Great college admission essay writing

Great college admission essay writing Admission Essay If you want to make your college admission essay flawless, you have to know the secrets of successful writing. There are different guidelines developed for those who are interested in improvement and polishing of an essay. For instance, it is not an easy task to write conclusions which could excite the readers attention and summarize the whole paper effectively. Some of the students cope with the assignments without any difficulties, while others get confused and lost feeling helpless. What is the main purpose of a concluding paragraph? The writer typically aims at giving a sense of completion to the readers making them think over the ideas. A college admissions essay that starts with a personal anecdote always has more chances to be successful than a story that lacks zest. This tip as well as many others presented below will help you master the art of admission essay writing. If the readers understand what you want to talk about, they will follow all your further explanations regarding the significance of the ideas throughout the paper. It is of great help for writers if they can get step-by-step guidance in some book.So, here are some of the most essential pieces of advice that the inexperienced writers highly value. Let us talk about the concluding paragraphs. So, it is a common practice to wrap up any paper with a concise summary of the key points with a broad note at the very end of the story. The readers will never forget the ending of the story if you follow any of the recommendations:Let your story be developed as a complete circleA great admissions essay that starts with a bright anecdote from your personal expe rience should have a conclusion that links to that introductory part. For instance, a story starts with a funny description of how a boy could not do the high jump well because of his insufficient height. So, it is a good idea to include a funny anecdote into the introductory paragraph about this boys jumping at a meeting with stress and high pressure. Outstanding college admission essays always bring the audience to the present and show what is happening now. For example, the story about a high jumper implies that the boy managed to get into that sport with the following sentence: I do not think that high jumping will be still interesting for me in college; besides, this sport requires special setting and you cannot practice anywhere you want. I guess it is likely that in the near future I will not find myself catapulted over a pole. The moment of ecstatic joy when I managed to clear the bar will always stay in my memory. Those hugs and high fives from my friends, acquaintances and people I did not know at all made me feel on cloud nine. I used to be a short boy nobody noticed and I managed to change everything: I saw that people started treating me in a different way and that feeling was unmatched. The introductory paragraphs and anecdotes at the beginning of the story can be linked back to in a variety of ways. However, all those methods are in the framework of strict college admission essay format. Besides, every technique brings the audience to the current state of things and shows the experience and memorable moments from the past. It is natural that a story is related to an incident that happened in the past; therefore, the conclusion should bring this event that has already taken place to the present. The present-day reality should be linked with the story from the past presented in the introduction. The range of college admission essay topics is wide; however, it is advisable to draw special attention to your ambitions and aspirations in the concluding paragraph. Any experience from the past should be linked to the present in the final paragraph. For instance, if you talk about getting stuck in a refrigerator box, there should be some method of relating this incident to the present and the future. I still sometimes feel the inclination to hide from the problems (at least in a refrigerator box), although I realize that behaving in such a way I cannot resolve anything. Recently, I have realized that hiding causes more problems than solutions. You can find a lot of college admission essays online to see how to make the paper perfect. For instance, a story of someone you know who was struggling against some disease or died of it should be related to the present as well. I still talk to my mom and ask her for advice in my mind, although she passed away two years ago. I miss her badly, but I feel that my pain gets less acute when I am busy with everyday things. Another short story or an anecdote about a peer who tried to avoid you although you admired him a lot should be linked to the present-day reality. You used to be a child who lacked confidence and respect from the others because of your appearance; however, now, that peer is your best friend. I was so big that people who did not know me looked at me with certain fear. Every stranger was expecting danger from me. Towering over the children of my age, I did not feel comfortable; neither did other children. I am still heavy and big, but I learned how to help other people feel nice. I do not feel embarrassed any more. These college admission essay prompts can help you when you are working on the paper. Furthermore, the conclusions of college admissions can do the restating of the key points with the focus on the lessons learnt. Besides, it is highly recommendable to use humor and not to take any issues too seriously. Never bore the readers; instead, focus on your plans for the future and ambitions. Look ahead and tell about your dreams. NB: A great college admission essay always has a so-called kicker phrase. Do not be afraid of being too sincere. Your idealism will touch the readers. Besides, you can play with words and try to make the readers smile. Finally, get a valuable feedback from your teacher, friend, or parent first to see whether you really managed to create a masterpiece.

