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Assessment Essay: How to Write One. An assessment essay is essentially an analysis essay. Unlike a simple analysis, this type of essay rates a specific subject or event in degrees of social imagination, merit or demerit. For example, if you were to assess the meaningfulness of a novel, your conclusions would indicate if it is not meaningful, slightly meaningful, adequately meaningful, very meaningful or surpassingly meaningful. Why Does Lady. The values included in social imagination, your scale have to be connected to criteria which are mentioned at the beginning of the essay. Elizabethan. If the creating and understanding criteria is not an easy thing for you, take a look at masterfully done assessment essays for inspiration; like the assessment papers in the published archives of . Navigation Through The Assessment Essay Page. Download Free Sample of an Assessment Essay Paper. An Assessment Essay Sample (Click the Image to Enlarge) Objectivity is an element that must be constantly present while writing an academic paper. To get the two sides of the story is always encouraged by professors and universities to social, ensure that the paper remains unbiased. Regarding writing a personal essay, this requirement is why does lady sometimes overlooked because of the imagination nature of the essay.

Hence, there is no conflict brought about by the need for objectivity and elizabethan era jobs the need for relaying personal views when writing a self assessment essay . As the name implies, this type of social, essay discusses evaluation of elizabethan era jobs, oneself based on a set of parameters. Assessment can be made based on personal values or accomplishments in certain activities. Being sometimes referred as a reflection essay, an essay on youself provides personal insight on your life experiences and how these experiences has influenced you. Imagination. Writing this type of essay is a challenge, not because one has to look for reference materials. It is of freedom apparent from the nature of this essay that the most credible material that you could use is yourself. What is difficult in writing a personal essay is to be able to translate your views on paper in an interesting and captivating way. is the best possible choice when essay writing is concerned.

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Understanding the basics of essay writing and constant practice can transform any novice essay writer into a professional. Southern Baptist Essay. To write a solid essay, you have to be acquainted with the different types of imagination, essay. To know the purpose of each and Baptist Essay everyone of them is critical because it can help you stear your academic paper into the right direction. You cannot write a self assessment essay and discuss technical information. Understanding the objective of the type of essay you are planning to write is necessary.

If you are writing an imagination, assessment essay , you should understand the purpose of does an ict consist of, it which is to evaluate the essay topic. Social. Dependent on the topic you have chosen, certain parameters should be used for evaluation purposes. These parameters must be chosen with the help of your professor, if possible, to ensure that you come up with a paper that has a solid ground beneath it. Moreover, using an significance of freedom rides, assessment essay outline will help you construct a more cohesive academic paper. If you are writing an essay of this kind but do not have an idea on how it must be written, consult the most trusted name among academic paper writing companies. We are and we provide the custom written papers for everyone. Choosing an imagination, essay topic is entirely dependent on the essay format that your professor requires.

For example, if you are writing a process essay your topic must involve a step by step procedure. Meanwhile, if you are writing a narrative essay then, you will be most likely asked to write about your personal experience. Using this, it can be deduced that understanding the purpose of the type of essay that you are assigned to write becomes a necessity. In writing an why does macbeth, assessment essay , you must be aware that its purpose is to evaluate the topic of your choice. Your assessment essay topics must be quantifiable based on social a set of objective parameters. The writer of an assessment essay needs to have a clear answer to the following questions before he can proceed (courtesy of ): What is the nature and general purpose of the of freedom object#8217;s assessment? What are the different methods that the social imagination object uses to achieve its purposes? How successfully do these methods achieve the goals set?

What are the advantages and drawbacks of Pistol Professors, each method? What improvements to the object of assessment, if any, can be suggested? In the light of your assessment what conclusions can be drawn about the thing assessed? Give your recommendations, if any, regarding the dispensability or indispensability of that object based on the synthesis of social imagination, your conclusions.

The Sociological Imagination Chapter 1 Summary and

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The Sociological Imagination Chapter 1 Summary and

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Language Objectives: The Key to Effective Content Area Instruction for English Learners. This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from social imagination different grade and subject levels. In this article written for Medical Colorin Colorado, Jennifer Himmel of the social, Center for Applied Linguistics (CAL) provides an overview of how to use language objectives in content-area instruction for what does an ict system consist of English learners. Social Imagination? Her overview includes: what a language objective is steps that teachers can take to create language objectives how to implement language objectives in a general education classroom how to consist of, align objectives to content and language standards ideas and resources on how to support teachers as they become familiar with this practice. Mrs. Shell has been teaching eighth grade math for twelve years. She has deep content area knowledge and wants to social, provide all of her students with authentic activities and faint tasks to imagination, relate the significance of the mathematical concepts that she teaches to their lives. Mrs.

Shell has always felt successful at teaching her classes but this year has been different. Her sections include students with more diverse backgrounds than previous years, particularly more English learners. As Mrs. Shell was beginning to feel frustrated with her inability to reach all her students because of their needs, she learned about one way to make her content more comprehensible to all her students creating and posting objectives that tell the students not just what content concepts they will learn in Pistol Essay, each lesson, but also the academic language they will need to learn and use to meet the state's math standards. With this knowledge, Mrs. Shell is social imagination now confident that she not only knows what to elizabethan, teach, but also how to teach it so that all her students can be successful. Generally speaking, academic English is the language of schooling and the language that helps students acquire and use the content area knowledge taught in schools (Anstrom, DiCerbo, Butler, Katz, Millet, Rivera, 2010). Teaching content to ELs: The challenge. In my work supporting general education and ESL/bilingual teachers who provide sheltered instruction for English learners (ELs), I have met many teachers like Mrs. Shell. While these teachers want to provide effective instruction for social imagination their ELs, often they don't see themselves as language teachers and Southern so they aren't sure where to begin with their students.

These teachers aren't alone, however, and they are facing a challenge shared by teachers across the country. We know that for school-age students, academic language is crucial for social imagination school success (Francis, Rivera, Lesaux, Kieffer, Rivera, 2006). Professors Essay? In addition, research allows us to state with a fair degree of confidence that English learners best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts (Goldenberg, 2008). Yet while the explicit instructional support that ESL and bilingual teachers provide is social imagination essential to of freedom, English learners' academic language development, English learners receive a majority of their instruction from general education and content area teachers who may not have experience teaching academic language development. The question becomes then: What do general education classroom teachers need to social imagination, do in order to support the academic English development of Packing Essay, language learners, especially when English learners are one of many types of students they serve? Teaching content to ELs: The solution. One principle that teachers of social imagination, English learners can begin to apply immediately is creating and posting language objectives for Southern Baptist Church Essay their lessons. Many teachers are familiar with using content objectives to identify what students will learn and be able to do in the lesson. Social Imagination? However, they are less likely to include language objectives that support the linguistic development of their students.

Implementing language objectives can be a powerful first step in macbeth, ensuring that English learners have equal access to social imagination, the curriculum even though they may not be fully proficient in the language. This is because the second language acquisition process requires opportunities for the language learner to be exposed to, practice with, and then be assessed on their language skills (Echevarria, Short, Vogt, 2008). To this end, language objectives: articulate for learners the academic language functions and why does skills that they need to master to fully participate in the lesson and meet the grade-level content standards (Echevarria, Short, Vogt, 2008). are beneficial not only for social imagination language learners but for all students in lady, a class, as everyone can benefit from the clarity that comes with a teacher outlining the requisite academic language to be learned and mastered in each lesson. Now let's take a closer look at some examples and social how to write language objectives. Language objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson. Quality language objectives complement the content knowledge and skills identified in content area standards and Community Essay address the aspects of academic language that will be developed or reinforced during the social imagination, teaching of grade-level content concepts (Echevarria Short, 2010). These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also include: the language functions related to the topic of the lesson (e.g., justify, hypothesize) vocabulary essential to a student being able to fully participate in the lesson (e.g., axis, locate, graph) language learning strategies to aid in comprehension (e.g, questioning, making predictions). Below are examples of language objectives for different content areas and grade levels. They come from the Common Core State Standards for what does consist of Math and English Language Arts (2012) and state standards in social imagination, New York and California. How do I create effective language objectives? Dr.

Cindy Lundgren discusses the process of writing language objectives in this excerpt from era jobs her Meet the Expert interview. Language objectives are directly correlated to content objectives. Once a teacher determines the imagination, lesson topic from the does an ict system consist, appropriate content standards, the social, teacher will want to begin thinking about the academic language necessary for English learners to complete the does an ict system consist of, tasks that support the social imagination, content objectives. This identification of the what does consist, academic language embedded in the lesson's content will become the basis for the lesson's language objectives. You can use the following guidelines to start thinking about appropriate language objectives for the lesson: Decide what key vocabulary, concept words, and other academic words students will need to know in order to talk, read, and write about the topic of the social imagination, lesson. Those words might be taught as a language objective. They should include technical terms, such as ecosystem , and terms like distribution that have different meanings across content areas. Other terms to highlight are those that language learners may know in one context, such as family (as in parents, siblings, etc.), but that have a different use in science (e.g., family of elements in the periodic table). Consider the language functions related to the topic of the lesson (e.g, will the students describe, explain, compare, or chart information). An Ict System Consist? See the WIDA English Language Proficiency (ELP) standards for examples of these functions for English language arts, math, science, and social studies for all English proficiency levels and grade-level clusters.

Think about the language skills necessary for students to accomplish the imagination, lesson's activities. Will the students be reading a textbook passage to identify the stages of Packing Professors Essay, mitosis? Are they able to read a text passage to find specific information? Will they be reporting what they observe during a scientific demonstration to a peer? Do they know how to report observations orally?

Acquiring the imagination, skills needed to carry out these tasks might be the focus of a language objective. An Ict Of? Identify grammar or language structures common to the content area. Imagination? For example, many science textbooks use the passive voice to describe processes. Additionally, students may have to use comparative language to Church, analyze two related concepts. Imagination? Writing with the passive voice or using comparative phrases might be a language objective. Consider the tasks that the students will complete and the language that will be embedded in significance of freedom, those assignments. If students are working on a scientific investigation together, will they need to explain the steps of the procedure to one another? The language objective might focus on how to explain procedures aloud.

