Paragraph Construction - ESL Writing Lesson

Section Construction - ESL Writing Lesson There are two structures to learn in English that are significant recorded as a hard copy: the sentence and the passage. Sections can be depicted as an assortment of sentences. These sentences consolidate to communicate a particular thought, central matter, subject, etc. Various passages are then consolidated to compose a report, an exposition, or even a book. This manual for composing passages depict the essential structure of each section you will compose. When all is said in done, the motivation behind a section is to communicate oneâ mainâ point, thought or supposition. Obviously, journalists may give different guides to help their point. Nonetheless, any supporting subtleties should bolster the fundamental thought of a section. This primary thought is communicated through three areas of a passage: Starting - Introduce your thought with a subject sentenceMiddle - Explain your thought through supporting sentencesEnd - Make your point again with a finishing up sentence, and, if important progress to the following section. Model Paragraph Here is a section taken from an article on different methodologies required for a general improvement of understudy execution. The segments of this passage are examined underneath: Have you at any point asked why a few understudies cannot appear to gather in class? Understudies require progressively recreational time so as to all the more likely spotlight on exercises in class. Truth be told, considers have indicated that understudies who appreciate an opening of over 45 minutes reliably score better on tests quickly following the break time frame. Clinical examination further recommends that physical exercise incredibly improves the capacity to concentrate on scholarly materials. Longer times of break are unmistakably required to permit understudies the most ideal odds of achievement in their examinations. Plainly, physical exercise is only one of the vital elements for improving understudy scores on government sanctioned tests. There are four sentence types used to develop a passage: Snare and Topic sentence A passage starts with a discretionary snare and a theme sentence. The snare is utilized to bring perusers into the section. A snare may be an intriguing truth or measurement, or an inquiry to get the peruser thinking. While not completely important, a snare can enable your perusers to start contemplating your primary thought. The theme sentence which expresses your thought, point, or assessment. This sentence should utilize a solid action word and offer a strong expression. (snare) Have you at any point asked why a few understudies cannot appear to pack in class? (point sentence) Students require increasingly recreational time so as to all the more likely spotlight on exercises in class. Notice the solid action word require which is a source of inspiration. A more fragile type of this sentence may be: I think understudies likely need progressively recreational time ... This more vulnerable structure is unseemly for a subject sentence. Supporting sentences Supporting sentences (notice the plural) give clarifications and backing to the point sentence (principle thought) of your passage. Truth be told, considers have demonstrated that understudies who appreciate an opening of over 45 minutes reliably score better on tests quickly following the break time frame. Clinical examination further recommends that physical exercise extraordinarily improves the capacity to concentrate on scholarly materials. Supporting sentences give the proof to your point sentence. Supporting sentences that incorporate realities, measurements and legitimate thinking are significantly more persuading that straightforward explanations of assessment. Finishing up sentence The finishing up sentence rehashes the fundamental thought (found in your subject sentence) and strengthens the point or feeling. Longer times of break are obviously required to permit understudies the most ideal odds of achievement in their investigations. Finishing up sentences rehash the primary thought of your section in various words. OptionalTransitional sentencefor Essays and Longer Writing The transitional sentence readies the peruser for the accompanying passage. Unmistakably, physical exercise is only one of the fundamental elements for improving understudy scores on government sanctioned tests. Transitional sentences should help perusers legitimately comprehend the association between your present principle thought, point or feeling and the primary thought of your next passage. In this case, the expression only one of the vital fixings ... readies the peruser for the following passage which will examine another fundamental element for progress. Test Distinguish each sentence as indicated by the job it plays in a passage. Is it a snare, theme sentence, supporting sentence, or finishing up sentence? To summarize, instructors must attempt to guarantee that understudies work on composing as opposed to simply taking different decision tests.However, because of the weights of enormous study halls, numerous educators attempt to compromise by giving various decision quizzes.Nowadays, instructors understand that understudies need to effectively rehearse their composing abilities however audit of essential ideas is additionally required. Have you at any point excelled on a various decision test, just to understand that you dont truly comprehend the topic?Real learning requires practice not simply style practices that emphasis on checking their understanding.â Answers Finishing up sentence - Phrases, for example, To, taking everything into account, lastly present a closing sentence.Supporting sentence - This sentence gives motivation to numerous decisions and supports the primary thought of the paragraph.Supporting sentence - This sentence gives data about current showing rehearses as a methods for supporting the fundamental idea.Hook - This sentence enables the peruser to envision the issue as far as their own life. This enables the peruser to turn out to be by and by occupied with the topic.Thesis - The striking proclamation gives the general purpose of the paragraph.â Exercise  Write a circumstances and logical results passage to clarify one of the accompanying: The troubles in finding a jobThe impacts of innovation on learningCauses of political unrestThe significance of English

Should Public High School Students Have Access to “The Kite Runner”‘s Content

Should Public High School understudies approach â€Å"The Kite Runner†Ã¢â‚¬Ëœs content? Khaled Hosseni’s renowned novel, â€Å"The Kite Runner† is one of the most mainstream books of the decade. It is #1 New York Bestseller with sold in excess of 10 million duplicates. Despite the fact that the book has massive notoriety, the book is prohibited in a few nations including Afghanistan, Hosseni’s mother land in light of its sexual direction and the utilization of disgusting language. The legislature accepts the novel will shock the Afghan people group and may prompt turbulent situation.Even however a few promoters of restricting the novel for training educational program may contend that, the book contains assaults in realistic detail, the utilization of profane language, hostile language and ethnic pressures, these sentimental pundits are excessively narrow minded in their common philosophy. Hosseni’s epic, â€Å"The Kite Runner† shouldnâ€℠¢t be restricted from secondary school understudies due to its instructing about unwaveringness, absolution, penance and furthermore gives an understanding of genuine world close by its gigantic popularity.Khaled Hosseni’s smash hit book, â€Å"The Kite Runner† shouldn’t be prohibited from secondary school educational plan. The book shows various occurrences which give significant exercises to the peruser through its statements. For instance, when Amir discussed sin, Baba stated, â€Å"No matter what the mullah instructs, there is just one sin, just one. What's more, that is theft† (Hosseni, 17). Baba thought taking is the main sin an individual can carry out; different wrongdoings are simply extraordinary type of crime.This exhibits the debilitation of bad habit, exists in the novel, which has incredible effect on reader’s mind. Furthermore, the book gives a profundity knowledge of this present reality. It exhibits the corruption of the war, the s ignificance of family relationship and furthermore urges individuals to go to bat for reality and obliterate the bogus. So that’s why the book shouldn’t be restricted. Then again, the adversaries of the thought contend to preclude the entrance from claiming book to open secondary school understudies for different reasons. The book contains a homosexuality assault scene in realistic detail which is ostensibly unseemly for secondary school understudies. †(Green, Tracy. It’s Banned Book of the Week? Why Kite Runner? www. authorexposure. com . Sept 30, 2009. Web. April 13, 2013. http://www. authorexposure. com/2009/09/its-restricted book-week-why-kite-sprinter. html) As Assef attempts to show Hassan a thing or two, â€Å"Assef bowed behind Hassan, put his hand on Hassan’s hips and lifted his uncovered bum. He kept one hand on Hassan’s back and fixed his own belt clasp with his free hand. He unfastened