Assignment Essay Example | Topics and Well Written Essays - 250 words - 97

Assignment - Essay Example It also leads to an increase in annual crop yields by approximately 30 to 135 million metric tons as well as reduction in projected global mean warming by 0.5Â °C by year 2050 as a result of reductions in ozone in 2030 and beyond. On the other hand BC measures are able to provide significant global climate benefits; however, uncertainties are much larger. In addition, it leads to a reduction in disruptions in regional hydrological cycle, improved agriculture yields and large regional human health benefits. The fact that these policies helps in the protection of food supplies and public health as well as mitigation of climate change may aid in motivating policies to be implemented on the same. Methane and BC measures are complimentary to and distinct from CO2 measures. Early adoption of CH4 and BC measures has little impact on long term temperatures but provides much larger short-term benefits. Mechanisms such as the Prototype Methane Financing Facility and the Clean Development Mechanism under the United Nations Framework Convention on Climate Change reduces CH4 emissions. Because such measures can provide agricultural benefit, improve health, slow the rate of climate change and enhanced warming mitigation necessitates their early and widespread implementation in order to realize such

Business Law Report Essay Example | Topics and Well Written Essays - 2000 words

Business Law Report - Essay Example ..8 3.2 Scenario†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 1. Introduction Promissory estoppel is an equitable doctrine that applies to contract law to enforce a promise that is unsupported by consideration. It involves a promise given by one of the parties to a contract, during its performance, not to insist to the terms of the original contract (Feinman, 1984). This doctrine mitigates the harshness of the common law which insists that any promise which is unsupported by a consideration cannot be enforced. In the law of contract, parties must furnish consideration to make the contract binding. Therefore the words ‘estopped’ means ‘prevented’ or precluded. It prevents a party to a contract from denying the truth of a promissory representation (Feinman, 1984). Lord Denning in Combe v Combe[1951] 2 KB 215 at 220defined the doctrine by stating that â€Å" the principle, as I understand it, is that, where one party has, by his words or conduct, made to the other a promise or assurance which was intended to affect the legal relations between them and to be acted on accordingly, then, once the other party has taken him at his word and acted on it, the one who gave the promise or assurance cannot afterwards be allowed to revert to the previous legal relations as if no such promise or assurance had been made by him, but he must accept their legal relations subject to the qualification which he himself has introduced, even though it is not supported in points of law by any consideration but only by his words†¦Ã¢â‚¬  2. Requirements of Promissory Estoppel This English position was first adopted in Australia by the High Court’s decision in Legione v Hateley(1983) 152 CLR 406. It sets some key ingredients for the application of the doctrine. First, there must be a pre-existing cont ract between the parties, which they seek to modify. Secondly, there must be a clear and unambiguous promise, which one party relies on as result of which they change their position and lastly, it must be inequitable to allow the promisor to go back on their promise. 2.1. Pre-existing Relationship There must be a legal relationship that existed between the parties. The parties ought to be in a continuing legal relationship, in the course of which, one of the parties agrees to the variation, and/or termination of the current one. Promissory estoppel cannot exist in a vacuum, and that it would only arise where there is an existing relationship between the parties.In most instances the existence of a relationship suffices from the existence of a contract (Boyer, 1952). In essence, the underlying contract must have been enforceable, and consideration for the subsequent agreement that is not required (Boyer, 1952). The requirement for the existence of a contract for the application of th e doctrine of estoppel was held not necessary in the Australian case of Waltons Stores (Interstate) Ltd v Maher[1988] HCA 7. The brief facts of the case were that Walton and Maher entered into a negotiation with regards to a lease of a property that was owned by Maher. They agreed that Maher would demolish a building that was in existence and build a new one which Walton would then occupy. The parties entered principally into an

