Essay writing on newspaper

Friday, August 28, 2020

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Wednesday, August 26, 2020

How To Review A Paper

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Sunday, August 2, 2020

On APs

On APs To my surprise, one of Marilees quotes in my last entry about the role of Advanced Placement (AP) courses in college admissions turned out to be somewhat controversial: Jones believes that creativity and innovative thinking are taking a hit. Because students are so busy all the time, because parents think thats what they need to get into college, and we in college admissions officers reinforce that, they dont get into their imagination enough, Jones says. Her remedy: Lets free up a lot of kids to be able to do that and not force everybody to have all of those AP classes and all of those activities. Here are two of the comments that entry received: So, what can our students do to get your fair judgement about admitting them or rejecting them? Hide their APs on the application? W.L. Isnt taking several APs in the sciences and math a way to show the students passion in the sciences? I know many students who take loads of advanced courses because to them gaining knowledge is enjoyable. Deepta I dont know if Ill do this justice, but Ill give it a shot. Here goes. Look, were not saying you should drop or hide all of your AP courses. In many schools, I know, AP courses are the best (and sometime the only) option for students looking to be challenged and intellectually engaged. And Deepta, I wholeheartedly agree, taking advanced courses for love of learning is a great reason to do so. In our admissions process, we are looking for students who enjoy a challenge and love learning, becuase these are the students who will best thrive in the MIT community. What makes me sad is when students focus on their studies to the detriment of everything else because they think it is what we (college admissions officers) want. I think this is what Marilee is trying to say in the above quote. We believe that balance in life is important: balance between formal and informal studies, balance between work and play, balance between the work of the textbook and the work of the imagination. Too many times Ive had students tell me about the pressure to add another AP course sometimes a fifth, sixth, or seventh AP course for the year (!) and, consequently, drop something they really enjoy, like reading, band, field hockey, time with family, etc. It (sadly) isnt all that infrequent that I hear a student say something like, Well, Im cutting back on that to focus on more APs for my senior year, so I can get into a good college. Or, I dropped band because it was an unweighted course, even though I loved it, so I could take the weighted AP basketweaving cour se, because that is the most rigorous courseload available.' Marilee Jones isnt the only one who is concerned. I can tell you from conversations with my colleagues at other schools that this is something that is a concern across college admissions. Take, for example, this quote (from here) from Bill Fitzsimmons, Dean of Admissions at Harvard: There are people who arrive at college out of gas, says William Fitzsimmons, dean of admissions at Harvard College in Cambridge, Massachusetts. Its crazy for students to think in lockstep they must take four or five or six advanced-placement courses because colleges demand it. or this quote [PDF] from a couple years ago from Robin Mamlet, who, at the time, was Dean of Admissions at Stanford: One thing we are trying to do is dispel the myth that a curriculum loaded to the brim with Advanced Placement coursesâ€"with no regard to a studentâ€™s happiness or personal interestsâ€"is a prerequisite for admission to Stanford. Such a course load is not required, nor is it always healthy. Whenever we talk to students and parents, we encourage them to work with you [guidance counselors] to develop an appropriate course load. Of course we want students to challenge themselves, but we donâ€™t want them to hurt themselves physically or mentally along the way. We try to explain to families that the students who will thrive at Stanford are those who are genuinely excited about learning, not necessarily those who take every single AP or Honors or Accelerated class. We tell students we expect them to take a reasonably challenging load, selecting from among the most demanding courses available to them. And we make it clear that we want students to work with you to exercise good judgment in course selection. We, too, expect students to challenge themselves, especially in the analytical disciplines (since MIT is, by any estimate, an analytically rigorous school). It is true that few students who had the option to take AP Calculus and an AP science (or similarly advanced calculus and science curricula, such as IB, A level, college classes, etc.) and chose, for no good reason, not to take them, find themselves admitted. And many students will avail themselves of further advanced coursework. For many students, we do see their creativity and excitement for learning coming through most clearly in the classroom and related activities, and when we see this, we do pay attention. There are now 37 AP courses. My high school offered just 3: Calculus, American History, and English. And I certainly had classmates who came from high schools that offered zero APs. Similarly, I had classmates who attended high schools that offered dozens of these courses, and, yes, some of them even took dozens of APs. But it is not necessary that you take all of these courses, or as many as possible. I know this isnt a problem everywhere, or even at most high schools. But with the interconnectedness between students, I have seen this super-anxiety over APs grow over the years. I hope this entry goes a small way in helping to reduce that stress. Let me state clearly: we do not admit students solely because of their AP courses/scores. There is no minimum or recommended number of AP courses. AP scores are not part of an admission formula. Were not simply going to look at a weighted GPA and throw everything else out. Challenge yourself in a way that is reasonable for you, while making sure that your courseload provides your with material that keeps you excited and engaged, and that you have balance in your life. What we are saying is that, despite what you may have heard, college admissions isnt a game of whoever has the most APs, wins.