Haldol (Haloperidol) Possible Side Effects

Haldol (Haloperidol) Possible Side Effects Bipolar Disorder Treatment Medications Print Potential Side Effects of Haldol (Haloperidol) By Marcia Purse Marcia Purse is a mental health writer and bipolar disorder advocate who brings strong research skills and personal experiences to her writing. Learn about our editorial policy Marcia Purse Medically reviewed by Medically reviewed by Steven Gans, MD on January 31, 2020 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 03, 2020 moodboard Collection/Brand X Pictures/Getty Images More in Bipolar Disorder Treatment Medications Symptoms Diagnosis In This Article Table of Contents Expand Emergencies Serious Side Effects Mild Side Effects Tardive Dyskinesia Overdose and Discontinuation View All Back To Top Haldolâ€"generic name haloperidolâ€"is a typical antipsychotic drug effectively used in the management of mania, agitation, and psychosis in various mental illnesses, including bipolar disorder. While Haldol can be an effective treatment, it also carries the risk of significant side effects. A patient taking Haldol or haloperidol should be aware of the potential side effects of this medication, some of which are medical emergencies. Its important to be aware of the possible effects listed below, but also to let your doctor know if you have any physical changes which concern you. Unfortunately, all of the drugs used to treat psychosis carry some risk for side effects. Choosing a medication to treat psychosis is often a process of choosing which side effects you are most able to tolerate. Emergency Haldol Side Effects There are some side effects of Haldol, that while uncommon, are potentially extremely serious. If you note any of these side effects, stop taking your Haldol and seek help immediately. In the case of some of these side effects, such as seizures, you may be unable to call yourself. Make sure that your friends and loved ones know about these possible side effects and to call if they should see you experiencing any of them. Potential effects include: Convulsions (seizures from neuroleptic malignant syndrome)Difficult or fast breathingFast heartbeat or irregular pulseHigh feverLow blood pressureIncreased sweatingSevere muscle stiffnessUnusually pale skin Potentially Serious Side Effects Some of the following side effects may be less serious, but should prompt you to call your doctor as soon as possible. More common serious side effects include:?? Difficulty in speaking or swallowingInability to move eyesLoss of balance controlMask-like faceMuscle spasms, especially in the neck and backSevere restlessness or need to keep movingShuffling walkStiffness of arms and legsTrembling and shaking of fingers and handsTwisting body movementsWeakness of arms and legs Less common serious side effects include: Decreased thirstDifficulty urinatingDizziness, lightheadedness or faintingHallucinationsLip-smacking or puckeringPuffing of cheeksRapid or worm-like tongue movementsSkin rashUncontrolled chewing movementsUncontrolled arm and leg movements Rare but serious side effects: ConfusionHot, dry skin or lack of sweatingIncreased blinking or eyelid spasmsMuscle weaknessSore throat and feverUncontrolled twisting movements of neck, trunk, arms or legsUnusual bleeding or bruisingUnusual facial expressions or body positionsYellow eyes or skin (jaundice) Less Serious (Mild) Haldol Side Effects There are several less serious side effects that people may experience while using Haldol. Though these are not an emergency or dont usually mean that you need to stop the medication, talk to your doctor if you find them bothersome. There are sometimes measures you can take to either cope with these side effects or help them to go away, for example, by using sunscreen when you are out of doors. More common mild side effects:?? Blurred visionChanges in menstrual periodConstipationMouth drynessBreast swelling or pain in womenUnusual secretion of milk from breastsWeight gain Less common mild side effects: Decreased sexual abilityDrowsinessIncreased sun sensitivity (involving skin rash, itching, redness or other skin discoloration, or severe sunburn)Nausea or vomiting Tardive Dyskinesia With Haldol Treatment with Haldol can cause a movement disorder called tardive dyskinesia. This disorder is thought to occur due to an increased brain sensitivity to the neurotransmitter dopamine. Signs of tardive dyskinesia include fine, worm-like movements of the tongue, or other uncontrolled movements of the mouth, tongue, cheeks, jaw, or arms and legs. These symptoms may not go away after you stop taking the drug. Unfortunately, this side effect is far too common with long-term use. Approximately 24% to 32% of people taking this medication might develop some degree of tardive dyskinesia.?? Research shows that other drugs for bipolar disorder may not have as great a risk of tardive dyskinesia as Haldol. However, they do carry their own risks. If youre concerned about your risk, talk to your doctor about your medication options. You may wish to go over the alternative medications that are available and determine which ones have a side effect profile that you find would be more tolerable for you. For those who need to take Haldol, research is in progress looking at methods of decreasing the risk of tardive dyskinesia. Many of the studies, such as those looking at antioxidants such as Ginkgo biloba or alpha-tocopherol (a type of vitamin E), have only been done on animals in the lab, but its likely we will soon learn more about how to protect people from these side effects.?? Before starting the medication, talk to your doctor about any options she feels may decrease your risk.? Overdose and Discontinuation of Haldol When youre discontinuing Haldol, you may experience trembling in your fingers and hands, along with uncontrolled movements of your mouth, tongue, and jaw. If you do have these side effects, notify your doctor as soon as possible. Symptoms of a Haldol overdose include severe breathing difficulty; severe dizziness; severe drowsiness; severe muscle trembling, jerking, stiffness or uncontrolled movements; and severe, unusual tiredness or weakness.?? If you experience these symptoms, seek emergency medical assistance. Antipsychotics Used to for Bipolar Disorder

Symptoms And Symptoms Of Bipolar Disorder Essay - 1278 Words

1 HelenKeller541 Physiology October 26, 2016 Abstract: Bipolar Disorder Bipolar disorder is a mood disorder; also referred to as manic depressive disorder according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-V, 2013). Bipolar disorder is a depressive disorder with manic episodes, it is placed between the chapters on schizophrenia spectrum and other psychotic disorders in recognition of their place as a bridge between the two diagnostics in terms of symptomology, family history, and genetics (DSM-V, 2013). Manic depression is a disease of the brain that causes episodes of severe mood swings that can range from depressive lows to manic highs (Goldberg, 2016). There are two different classifications of bipolar disorder - Bipolar I and Bipolar II. Bipolar I have extreme manic episodes where bipolar II have hypomanic episodes meaning they are less extreme (DSM-V, 2013). To be diagnosed with bipolar disorder- one must have met the criteria for at least one major depressive episode with the symptoms being presen t during the same two week period, they would also have to meet the criteria for a manic episode which may be preceded by and may be followed by hypomanic or major depressive episodes, this criteria can be found in the DSM-V. Doctors and scientist are unsure of the exact cause of symptoms, however relations between biological differences in the brain, an imbalance of neurotransmitters, and inherited traits are believed to be some of the mainShow MoreRelatedSymptoms And Symptoms Of Bipolar Disorder706 Words   |  3 PagesBipolar disorder is a serious mental illness that is characterized by changes in mood. It can lead to risky behavior, damage relationships and careers, and even suicidal outcomes if it’s not treated. Bipolar disorder is more common in older teenagers and young adults, it can affect children as young as 6. 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The Impacts of False Accusations in The Crucible by Arthur...

The Crucible The crucible, a play by Arthur Miller, a story about adultery, false accusations, and forgiving. The story is a real life based event that happened in the 1600’s when people were falsely being accused of being â€Å"Witches†. Along with the false accusations, it led to punishments such as death. In The Crucible, John Proctor’s reputation around the town is known as an Adulterer, he was also victim of false accusations brought against him, and he was forgiving of his sins.] Abigail was a servant in Proctor ´s house. Elizabeth was not a very loving woman. Proctor fell for Abigail created an affair with her. â€Å"After he had confessed it to Elizabeth, she dismissed her from her service because she did not want to tell the people in Salem that the reason was the affair between John and Abigail.† (Dulain). Abigail, Tituba and the girls went to the forest in the morning. They danced and murmured words, Abigail drank blood to curse John Proctor’s wife Elizabeth, and she would do anything to have John Proctor. Reverend Paris fond blood, Abigail and the girl’s dancing, and mercy naked. Abigail knew drinking blood is a form of witchcraft, so she tries to cover up on what they actually did in the forest. She threatens the girls to not say a word or she will harm them. Let either of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy recko ning that will shudder you. (Miller)Show MoreRelatedImpact Of Irrational Fear On The Crucible By Arthur Miller1563 Words   |  7 PagesThe Impact of Irrational Fear in The Crucible Throughout history, many horrific incidents based on an act of violence or disagreement have resulted in panic and mass hysteria. These historical events include but are not limited to, The Holocaust, mass shootings, and 9/11. 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Later it is revealed that Nash suffers from Schizophrenia. â€Å"Schizophrenia is a collection of related psychiatric d isorders of unknown etiology that follow a specific pattern of behavior† (Basile 747). This was also seen in the play The Crucible. In this specific play Abigail Williams

