Submit a Personal Statement of 150500 words (maximum) that highlights Essay

Submit a Personal Statement of 150500 words (maximum) that highlights your leadership achievements or significant service contributions to your high school o - Essay Example This aided people to find books of interest and informed them of activities that occurred in the library. Teaching young people to read opened the joy of reading to them, as well as contributing to their overall learning process. . In helping children find the joy of reading, I was able to introduce them to a hobby that can last a lifetime and enrich a person immeasurably. Another contribution to my community involved helping to clean up the roads. By participating in the road cleanup, I was able to help maintain a safe environment that people in our community have been able to enjoy. Put simply, a clean environment is one that is easier to enjoy. As an active member of my church community, I help in maintaining the physical beauty as well as trying to nurture the religious aspects of the congregation. When I helped to restore my church, I was not only doing so out of the good will of my heart, but I also had in mind the many people who will be able to experience the same joy that I do when I attend my church. Not only did I help in renovating the building, but I was also able to teach young children about the church's founding as well as the biblical history of my religion. By participating in such service contributions, I was not only able to retain the faith in my religion for many people, but also bring new people into my faith. Community Service is not only

Frank Lloyd Wright's Hanna House Essay Example | Topics and Well Written Essays - 1000 words

Frank Lloyd Wright's Hanna House - Essay Example Architects have delivered their inputs towards achieving tremendous structures that do not only offer purpose, but also meet the expectations placed on the outlook of the structure. Architects have applied the principles used to achieve stability in a structure, and incorporated them with design principles that uphold design. Frank Lloyd, 1867-1959 was an architect who applied the required components in his designs to achieve a consistency required to create an identity in his designs. The American architect and Interior designer based his concepts in designing structures that incorporated human comfort with the environmental features. His philosophy, later appreciated as organic architecture led to the advancement of a school of technique identified today as Usonian style (Twombly 270). He applied the concept in the early 30s in times when economic recession was at its peak to apply affordable materials to apply his skill. His structures were based on the need to deliver social tran sformation that humanity had learnt to appreciate. Of his famous structures stand the Hanna House situated at Stanford University in San Francisco. The design of the structure was unique because it was amongst the first structures that he completed and lacked rectangular forms. This paper highlights Frank Lloyd’s Hanna House in San Francisco with the concepts he applied its completion and significance. Concepts and style applied The Usonian house concept applied in the Hanna House had distinctive features that could be related to the structure (Wright, Mumford, Pfiffer and Wojtowicz 188). These structures were erected on gridded concrete with sandwich walls containing layers of wood pieces and building papers, contrary to the framed walls. The outstanding feature was flat roofs, mostly devoid of basements. An additional feature within the structures included small kitchen spaces situated to be adjoining the dining. Hanna House situated at the Stanford University has gained a reference to the Honeycomb building. This name was generated due to its outstanding features that employed hexagonal unit adapted by Wright from his octagonal building style. Purpose, contents and materials used The construction of the building began in 1937, and it saw its expansion in the next 25 years. The hexagonal design it applied gave a plan featuring six sided angled at 120-degrees to integrate the house with its setting witnessed in a sloping typographic form. Wright had designed the premise for Paul Hanna and Jean, his wife who had been famous educators at the university (Quinan 242). The design that he had initially created was meant to be accommodated in flat terrain that failed to meet its target. The structure of the building and he design incorporated in its completion led to the identity of its architect, Wright into a renowned American architect, and the building’s rank raised to be a National Historic Landmark. The distinction by Wright to develop a structur e that included a peculiar setting to deter from the recognized rectangular plan (Langmead 218). This had come at a time when the concept alter the dimension of the structure and incorporate stability that would ensure a unique building completion. The applied material to complete the structure was witnessed in the wooden finish that Hanna house depicted. Wright had applied the term Wooden House to call his invention, but the material applied on close inspection included red brick incorporated with

Comparison & Contrast Essay Example | Topics and Well Written Essays - 500 words - 1