Explore language learning strategies that lend themselves to the topic of the lesson. Social? For example, if students are starting a new chapter in the textbook, the strategy of previewing the text might be an appropriate language objective. (Adapted from Short, Himmel, Gutierrez, Hudec, 2012. Used with permission.) Aligning Language Objectives and Standards. English Language Proficiency (ELP) standards.

Developing appropriate language objectives for lessons involves becoming familiar with a state's content area and ELP standards. Whereas the content standards will provide the topic of the lesson and what exactly the students should be doing with that topic (e.g., solving problems, creating models, ranking ideas), the English language proficiency or development standards help to era jobs, identify language skills and functions that students should be working on to achieve academic language fluency. These ELP standards can help to identify: communicative tasks (e.g., retelling, asking clarification questions) language structures (e.g., sequential language, past-conditional tense) types of texts students need to understand (e.g., informational text versus literature). English Language Arts (ELA) standards. Other resources in addition to the ELP standards are a state's English Language Arts standards or the Common Core State Standards for English Language Arts and Literacy in History, Social Studies, Science, and social Technical Subjects (CCSS). Of Freedom Rides? The English Language Arts and Literacy CCSS might be especially useful to teachers of social, English learners due to an ict, its attention to literacy across the content areas.

Additional resources to consult, especially if a state is imagination a member of the Baptist Essay, WIDA consortium, are the Model Proficiency Indicators (MPIs) outlined in social, their ELP standards. Professors? The MPIs outline what an English learner at a specific level of English language proficiency can do in imagination, a language domain (e.g., listening) by addressing the language functions embedded in Packing, an example topic for that content area with appropriate scaffolds or support (Gottlieb, Cranley, Cammileri, 2007). Classroom texts and social imagination other materials (e.g., science investigations, primary source documents) are other good sources to Whistleblowing in The Medical Community, consult when preparing a lesson. Classroom example #1: The cell cycle. To demonstrate how teachers can begin to explore identifying academic language in a lesson, let's look at how one teacher, Mr. Zhang, approaches this task. Mr. Zhang's 7th grade science students have been working on the cell cycle. The content standards for social imagination 7th grade science indicate that students must be able to investigate and understand that all living things are composed of cells, with a key concept being cell division. The content objective for this lesson asks the students to compare and contrast the Whistleblowing in The, cycle of a normal cell with a cancer cell. Because the students have already focused on the new vocabulary and grammar structures in this unit, Mr.

Zhang and Mr. Lewis decide that addressing the social imagination, language functions required to complete tasks should be their next linguistic goal for the students. What Consist Of? From there, Mr. Zhang and social imagination Mr. Lewis brainstorm some scientific language related to the cell cycle that might need to be directly taught in order for the students to master the content and ELP standards: The language of comparison in order to era jobs, have students explain what they learned about the normal and social imagination cancer cell cycle (e.g., more thanless than) Sequencing in order to have students clearly outline the steps in the cycle for each type of cell (e.g., first, second, finally) Recording ideas in Whistleblowing in The Medical Community, a graphic organizer for students to be able to identify main ideas and organize them (e.g., Venn diagram), Summarizing either orally or in writing, in order to have students demonstrate mastery of the topic. Once Mr.

Zhang and Mr. Lewis have identified the language objectives they want to focus on, they must look at the state's grades 6-8 ELP standards. When they look at the standards, they see that the social imagination, students at Pistol Packing Essay, low-intermediate to advanced language proficiency must be able to social imagination, record information from oral input and explain, with detail, the significance of freedom rides, similarities and differences between ideas/concepts/things. Given these ELP standards and the content objective, they decide that the best use of class time is to highlight oral language development and thus create the following the language objective: Students will be able to orally explain the differences and similarities between normal and cancer cell cycles. The Content and Language Objectives planning template used in SIOP Model workshops offered by imagination, CAL helps teachers begin to practice writing their own objectives. In creating measureable and student-friendly language objectives that support the content objectives, it is important that learner tasks in the lesson are aligned with the objectives. It is not enough to era jobs, have well-written objectives that promote language acquisition if the lesson is lacking in tasks that support the objectives. If the language objective for a middle school social studies lesson is for the students to orally retell the key characteristics in social, a historical event using sequential language, it is important that the teacher previews sequential language with the students, such as providing sentence stems or frames, and builds into the lesson some structured pair work so the students have an Whistleblowing, opportunity to retell the event to a peer. Therefore, careful lesson planning is another essential step in preparing effective language objectives. It is also useful for content area and ESL/bilingual teachers to plan lessons together, as we saw with the 7th grade science lesson scenario involving Mr.

Zhang and Mr. Social Imagination? Lewis. In this co-planning scenario, each teacher used his expertise to better integrate content and language instruction for the language learners. This type of collaboration can help a teacher like Mr. Zhang learn more about the second language acquisition process of his students and can help a teacher like Mr.

Lewis become more familiar with the what system consist of, grade-level content expectations that his English learners encounter in content area classes. How do I know which language objectives are best for my students? The language objective that the teacher selects will depend on social what the Essay, English learners in imagination, the class need most at that point in elizabethan, the year and what language is social most important to understanding the content concepts. If the students have already spent a good deal of time working with new vocabulary, then the in The Community Essay, teacher might consider having students use that vocabulary to imagination, develop their writing skill by writing a summary of the process they followed. Conversely, the teacher might want to help students become more proficient with a particular type of graphic organizer in order to develop more strategic language learning. As all teachers know, teaching is a dynamic and in The complex process that requires a multitude of decisions to be made. However, the imagination, advance planning required in creating language objectives allows teachers to better anticipate the academic English needs of all students thus increasing the comprehensibility of the lessons. It is Medical Community important for teachers to realize that even though their lesson may include all four language skills (it is good if they do, since the language skills reinforce one another), they do not need to post a language objective for every language-related item addressed in the lesson. Teachers address many instructional needs in a 50- or 60-minute class period. Imagination? Rather than highlighting all language uses in a particular lesson, it is important for the teacher to think about what is non-negotiable in that lesson.

In other words, the teacher should keep the Whistleblowing in The Community, perspective of the English learner in mind and social imagination ask, Of all of the elizabethan, skills and functions addressed in my lesson, which is most important for helping students meet the grade-level standard and develop their language proficiency? These objectives then must be measureable (i.e., can you see or assess the student's mastery of that objective?) and written in language that accounts for the linguistic and cognitive development of the students. Language objectives: More examples. A second grade English Language Arts class language objective might be something like this: I can write describing words about social imagination Charlotte and Wilbur. A language objectives for a high school English Language Arts class might look something like this:

Students will be able to Southern Baptist Essay, orally justify their character's actions during a discussion group. How can I make language objectives student-friendly? Both of the above objectives are measurable, but both also take into account appropriate developmental stages of the students. Teachers of young students (e.g., PK or K) may even want to consider further adapting the objectives. For example, we have seen kindergarten teachers use symbols such as a pencil to symbolize write and a mouth to symbolize talk when they post their objectives for the children to imagination, see. We have also seen teachers of young learners rely on elizabethan pictures to show the key terms they want the students to use or to convey the imagination, topic of the Southern Baptist, lesson (e.g., a picture of social, a ruler and of hands to discuss standard and non-standard measurement). One way that teachers can ensure that their language objectives are measureable and student-friendly is by using appropriate verbs.

Because language objectives should provide students with practice in the four language skills of reading, writing, listening, and speaking, verbs related to those skills might include, but are not limited to, the following: It is of freedom rides also important to not equate low language proficiency with limited cognitive ability. Therefore, teachers will want to social, make sure that the language objectives they create also reflect tasks that fall on the higher end of elizabethan era jobs, Bloom's Taxonomy and social use verbs (e.g., orally justify) accordingly. As noted above in the guidelines to creating language objectives, language functions are also a potential source for language objectives. Verbs related to language functions might include: Classroom example #2: Solving math inequalities. This example offers some ideas for creating language objectives using the Common Core and WIDA ELP standards. CCCSO Math Standard: Solve equations and inequalities in one variable. Math task: Solve multi-step inequalities that involve multiplying or dividing by variables.

Content objective: Students will be able to solve inequalities. WIDA ELP Standard, Language of Math: Rephrase or recite phrases or sentences involved in problem solving using models and visual support in L1 or L2 with a partner; Explain to era jobs, peers, with details, strategies for social solving problem. Possible language objectives: Students will record ideas in a graphic organizer showing the steps in Pistol Packing Professors, the process. Social? Students will write a summary of the process followed to solve the problem.

Students will define and Southern Baptist Church use key math vocabulary (list key vocabulary). Students will read a story problem, identify key information, and solve the problem. Imagination? Students will create their own story problems. When should I share language objectives with students? To help students take ownership of their learning and provide explicit direction to students, especially the English learners who are processing content in a new language, it is important that objectives be stated at the beginning of the lesson and reviewed with the students at the end of the elizabethan, lesson to allow them to social, assess if they have met the objectives (Echevarria, Vogt Short, 2008). How this happens may differ according to the grade level and content area of the class.

Some teachers like to have the students choral read the objectives, while teachers of older students sometimes have them record the language objectives in their journal in Baptist Church, addition to asking an imagination, individual student to read them aloud. Some teachers, such as those who teach science, like to reveal the objectives later in of freedom rides, the lesson, perhaps after the warm up or exploratory activity, so that they can maintain an inquiry-based approach (Echevarria Colburn, 2006). Should I differentiate language objectives based on my students' language proficiency? Although all teachers have students of varying language proficiency and skill levels in their classes, it is not necessary to differentiate language objectives by social, creating and posting multiple language objectives that reflect these proficiency levels. Rather, teachers should have one language objective that is appropriate for all students to meet. To provide the Essay, appropriate differentiation, the teacher would provide different scaffolds (e.g., adapted text, visuals, sentence frames) for students to imagination, use in order to reach the objectives. For example, an appropriate language objective for an upper elementary language arts class might be for the students to be able to Packing Professors Essay, orally list text features found in social imagination, a non-fiction book. For lower proficiency language learners, the teacher may give them a word bank from which to choose the text features; therefore, the an ict consist, students are meeting the social, same objective but with the appropriate amount of linguistic support from the teacher. For more information on the SIOP Model, see Making Content Comprehensible for English Learners: The SIOP Model (Echevarria, Short, Vogt, 2008). Although language objectives can be implemented in any lesson design approach, they are especially congruent with sheltered instruction and the SIOP Model.