Ethical Issues Management Free Essays

ETHICAL ISSUES AND MANAGEMENT PAPER Ethical Issues and Management Paper Jamie Culley University of Phoenix Online Campus Ethical Issues and Management Paper Introduction. The responsibilities of a manager go far beyond supervision. In fact, managers are forced to make important decisions every day that affect the company, their employees, and possibly the public depending on the circumstance. We will write a custom essay sample on Ethical Issues Management or any similar topic only for you Order Now Managers take part in hiring, performance, evaluation, discipline, and termination. They are also involved in any circumstance that pertains to harassment and diversity, and they must make a conscious effort to set a good example for their employees. The following paper will focus primarily on discipline; describe the moral and ethical issues faced by managers dealing with discipline; include how the issue affects other individuals; explain how relationships between social issues and ethically responsible management practices apply to discipline; provide a workplace example of an ethical dilemma involving discipline; and discuss any laws governing the manager who provided the discipline in such an ethical dilemma. Discipline Describe the moral and ethical issues faced by managers dealing with your selected topic. Include how the issue affects other individuals. In the case of discipline, managers must know how to appropriately discipline their employees. Managers must ensure equality amongst employees in regard to discipline so as to obey the U. S. Sentencing Guidelines, which â€Å"specify that all employees in an organization must receive consistent discipline for similar infractions† (Trevino Nelson, 2007, p. 159). Managers must also ensure equality amongst employees in regard to discipline because it is the ethical thing to do. For instance, consider that a certain man has been working for a company for 20 years and he gets aught misusing corporate resources. In this scenario, a manager might be tempted to give him a warning or even write him up for his actions because of his loyalty to the company. Now consider that a certain man has been working for the same company for two years and he also gets caught misusing corporate resources. Yet, in this scenario the manager terminates him for his actions. The U. S. Sentencing Guidelin es seek to ensure that both employees are given the same measure of discipline, which is also the ethical thing to do on the manager’s behalf. Furthermore, â€Å"hiring, performance evaluation, discipline, and terminations can be ethical issues because they all involve honesty, fairness, and the dignity of the individual† (Trevino Nelson, 2007, p. 162, 163). If values such as honesty, dignity, and fairness are acknowledged in circumstances involving discipline, then managers and their companies should have no real concern for negative, public exposure. There are effective ways that managers can go about disciplining employees for their actions. These ways should involve disciplining employees in a constructive and professional manner. Discipline should generally be done in private, allow input from the employee, and it should be consistent with the way past employees have been treated for similar actions or behaviors (Trevino Nelson, 2007). Discipline affects other individuals such as the affected employee’s family members, co-workers, and the general public. When an employee is disciplined in the appropriate manner, a message is sent to the rest of the company’s employees. This message communicates that certain measures will be taken to address and rid the company of inappropriate behaviors and actions. As a result, employees will know to be more conscious of their behaviors and actions to ensure that they are not disciplined for the same reasons. If discipline has been taken to the extreme and an employee has been terminated from a company, the family of that employee will be greatly affected. What if that employee is not eligible for unemployment? This could trigger a huge financial burden for the entire family. Finally, the public is very much affected when an employee endures termination as their disciplinary measure. As a result of a termination an employment opportunity opens up for the public to apply for. This could mean that the man or woman who has been searching for a job to provide for their family will be employed and now able to fulfill the needs of his or her family. The economy is affected in various ways as people are terminated from their employed positions (Trevino Nelson, 2007). Explain how the relationship between social issues and ethically responsible management practices apply to your topic. Social issues and how they relate to ethically responsible management practices need to be considered when disciplinary action is involved between management and employees. Managers need to research why an employee is exuding behaviors such as tardiness, harassment, misuse of corporate resources, and discrimination. For example, a newly hired employee named Judy has been consistently late for her first month of employment. Her manager should address her behavior privately, and ask her why she is often late for work. The case could be that Judy is a single mom of three children who attend a private school on the other side of the city where no bus route has been established. In this case, her manager should find out if flexible work hours can become more available to all employees on the team and go from there. Another social issue could be that Joe, a long-time employee, is going through a divorce, which is costing him a fortune. As a result, Joe cannot afford his car payments and is now without reliable transportation to and from work. Joe’s financial status is communicating poverty. Over time, Joe is not only tardy to work because of his transportation issues, but his clothes are looking ragged and he is in no position to meet with clients. Joe’s work performance is now failing because of his financial situation. In this case, disciplinary action needs to be carefully considered and documented when dealing with Joe’s poor work performance. It is important to document the disciplinary action taken so that the same discipline can be directed at a future situation to ensure equality (Trevino Nelson, 2007). Provide a workplace example of an ethical dilemma involving your topic. Did any laws govern the manager’s actions? A workplace dilemma involving discipline could involve an employee who is being harassed because of her sexual preference, and as a result she is harassing people in retaliation by directing hateful comments toward fellow co-workers. In this scenario, several people’s behaviors need to be addressed: the employees initially harassing the woman because of her sexual preference, and the woman being harassed who is retaliating. Laws do govern the manager’s actions, especially if the manager ignores the issue at hand. Managers are now being held responsible for their employees’ actions if inappropriate behaviors are not dealt with and knowingly ignored. Title VII of the Civil Rights Act of 1964, which is linked with the Equal Opportunity Employment Commission is in place to ensure discrimination is eliminated from the work place and dealt with appropriately (Trevino Nelson, 2007). Conclusion. In summary, employees are held accountable to their managers and managers to their employees. Managers are held accountable to their employees because it is their responsibility to make ethical decisions and abide by laws that govern their decision-making. Managers must strive to practice honesty, dignity, and fairness in their workplace as pertains to disciplining employees. They should also discipline employees the ethical way by holding a private meeting, being constructive, professional, allowing the employee’s input, and in consistency with past disciplinary action. Social issues that pertain to the work place involve family issues, personal issues, diversity, and much more (Trevino Nelson, 2007). References: Trevino, L. , Nelson, K. (2007). Managing business ethics: Straight talk about how to do it right (4th ed. ). Hoboken, NJ: Wiley. How to cite Ethical Issues Management, Essays

