymour, B. , O’Doherty, J. , Kaube, H. , Dolan, R. J. , & Frith, C. (2004). Empathy for Pain Involves the Affective but not Sensory Components of Pain. Science, 303, 1157-1161. Taylor, S. E. , & Brown, J. D. (1988) Illusion and Well-Being: a Social Psychological Perspective on Mental Health. Psychological Bulletin, 103(2), 193-210. doi: 10. 1037/0033-2909. 103. 2. 193 West, S. A. , & Gardener, S. (2010). Altruism, Spite, and Greenbeards. Science, 327, 1341-1344.

Lost Technology essays

Lost Technology essays The new age of discovery began during the 16th century with the renaissance and western exploration. Great advances in science and medicine were being made and the mechanized world came to life with the industrial revolution. Most of what we consider modern science and ideas has been developed since the 1500s, but the ancient Greeks were making similar discoveries two millennia before that. Due to constant invasions by outside forces and the suppression of Greek learning by the church, many of the teachings and innovations of the ancient Greeks were lost to the western world. The ancient Greeks made discoveries in the sciences such as medicine, astronomy, and technology that were far ahead of what most people associate with the ancient world. In medicine the Greeks studied the brain and human anatomy under the physician Herophilus. Herophilus discovered the human nervous system and was aware that the brain controlled these systems (McKay). The Greeks were also aware of the benefits of drugs to treat illness and used pain relievers such as opium. Despite the great work of some of the Greek physicians, there were still many people who claimed to be able to heal using magic and potions. These abuses caused many Romans to reject Greek medicine and as the Romans became more powerful these medical discoveries were forgotten by most of the western world. Astronomy was another area that the Greeks explored in depth. Without the use of telescopes, the Greek astronomer Aristarchus determined that the earth was not the center of the universe and developed the heliocentric theory that the earth and other planets revolve around the sun (McKay). Eratosthenes, a Greek scientist from the 3rd century BC, realized that the earth was actually round and was able to calculate its circumference accurately within 200 miles. Eratosthenes made the claim that a ship could sail around the globe to the east 1800 years before Colu ...