Since language objectives ensure that teachers meet the unique linguistic needs of English learners, they are sometimes easier to implement in the context of instructional practices espoused by the SIOP Model. Practices that focus on explicit academic language teaching include: development of key vocabulary peer-to-peer interaction meaningful activities that allow learners to why does faint, practice the academic language in authentic contexts. Below are other resources that can help you learn more about creating language objectives and social about integrating academic language into content area classes. We realize that it takes teachers some time to become very comfortable with creating language objectives, but our experience has shown that the implementation of language objectives can bring immediate benefits to instruction. Some immediate benefits include teachers understanding more concretely that they are both a content area and language teacher as one teacher said in a CAL SIOP Model workshop, I now see myself as a math teacher AND a language teacher. We have also observed that when teachers consciously plan to meet the academic English needs of their learners, they end up with better planned learner tasks, and students begin to have more ownership of Baptist Church Essay, their content area and language learning. When it comes to building proficiency in social, academic English, as many teachers in why does lady, our workshops remind us, If you want to see it, you have to teach it. Therefore, if teachers want to see language development, language objectives are a great first step in helping teachers explicitly teach it. Short, D., Himmel, J., Gutierrez, S., Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction . Social? Washington, DC: Center for Applied Linguistics. Echevarria, J., Vogt, M.E., Short, D. What Does Of? (2010).

The SIOP Model for teaching mathematics to English learners . Boston: Allyn Bacon. Echevarria, J., Short, D. (2011). The SIOP Model: A professional development framework for a comprehensive school-wide intervention . Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. Imagination? Himmel, J., Short, D., Richards, C., Echevarria, J. (2009). Using the SIOP Model to improve middle school science instruction . Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. Short, D., Vogt, M., Echevarria, J. (2010a). The SIOP Model for Whistleblowing in The Medical Community teaching history-social studies to English learners . Boston: Pearson/Allyn Bacon. Short, D., Vogt, M., Echevarria, J. (2010b). The SIOP Model for teaching science to English learners . Boston: Pearson/Allyn Bacon.

Vogt, M.E., Echevarria, J., Short, D. (2010). The SIOP Model for teaching English language arts to English learners . Boston: Pearson/Allyn Bacon. Jennifer Himmel is the SIOP Manager at the Center for Applied Linguistics, a non-profit organization for imagination language education research, policy, and practice in Washington, DC. She has served as a curriculum developer and research associate for the U.S. Department of Education funded project, Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) that is investigating academic achievement of ELLs in Southern, grades 4th-8th, and as a language testing specialist for the WIDA ACCESS for social imagination ELLs language proficiency test. She currently manages the SIOP Model professional development service line and provides technical assistance and professional development in era jobs, sheltered instruction to districts and schools. In this excerpt from her Meet the Expert interview, Dr. Cynthia Lundgren explains the imagination, value of writing language objectives when teaching English learners. Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., Rivera, C. (2010). A review of the literature on academic English: Implications for K-12 English language learners . Arlington, VA: The George Washington University Center for Equity and Excellence. Echevarria, J., Colburn, A. (2006). Designing lessons: Inquiry approach to science using the Church Essay, SIOP Model. Social Imagination? In A. Lathman D. Crowther (Eds.), Science for Medical Essay English language learners (pp.95-108). Arlington, VA: National Science Teachers Association Press. Echevarria, J., Vogt, M., Short, D. (2008). Making content comprehensible for English learners: The SIOP Model . Boston: Pearson/Allyn Bacon. Echevarria, J., Short, D. ( 2010). Programs and practices for effective sheltered content instruction. In California Department of Education (Ed), Improving education for social imagination English learners: Research-based approaches . Sacramento, CA: CDE Press.

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and why does lady macbeth academic interventions . Social Imagination? Portsmouth, NH: RMC Research Corporation, Center on Instruction. Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. American Educator , Summer 2008, pp. 13-44. Gottlieb, M., Cranley, E., Cammilleri, A. Professors Essay? (2007). Understanding the WIDA English Language Proficiency Standards: A resource guide . Board of Regents of the social imagination, University of Wisconsin System, on behalf of the does an ict of, WIDA Consortium. Short, D., Himmel, J., Gutierrez, S., Hudec, J. (2012). Social Imagination? Using the SIOP Model: Professional development for sheltered instruction . Pistol Packing Essay? Washington, DC: Center for Applied Linguistics. World-Class Instructional Design and Assessment (2007).

WIDA English Language Proficiency Standards . Board of social, Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Five Things Teachers Can Do to Improve Learning for significance ELLs in social, the New Year. Culturally Responsive Instruction for Holiday and Religious Celebrations. Essential Actions: 15 Research-based Practices to elizabethan era jobs, Increase ELL Student Achievement. Supporting ELLs in the Mainstream Classroom: Language Tips. Kerry replied on Mon, 2013-03-18 22:52 Permalink. This is exactly what I was looking for to help in social, our school. We are in why does lady macbeth faint, an SEI course and I was trying to social imagination, find a way to add a layer of extension to our planning. Thanks! Cristina Rodriguez replied on Mon, 2013-05-06 13:47 Permalink.

I do appreciate. Ms. Himmels work. She explains it in detail. Makes it very easy to understand. jemo peter replied on Church Sun, 2013-07-28 23:47 Permalink.

I would like to say thank you very much for the information this is what I was looking for, I am very appreciated for the ideas, I have read I will need more information on this on how to teach and imagination what to teach. CB Files replied on Tue, 2013-11-19 16:43 Permalink. Doesn#039;t posting what they are doing that day (like the agenda) accomplish the same thing? I still do NOT understand this and am so frustrated! It just seems like another way to state what you are doing that day. But why? If you are already posting the content objective and the agenda, why do you need the what system, language objective also? Stefanie Moreno replied on Thu, 2015-02-05 14:29 Permalink. I just wanted to thank you very much for social imagination the insights on this issue.

I really love this Colorin Colorado website :) Colorin Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorin Colorado is an educational service of WETA, the flagship public broadcasting station in the nation#039;s capital, and receives major funding from the American Federation of Teachers and National Education Association. In The Community? Copyright 2017 WETA Public Broadcasting. Artwork by Caldecott Award-winning illustrator David Diaz and Pura Belpre Award-winning illustrator Rafael Lopez is used with permission. Imagination? Homepage illustrations 2009 by Whistleblowing in The Community, Rafael Lopez originally appeared in Book Fiesta by Pat Mora and used with permission from HarperCollins.

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The Significance of the Narrator in social, Moby-Dick. The narrator of Moby-Dick performs a crucial democratising function, linking Ahab, the does an ict consist text and the natural environment together as equal participants in a system of consumption and counter-consumption. The narrator of Wharton's Ethan Frome discovers that attaining truth is difficult when a single sequence of events is relayed by social imagination, different voices: I had the story, bit by bit, from various people, and, as generally happens in such cases, each time it was a different story. (p.13) With every level of discourse delivered by an identity in the polyphonic novel, an intermediary between the Church events and social, the reader, the era jobs possibility that the narrative is corrupted or manipulated to suit that character's moral or political agenda is increased. Thus the social omniscient, third-person narrator is the closest we can get to an immaculate representation of original events because he or she narrates outside the significance of freedom confines of the story; indeed Mieke Bal has suggested that such a narrator is simply an agent, the linguistic subject, a function and not a person, which expresses itself in the language that constitutes the text (Hawthorn, p.227). However, the more individualised a narrator is, the more characteristics 'it' gathers, and the more evidence of motivations and desires external to the narrative it possesses, the more plausible it becomes that the narrator will pursue its own agenda to manipulate elements of the narrative for 'its' own self-interest. Imagination! Indeed, even if the narrator is simply a function of the text, the way in which that narrator chooses to write - style, digressions, humour, pathos - may reveal enough about 'it' such that 'it' becomes a 'he' or 'she', a subject character of the text. This is certainly the case in first-person narrative, at which point such a narrator moves from the objective and comes to occupy a subjective, and therefore potentially distorting, position in relation to his narrative. Indeed, the very fact of writing a text down suggests an impulse to Baptist Church record, and imagination, this in itself is an why does lady macbeth faint, indicator of some motivation in the writer and, since possession of motivation suggests characterisation, the act of creating a chronicle is always automatically associated with the liability of imagination, that document being unfaithful to the truth of the original event.

When any metafictional element is present in Pistol Professors Essay, the text, when the literary act itself is foregrounded, we become doubly alert not simply to the narrative but to the nature of the social imagination one doing the narrating. The narrator of Moby Dick therefore attempts to era jobs counter-act the sense of intervening identity that highlighting the text as an artefact, through the sub-sub librarian's extracts at the start, creates. By implying in the opening sentence, Call me Ishmael (p.3), that his name usually the strongest single signifier of identity, revealing as it can gender, nationality, and, in this case, religious affiliation is essentially irrelevant, the narrator of Moby Dick attempts to position himself as a non-complex character, simply the coincidental relayer of the events he will describe. As a part of social, this scheme of desubjectification, the narrator gives very few details about his life prior to the narrative timeline, which is itself taken out of history by the second sentence, never mind how long precisely (p.3). The drama of Moby Dick is in The Medical Community Essay, driven not simply by the hunt for the whale that gives the book its title and intent, but by the narrator's striving for objectivity, to stick to the demands of his narrative, and his increasing failure, his gradual occupation of a position as a subject within the social imagination text he tries detachedly to relate. Era Jobs! This increasing subjectivity is triggered by the whale and therefore the narrator becomes disturbingly like Ahab, fashioning his own sense of identity and social imagination, reason for being around the hunt for the whale. By slipping unconsciously into an obsessive relationship with his book similar to Essay that of social imagination, Ahab in relation to Moby Dick, the narrator performs an ironic and also a democratising function. By participating in the game of consumption and consumer, when he portrays himself as distinct from elizabethan era jobs it, the social imagination narrator figure evidences that the F/fall of man into desire and fetishism is possible in anyone but also, because consumption is shown to Professors Essay be the way the world is naturally configured, both in the ocean-going narrative itself and in the fact that the narrator's lapsing into imagination, a position as a consumer is itself a natural process, this cannot be an entirely a negative thing it is simply the Southern Baptist way the world works.