Saturday, May 23, 2020

merchandise policy - CHERMAS Essay - 1158 Words

Fashion Merchandising Assignment on Store Merchandising Policy for CHERMAS INDEX I. Introduction II. Assortment of Merchandise III. Store merchandising policy Price Range Quality Standards Fashion Leadership Maintenance of basic stock Exclusivity INTRODUCTION Chermas has its apparel manufacturing unit located in Apparel Export Park at Gundlapochampally, near Hyderabad. CHERMAÃ¢â‚¬â„¢S was started as a small 350 sq.ft. retail outlet onÃ¢â‚¬ ¦show more contentÃ¢â‚¬ ¦Girls: Frocks, Midis, Tops, Blouses, Nighties, Night Suits, Lingerie, Salwar-Kameez, Three-piece Suits, Lacha Suits, Ghagra Cholis, Skirts, Capris, Parallel Sets, Tights, Stretch Jeans, Cycling Shorts, Pants, Hipsters, Kaftans, Swim Suits, Sportswear, School Uniforms, Dress Material. Price Range: 499-1500 It also has a section for toys and stationary. Jewellery The store also has a wide range of pearl jewellery Necklaces, Earrings, Pendants etc. Footwear Price range 599-1799 depending on the brand. Footwear brands: Puma Adidas F Sports Duke Reebok Columbus FILA Woodland Hitz Lee Cooper Sparx Apart from that they also have a lot of other merchandise like wallets, bags, belts, underwear etc. QUALITY STANDARDS The brand never compromise with the quality of their products. Quality has always been the backbone of chermas. Company gives the quality of International standard, result in exporting to major fashion Capitals like U.K., France, Italy, etc The store gets most of its merchandise from its own production unit right outside Hyderabad; however some of the merchandise also comes from Deepak Garments and Garden Garments which are local distributors. Chermas stores caters to families and it has a wide product needs to meet requirements of any age group. However, majority of shoppers are low to middle income level and

