Memo format Essay Example | Topics and Well Written Essays - 1000 words

Update design - Essay Example The creator and motivation behind the video The creator of this video is one Dr. Clarke John from New York. In 2009, this video won in the video PSA challenge, vanquishing more than 200 different recordings. Video PSA challenge was predominantly worried about the counteraction of influenza, and techniques that can be utilized to forestall spread of influenza. The reason for this video is along these lines, to illuminate individuals about the H1N1 infection, how it spreads, and the preventive estimates that one can take to maintain a strategic distance from disease. The crowd This video doesn't focus on a particular crowd, rather; it is proposed for the entire open. Since the H1N1 infection influenced the entire of USA, the open must be illuminated on the preventive methodologies they can embrace to maintain a strategic distance from future event of the condition in the USA. Accordingly, all Americans, youngsters and grown-ups, people, experts, among others are in this way, crowd of t his video, since all are fit for coming down with H1N1 infection. What the writer esteems, and what he seems to expect about the audience’s values The writer of this video decided to get the message out about H1N1 infection through verses. In particular, he utilizes the music sort of rap to convey his message. As his essential decision of message conveyance, this implies the creator esteems music, explicitly rap music. The creator planned this message for a group of people. This along these lines, shows that the creator accept that the crowd also esteem rap music. Since this is the most ideal way he figured his message could contact the crowd, it appears he expect that Americans love rap music, along these lines, will effortlessly get the message. How the creator sets up believability and character The creator builds up validity and character in his video chiefly through the way he introduces himself, and the thoughts in his message. For example, he dresses nicely in his whit e sterile jacket. Dressing thusly is tolerable, and brings him out as an expert in the clinical field. Along these lines, the crowd will esteem the message he conveys, as they will see it as dependable. Despite the fact that it is a rap video, this diverges from the standard rap recordings in the mainstream society, as in this video, the creator maintains polished methodology, as found in his tolerable clothing. Polished methodology is likewise obvious in his introduction of realities, which improves believability and character. He utilizes formal and fair language while rapping. Most rap recordings utilize casual and here and there revolting language. Along these lines, this makes the video and message in that solid, and draws out the character of the creator in a positive way. Also, the finish of the video was shot in the author’s office. This is an alternate setting, as the remainder of the video part was taken shots at a key point in the roads of New York. An office domai n builds the reality of the message and fuses a component of demonstrable skill in the rap cut. Believability of the message in the video is likewise expanded when the creator tells the crowd the fundamental wellspring of his message in the video. Things being what they are, he got his message from a confided in government site on influenza. All things considered, the crowd will confide in the message and do as it says, since the data is dependable, and from a person with a believable character. How the creator advances to the crowd In request to speak to the crowd, the creator utilizes a component

The Lust Lizard of Melancholy Cove Chapter 11~12 Free Essays

Eleven Catfish Catfish arose to discover a paint-splashed lady cushioning about the house in only a couple of fleece socks, in which she had stuck a few sable brushes that conveyed ochre, olive, and titanium white strokes to her calves at whatever point she moved. Canvases were propped on easels, seats, counters, and windowsills †seascapes each one. Estelle moved from canvas to canvas, palette close by, angrily painting subtleties in the waves and sea shores. We will compose a custom paper test on The Lust Lizard of Melancholy Cove Chapter 11~12 or on the other hand any comparative subject just for you Request Now â€Å"Y’all woke up inspired,† Catfish said. It was past nightfall, they had rested away the light. Estelle painted by the light of fifty candles and the orange shine that washed from the open entryways of the wood oven. Shading accuracy be condemned, these canvases ought to be seen by fire. Estelle quit painting and raised her brush arm to cover her bosoms. â€Å"They weren’t wrapped up. I realized something was missing when I painted them, however I didn’t recognize what until now.† Catfish secured his jeans around his midsection and strolled shirtless among the works of art. The waves squirmed with tail and scale and teeth and claw. Predator eyes shone out of the canvases, more splendid, it appeared, than the candles that lit them. â€Å"You done painted that old young lady in all of ’em?