Consumption can be creative and, indeed, because it relies on an interplay between consumer and consumed as much as a hierarchy of one over the other, such a system is imagination, innately democratic. In the presentation of the extracts at the start of the novel, the 'sub-sub-librarian' demonstrates what he has learned through the composition of Moby-Dick . This makes the disorder and digression within the narrative remarkable because it must happen live, in the process of writing. Whilst Ishmael as a librarian has successfully collated, ordered and Whistleblowing in The Community, treasured vast amounts of data, in scripting it down his narrative becomes a hyperactive palimpsest, rarely settling along a single dramatic or academic line. It is as if Ishmael the academic is straining against the leashes of his discipline. The sublime nature of the social whale, its vastness, refuses containment within a coherent structure and induces a terror about the failure of the methods of conventional study to describe it. The word 'whale' is a five letter container for a multiplicity of associations and physical organisations. When the whale is an ict system, described, it is only in parts, as fractals or synechdoches reproducing the whole: the spout shows a whale's location, the hump, the brow, or fluke is enough to represent an social imagination, entire being (p.446-447). Language, which must progress linearly in words and sentences, cannot in era jobs, a single instant present the whale in totality. Paradoxically, if the whale cannot be comprehended in whole, it must be comprehended through the physiognomic pieces which constitute the whole but this only serves to enhance its vastness because of the amount of textual space required to social imagination represent each unique physical aspect.

Like Wordsworth rowing his skiff ( The Prelude :1805, I.409), the more objective distance Ishmael puts between himself and his subject, the more looming and magnificent that subject appears. Ishmael's initial impulse for the voyage is Pistol Professors, not as a field study of matter he has already investigated in depth but simply because, such a portentous and mysterious monster roused all my curiosity (p.7). Ishmael's strict course of literary study is pursued after the imagination events he narrates and thus the of freedom rides text, with all its references, is imagination, spawned from the final hunt for Moby Dick, rather than the discovery of elizabethan era jobs, Moby Dick being the natural conclusion of the academic process. The end of the narrative of Ahab is the social imagination beginning of Ishmael's quest, and Moby Dick becomes the why does faint reason for the text which bears his name, not its end. Similarly, although Ishmael proposes that his desire to produce an epic has determined his choice of subject matter To produce a mighty book, you must choose a mighty theme (p.376) it is the whale which causes the book's expansiveness, not the genre which determines the whale's magnitude. This is enforced by describing the leviathan in terms of a mighty book itself, by classifying whales along a literary system, describing them as books or texts and dividing them into Folios and Chapters (p.112). If Out of the trunk the branches grow; out of them, the twigs. So, in productive subjects, grow the chapters (p.241), then every chapter which the multiple literary and technical associations which surround the whale generates further establishes the social imagination impossibility of containing the whale textually. The sense of Baptist Essay, Terror the whale invokes manifests itself as the fear that Ishmael's powers of scholarship may be disproportionate to the magnitude of the task the discovery of Moby Dick has set him: Unconsciously my chirography expands into imagination, placard capitals.

Give me a condor's quill! Give me Vesuvius' crater for an inkstand! Friends hold my arms! For in the mere act of Baptist Church, penning my thoughts of this Leviathan, they weary me (p.376) Ishmael's battle between being a consumer and consumption, between the mighty expanding theme which asserts the prestige of the artist and its critical limit which, once reached, swamps him, leads to his invocation for the tools of control, as dramatic a request as that which Ahab makes for his harpoon, for something that will stick in the whale like his own fin-bone (p.401). The desire here for the whale to be killed by something from imagination his own source, an unachievable ambition, parallels Ishmael's technique of containing whales using his own discipline's methods of literary organisation. As a mark of the way in which the subject consumes his intention, the timelessly objective inception of the book is forgotten in the narrator's urgent desire to show the immortal history of the whale through millions of unimaginable years right up to this blessed minute, the moment of writing his own text on the sixteenth of December, 1851 (p.306). Disturbingly, Ishmael's obsession with representing the whale textually becomes a physical one, as he uses his own skin as the page on which to scribe and Pistol Packing Professors, tattoo the dimensions of an unusually large whale (p.373).

This increasingly intimacy with the social whale forces us to what an ict system question the imagination objectivity of his study. For example, Ishmael notes that the sperm whale's hump must rise from the vertebrae: From its relative situation then, I should call this high hump the organ of firmness or indomitableness in the sperm whale. And that the great monster is indomitable, you will yet have reason to know. (p.290) The 'great monster' is not the whale in general one of these has already been caught and discussed by what an ict consist, the time the social imagination above extract occurs but Moby Dick himself. The closer The Pequod comes to Moby Dick in the dramatic narrative, the Pistol Packing Essay more Ishmael in his academic narrative begins to work a priori , deducing (informed by Moby Dick) the meaning of an observation from its outcome, rather than a posteriori , the scientific method, discovering cause from effect. In his focus on the singular rather than the universal, which goes against his academic proposal to study whales as a species and which distorts the validity of his academic technique, Ishmael is increasingly like the monomaniac Ahab. Social Imagination! Thus the narrator figure is characterised not simply by a move from being a mere function to being a subjective entity, but specifically towards a subjectivity which is defined against that of the two other dominant subjects in the text, the whale and Ahab.

However, although Ishmael's scientific method suffers in response to his experiences with Moby Dick, the narrator manages largely to leave moral scrutiny of Ahab outside of his role. Elizabethan! By making him unconsciously become more like Ahab, but by allowing him to maintain enough control to deliberately avoid making judgements of Ahab, Melville ensures that Ahab's morality is imagination, defined in comparison to Ishmael's, rather than by Ishmael. Where the narrator does intervene in the text with a moral intent, this does not take the form of Pistol Packing Essay, am explicit condemnation of social imagination, Ahab's actions. After the first crucial insight into Ahab's character, his nailing of the doubloon to the mast and his parodying of the Eucharist in the sharing of the significance of freedom rides rum, we might expect the social imagination narrator to raise some questions about Ahab's motivations, especially given the fact that the Whistleblowing in The Medical Community Essay narrator's own ethical standpoint about using money as a symbol has already been made clear, Ishmael having initially refused Queequeg's offer of money (p.45). Instead, it is Starbuck who acts as the vocal judge of Ahab's actions. The narrator's moral intervention consists not in condemnation but in giving Ahab the textual space to represent himself directly. The question of who presents Ahab's, Starbuck's, and Stubb's subsequent interior monologues (p.139) is awkward. Imagination! Access to the interior thoughts of characters is the traditional privilege of the omniscient narrator, so this suggests that either Ishmael is assuming this guise a compromising hubristic attempt which cannot allow us to do other than see the characters' monologues as Ishmael's own, and therefore morally biased, fictional imaginings projected through others or that Melville is prepared to subvert the integrity of his text. Significance Rides! In either case, the social impulse behind the technique is a democratic one. By giving the Captain (whose Lear-like eloquence actually softens the reader to him), the mates and the rest of the crew the textual space to debate the action, the moral dialectic is set up not between the reader and Ahab guided by the intermediate focaliser but between Ahab and all others aboard The Pequod ; we as readers are simply the privileged observers of the debate. Such a tactic, which enables the reader to cast the ultimate ethical vote untainted by the slant of intermediate propaganda, is not out of keeping with the consistent democratic concern of the novel.

When Ishmael returns to the narrative line, it is as a subjective part of the preceding dialogue, not as the objective moral judge of it, in a sentence which recalls the style of the very first line: I, Ishmael, was one of that crew; my shouts had gone up with the rest; my oath had welded with theirsAhab's quenchless feud seemed mine. With greedy ears I learned the history of that murderous monster against whom I and all the others had taken our oaths of violence and revenge. (p.148) Suddenly Ishmael's signifier of identity is era jobs, used not to social imagination assert detachment but for absorption, the willing merging of the individual self into the communal whole of the crew. The brilliant syntax in the final sentence enforces the significance of freedom idea that the ship and its quest towards the whale is as democratic, having been endorsed by all, as it is dangerously obsessive. According to the syntax, the 'murderous monster' mentioned ought to be Ahab, the last subject to which Ishmael has referred; but in social imagination, a dramatic reversal it actually refers the one whale, that entity against which Ishmael, along with Ahab, has taken his oath of revenge. The 'greedy ears', the academic instinct for consumption, aligns this interpreter and maker of novels with the destroyer of whales. Of Freedom! The rhetoric of consumption infects the text. Queequeg is a cannibal; Stubb eats the captured whale (p.249); sharks eat chunks of the imagination whale which are the of freedom rides bigness of the human head (p.244); Ahab has been consumed and is now on a quest, which itself consumes him, to counter-consume; The Pequod is a cannibal of a craft (p.59). Paradoxically, if there is a food chain, it is one in social imagination, which cannibal, sharks, librarian and hunter are equalised. By applying the same symbolism of cannibalism across all spheres ocean, human, material of existence, Ishmael eliminates the in The Community Essay hierarchy of the food-chain, suggesting that it functions by interdependence rather than by the dominance of any one element.

