What Should You Do During Your Medical School Interview

Some of these tips are obvious, some less so. All are important and will help you maintain a sense of professionalism, project confidence, reduce anxiety, and prove to the interviewer that you’re a top med school shoo-in. Make sure you smile.  Chances are, your interviewer will smile back. This will help set the tone for a friendly conversation, ideally helping you eliminate nervousness and increase your ability to speak openly about your experiences. Maintain eye contact throughout the interview.  This lets them know you’re focused and paying attention. (And this will help you actually remain focused and paying attention if drifting off into la-la-land is something that happens to you during conversations.) Relax as best as you can.  A good interviewer will work to help you relax during those initial questions. Ideally you and your interviewer will have a conversation that flows rather than a disjointed and strained QA session. Definitely don’t bring a cup of coffee with you.  (Or any other food or drink). Try not to fidget. Take notes if it seems relevant.  This shows that you are truly interested. Be yourself.  You can’t reinvent yourself, but rather try to shine during the interview with your best qualities. That means: †¢ If you are animated and outgoing, go right ahead and show it. †¢ If you are describing an experience that was particularly important to you, do show your passion. †¢ If you are shy that’s fine, but still try to find a connection with your interviewer. Present yourself honestly. More specifically: †¢ If you are discussing a weak part of your record, own up to your mistakes and then stress your improvements. Don’t minimize your past, but try to move on to future positives. †¢ Be sincere, especially when talking about strengths and weaknesses. Confidence is fine but make sure you include a touch of humility. †¢ When answering questions about yourself think about what you really want the interviewer to know about you. What defines you? Make sure you share those traits. Show some level of self-reflection demonstrating a clear understanding of how you’ve gotten to this point. It’s ok to pause to think before jumping into an answer. †¢ If you have had to come back from adversity, share the experience. If you are one of the lucky ones who has not had many struggles in your life, then still think how to answer an adversity question. Adversity comes in many shades – physical, financial, personal, and/or emotional. Each of us has had some degree of struggle. Most importantly go into the interview with a clear vision of what you want the interviewer to know about you and do your very best to get those particular key points across. â€Å"What to Do During Your Medical School Interview† is excerpted from the Accepted guide, The Ultimate Guide to Medical School Interview Success.   Are you nervous about your upcoming interview? Our expert admissions consultants will give you the confidence you need to present yourself in the most impressive way possible. Check out our Med School Mock Interview Services now! ; For 25 years, Accepted has helped applicants gain acceptance to their dream healthcare programs. Our outstanding team of admissions consultants features former admissions directors, admissions committee members, pre-health advisors, postbac program directors, and doctors. Our staff has guided applicants to acceptance at allopathic (MD) and osteopathic (DO) medical schools, residencies and fellowships, dental school, veterinarian school, and physician assistant programs at top schools such as Harvard, Stanford, Penn, UCSF, Johns Hopkins, Columbia, and many more.  Want an admissions expert  to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  The Ultimate Guide to Med School Interview Success, a free guide †¢Ã‚  Do I Really Need a Mock Admissions Interview?, a short video †¢Ã‚  What I Learned as a Student Member of a Medical School Admissions Committee What Should You Do During Your Medical School Interview Some of these tips are obvious, some less so. All are important and will help you maintain a sense of professionalism, project confidence, reduce anxiety, and prove to the interviewer that you’re a top med school shoo-in. Make sure you smile.  Chances are, your interviewer will smile back. This will help set the tone for a friendly conversation, ideally helping you eliminate nervousness and increase your ability to speak openly about your experiences. Maintain eye contact throughout the interview.  This lets them know you’re focused and paying attention. (And this will help you actually remain focused and paying attention if drifting off into la-la-land is something that happens to you during conversations.) Relax as best as you can.  A good interviewer will work to help you relax during those initial questions. Ideally you and your interviewer will have a conversation that flows rather than a disjointed and strained QA session. Definitely don’t bring a cup of coffee with you.  (Or any other food or drink). Try not to fidget. Take notes if it seems relevant.  This shows that you are truly interested. Be yourself.  