Comparison & Contrast - Essay Example The Play Intense cologne, on the other hand, is created using fragrances from patchouli, mandarin, bergamot, vetyver, coffee flower, Tonka bean, Caribbean Amyris wood, and pink pepper. This creates a strong, dynamic, and a little offbeat essence that can be worn to momentous events. Both of these brands of cologne contain mandarin orange and bergamot, which gives them a citrus scent. However, Play Intense has a milder citrus scent as compared to Play. The stronger citrus scent in the latter may be attributed to the added presence of grapefruit and bitter orange aside from the mandarin orange contained within it. The smell of Amyris wood is much stronger in Play Intense that in Play. Moreover, the Tonka bean, which is not a fragrance present in Play, can be noticed in Play Intense. Both of these brands of cologne contain vetyver and patchouli, which gives them a woody, earthy, and herbal scent. The patchouli also contributes an exotic and musky scent for both Play and Play Intense. The Play brand has an aroma of black pepper while Play Intense has the pink pepper aroma. In Play intense, the pink pepper provides a mild, pleasantly, sweet fruity, scent with a bit of spicy whiff in it. One would say that Play Intense strengthens the woodsy side of the cologne while toning down the citrus essence. Play, on the other hand, tones down the woodsy side and instead intensifies the citrus aroma. Play Intense is categorized as oriental-spicy while Play is categorized as citrus-fruity. These two colognes are similar in scent strength because both of them are considered to have a moderate fragrance. The target market of Play is college students or those males who are between the ages of 17 and 30. In contrast, Play Intense is targeted towards those males who are more mature, their age ranging from 30 onwards. Therefore, it can be

Post-16 option Essay Example for Free

Post-16 option Essay POST 16 – OPTIONS Post 16 options are given to young people and adults after they finish year 11 from school. Each post-16 option offers you different qualification opportunities and a different mix of teaching methods and assessment. Post 16 options comprises on: STUDY FULLL TIME 6th form or college Take up an Apprenticeship, Traineeship or Supported internship Take a part-time education or training course if you are employed or volunteer for more than 20 hours per week STUDY FULL TIME Schools, colleges and training providers offer a range of subjects and courses in which a student can study full-time. It normally requires to have at least five GCSEs at grades A* to C and at least grade B in any specific subjects one chooses. 6TH FORM COLLEGES A sixth form college is an educational institution in England, Wales and Northern Ireland, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In England and Wales, education is only compulsory until the end of year 11, the school year in which the pupil turns 16 (although this is changing in August 2013 to compulsory education until year 12 and by 2015, education will be compulsory until year 13) In the English and Welsh state educational systems, those wishing to continue may either stay on at a secondary school with an attached sixth form, transfer to a local sixth form college, or go to a more vocational further education college, although, depending on geographical location, there may be little choice as to which of these options can be taken. In the independent sector, sixth forms are an integral part of secondary schools (public s chools), and there is also a number of smaller-scale independent sixth form colleges. Students at Sixth Form College typically study for two years. Some students sit AS examinations at the end of the first year, and A-level examinations at the end of the  second. In addition, in recent years a variety of vocational courses have been added to the curriculum. There are currently over 90 sixth form colleges in operation in England and Wales. Most perform extremely well in national examination league tables. In addition, they offer a broader range of courses at a lower cost per student than most school sixth forms. In a few areas, authorities run sixth form schools which function like sixth form colleges but are completely under the control of the local education authorities. Unlike further education colleges, sixth form colleges rarely accept part-time students or run evening classes[citation needed], although one boarding sixth form college exists. Take up an Traineeship, Apprenticeship or Supported internship Traineeship It makes one get ready for work or for doing an Apprenticeship. They last from six weeks to six months and provide essential work preparation training, literacy and numeracy skills and work experience to get an Apprenticeship or other job. Apprenticeship In an apprentice ship one has to work for an employer and train to do a specific job at the s Apprenticeships at three levels: a, Apprenticeship b, Advanced Apprenticeship c, Higher Apprenticeships Entry requirements for these apprenticeships is one must be 16 or over, living in England and not in full-time education. There are now nearly 200 types of Apprenticeship from engineering to boat building, veterinary nursing to accountancy. Options depend on experience and what is available locally. There is no set time for completing an apprenticeship. Most take between one and four years, depending on the level of learning capabilities. As well as working alongside and learning from experienced staff, there will be off-the-job training, usually on a day-release basis at a local college or specialist training facility. The qualifications will be a study for a work-based qualification at level 2, 3 or 4, a technical certificate relevant to to the subject chosen occupation, such as BTEC or City Guilds award and Functional Skills qualifications. More studies included for certificates or other qualifications that are required in chosen occupation. Assessment includes a mix of observation by an assessor, the assessment of a  portfolio of evidence and examinations. Supported internship Just for students with learning difficulties or learning disabilities who want to get a job and need extra support to do this. They last for at least six months and are unpaid. Work experience and an employer trains students to do a job role. Students also get to study for qualifications or other courses to get ready to take up a job. Work or volunteer while studying or training part-time It is a combined training or studying for a qualification and work at the same time. It doesn’t have to be a paid job, student can volunteer on a project or with a charity, or get a work-experience placement in a career or job area that interests them. Colleges and training providers offer a wide range of training courses which are part-time including A levels and work-related qualifications like BTECs or NVQs. BTEC’s- are usually studied at school or college they are work based qualifications that are a mix between practical and theory and some work experience. NVQ’s- these can be taken either at school/college, through a placement or in the work place.