It is because of social, this close interdependence by all who inhabit the environment of the sea itself a stable (being devoid of political control) platform on does, which the game of consumption is played that Ishmael is so keen to satirise the Royalist system by which fast-fish become the king's property (p.332). His objection is to the fact that the law of possession operates outside the closed diagram of the hunt. Social Imagination! The mariners kill the whales and bring them onto of freedom rides land (that is to say, away from the social apolitical environment in which the economics normally take place) but the king takes both of the mariner and of the whale, by proxy of a third party Warden. He is detached doubly from the exchange, and faint, therefore has no right to it. Ultimately, what differentiates Ishmael from Ahab is social, not his motivation which is what an ict, similarly unilateral, consumptive, obsessive but the way in which this manifests itself, in text rather than aggression. Imagination! The encyclopaedia of whales is an achievement in itself, a creation rather than a destruction. Whereas Ahab has been partially consumed, tries to counter-consume, and is ultimately fully consumed, though Ishmael is also consumed by the terror of the whale this results in a substantial artefact rather than a void of annihilation into which whale, crew, Ahab and The Pequod symbolically sink. The quest for whales in general is a glorious, expansive one represented in economic terms by the opportunity for financial gain, and in political terms because kings are anointed by whale oil but conversely the quest for one whale is Southern Baptist Essay, a limiting one, which destroys all of value that has been attained previously.

Ishmael's quest has been generated from the social one whale, not towards it, and although this must lead us to question the elizabethan era jobs integrity, in the sense of objectivity, of social, his academic work, nevertheless unlike the crew he ends (or, textually begins, since the extracts at the start represent all that he has learned) at the creative rather than the destructive pole. Indeed, the closer the macbeth faint drama comes to Moby Dick, the more Ishmael attempts to imagination recover objectivity, recognising the concluding episode of the ship's drama as the beginning episode of his own. Southern Baptist Church Essay! His use of the third-person to imagination represent the ship and its crew shows his increasing detachment from the significance crew: They were one man, not thirty. all the individualities of the imagination crew, this man's valor, that man's fear; guilt and guiltiness, all varieties were welded into era jobs, oneness, and were directed to that fatal goal which Ahab their one lord and keel did point to. (p. 454-455) The metaphorical system of consumership and cannibalism applied to the Pequod 's crew and their environment is self-contained. Ishmael and social, his text perform a crucial function in Professors, denoting what that system represents, how the metaphors invested within it may relate to the real (land) world rather than simply those who share the sea: What of it, if some old hunks of a sea-captain orders me to get a broom and sweep down the decks?

What does that indignity amount to social weighed, I mean, in of freedom, the scales of the New Testament? (p.6) If the Pequod is a signifier then without Ishmael's text, which introduces the scales of religion, democracy, history and imagination, text, we would have little grounds for understanding precisely what it signifies. In the process of performing this linking function, of bringing multiple texts to him and why does lady macbeth, harnessing them under a single title, he loses objectivity and social, becomes a character. His increasing subjectivity allows us to compare Ahab to lady faint the textual creative process itself, making the morality of the quest universal and real, rather than applicable solely to a fictional environment, because it relates directly to the real world artefact of the text itself. Mark Edelman Boren, 'What's eating Ahab? The logic of ingestion and the performance of meaning in Moby-Dick ', Style , Northern Illinois University, 34:1, Spring 2000, p.1-24 Jeremy Hawthorn, A Glossary of Contemporary Literary Theory, Oxford University Press, 2000 Jamey Hecht, 'Scarcity and Compensation in Moby-Dick ', Massachusetts Review, University of social, Massachusetts, 40:1, Spring 1999, p.111-129 Herman Melville, Moby Dick , Wordsworth Editions, 2002. Your Comments on The Significance of the lady macbeth faint Narrator in Moby-Dick To add your thoughts about this page, use the comment form below. This page was published on 2003 | Keywords: Moby Dick, Herman Melville, Ishmael, Pequod. The content of this website is Copyright 2016 using a Creative Commons Licence. One term of this copyright policy is that plagiarism is theft.

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50 Inspiring Resume Designs: And What You Can Learn From Them. Social Imagination? Your resume or CV may be one of the most important projects you ever design. It can make or break job applications, open doors to new careers, make a great (or dismal) first impression. When you send out your resume, youre really sending out a piece of yourself. Does? So make sure its representing you to your best advantage. Social Imagination? Just like how you dress your best for an interview, its important to give your resume the Pistol Professors, same treatment to make sure its polished and presentable. The 50 resume designs below span a wide range of styles, from strictly businesslike to social ultra creative browse through them to get some ideas for Community Essay updating your own resume. Designing your own is easy with our wide collection of beautiful resume templates. Click the image to see more resume templates. Starting off your resume strong with a bold header, like in imagination, this design by Shed Labs for Loft Resumes, draws attention to your name and makes it more memorable.

You can also include a few keywords or descriptors under your name that sum up who you are as a candidate. This chessboard-style layout is certainly striking, giving each category its own distinct space. But Mikha Makhouls resume is Southern Church Essay, still somewhat subdued thanks to the simple black-and-white color scheme; it doesnt sacrifice professionalism for social visual interest. Some well-placed shadows can make your resume pop, literally giving it a 3D appearance and creating the Southern Baptist Essay, illusion of depth. Errol Veloso explains how he chose the colors of his design purposefully: blue to symbolize his creative side and red to social symbolize his analytic side.

Try using shapes and frames for emphasis. You can experiment with geometric shapes (circles, squares, rectangles), ribbons, or solid or dashed lines. Significance Of Freedom? Here, Michael Long frames his name and imagination his role to help them stand out. What System Consist Of? A cohesive color scheme of cool blues and social imagination minty hues gives this information-packed, infographic-style resume by Joseph Acena a visual theme and an orderly, coordinated look. Using a horizontal orientation (instead of the traditional vertical format) immediately gives your resume an edge in why does macbeth faint, terms of imagination, attracting attention. Other strong points of significance of freedom, this design by Justin Schueler include a balanced, un-crowded layout and social plenty of negative space. There seems to significance rides be a trend, at least in industries where you can take some risks with your resume, to imagination forget the stuffy business lingo and show that theres a human behind the piece of paper. Using a more conversational tone, as David Elgena has done with his Hello, nice to meet you. An Ict Consist Of? Heres a little about me header at social imagination the top of this resume, may help you create rapport with the person whos reviewing your application before you even meet them. This resume by Kyle Robertson features a custom crest with Kyles name and a catchy tagline.

Creating a distinctive personal brand or style for yourself (such as a personal logo, a color scheme, a nice selection of fonts, etc.) gives your work an extra sheen of professionalism (and an Pistol Packing Professors Essay, opportunity to show off your abilities). Plus, once you put the work in, this brand is something you can use over and over again on letterhead, business cards, social media profiles, you name it. For a unique take on traditional resume colors, try light text on social imagination a dark background, as Abdullah Al Mamun has done here. Just make sure that your font is weighty enough to be easily readable and elizabethan not get lost against the background. This clean resume by Patrick Rogan uses a bright splash of color and social whittles down the of freedom rides, information to only the basics (skills and social past positions). Icons in the skills section provide a visual reference that still complements the Professors Essay, simplistic style. Printing your resume on social textured paper can give an impression of Professors Essay, quality, craftsmanship, or luxury. If a color other than white seems inappropriate for your industry, try a white or cream-colored paper with a slight texture for an ultra-professional, upscale look.

This example by S.N. Carter, printed on a recycled or kraft-style paper, gives the resume a custom, hand-printed feel. When applying for a position where a more creative approach isnt appropriate, its always a safe bet to social opt for lady macbeth faint a simple, text-based resume with clean fonts. Here, Frank Schamhart has embellished his resume slightly with minimal use of an accent color and a small personal portrait. If youre after a job in the arts or some other highly visual industry, make your resume a mini portfolio like illustrator Rianti Hidayat has done here. Bradley Brooks keeps his resume businesslike with a classic black-and-white color scheme, but livens things up with a modular layout and a personal logo. Infographic-style resumes have become popular, and they can be effective when done well. But they should be more than a collection of pretty pictures; the social, images should, at a glance, tell something about in The Medical, you and complement or enhance the text, like in social, this resume design by Rachel Winter. If youre seeking work in an industry where appearance is Whistleblowing in The Community Essay, important, or the job has asked you to social include a portrait, try integrating it into era jobs, your resume.

It doesnt have to be the center of attention, though you can make it a bit more subtle by social imagination, using a small picture or placing it behind a colored screen, like in Egotypes resume template. Mailing out some resumes? Make opening yours up a memorable experience, like Amber Van Mieghem has done with this clever folding resume. Wishing you could infuse a little creativity into your plain, corporate resume? Try a monogram with your initials, like Bill Mawhinney has done for this resume template. It adds a little style while still keeping the overall presentation very businesslike. You can use the same graphic on your cover letter to Essay give your application a polished, pulled-together look. If you have some creative leeway in creating your resume, using a non-rectangular shape will be sure to imagination attract attention, like John Mujicas round resume does here.

If you do format your resume in any unusual shape, just make sure all the text is readable. Youve only got one name. Make it memorable. If its unique, highlight it. Why Does Faint? Make it big and bold, like Fredrik Andresen did on his resume. Give the hiring manager something to social zero in on. Elizabethan Era Jobs? Your font choices can change the whole character of your resume. For instance, the rounded fonts with soft edges that Louis Omari has used for social imagination his resume have a more casual, friendly feel than sharper, serif fonts might have.

Need to show your qualifications on the run? Post your resume online and make it mobile-friendly, like Julien Renvoye has done. You can include your resume on system of your personal website or even post it to networking platforms like LinkedIn. Use blocks of color and/or lines to separate different sections of your resume, give it structure, and make it easy to navigate visually. This template from Beautiful Resumes features vibrant colors, but you could just as easily get the same effect with a more subtle color scheme. Social? If youre going the Church, infographic route, think of imagination, effective ways that you can use different types of graphs to represent your skills, experience, or background, like Martin Suster did here. Whistleblowing In The Essay? Organizing your resume with columns, like this three-column layout Anton Yermolov used, keeps the imagination, information tidy, creates clear divisions between sections, and does an ict consist of helps you keep everything sharply aligned.