† â€Å"It’s not a young lady. It’s male.† â€Å"How you know that?† â€Å"I know.† Estelle turned and returned to her composition. â€Å"I feel it.† â€Å"How you realize it look like that?† â€Å"It does, doesn’t it? It would seem that this?† Catfish scratched the stubble on his jawline and considered the artworks. â€Å"Close. In any case, it ain’t a kid. That ol’ beast a similar one come after me an Smiley for catchin its little one.† Estelle quit painting and went to him. â€Å"You need to play tonight?† â€Å"In a little while.† â€Å"Coffee?† He ventured up to her, took the brush and palette from her, and kissed her on the temple. â€Å"That sho’ would be sweet.† She cushioned to the room and returned wearing a worn out kimono. â€Å"Tell me, Catfish. What happened?† He was sitting at the table. â€Å"I figure we done broke a record. I’m sore.† Estelle grinned disregarding herself, yet proceeded. â€Å"What occurred in those days, in the straight? Did you ring that thing out of the water somehow?† â€Å"What you thinkin, lady? I can do that, you think I be playin clubs for beverages and part the door?† â€Å"Tell me how you felt in those days, when that thing came out of the swamp.† â€Å"Scared.† â€Å"Besides that.† â€Å"Wasn’t nothing other than that. You heard it. Frightened is all there is.† â€Å"You weren’t frightened after we got back here last night.† â€Å"No.† â€Å"Neither was I. What did you feel in those days? When the thing came after you.† â€Å"Not like I’m feelin now.† â€Å"And how is that?† â€Å"I’m feelin genuine great to be here talkin to you.† â€Å"No joking. Me as well. What about back then?† â€Å"Stop doggin me, young lady. I’ll let you know. In any case, I gots to go play in an hour and I don’t realize that I can.† â€Å"Why not?† â€Å"The Blues ain’t on me. You done pursued ’em off.† â€Å"I can toss you for the dogs without a shirt on the off chance that you figure it will help.† Catfish wriggled in his seat. â€Å"Maybe some coffee.† Catfish’s Story After we gets some good ways from whatever chasin us, we stop the Model T Ford and me and Smiley put that enormous ol’ catfish thing in the rearward sitting arrangement †his tail hangin out one side an’ his head out’t’other. Presently this ain’t at all what I expected, and Smiley ain’t got the Blues on him, however I’m gettin me a stupendous case myself. At that point I understands we got us 500 dollar coming, and them ol’ Blues done liquefy immediately. I state, â€Å"Smiley, I accepts we ought to have us some celebratin, startin with some alcohol and endin up with some fine Delta pussy. What you say?† Ol’ Smiley, obviously, don’t wanna piss on the motorcade, however bein what his identity is, he bring up we aint got no cash and Ida May don’t support of no pussy more’en a hundred yard from the house. Yet, he feelin it as well, I can tell, and after a short time we headed down a byway to locate a smuggler I know down there name of Elmore that offers to hued society. That ol’ white kid ain’t got however two teeth, yet he grindin ’em when we pulls up, all frantic and wavin his shotgun like we come to beat down his still. I state, â€Å"Hey, Elmore, how your flawless spouse and sister?† He state she fine, however lessin we gives some cash fast, he going to shoot him a few niggers and return to her before she chill. â€Å"We a little short,† I state. â€Å"But we have us 500 dollar come morning iffin you sufficiently kind to give us a container on credit.† An’ then I shows him the catfish. That kid jumped at the chance to poop his jeans, and I was hopin he would, just to cover the smell comin off him common, yet rather he state, â€Å"I ain’t waitin ’til mornin’. You need a container, you give me a hunk o’ that catfish at this moment. A major hunk.† Smiley and I thoroughly considers it, and in a little while we got us a half-gallon of corn pound and ol’ Elmore got hisself enough catfish to take care of his spouses and youngsters and them-that is both for up to seven days. Up the street a spell and this old prostitute name of Okra givin us a similar discourse about cash, in addition to she sayin we have to wash up before she let us anyplace close to her young ladies. What's more, I returns with the 500 dollar story. She state 500 dollar tomorrow and we can come in tomorrow, yet on the off chance that we need some pussy this evening, she need a hunk of that old catfish in the back. Them hos can eat some catfish as well, I’m tellin you. I thought Smiley at long last gettin the Blues on him when I hears him sayin how he surrender a hundred dollar worth of catfish only for a shower. Be that as it may, that his decision. He hold up in the vehicle ’til I’m done and we head off to discover a spot to rest ’til morning when we can trade out the fish. We pulls down a side street into certain brambles, and we commencin to get us some rest after a beverage or two, when who come out the forested areas yet an entire pack of young men wearin them white sheets and pointy hoods, sayin, â€Å"Nigger, I surmise you didn’t read the sign.