PHILOSOPHY Essay Example | Topics and Well Written Essays - 1250 words

PHILOSOPHY - Essay Example by ideas taken from particular beings, become general representatives of all of the same kind; and their names, general names, applicable to whatever exists conformable to such abstract ideas.† To make this simpler, according to Locke, for an average human, knowledge comes only from what he is able to perceive, and already has perceived. He is unable to imagine qualities, unless he has already not seen, or felt those qualities before. He gives the example of white, and how it would be impossible to perceive the white in chalk or snow if it had already not been seen in milk, and thus by association, the mind is able to conceive of qualities, even that which it has previously no knowledge of. Thus abstraction signifies distinguishing a particular characteristic of a substance in one’s mind from all its remaining characteristics and using it as a mean of comparison with all other materials. Up to that point Berkeley agrees,[Introduction, (9)] as he concedes that if one perceived a certain similarity between three men, the mind would emphasize (or abstract) that similarity, and diminish the differences. Yet he also criticizes using this theory on humanity in general, for it does not happen that we imagine a human of complete and utter indeterminacy; that is though we recognize the fact that he will have the required two arms, two legs, one head (even that he questions; as Berkeley states it is possible for him to imagine a man with two heads thus also canceling the very first idea of man being unable to perceive anything he already does not know) it is also necessary for the human mind to wonder about the color, the stature and the build of the man. In essence, it is impossible to imagine a man simply on a general abstract, it is necessary to wonder on the ‘particulars’. He further postulates that Man cannot distinguish himself from animals primarily because he considers himself born with the ability to create general abstract ideas; in fact, the only reason

Child abandoment Essay Example for Free

Child abandoment Essay Many babies are abandoned by parents who avoid their responsibilities. It could be have really serious problems, but it is irresponsible behavior. In addition, some parents abandon the babies outside. It is cruel behavior. We should not ignore this problem. There are three solutions: controlling illegal abandonment, allowing abortion legally, and educating people to use contraception. Controlling illegal abandonment is a good way to prevent babies from being abandoned. The police should catch and punish the parents who abandon their babies. Because it is the same as murder. So it has to be strictly controlled. However, its hard to find and catch the parents because they abandon babies secretly. Therefore, the government should set cameras that track everything everywhere, and warn people that if they abandon their babies, they will be punished intensely. Allowing abortion legally can prevent babies from being abandoned. There are some countries in which abortion is illegal. So the women who want abortion decide to do dangerous illegal abortion or abandon the babies. So the government should allow abortion. Nevertheless, some people will disagree if the government allows abortion. In this case, the government should persuade women to make their own decisions about their bodies. Education people to use contraception is the best way to prevent babies from being abandoned. Many people dont know how important contraception is. So the government should educate people to do contraception to prevent unwanted babies. However, some people ignore or dont believe this kind of education. Thus, the government should educate people since they are children. In conclusion, we can try some solutions to prevent babies from being abandoned even though it is not easy. The government should set cameras that track everything, and warn people to control illegal abandonment. And the government should allow abortion legally and persuade people who disagree of abortion. Also, the government should educate people since they are children to learn how important contraception is.