Dreams In Aboriginal Beliefs

Dreams In Aboriginal Beliefs Like other religions, Aboriginal belief includes when things were created. They believe that their Ancestral Beings created land forms and animals plants. The Aboriginal word for this Creation Period varies according to each linguistic region throughout Australia. Aboriginal people often interpret dreams as being the memory of things that happened in this Creation Period. Dreams are important to Aboriginal people as it is a time when they are transformed back to their ancestral time. This connection of dreams to to the Creation Period has led to the commonly used term The Dreamtime to describe the time of creation in Aboriginal religion. The Dreamtime does not mean that a person is dreaming but it is a reference to the Creation Period. Definition of Dreaming The Dreamtime, or the Dreaming as it is sometimes referred to as, has no beginning or end but links the past with the present to determine the future. Dreaming stories explain the truth from the past together with a Code of Law for the present. The Dreaming or Tjukurrpa also means to see and understand the law as translated from the Arrernte language. Dreaming stories pass on important knowledge, cultural values and belief systems to later generations. Aborigines have maintained a link with the Dreaming from ancient times by expressing dreaming stories through song, dance, painting and story telling. Every part of Aboriginal culture is full of legends and beings associated with the Dreamtime. Each tribe has many stories, often containing a moral or a lesson to be learned, about duties, animals, plants and other beings. These stories are told to children, talked about campfires, and are sung and acted out during ceremonies. The Dreaming means our identity as people. The cultural teaching and everything thats part of our lives here you know? .. its the understanding of what we have around us. (Merv Penrith Elder, Wallaga Lake, 1996) Today we know where the Ancestral Beings have been and where they came to rest. The Dreaming explains how people came to Australia and the links between the groups throughout Australia. Connection between Dreaming, Land and Identity In essence, the Dreaming comes from the land. In Aboriginal society people do not own land but rather the land is part of them and it is their duty to respect and look after the land. The Dreaming did not cease when the Europeans arrived in Australia but just entered a different phase. Dreaming stories connect theories of occupation to the Aborigines close relationship with the land. This is often described by Aboriginal people when they talk about the land as my Mother. Aboriginal people believe that the same spirits who created the land, sea, waterways and life are involved with the conception and birth of a child. There is a direct link between Ancestral Beings and life. Land is fundamental to the well-being of Aboriginal people. For Aborigines the land is not just rocks or soil or minerals but it is the whole environment that sustains the people and is sustained by the people and culture. For Aboriginal people the land is the centre of all spirituality. This relationship between the land and the people continues to be central to the issues that are important to Aboriginal people today. Australian Aborigines were originally hunters and gathers with each clan or tribe having its own territory from which they gathered all they needed to live. These territories or traditional lands were contained by geographic boundaries such as rivers, lakes and mountains. Aboriginal people understood and cared for the different environments and adapted to them. Example of a Dreaming Creation story and significance to Aboriginal people Once the Ancestor Beings had created the world they changed the stars, rocks, watering holes and other objects into sacred places. These sacred places have special properties. The Ancestral Beings did not disappear at the end of the Dreaming but, according to Aboriginal belief, they remained in these sacred places. This concept of the presence of the Ancestral Beings with the land reinforces the idea that the Dreaming is never ending and links the past and the present, the people and the land. Our story is in the land . it is written in those sacred places . My children will look after those places. Thats the law. (Bill Neidjie, Kakadu Elder) The Creation or Dreaming stories, which relate the travels of the spiritual ancestors, are integral to Aboriginal spirituality. Mens and womens stories are often separated in Aboriginal culture. Knowledge of the law and Dreaming stories is passed on at different periods of life for Aboriginal people. The serpent as a Creation Being is perhaps the oldest continuing religious belief in the world. It dates back several thousand years. The Rainbow Serpent is part of Dreamtime stories of many Aboriginal nations and is always linked with watercourses such as billabongs, rivers, creeks and lagoons. The Rainbow Serpent is the protector of the land, its people and the source of all life. However, the Rainbow Serpent can also be a force that destroys if it is not respected. The most common version of the Rainbow Serpent story relates that during the Dreaming the world was flat, bare and cold. The Rainbow Serpent slept under the ground with all the animals tribes in her belly waiting to be born. When the time came she pushed up and called all the animals to come from their sleep. She pushed the land out, making rivers and lakes. She made the sun, the fire and all the colours. The Gagudju people believe the Rainbow Serpent was called Almudji and was a major creature being. It made passages through rocks and created waterholes. Today they believe, Almudji is still a creator as it brings the wet season each year. This causes all forms of life to multiply and it appears in the sky as a rainbow. However, they also believe that Almudji is also to be feared as he can punish anyone who breaks the law by drowning them in floods. The Gagudju people still believe that Almudji lives in a pool under a waterfall. The Jowoyn people of the Katherine Gorge area of the Northern Territory relate how the Rainbow Serpent slept under the ground until she awoke in the Dreaming. She pushed her way to the surface and travelled the land, sleeping when she was tired. She left behind her winding tracks and the imprint of her sleeping body on the ground. When she had finished travelling the earth she returned and called all the frogs to come out but they were slow because their bellies were full of water. The Rainbow Serpent tickled their bellies and when they laughed, water flowed out their mouths and filled the tracks and hollows left by the Rainbow Serpent, so creating rivers and lakes. This woke all the animals and plants who then followed the Rainbow Serpent across the land. Traditional Aboriginal rituals and significance of these to Aboriginal people Ceremonial ceremonies are seen as the core of cultural life for Aboriginal people. Small ceremonies, or rituals, are still practised in some remote areas of Australia. These rituals take the form of chanting, singing, dancing or ritual action to ask the Ancestral Beings to ensure a good supply of food or rain. The most important ceremonies are connected to initiation of boys and girls into adulthood. These ceremonies can last for weeks with nightly singing and dancing, story telling and use of body decorations and ceremonial objects. During the ceremonies, songs and dances about Ancestral Beings are told. Some of these are for women and children to see and hear while others are restricted just to initiates to learn. Another important ritual is on the death of a person. Aboriginal people cover their bodies with white paint, cut themselves to show sorrow for the loss of their loved one and take part in a number of rituals, songs and dances to help the persons spirit leave and return to its birth place where it can be reborn. Burial rites differ throughout Australia. People are buried in parts of southern and central Australia but have a different burial in northern Australia. In northern Australia a burial has two stages with each accompanied by ritual and ceremony. The primary burial takes place when the body is placed on a raised wooden platform, covered with leaves and branches and left for several months so the flesh rots from the bones. The secondary burial occurs when the bones are collected, painted with red ochre and then scattered in different ways. Sometimes a relative will carry some of the bones with them for a year or more. Sometimes they are wrapped in paperbark and placed in a cave. In parts of Arnhem Land the bones are placed in a large hollow log and left in the bush. Conclusion All parts of Aboriginal culture contain many legends and beings associated with the Creation Period or Dreamtime. Each tribe has its own stories, often with a lesson to be learned from the story, about the Creation Period spirits, animals, plants and other beings. These stories are told to children and at different ceremonies throughout the life of an Aborigine to ensure that the Dreamtime is passed on to each generation.