† Also, they tie us up to that ol’ catfish and make us drag it back in the forested areas to a major ol’ fire they got goin. That sho’ a chill, I gots to let you know. Right up 'til today I can’t stroll by sheets hangin on a line without my spine freeze up. I knows we sho’ going to pass on now, sayin my supplications and all best I can, while them young men kickin me in the mouth an’ such while eatin catfish pieces what they broiled on sticks. At that point I feels it and the kickin stops. I see ol’ Smiley lyin in the earth, coverin his head with his arms, one ol’ bleeding eye lookin’ over at me. He feel it as well. Them Klansmen gazing into the forested areas like they tragically deceased momma going to come out, enormous ol’ smiles on they faces, half of ’em rubbin they dicks through they gasps. Also, she come out, good. Large as a train, a yell like to make your ears bust and drain. She take two of them in the primary nibble. I don’t need to compose Smiley no letter. Before we can say somethin, we up runnin, still tied up what exactly left of that catfish cadaver, running back for the street. We discovers us a blade in the vehicle and we gets free lickety-split †Smiley crankin that ol’ Model T and me in the driver's seat workin the stifle. Hollerin and screamin comin out the forested areas seeming like music now, them Klansmen gettin all eat up. At that point it get tranquil, simply the sound of our breath and Smiley crankin the Model T. I’m yellin for him to rush, I can hear that thing crashin however the forested areas. Lastly, the Model T wrenches over, yet I can barely hear it, ’cause that old monster thing done broken out the forested areas and gives up a thunder. I advises Smiley to get in, yet he run back to the rear of the vehicle. â€Å"What you doing?† I state. â€Å"Five hundred dollar,† he state. Also, I see he tossing the catfish in the rearward sitting arrangement. That stinky thing ain’t nothin yet a head now, so Smiley toss it in without anyone else. At that point he makes to bounce on the running board and I investigates and he just grabbed out the air. Gone. Furthermore, them jaws descending for the second time when I pull that ol’ Model T in rigging and take off. Smiley gone. Gone. Following day I locate that white man say he pay 500 dollar for the catfish, and he take a gander at that enormous fish head and jus chuckle at me. I state I lose the closest companion I at any point had, he better give me my goddamn cash. Be that as it may, he chuckle and let me know leave. So I hit him. Indicted that old fish head with me, yet it don’t have no effect. That judge allow me a half year in prison †hittin a white man what not. He tell the bailiff, â€Å"Take Catfish away.† They call me Catfish since. I don’t recount to the story no more, yet the name still there. Had the Blues on me from that point forward, yet they ain’t no makin changes. When I get out, Ida May pass on of anguish, and I ain’t got a companion alive. Been out and about since. That thing on the sea shore, make that sound, she lookin for me. Catfish â€Å"It’s a male,† Estelle said. She didn’t recognize what else to state. â€Å"How you know?† â€Å"I know.† She grasped his hand. â€Å"I’m sorry about your friend.† â€Å"I simply needed

Teenage Addiction to the Internet

High school Addiction to the Internet Research Topic Young people and Internet Proposition Teenagers’ time on the web is expanding step by step and it’s turning into an awful fixation, so it’s the obligation of their folks to have legitimate keeps an eye on them and discover approaches to diminish the time spent on web. Bolster Section 1 Wellbeing of the young person. Thought 1 - Time spent on the web. Sources Thought 2 - Adequate rest schedule. Thought 1-(Charles, 2010) Studies has demonstrated that few guardians are contributing a great deal of time and cash on the most proficient method to shield their youngsters from spending or burning through the greater part of their time on the PC and the web. Thought 2-(Norbert, 2010) On the off chance that an adolescent likes to play online computer games, there are chances that he may not be distant from everyone else. It ought to be noticed, that a high schooler doesn't widely botches numerous social chances or going through close to 24 hours in seven days in the web based gaming field, there may be something incorrectly. It ought to be noticed that how much precisely your young person is investing energy in the web. Thought 3-(Ilyas, 2012) It is the obligation of the guardians to have a beware of their teenagers’ wellbeing and appearance. To see potential effects on their wellbeing fortunate or unfortunate, and afterward choose what should be done as their following stage. Thought 4-(John, 2010) Adolescents ought to be increasingly urged to partake in open air exercises and not simply sit on the web and sit around idly time since investing a lot of energy in the web gravely influences teenagers’ wellbeing and including in other outside exercises