Preparation of 2-Acetylcyclohexanone Essay Example

Preparation of 2-Acetylcyclohexanone Paper Introduction3 Results4 Discussion6 Conclusion7 Experimental7 References8 Preparation of 2-Acetylcyclohexanone Introduction When hydrogens are present on the ? -carbon of ketones (like the reaction used in this experiment), carbonyl compounds and aldehydes, they turn the compound slightly acidic1. These functional groups are removed by using a basic solution as shown in (i) below1. The product formed with water is stable only due to resonance, but does not form a very stable equilibrium. Enamine reactions are used to avoid many problems usually associated with alkylating or acylating carbonyl compounds when they are reacted with aqueous sodium hydroxide1 as shown in reactions (ii) and (iv)1. The main problem being that the reaction results in a great number of crucial secondary side reactions, such as those in equations (iii), (iv) and (vi), and this in turn results in the main product formed in (i) being only available in small amounts because of the previously mentioned unstable equilibrium, while nucleophile OH- in equation (iii) is much higher1. When the OH- reacts with alkyl halide (iii) or acyl halide (iv), the conjugate base will tend to react with the unreacted carbonyl compound by means of an aldol condensation reaction as shown in equation (vi)1. Results Preparation of the enamine PyrrolidineCyclohexanone Molecular formula: C4H9NMolecular formula: C6H10O Volume: 4. 0 ml+. Volume: 5. 0 ml Density: 0. 87 g cm-3Density: 0. 95 g cm-3 Boiling point: 87? CBoiling point: 156? C Masses were worked out using densities: Mass cyclohexanone = 0. 947g/ml x 5ml = 4. 739g Therefore moles = mass/molar mass = 4. 739g/98. 15g mol-1 = 0. 483 moles Mass pyrrolidine = 0. 866g/mol x 4. 0 ml = 3. 464g Therefore moles = mass/molar mass = 3. 464 / 71. 11g mol-1 Addition of the acetic anhydride EnamineAcetic Anhydride Molecular formula: C10H9N Molecular formula: C4H6O3 ¬ (2) Volume: 4. 5 ml Density: 1. 08 g cm-3 (2) Molecular Weight: 102. 1 g/mol Boiling point: 139. 8? C(2) Moles : 0. 04760 moles Acetic anhydride is the limiting reagent The s toichiometric ratio of acetic anhydride to 2 acetylcyclohexanone is 1:1 Preparation of 2-Acetylcyclohexanone 1-pyrrolidino-1-cyclohexene2-Acetylcyclohexanone We will write a custom essay sample on Preparation of 2-Acetylcyclohexanone specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Preparation of 2-Acetylcyclohexanone specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Preparation of 2-Acetylcyclohexanone specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Molecular Weight: 151. 25 g mol-1 Molecular Weight: 140. 18 g mol ¬-1 Mass: 0. 14g Moles: 0. 04760 moles The stoichiometric ratio of acetic anhydride to 2 acetylcyclohexanone is 1:1, therefore there is 0. 04760 moles of 2-acetylcyclohexanone. Theoretical mass of 2-acetylcyclohexanone = 0. 04760mol x 140. 18g/mol = 6. 673g Percentage yield = Actual yield/ Theoretical yield x 100 = 0. 14g/6. 673g x 100 = 2. 10% Discussion As previously mentioned, aldehydes and ketones will tend to react with primary amines in order to form an imine, as can be seen in step 2 below. Enamines are very easily alkylated due to them being very nucleophillic1. The first step entails the reaction of pyrrolidine and cyclohexanone with p-Toluenesulfonic acid to form a toluene solution of the enamine as shown below. Step 1: Reaction of pyrrolidine and cyclohexanone with p-Toluenesulfonic acid to form a toluene solution of the enamine The second step involves the reaction of the toluene solution of the enamine with acetic anhydride to form 1-pyrrolidino-1-cyclohexene, which is the intermediate of the reaction. This intermediate is not seen as it cannot be isolated due to it being very unstable. Step 2: Reaction of the enamine with the acetic anhydride to form 1-pyrrolidinocyclohexene (the intermediate) The third and final step is the reaction of the intermediate(1-pyrrolidino-1-cyclohexene) with water in order to form final product 2-acetylcyclohexanone. Step 3: 1-pyrrolidino-1-cyclohexene (the intermediate) reacts with water in order to form 2-acetylcyclohexanone. The product was isolated by means of using a separator funnel. The solution was cooled till it was room temperature and transferred to a seperatory funnel. 10 ml water was also added to the funnel and the contents were mixed thoroughly by inverting the funnel several times and releasing the gas build-up pressure by releasing the valve on the stopcock. The aqueous layer was the bottom layer due to it being higher in density than the organic layer and was disposed of in a beaker. Similarly, the organic layer was rinsed with three portions of hydrochloric acid (3M) and finally rinsed again with water (10 ml). The organic layer was transferred to a clean 250 ml beaker and dried over MgSO4 – MgSO4 was added until it stopped clumping together at the bottom of the beaker in solution. The MgSO4 drying agent was then filtered off by vacuum suction. The melting point range obtained in the experiment was 110-119? C, which is not the same as the theoretical boiling point of 138? C. This could be due to impurities present in the sample, like water, which would lower the boiling point. The % yield was particularly low and could be attributed to insufficient reflux of the enamine solution that was supposed to have een refluxed for a minimum of half an hour, but due to time constraints, was only refluxed for 20 minutes. Another way to make 2-acetylcyclohexanone is by using a suspension of tellurium chloride and chloroform4 Conclusion There are three steps in the mechanism to forming 2-acetylcyclohexanone. These are reacting pyrrolidine and cyclohexanone with p-Toluenesulfonic acid to form a tol uene solution of the enamine, reaction of the enamine with the acetic anhydride to form 1-pyrrolidinocyclohexene, and reacting 1-pyrrolidino-1-cyclohexene (the intermediate) with water in order to form 2-acetylcyclohexanone. The melting point range obtained experimentally was 110-119? C and is very different from the theoretical melting point range due to errors that have occurred during the procedure of the practical and are explained in the discussion above. The particularly low % yield of 2. 10% is due to insufficient reflux time. Experimental Preparation of the toluene solution of the enamine A 100ml round bottomed flask was pre-weighed, after which cyclohexanone (5. 0ml), pyrrolidine (4. 0ml), toluene-4-sulfonic acid (0. 1g) and 40 ml toluene were added to it. boiling chips were also added to the reagent mixture so as to prevent loss of product due to splashing and boiling of the product. The Dean and Stark apparatus was set up individually by each student. The 100 ml round bottomed flask with reagent mixture was then fit to the Dean and Stark apparatus with a reflux condenser fit to the top of the apparatus. The reflux condenser was fit with a calcium chloride drying tube in order to prevent atmosp heric moisture from reacting with the contents of the round bottomed flask, and also to serve as a means to relieve pressure formed during the reaction. A heating mantle was used to heat the round bottomed flask till a vigorous reflux of the toluene, with vapour rising up the condenser was observable. It was observed that the water that formed as a result of the reaction of the toluene reflux collected in the trap portion of the Dean and Stark trap apparatus. Once the solution was boiling, reflux was continued for an hour. During this waiting period, a solution of acetic anhydride (4. 5 ml) in toluene (10 ml) was prepared. Once reflux was complete after one hour, the solution was cooled till it could be handled comfortably and the Dean and Stark apparatus was removed. While waiting for the flask to cool, the distillation setup was prepared by re-positioning the condenser with both a receiver and receiver flask. The now cooled round bottomed flask was fit with a thermometer attached by means of a still head and fit to the distillation setup. The flask was once again heating using a heating mantle to distil pyrrolidine and water that was still present. Distillation was continued until the temperature reached 108-110? C. Thereafter, the round bottomed flask was allowed to cool down to room temperature after removing it from the distillation setup and removing the still head with thermometer. Preparation of the 2-Acetylcyclohexanone The acetic anhydride solution that had been previously prepared was then added to the round bottom flask containing the enamine solution while stirring and was further stirred for 15 minutes. Water (5 ml) and 3 boiling chips was then added to the flask and fit with a reflux condenser. This new reagent mixture containing intermediate product enamine was heated under reflux for a full 30 minutes once the solution came to a boil. This was the stopping point for day 1 of the experiment. The round bottomed flask was labelled and stoppered for continuation of the experiment on the following week. On day 2 of the experiment, the content of the round bottomed flask was transferred to a separating funnel. Water (10 ml) was used to rinse the round bottomed flask and this rinsing was added to the separating funnel. The content of the funnel was mixed well and the gas was released by opening the stopcock. The aqueous layer was the lower layer and was separated from the organic layer, which remained in the funnel. Similarly, the organic layer was rinsed with three portions of hydrochloric acid (3M) and finally rinsed again with water (10 ml). The organic layer was transferred to a clean 250 ml beaker and dried over MgSO4 – MgSO4 was added until it stopped clumping together at the bottom of the beaker in solution. The MgSO4 drying agent was then filtered off by vacuum suction. The vacuum distillation setup was then prepared and the filtered solution was transferred to this setup in order to distil off the toluene at its boiling point of 110? C at 760 mmHg pressure. The remaining residue was put in a very small round bottomed flask. This flask was attached to a short path condenser with 3 anti-bumping granules added to the flask. 3 very small receiver flasks were preweighed before the product was flame distilled. Flame distillation took place under reduced pressure by means of using the bench vacuum. different fractions of product during the distillation were collected in 3 different receiver flasks. The temperature range that each of the fractions were collected at were recorded. The added masses of the product collected in all three flasks were used. References 1. http://www. courses. chem. psu. edu/chem36/Chem36H/IndivExpt1/435%20Acetylcyclohexanone. pdf – Accessed 11/08/08 2. http://en. wikipedia. org/wiki/Acetic_anhydride – Accessed 11/08 /08 3. P. Y Bruice, Organic Chemistry, 4th Edition, Pearson Education Inc. , 2004, USA pgs 747-753 4. http://www. freepatentsonline. com/4355097. html

To Be, or Not to Be Black Essay

To Be, or Not to Be Black Essay To Be, or Not to Be Black Essay To Be, or Not to Be Black â€Å"Are you black?† is a question that I have encountered in my life countless times. The following conversations are always so similar it is almost as if they were scripted. I answer â€Å"yes†, but the person proceeds to tell me why I am not black. They say that I am too light-skinned, that I have â€Å"white-people hair†, or that I do not act black. I always wonder what makes these people think that they have the authority to tell me who I am. Despite being annoyed by their ignorance, I explain how I am indeed a black person. Having to constantly deal with encounters such as these has conditioned me to be ready to prove that I am black to anyone that questions me. It is troubling that people have to provide reasons as to why they are black, but it seems as if that is how society is today. After my experiences and observations of the â€Å"black† world around me, it has become evident that the population of â€Å"true† black people is very limited. Being â€Å"black" involves meeting certain standards set by society, dealing with stereotypes on a daily basis, and the ever so constant struggle to climb the social ladder. According to the Merriam Webster Collegiate Dictionary, black means â€Å"of or relating to a race of people who have dark skin and who come originally from Africa† (Merriam-Webster). The Oxford English Dictionary defines black in a variety of ways ranging from â€Å"denoting a member of any dark-skinned group of peoples†, to â€Å"enveloped in darkness†, and â€Å"deeply stained with dirt; soiled, filthy, begrimed† (OED Online). If official dictionaries recognize that anyone from African descent is black, why is that society cannot? Discrepancies between the dictionary definition of black and society’s definition of black elicit the controversy of what makes someone black. It appears that society has unofficial requirements a person must meet in order to be considered black. A person must act a certain way, do certain things, and go through certain kinds of experiences a â€Å"true† black person would go through. A friend once told me that if I have not seen the movie Love and Basketball I am not black because every black person has seen it. That comment struck a nerve because it was ridiculous that according to her, the difference between being black and white was something as simple as seeing a movie. Another requirement black people have to meet is how a black person should look. Apparently, a black person should be dark skinned and should not have â€Å"good† hair. However, this is the complete opposite of reality because black people have evolved into many different looks and makes. Now it seems as if the number of â€Å"true† black people is slowly shrinking. Stereotypes play a role in the daily life of black people. Sadly, most of the time the negative stereotypes are what represent black people as a whole. As a result from the stereotyping, a lot of other cultures look down on black people and their ways. Some of the stereotypes claim that all black people are thugs, low-lives, basketball players, and all sag their pants. The striking fact is that most of the stereotypes exist in other cultures, yet the focus is always on black people. Negative stereotypes have such a prominent role in black culture that the positive outcomes in the black community are often dismissed. For example, some of the country’s best entertainers, athletes, and politicians, including the President, are black (Raspberry 315). Even if these â€Å"elite† black people have not gained respect from everyone, no one can deny the fact that they are successful. Many fall victim to the dismissal of success when they should be receiving praise for their accomplishments. It is almost as if all black people are being placed into a proverbial box of people that are bad influences. Stereotypes shou ld never be allowed to become a blanket term for a group of people. Everyone is unique and society needs to start acknowledging this fact. The Oxford English Dictionary’s

