Arrest of Papon essays

Arrest of Papon essays During the mid 1900s there was a war, World War II, also known as the Holocaust. At this time many Jews had been tortured and killed by the Nazis. A few years ago a man by the name of Maurice Papon had been trailed and arrested for being racist against Jews in France. He had tried to deport many Jews and had been caught doing so. This was something that had not been tolerated by many anymore therefore he had been jailed and now he is out. The arrest of Mr. Papon had been a major issue. His trail was a six month process and the most expensive in French History. In the end he was charged guilty and sentenced to 10 years in jail. He had been a Nazi and was caught in acting upon it. Now, five years after his arrest he is out and free. He was released due to the fact that he was too ill. Many say that he had come out with a healthy smile on his face. The only condition which Papon must follow is that he must get authorization each time he wishes to leave his house. I believe that Papon should not have been released. People like Papon had killed many Jews many years ago and should be punished for their acts. For him to be released is really unbelievable because his acts are unforgivable and the decision should have been more thought out. All in all, the Holocaust was something that many people do not wish to remember therefore when people like Papon try to do similar acts they should not be left unpunished. He should have been left in jail for his full sentence no matter how ill be claimed to be. ...

How to Write a Great College Essay, Step-by-Step

How to Write a Great College Essay, Step-by-Step SAT / ACT Prep Online Guides and Tips Writing your personal statement for your college application is an undeniably overwhelming project. Your essay is your big shot to show colleges who you are - it’s totally reasonable to get stressed out. But don’t let that stress paralyze you. This guide will walk you through each step of the essay writing process to help you understand exactly what you need to do to write the best possible personal statement. I'm alsogoing to follow an imaginary student named Eva as she plans and writes her college essay, from her initial organization and brainstorming to her final edits. By the end of this article, you'll have all the toolsyou need to createa fantastic, effective college essay. So how do you writea goodcollege essay? The processstarts with finding the best possibletopic, which means understanding what the prompt is asking for and taking the time to brainstorm a variety of options. Next, you'll determinehow to create an interesting essay that shows off your unique perspective and write multiple drafts in order to hone your structureand language. Onceyour writing is as effective and engaging as possible, you'll do a final sweep to make sure everything is correct. This guide coversthe following steps: Organizing Brainstorming Picking a topic Making a plan Writing a draft Editing your draft Finalizing your draft Repeating the process Feature Image: John O'Nolan/Flickr Step 1: Get Organized The first step in how to write a college essay is figuring out what you actually need to do. Although many schools are now on the Common App, some very popular colleges, including University of Texas and University of California,still have their own applications and writing requirements. Even for Common App schools, you may need to write a supplemental essay or provide short answers to questions. Before you get started, you shouldknow exactly what essays you need to write. Having this information allows you to plan the best approach to each essay and helps you cut down on work by determining whetheryou can use an essay for more than one prompt. Start Early Writing good college essays involves a lot of work: you need dozens of hours to get just one personal statement properly polished, and that's before you even start to consider any supplemental essays. In order to make sure you have plenty of time to brainstorm, write, and edit your essay (or essays), I recommend starting at least two months before your first deadline. The last thing you want is to end up with a low-quality essay you aren't proud of because you ran out of time and had to submit something unfinished. Determine What You Need to Do As I touched on above, each college has its own essay requirements, so you'll need to go through and determine what exactly you need to submit for each school. This process issimpleif you’re only using the Common App, since you can easily view therequirements for each school under the "My Colleges" tab. Watch out, though, because some schools have a dedicated "Writing Supplement" section, while others (even those that want a full essay) will put their prompts inthe "Questions" section. It gets trickier if you’re applying to any schools that aren't onthe Common App. You'll need to look up the essay requirements for each college - what's required should be clear on the application itself, or you can look under the "how to apply" section of the school's website. Once you've determined the requirements for each school, I recommend making yourself a chartwith the school name, word limit, and application deadline on one side andthe prompt or prompts you need to respond to on the other. That way you'll be able to see exactly what you need to do and when you need to do it by. Decide Where to Start If you have one essay that's due earlier than the others, start there. Otherwise, start with the essay for your top choice school. I would also recommend starting with alonger personal statement beforemoving on to shorter supplementary essays, since the 500 - 700 word essays tend to take quite a bit longer than 100 - 250 word short responses. The brainstorming you do for the long essay may help you come up with ideas you like for the shorter ones as well. Also considerwhether some of the prompts are similar enough that you could submitthe same essay to multiple schools. Doing so can save you some time and let you focus on a few really great essays rather than a lot of mediocre ones. However,don't reuse essays for dissimilar or very school-specific prompts, especially â€Å"why us† essays. If a college asks you to write aboutwhy you're excited to go there, admissions officers want to see evidence that you're genuinely interested. Reusing an essay about another school and swapping out thenames isthe fastest way to prove you aren't. Example: Eva's College List Eva is applying early to Emory University and regular decision to University of Washington, UCLA, and Reed College. Emory and Reed both use the Common App. College Essay Prompt University of Washington December 1st 600 words Discuss how your family’s experience or cultural history enriched you or presented you with opportunities or challenges in pursuing your educational goals. OR Tell us a story from your life, describing an experience that either demonstrates your character or helped to shape it. University of Washington December 1st 300 words The University of Washington seeks to create a community of students richly diverse in cultural backgrounds, experiences, and viewpoints. How would you contribute to this community? OR Describe an experience of cultural difference or insensitivity you have had or observed. What did you learn from it? UCLA November 30 1,000 words total Describe the world you come from - for example, your family, community or school - and tell us how your world has shaped your dreams and aspirations. AND Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud and how does it relate to the person you are? Common App November 1 650 words 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again? 4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. 5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family. Emory University 500 words November 1 Last August, Susan Grant, chief nurse executive for Emory Healthcare, said this of Emory’s choice to treat patients with Ebola: "We can either let our actions be guided by misunderstandings, fear and self-interest, or we can lead by knowledge, science and compassion. We can fear, or we can care." Consider her idea of doing what is in the public interest despite potential cost. Please discuss an example in your life or the life of another that's come to your attention. OR In the spirit of Emory's tradition of courageous inquiry, what question do you want to help answer and why? Reed College Jan 1 200-500 words For one week at the end of January, Reed students upend the traditional classroom hierarchy and teach classes about any topic they love, academic or otherwise. This week is known as Paideia after the Greek term signifying â€Å"education† – the complete education of mind, body and spirit. What would you teach that would contribute to the Reed community? Even though she's only applying to four schools, Eva has a lot to do: two essays for UW, two for the UC application, and one for the Common App, plus the supplements for Reed and Emory. Manystudents will have fewer requirements to complete, but those who are applying to very selective schools or a number of schools on different applications will have as many or even more responses to write. Since Eva's first deadline isearly decision forEmory, she’ll start by writing the Common App essay, and then work on the Emory supplement. (For the purposes of this post, we’ll focus on the Common App essay.) Colored paper clips: functionaland fun! (At least if you love organization.) Step 2: Brainstorm Next up in how to write a college essay: brainstorming essay ideas. There are tons ofways to come up with ideas for your essay topic: I've outlined three below. I recommend trying all of themand compilinga list of possible topics, then narrowing it down to the very best one or, if you're writing multiple essays, ones. Keep in mind as you brainstorm that there’s no best college essay topic, just the best topic for you. Don’t feel obligated to write about something because you think you should - those types of essays tend to be boring and uninspired. Similarly, don't simply write about the first idea that crosses your mindbecause you don't want to bother trying to think of something more interesting. Take the timeto come up with a topic you’re really excited about and that you can write about in detail. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: Analyze the Prompts One way to find possibletopics is to think deeply aboutthe college's essay prompt. What are they asking you for? Break them downand analyze every angle. Does the question include more than one part? Are there multiple tasks you need to complete? What do you think the admissions officers are hoping to learn about you? In cases where you have more than one choice of prompt, does one especially appeal to you? Why? Let's dissectone of the University of Washington prompts as an example: "Discuss how your family’s experience or cultural history enriched you or presented you with opportunities or challenges in pursuing your educational goals." This question is basically asking how your family affected your education, but it offers a number of possible angles. You can talk about the effects of either your family life (likeyour relationship with your parents or what your household was like growing up) or your cultural history (like your Jewish faith or your Venezuelan heritage). You can also choose between focusing on positive or negative effects of your family or culture.No matter what however, the readersdefinitely want to hear about your educational goals (i.e. what you hope to get out of college) and how they're related to your personal experience. As you try to think of answers for a prompt, imagine about what you would say if you were asked the question by a friend or during a get-to-know-you icebreaker. After all, admissions officers are basically just people who you want to get to knowyou. The essay questions can make a great jumping off point, but don’t feel married to them. Most prompts are general enough that you can come up with an idea and then fit it to the question. Consider Important Experiences, Events, and Ideas in Your Life What experience, talent, interest or other quirk do you have that you might want to share with colleges? In other words, what makes you you?Possible topicsinclude hobbies, extracurriculars, intellectual interests, jobs, significant one-time events, pieces of family history, or anything else that has shaped your perspective on life. Unexpected or slightly unusual topics are often the best: your passionate love of Korean dramas or your yearly family road trip to an important historical site. You want your essayto add something to your application, so if you’re an All-American soccer player and want to write about the role soccer has played in your life, you’ll have a higher bar to clear. Of course if you have a more serious part of your personal history - the death of a parent, serious illness, or challenging upbringing - you can write about that. But make sure you feel comfortable sharing details of the experience with the admissions committee and that you can separate yourself from it enough to take constructive criticism on your essay. What do you see when you look in the mirror? Think About How You See Yourself The last brainstorming method is to consider whether there are particular personality traits you want to highlight. This approach can feel rather silly, but it can also be very effective. If you were trying to sell yourself to an employer, or maybe even a potential date, how would you do it? Try to think about specific qualities that make you stand out.What are some situations in which you exhibited this trait? Example: Eva's Ideas Looking at the Common App prompts, Eva wasn’t immediately drawn to any of them, but after a bit of consideration she thought it might be nice to write about her love of literature for the first one, which asks about something "so meaningful your application would be incomplete without it." Alternatively, she liked the specificity of the failure prompt and thought she might write about a bad job interview she had had. In terms of important events, Eva’s parents got divorced when she was three andshe’s been going back and forth between their houses for as long as she can remember, so that’s a big part of her personal story. She’s also played piano for all four years of high school, although she's not particularlygood. As for personal traits, Eva is really proud of her curiosity - if she doesn’t know something, she immediately looks it up, and often ends up discovering new topics she’s interested in. It’s a trait that’s definitely come in handy as a reporter for her school paper. Step 3: Narrow Down Your List Now you have a list of potential topics, but probably no idea where to start. The next step is to go through your ideas and determinewhich onewill make for the strongest essay. You'll thenbegin thinking about how best to approach it. What to Look For in a College Essay Topic There's no single answer to the question of what makes a great college essay topic, but there are somekey factors you should keep in mind. The best essaysare focused, detailed, revealing and insightful, and finding the righttopic is vitalto writing a killer essay with all of those qualities. As you go through your ideas, be discriminating - really think about how each topic could work as an essay. Butdon’t be too hard on yourself; even if an ideamay not work exactly the way you first thought, there may be another way to approach it. Pay attention to whatyou're really excited about and look for ways to make those ideas work. Once you have a bunch of "idea"s, you have to decide which one really stands out. Does ItMatter to You? If you don’t care about your topic, it will be hard to convince your readers to care about it either. You can't write a revealing essay about yourself unless you write about a topic that is truly important to you. But don’t confuse important to you withimportantto the world:a college essay is not a persuasive argument. The point is to givethe reader a sense of who you are, not to make a political or intellectual point. The essay needs to be personal. Similarly, a lot of students feel like they have to write about a major life event or their most impressive achievement. But the purposeof a personal statement isn't to serve as a resume or a brag sheet - there are plenty of other places in the application for you to list that information. Many of the best essays areabout something small because your approach to acommon experience generallyreveals a lot about your perspective on the world. Mostly, your topic needs to have had a genuine effect on your outlook, whether it taught you something about yourself or significantly shifted your view on something else. Does It Tell the Reader Something Different About You? Your essay should add something to your application that isn’t obvious elsewhere. Again, there are sections for all of your extracurriculars and awards; the point of the essay is to reveal something more personal that isn't clear just from numbers and lists. You also want to make sure that if you're sending more than one essay to a school - like a Common App personal statement and a school-specific supplement - the two essays take on different topics. Is ItSpecific? Your essay should ultimately have a very narrow focus. 