A Comparison of One Flew Over the Cuckoos Nest and Dead Poets Society :: comparison compare contrast essays

One Flew Over the Cuckoo's Nest and Dead Poet's Society      Ã‚  Ã‚   As a human being we are constantly reminded in our life span to   "Live our lives to the fullest". At lease once in your life i'm sure you've heard of the saying "seize the day". It means you should live your life to the best of your abilities. You should strive to learn new things and live a satisfying life so you have no regrets in life. Many romantics strongly believe in this theory. They feel that you should take advantage of every opportunity that comes your way and that there are so many good things in the world.   Our society today is a very realistic one. People get up in the mornings and go through their daily routine. They wake up, get ready, go to work, come home, eat dinner, go to bed and do the same thing over and over in their lifetime that many feel they have wasted their lives. Only when one sees this pattern and wants to change it can they have a more fulfilling life. Society is responsible for putting this ideal lifestyle into effect an d controlling our lives. In One Flew Over the Cuckoos Nest, by Ken Kesey, and the film Dead poets Society, there is a similarity in the main characters experiencing the realizations of society and its institutions, which are imposed by Nurse Ratchid and Mr. Noland. Nurse Ratchid and Mr. Noland are realists affected by society and therefore use conformity to their advantage of control. While the very romantic McMurphy and Mr. Keating rise up as leaders expressing individuality against conformity. The outspoken Bromden and Todd fight for freedom and responsibility ending in success as characters; all characters fighting against the institutions society has imposed.    When a person has to constantly make the rules something happens to them as a person. Nurse Ratchid is one who has been affected by society and has lost a part of herself. She hides all womanly aspects of her body because she has been lost in conformity. Because she treats them as machines she is compared to as a machine:      Her face is smooth, calculated, and precision-made, like an expensive baby doll, skin like flesh- colored enamel, blend of white and cream and baby-blue eyes, small nose, pink little nostrils-everything working together except the color on her lips and fingernails, and the size of her bosom.