add to headway in wellbeing. Thought 3 - Possible effects Thought 4 - Alternatives Bolster Section 2 Are the teenagers’ giving sufficient opportunity to their folks? Potential effects on the relationship? Thought 1 - Teenagers’ space. Sources Thought 2 - the earth. Thought 1-(Charles, 2010) On the off chance that your young person is utilizing broad web and you think about it since you are concerned, approach him/her as you are companions, don’t push too hard that they begin concealing things from their folks. Thought 2-(Ilyas, 2012) Guardians should begin by setting a fixed time permitted to utilize the web or their youngster. They ought to be dependable of consistently checking what their youngsters are doing on the web. Spending an excessive amount of hours on the web should debilitated by the guardians. Thought 3-(Norbert, 2010) Joint endeavors ought to be made by the two guardians and adolescents. It’s the duty of teenagers’ to win the certainty of their folks with the goal that they share a connection of trust and things don't escape hands. Thought 4-(Russ, 2014) Opportunity is everyone’s right and it ought to be given to the adolescents however it ought to likewise be seen that an excessive amount of opportunity ruins the young person, as a lot of opportunity on utilizing the web ought not be allowed by guardians. There is consistently a breaking point to everything. Thought 3 - Teenagers’ duty. Thought 4 - Freedom. Bolster Section 3 Social issue that emerges when teenagers’ are dependent on the web. Thought 1 - Opportunities Sources Thought 2 - The merchandise and negatives Thought 1-(John, 2010) Specialists have reasoned that over 90% of the adolescents concur with the way that web has made their life advantageous and they truly need it. Furthermore, it was additionally expressed without web a teenagers’ life becomes non-social, no data about what is happening and they can't shop on the web. Teenagers’ need web in their lives to associate with individuals and they are ignorant of the way that burning through a lot of time is depleting out their vitality which could be spend some place increasingly profitable. Thought 2-(Norbert, 2010) Considering the entirety of the exercises that young people are doing on the web, guardians ought to have the option to distinguish when an opportunity as far as possible on the utilization of the web is or when their teen’s propensity is transforming into a terrible enslavement. Nonetheless, it could be contended that there are adolescents who might utilize web to help them in their examinations and as the time has passed an ever increasing number of young people are utilizing web to procure cash. Utilizing web can either fabricate a teenager’s life or obliterate it. Thought 3-(Charles, 2010) Guardians nowadays have become more worry about their youngsters turning adolescents, and as the time is passing their habit with the web are expanding time to time. Guardians are the main individuals who can deal with this issue including their teenagers’ life. Thought 4-(Norbert, 2010) It is acceptable that your young person is effectively taking parts in social exercises and making a ton of companions and yet there is something that should be viewed as that not every person on social stages utilizing web can be trusted and this may prompt devastating your teenagers’ life in light of the fact that there are numerous instances of such nature. Thought 3 - Solution to the issue. Thought 4 - Social life. COUNTERARGUMENTS What are the potential impacts of web? Thought 1 - Internet and Positivity. Sources Answer - Teenagers’ profitability utilizing web. Thought 1-Russ, W. (2014) Web has gotten something other than an asset and isn't fit for causing individuals to procure utilizing the web in their home and this can be viewed as a beneficial outcome on a youngster who is acquiring using the web. Thought 2 (John, 2010) Young people starting today approaches various of administrations effectively realistic on the PC with the assistance of the web. Young people of today have quit utilizing phone and they are increasingly happy with utilizing texting or talking. They incline toward posting their photographs in MySpace and offer them with a large number of companion, for the most part of them are companion they haven’t met. They have all the data and the news utilizing the web on their cell phones. Thought 3-(Ilyas, 2012) Utilizing broad web can annihilate the life of a young person. Web is an asset with various prospects and individuals around the globe are really utilizing this in the most unlawful manner. Along these lines, it is the obligation of the guardians to have certain checks as their youngster doesn't engage in any kind of criminal behavior. Thought 2 Web and virtual data. Counter - Having information and data is something to be thankful for, really it is considered as an aptitude in a young person to be dynamic and think about what’s going on yet it ought to be constantly noticed that this thing doesn't escape hands for instance having data