You can’t reinvent yourself, but rather try to shine during the interview with your best qualities. That means: †¢ If you are animated and outgoing, go right ahead and show it. †¢ If you are describing an experience that was particularly important to you, do show your passion. †¢ If you are shy that’s fine, but still try to find a connection with your interviewer. Present yourself honestly. More specifically: †¢ If you are discussing a weak part of your record, own up to your mistakes and then stress your improvements. Don’t minimize your past, but try to move on to future positives. †¢ Be sincere, especially when talking about strengths and weaknesses. Confidence is fine but make sure you include a touch of humility. †¢ When answering questions about yourself think about what you really want the interviewer to know about you. What defines you? Make sure you share those traits. Show some level of self-reflection demonstrating a clear understanding of how you’ve gotten to this point. It’s ok to pause to think before jumping into an answer. †¢ If you have had to come back from adversity, share the experience. If you are one of the lucky ones who has not had many struggles in your life, then still think how to answer an adversity question. Adversity comes in many shades – physical, financial, personal, and/or emotional. Each of us has had some degree of struggle. Most importantly go into the interview with a clear vision of what you want the interviewer to know about you and do your very best to get those particular key points across. â€Å"What to Do During Your Medical School Interview† is excerpted from the Accepted guide, The Ultimate Guide to Medical School Interview Success.   Are you nervous about your upcoming interview? Our expert admissions consultants will give you the confidence you need to present yourself in the most impressive way possible. Check out our Med School Mock Interview Services now! ; For 25 years, Accepted has helped applicants gain acceptance to their dream healthcare programs. Our outstanding team of admissions consultants features former admissions directors, admissions committee members, pre-health advisors, postbac program directors, and doctors. Our staff has guided applicants to acceptance at allopathic (MD) and osteopathic (DO) medical schools, residencies and fellowships, dental school, veterinarian school, and physician assistant programs at top schools such as Harvard, Stanford, Penn, UCSF, Johns Hopkins, Columbia, and many more.  Want an admissions expert  to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  The Ultimate Guide to Med School Interview Success, a free guide †¢Ã‚  Do I Really Need a Mock Admissions Interview?, a short video †¢Ã‚  What I Learned as a Student Member of a Medical School Admissions Committee What Should You Do During Your Medical School Interview Some of these tips are obvious, some less so. All are important and will help you maintain a sense of professionalism, project confidence, reduce anxiety, and prove to the interviewer that you’re a top med school shoo-in. Make sure you smile.  Chances are, your interviewer will smile back. This will help set the tone for a friendly conversation, ideally helping you eliminate nervousness and increase your ability to speak openly about your experiences. Maintain eye contact throughout the interview.  This lets them know you’re focused and paying attention. (And this will help you actually remain focused and paying attention if drifting off into la-la-land is something that happens to you during conversations.) Relax as best as you can.  A good interviewer will work to help you relax during those initial questions. Ideally you and your interviewer will have a conversation that flows rather than a disjointed and strained QA session. Definitely don’t bring a cup of coffee with you.  (Or any other food or drink). Try not to fidget. Take notes if it seems relevant.  This shows that you are truly interested. Be yourself.  You can’t reinvent yourself, but rather try to shine during the interview with your best qualities. That means: †¢ If you are animated and outgoing, go right ahead and show it. †¢ If you are describing an experience that was particularly important to you, do show your passion. †¢ If you are shy that’s fine, but still try to find a connection with your interviewer. Present yourself honestly. More specifically: †¢ If you are discussing a weak part of your record, own up to your mistakes and then stress your improvements. Don’t minimize your past, but try to move on to future positives. †¢ Be sincere, especially when talking about strengths and weaknesses. Confidence is fine but make sure you include a touch of humility. †¢ When answering questions about yourself think about what you really want the interviewer to know about you. What defines you? Make sure you share those traits. Show some level of self-reflection demonstrating a clear understanding of how you’ve gotten to this point. It’s ok to pause to think before jumping into an answer. †¢ If you have had to come back from adversity, share the experience. If you are one of the lucky ones who has not had many struggles in your life, then still think how to answer an adversity question. Adversity comes in many shades – physical, financial, personal, and/or emotional. Each of us has had some degree of struggle. Most importantly go into the interview with a clear vision of what you want the interviewer to know about you and do your very best to get those particular key points across. â€Å"What to Do During Your Medical School Interview† is excerpted from the Accepted guide, The Ultimate Guide to Medical School Interview Success.   Are you nervous about your upcoming interview? Our expert admissions consultants will give you the confidence you need to present yourself in the most impressive way possible. Check out our Med School Mock Interview Services now! ; For 25 years, Accepted has helped applicants gain acceptance to their dream healthcare programs. Our outstanding team of admissions consultants features former admissions directors, admissions committee members, pre-health advisors, postbac program directors, and doctors. Our staff has guided applicants to acceptance at allopathic (MD) and osteopathic (DO) medical schools, residencies and fellowships, dental school, veterinarian school, and physician assistant programs at top schools such as Harvard, Stanford, Penn, UCSF, Johns Hopkins, Columbia, and many more.  Want an admissions expert  to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  The Ultimate Guide to Med School Interview Success, a free guide †¢Ã‚  Do I Really Need a Mock Admissions Interview?, a short video †¢Ã‚  What I Learned as a Student Member of a Medical School Admissions Committee