The 7 Things That Really Look Good on a College Application

The 7 Things That Really Look Good on a College Application SAT / ACT Prep Online Guides and Tips What looks good on a college application? It’s the question nearly every high school student will ask at some point while applying to college. But is there a clear answer? Fortunately, theanswer is yes! Read onto learn what colleges look for in applicants, what looks really good on a college application, and what kinds of myths there are about good things to put on a college application. What Are Colleges Looking for in Applicants? Everyone applying to college has wondered, "What exactly are colleges looking for in applicants?" In other words, what looks good on a college application? While all colleges are different, of course, with some valuing certain qualities or skills more or less than other schools, allcolleges generally look forsmart, studious, ambitious, and passionate students. Therefore, your college application should emphasize your best, most impressive qualities. For example, if you play the violin and want to study music in college, you’ll want to touch on this interest you have in different areas of your application. A good college application will also showcase your sincere interest in the school.You wouldn’t be applying to a college unless you had a reason to want to go there, right?Make sure to explain (especially if you need to write a "Why This College" essay) exactly how you became interested in the school and why you think it's a good fit for you and your goals. You don’t need to be the next Marie Curie or Stephen Hawking (though it certainly doesn’t hurt if you are!), but you should be open to new opportunities and willing to challenge yourself. Overall, the basic point of a college application is to make you stand out from other applicants in a positive, memorable, and unique way. This fact is especially important in light of how many first-year applications colleges receive each year.According to the 2018 report by the National Association for College Admission Counseling (NACAC), the number of first-year applications received by US colleges increased by 4% from fall 2016 to fall 2017. The report found that "the average number of applications for each admission office staff member (excluding administrative staff) for the Fall 2017 admission cycle was 791 for public institutions and 426 for privates." These trends indicate that your application will definitely need to leave a lasting impression on the admissions committee if you hope to get into that school. The degree by which you must stand out from other applicants will depend on how selective a particular school is.In general, the more selective a college is, the more impressive and unique your application will have to be. Finally, what looks good on an application will vary depending on the college and what the college values.For instance, at colleges that don’t place a big emphasis on standardized tests, a high SAT score likely won’t be much of a factor in admissions. This is just a general overview of what colleges look for in applicants. So what looks really good on a college application? Up next, we look at the specific qualities you should strive to include on your application so you can raise your chances of getting accepted. What Looks Good on a College Application? 7 Key Elements In addition to key personality traits, such as ambition, passion, genuine interest, and academic curiosity, what looks really good on a college application? In general, a great application will have most or all of the following elements: A high GPA (relative to what admitted students have) and a rigorous curriculum Strong test scores (relative to what admitted students have) A specific, honest, and well-written personal statement A unique extracurricular interest or passion (a "spike," as we like to call it) Volunteering experience with measurable impact Compelling letters of recommendation written on your behalf Work experience, particularly jobs related to your academic or professional interests It’s OK if you don’t have every single quality listed above, but if you do, your chances of getting accepted to the college of your dreams will go way up! Now then, let’s take a look at each of these qualities in more detail. #1: Excellent Grades in Challenging Courses The first important part of the college application is the transcript, which consists of your GPA and the names and types of classes you’ve taken in high school. Most people believe a high GPA (the definition of which can vary at different colleges) will make an application stronger.And this is true! According to NACAC, 80.9% of colleges ranked grades in high school classes considerably important.In fact, this factor was ranked the most important of any in the report. What’s truly important, though, isn’t that you simply have a high GPA overall but rather that you have a GPA that's higher than the average GPA of admitted students at the college you're applying to. To find a college's average GPA, search "[School Name] PrepScholar admission requirements" on Google and then click our database link to that school.This page will show you what the school's average GPA is, in addition to other admission requirements. For example, if you want to apply to Notre Dame, you would search for "Notre Dame PrepScholar admission requirements" and click the link to our Notre Dame admission reqs page, which looks like this: As you can see, Notre Dame's average (weighted) GPA for admitted applicants is 4.04.As a result, if you're applying here, you’ll want to have a GPA of at least 4.04, preferably higher so you will be an above-average applicant. It’s not just about getting a high GPA, though; you must also take a range of challenging courses throughout high school if you really wish to impress an admissions committee.This means you’ll want to take not just basic-level classes but also someAP, honors, and/or IB courses, particularly in subjects you are good at and might want to continue to study in college or major in. The 2018 NACAC report found that a whopping 80.6% of colleges ranked an applicant’s rigor of curriculum moderately or considerably important. Think about it: though a perfect 4.0 might look great at an initial glance, if you got this high GPA by only taking the easiest classes available and didn’t challenge yourself with higher-level coursework, your transcripts aren’t likely to impress college admissions officers that much. Even if you started high school with lower grades, an upward grade trend is a great point to emphasize on your application.This suggeststhat you’re capable of bouncing back from any difficulties you might face and are willing to put in the work necessary for excelling in college. #2: High Test Scores Test scores, mainly SAT/ACT scores, are another key part of college applications (unless, of course, you’re applying to colleges that don’t require test scores). On the NACAC report, 83.1% of colleges believe admission test scores are at least moderately important.This is why it’s vital that you try to get as high an SAT/ACT score as you can, ideally one in at least the 75th percentile for your colleges. The 75th percentile means that 75% of admitted students at a particular school achieved this score or lower. Reaching (or surpassing)this threshold means that you’re scoring higher than most other admitted applicants are- and well above that college's average score. To find the middle 50% (that is, the 25th and 75th percentile SAT/ACT scores) for a school, search on Google for "[School Name] PrepScholar admission requirements."Click the link to our page for the school to see its requirements, including its average SAT/ACT scores. For example, say you’re planning to apply to NYU.Here's what the SAT scores section on NYU’s PrepScholar admission reqs page looks like: Here, we can see the average SAT score for NYU is 1410- that’s pretty high, in the 95th percentile! To really stand out as an applicant, though, you’ll want to aim for at least the 75th percentile. For NYU, that's1500, whichcorresponds to the 99th percentile, or the top 1% of test takers. Since you’re likely applying to more than just one school, you’ll need to set an SAT/ACT goal score, that is, a score high enough to get you into all the colleges you're applying to. To set a goal score, start by making a chart of all the schools you're applying to.You can make your own chart or download a blank template. Below is a sample SAT goal score chart: School Name 25th Percentile Score 75th Percentile Score Marquette University University of Wisconsin- Madison Michigan State University University of Illinois Urbana-Champaign Next, look up the 25th and 75th percentile SAT scores for each of the schools you’re applying to using our PrepScholar admission requirements pages. (Follow the steps above for NYU to learn how to do this.) Once you've got these scores, write them in your chart as so: School Name 25th Percentile Score 75th Percentile Score Marquette University 1140 1370 University of Wisconsin- Madison 1280 1470 Michigan State University 1050 1310 University of Illinois Urbana-Champaign 1310 1480 Now, look at all the 75th percentile scores in your chart.The highest score will be your goal score, as this is the one most likely to get you into all the schools you’re applying to. With our example chart, the highest score is 1480, or the 75th percentile score for the University of Illinois.By getting a 1480 or higher, you’ll be getting an impressive score not just for this school but also for Marquette, UW Madison, and MSU, thereby raising your chances of getting into all colleges you’re applying to. #3: Sincere, Specific, and Well-Written Essays The personal statementis an important part of your college application as it’s one of the only areas where you can really showcase your personality. According to the 2018 NACAC survey, 53.6% of schools consider application essays moderately or considerably important.While some colleges don’t require essays, those that do usually place at least moderate importance on them. So how can you ensure your essay will impress the admissions committee? Generally,colleges are looking for three main qualities in a personal essay: Honesty: What you write about should have actually happened to you and should be how you actually feel. Exaggerating details and outright lying are big no-noes here! Specificity: Using concrete details to effectively convey your thoughts, view, and experiences will make your essay a lot more memorable, personable, and- most importantly- unique. Eloquence: Don’t expect to get accepted anywhere if your essay is poorly written and full of grammar and spelling errors. A great personal statement has a sensible organization, tells a compelling story, and is completely free of technical errors. Below are some steps you can take to guarantee that your essay will have all three qualities. Step 1: Brainstorm Significant Moments From Your Life What you write about for your college essay will vary depending on the prompt(s) you’re given from your school or the prompt you choose (for example, the Common App and Coalition App allow you to choose from among several prompts for your essay). In general, you’ll want to pick a topic that meets the following criteria: It really happened and was significant to you: If you’re writing about a specific incident, it should be something that actually happened and that had a large impact on how you define yourself, your goals, and/or your interests. It’s specific and interesting: Don’t write about a broad, universal topic that can apply to tons of other applicants as well. Instead, focus on an event, issue, person, or struggle that’s unique to you and your life. It reveals something important about you: The essay is meant to highlight something you think the admissions committee should know about you, such as a personality trait you have, how you overcame some sort of challenge, or how you became interested in a field of study. It has a positive lean: While you don’t need to pick a topic that’s overly light or cheery, it should still have an ultimately positive lean that reveals something good about you rather than something bad, controversial, or immoral. Step 2: Write Your Essay The next step is to actually begin writing your essay.Don’t worry too much about grammar and flow at this point; just get down your ideas and start deciding which details and examples might work well in your essay. As you write, remember to channel your inner voice.This essay should sound like the real you, not an imitation of what you think colleges want to hear.So if you’re the sarcastic type, you might want to include a joke or two, for instance. Don't forget that the essay is a way for the admissions committee to learn more about you, so don’t shy away from your true self! On that same note, it’s OK to get creative here. The essayisn't an academic essay you’d write for English class- it's a story. Feel free to inject your writing with various literary techniques, such as a non-chronological organization, realistic dialogue, and memorable imagery. Lastly, make sure you’re sufficiently answering the prompt and are abiding by all technical requirements (such as length).You can check a college's essay requirements by referring to its application requirements page or by reading the instructions on the Common App, Coalition App, or Universal College App websites (if submitting your