of illicit stuff or movement or in any event, engaging in one utilizing the web. Thought 3 - Negative impacts Rejoinder You can't simply prevent your young person from utilizing web since this would be wrong. Nonetheless, on the off chance that you sense some doubt in your teenagers’ exercises, at that point you can stand up to him/her and make them mindful of the potential results. Sources Charles, L. (2010). Young people, Computers Internet. Recovered from http://ezinearticles.com/?Teenagers,- Computers-and-Internetid=3619685 Ilyas, G. (2012). Young people can't make due without Internet (Essay). Recovered from http://fal0014gp10.blogspot.com/2012/10/young people can't endure without_2365.html John, W. (2010). Young people and Internet Use Teens Outsmart Parents. Recovered from http://ezinearticles.com/?Teenagers-and-Internet-UseTeens-Outsmart-Parentsid=4609326 Norbert, G. (2010). Your Teenager and the Internet The Good, the Bad and the Ugly. Recovered from http://ezinearticles.com/?Your-Teenager-and-the-InternetThe-Good,- the-Bad-and-the-Uglyid=3758823 Russ, W. (2014). Without WiFi, Life Would End (otherwise known as Teen Internet Addiction). Recovered from http://www.huffingtonpost.com/russ-warner/without-wifi-life-would-e_b_5367578.html

Mimesis, Plato and Arts Essay Example | Topics and Well Written Essays - 2000 words

Mimesis, Plato and Arts - Essay Example This, in spite of the reality, that Baumgarten instituted the term in 1735. Or maybe, it plans to raise the thought that mimesis and feel have been considered as a necessary in understanding both the human instinct and the human condition in the tale of humankind. In this unique situation, mimesis and feel draw us towards the thought that there is supported exertion in understanding the connection between expressions, society and mankind, as there is a proceeding with endeavor to get a handle on excellence, structures, fantasy and structures in and through human expressions. In such manner, Plato is the same as other prominent masterminds. In The Republic, Plato has given one of most keen contentions against mimesis and expressions to the point that Plato proposed the position that human expressions ought to be prohibited in the city (392a-401e; 595a). Plato’s idea of mimesis is intricate (Cohn 45). In any case, it has been valuated as negative towards human expressions (Schip per 200). In any case, in spite of the appearing to be negative judgment to Plato’s stand, Plato is right in determining that any types of mimetic expressions ought to be denied. As the motivation behind this paper is to make a more profound understanding mimesis versus expressions, it will endeavor to address the accompanying inquiries. To start with, what are the ideas of mimesis applicable to expressions? Second, what are the jobs of creative mind and play in mimetic investigation? Third, what is the worth (or damage) of mimetic investigation? At long last, what is its association with stylish estimation of a masterpiece? Perceiving the colossal scholarly written works identified with the topic, the investigation would concentrate on Plato’s hypothesis of mimesis. ... It increased more force when the word mimio is related with the term mimeisthai, which was utilized by Homer, to allude to the melody of Maidens in the Hymn to Apollo who imitated the voices all things considered and dazzled the crowd. As mimeisthai allude to impersonation of voices in ensemble, Aeschylus presented the idea of mimeisthai as emulating developments of creatures in Pindar. Likewise, Aeschylus, in the play Theo return for money invested, additionally impelled the possibility of mimeisthai as alluding to an item that has taken a sensible structure by rendering its appearance as exact. (Halliwell 18 - 19) From its advancing historical background, it very well may be seen that since the Ancient time frame the word mimesis has been utilized inside expressions of the human experience †verse, music, move and visual expressions. Likewise, the term is reliably connected with activities, both in the performing and visual expressions, as emulating or imitating others. Thusly, in any event, during the Ancient time frame mimesis has been ‘praised’ taking into account its viability in misleading others (Halliwell 20). These perceptible qualities of the term mimesis are key in understanding the motivation behind why there are various originations of mimesis corresponding to workmanship. Originations of Mimesis The idea of mimeses has been drawn closer from a few viewpoints. It is seen as alluding to impersonation. It is credited to the division among truth and untruths, and, it is considered as alluding to the differentiation between the inside emotions and estimations of people opposite the outside world. At last, it suggests the assumption that it helps with recognizing the hole and strain among workmanship and nature, creative mind and imagination, deception and optimism

My American English Lessons :: Education Language Learning Essays