Use a sidebar in your resume to call attention to extra (or extra important) information that you want to imagination highlight. Here, Ola Hamdy used a colored sidebar to separate her personal and contact information from her educational and professional details. Although this resume design is Baptist, text-heavy, Gershom Charig mixes things up with a two-color scheme and a word cloud to creatively represent the breadth of imagination, his skills and experience. Similar in function to the word cloud above, various sizes of circles represent Silviu Schiaus proficiency in various areas, such as management and Medical Community Essay design. The size of the circles corresponds with his amount of experience a fresh way to social imagination illustrate core competencies.

Give the person looking at your resume an excuse to find out more about you. Including a link to your website or portfolio (or even a QR code, as Krysten Newby has done here) acts as a good prompt. If your job history includes working for big companies with recognizable logos, feature them on your resume. Pistol Professors Essay? Tamas Leb has included space to social do so on this resume template, and it makes an Baptist Church, impressive statement, even at social imagination a glance. For creative resumes, a theme can give you a starting point to build a one-of-a-kind design and think about innovative ways to present your information. Here, Peter Kistemans laboratory theme makes a strong visual statement and Southern gives his artistic background a scientific, experimental dimension. Putting your resume in social, a folder or other kind of holder gives you more space to showcase your experience and accomplishments, plus the extra tactile feature makes it memorable, as with this design from S1M. Southern Church Essay? The vertical timeline on the outside offers an imagination, immediate visual representation of the candidates career history. Whistleblowing Medical Community Essay? This traditional black, white, and social gray design by Brice Seraphin brightens up quite nicely with some turquoise as an accent. This can be done with any color (and you may want to why does lady macbeth tone it down depending on your industry), but vibrant hues have particular impact. Besides being another nice example of using an accent color, this design by Adam Rozmus keeps things clean and simple, showing that resumes dont have to be fancy to make a good impression.

If competition is stiff, try standing out imagination with a resume package that gives you some space to demonstrate your abilities, develop a personal brand, and include more information than the limited area of a one-page resume allows for. Here, Sabrae Precure uses a distinct color scheme and custom illustrations to Pistol Professors stand out from the crowd. This resume by Gabriel Valdivia combines a traditional format (the typical positions, dates, and social imagination short descriptions) with pictorial elements that provide a more personal touch. Church? As if to social imagination say that a normal paper resume just wont cut it, Alison Root got clever with her resume presentation, which demonstrates that she thinks outside the macbeth, box. Social Imagination? This sample resume from Rahul Chakraborty features bold typography and bright colors for a high-impact look that will make people take notice. There may be times when its ok to let your sense of humor shine through in your resume; it makes you more relatable, more likable. For instance, check out the Pistol, pronunciation guide Nick Iannuccilli provided for his difficult last name.

Using a border is a good way to add a little bit of color to your resume, as Evelien Callens has done here, without worrying about looking unprofessional. Stylistically, this design is imagination, a good compromise between customary and does system consist more creative resumes. The two-color, mostly traditional layout uses graphic elements sparingly but purposefully. As a nice touch, Dan Hernandez has branded his cover letter with the same style, which is a smart idea if your job application involves submitting multiple documents. Sometimes you have to do what you can to get noticed. For an illustrator like Lucia Paul, hand-drawing her resume is social imagination, both appropriate for her industry and elizabethan era jobs gives her a standout way to display her skills. Big, bold typography, a high-contrast color scheme, and a well-organized presentation all combine to make sure Joao Andrades resume gets looked at. No long-winded explanations of imagination, job roles here. Why Does Macbeth? Just the essentials enough to get someone interested in social, wanting to know more about Gianina Santiago and her background.

Clean, sans-serif fonts, relatively little text, and lots of white space give Maxat Malbekovs resume a sleek look thats easy to achieve if you condense your resume down to only the what an ict system of, most relevant information. If you have a lot of information you need to fit on one page, take a tip from this design by Halle Rasco and use easy-to-read fonts and clear headings for each section. Need to keep your resume fairly conservative? A two-column layout with a businesslike blue-gray accent color gives this otherwise traditional resume from ResumeBaker some extra interest. Syril Bobadillas illustrations are whimsical and kid-friendly, and her resume reflects that style. Notice how she also created matching business cards for a cohesive personal brand. Even if your industry doesnt allow as much creative expression as someone in the arts, you can express your personality in more subtle ways, like through font choices or an accent color. Resumes dont always have to imagination read from left to why does macbeth faint right, top to bottom.

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college essay ready Nicholas Handler, is a junior at Yale University majoring in history. Handler is active in social imagination social justice organizations and an ict consist, hopes to become a human rights lawyer. I never expected to gain any new insight into the nature of social imagination, my generation, or the changing landscape of American colleges, in Lit Theory. Lit Theory is supposed to be the class where you sit at the back of the room with every other jaded sophomore wearing skinny jeans, thick-framed glasses, an ironic tee-shirt and over-sized retro headphones, just waiting for lecture to be over of freedom rides, so you can light up a Turkish Gold and walk to lunch while listening to Wilco. Thats pretty much the way I spent the course, too: through structuralism, formalism, gender theory, and post-colonialism, I was far too busy shuffling through my iPod to see what the patriarchal world order of capitalist oppression had to do with Ethan Frome. But when we began to study postmodernism, something struck a chord with me and made me sit up and social imagination, look anew at faint, the seemingly blase college-aged literati of which I was so self-consciously one.

Letter: Fortunately, College Has Changed. This is in regard to social imagination, your college essay contest that took place last year. The essay entitled Fortunately, College Has Changed by Essay Matthew Bender from the University of Arkansas has several factual errors and insinuations. Then entire first and second paragraphs are neither chronologically or factually correct. How do I know that there are errors? Because I am Mervin Jebaraj, the imagination person referred to Southern Church, in the opening paragraph. 1. A committee of students wrote the actual text of a proposed bill not a note. The idea began in November of 2007 and imagination, not in the spring.

2. There was no staying up all night, and there was no on campus bbq. The committee obtained a meeting with Sen. Madison after a lot of macbeth, work and didnt just pass a note to social imagination, her. The committee also spent months working with her and other legislators. to see the resolution passed. We dont appreciate the trivialising narrative of our work. 3. The resolution never asked for the creation of socially aware investments, the what does system consist of options already existed. 4. Social Imagination. The conference I went to era jobs, was well after the social imagination divestment process and what an ict system consist, was to share ideas about divestment with others as opposed to receiving inspiration for divestment. 5. Social Imagination. There is an implication that I was skinny dipping and smoking marijuana in Belize.

Neither is true. I hold the New York times in Pistol Professors Essay the highest regard and hope that you will take this seriously. In the future, I hope you check the. veracity of statements made before you publish them. Mervin Jebaraj, Research Assistant, Center for Business and Economic Research. Liz Addison , 38, is a biology major whose goal is to social imagination, become a large animal veterinarian. She has trained a winning racehorse and is interested in American presidential history. Oh, the Pistol Packing Professors hand wringing. College as America used to imagination, understand it is coming to an end, bemoans Rick Perlstein and his beatnik friend of fallen face. Those days, man, when a pretentious reading list was all it took to lift a child from suburbia. When jazz riffs hung in the dorm lounge air with the smoke of a thousand bongs, and college really mattered.

Really mattered? Rick Perlstein thinks so. It mattered so much to him that he never got over his four years at Whistleblowing in The Medical, the University of Privilege. So he moved back to social imagination, live in its shadow, like a retired ballerina taking a seat in the stalls. Why Does Faint. But when the curtain went up he saw students working and studying and working some more.

Adults before their time. Imagination. Today, at the University of Privilege, the student applies with a Curriculum Vitae not a book list. Shudder. Frankie Thomas , is a junior majoring in Packing Essay cinema-television critical studies, with a minor in gender studies. Her immediate plans include dropping out at the end of the year to write and/or travel. She is a film maker and a blogger, with interests ranging from the social history of the Victorian era to birdwatching to the novels of Dawn Powell. I had the kind of college experience most people only dream about. Charged by the atmosphere of intellectual exploration, inspired by professors who pushed me farther than Id ever imagined I could go, I made fascinating new friends at Skidmore; together we discovered Nabokov and Kafka, Citizen Kane and Dr. Social Imagination. Strangelove, and Medical Essay, our own literary voices. It was a three-week summer program.

I was fifteen. Now Im twenty, halfway toward graduating from imagination, University of Southern California, and if I had a thousand dollars for elizabethan era jobs, every college student I know who Struggles With Depressionwell, I still wouldnt have enough money to pay my full tuition. But it would keep me going for a semester or two, assuming I didnt lose my own struggle and drop listlessly out. Social Imagination. As our SATs would have put it, depression is to college campus as consumption is to lady macbeth, Victorian orphanage, and ours is a generation of wheezing waifs. Max Lance , 23, is a freshman at USCs School of Cinematic Arts, majoring in writing for film and television. He hopes to make his mark either with a life-changing TV show or by marrying someone rich. When I dropped out of college three years ago I would have completely agreed that college isnt the cultural experience that it was hyped up to social, be.

As I return this September, Ive realized that its a good thing it isnt. I completely agree that college as America used to know it has come to in The Medical Essay, an end, but I believe that schools have changed for the better. Social. The problem I had when I quit school the first time around was that I never adjusted to how schools have changed. I dropped out because of my mislaid expectations; the same ones that Rick Perlstein is nostalgic for. Im going back to school because Ive realized what the college experience is elizabethan, like today and imagination, Im now more than prepared to abuse it. Like nearly everyone in Southern Baptist my graduating class, I attended higher education because thats what we did next.

College seemed more like 13th grade rather than a place where I would be opened up to radical people and ways of thinking. I spent my freshman and sophomore years doing what I needed to do to imagination, get good grades because thats all I had done since kindergarten. And even though I worked hard to earn a 3.7 GPA, I dropped out of New York University because of a complete lack of passion for what I was studying (journalism, via process of elimination). Travis Weinger , 21, is a senior majoring in history, with a concentration in war, revolution and social change. His minor is political science. He is Southern Church, a founder of the Triton, a newspaper at UCSD, and of the Symposium, an on-campus discussion group. Rick Perlsteins article, boiled down, is simply an extended version of the social imagination bitching that every generation hears from the one that preceded it: Back when I went to school, we walked uphill in the snow both ways In sum, college mattered back when Mr. Perlstein went to Professors, it because that was when he went to it.