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay The role of the mentor in nursing is a crucial one and should not be undertaken lightly, it is a privilege with much responsibility, as the mentor is accountable for their own and their mentorees performance. It is a privilege as a professional nurse mentor to be able to help a student realize their potential and rewarding to see them putting the theory they have learned into practice and helping them get the most out of their placement. The role of the mentor cannot be over-emphasized; learning experience in the clinical setting ensures that the nurses and midwives of the future are fit to practice (RCN, 2007) and in this way the role is central to patient safety. Most registered nurses in the NHS will be expected to assume the role of mentor and with 50% of pre-registration nursing programs embedded in practice (RCN, 2007), with resources becoming less and less and the NHS becoming busier and busier, practice learning and mentoring play an increasingly important role. Mentorees nee d to be able to rely on the consistency, competency and superior knowledge and professionalism of the mentor to guide their learning, assess their competence and thus effectively act as gate keepers to the profession (Duffy, 2004) and as such is an extremely important role. The following essay will draw upon types of leadership to enhance the skills of the mentor and improve the relationship between the mentor and mentoree. The first question that needs addressing, is what is a mentor?. There exists many definitions, and the term mentoring has been used interchangeably with, preceptor, coach, supervisor and teacher (Morton-Cooper Palmer, 2000). Price (2004) defined it as an experienced professional friend, charged with the teaching, guidance and assessment of a learner in practice. The NMC considered it as, a mandatory requirement for pre-registration nursing and midwifery students (NMC, 2006a). Some have defined mentoring as essentially an evidence-based intervention that inspires confidence and innovation, and encourages continuous professional development, (Jakubic, 2004). In addition mentoring can be both informal and formal; informal mentoring is often used as an adjunct to the more formal process of supervision and is based on a agreed plan of action to help the mentor achieve realistic goals or address specific problem areas. Whereas formal mentoring involves a structured and time managed proces s with clearly set objectives to be realised in a timely manner (Tourigny Pilich, 2005). The role of the mentor primarily is to enable the student to understand the theory and its application in in the clinical context; the mentoree must learn to put theory and knowledge and be able to apply what they have learned to clinical practice. This process involves among others, assessing, evaluating and providing constructive feedback. It also involves assisting the mentoree in developing the ability to constructively reflect upon their practice and experiences and importantly be able to learn from this reflection (Schon, 1983). It is important to note that in order to facilitate reflection the mentor themselves must be able to self-reflect. The mentor must also have adequate knowledge and skills in order to integrate theory and practice effectively, (Eraut, 2004). The RCN (2007) in their toolkit for mentors draw attention to the obvious but crucial need for the mentors to be fit for effe ctive practice themselves and to have the depth and breadth of learning to be awarded a diploma or degree (RCN, 2007). The RCN also states that, a mentor is a role model and as such should be aware of their own practice and how it impacts the mentorees; the imitation of bad habits is not desirable. The mentor should be able to encourage, motivate and help the mentoree to improve skills and practice thereby increasing their confidence. It is also important that the mentor has the confidence in their own practice and knowledge in order for them to instill confidence in the mentorees. Mentors also need to have the experience and knowledge to identify learning points in practice, for example where something could have been done in a more productive manner or where an important mistake has been made; which is partly the reason for mentors being required to have at least one year experience post-registration. This can only really be achieved if the mentor has the interpersonal and communi cation skills required to build a professional relationship in which honest, objective and constructive feedback is received and given. It is also crucial for effective practice learning, that mentorees need time and attention from their mentors (the RCN, 2007, state that 40% of the time should be spent with the mentoree).Turner (2001) describes the pressures on clinical staff and the impact of high patient turnover resulting in little time to devote to the supervision of students; an issue that is exacerbated by the increasing demands on the available practice placements (Bennett 2003). This however is not set in stone as different people have different rates and styles of learning; what works for one does not necessarily work for all. The competent mentor should be able to discern the appropriate approach for each mentorees learning style and should not impose theire preferred way of learning and mentoring on the mentoree. Learning styles include; activists, those that are very active in their learning, reflectors, those that stand back and think over what they do and what others do, the theorists, they approach le arning from an almost empirical standpoint, they reject everything that does not have evidence and do not like subjectivity (Bayley, Chambers Donovan, 2004). The fourth style of learning (according to Honey Mumford, 2000) is that of the pragmatist; the pragmatist likes solving problems , likes to learn through trying new approaches and getting feedback, (Bayley, Chambers Donovan, 2004). Therefore if the mentoree has been identified as largely an activist then emphasis could be placed on learning through action, giving them new challenges often enough ensuring they do not get bored whilst making sure they learn and retain that learning, from each challenge and experience. It is down to the skills and competence of the mentor to detect the mentorees learning style and then tailor their learning plans, structures/ strategies to meet the needs of the mentoree. As well as interpersonal and professional leadership styles the mentor (and the mentoree) must both keep thorough records of the mentorees progress. Research has shown that innovation was taking place in practice based learning but it was not recognized because there was a lack of formal documentation (Aston et al, 2005). Effective and comprehensive records have to be completed so that the mentor can see how the mentoree is progressing and what they still need to work on. Similarly it is also important that the mentoree keeps thorough notes of what they should be doing, what they have found difficult and what they are still to do. A corollary to the need for thorough, comprehensive records is that of assessment which the mentor has to carry out; they must ensure that essential clinical skills are completed. To carry out a thorough assessment the mentor has to be sure what they want to measure and how measurement can be done, for example the mentor cannot asses most clinical skills by verbal communication alone, the mentoree must be observed in practice (perhaps asking patients if they thought their care was good). To be an effective mentor one must be able to evaluate which involves a number of skills, including observation, communication, confidence in ones own professional ability and knowledge. In the evaluation process the mentor must be able to identify problem areas partly by observing