A review of P. Hirsch, Globalization, Regionalization

A review of P. Hirsch, â€Å"Globalization, Regionalization and local voices: The Asian Development Bank and re-scaled politics of environment in the Mekong region† By catktd90 A review of P. Hirsch, â€Å"Globalization, Regionalization and local voices: The Asian Development Bank and re-scaled politics of environment in the Mekong region† This paper was written by Philip Hirsch who aims to examine about globalization, regionalization and its effect to local people in terms of resource and environment.This paper also considers some key issues of re-scaling resource and environmental olitics in the Mekong region, and the extent to which challenges have been recast from national to regional development agendas by illustrating case studies in Laos and Thailand (Hirsch, 2001). Throughout the paper, Hirsch illustrates an important aspect of globalization directly related to sustainability, shows a fundamental change in thinking and speaking among government official and loca l people, and shows an interesting politics of environment in Thailand, with its shifting alliances and ideas about relationship between people and nature.In recent years, globalization and egionalization has been widening all around the world. Although it has some positive points, it also brings to nation and local people some negative points. According to Michael, Globalization is manufactured as a discursive negation of the possibility if nations defining their own futures (McMichael, 1996). For Hirsch, he explores the changing resource and environmental politics of the Mekong Region in the context of regional integration, with a specific focus on the Asian Development Bank (ADS) and its Greater Mekong Sub region (GMS) programme.In the Mekong egion, Asian Development Bank force for regionalization through the specific projects it has supported that have impacted on local communities and ecosystems. Globalization and regionalization in the Mekong region are temporally and spatiall y differentiated. While Thailand has thus explicitly articulated both with globalization and ant globalization discourses, in the case of Laos, Vietnam and Cambodia, it is difficult to separate the advent of globalization; Globalization has been witnesses not only the economic growth but also the financial crisis in Mekong region.However, hese countries have been influenced by development project which supported by ADB such as dam project etc. It is believed that Dam construction impacts on local communities' livelihood and ecosystem causing many problems to environment. For example, The Nam Theun-Hinboun Dam in Lao People's Democratic Republic (PRD) is one of ADB development project. It causes the insufficient water in dry season and flood in the rainy season as well as erosion of river banks in upstream and downstream.It also impacts on the local communities' livelihood such as fisheries, crops, etc. Warren claimed that from 30 to 90 per cent of fishery-related livelihood has been lost in the main impact areas (Warren, 1999). While there are number of some scientists still believe in the benefits of the dam in development process. It is clear that the local communities have to raise their voice to protect themselves from these attacks; however, it depends on countries politic.For example, in the case of Rasi Salai Dam on the Mun river in Thailand, the Dam completed in 1994 and effected livelihood and environment of a large areas. Because its serious effects, the local people established a protest villages. The protest Joined 16 other sets of villages with grievances throughout the Northeast to Join with the Assembly of the Poor in a national protest in Bangkok and finally, they were succeeded. But In the case of Laos or Vietnam, the people cannot do something like that because of their thinking and their countrys politic.It is obvious that economic growth always cause some consequences in livelihood or environment. In this situation, to adapt with globalizat ion and regionalization many countries build many infrastructure to develop their economy, emphasize large-scale planning. Finally, these things affect heir own country seriously in terms of environment and community's livelihood. Thus, it is expected that there will be a re-scale politics and environment not only in Mekong region but also in the world.In conclusion, globalization and regionalization is an ongoing process. Thus, this process needs more sustainable solutions for both the supporter (ADB and GMS) and the country which received financial for their economic development. One country should concern more about environmental problems when conducting any development project because a development projects need balance on economic, social, and environment aspect. In addition, a country should have their suitable policy on the road of development.REFERENCES Hirsch, P. (2001). â€Å"Globalization, Regionalization and local voices: The Asian Development Bank and re-scaled politic s of environment in the Mekong region†. Singapore Journal of Tropical Geography, 22(3), 237-251. McMichael, P. (1996). Silenced Rivers: The Ecology and Politics of Large Dams. London: Zed books. Warren, T. (1999). ‘A Monitoring study to assess the localized impacts created by the Theun- Hinboun hydro†scheme on fisheries and fish populations. Final report to the Theun- Hinboun Power Company.