Mezimene's resonating singing rang unmistakably over the voices of her cohorts. A, B, C, D . . . L-M-N-O-P . . . W, X, Y, and Z. Wednesday night language classes all began a similar way; we presented ourselves and a neighbor: I am Mezimene. He is Francisco. Each of the eighteen understudies wanted similar reasons. Learning American English would permit them to pass the U.S. citizenship test and meeting, to progress at work, or to discover better business. Tuning in, talking, and composing were our errands. The ladies did well indeed; they figured out how to team up and cooperated filling the holes in their comprehension of the perusing or composing assignments. The greater part of the men battled to remain conscious as we worked into the late night hours, falling behind in their exercises yet Francisco figured out how to exceed expectations and consistently remained on target. Worn out, tired the understudies streamed in before 6:10 pm, originating from work or dealing with kids. They paid forty dollars for a half year of classes, cash contributed toward accomplishing their objectives and dreams in America. I had never shown grown-ups, yet left on the undertaking loaded with optimistic expectation and intensity. My understudies came to America from Ethiopia, Somalia, Haiti, and Cape Verde. None were more youthful than forty and some were at that point in their sixties, however that, for me, was the appeal of showing the class: sustaining the craving to discover new open doors through citizenship or osmosis into the American lifestyle. I considered the to be as a road of entry, a guide, a preparation ground, where the understudies could finish the troublesome section from being viewed as outcasts to turning out to be undeniable Americans, even of a hyphenated assortment: Ethiopian-American, Somali-American, Haitian-American, and Cape Verde-American. Discovering the objectives and goals of my understudies was as significant as discounting progress notes about their perusing and composing abilities. I was not there to show language in disengagement, or phonics alone; I felt called to show my class American English in reality, in their reality. However there were the individuals who couldn't help contradicting me: the letter set and sensations professionals, who touted the significance of composing the letters in order again and again at each class meeting and occupied with physical exercises that would strengthen study hall learning. The program executive was one of these fans, and I looked as she started guidance multi week. The program chief was a tall, hard lady with wild, bunched up hair and a grin that appeared to be more rude than kind.

The mail, and more

The mail, and more Happy IAP! Todays events (sadly, I missed the Experimental Chocolate Truffle-Making, and am currently missing the OrigaMIT Paper Folding) Ive just returned from the records office downstairs, and boy do they have a lot of mail. At least a dozen buckets of mail came in this morning, on top of yesterdays already heavy mail . The records office staff are processing that mail as quickly and efficiently as they can, but be patient. When your application pieces are processed, they will be posted on the MyMIT Tracking System, though this could take upwards of a week. We make no distinction between those applications that were submitted weeks before the deadline versus those submitted on the deadline day. The bottom line no worries if you dont see your Part II or a teacher recommendation or whatnot on your tracking system yet. As Quinton says, Shell be apples. At the same time, the records office is processing those extra supplemental materials from deferred students. The admissions officers will be reviewing these extra materials as they reach our desks. Catching up on some questions Pia writes, Last summer I interned at a Neuroscience Lab. What happened though was that while the professor did choose me he promptly assigned me to the grad student whose study he thought Id be most helpful with. As a result, I got to know her incredibly well instead of him. She knows my research capabilities as well as what Im like as a person far better than the professor, though offered to write me a rec. My question is, would her reccomendation be taken seriously? Absolutely! The content of the recommendation is much more important than how famous the recommender is. I remember this fall reading some recommendation letters from professors, and one of them read: X worked in my lab this summer. She worked for graduate student Y. Graduate student Y wrote this about Xs performance: [insert Ys recommendation paragraphs here]. Sincerely, Prof. Z We still learned a great deal from that letter. Another time that applicants like to get their boss boss (or boss boss boss) to write the letter instead of their actual supervisor is when they work in a political office (say, Senator Foo or Congressman Bar). Its rare for these letters to say anything substantial, and usually the student would have been better off asking the aide in that politicians office that they worked