Monday, May 11, 2020

Civilization during the Black Death - Free Essay Example

Sample details Pages: 5 Words: 1429 Downloads: 2 Date added: 2019/07/01 Category History Essay Level High school Tags: Black Death Essay Did you like this example? In 1347 AD Europe the second pandemic of bubonic plague appeared. The second pandemic was known as The Black Death because of the impact it left throughout Europe. The Black Death spread throughout Europe killing an estimated twenty-five million people, among the twenty-five million who caught the bubonic plague a generous amount was affected in France. DonÃ¢â‚¬â„¢t waste time! Our writers will create an original "Civilization during the Black Death" essay for you Create order When Europeans were exposed to the bacteria Yersinia pestis more likely than not they became infected. The bacteria are transmitted through three main ways. The disease originated in China in 1334 and was spread along the great trade routes to Constantinople transmitted by fleas and rats. Europe before the black death lacked severely in sanitation leading to a serious bacterial infection. During this time in Europe, the black plague had an enormous effect on the development of modern civilization. The black plague caused major destruction in countries such as Asia, Africa, and Europe. These countries were not educated about this disease outbreak and how to treat it leading to a massive panic and the demise of many. An estimated 60% of the European population was killed off and most likely died from the black plague, Entire towns were wiped out. Some contemporary historians report that on occasion, there were not enough survivors remaining to bury the dead (Benedictow 2). This outbreak did cause for positive influences in the European culture leading to more jobs being available, rates in of development, and economic factors. A major positive factor is from the outbreak humans evolved gene variation helping to build a stronger immune system to help fight off bacterias, descendants of Europeans who survived the plague had their genes altered to make them more resistant to disease. It may explain why Europeans respond differently from other people to certain illnesses and autoimmune disorders ( Jimenez 1). If there was to be another outburst of the bubonic plague Europeans would have a stronger immune system to fight off the bacteria. Another positive effect from the bubonic plague would be the renovation of hospitals across Europe. Before the bubonic plague hospitals were a place to put sick people in isolation in hopes that others would not get infected. Hospitals during medieval times did not have doctors or nurses but rather nuns and monks to pray on the sick. At this time hospitals were pretty much extra housing space for those that needed somewhere to go temporarily. During the black death, hospitals began their transformation into an actual hospital by caring for those with the disease. The failure of traditional medicine made Europeans realize their traditional medical practice needed to change, Medicine ceased to be theoretical and text-bound and became more observational and practical. Anatomy and surgery became parts of the medical program in universities (Jimenez 3). With the expansion of the medical practice more, cures were being discovered for illnesses across Europe. During this time the people beg an to question their faith in the Catholic church due to the fact that the monks were dying along with the common people. People began to question why the monks were dying off to then decide to think for themselves. As people began to turn away from God many then turned to reason and education to try to make sense of what was happening, No longer was the ideal a life of penance but rather a life dedicated to recovering the lost human spirit and wisdom. Reason and logic became more important than faith. Individuals were encouraged to realize their potential through a liberal arts education. The possibilities of human creativity seemed endless and exciting ( Jimenez 4). Becoming more educated on the topic helped people to understand that God did not control who was dying off from the Black Plague. With all the death happening people began to doubt the existence of God, thus leading to the Enlightenment. After the bubonic plague, many decided to turn away from the church and religious factors turning to expansion education. The majority of the clergy abandoned the religious duties, for most of them lost their religious beliefs during this team of grief. The loss of family members, friends, and loved ones left the survivors at a complete loss. The church struggled because people were confused how something this horrible could happen if God was looking after them. For those that still believe tend to go against the church for they believe God had abandoned them. Many leaders of the church decided to abandon their positions in order to avoid a possible outbreak against the church and other problems at the time. As many head authorities began to leave the church went into a panic trying to find replacements quickly in order to replace the ones leaving. The monasteries and the clergy suffered the greatest loss (Ziegler 215). The church knew the common people felt as if the church had let them down. The church continued to lose follower lowering the hope of the people, the church lost most of its respect at this time. The plague was the prime factor in peoples turning to new influences in a search for meaning and positive values (Dahmus 351). On the other hand, the bubonic plague had a lot of negative factors, most recognized being the tremendous death count. The black death tore families apart by causing a division on what to do when a member got sick. Children abandoned the father, husband abandoned the wife, wife the husband, one brother the other, one sister the other. Some fled to villas, others to villages in order to get a change in the air. Where there had been no [plague], where they carried it; if it was already there, they caused it to increase (Zahler 45). Many often left the ones they loved behind to look out for their own health. When leaving a lot of the time the member who left might have thought they were getting away but had already been infected. So when traveling to a new town they carried the disease with them and ended up spreading it to a town that could have been clean from it. When a member of the family got sick others would stay and try to help them get better not knowing by them staying around would kill himself. The bubonic plague spread so quickly especially because of the lack of a sanitation system during this time. There were no toilets or bathrooms such as showers and sinks so everyone cleaned in the common area and things such a feces were thrown in the road or out the back of the house. This caused germs to spread very quickly and because of the tight living space if someone in the house got sick the entire house was most likely dead in months. People began to abandon their jobs to take care of there sick family members leaving jobs untended. When farmers started getting sick crops were intended to and died off. This led to a lack of food for families, and then made them worry about starvation. The maintenance of the land rapidly declined to leave the economy in a severe condition. In addition to the land, the mortality rates of the animals and the people became more severe. Villages were laid closely together, so people relied on the same animals for resources ( Ziegler 167). This was an overall nightmare and is why millions died. The Black Death overall had positive and negative influences on the population and growth of knowledge of Europeans at the time. By 1350 many realized that the plague was coming to an end and knew things were about to change. Since millions died a lot of educated people died trying to help others this ended up causing for the survivors they would have to go get educated. At this point, Europe had to rebuild itself completely and changed many things along the way such as hospitals, beliefs, and education. The black death help expand the education throughout Europe to those that survived. Sanitary systems were upgraded and personal hygiene was placed into effect. This helped to prevent germs to be spread less quickly. The renovations of hospitals also helped those who ended becoming sick be isolated but now also treated. The expansion of medicine expanded to find new cures for diseases instead of just praying in a situation. The Black Death in a way helped Europe gain a stronger economy and overall better country with the renovations. If the Black Death did not hit Europe there might have never been a disease strong enough to knock a country down so much to turn away from the church and find a new solution to their problems.