Recommendation Letter Requirements How to Find

Recommendation Letter Requirements How to Find SAT / ACT Prep Online Guides and Tips Along with researching your colleges’ deadlines and requirements, you also need to figure out exactly what each one’s policy is toward recommendation letters. Some schools may ask for one or two letters, while others may actually prohibit them outright. This guide is meant to help you locate the crucial information you need. First, we’ll go over the questions you need to ask. Then, we’ll take you through the process of searching for this info, step by step. To begin, what do you need to know? What Do You Need to Know About Recommendation Letter Requirements? Before you can make sure you have all the answers, you need to know what questions to ask. There are a few key answers you need to gather: How many letters do you need? More specifically, do you need one from your counselor? From a teacher? If so, do you need one, two, or (in rare cases) three teacher recommendations? Does it matter who you ask? Do you need to ask teachers of a certain subject, or can you ask anyone? Does your school have any special requirements, like a personal, artistic, or peer evaluation? (This is rare, but applies to a few schools.) Can you send a supplemental recommendation? Does your school encourage, discourage, or prohibit extra letters? How do your recommenders submit their letters? Do they upload them on tothe Common Application or school application? If necessary, can they send them via mail? And last, but not least - when’s the deadline? These are the most important questions that need answers. You should be able to find this information on each school’s admissions website. If it’s not spelled out there, then you should feel free to call up the admissions office and ask. Some schools won't even read letters if you send them, like those in the University of California system, while others make space on the Common App for you to submit two additional teacher letters, like Brown. More commonly, schools want one or two teacher recommendations, but it's important to check because there's such a range of policies. Since every school’s website is different (and some are inexplicably confusing to navigate), let’s go through the steps of researching a few popular schools with differing policies towards recommendation letters. Let’s start with schools in the University of California system, and then take a look at the University of Virginia and Harvard. The journey begins. How to Search for the University of California’s Recommendation Letter Policy Your first step for all these schools should be to head to Google. Search for â€Å"name of school + admissions† and findits admissions page. PrepScholar also has a large database of colleges and their requirements and admissions rates, so you can find data by searching for â€Å"PrepScholar + name of school.† Every admissions site is a little different, so you may have to do a little digging around before getting to the information you need. Often a page called â€Å"Application Instructions† or â€Å"Application Checklist† will get you where you need to go, usually along with choosing whether you’re a U.S. prospective freshman, transfer student, or international student. On the University of California admission page, you’ll see its rec letter policy in a sidebar: â€Å"UC does not require (nor read) letters of recommendation at the time of application. A campus may ask for them later as part of a supplemental review, so be sure to check your email.† You can see why it’s so important to check policies. Not only does UC not require you to send a rec letter, but it won’t even read one if you do! What’s the lesson here? Always do your research before sending any supplemental recommendation letters. When you create your online account to apply to a UC school, you’ll see that there’s no tab to invite recommenders. For other schools, this will be part of the school’s app or Common Application. Now let’s take a look at the University of Virginia, which asks for one counselor and one teacher recommendation. How to Search for University of Virginia’s Recommendation Letter Policy Back to Google! Start by searching for â€Å"University of Virginia + admissions.† Double check that you’re in undergraduate admissions, by the way, if your college has a graduate school. Once you get to UVA’s site, you’ll see a dropdown menu where you can click on â€Å"Instructions.† These instructions tell you to send â€Å"recommendations from one counselor and one teacher.† You can also click on School Forms and Deadlines for more detailed info. If you’re wondering about UVA’s policy towards supplemental letters, unfortunately its website doesn’t say. Not to worry! A search of â€Å"UVA + supplemental recommendation† brings up the UVA blog. According to this blog, UVA doesn’t really want you to send an extra letter, but will consider it if it really adds something significant to your application. Generally speaking, it’s discouraged. Finally, let’s consider Harvard and its guidelines for recommendation letters. How to Search for Harvard's Recommendation Letter Policy The first step should be old hat to you by now. Head over to Google and search for "Harvard + admissions." Once you get to Harvard's admissions page, you can click on "Application Requirements." Then select whether you're a freshman applicant, transfer student, or visiting student. Here you'll find that Harvard wants to see the evaluation from your counselor and two teacher letters. Compared to other Ivy League schools, Harvard's website is pretty tight-lipped about what it's looking for in teacher recommendation letters. All it really says is, "Ask two teachers in different academic subjects who know you well to complete the Teacher Evaluation forms." The website does refer you to its posts in the New York Times blog for more insight into the admissions process. According to this blog, recommendations are "extremely important" in the admissions process. Officers read them "with great care" and look for "such personal qualities as character and leadership as well as intellectual curiosity, creativity, and love of learning...[they] can offer evidence of an applicant's potential to make a significant difference to a college community and beyond." As you can tell, recommendation letters are closely reviewed in Harvard's process, as well as at other selective schools. Also like other schools, Harvard seems to consider supplemental recommendations if they truly add something substantial to your application. At the same time, it neither expects nor encourages them. Now that you know how to track down your schools' recommendation letter policies, you also want to make sure you know how to submit them. How Do Your Recommenders Submit Their Letters? If you're applying through the Common Application, then you'll invite your recommenders to upload their letters. As long as you fill in their name, position, and emails correctly, then the rest is up to your recommenders. The same should go for a school's individual online application. Since Harvard allows you to submit a supplemental recommendation, it leaves space on the Common Application for you to assign an "additional recommender." If your recommender can't upload her letter online for some reason, you should be able to send a hard copy by mail to the school's admissions office. In this case, make sure to provide your recommender with a pre-addressed, pre-stamped envelope, and to follow up with her that she sent it off by the deadline. If you're clear on all the guidelines, then you can communicate them clearly to your recommenders. Let's briefly review what that key info is. Key Points to Remember There's a lot of planning that goes into asking for recommendation letters and getting them submitted. Make sure to search online for each of your school's rec letter policies, which should be outlined on its admissions page. The schools mentioned here don't specify exactly who you should ask for rec letters, but some schools do give guidelines. MIT and CalTech, for instance, instruct you to ask one humanities or social studies teacher and one math or science teacher. If you still have questions that aren't answered online (unfortunately, sometimes they won't be), you should contact the admissions office directly. The people there will be able to get you the information you need. Finally, be thoughtful and intentional about who you ask for recommendation letters, whether they're your core recs or supplemental ones. You want to make sure each letter adds something insightful, complimentary, and substantial to your story. If your letters accomplish this, then they can be extremely helpful in tipping the admissions decision in your favor. What's Next? Check out these detailed guides that will help you get the best recommendation letters and impress admissions officers: How to Request a Letter of Recommendation What Makes for a Good Letter of Rec? Why Are Recommendations Important to Your Application? How Admissions Officers Read Rec Letters Recommendation Letters for Harvard Examples of Great Teacher Recs and Counselor Recs Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Relationship between Liberalism and Feminism Research Paper

The Relationship between Liberalism and Feminism - Research Paper Example Feminism is somewhat an expansion of the liberal plan. The relationship between liberalism and feminism is very close but at the same time extremely complicated. The origin of both the principles lies in the materialization of individualism and independence as a common concept of social life; neither feminism nor liberalism is possible without a certain idea of people as independent, free, and being equal individuals, liberated from the recognized, hierarchical ties of conventional culture and society. Although moderation and feminism belong to the same foundation, their supporters have repeatedly been disparate and opposed from the previous two hundred years. The course and range of feminist disapproval of liberal concepts of the community and the public have changed to a great extent in various stages of the feminist plan. An examination of this condemnation is made more complex because liberalism is intrinsically vague about the private and the public and liberals and feminist dif fer about why and where the separation among the two areas should be done, or, according to some modern feminist point of view, if it ought to be separated at all. Feminism is frequently perceived as nothing further than the achievement of the bourgeois and liberal transformation, as an expansion of liberal values and rights to men and women both simultaneously. The need to have equal rights for every individual has been an imperative stance of feminists at all times. Nevertheless, the effort to universalize tolerance and broadmindedness has more influential results than is often cherished because at the end it unavoidably defies the liberalism itself.