650 words may seem like a lot, but you can fill it up very quickly. This means you either need to have a very specific topic from the beginning or find a specific aspect of a broader topic to focus on. If you try to take on a verybroad topic, you’ll end up with a bunch of general statements and boring lists of your accomplishments. Instead, you want to find a short anecdote or single idea to explore in depth. Can You DiscussIt in Detail? A vague essay is a boring essay - specific details are what imbueyour essay with yourpersonality. For example, if I tell my friend that I hada great dessert yesterday, she probably won't be that interested. But if I explainthat I ate an amazing piece of peach raspberry pie with flaky, buttery crust and filling that was both sweet and tart, she will probablydemand to know where I obtainedit (at least she will if she appreciates the joys of pie). She'll also learn more about me: I love pie and I analyzedeserts with great seriousness. Given the importance of details, writing about something that happened a long time ago or that you don’t remember well isn't usually a wisechoice. If you can't describe something in depth, it will be challenging to write a compelling essay about it. You also shouldn't pick a topic you aren't actually comfortable talking about. Some students are excited to write essays about very personal topics, like their mother's bipolar disorder or their family's financial struggles, but others dislike sharing details about these kinds of experiences. If you're a member of the latter group, that's totally okay, just don't write about one of these sensitive topics. Still, don’t worry that every single detail has to be perfectly correct. Definitely don’t make anything up, but if you remember a wall as green and it was really blue, your readers won'tnotice or care. You don't have to know exactly how many dewdrops there were on the leaf. Can It Be Related to the Prompt? As long as you’re talking about yourself, there are very few ideas that you can’t tie back to one of the Common App prompts. But if you’re applying to a school with its own more specific prompt, or working on supplemental essays, making sure to address the question will be a greater concern. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: Deciding on a Topic Once you've gone through the questions above, you should have good sense of what you want to write about. Hopefully, it's also gotten you started thinking about how you can best approach that topic, but we'll cover how to plan your essaymore fully in the next step. If after going through the narrowing process, you’ve eliminated all your topics, first look back over them: are you being too hard on yourself? Are there any that you really like, but just aren’t totally sure what angle to take on? If so, try looking at the next section and seeing if you can’t find a different way to approach it. If you just don't have an idea you're happy with, that’s okay! Give yourself a week to think about it. Sometimes you’ll end up having a genius idea in the car on the way to school or while studying for your U.S. history test. Otherwise, try the brainstorming process again when you’ve had a break. If, on the other hand, you have more than oneidea you really like, consider whether any of themcan be used for other essays you need to write. Example: Picking Eva's Topic After brainstorming, Eva has a list of five possible topics: Love of books Failed job interview Piano Parents’ divorce Reporting Eva immediately rules out writing about playing piano, because it sounds super boring to her and it’s not something she is particularly passionate about. She also decides not to write about splitting time between her parents because she just isn’t comfortable sharing her feelings about it with an admissions committee. She feels more positive about the other three, so she decides to think about them for a couple of days. She ends up ruling out the job interview because she just can’t come up with that many details she could include. She's excited about both of her last two ideas, but sees issues with both of them: the books idea is very broad and the reporting idea doesn’t seem to apply to any of the prompts. Then she realizes that she can address the solving a problem prompt by talking about a time she was trying to research a story about the closing of a local movie theater, so she decides to go with that topic. Step 4: Figure Out Your Approach You’ve decided on a topic, but now you need to turn that topic into an essay. To do so, you need to determine what specifically you’re focusing on and how you’ll structure your essay. If you’re struggling or uncertain, try taking a look at some examples of successful college essays.It can be helpful to dissect how other personal statementsare structured to get ideas for your own, but don't fall into the trap of trying to copy someone else's approach. Youressayis your story - never forget that. Let's go through the key steps that will help you turn a great topic into a great essay. Choose a Focal Point As I touched on above, the narrower your focus, the easier it will be to write a unique, engaging personal statement.The simplestway to restrict the scope of your essayis to recount an anecdote, i.e. a short personal story that illustrates your larger point. For example, say a student was planning to write about her Outward Bound trip in Yosemite. If she tries to tell the entire story of hertrip, heressay will either be far too long or very vague. Instead, she decidesto focus in on a specific incident that exemplifies what mattered to her about the experience: her failed attempt to climb Half Dome. She described the moment she decided to turn back without reaching the top in detail, while touching on other parts of the climb and trip where appropriate. This approach lets her create a dramatic arc in just 600 words, while fully answering the question posed in the prompt (Common App prompt 2). Of course, concentratingon an anecdote isn't the only way to narrow your focus. Depending on your topic, it might make more sense to build your essay around an especially meaningful object, relationship, or idea. Another approachour example student from above could take to the same general topic would be to write about her attempts to keep her hiking boots from giving her blisters (in response to Common App prompt 4). Rather than discussing a single incident, she could tell the story of her trip through her ongoing struggle with the boots: the different fixes she tried, her less and less squeamish reactions to the blisters, the solution she finally found. A structure like this one can be trickier than the more straightforward anecdote approach, but it can also make for an engaging and different essay. When deciding what part of your topic to focus on, try to find whatever it is about the topic that is most meaningful and uniqueto you. Once you've figured that part out, it will guide how you structure the essay. To be fair, even trying to climb Half Dome takes some serious guts. Decide What You Want to Show About Yourself Remember that the point of the college essay isn’t just to tell a story, it’s to show something about yourself. It's vital that you have a specific point you want to make about what kind of person you are, what kind of college student you’d make, or what the experience you’re describing taught you. Since the papers you write for school are mostly analytical, you probably aren't used to writing about your own feelings. As such, it can be easy to neglect the reflection part of the personal statement in favor of just telling a story.Yet explaining what the event or idea you discuss meant to you is the most important essay - knowing how you want to tie your experiences back to yourpersonal growth from the beginning will help you make sure to include it. Develop a Structure It’s not enough to just know what you want to write about - you also need to have a sense of how you’re going to write about it. You could have the most exciting topic of all time, but without a clear structure your essay will end up as incomprehensible gibberish that doesn't tell the reader anything meaningful about your personality. There are a lot of different possible essay structures, but a simple and effective one is the compressed narrative, which builds on aspecific anecdote (like the Half Dome example above): Start in the middle of the action. Don't spend a lot of time at the beginning of your essay outlining background info - it doesn't tend to draw the reader in and you usually need less of it than you think you do. Instead start right where your story starts to get interesting. (I'll go into how to craft an intriguingopenerin more depth below.) Briefly explain what the situation is. Now thatyou've gotthe reader's attention, go back and explain anything they need to know about how you got into this situation. Don't feel compelled to fit everything in - only include the background details that are necessary to either understand what happened or illuminate your feelings about the situation in some way. Finish the story. Once you've clarified exactly what's going on, explain how you resolved the conflict or concluded the experience. Explain what you learned. The last step is to tie everything together and bring home the main point of your story: how this experience affected you. The key to this type of structure is to create narrative tension - you want your reader to be wondering what happens next. A second approach is the thematic structure, which is based on returning to a key idea or object again and again (like the boots example above): Establish the focus.If you're going to structure your essay around a single theme or object, you need to begin the essay byintroducing that key thing. You can do sowith a relevant anecdote or a detailed description. Touch on 3 - 5 timesthe focus was important.The body of your essay will consist of stringing together a few important momentsrelated to the topic. Make sure to use sensory details to bring the reader into those points in time and keep her engagedin the essay. Also remember to elucidate why these moments were important to you. Revisit the main idea.At the end, you want to tie everything together by revisiting the main idea or object and showing how your relationship to it hasshaped or affected you. Ideally, you'll also hint at how this thing will be important to you going forward. To make this structure work you need a veryspecific focus. Your love of travel, for example, is much too broad - you would need to hone in on a specific aspect of that interest, like how travelinghas taught you to adapt to event the most unusual situations. Whatever you do, don't use this structure to create a glorified resume or brag sheet. However you structure your essay, you want to make sure that it clearly lays out both the events or ideas you’re describing and establishes the stakes (i.e. what it all means for you). Many students become so focused on telling astory or recounting details that they forget to explain what it all meant to them. Your essay has to be built step-by-step, just like this building. Example: Eva's Essay Plan For her essay, Eva decides to use the compressed narrative structure to tell the story of how she tried and failed to report on the closing of a historic movie theater: Open with the part of her story where she finally gave up after calling the theater and city hall a dozen times. Explain that although she started researchingthe story out of journalistic curiosity, it was important to her because she'd grown up going to movies at that theater. Recount how defeated she felt when she couldn't get ahold of anyone, and then even more so when she saw a story about the theater's closingin the local paper. Describer her decisionto write an op-ed instead and interviewother students about what the theater meant to them. Finish by explaining that although she wasn't able to get the story (or stop the destruction of the theater), she learned that sometimes the emotional angle can be just as interesting as the investigative one. Step 5: Write a FirstDraft The key to writing your first draft is not to worry about whether it’s any good - just get something on paper and go from there. You will have to rewrite, so trying to get everything perfect is both frustrating and futile. Everyone has their own writing process. Maybe you feel more comfortable sitting down and writing the whole draft from beginning to end in one go. Maybe you jump around, writing a little bit here and a little there. It’s okay to have sections you know won’t work or to skip over things you think you’ll need to include later. Whatever your approach, there are a few tips everyone can benefit from. Don't Aim for Perfection I mentioned this idea above, but I can't emphasize it enough: no one writes a perfect first draft. Extensive editing and rewriting is vital to crafting an effective personal statement. Don’t get too attached to any part of yourdraft, because you may needto change anything (or everything) about your essay later. Also keep in mind that, at this point in the process, the goal is just to get your ideas down. Wonky phrasings and misplaced commas can easily be fixed when you edit, so don't worry about them as you write. Instead, focus on including lots of specific details and emphasizing how your topic has affected you, since these aspects are vital to a compelling essay. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: Write an EngagingIntroduction One part of the essay you do want to pay special attention to is the introduction. Your intro is your essay’s first impression: you only get one. It's much harder to regain your reader's attention onceyou've lost it, so you want to draw the reader in with an immediately engaging hook that sets up a compelling story. There are two possible approaches I would recommend. The â€Å"In Media Res† Opening You’ll probably recognize this term if you studied The Odyssey: it basically means that the story starts in the middle of the action, rather than at the beginning. A good intro of this type makes the reader wonder both how you got to the point you’re starting at and where you'll go from there. These openers provide a solid, intriguing beginningfor narrative essays (though they can certainly for thematic structures as well). But how do you craft one? Try to determine the most interesting point in your story and startthere. If you're not sure where that is, try writing out the entire story and then crossing out each sentence in order until you get to one that immediatelygrabs your attention. Let's look at some examples from real students' college essays: "Bottom of the ninth, two outs, the Red Sox down by four. We needed a miracle." Daniel J Shinnick, Connecticut College "I strode in front of 400 frenzied eighth graders with my arm slung over my Fender Stratocaster guitar - it actually belonged to my mother - and launched into the first few chords of Nirvana's 'Lithium.'" Anonymous, University of Virginia Both of these introsthrow the reader right intothe middle of the action. In the first, the game is already mostly over, and as we later find out, his sister is undergoing brain surgery the next day. The immediacy of this intro ("We need a miracle") gives a sense of high stakes, even though we don't know what the real topicis yet. In the second, the author jumps rightinto the action: theperformance. You can imagine how much less exciting it would be ifthe essay opened with an explanation of what the event was and why the author was performing. The Specific Generalization Sounds like an oxymoron, right? This type of intro sets up what the essay is going to talk about in a slightly unexpected way. These area bit trickier than the "in media res" variety, but theycan work really well for the right essay - generally one with a thematic structure. The key to this type of intro is detail. Contrary to what you may have learned in elementary school, sweeping statements don't make very strong hooks. If you want to start your essay with a more overalldescription of what you'll be discussing, you still need to make it specific and unique enough to stand out. Once again, let's look at some examples from real students' essays: â€Å"Pushed against the left wall in my room is a curious piece of furniture.† Neha, Johns Hopkins University â€Å"My name is Brontà «, and if you ask me, I’ll tell you my favorite book is Jane Eyre. This may or may not be a coincidence.† Brontà «, Johns Hopkins University Both of these intros set up the general topic of the essay (the first writer's bookshelf and and the second'slove ofJane Eyre) in an intriguing way.The first intro works because itmixes specific descriptions ("pushed against the left wall in my room") with more general commentary ("a curious piece of furniture"). The second draws the reader in by adopting a conversational and irreverent tone with asides like "if you ask me" and "This may or may not be a coincidence." I wouldn't recommend this intro - it's a bitof a cliche. Don't Worry Too Much About the Length When you start writing, don't worry about your essay'slength. Instead, focus on trying to include all of the details you can think of about your topic, which will make it easier to decide what you really need to include when you edit. However, if your first draft is more than twicethe word limitand you don't have a clear idea of what needs to be cut out, you may need to reconsider your focus - your topic is likely too broad. You may also need to reconsider your topic or approach if you find yourself struggling to fill space, since this usually indicates a topic that lacks a specific focus. Eva's First Paragraph I dialed the phone number for the fourth time that week. "Hello? This is Eva Smith, and I'm a reporter with Tiny Town High's newspaperThe Falcon.I was hoping to ask you some questions about - " I heard the distinctive click of the person on the other end of the line hanging up, followed by dial tone. I was about ready to give up: I'd been trying to get the skinny on whether the Atlas Theater was actually closing to make way for a big AMC multiplex or if it was just a rumor for weeks, but no one would return my calls. Step 6: Edit Aggressively No one writes a perfect first draft. No matter how much you might want to be done after writing a first draft - you musttake the time to edit. Thinkingcritically aboutyour essay and rewriting as needed is a vital part of writing a great college essay. Before you start editing, put your essay aside for a week or so. It will be easier to approach it objectively if you haven’t seen it in a while. Then, take an initial pass to identify any big picture issues with your essay. Once you've fixed those, ask for feedback from other readers - they'll often notice gaps in logic that don't appear to you, because you're automatically filling in your intimate knowledge of the situation. Finally, take another, more detailed look at your essay to fine tune the language. I've explained each of these steps in more depth below. First Editing Pass You should start the editing process by looking foranystructural or thematic issues with your essay. If you see sentences that don’t make sense or glaring typos of course fix them, but at this point, you’re really focused on the major issues since those require the most extensive rewrites. You don’t want to get your sentences beautifully structured only to realize you need to remove the entire paragraph. This phase is really about honing your structure and your voice. As you read through your essay, think about whether it effectively draws the reader along, engages him with specific details, and shows why the topicmatters to you. Try asking yourself the following questions: Does the intro make you want to read more? Is the progression of events and/or ideas clear? Does the essay show something specific about you? What is it and can you clearly identify it in the essay? Are there places where you could replace vague statements with more specific ones? Do you have too many irrelevant or uninteresting details clogging up the narrative? Is it too long? What can you cut out or condense without losing any important ideas or details? Give yourself credit for what you’ve done well, but don’t hesitate to change things that aren’t working. It can be tempting to hang on to what you've already written - you tookthe time and thought to craft it in the first place, so it can be hard to let it go. Taking this approach is doing yourself a disservice, however. No matter how much work you put into a paragraph or much you like a phrase, if they aren't adding to your essay, they need to be cut or altered. If there’s a really big structural problem, or the topic is just not working, you may have to chuck this draft out and start from scratch. Don't panic! I know starting over is frustrating, but it’s often the best way to fix major issues. Unfortunately, some problems can't be fixed with whiteout. Consulting Other Readers Once you’ve fixed the problems you found on the first pass and have a second (or third) draft you’re basically happy with, ask some other people to read it. Check with people whose judgment you trust: parents, teachers, and friends can all be great resources, but how helpful someone willbedepends on the individual and how willing you are to take criticism from her. Also, keep in mind that many people, even teachers, may not be familiar with what colleges look for in an essay. Your mom, for example, may have never written a personal statement, and even if she did, it was most likely decades ago.Give your readersa sense of what you’d like them to read for, or print out the questions I listed above and include them at the end of your essay. Second Pass After incorporating any helpful feedback you got from others, you should now have a nearly complete draft with a clear arc. At this point you want to look for issues with word choice and sentence structure: Are there parts that seem stilted or overly formal? Do you have any vague or boring descriptors that could be replaced with something more interesting and specific? Are there any obvious redundancies or repetitiveness? Have you misused any words? Are your sentences of varied length and structure? A good way to check for weirdness in language is to read the essay out loud. Ifsomething sounds weird when you say it, it will almost certainlyseem offwhen someone else reads it. Example: Editing Eva's First Paragraph In general, Eva feels like her first paragraph isn't as engaging as it could be and doesn't introduce the main point of the essay that well: although it sets up the narrative, it doesn't show off her personality that well.She decides to break itdown sentence by sentence: I dialed the phone number for the fourth time that week. Problem: For a hook, this sentence is a little too expository. It doesn't add any real excitement or important information (other than that this call isn't the first, which can be incorporate elsewhere. Solution: Cut this sentence and start with the line of dialogue. "Hello? This is Eva Smith, and I'm a reporter with Tiny Town High's newspaperThe Falcon.I was hoping to ask you some questions about - " Problem: No major issues with this sentence. It's engaging and sets the scene effectively. Solution: None needed, but Eva does tweak it slightly to include the fact that this call wasn't her first. I heard the distinctive click of the person on the other end of the line hanging up, followed by dial tone. Problem:This is a long-winded way of making a point that's not that important. Solution: Replace it with a shorter, more evocative description: "Click. Bzzzzzzz. Whoever was on the other end of the line had hung up." I was about ready to give up: I'd been trying to get the skinny on whether the Atlas Theater was actually closing to make way for a big AMC multiplex or if it was just a rumor for weeks, but no one would return my calls. Problem: This sentence is kind of long. Some of the phrases ("about ready to give up," "get the skinny") are cliche. Solution: Eva decides to try to stick more closely to her own perspective: "I'd heard rumors that Atlas Theater was going to be replaced with an AMC multiplex, and I was worried." She also puts a paragraph break before this sentence to emphasize that she's now movingon tothe background info rather than describing her call. There's a real Atlas Theater. Apparently it's haunted! Step 7: Double Check Everything Once you have a final draft, give yourself another week and then go through your essay again. Read it carefully to make sure nothing seems off and there are no obvious typos or errors. Confirm that you are at or under the word limit. Then, go over the essayagain, line by line, checking every word to make sure that it’s correct. Double check common errors that spell check may not catch, like mixing up affect and effect or misplacing commas. Finally, have two other readers check it as well. Oftentimes a fresh set of eyes will catch an issue you've glossed over simply because you've been looking at the essay for so long. Give your readersinstructions to only look for typos and errors, since you don't want to be making any major content changes at this point in the process. Thislevel of thoroughness may seem like overkill, but it's worth taking the time to ensure that you don't have any errors. The last thing you want is for an admissions officer to be put off by a typo or error. Example: Eva's Final Draft (Paragraphs 1 and 2) "Hello? This is Eva Smith again. I'm a reporter with Tiny Town High's newspaperThe Falcon, andI was hoping to ask you some questions about - "Click. Bzzzzzzz. Whoever was on the other end of the line had hung up. I'd heard rumors that the historic Atlas Theater was going to be replaced with an AMC multiplex, and I was worried. I'd grown up with the Atlas: my dad taking me to see every Pixar movie on opening night and buying me Red Vines to keep me distracted during the sad parts. Unfortunately my personal history with the place didn't seem to carry much weight with anyone official, and my calls to both the theater and city hall had thus far gone unanswered. Once you've finished the final check, you’re done, and ready to submit! There's one last step, however. Step 8: Do It All Again Remember back in step one, when we talked about making a chart to keep track of all the different essays you need to write? Well, now you need to go back tothat list and determine which essays you still need to write. Keep in mind your deadlines and don't forget that some schools may require more than one essay or ask for short paragraphs in addition to the main personal statement. Reusing Essays In some cases, you may be able to reuse the essay you've already written for other prompts. You can use the same essay fortwo prompts if: both of them are asking the same basic question (e.g. "how do you interact with people who are different from you?" or "what was an important experience and why?"), or one prompt is relatively specific and the other is very general (e.g. "tell us about how your family shaped your education" and "tell us something about your background"),and neither asks about your interest in a specific school or program. If you choose to reuse an essay you wrote for a different prompt, make sure that it addressesevery part of question and that it fits the word limit. If you have to tweak a few things or cut out 50-odd words, it will probably still work. But if the essay would require major changes to fit the criteria, you're probably better off starting from scratch (even if you use the same basic topic). Crafting Supplemental Essays The key to keep in mind in when brainstorming for supplemental essays is that you want them to add something new to your application. You shouldn't write about the same topic you used for your personal statement, although it's okay to talk about something similar, as long as you adopt a clearlydifferent angle. For example, if you're planning to be pre-med in college and your main essay is about how volunteering at the hospital taught you not to judge people on their appearance, you might write your secondary essay on your intellectual interest in biology (which could touch on your volunteering). There's some overlap, but the two topics are clearly distinct. And now, you're really, truly, finally done. Congrats! What's Next? Now that you know how to write a college essay, we have a lot more specific resources for you to excel. Are youworking on the Common App essay? Read our breakdown of the Common App prompts and our guide to picking the best prompt for you. Ormaybe you're interested in the University of California? Check out our complete guide to the UC personal statements. In case you haven't finished the rest of the application process,take a look atour guides to asking for recommendations, writing about extracurriculars, andresearching colleges. Finally, if you're planning to take the SAT or ACT one last time, try out some of our famous test prep guides, like "How to Get a Perfect Score on the SAT" and "15 Key ACT Test Day Tips." Want to improve your SAT score by 160points 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:

Business Litigation Law (International Business Law) Essay

Business Litigation Law (International Business Law) - Essay Example The paper concludes with summarization of the main point s discussed in the whole paper. Business litigation is a complex issue and area which involves many tort claims and contractual claims. Such claims many include the following fraud, breach of contract, the breach of fiduciary duty, unfair competition, infringement of intellectual property rights and tortuous interference with contract (Law Office 2012). In case any of the above disputes arise in a business setting, and the parties involved are unable to reach a conclusion through negotiation or arbitration, then, business litigation is applied in such instances in order to look for justice and also resolve the issue at hand. Business litigation does not only involve a business suing other businesses, even individuals have rights to sue businesses and also businesses also have rights to sue businesses. Corporate litigation and commercial insurance litigation are some of the sources of business litigation (James 2011). Corporate litigation arises when there is a corporate dispute caused by a breach of duty of fiduciary. A perfect example of corporate dispute is an instance where the shareholders in any given closely held corporation may recover against the leader or manager or even a corporate director if he or she breaches or goes against his or her fiduciary obligations. In commercial insurance litigation, such a dispute may arise when a commercial insurance company denies or undervalues a fair claim (James 2012). In such a circumstance, the victimized business has a right to sue the corporate insurance in order to recover the amount of money that he believes that he owns and entitled to. In many cases, such instances arise since many insurance companies put some clauses which they rely mostly on in any contract which will make them not to pay a fair claim to the other party. There are other many countless and countless areas in which business litigation can be used to resolve and settle any dispute among many businesses (Thorses 2005). In the case Ahmad et al, v. Foodmaker, Inc, a $ 58,000, 000 fine was paid in order to settle Jack Box food poisoning case on behalf of the corporation which was parent corporation Of Jack in the Box (Edward 1995). ( Micheal 2012). In the case County of San Diego v. RanchoVista Del Mar, a verdict of $55,000,000 was given which in history has ever been the largest condemnation verdict in history o United States at that period. The accused filed an appeal and finally the injured party was paid $40,000,000. In the case Border Business Park V. City o San Diego, there was a breach o contract by San Diego which resulted to the company paying a fine o $94, 500, 000 as jury verdict. After the judge compiled all the granted fees and interest which was charged in the case, the total amount that San Diego paid to the client was over $136,000,000 (Mash 2012). Another perfect example of business litigation case was People o the state o California V. Grigory Zubkis and Rimma Zubkis, et al where $2, 750,000 and when the interest was added 2, 790,000 settlement was paid or the case which involved the taking o a private residence in order to expand a road. The case was decided by Lead attorney Partner Daral Mazzarella (Thorses 2012). Conclusion In case any business dispute arises between two business entities or between a