application through one of these platforms). An essay that's too long might get cut off when you submit it electronically, so be sure it adheres to all the requirements. Step 3: Edit and Proofread Several Times Once you have a rough draft of your college essay, it’s time to polish it up for submission. The best way to edit is to put your essay away for a few days.This will give you some distance away from your writing, allowing you to look back at your essay later with a fresher perspective. As you reread your essay, mark any areas in it that are unclear, awkward, or irrelevant to the main point you're trying to make with it.You should also correct any obvious typos or errors,such as mistakes in grammar, spelling, or punctuation. Once you’ve done this process a few times, give your essay to someone to read.Ideally, this will be a person you trust, such as a parent, teacher, counselor, or tutor.Have the person you choose offer clear feedback on your essay and check that you've met all requirements.Edit your essay as needed in accordance with the comments you get. After you’ve finished all of this, you should now have a perfect college essay to submit with your application! #4: A Spike in Your Extracurriculars Almost every college will want to know what kinds of extracurricular activities you do or have done in your spare time. Indeed, 38.5% of colleges surveyed regard students' extracurricular activities moderately or considerably important.Ask yourself: what are your interests outside of school and how do you engage in them? The trick here is to provide not a list of all the random activities you've done but rather a detailed overview of one to two of your most passionate interestsand any big achievements you've made in them. In other words, you need to figure out what your "spike" is, a concept which PrepScholar co-founder and Harvard alum Allen Cheng describes in his expert guide on how to get into the Ivy League. To put it simply, aspike is deep accomplishment in and knowledge of a particular field. As an example, say you plan to major in biology. You’ll stand out as an applicant if you have tons of biology- or science-related experiences under your belt.Maybe you’re part of your school’s biology club, or maybe you volunteered at a local research lab, which taught you the basics of handling lab equipment. In addition to having a variety of experiences and sufficient background knowledge in the field, you want to highlight any relevant major accomplishments you have.For instance, maybe you won a science fair your sophomore year of high school; most recently, you submitted an award-winning invention idea to a national contest As you can see, this concept of the spike is the opposite of being well rounded, which most students assume they need to be (read the next section to learn more about this myth). If you’re not sure what your spike is just yet, take some time to try out new activities and explore any interests you have, both in and outside of school. Over time you should start to get a feel for what you're passionate about and what you can see yourself committing to in the future. #5: Compelling Letters of Recommendation Most colleges require at least one letter of recommendation from either your high school counselor or a high school teacher (or both). The 2018 NACAC survey indicates that 53.5% of colleges consider teacher recommendations at least moderately important, while a higher 56.9% consider counselor recommendations the same. Therefore, we can say it’s pretty important to secure great recommendation letters for your application. If you’re asking for a letter from a teacher, make sure tochoosesomeone whose class you got a high grade in (ideally an A) and who is familiar with your abilities, ambitions, and interests. Typically, you'll need to submit at least one letter from a teacher who taught a core class (so math, English, science, or social studies/history). It’s a good idea to also get a letter from a teacher who works in the field you plan to major in.So if you got an A in AP English and plan to major in English, asking that teacher for a recommendation letter would give a great boost to your application. While you don’t have to be best buddies with the teacher you ask, they should definitely know you well, beyond the classroom, so they can effectively explain to admissions committees what makes you special, that is, what makes you worth admitting. For example, if you did research with a particular teacher, are part of a club this teacher coaches or leads, or helped out this teacher with a project, this would be a good person to ask to write a letter for you. Once you’ve secured a recommendation letter writer, be sure to provide them with any materials or information they might need to help them craft a compelling letter. #6: Volunteering Experience With Measurable Impact Colleges love it when an applicant has not simply volunteered but has also made a measurable impact with their volunteering efforts.What does this mean exactly? If you have volunteered somewhere or for an organization, your assistance should have resulted in a noticeable, positive change to the group, community, or area you were aiming to help. For instance, say you volunteered at a local library.Maybe the library was struggling to get funds to continue operating, and you came up with the idea to hold a 24-hour reading marathon in order to raise money.The fundraiser ended up making more than $5,000, a figure that would be a concrete indicator of the positive impact your service had on the library. Withyour college application, then, you could specifically mention how your initiative allowed the library to remain open. Note that you don’t need to have assumed a leadership role in order to have made a positive impact through your service. That said, college admissions committees are often very big fans of students who show evidence of their budding leadership skills. #7: (Relevant) Work Experience Although you’re certainly not required to work a part-time job in high school, having some work experience on your college applications, especially any jobs that are related to what you want to study or do professionally, will help you stand out in a positive way. Even if your job isn't connected to a long-term academic or career goal you have, any (part-time) work experience you have will be great to put down on your application because itemphasizes your sense of responsibility, maturity, and willingness to work for your goals,key qualities that are usually considered important for success in college. Also, if you have any room on the application to elaborate on your job, I suggestexplaining why you initially took the job and what values or skills it's taught you, such as the importance of responsibility or how to work with certain equipment that you’ll likely use again in the future. 4 Myths About What Looks Good on a College Application What looks really good on a college application?Many students think they know, but the truth is that there are a lot of myths out there about what you should include on your application. Below, we introduce to you the top four myths about what looks good on college applications. Myth 1: Being Well Rounded Is Critical for Success One of the most pervasive myths out there about what looks good on a college application is the idea of being well rounded. Many students assume they'll need to have tons of extracurricular activities on their applications; this, they believe, will emphasize their array of interests as well as their knowledge of a variety of fields. But all this really tells admissions committees is that you’re stretching yourself too thin and (most likely) lack focus on a specific endeavor in your life. What colleges actually want to see is a spike,that is,a single passion. This allows colleges to get a clearer feel for who you are, what you’re interested in, and what your goals are. Having a spike lets you stand out in a truly meaningful way, whereas being well rounded will make you forgettable and seem too similar to other applicants. Spikes are especially important at highly selective colleges and universities, such as Harvard, Yale, and other Ivy League-level schools. You can read more about how to develop a spike in our guide to getting into the Ivy League. If you aim for well rounded, you'll start to look like everyone else. Myth 2: Essays Aren’t That Important After Time published a 2014 article onwhy college application essays don’t actually matter all that much, students began to fear that all their hard work on their statements wouldn’t mean much in the end, if at all. But while some colleges don’t require personal essays, most colleges do require at least one or two essays- and will place a decent amount of emphasis on it, especially if it is being used as a deciding factor between two otherwise equally qualified applicants. Even though you should approach the essay seriously, it’s still generally rare for an exceptionally well-written essay to make up for tons of low grades and poor test scores.On the flip side, if you have a great application but a badly written essay, that essay alone could get you rejected! Therefore, make sure that you’re following all the steps listed above so you can craft the perfect statement for your application. Myth 3: An A in an Easy Class Is Better Than a B in a Hard Class Many students believe it’s better to stick to the classes you know you’ll get As in, but this piece of advice is misguided when it comes to college applications. In general, colleges prefer students who challenge themselves by taking an array of difficult classes, such as AP and honors classes. And you don't have to get perfect grades in them.If you get a B in a tough AP class, for example, this will emphasize to the admissions committee that you are willing to take on new challenges and test your limits, traits that are necessary for succeeding in and after college. On the other hand, getting As in all easy classes, though not totally unimpressive, is not nearly as interesting to colleges, as it suggests you’re unwilling to push yourself and further hone your higher-level critical thinking skills. All of this being said, try to avoid getting very low grades in any classes you take (regular or honors/AP). C and D grades obviously won’t look great to an admissions committee, even if you got these grades while challenging yourself in AP classes. If you can’t get at least a B or B+ in a difficult class, it’ll probably be better for you to drop it and switch to either the regular version of that class or an entirely different class altogether. Myth 4: Only Perfect Applicants Get Admitted Many students assume that if they have one little flaw in their application, such as a below-average test score or slightly low grade in a class, their chances of getting admitted to college will be slim to none. This just isn’t true. Yes, a very low test score or a very poor transcript may cause you to get rejected from a college, but many colleges use a holistic admission process, meaningthey look at and consider each individual applicant as a whole. So even if your application has a not-so-stellar component on it, this doesn’t necessarily mean you’ll be a reject. In fact, at particularly selective colleges, such as the Ivy League, you’ll often hear of cases in which ostensibly "perfect" applicants got rejected. This is most likely because they didn't have a spike in their applications (i.e., something that made them stand out). Overall, just try your best to produce the best application you can, and then hope for a good result! Takeaways: What Looks Good on a College Application Applying to college is tough, and knowing what to put on your applications to make yourself stand out is even tougher.What looks really good on a college application? Generally speaking, colleges want to see your passion, intellectual curiosity, willingness to challenge yourself, and academic accomplishments. More specifically, though, colleges typically prefer applicants who have most or all of the following characteristics: Good grades and a challenging course load Strong test scores Honest, specific, and eloquent essays A spike in your extracurricular activities Compelling letters of recommendation Volunteer experience with clear impact on the groups or places you’ve helped Any relevant or impactful work experience Finally, as you apply to college and try to think of good things to put on a college application, make sure you’re aware of the following truths about the application process: It’s better to have a spike than to be well rounded Essays are important! A B in a hard course is more impressive than an A in an easy course You can still get into your dream school even if your application isn’t perfect What’s Next? A great college application will get you admitted.Use our college acceptance calculator to get an estimated percentage of your chance of getting into your dream school, based on your SAT or ACT score and GPA. One thing a great college application can have is a high SAT or ACT score.Get expert tips in our guides on how to get a perfect 36 on the ACT and how to get a perfect 1600 on the SAT. Need help figuring out which colleges to apply to? Our guide teaches you how to narrow down your college choices so that you're applying to the best schools for you. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Alexander the great Essay Example | Topics and Well Written Essays - 1000 words