AP World History Exam

Introduction A long, long time ago (the spring of 2010), I was just a student teacher in a Tennessee middle school. After spending nine weeks getting to know a group of 8th graders, it came time for them to choose their freshmen year high school classes. I remembered my own trepidation about choosing my first high school classes. Would honors be too hard? Should I take French or Spanish? But for these soon-to-be high school students, they had a much harder choice: whether or not to take AP World History as freshmen. My biggest fear about 9th graders taking AP World History Needless to say, I was shocked. Even as a high school sophomore, I was barely prepared enough to take AP European History. Would these brave students, even those who enjoyed and did well in 8th grade U.S. History, succeed on the AP World History Exam? Though I never learned my students fate, I want to make sure that if you’ve made the big decision to take AP World History in 2016-2017, you, too, can be successful. So if you think you’ve got what it takes, let’s not waste another minute. Note: This article includes changes made to the AP World History Exam that will appear on the May 2017 Exam. As this article is long, here is a table of contents if you just want to learn something specific about the Exam: How You’re Assessed on the Exam Successful Time Management Test Content: Section I Multiple-Choice Questions Short-Answer Questions Test Content: Section II Document-Based Question Long Essay Question In the End How You’re Assessed on the Exam Through multiple choice questions, short-answer questions, a document-based question, and the long essay question, the AP World History Exam measures your knowledge on 50 Global Interactions, c. 1450 to c. 1750 Industrialization and Global Integration, c. 1750 to c. 1900 Accelerating Global Change and Realignments, c. 1900 to the Present Historical Thinking Skills Analyzing Historical Sources and Evidence Primary Sources Secondary Sources Using Evidence to Support an Argument Synthesis Making Connections Between Different Historical Eras Making Connections Between Different Course Themes Successful Time Management In this section I will break down the length of the AP World History Exam, and offer suggestions on how to make sure you successfully finish each section of the test. First a piece of recycled advice from my article on ACT Time Management: take multiple timed practice test to become used to the tests format, content, and pacing. If your teacher is worth his or her salt, you have already been doing this as part of your class’s assessments. Section I: Multiple Choice (55 Questions, 55 Minutes, minutes and 15 seconds per short-answer question. Though 13 minutes for a ‘short’ question sounds like more than enough time, there are a lot of steps involved in each questions. More on why in just a bit. Break (10 Minutes) Break is an important time during any AP Exam, and for first timers like yourself, don’t waste it. Visit the restroom and drink a little water. But most importantly, eat something! Section II of the AP World History Exam takes a lot of brain power. Without a little bit of extra fuel, your brain will shut down early. Section II: Document-Based Question (1 Question, 55 Minutes, 25% of Total Exam Score) and Long Essay Question (1 Question, 35 Minutes, 15% of Total Exam Score) The second part of the World History Exam is a 90-minute marathon consisting of two parts. Most students feel the time crunch in this section. Why? There is no pause between the Document-Based Question (DBQ) and Long Essay. That’s right, you get to decide how you want to split 90 minutes between these two important tasks. Like other timed writing tests, both being aware of your time and planning can solve a lot of time management issues. Here are some tips you can use on test day. Use the first 15 minutes of your DBQ to read/plan. Use the first 5 minutes of your Long Essay to do the same as above. Once you’ve selected evidence, DON’T ADD MORE halfway through your essay. That will eat up more time. Substitution for a stronger piece of evidence is fine. Set aside the last five minutes of both essays as a ‘wrap-up’ time. During ‘wrap-up,’ skim your essay to make sure you’ve followed all the directions and included all your evidence. Having all these pieces in place is more important than any concluding paragraph. Test Content: Section I (Multiple Choice and Short Answer) Now that we’ve talked about time management, let’s talk about what to expect on the test. Multiple-Choice If you have a good teacher, he/she will have used old AP World History multiple-choice questions on your unit tests. Though the actual Exam will be different, practicing old Exam questions will prepare you for the Exam’s difficultly level. As for the questions, here’s what to expect. The fifty-five questions are grouped into sets of two to five. In each set you will be asked to