Aspects of Connected Speeech one page, Terminology-Analysis 2 pages Research Paper

Aspects of Connected Speeech one page, Terminology-Analysis 2 pages - Research Paper Example The noun with the third most repetition is ‘ways’ which appears 15 times, being 5.7% of the total noun count. The total number of nouns is comprised of 88 different terms. There are a total of 97 adjectives comprised of 43 different terms found within this text which represents 15% of the entire text. The three adjectives showing most use are ‘cultural’ which was repeated 14 times, ‘social’ which was repeated 8 times, and ‘linguistic’ with a repetition of 7. A total of 38 verbs are evident within this same text, representing only 5.9% of the total word count; these 38 verbs included 25 different terms with the most widely used verb being ‘to speak’ (speak/is spoken). As would be expected within a text discussing language and culture the most often replicated utterances were in reference to the topic and included ‘language’ and ‘culture’ (nouns), ‘cultural’ and ‘linguistic’ (adjectives), and the verb ‘to speak’. A total number of 385 words make up this text (policy on climate change) which includes 70 nouns, accounting for 18% of the text. Within the score of 70 nouns there are 48 different terms, with the most often used nouns being ‘greenhouse gas’, ‘atmosphere’, and ‘warming’ which were all used 4 times. A particular occurrence in this text is the use of chemical terms such as ‘GtC’ and ‘GtCO2 ’. A total number of 583 words make up this formal text comprised of 140 different terms which make up 24.5% of the total text. The word ‘shall’ appears 28 times and although not in reality a term it is frequently used in such legal documents. Another feature is the use of ‘thereof’ and ‘herein’ which are also evident in legal documents such as this, together with a few other formal/legal terms such as the verbs ‘vested’ and ‘chuse’, and phrases such as ‘term of

Ethical behaviour in business Essay Example for Free

Ethical behaviour in business Essay In this task I will be explaining how my business (Ben and Jerry’s) could change or alter some of its practices and showing how these changes would contribute to improved ethical behaviour. The ethical issues I will be working on are CSR and trading fairly. Corporate social responsibility: Businesses do not exist in isolation nor is it simply just to make money; a lot of factors come into play. Customers, suppliers and the local community are all affected by the business and its operations. Ben and Jerry’s products, and the way they produce them all have an impact on the environment. CSR is all about businesses understanding the effects that they have on the community/wider world. Businesses will use this impact in a positive way to benefit both their business and the wider world. CSR means that business such as Ben and Jerry’s will have to take responsible attitude, going beyond the minimum legal requirements (as being ethical is strictly something you don’t have to do by law) and following basic principles that apply. How Ben and Jerry’s are responsible to society? Ben and Jerry’s take on corporate social responsibilities, taking action to achieve more desired goals to expand their business growth and also maintaining open line communication with employees to gain a better outcome. Ben and Jerry’s conduct various CSR activities, some of these include: Use of Fairtrade ingredients- Ben and Jerry’s first started using Fairtrade certified ingredients in 2005; they pledged in 2010 that by the end of 2013 they will go fully Fairtrade. Ben and Jerry’s work with dairy farmers and other farmers from third world countries, they source ingredients like cocoa, vanilla pods and various other ingredients. Fair Trade standards ensure that employees in these countries have good and safe working conditions, work reasonable hours and paid a fair amount for their work. Corporate Philanthropy- Corporate philanthropy in simple terms means a business’s care/love of humanity. Ben and Jerry’s a portion of its pre-tax profits to corporate philanthropy in attempts to become more socially responsible. Corporate philanthropy is led by employees through the BJ’s foundation and community action teams. Ben and Jerry’s award 1.8 million dollars to a philanthropy (an organisation that helps communities and the welfare of others) every year in and around Vermont, where Ben and Jerry’s  was initially set up. Engaging the Community through Community-based Projects- Another way in which Ben and Jerry’s is engaging in corporate responsibility to society is by setting up community –based development projects. The Vermont Dairy Farm Sustainability Project, which was launched by Ben Jerry’s in 1999, set out to develop practical methods that could be used on day-to-day dairy operations to keep the water quality safe from nitrogen and phosphorus while not sacrificing the economic viability of the farm and making the farm a sustainable business. How can Ben and Jerry’s change/alter corporate social responsibilities (listed above) to contribute even more to improved business ethical behaviour? Ben and Jerry’s do all they can to make sure that they are socially responsible to stakeholders. They have engaged in a wide variety of activities/projects to insure that they do what they claim to do and that is to be as responsible to the wider community as much as they can, this includes Fairtrade, good working conditions, humanitarian concerns and other key factors in making sure that the community is affected in a positive manner. There is no denying that Ben and Jerry’s are very successful in their business operations and also their responsibility toward the society. But there are instances where they can improve on certain things. First of all the business follow all ethical procedures from Sourcing ingredients fairly to protecting the environment to the best of their ability’s, but if you were to be p icky Ben and Jerry’s are unethical in the sense that they are promoting unhealthy food. Now to most people this will not seem like a huge deal, but because obesity levels are on the increase and campaigns have been set up to tackle obesity and unhealthy eating, it seems somewhat of a contradictory move by Ben and Jerry’s to promote and sell Ice cream. This is being very, very picky however as they, like mentioned earlier, they ensure various factors are done ethically. You can argue that their advertisements and marketing techniques do not in any way state the products are healthy, so it’s not that they are misleading people. Some people may say that all Ben and Jerry’s do is sell unhealthy, fattening, chocolate rich ice creams, which can be considered a bit unethical. So in order to tackle this issue and make the company an even more ethically operating organisation, they can introduce healthier ice-cream or produce something alongside their standard ice-creams which is significantly healthier. They can use ingredients that  are healthier/low fat and implement a recipe that is just as good if not better than the original. This would contribute to better ethical behaviour by Ben and Jerry’s because it allows them to give people concerned an option of purchasing healthy (healthier) ice-cream. This will also mean that they are somewhat promoting healthier eating as people will look at them and think highly of them as they are taking these obesity concerns into consideration and doing something about it. Trading fairly: Trading fairly is a movement which strives for fair treatment for farmers. In a fair trade agreement, farmers will negotiate with the purchasers in order to receive a fair price for their products. Farmers who engage in fair trade also aim to pay their workers a fair price, and engage in environmentally-friendly practices. How Ben and Jerry’s trade fairly? Ben and Jerry’s have multiple tasks/missions they conduct to ensure that their operations are done fairly. First of all they are using fair trade. Using the Fairtrade method means that farmers who supply the ingredients get a fair pay, working and living environment. Another way in which they trade fairly is that they give back to society. This may seem like it is not directly trading fairly but Ben and Jerry’s do give something back to society. What they do is that they â€Å"operate the company in a way that actively recognizes the central role that business plays in society by initiating innovative ways to improve the quality of life locally, nationally and internationally† ( Source Ben and Jerry’s website). So while they are producing high quality ingredients at the same time they are giving back to society locally, nationally and internationally. How can Ben and Jerry’s change/alter trading fairly (listed above) to contribute even more to impro ved business ethical behaviour? Like with the previous point I struggled to really find an area within Ben and Jerry’s that they need improving on so I had to be picky, the same goes for trading fairly. Ben and Jerry’s seem to tick all the boxes when it comes to trading fairly; I mean they do everything from Fairtrade to providing the community that little something back. But If I were to be picky I think there is one thing that they might have to improve on ever so slightly and that is the marketing of  the products. The criticism that I have for their marketing is that they have allegedly a couple of times offended customers with the names of their ice creams. Now this may not seem like it has nothing to do with trading fairly but it is. The reason as to why it is because customers are ultimately the ones keeping your business going, now if they were offended with the marketing techniques such as naming then they will be put off in the future. Although Ben and Jerry’s have admitted to using â€Å"cheeky names† on their ice creams they do not do this with the intention of offending people although they have mislead/offended a few. Although they have now changed the names of those products and it was a one off incident they’ll be keen to make sure that this does not happen in the future. (The source where I found out about the names of products offending customers- http://www.huffingtonpost.com/2014/09/19/hazed-and-confused_n_5845650.html) So in order to alter the trading of products Ben and Jerry’s can make sure that in future releases of new Ice cream they choose names carefully and make sure that they do not refer to anything in a bad light . Ben and Jerry’s are known for their innovative names but in order to prevent people from getting offended they can make sure they choose names that are simple in the sense that people won’t get offended. They will have to take into consideration various factors that could offend people and make sure that names that are obvious to offend people are not used and well away from the products they make.