Alexander the great - Essay Example As these anecdotes were around for a long time now and as Alexander even though historical, flourished better as a legend, leaving all of them out would have made the narration curt and dry. But a highly focussed decision maker like Alexander being portrayed as soothsayer dependent might not go well with the historical facts and figures. It is also mentioned by many that an ‘uncommon viewpoint’ is provided for the actions of the Greek poleis and the responses of King Philip. While writing about a king who had enormous effect on his subjects who looked at him for guidance, unintended exaggeration creeps in and that is nothing extraordinary. Green’s showing the step-by-step conviction that Philip was a god himself, is the psychological assurance of an adoring child to whom the father could do anything. But it is difficult to find precedents for Green’s argument, because we do not come across any other writing that says that Alexander was so impressionable. Another point that is difficult to agree with Green is that Alexander became more and more impervious to the needs of the people under him. History books say that he discarded ideas of further pressing forward in India because his soldiers were unhappy to go further. They had left their land long ago and wanted to return and he agreed. It is impossible to agree with Green that Alexander was evolving into a hard-headed dictator. The legends show that Alexander appreciated the heroism of Indian king, appreciated Indian philosophy and looked after his soldiers to the best of his ability. He always discussed matters of importance and mourned the death of his close friend for months and he had been kind to not only his people, but also to the vanquished. Green does not rely much on facts and real research and instead, relies on unconfirmed material. â€Å"Nevertheless, few have been as free as Green in accepting uncorroborated slander as fact†¦.it should not be a book to be introduced students to

Death Penalty Term Paper Example | Topics and Well Written Essays - 750 words

Death Penalty - Term Paper Example It was mostly used in the ancient times, although many countries still use capital punishment. It has not yet been proved whether administering death penalty is effective in deterring crime (Beck et al 2007 p. 66). There are many reasons why death penalty needs to be abolished. This paper is a critical evaluation of these grounds. Capital punishment does not deter crime where it does not take time to plan it. This is because for a crime that does not take some time for the criminal to plan the offence, considerations about the consequences of committing it are usually absent. It is therefore not likely to prevent such a person from engaging in crime. According to Charlie (2007 p. 68), â€Å"the criminal will most probably act upon the prevailing circumstances†. Crimes such as murder committed under such situations should not be subjected to capital punishment if it is meant to prevent people from committing such crimes. Lack of certainty that an individual is actually the one who committed a crime is usually a problem in many criminal justice systems. More often than not, people are punished because of crimes that they never committed. A good example is the case of many death row suspects who have been freed after the realization of their innocence. This means that many innocent people have been executed because they can not proof their innocence. The irreversibility of punishment through death becomes very painful especially if it turns out to have been meted out on a person due to improper criminal justice systems. At times a person may be executed by mistake, which becomes problematic when the real offenders are known (Michael and Clarissa 2006 p. 85) The feelings of desertion, fear and regret cause a lot of trauma and can have dire consequences on the relatives of the convict. In a religious point of view, it is apparent that doing something wrong to counter a crime does not

Martha Stewart: The Goddess of Greed Essays -- Exploratory Essays Rese

Everywhere you look, there she is. Martha Stewart has invaded every avenue of domesticity. Her "radiant presence... seems to be infinite, like that of the Almighty, or of Starbucks" (Lippert & Ferguson: 26*) The outposts of her "omnimedia empire" are quite fortified (Africannet page). Reigning over a vast technical spectrum, her multi-million, multi-media kingdom includes a magazine with a circulation of 1.2 million, a syndicated column, and a TV show with audience of 5.3 million, but she does not have an official web site (Lippert & Ferguson: 26). There are numerous webpages that fans and foes have dedicated to her.   Martha Stewart is energizing the homemaking marketplace. The home is a key part of the American Dream, Her ideas of housekeeping depart from the long-standing tradition of frugality, where practicality was paramount. She mentions Helen and Scott Nearing's The Good Life in an essay in Martha Stewart's Living April edition. While she enjoys foraging for 'nature's hidden treasures,' she does not share the Nearing's core values. Their idea of getting back to nature is to live lightly-- few things, low energy consumption. Hers is highly technical, wasteful and showy. "Make due with less" is not Martha's motto, it's "Just have more." Perfectionism is integral to her image. Having her audiences attempt the impossible ideal of perfection which she claims gets them hooked (if it's easy for Martha, it can be easy for you, too). Most people never realize the staffing that is involved for a layout in her magazine, Martha Stewart Living, or the production hours that go into a few minute long segment on her Lifetime cable show. The photo layouts in her magazine regularly have both a director an... ...ecome more profuse. To proselytize the population must be one of the things she thinks about during the mere four hours she allows for sleep each night. Sources Cited Hoge, Sharon King. "The Place Settings of Kilimanjaro." Forbes (Oct, 23) 1995: 39-40*. Kasindorf, Jeanie Russell. "Martha, Inc." Working Woman June 1995: 26-31*. Leyner, Mark. "Martha Stewart." Esquire Aug. 1995: 52. Lippert, Barbara. "Power Hausfrau vs. Working Woman." Working Woman Dec. 1992: 98. Lippert, Barbara and Sarah Ferguson. "Our Martha, Ourselves." New York (May 15) 1995: 26-35*. Money, Joe. "Little Ms. Perfekt." Boating, March 1995: 30. Speidel, Maria et. al. "The Best Revenge." People Weekly (Oct. 2) 1995: 100-110*. --"*" Indicates an article was obtained through online services, exact pagination is not available (estimates were made).

Iraq or its capital of Baghdad was not accustomed to “freedom”