respond to some material (political cartoon, quote, picture, song lyrics etc.) and use that material along with your own knowledge to answer the questions. If you’re new to AP Multiple Choice questions, let me simplify the different between them and ‘normal’ multiple choice questions. In short, AP multiple choice questions are not treasure hunt questions. During this section you will need to analyze material in order to choose the correct answer. Even so, difficulty will vary between each question. Also, these questions may ask you to make connections between different historical time periods. Short-Answer Note: The four short answer questions are a NEW ADDITION the May 2017 test. The Change over Time question is no more! Though the word ‘short’ is in the title, the four short-answer questions ask you to do a lot in 45 minutes. Each short-answer question will present you will information to use in crafting your response. This information includes, but is not limited to the following: Primary Source Historian’s Argument Data (such as a graph/chart) or Map A proposition about World History created by the test writer. Using this information, you will be asked to use the already mentioned historical thinking skills to answer each question. Also, the individuals who will read your replies want to see that you are both identifying and analyzing this information in your reply, along with presenting your ideas. Finally, two out of the four questions will allow you some measure of choice in replying, so make sure to read the directions carefully before you start to write your answer. Test Content: Section II (Document Based Question and Long Essay) Note: The Document Based Questions and Long Essay are NEW ADDITIONS the May 2017 test. The Comparative Essay is no more! Document-Based Question Though only a single question, the DBQ will ask you to do many things at once. The test will advise you to spend 15 minutes planning and 40 minutes writing. For this section I want to discuss planning, as it is the most important part of DBQ success. Planning The first thing to do is read the directions and prompt! Your essay will need to do a seven things to be successful: Write an historically defensible thesis that responds to all parts of the question. Develop a cohesive argument that illustrates relationships among your chosen evidence. Use at least six of the seven documents. For each document, explain the significance of the author’s POV, purpose, historical context and audience for at least four of the documents. Apply context by explaining the broader historical events that are relevant to the question. Use outside evidence. Extend the argument by connecting it to one of the following. Different historical time periods. A different approach to history. A different subject such as art or politics. As you go through the directions/prompt, underline the main tasks you will need to accomplish in your reply. If it helps, simplify them in your own words by writing on the test booklet. Once you have a clear idea of what you have to do, begin reading the documents. During this time, imagine that you’re a detective examining evidence. You know it’s all important, but your mission is to discover how each document fits with the others. Expect texts of various lengths and a variety of visual sources. Have your pencil ready to mark relevant information and make comments in the margins. The last step in planning is most important: outline your response. The benefit of an outline is that it not only organizes your thoughts before you write, it also acts as a checklist during the writing process. Also, because you’ll be under a lot of stress, an outline will help you remember everything important. Long Essay Question The Long Essay question will give you a choice between two prompts. First, a no-brainer: choose the one you feel most comfortable answering. And once you’ve made your choice, don’t go back. You don’t have time for it. The Long Essay Question will ask you to do four things no matter which question you choose: Write a thesis that makes a defensible claim and responds to all parts of the question. As directed in the question, apply historical thinking skills. Use evidence. Extend the argument by connecting it to one of the following. Different historical time periods. A different approach to history. A different subject such as art or politics. These are the the skills that Long Essay readers want to see. Though you will need knowledge to answer the Long Essay question, writing and historical thinking skills are at this essay’s heart. There’s one last thing to note about the Long Essay. Compared to the DBQ, the instructions are about half as long. Though you will still have some goals to accomplish in your writing, a lot more is left up to you as the writer/historian. As it more closely reflects an actual college-level essay, make sure to focus on the Long Essay in your AP practice tests. In the End Believe it or not, once you start taking the World History AP Exam, it will be over before you know it. Your brain will be fried to say the least, but soon only a single question will consume your mind. Let me go ahead and answer it for you: The College Board will release AP World History scores in early July 2017. Two months seems like a long time, but let me explain. The multiple-choice answer sheet goes through the scanner, but the essays are another story. Imagine a high school gymnasium full of teachers sacrificing their summer break reading stacks of essays. That’s it! For many AP first timers, getting their AP score is a bit†¦anticlimactic. For all the work you’ve done, all the tests, homework, essays, and the Exam itself – all you get is a number score between 1 and 5. No explanation, no comments, diddly-squat! If you earn a 3, 4 or 5, you probably won’t care about the lack of information. But if your score is 1 or 2, you’re likely to feel frustrated. My advice, take it or leave it, is to use the summer to mourn and move on. For a lot of people, history just isn’t their thing. For example, I did great in AP history classes, but you’d never see me taking AP Calc. Everyone’s different. Well, I hope this article has given you a taste of whats in store on next year’s AP World History Exam. And for those of you already signed up to take AP World History in the fall, take time this summer to rest up. Starting in August, your life is going to get really busy. 🙂