Human Genetic Screening Essay -- Genes Science Papers

Human Genetic Screening What is genetic screening? Genetic screening is the testing of cells to check for certain kinds of genes, or for potentially damaging changes to those genes. It may be defined as a systematic search for persons with a particular genotype in a defined population. Genetic screening serves as an important adjunct of modern preventive medicine. The usual approach is to identify persons whose genotype places them or their offspring at risk for genetic diseases. Such screening has the potential to lessen the devastating impact of genetic diseases. Genetic screening may be undertaken for research purposes unrelated to disease or the improvement of health. The National Academy of Sciences recommends that genetic screening is an appropriate form of medical care only when certain conditions are met. These include: (1) evidence of substantial public benefit and acceptance, (2) the benefits outweigh the costs; (3) appropriate public education can be carried out; (4) informed consent is feasible; (5) the means are available to evaluate the effectiveness and success of each step in the process (Blank, 1982). Some screening is aimed at the general population, while others are targeted at selective high-risk population; screening can also be conducted at various stages of life. There are three principal types of genetic screening. (1) Newborn screening identifies serious genetic disease at birth, permitting prompt treatment to prevent mental and physical retardation. (2) Fetal screening and prenatal diagnosis identify genetic disease in the fetus permitting selective termination of pregnancy and the opportunity to have children free of defects detectable in uterus. (3) Carrier screening identifies individuals hete... ...5. Fost, N., 1993. Genetic diagnosis and treatment, American Journal of Diseases of Children. 147(11):1190-1195. 6. Knoppers, B.M., 1986. Genetic information and the law: constains, liability and rights. Can Med Assoc J. 135(12):1257-1259. 7. Markel, H.M., 1992. The stigma of disease: implication of genetic screening. The Americal Journal of Medicine 93:209-214. 8. Rowley, P.T., 1984. Genetic screening: marvel or menace? Science 225(4658) Jul 13: 138-144. 9. Waugh, D., 1994. The human-genome project and pandor's box. Can Med Assoc J. 151(1):73. 10. "What is genetic screening" obtained from the WWW: http:/www.scicomm.org.uk/biosis/human/whatis1.html 11. "The principles of genetics and heredity" obtained from the WWW: http:/www.eb.com:180/cgi- bin/g?docF=macro/5002/57/50.html&DBase=Articles&hits=10&context=all ¶gra phType=1&indexremove=off#0102

Facebook in Academic Institutions Essay

1. Summary. Whilst the majority of students have Facebook profiles, potential to support academic institutions was seen in its features. This paper provides a generalization of several case studies about the utilisation of Facebook in several universities. It offers an overview of the advantages, constraints and limitations of the suggested practices. The report shows that although Facebook implementation faced partial success, most of the respondents strongly believed that it should remain a forum only for social networking, not a platform for formal academic information. 2. Terms of reference. Social networking sites, especially Facebook, have gained wide popularity in the last few years. They provide a variety of options such as group setting, live chat and online discussion forum. This structure made it possible to expand and go beyond the boundaries of being tools utilised only for marketing and social interaction. Bearing in mind that their main users are individuals at the age of 18-24, they offer a good potential for academic and educational purposes. Owing to the growing interest to the topic, I have been commissioned by the Senior Management Group of the University to investigate whether academic institutions use them in order to interact with students. The purpose of this report is to find out evidence and outcomes of such implementation in the academic community. Although the collected results appear to be somehow contradictory, the dilemma whether Facebook can be both a social and academic forum seems to have a straightforward answer. 3. Procedure. To analyse the university strategies regarding social platforms, a review of library evidence and instances was conducted. In order to retrieve materials of high quality and authority, the search was conducted in Google Scholar and Library Catalogue Plus. Since much more research is done on the social aspects and privacy issues regarding Facebook, advanced searching was used in order to ignore the irrelevant information. Due to the recent nature of the topic, the scope of the articles and journals was limited to publications from the past five years, 2007-2012. The findings are overviews of case studies based on the practices in USA, Italy and South Africa with  prevailing number of undergraduates as main respondents. Because of the variety of social networking sites, the study is primarily focused on Facebook since it has its roots in the academic environment and in this way it is distinctive from the rest of its kind (Bosh 2009, p.191). 4. Findings. Academic institutions realised that Facebook is a pervasive element in every student’s life (Roodt et al. 2009, 16). Adopting this new approach of getting in touch with their target audiences was a challenging way to increase engagement. The literature review shows that the official presence of universities on Facebook has recently increased. Not only is the presence on Facebook important for attracting potential students, but it also provides advantages for enrolled ones. They already have the experience and the knowledge how to use it, which leads to easy incorporation for the purpose of distributing academic information (Bosh 2009, p.191). Apart from being a powerful marketing tool, Facebook is used as a mechanism for: * Online discussion on topics covered in lectures * Administrative and departmental arrangements * Module information 4.1 Online discussion forum. Overall, no empirical evidence was found about Facebook used as a sole platform for academic interaction. It was used as a complement to the existing learning management systems (LMS) – web sites, Blackboard, etc. The established Blackboards have proved to be successful tools for information retrieval. Most of them have a discussion forum, but it has rarely been used for communication (Hrastinski & Aghaee 2011, p.453). Case studies in a Comprehensive Disease Management course and at University of Cape Town reveal that the respondents seldom have a look at the discussion board. Due to its features allowing immediate responses, Facebook offers potential to overcome the lack of dialogue among students. However, there were opponents to this idea who strongly believed that the existing LMS was useful and were unwilling to have discussions in a separate forum (Wang et al. 2012, p.431). This was not an impediment since participation was optional. As a result, learners became more engaged since formulating thoughts online was easier and topics could be discussed more in depth (Cain & Policastri 2011,  p.7). Many students struggle to raise questions and participate actively during lectures and tutorials. Therefore, social platforms facilitate and promote the development of analytical skills allowing everyone to take part. The improved level of communication had impact on the classroom climate leading to higher motivation (Loving & Ochoa 2011, p.129). This transition from passive learner to active participant is beneficial (Selwyn 2009, p.158). It raises student motivation and engagement. Nevertheless, many like Bosh (2009) argue that it does not promote critical thinking since the so-called â€Å"Google generation† assumes social platforms primarily as a way of entertainment. Another drawback of online discussions is that responds are listed in a chronological order, not in threads, which makes it difficult to follow the logical links between comments (Wang et al. 2012, p.436). 4.2 Administrative and departmental arrangements. According to Malesky & Peters (2011), given the large number of students on social networks, multiple university departments and faculties use social platforms to disseminate information to learners. A large number of youngsters have permanent Internet connection on their smartphones and checks their profiles quite often. Therefore, Facebook is utilised for relaying last-minute information about schedules and venues because students are more likely to be on Facebook rather than to check their email (Selwyn 2009, p.163). Important issue to be taken into account here is the authority of the information. It will be assumed as reliable only if it is posted by a member of the academic staff. In addition, departmental pages are good way to get in touch with students, especially during holidays when the existing LMS is rarely visited (Bosh 2009, p. p.187). For example, at Northeastern University of Boston the initial skepticism of viewing course-related posts in a platform primarily used for social interaction faded away and at the end 57% of the respondents were convinced it was useful (DiVall & Kirwin 2012, p.4). Another important implication of faculty pages is that they create a virtual campus environment where all students can communicate and learn from each other (Bosh 2009, p.195). It is beneficial especially for current students who have the chance to talk and exchange experience with the alumni and graduates they will never meet. Maintaining good  student-faculty relationship through Facebook also reflects on student satisfaction about the quality of the service provided. However, time-constraints and costs of such implementation should be carefully considered before integration since the staff is already maintaining the other course management software (DiVall & Kirwin 2012, p.2). It is a powerful tool for small institutions which cannot afford to purchase a Blackboard (Wang et al. 2012, p.434), but its limitations such as safety and partial participation prevent it from being used as a main tool for information dissemination. 4.3 Information about modules. Module information was posted in a specially established Facebook groups. This format was chosen instead of a page because of the option to set up a closed community. It was perceived as controlled environment since the lecturer was the one who could add and remove members (Wang et al. 2012, p.436). Generally, feedback about this practice was positive. Apart from communication about assignments, research findings and current affairs, the group wall was a suitable platform for resource and materials sharing – videos, photos, links to external articles were uploaded which were useful for those willing to extend their knowledge beyond the lecture material (Estus 2010, p.3). However, it was not considered as a complete success due to the inability to support resources in other formats (Wang et al. 2012, p.434). To overcome this problem, additional applications such as Google Docs were used in order to extend Facebook capabilities. Despite this, lectures preferred the traditional Blackboard due to the ease of use. Another advantage of this practice was the positive impact on student-lecturer communication. The virtual office hours allowed learners to contact tutors and lecturers in a less pressured environment (Bosh 2009, p.195). This is important for the better understanding of the matter since learners felt more comfortable to raise their questions on the platform. In addition, lectures’ profiles could enhance their credibility because students see the similarities between the lecturer and themselves (Wang et al. 2012, p.437). Taking into account that it is a dual-side communication process, the other party (students) revealed that they did not want to be contacted by tutors because it is a social forum for getting in touch with peers and they try to separate social life from education (Madge et al.  2009, 150). Friendship with lecturers was possible but it seldom happened because students were cautious that this could affect their ability to be objective (Malesky & Peters 2012, p.138). Further weaknesses of Facebook here were the inability to support grade notification, assignment uploading and online testing (Loving & Ochoa 2011, p.129). 5. Conclusion and recommendation. Although literature provides not enough empirical evidence, it is clear that students prefer to keep the divide between their social and academic space. Facebook has suitable affordances, which allow its utilisation as an educational platform as well. Successful practices were found where it has been used as supplement to the existing learning management system for resource sharing and module and academic information dissemination. However, further research has to be done to investigate the links and synergies between both in order to find the best way they could successfully work together. When it comes to the implementation of Facebook practices in a particular university, it should be carefully considered whether weaknesses are outweighted by potential advantages. Since the literature review shows that Facebook brings a little contribution to the functions of the existing Blackboard, Loughborough University should not invest time and efforts into setting up pages and groups. It is perceived as an intrusive invasion into a place students feel as â€Å"theirs† (Loving & Ochoa 2011, p.124). LEARN and student emails already successfully execute the functions Facebook could be used for. Lectures, tutors and academic staff could be contacted at any time and the discussion forum is well-developed. Therefore, a possible integration of Facebook is not worth efforts. Even though it has a potential, it should remain a place for social interaction and not for formal university practices. 6. Word count. The report contains 1504 words. 7. References. Bosch, T., 2009. Using online social networking for teaching and learning: Facebook use at the University of Cape Town. South African Journal for Communication Theory and Research[online], 35(2), 185-200. , [accessed 21.05.12]. Cain, J. & Policastri, A., 2011. Using Facebook as an informal learning environment. American Journal of Pharmaceutical Edducation[online], 75(10), 1-8. , [accessed 18.05.12]. DiVall, M. & Kirwin, J., 2012. Using Facebook to facilitate course-related discussion between students. American Journal of Pharmaceutical Edducation[online], 76(2), 1-5. , [accessed 18.05.12]. Estus, E., 2010. Using Facebook within a Geriatric Pharmacotherapy Course. American Journal of Pharmaceutical Edducation[online], 74(8), 1-5. , [accessed 21.05.12] Hrastinski, S. & Aghaee, N., 2011. How are campus students using social media to support their studies?. Education and Information Technologies[online], 17(4), 451-464. , [accessed 20.05.12]. Loving, M. & Ochoa, M., 2011. Facebook as a classroom management solution. New Library World[online], 113(3), 121-130. , [accessed 20.05.12]. Madge, C. et al., 2009. Facebook, social integration and informal learning at university: â€Å"It is more for socializing and talking to friends about work than for actually doing work†. Learning, Media and Technology[online], 34(2), 141-155. , [accessed 20.05.12]. Malesky, L. & Peters, C., 2011. Defining appropriate professional behavior for faculty and university students on social networking websites. Higher Education[online], 63(1), 131-151. , [accessed 21.05.12]. Mazman, S. & Usluel,Y., 2010. Modeling educational usage of Facebook. Computers & Education[online], 55(2), 444-453. , [accessed 18.05.2012]. Roodt, S., Cloete, S. & De Villiers, C., 2009. Facebook as an academic tool for ICT lecturers. Annual conference of Southern African Computer Lecturers’ Association[online], 29 June-1 July. Eastern Cape: SACLA, 16-22. , [accessed 22.05.12]. Selwyn, N., 2009. Faceworking: exploring students’ education†related use of Facebook. Learning, Media and Technology[online], 34(2), 157-174.< http://dx.doi.org/10.1080/17439880902923622>, [accessed 21.05.12]. Wang, Q. et al., 2012. Using the Facebook group as a learning management system: an exploratory study. British Journal of Educational Technology [online], 43(3), 428–438. , [accessed 19.05.12]. Appendix 1Search strategy Existing literature about Facebook is focused more on social networking and privacy issues. Since the study needed more education-oriented materials, the initial search in Google and Wikipedia was not useful enough because it led to more general results. The main information retrieval tools used during the investigation were Google Scholar, Library Catalogue Plus and some additional databases found through the Select Database option. In order to avoid a large amount of inappropriate materials, only databases from the â€Å"Education† category were selected. The most useful of them was ScienceDirect. In addition to the materials which exactly fitted the search criteria, a number of related articles was suggested, which was very helpful. In all of the information retrieval tools advanced searching strategies were applied in order to narrow the results and sift out the most relevant ones.