the mentorees practice and also by the mentorees self reports and assessment. It is also incumbent on the mentoree to identify failing students; this is crucial as patient safety could potentially be at risk if the mentor fails to spot a failing mentoree (RCN, 2007). There are a number of actions that a mentor can take to identify a struggling student; for example if a mentoree does not respond to constructive feedback and fails to incorporate improvements suggested by the mentor, if they are inconsistent in the clinical practice, high absence rate, or is unable to organize or plan their time adequately (Maloney et al., 1997). Duffy (2004), in her study of nurses in Scotland, found that all mentors highlighted the need for the topic of failing nurses to be addressed in mentorship programs. Duffy goes on and state that; the literature supports the view that mentors feel ill prepared for their role and given that mentors are ill prepared for their role in failing students it is recommended that mentorship programs address the issue of accountability (Duffy, 2004). The next section draws upon leadership styles to help the mentor. Any individual mentor will also have their own particular approach, Bayley et al (2004) list them as; authoritarian, as the name suggests, democratic, developmental, and task-orientated. The task-orientated approach, again as the name suggests, may be the most appropriate for a mentoree who has been identified largely as a pragmatist. The mentor should be able to understand and identify different learning styles and must adapt their own approach to mentoring to suit the needs of the mentoree. Moreover, the more contemporary styles from the leadership literature of transformative and transactional leadership styles can be applied to mentoring. The transformational leader (mentor) does not always lead from the front but tends to delegate responsibility amongst their team, they spend much of their time communicating and are highly visible and accessible (Bayley, Chambers Donovan, 2004). This leader tends to focus more on the needs of the members and their wants; they try to involve all members to work together. The transformational leader is quite similar to the democratic style as both leaders value fellow team members and focus on empowering nurses (Bayley, Chamber Donovan, 2004). Transformational leaders are inspirational and easily motivate those under their leadership (Aarons, 2006); they go above and beyond exchanges and rewards which are inherent in transactional leadership styles (see below). The transformational leadership style is said by some to be best suited to close supervisory relationships, compared with more distant relationships (Aarons, 2006) and this close relationship may be typical of a supervisor-supervisee relationship and is also captured in the notion of first-level leaders (Priestland, 2005). Mentors can be thought of as first level leaders as they are functionally close to the mentoree, in the organizational setting and because of that are vitally important, (Aarons, 2006). Mentors work closely with their mentoree, the RCN (2007) in t heir guidance for mentoring stipulates spending 40% of the time working and observing the mentoring. This leadership style would be good for the mentor mentoree relationship as the mentor is inspirational, positive and innovative; inspiring new, creative ideas and fosters an open honest learning relationship. This is a type of leadership that allows a person to step away from their comfort zone, promotes a high level of openness and innovation, is externally open in the hope of developing a high level of discovery and competence; they embrace deep change in order to obtain meaning, purpose and vision. The transformational leader (mentor) according to Aarons (2006) is a leader that works towards a goal in order for both members to benefit (Aarons, 2006). This style although appropriate for the needs of the mentor-mentored context perhaps could benefit from the some of the principles from the transactional leadership style outlined below. The transactional leadership is orientated towards satisfying subordinates self interest through suitable transactions in the work environment, (Aarons, 2006 ). There is a clear structure with this leadership style and Aarons (2006) comments on it as being a give and take technique. Rewards are given for work that is done, the work is set for the members and recognition is given when the task is completed; in this way it would be applicable to the mentor-mentored as mentoring should have a clear structure and achievement should be rewarded, however failure should not be punished but recognized and learned from . The transformational leader is similar to the autocratic style as there are clear set tasks within set time frames, the task is order to be done by the leader and the members will follow orders in assurance they will be rewarded. Aspects of the transactional leadership coupled with the innovative and open transformational style may be the most appropriate style; providing bot h motivation, inspiration and structure and security. The new nurse has just stepped from a secure environment of university and now has to be able to control what is happening within their new clinical setting. Whilst structure and security are important for the mentoree it is also important that they feel they are able to speak freely, honestly and openly to their mentor; for example the mentor should encourage the student to ask questions and speak openly and honestly about their views on the progress, and the mentor should give praise where it is due, as suggested in the RCN Toolkit (2007).The new or student, nurse need to feel secure within the ward; they are new to the role within the team and have a need to be perceived as confident in what they are doing. The mentor is also responsible for the professional socialization of a new nurse in the clinical setting (Bulman Schultz, 2008). The need to fit in must be balanced with the need to perform. Professional socialization is s een to be a process in which a person acquires a professional identity, and thereby is accepted by others in the profession (Bulman Schultz, 2008). Having support from their mentor is vitally important when making the transition from student to qualified nurse; their experiences can help to set aside any worries and issues that are felt by the new nurse. The mentoree is on a journey with a steep learning curve and it is the role of the mentor to help the them navigate the problems and challenges and help transform them into learning experiences, therefore the mentor should be able to identify learning opportunities which step from student to staff nurse is a journey that involves many problems and uncomfortable situations, though these problems are what help the student to learn and develop. The mentor is an integral part of the learning and orientating process of the new nurse, not only do they explicitly teach and inform but they also play a large part in the implicit learning process; for example positive role modeling and practice under supervision of the mentor helps the mentoree to develop the processes of integrating the knowledge with the conditions under which that knowledge applies and the culture in which that knowledge is used. A key skill required of students is that they learn to integrate into the culture and communiti es of practice (Eraut 2003). Mentoring, in an increasingly stretched national health service, is becoming more and more important; if done effectively it can instill confidence and competence it can also ensure that the mentored are comfortable with their identities and competencies leading to the retention of good nurses who contribute in the effort and emphasis of maintaining nursing excellence in practice (Godfrey, Nelson, Purdy, 2004).