Since college has changed from when he remembered it, he wants us to believe that it has somehow degenerated into irrelevance. The vast majority of Perlsteins complaints fit under the above rubric. Imagination. Our college experience is not as liberating as his was (no longer can we simply phone public intellectuals and bully them into visiting our dorms). Our activists are not as radical as his were (we dont take over enough buildings). Our connection to Packing Professors, the Sixties isnt as strong as his was (our band members arent former revolutionaries). Imagination. We are not as alienated from society as he was (we engage our world, not whine about it). Perlsteins claim that his experience was in some way both richer and harder than the next generations is an old one, and Whistleblowing Medical Essay, is continuously echoed by social imagination every generation.

Like most complaints of this type, it is largely groundless and mildly insulting. To respond to it bit by bit would validate his nostalgic whining to Packing Professors Essay, a degree it does not deserve. The Cultural Contradictions of American Universities. For the past twenty to social, thirty years, we have seen the great degradation of post-secondary education. Conventional wisdom suggests that the problem lies simultaneously within the hands of the politicians and Essay, the students. This narrative does not account for the history of college. Throughout the modern age, the role college played in the national debate was minimal. To this date, there has only been one president with a Ph.D., and social, both The New Deal and Trumans Fair Deal did relatively little for college and education in general (with the exception of the era jobs G.I. Bill).

And even today, most candidates on social both sides of the isle have the same prescription for college: the problem is lack of funding, therefore, the solution is to Church Essay, increase funding. Imagination. It usually ends at that. In order to find the true crisis of college, we must first look at rides, its true purpose. A few months ago, Charles Murray wrote a controversial series of columns in social imagination the Wall Street Journal arguing, not that college had been written out elizabethan era jobs of the national debate, but that its role is imagination, too great. Essentially, too many people are going to college who did not need college, but instead needed vocational training. There are serious problems with his logic to be sure, not the least of which is lady macbeth, his obvious IQ-ism. While it is true that college is in need of some serious reforming, focusing solely on social imagination IQ will not solve them, for IQ is Southern Baptist, not the social only purpose of significance of freedom, college. For example, there are, what a professor of mine called, latent overtones. That is, those unexpected, and unintended consequences of college learning. For example, one might discover a great philosopher that hes never heard of, or another collegiate finds that they enjoy a field of study which they did not expect. But this is, of course, part of the intellectual journey of students. College exists not, as conventional wisdom suggests, to change the culture.

It exists to create a new breed of intellectuals. All politics aside, students should exit college not knowing simply what to think, but how to think. This is where Mr. Murray and I agree. He hits the nail on the head when he describes the purpose of college, that college is social, created to train the elites to do their jobs. However, this purpose has been lost in a quagmire of what does an ict system consist, watered-down curricula and fluff courses. And this brings us to the real problem of social imagination, college: the searing anti-intellectualism of the youth. Education is the single most important factor in the growth of our country. Specifically, higher education paves a future and rides, provides opportunity for students that attend college and imagination, gives them a shot at a career. 50 years ago, college was strictly for the elite, high class Americans. Now, it seems that every common household has at least one family member attend college.

But with the lady macbeth increasing drop out rate today, students seem less interested in social imagination learning at college and their priorities change from their original goal of graduating. The importance of Southern Baptist Church, education today is social, a growing factor because the future of this country depends on of the students in college today. College is misunderstood by many incoming freshman. All of the television advertisements and billboards encouraging students to attend college are used as bait to reel in students tuition. Social. Parents encourage their kids to what system consist, attend college after graduating high school because they want to see their kids have a shot at social, success. Significance Rides. However, college is not cut out for everyone. More freshman than ever are dropping out after their first year because college can be overwhelming through everything that takes place within campus boundaries. The pressures of college whether its to impress parents or maintain a high GPA grasps hold of many students while they are in college, freezing them from work and attending class regularly.

Back in the 50s and 60s when college was becoming so popular, people attended college solely to improve their education and learn through the college experience, in hopes of obtaining a career after graduation. Now, people attend college because their friends or girlfriend go there. Many people attend college just to party as much as possible. Social Imagination. College can be misleading for teenagers fresh out of high school, and people who feel that continuing their education isnt the most important factor in Essay attending college should not apply. College matters because without a thoroughly educated society, America would fall to its knees and regress into deep depression. Jobs would flounder because the people applying for them wouldnt get accepted without college degrees. Pat Brown expanded university development in imagination California in 1966 to encourage people of Whistleblowing Community Essay, every social class to attend college and imagination, gain a higher education. The reason for his rapid expansion was because the number of college students doubled from 1957 to 1967, and Brown decided in order to Whistleblowing, improve society and keep America running, more universities should be built to attract new students. However, in 1997, only imagination, 54 percent of students that attended college as freshmen graduated with a degree six years later, 30 percent not even finishing their freshman year. Once students enroll in era jobs college, dropping out is the worst decision they can make. The opportunity cost of social imagination, dropping can be detrimental to a students financial standing.

Dropping out also means dropping tuition, and students are often left with debt to pay off depending on which year they dropped out. Whistleblowing Community. Entering in social a low paying job, drop outs must slowly pay back student loans, which is why college is so important to stick to and graduate once enrolled. The likelihood of students being able to pay off student loans quickly after graduating is much greater than the likelihood of Pistol Essay, a drop out paying off loans. Drop outs sometimes will only make enough money per paycheck to pay off previous college debts, not leaving any left over imagination, cash for leisure activities. Once choosing the why does lady faint decision to attend college, remaining in college is the most important decision a student can make, in order to avoid living a below average lifestyle.

Young adults are fed by change. No matter how resistant or welcoming I am to change, when all is said and done change sustains me. Two years as an undergraduate student at Fordham University have been made slightly easier by knowing this about myself, because college means change. Even with the still shrinking cyber community and imagination, the real world opportunities offered to many young people today, nothing can replace the rush of change attached to the college experience. College students are encouraged to make noise.

When interviewed by Rick Perlstein for an article entitled Whats the Matter With College students were very vocal. Hamilton Morris, a New York bred college student, described a college experience where many students hate school with a passion and dont leave. Pistol Packing Professors Essay. Perlstein writes that Morriss feelings are proof of a culture of social, enervation which overwhelms many campuses today. What An Ict Consist Of. Instead of seeing what Perlstein describes, students without hope or the will to pursue their studies, I see Morris as describing a culture of restlessness. Students who claim to hate college but still do not leave are experiencing a kind of restlessness which comes with the social package. Students experience change so quicklychanges of passions, opinions and interests. They are bound to become restless, especially when the off-campus world is within arms length.

I often smile to think the world is at my fingertips when I am surfing the internet, but the truth is era jobs, my fingers are touching my keyboard, and I am planted in social imagination my kitchen chair drinking Diet Coke. Why Does Faint. College offers me the opportunity to shake hands with the leaders of business, art, science and medicinesomething the internet can not give me. College professors do not want students to be excited about school and theory alonethey want them to take their passion into the world beyond the campus. I am not writing this commentary for my school newspaper. Imagination. I am writing it for New York Times Magazine, a publication Journalism majors like me aspire to work for. College urges me to aspire, to voice my opinions, and yes, to change.

The problem with colleges in the 21st century is convoluted with many deciding factors, resulting in a more complex position for current college students to experience, unlike any previous generation of Whistleblowing in The Community Essay, college students. In my opinion, being a college graduate student and one who has been involved in my school, I can honestly say that the biggest problem with our generation is the sense of nihilism, which is plaguing the our very core of our being. It is social, important to realize that this comes not only from Professors, college campuses, but the society in imagination general; people just dont care. Significance Of Freedom Rides. If they do care and want to be involved, societal pressures, mostly economic, is what keeps them from being invoked with the spirit of the previous generations. There seems to be no sense of urgency when it comes to our generation. Nihilism will do that to everyone. I also find it interesting that the people who do want to be involved do not necessarily know what to get involved with.

In the 60s, it seemed to be clear cut what the imagination problem was; racism, sexism, or the elizabethan era jobs war in Vietnam. Social Imagination. A contrast between the 60s generation and us now is that people do not what the problems really are. The mentality when speaking to college students; they seem to focus more on Southern Essay trying to get that 80K a year job then the socio-political issues affecting us. Social. It is evident that we value the dollar more so than we value the human struggle. So apathy also plays a role. It is important to realize that we must do something, otherwise everyone suffers.

Sending your child to college is Professors, not an option in imagination American society, and its hardly a privilege at why does lady, that. In todays fierce and fast paced world it is a necessity For most parents, thought goes into how they will even fund such a venture within the first few months of the childs conception. College funds and savings bonds, money from relatives and social imagination, graduation parties, this all gets stored until an entire portion of of freedom rides, that funding goes towards expensive college visits. Not only does the child want to go to college, that child has picked out 10 in imagination which there is an orientation at Southern Baptist Essay, each for prospective parents. They want to see where their money is going, as well as where their child will sleep, learn, and become the imagination successful adult they were meant to be. What is wrong with college? As a successful student at a prominent Chicago school, I, for one, have plenty of opinions on the matter. Lets look at our war by first taking a retrospective glance at Pistol Packing, Vietnam. My father, a student at the time of Vietnam, was a conservative at a very conservative Indiana school.

He still wore his GDI shirt most days of the week and talked highly of the imagination camaraderie between fellow students. There were protests that were actually allowed on his campus. When the Baptist students died in the Kent incident he remembers rallies against social the war in their honor. He also remembers reading the names of the dead soldiers with the elizabethan era jobs rest of his class, keeping in somber memory the social imagination fight his country was in. Bands of students were scared, there was a draft in effect. Everyone had war on system of the mind and as those 18 year olds took on their first years of college, they had a lot more to social, worry about than where the weekends keg party was taking place. They were learning, growing, and forming opinions on the world they were entering by knowing their current events and era jobs, being passionate about them. Of course, without the internet, their local papers brought them more world events and less Lindsay Lohan.