â€Å"For, in truth, there is no sure way of holding other than by destroying, and whoever becomes master of a City accustomed to live in freedom and does not destroy it, may reckon on being destroyed by it† (Machiavelli: 11).   â€Å"Hence we may learn the lesson that on seizing a state, the usurper should make haste to inflict what injuries he must, at a stroke, that he may not have to renew them daily, but be able by their discontinuation to reassure men’s minds, and afterwards win them over by benefits†Ã‚   (23). While it can hardly be argued that Iraq or its capital of Baghdad, which reflects the divisions of Iraq, was accustomed to â€Å"freedom† before the American invasion, it at least enjoyed freedom from foreign occupation.   The above quote is relevant to the American experience in Iraq because, pursuant to the failure to destroy the enemy in the opening stages of the war, the American mission is in serious risk of being destroyed by that very enemy, years after taking nominal â€Å"control† over Iraq. A failure to pacify restive Sunni centers such as Fallujah, Ramadi, and Mosul during or immediately after the initial invasion, a failure to â€Å"destroy† in Machiavelli’s parlance, left the American occupation armies among its enemies rather than victorious over them.   This negligence, and the willingness to bypass centers of resistance on the drive to Baghdad rather than to subdue them, led directly to the next stage of failure, and the next piece of relevant advice from The Prince. â€Å"If, however, the newly acquired City or Province has been accustomed to live under a Prince, and his line is extinguished, it will be impossible for the citizens, used, on the one hand, to obey, and deprived, on the other, of their old ruler, to agree to choose a leader from among themselves†Ã‚   (11-12). The Prince in this scenario, of course, is Saddam Hussein; Hussein’s â€Å"line† was both biological, in the form of his sons Uday and Qusay, and political, in the form of the brutal and brilliantly organized Ba’ath Party.   The United States willingly destroyed the heart, brain, and nerve center of the Iraqi state and came with no workable plan to replace them.   It should hardly have come as any surprise, bearing all of this in mind, that the Iraqi people have been unable to come to any sort of consensus on what form their new government should take.   The entire gamble of the Iraq War, from the perspective of the Bush administration, hinged on the hope that Machiavelli was wrong, the hope that citizens deprived of a powerful prince would be able to peaceably choose a new leader from among themselves. A further failure of the American enterprise in Iraq has been the inability to instill a sense of loyalty for the new Iraqi government and army among a critical mass of the Iraqi people.   Loyalty should not be taken to imply affection, but merely respect and deference.   Employing historically brutal methods, Saddam Hussein garnered a certain sense of â€Å"loyalty† from the Iraqi people.   The new Iraq government, however, is not recognized by most Iraqis as the legitimate or competent representation of the Iraqi state; instead, a slew of militias and insurgent groups command far more loyalty on the street than do the national institutions sponsored and supported by the United States. The first rule of any government, democratic or not, is the rule of â€Å"one gun†.   In other words, the state must be perceived to be the only legitimate employer of violence.   That is most decidedly not the case in post-invasion Iraq.   As Machiavelli wrote, â€Å"a wise Prince should devise means whereby his subjects may at all times, whether favourable or adverse, feel the need of the State and of him, and then they will always be faithful to him†Ã‚   (26). The legitimacy and the staying power of the Iraqi government is the most important factor of the American mission in Iraq, since the emergence of an openly anti-American government would dissolve any theoretical benefit from the original invasion.   The trouble is that a self-perpetuating cycle is at work; the Iraqi government likely cannot survive without American military protection, yet that very protection ensures that the Iraqi government will never be genuinely legitimate in the eyes of its citizens.   â€Å"Mercenaries and auxiliaries are at once useless and dangerous, and he who holds his State by means of mercenary troops can never be solidly or securely seated†Ã‚   (31). In a country as divided by clan and ethnicity and religious sect as Iraq is, an invading army must have a solid appraisal of what groups it must count as allies in order to effectively govern the country.   Several of the decisions taken by the American proconsul, Jerry Bremer, imply that this appraisal was either never made or was horribly blundered.   Two such decisions come to mind.   Firstly, the Iraqi army was disbanded and its soldiers and officers were sent home without any way of supporting their families but with their weapons.   Secondly, the Ba’ath Party was dissolved, and a massive proportion of its members were excluded from meaningful participation in the new Iraq. Due to the nature of the Iraqi military, especially its officer corps, and the Ba’ath party, these decisions effectively made enemies of the Sunni minority in Iraq, which included the most militarily competent, technocratic, educated, secular, and Western-oriented elements of the society.   The very Iraqis, in other words, who could bring either the greatest harm or the greatest aid to the American occupation.   â€Å"As Princes cannot escape being hated by some, they should, in the first place, endeavor not to be hated by a class; failing in which, they must do all they can to escape the hatred of that class which is the stronger†Ã‚   (51). After dismissing the Iraqi army, and thereby humiliating a large portion of the population, it became evident that the American occupation could never succeed without an Iraqi army, as there were not nearly enough American soldiers to pacify Iraq.   The Americans therefore began training and arming a new Iraqi army, but the damage had been done.   By dismissing the nearest thing to a truly â€Å"national† institution in Ba’athist Iraq, the Americans proved their distrust of the Iraqi people.   It was therefore inevitable that the new, American-backed Iraqi army would be tainted as occupation collaborators by the population and occasionally as insurgent collaborators by the Americans. Most experts now point to the decision to disband the Iraqi army without pay and with weapons was the single biggest blunder that the United States made in Iraq.   This single decision instantly created a vast class of humiliated, impoverished, idle, and armed young men, which essentially guaranteed the emergence of an insurgency.   â€Å"By disarming, you at once giver offence, since you show your subjects that you distrust them, either as doubting their courage, or as doubting their fidelity, each of which imputations begets hatred against you†Ã‚   (56). It seems unreal now, but it is important to note that there was no insurgency in the early months of the American occupation; it seems now that the Iraqi people were giving the Americans a chance to make clear their true motives and intentions.   One wonders what may have happened had the Iraqi army been called upon by the American army to join together in rebuilding and securing Iraq, a goal that both groups shared.   One wonders what may have happened had thousands of mid-level Ba’athist technocrats been allowed to keep their jobs, such as running electrical grids, hospitals, and water purification plants.   One wonders indeed. The above quotes and examples are all variations of one unifying theme; the American errors in Iraq have been driven by a failure to recognize its natural allies, to preempt the emergence of natural enemies, and to win the trust and loyalty of the local population.   Each of these necessities was articulated in The Prince, and one wonders if George W. Bush and Donald Rumsfeld ever read the book. Works Cited Machiavelli, Niccolo.   The Prince.   New York: Dover Publications, Inc., 1992.

Romeo and Juliet Grade 10 Essay - 863 Words

The Power of Tradition In Veronan society, there are many dysfunctional and unstable relationships. The play â€Å"Romeo and Juliet† written by William Shakespeare in the 1500s is about young love and the various relationships between families, friends, and love interests. The play exploits the complexity of a relationships and all the difficulties that can occur between people who are close to each other emotionally. Romeo and Juliet demonstrates that traditions of Veronan society contribute to the ignorance and confusion that leads to tragedy in a relationship. Juliet has numerous issues within her family that cause her trouble maintaining a healthy relationship with them. In Verona, children are not commonly raised by their parents,†¦show more content†¦She wants to help them to maintain the relationship in secret, and does so numerous ways. She fetches a ladder so Romeo can climb up the balcony. â€Å"Ill find Romeo/ To comfort you; I wot well where he is.† (3, 2, 138). She also comforts Juliet and promises to find Romeo so she can see him when he gets banished. This type of relationship between children and nurses is typical in the lifestyle they live in, it is tradition. Juliet and Romeos relationship is another good example of the suffering that tradition can cause two people who arent familiar with one and other. Romeo and Juliet fall in love and practically get married as soon as they meet, without getting to know each other first. Despite that, Juliet is not permitted to choose her own partner. Veronan traditions dictate that her father is the one who has the final say in who she is to marry and when and where the wedding is to take place. This tradition demonstrates why so many relationships in Verona end in tragedy and woe. â€Å"The sun, for sorrow, will not show his head. Go hence to have The forced ways of Veronan society cause Romeo and Juliet to have to hide the love they have for each other, thus causing them both to end up dead. The traditions in Verona cause just as much strife and pain as they do order and peace. The feud that is century’s old still lingerers between the Capulets and Montagues.Show MoreRelatedWhat I ve Learned Throughout Grade 101420 Words   |  6 Pagesbelieve that when reflecting on what I’ve learned throughout Grade 10 ELA, I am able to see a definite improvement since the beginning of Grade 10. I feel that I have become far more well adapted to writing essays and I have a far stronger idea of how to formulate essays under less time. I know that from ELA 10 I have a more advanced idea of the vocabulary and sentence structure to enhance my writing. During ELA 10, I enjoyed the three essays we did for each text. I found these projects to be highlyRead MoreThe Freedom Writers And Romeo And Juliet905 Words   |  4 Pagesenglish would be on my schedule, sometimes even with two different english classes a year. We read different writing pieces, wrote essays, and learned techniques that help us develop our reading and writing skills. In middle school the writing tasks were easier and funner than high school. We read books like the Diary of Anne Frank, The Freedom Writers, and Romeo and Juliet, that I actually found interesting. They would give us the task of writing our own journals. We had to write an entry every dayRead MoreTeaching Strategy in the Classroom2909 Words   |  12 Pagesclassroom I observed, some components of modeling were applied. However, in three classrooms I was able to see all four steps of the process effectively applied. One example is Mr. John Ferrara’s Public speaking class, which consisted of multiple grades. In his lessons on creating â€Å"How To† posters, he kept attention through verbal directions and jokes. He drew diagrams and made his own poster to help retention. Reproduction was automatically included because the â€Å"How to† posters were the homeworkRead MoreHigh School High Homecoming Dance Essay1624 Words   |  7 Pagespoint, my twelve year old self was shaking in her Ugg boots and sweating through her plaid button down from Hollister. Seventh grade was an awkward year for me; I was taller than most of the boys and not quite yet comfortable in my skin. I was sure that I was about to be rejected, but my mama didn’t raise a quitter, so I confidently strode over to the tallest boy in my grade and asked him to dance. Luckily for me, not only did he say yes, but he also asked me to dance during every slow song thereafterRead More Subverting the Conventional: Combining Genre in Kellys Donnie Darko6339 Words   |  26 PagesWars: The Phantom Menace $431,065,444 5. Spider-Man $403,706,375 6. Jurassic Park $356,763,175 7. The Lord of the Rings: The Two Towers $337,526,600 8. Forrest Gump $329,452,287 9. The Lion King $328,178,880 10. Harry Potter and the Sorcerer’s Stone $317,557,891 Five of the films listed above are Epics with an additional two being purely Action films (most of the Epic films, except Forrest Gump, could be considered members of the Action genre as well)Read MoreLanguage of Advertising20371 Words   |  82 Pages Contents Introduction†¦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‚¬ ¦.6 Chapter I. What is an advertising, its definition?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 1. Advertising and the Modern World†¦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 2. Advertising all over the world†¦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‚¬ ¦10 3. History†¦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‚¬ ¦12 Chapter II. Types of advertising†¦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‚¬ ¦15 1. Consumer advertising†¦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‚¬ ¦15 2. Media of Consumer Advertising†¦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‚¬ ¦16 Chapter III. Slogans, Logos, Types†¦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‚¬ ¦