Capital Punishment †The Debate Continues :: Argumentative Persuasive Essays

As the war on crime continues, two truths hold steady: eliminating all crime is impossible, and controlling it is a must. The main weapon used to control crime in this war is deterrence. The government's deterrent for committing murder is the death penalty. The fear of death will not deter every person who contemplates murder from doing it. Whether it is for religious reasons and the hope of salvation or something else, stopping some people is not possible (Cohen 48). The intent is not to stop those people, but instead every other would-be killer. Capital Punishment has been in the national spotlight for many years and the center of the debate still remains whether it actually deters would be offenders. Does this age-old penalty for the ultimate sin achieve its goal? There are many lofty and rational arguments on both sides of this issue. Advocates of the death penalty claim that the primary reason for this harsh punishment is that the fear of death discourages people from committing murder. The main ways in which they support this theory are: the severity of the punishment, various polls of citizens and prisoners, and two in particular studies. The most obvious deterring justification is the severity of punishment (Calebresi 19). This means, put simply, to punish for a crime in a way that the punishment outweighs the crime. If the punishment for robbing a bank is to spend one day in jail, then bank robbing would become a daily occurance. On the same note, if there is a reward for a lost item of jewelry and the reward is less than the selling price for that jewelry, the finder has no reason to bring it back. On the other hand, if the reward exceeds the value of the jewelry, the new owner will bring it back very promptly. In the case of capital punishment, if a person wants someone dead badly enough, and the punishment for murder is a short stay in prison, what will possibly keep that person from doing the unthinkable (Van Den Haag 68). If a person is afraid for their life, then the stakes for their actions are much higher, probably even too high for most people. Many psychologists believe that these "stakes" do not even have to be in conscious thought for them to work. The theory is that a person's conscience weighs out many factors in all instances. While a would-be offender might be contemplating the deed, the death penalty imbeds itself into that person's subconscience as a possible consequence of their actions, and thus the