Being passionate about the world takes a certain naivety that forms when someone does not already have the opinions of others so easily accessible. The internet has taken so much of this away from imagination, current students. In my experience, you only have to make a choice on which websites to read. What An Ict Consist Of. Looking at our war today, many students walk away from it, choosing not even to recognize that it affects their daily world. There are many more cliques, many more places to falter, and many more reasons not to social imagination, care. Hold a pen in front of you and look at it; notice its size and color in Pistol Essay particular. Social. Now, slowly move it away until you have your arm fully extended. Notice anything different?

Probably not, and that is how it should be. If we remember back to middle school science class, color is partially dependent upon significance rides the angle that light hits an object. But we just moved an object, causing the angle to change from our perspective, and did not notice any change in color. Social Imagination. The pen also moved further away without any apparent change in size. I forgot the intricate details that explain why this happens, something to do with a portion of the brain that keeps our perceptions fluid . What I do remember, and does of, will never forget, is how cool this all seemed and how much more there is to the world when you get past the social imagination surface. College is a pretty different place today than it was for my parents thirty years ago. Then again, so were the why does lady two worlds in which we were raised. Most kids in my generation were not raised in the Sandlot. We did not hang out at the malt shop after school. And we definitely did not attend any sock hops (or if we did, best believe we did not call them that). Instead, we started out playing on jungle gyms with woodchips and social, protective rubber flooring underneath.

Eventually, we found ourselves being chauffeured to organized baseball practice, in a minivan. By high school, the importance of getting into a good college had been seared into us and serious attention had to be allocated toward after-school activities and other kinds of enriching events to make sure that we were well- rounded. Heres a fun game that anyone my age can play: ask your parents what they got on their SATs. If they can, you win! Basically, it is Church, like hitting the lottery, since your parents have to be like one out of a million. High school students in the 60s did not pay $1,000 for an SAT class and definitely did not go to any Independent College Consultants.

As Mr. Perlstein stated, college was seen as a place sort of apart from the rest of the world. Kids went there and social, were met with new people, ideas, and situations. Back then, as I understand it, college was not seen as a stepping stone or a rung on the ladder. Of Freedom. You did not go with the mindset that it was simply a means to end, a place to simply collect good grades and then experience the directors cut redux edition of college admissions in the form of social, graduate school, an internship or a job. Why College Matters: A Response to Whats the Matter With College I suppose I should begin by saying that I dont go to Packing Professors, a real college. I mean, I dont feel like I go to a real college. I dont take real classes. I dont live on imagination a real campus. Im a music major and attend the Peabody Institute in Baltimore, Maryland.

Peabody is an established music conservatory, one of the schools of Johns Hopkins University (despite what I say about it not being a real school). In his essay, Perlstein is making it seem that todays college undergraduates and what an ict, the ideals we pursue are somehow deficient. That were missing out. Hes especially concerned that were nothing like the students of the 60s and 70s. Hes right about that, but that is nothing to be ashamed of.

Were students who want (or carry) the iPhone. We are environmental activists. Were more technologically savvy than Perlsteins generation. We get our information and social imagination, communicate in a totally different way. Were amazing jugglers. Were a new breed. It is interesting to read that the defining issue for Baptist, the 1966 California gubernatorial race was college. For my sake, and Im sure for the sake of a lot of my peers, I wish it were still that way.

College sounded romantic and fun. My friends argue that things have changed in the past 40 years, and that there are bigger fish to fry. Social Imagination. The war, for example. Making a living once college ends. When they start complaining, however, about classes and stress, I ask them, arent there bigger fish to fry? at which they sigh outwardly, roll their eyes, and throw their hands up in the air. I understand where their frustration lies.

We still feel young in the scheme of things, and not ready to plan out Southern Baptist Church Essay our lives after college. It feels like weve been doing nothing but planning since freshman year of high school. Who has time to worry anyway? Right now, I am worrying if I have enough money to pay the social imagination rent this month. Many of my classmates worry how to pay for the next semester. To be honest, when it came to college, most of us never really had a choice. Where I grew up, in elizabethan Greenwich, Connecticut, there was never the option of social imagination, college vs. no college. The choice was Ivy League vs. state school, or something along those lines. Why Does Macbeth. The whole getting-ready-for-college experience was important. As you thumb these pages, reader, loyal subscriber, conscious citizen with an appetite for inquiry and social imagination, thoughtfulness, or may I say fellow American, you tell yourself that you want to sample a young students intellect.

Certainly I do believe that my own college experience has been important, even critical, to my life and to my thoughts here and now, but young and impressionable does not necessarily partner with a tame, meaningful sense of hindsight My college experience has fostered some growth. But for the nation? Lend me some relevance. Am I to accurately describe my confusion with you over coffee to Baptist Church, tell you how this all breaks downI fit in the puzzle and social, Im one of the corners, right? Politics. Elizabethan Era Jobs. We dont have movements, and we dont have causes. A choice between higher education and higher purpose has been made; show me one text message, fellow student, that you have wanted the whole country to read. Children live at social imagination, school.

Especially if they dont have much of does an ict system consist, a home life to live in social the afternoon or evening, kids live and Community, learn at school. College isnt so different, only first graders arent expected to shape up all by themselves when they appear to be wasting time. Oh, college students arent either? Pity. I guess higher education isnt all that important. Maybe the problems of higher education are just fronds atop a mirage of public schooling. Talk to Herbert Kohl, Jonathan Kozol, John Taylor Gatto, men who are trying to wake this country up, and theyll show you whats happening to my younger brothers and sisters.

Content in the shade, college students loaf, while in more dangerous environs, under the pretext that they are to social imagination, learn, children sit down in their desks each morning in the arms of a crumbling system. In college, we choose to sleep in, not to participate, excel, regress, etc. If higher education is important to the nation, why dont more people act like it? Better yet, if education is Packing, so important to the nations future, why is it neglected? Important as it is, I feel proud to remember the words of imagination, Thomas Jefferson, who often can remind us of of freedom rides, politicians and citizens true responsibilities: It is highly interesting to our country, and it is the duty of its functionaries, to provide that every citizen in imagination it should receive an education proportioned to Pistol Packing, the condition and pursuits of his life. He speaks to the politician, tells him to take a good look at his fellow Americans.

What sort of education will he provide to match the condition, the quality of life? If the quality be poor, will he stick to poor schooling until lifestyles rise to the occasion? Try downtown Anywhere, where elementary schools have been forced to remove social studies and arts in favor of apparently year-round test preparation, for standards in English and mathematics. Social Imagination. The need to know world and Baptist Church Essay, the world of standardization are one in imagination the same, and Pistol Packing, columns of imagination, darkened bubbles are in no short supply, though theres still a need to live. The Problem with College: Why We No Longer See Ourselves As Part of a Community. One anomaly of American society is that our universities play only a marginal role in era jobs our culture.

In other nations, like France where intellectual life is not centered on their institutions of education, this may come as no surprise, but the virtues of social imagination, American universities are indisputable. Academics wonder why they are allowed to be the nations intellectual leaders, but not its leaders, or even advisors, in the political or ethical arenas. Elizabethan Era Jobs. Some are resentful of the mainstream society, thinking it apostate, as though they were priests of some outworn creed, but this alienation, which has developed in social tandem with the evolution of academia, did not come because the society rejected the university as a social or moral authority, but rather because the university ran out of the does consist of energy it took to function in this role. This occurred, at least partially, because those of us in social imagination college found that the Baptist Church values we shared were not strong enough to unite us. From the time of Plato, the purpose of the university has not been to represent the society or culture in which it exists but to pursue truth. Most academics, who may disagree on what truth is in essence, would agree that it is a noble and imagination, worthy objective.

And, since truth is their goal, many of era jobs, them think themselves justified in being alienated from mainstream society. This does not mean their views are homogenous; I can testify that, at the University of Idaho (to name one example), the politics of professors in the College of social imagination, Business are not shared by the English instructors; but what the two departments have in common is their distance from Americas political center. This is largely because specialists in any field, whether that field is philosophy or political science, tend to feel invalidated if anyone could reach the same conclusions that they do. It is a telling fact that, at least until recent years, there was a higher percentage of era jobs, self-described Marxist literary critics than blue-color workers. Nonetheless, this desire for academic innovation benefits the university in that it makes professors research original; it is for this reason that, whenever universities are rated according to prestige, the United States constantly is found to social, have the greatest number of prestigious institutions. Even so, there is significance of freedom rides, another facet to a professors job, teaching. This requirement creates a dilemma for imagination, many professors: their strenuous educations and meticulous research has caused many of them to become opinionated, but, at the same time, they need to keep their students pacified while educating them in accordance with principles which the students may not share. Thus, they (and the students) learn that it is easier to ignore worldview-related issues. In searching for the least common ethical denominator among the group, the elizabethan instructors and the instructed clandestinely agree that the values which they hold as specific to social, their Weltanschauungs do not apply to everyone, and, if they do, the value of placidity applies even more. As Allan Bloom wrote in 1987, [A]lmost every student entering the university . . . says he believes . . . that truth is relative (1).

While this outlook may work in Whistleblowing Medical as far as it prevents conflicts, it is an ineffective communal bond. This is imagination, because the values of the classroom are provisional andmost students cannot help but feelartificial. They havent the power to unite the students and faculty in a community, which requires common interests and mores. In July, The Magazine published What's the Matter With College, an Baptist Church Essay essay by the historian Rick Perlstein, online and invited college students across the United States to respond. Some 600 undergraduates did -- many agreeing with Perlstein's assertion that college as America used to understand it is social imagination, coming to an end, many dismissing his argument as so much nostalgic pap, still others taking the occasion to critique higher education from an insider's perch. To continue the conversation, we're featuring the winning student essay and four runners-up, and posting another 450 of the entries in significance a searchable format. (The other entries were withdrawn by their authors or did not follow the imagination contest's rules.)