for to write the letter. Phil writes, I was deferred from early and since then I have taken 2 more SAT IIs. Do I need to resend my scores are will you automatically receive them? If you designated your scores to be sent to MIT, we will recieve them. If not, you must designate them to be sent to us from the College Board. Mike asks, Matt, if I mail a cassette tape of my singing, because I couldnt get a CD, does anyone have an old-school cassette player to listen to it? :p Relatedly, Arvind asks, Matt, for the section 13 of the part2 (application form) I have written about a software I have created. Will it benefit if I mail the admission office a CD containing the software, or can I send it as an attachment with an email? It is best to mail supplemental music/art/etc. to us on a CD. Im told, though, that cassette tapes are okay for music, and actual slides are okay for art. Email attachments are not a part of our process. Eujin asks, For UROP do I have to do research connected with my major? No, not at all! Ive known plenty of people who have done UROPs not in their field sometimes in a related field, sometimes a not at all related field. My friend who I just spent New Years with in Virginia, for example, was a Chemistry major who had a UROP in the History department. Off to look at the first applications of 2005 (!)

Historic Leader Assessment History of King Leopold II - 1925 Words

Historic Leader Assessment: History of King Leopold II (Coursework Sample) Content: Students NameInstructors NameClass NameDateHistory of King Leopold IIKing Leopold II was the second King of Belgians and was born in April 1835 and died in December 1909. He is perceived as the oldest son of Leopold I and Louise of Orleans since he was the oldest surviving son of the family, but the second born. He became the second King of Belgium as a predecessor to his father, in the year 1865. In this paper, we will be looking at the early life of King Leopold II, assess his personality and describe him based on the big five personality traits. King Leopold IIs Early Life King Leopold II was born in Brussels as the second born of the first king of Belgium, Leopold I The French revolutionary events of 1848, which had spared Belgium caused King Leopold IIs mother to flee to the United Kingdom(Ocampo 34)., which at the time was being ruled by a cousin to Leopold (Queen Victoria). Barely two years later, Louise Philippe died. The death affected Louse and her health d eteriorated, leading to her death later in the same year. At the time of his mothers death, Leopold was only 15 years of age. Marriage Life The death of his mother seemed to cause Leopold need to look for new companionship and three years later (1853) at the age of 18 years; Leopold married Marie Henriette who was from Austria in Brussels, on the 22nd day of August. Marie was a very friendly lady and social. She was pretty beautiful and she was consequently labeled, The rose of Brabant. This marriage resulted into birth of four children, three of whom were daughters and one son. The son was also named Leopold and unfortunately died from pneumonia after accidentally falling into a pond in year 1869 at the age of nine. This death of the son brought a lot of sorrow to the family, leading to unhappy living. This was mainly because the family had lost the potential heir of the kingship after King Leopold II. The family had tried to get another son, but it never materialised and worse to them, resulting to the birth of their last daughter, Clementine. The father was unhappy with the birth of another daughter into the family, leading to complete separation of the couple. Thereafter, King Leopold II had many mistresses, with one of the notable being Caroline Lacroix. Caroline was a French prostitute aged 16 years and remained with King Leopold II since 1899 for a decade until the death of the king. Sources close to King Leopold II reported that Caroline was not familiar to the Belgians and prior the death of the king; they had married secretly some 5 days before the king died, in a religion based ceremony. Due to the nature of the nature of the Belgian law, the marriage was rendered invalid due to their failure to perform a civil ceremony. Although Caroline had bore King Leopold II two sons, the sons could not claim the throne since their mothers marriage was not recognised by the government. King Leopold IIs Political Career King Leopold IIs political career was easy to start, since his elder brother who would have been the automatic heir of his father had died. He was therefore the only potential successor. At the age of nine, he was given the tittle Duke of Brabant and consequently appointed in the army as a sub-lieutenant. His official political life started upon reaching the majority age, when he became a member of the Belgian senate. In his life before succeeding his father, he liked exploration, travelling mostly to the Mediterranean countries and those along the coast. Following the death of his father on 10th December 1865, he took an oath to