A Time When I Felt Extremely Proud of Myself Essay

It was a great time in my life while I was in school, feeling proud of myself. Because, that time I had an opportunity to developed many things like knowledge, relationship, emotional, mental and physical development. I always remember that great time, which I spent in my school life. It gives me a lot of happiness and also helpful to build up the beautiful memories. It still recall on my mind to memorize a successful achievement, great event and historical record which I obtained in my school life. In my school life I made lot of friends. I had a big group of friends as I believe in making friends in my life. For me, Friends are like your shoulder for you to cry on when you feel sad and weak and share your happiness when you feel happy. In my school life I had lot of fun with my friends. I can never forget the time when we had play together in the school yard and gone for shopping. We had lot of sharing regarding our dreams and ambitions. My life was very colorful and beautiful with them. School life was the best time in my life where I learnt so many things. I developed my hobbies and skills through my school activities. I learnt both social and academic knowledge while I was in school. I learnt how to work in groups and individually. I was an average student, until 5th grade. After hard study I climbed on big step and got first division with highest mark among all students. That was a great achievement for me and felt extremely proud of myself. After that I always stand in first rank in my class. In 8th grade and 10th grade, I got district top in board examination, which was other great achievement and historical record for me and for my school. I used to participate in several competition, and mostly, I always stand on 1st rank. So, that one is my great achievement too. These were the basics of my life and as I grew I learnt so many other things and have deeper thoughts about life. I consider my school time as the best time ,because my life was carefree during that time. No tensions in life and that time I developed my imaginations and dreams to chase. I had nothing to do with the whole world as I had already developed my world in my imaginations. School time was precious for me because it marked dramatic change in my life. I got not only physical growth but also mental growth as well. School life was totally different from university life and adult life. In university life I have to put those school memories behind and have to face the new environment. I feel now my life is with full of complexities as I need to work and study together to make my career which is tough for me as I don’t get enough time for myself but I have to do to make my future career. My life is not as free as it was in my school time. After I graduate from university I have to look for a job and earn money to raise my family. I feel like my adult time will be with full of complexities too. In conclusion, I want to say that my school life was the great time of my life where I felt extremely proud of myself. Because school life only happens one time in everybody life, so it is very precious. School life will teach you all kind of happiness, sadness and other emotions , so one should enjoy their school life fully.