succeed his father as the King and on 17th December he took office at the age of 30 years. King Leopold IIs reign realised many developments politically. Among the major developments was his move, making the primary education free and compulsory. He also withdrew all the state support on Roman Catholic primary schools. During his reign, some social changes were enacted into law, among which were th e freedom to form labour unions by workers. He also oversaw laws against child labour being passed, which defined limits within which children under certain ages should act. For instance, the law stated that children under the age of 12 were not allowed to work in factories. Another major achievement in his reign also, was the constitution. The historical1st revision of the Belgians constitution was achieved in the year 1893, led by Leopold II. During his reign, King Leopold II overcame an assassination by Rubino, an Italian anarchist (Hochschild 312). The assassination had been designed to capture the King unaware while he was travelling on his royal cortege from a ceremony of his deceased wife. After King Leopold IIs carriage has passed, the assassin fired three bullets at the king but luckily, they all missed him. Rubino could not escape arrest by the police and has arrested immediately. King Leopold II has been remembered in his political life, for founding and exploiting the C ongo Free State (Morel 80-87). After many failed trials to obtain colony, King Leopold II focused on Africa through a disguised company which was named International African Society and sent the famous explorer Henry Stanley as an ambassador to explore and establish in Congo, a colony. Henry succeeded and Congo Free State was established, which today is known as Democratic Republic of Congo. A Description of the Environment King Leopold II Lived in Using Hofstedes Cultural DimensionsIn any society, understanding of how people are connected across different cultures is paramount. The psychologist Dr. Geert Hosstede through his research based on data collected on IBM discovered some pattern, and called them the five dimensions of culture. I will use those dimensions, to describe the environment in which King Leopold II grew up in. i. Power/Distance (PD) Leopold II lived in a society which was governed by a monarchical government and the Kingships were acquired through succession from one family and therefore the societal connections were loose. Based on this dimension of culture, the environment in which King Leopold II grew up can be described as having high PD. ii. Individualism (IDV) This dimension of culture describes the strength of the ties which exist between people in the community. The interpersonal connection in the environment in which King Leopold II grew up, was low and therefore there was high IDV. iii. Masculinity (MAS) The dimension looks at how children are perceived or treated in the community with respect to their gender. In the society in which King Leopold II grew up in, seems to prefer male children as opposed to female gender. This can be evident in the case where Leopold II was not happy with his family after the death of their son and even separating with his wife, after the last attempt to look for a boy failed to materialise, resulting into the birth of their lastborn daughter, Clemente. The successors of the kings were supposed to be male and hence from these instances, we can conclude that the masculinity in the environment in which King Leopold II grew up in was high (high MAS). iv. Uncertainty/Avoidance Index (UAI) This dimension looks at the level to which people look for new truths. King Leopold II lived in an environment in which they sought new colonies and he himself established the Cong Free State. We can therefore, under this dimension describe his environment as with Low UAI. v. Long Term Orientation In this dimension, the point of interest is how society values long-standing. King Leopold II believed that acquisition of colony was important for empowerment of his nation in the long run. There was also education systems supported by Belgian government which would indicate that the environment in which King Leopold II grew up valued the long-standing by empowering the youth through education. There is also evidence that the society values tradition, since the king supposed to be succeeded by his eldes t son, as dictated by their tradition. We can therefore describe the environment as with high LTO. Description of King Leopold II based on Big Five personality traits According to Fiske, personalities can be viewed from five common dimensions: openness, conscientiousness, extraversion, agreeableness, and neuroticism (John 7). In this paper, I will be looking at King Leopold II under these dimensions. a. Openness In this personality, the persons seem to depict characteristics such as being very imaginative (Srivastava). Such people seem to have a broad interest range. They are interested in many things than the normal people. Looking at King Leopold II, he was very much i...