Russo-Japanese War and the Battle of Tsushima

Russo-Japanese War and the Battle of Tsushima The Battle of Tsushima was fought  May 27-28, 1905, during the Russo-Japanese War (1904-1905) and proved a decisive victory for the Japanese. Following the outbreak of the Russo-Japanese War in 1904, Russian fortunes in the Far East began to decline. At sea, Admiral Wilgelm Vitgefts First Pacific Squadron had been blockaded at Port Arthur since the opening action of the conflict while ashore the Japanese had laid siege to Port Arthur. In August, Vitgeft received orders to break out from Port Arthur and join with a cruiser squadron from  Vladivostok. Encountering  Admiral Togo Heihachiros fleet, a chase ensued as the Japanese sought to block the Russians from escaping. In the resulting engagement, Vitgeft was killed and the Russians were forced to return to Port Arthur. Four days later, on August 14, Rear Admiral Karl Jessens Vladivostok Cruiser Squadron met a cruiser force led by Vice Admiral Kamimura Hikonojo off Ulsan. In the fighting, Jessen lost one ship and was forced to retire. The Russian Response Responding to these reverses and encouraged by his cousin Kaiser Wilhelm II of Germany, Tsar Nicholas II ordered the creation of a Second Pacific Squadron. This would be composed of five divisions from the Russian Baltic Fleet, including 11 battleships. Upon arriving in the Far East, it was hoped that the ships would allow the Russians to regain naval superiority and disrupt Japanese supply lines. Additionally, this force was to aid in breaking the siege of Port Arthur before working to slow the Japanese advance in Manchuria until reinforcements could arrive overland via the Trans-Siberian Railroad. The Baltic Fleet Sails The Second Pacific Squadron sailed from the Baltic on October 15, 1904, with Admiral Zinovy Rozhestvensky in command. A veteran of the Russo-Turkish War (1877-1878), Rozhestvensky had also served as Chief of the Naval Staff. Steaming south through the North Sea with 11 battleships, 8 cruisers, and 9 destroyers, the Russians were alarmed by rumors of Japanese torpedo boats operating in the area. These led to the Russians accidentally fired on a number of British trawlers fishing near Dogger Bank on October 21/22. This saw the trawler Crane sunk with two killed and four other trawlers damaged. Additionally, seven Russian battleships fired on the cruisers Aurora and Dmitrii Donskoi in the confusion. Further fatalities were only avoided due to the Russians poor marksmanship. The resultant diplomatic incident nearly led Britain to declare war on Russia and the battleships of the Home Fleet were directed to prepare for action. To watch the Russians, the Royal Navy directed cruiser squadrons to shadow the Russian fleet until a resolution was achieved. Route of the Baltic Fleet Prevented from using the Suez Canal by the British as a result of the incident, Rozhestvensky was forced to take the fleet around the Cape of Good Hope. Due to a lack of friendly coaling bases, his ships frequently carried surplus coal stacked on their decks and also met contracted German colliers to refuel. Steaming over 18,000 miles, the Russian fleet reached Cam Ranh Bay in Indochina on April 14, 1905. Here Rozhestvensky rendezvoused with the Third Pacific Squadron and received new orders. As Port Arthur had fallen on January 2, the combined fleet was to make for Vladivostok. Departing Indochina, Rozhestvensky steamed north with the older ships of the Third Pacific Squadron in tow. As his fleet neared Japan, he elected to proceed directly through the Tsushima Strait to reach the Sea of Japan as the other options, La Pà ©rouse (Soya) and Tsugaru, would have required passing to the east of Japan. Admirals Fleets Japanese Admiral Togo HeihachiroPrincipal Ships: 4 battleships, 27 cruisers Russians Admiral Zinovy RozhestvenskyAdmiral Nikolai Nebogatov11 battleships, 8 cruisers The Japanese Plan Alerted to the Russians approach, Togo,  the commander of the Japanese Combined Fleet, began preparing his fleet for battle. Based at Pusan, Korea, Togos fleet consisted primarily of 4 battleships and 27 cruisers, as well as a large number of destroyers and torpedo boats. Correctly believing that Rozhestvensky would pass through the Tsushima Strait to reach Vladivostok, Togo ordered patrols to watch the area. Flying his flag from the battleship Mikasa, Togo oversaw a largely modern fleet which had been thoroughly drilled and trained. In addition, the Japanese had begun using high explosive shells which tended to inflict more damage than the armor-piercing rounds preferred by the Russians. While Rozhestvensky possessed four of Russias newest Borodino-class battleships, the remainder of his fleet tended to be older and in ill-repair. This was worsened by the low morale and inexperience of his crews. Moving north, Rozhestvensky attempted to slip through the strait on the night of May 26/27, 1905. Detecting the Russians, the picket cruiser Shinano Maru radioed Togo their position around 4:55 AM. The Russians Routed Leading the Japanese fleet to sea, Togo approached from the north with his ships in a line ahead formation. Spotting the Russians at 1:40 PM, the Japanese moved to engage. Aboard his flagship, Knyaz Suvorov, Rozhestvensky pressed on with the fleet sailing in two columns. Crossing in front of the Russian fleet, Togo ordered the fleet to follow him through a large u-turn. This allowed the Japanese to engage Rozhestvenskys port column and block the route to Vladivostok. As both sides opened fire, the superior training of the Japanese soon showed as the Russian battleships were pummeled. Striking from around 6,200 meters, the Japanese hit Knyaz Suvorov, badly damaging the ship and injuring Rozhestvensky. With the ship sinking, Rozhestvensky was transferred to the destroyer Buiny. With the battle raging, the command devolved to Rear Admiral Nikolai Nebogatov. As the firing continued, the new battleships Borodino and Imperator Alexander III were also put out of action and sunk. As the sun began to set, the heart of the Russian fleet had been destroyed with little damage inflicted upon the Japanese in return. After dark, Togo launched a massive attack involving 37 torpedo boats and 21 destroyers. Slashing into the Russian fleet, they relentlessly attacked for over three hours sinking the battleship Navarin and crippling the battleship Sisoy Veliki. Two armored cruisers were also badly damaged, forcing their crews to scuttle them after dawn. The Japanese lost three torpedo boats in the attack. When the sun rose the next morning, Togo moved in to engage the remnants of Nebogatovs fleet. With only six ships left, Nebogatov hoisted the signal to surrender at 10:34 AM. Believing this a ruse, Togo opened fire until the signal was confirmed at 10:53. Throughout the rest of the day, individual Russian ships were hunted and sunk by the Japanese. Aftermath The Battle of Tsushima was the only decisive fleet action fought by steel battleships. In the fighting, the Russian fleet was effectively destroyed with 21 ships sunk and six captured. Of the Russian crews, 4,380 were killed and 5,917 captured. Only three ships escaped to reach Vladivostok, while another six were interned in neutral ports. Japanese losses were a remarkably light 3 torpedo boats as well as 117 killed and 583 wounded. The defeat at Tsushima badly damaged Russias international prestige while signaling Japans ascent as a naval power. In the wake of Tsushima, Russia was forced to sue for peace.

Strait of Hormuz - History and Importance

Strait of Hormuz - History and Importance The Strait of Hormuz is a strategically important strait or narrow strip of water that links the Persian Gulf with the Arabian Sea and the Gulf of Oman (map). The strait is only 21 to 60 miles (33 to 95 km) wide throughout its length. The Strait of Hormuz is important because it is a geographic chokepoint and a main artery for the transport of oil from the Middle East. Iran and Oman are the countries nearest to the Strait of Hormuz and share territorial rights over the waters. Due to its importance, Iran has threatened to close the Strait of Hormuz several times in recent history. Â   Geographic Importance and History of the Strait of Hormuz In 2011, nearly 17 million barrels of oil, or almost 20% of the world’s traded oil flowed on ships through the Strait of Hormuz daily, for an annual total of more than six billion barrels of oil. An average of 14 crude oil ships passed through the strait per day in that year taking oil to destinations such as Japan, India, China and South Korea (U.S. Energy Information Administration). As a chokepoint the Strait of Hormuz is very narrow – just 21 miles (33 km) wide at its narrowest point and 60 miles (95 km) at its widest. The widths of the shipping lanes however are much narrower (about two miles (three km) wide in each direction) because the waters are not deep enough for oil tankers throughout the strait’s width. The Strait of Hormuz has been a strategic geographic chokepoint for many years and as such it has often been the site of conflict and there have been many threats by neighboring countries to close it. For example in the 1980s during the Iran-Iraq War Iran threatened to close the strait after Iraq disrupted shipping in the strait. In addition, the strait was also home to a battle between the United States Navy and Iran in April 1988 after the U.S. attacked Iran during the Iran-Iraq War. In the 1990s, disputes between Iran and the United Arab Emirates over control of several small islands within the Strait of Hormuz resulted in further treats to close the strait. By 1992 however, Iran took control of the islands but tensions remained in the region throughout the 1990s. In December 2007 and into 2008, a series of naval events between the United States and Iran took place in the Strait of Hormuz. In June of 2008 Iran asserted that if it were attacked by the U.S. the strait would be sealed off in an effort to damage the world’s oil markets. The U.S. responded by claiming that any closure of the strait would be treated as an act of war. This further increased tensions and showed the importance of the Strait of Hormuz on a worldwide scale. Â   Closure of the Strait of Hormuz Despite these current and past threats, the Strait of Hormuz has never actually been closed off and many experts claim that it will not be. This is mainly due to the fact that Iran’s economy depends on the shipment of oil through the strait. In addition any closure of the strait would likely cause a war between Iran and the U.S. and generate new tensions between Iran and countries like India and China. Instead of closing the Strait of Hormuz, experts say it is more likely that Iran will make shipment through the region difficult or slow with such activities as seizing ships and raiding facilities. To learn more about the Strait of Hormuz, read the Los Angeles Times’ article, What is the Strait of Hormuz? Can Iran Shut Off Access to Oil? and The Strait of Hormuz and Other Foreign Policy Chokepoints from US Foreign Policy at About.com.

Jews and Race in the United States Essay Example | Topics and Well Written Essays - 1000 words

Jews and Race in the United States - Essay Example History has it that Jews entered America years earlier than 1700s (Pattai and Pattai 27). They mainly immigrated to the Southern States of the US, where they were slave masters, big economists, planters and slave traders. As they continued to stay in America alongside increased immigration of other races into America, Jews related and liquidated with the new races as well as the original ones. These interrelations led to complication in identification of the Jews and to an extent tell whether Jews have a race or not. With reference to Marcus, before 1790, American Constitution did not allow room for naturalization of impure white race(s) into America (3). Fascinatingly, by that time Jews who immigrated to America were white and thus got naturalized as citizens of the US. Today, determining Jews is a big problem that may require expertise of doctors to determine genetic makeup of the suspected Jews. Steinsaltz and Henegbi mention that in the 19th century, Jews were considered merely a s religious group and not people belonging to any special race (1). Jews were most known to be anti-Christian though they lived and originated from Israel believed to be birth place of Christ. The recruits into Judaism or Jews have to learn and adhere to the strict commandments of Torah. Jews constitute of diversity of races among them Africans, Asians and Europeans and as religion, every individual who join Judaism becomes an automatic Jew. From the prior review, Jews therefore disqualifies to be a race but rather a people sharing common beliefs. Unlike other races whose physical makeup changes when they mingle and live long with other races, Jews at all times despite the color variations are identical when certain physical characteristics are carefully speculated (Pattai and Pattai 30). Jews are naturally promiscuous group who in the early 18th centuries when they dominated as slave masters in the US, copulated with Negros in the Southern part of America to produce intermediary ra ces or just Negro. The Jews also intermarried with the some of the European races like the Irish, Celts, and Anglo-Saxons among others. The intermarriages produce individuals of varied races depending on the Jew’s intermarrying partner. Among the characteristics used to determine Jews is the self-hatred psychology. As observed by Goldstein, Jews will easily be identified from their motives towards the Semites, they are always anti-Semites and this is a common attitude in every descendant of Jew in spite of color (10). Goldstein indicates that the facial appearance of the Jews that makes them easily identified, resemble that of a black African (5). First, Jews are characterized by muzzled-shaped mouth that does not resemble any race. Second, Jews have small chins, projected mouth and closely packed eyes. Jews are also at times in America, viewed as cultural people who share certain cultural and social beliefs. Jews are like a family believing in the same orders and rules. This aspect was also dominant in the American history when the slave masters taught and influenced the slaves with their cultural practices and finally converting the slave Negros to adapt Jews concepts. Fishberg dictates that the spread and contamination of the original Jewish race was due to their capabilities of mixing and fitting in any environment despite of weather, culture and language differences