Storms and Other Phenomena

Financial Statement Analysis - 9766 Words

Page - 1 of 24 Financial Statement Analysis. Abstract Financial Statements are summaries of monetary data about an enterprise. Hence Financial Statement Analysis will help one to assess the Viability, Stability, Profitability and Liquidity of an enterprise. In this Assignment, an attempt, to analyze the financial performance of two companies in Textile Industry (S.Kumar Nationwide Ltd. Gokaldas Export Ltd.) has been made. As the result of this assignment I found the performances of S.Kumar Nationwide Ltd. is better than Gokaldas Export Ltd. Introduction Financial statement analysis is a technique of answering various questions regarding the performance of the firm in the past, present and future. So in this assignment we have†¦show more content†¦Selecting Benchmark Firm There are many leading companies in textile industry however many of them are also involved in other industries. I have selected the below companies which have textile as more than 90% of the Turnover. Table Showing - Comparison On Peer Group Firms Name Of The Firm S.Kumars Nationwide Ltd. Maxwell Industries Ltd. Malwa Cotton Spinning Mills Ltd. Gokaldas Exports Ltd. Loyal Textiles Mills Ltd. Siyaram Silk Mills Ltd 2010 Sales in crores 1,550.19 211.39 458.90 1,093.40 424.06 647.87 Table - A1 Net Profit 60.09 7.02 -43.72 3.37 -14.13 11.44 Profit % 3.88 3.32 -9.53 0.31 -3.33 1.77 I have selected Gokaldas Exports Ltd. From the above 5 firms that I considered to compare with the main firm. The first factor that I considered was Gokaldas Exports Ltd’s Sales is near to the main Firm when compared to the other firms. However I was not compromised to their profit percentage so I also considered their pervious performers comparing with S.Kumars Nationwide Ltd. for past 5 years to justify my selection. Please find the comparison in next page. Page - 4 of 24 Table Showing - Comparing Profit % For Five Years Year 2009 2008 2007 2006 2005 S.Kumars Nationwide Ltd. Total Sales Net Profit Profit % 1550.23 1605.72 1229.54 889.73 344.53 60.09 178.13 107.47 99.78 9.15 3.88 11.09 8.74 11.21 2.66 Table - A2 Gokaldas Exports Ltd. Total Sales Net Profit Profit % 1,093.40 1,002.57 999.81Show MoreRelatedFinancial Statements And Financial Statement Analysis Essay3026 Words   |  13 PagesLITERATURE REVIEW INTRODUCTION Financial statements are usually means of communicating information on a company’s operations. They contain information on the revenues, expenses, assets, liabilities and retained earnings of the business. 2.2 FINANCIAL STATEMENT ANALYSIS According to Drake (2010), financial statement analysis is the selection, evaluation, and interpretation of financial data, along with other pertinent information, to assist in investment and financial decision-making. 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Financial statement analysis is the process of examining financial statements that will depict the financial position of the company allowing them to make better financial decisions. A typical financial statement consist of a balance sheet, income statement, cash flow statement and notes to account. The most common being the balance sheet and the income statement. The balance sheet, also referred to as a statement of financial positon, is usuallyRead MoreFinancial statement analysis and report932 Words   |  4 Pagesï » ¿ACFI 1001 Accounting for Decision Makers – Individual Project (15%) Financial Statement Analysis and Report Objectives Apply theory in practice Conduct analysis of financial statement – to look beyond the numbers Experience formal report writing. REQUIRED: Written report (a soft copy on blackboard via turnitin and printed copy to tutors is compulsory) 1. Obtain the most recent annual report for two companies in any of the industries on the Australian Stock Market (for exampleRead MoreAnalysis of Microsoft Financial Statements1924 Words   |  8 PagesAnalysis of Financial Statements Financial statements are frequently a key source of information for financial decisions and taking a look at Microsoft’s financial statements can help us decide certain things about the company. There are three different types of statements that will be discussed in this section. These include: the balance sheet, the income statement, and the statement of cash flows. They are discussed here in either the sense of quarterly or yearly statements and will be notedRead MoreApples Financial Statement Analysis5047 Words   |  21 PagesCOMPANY Financial Statement Analysis Project Table of Contents Part I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Part II †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Part III †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Part IV †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7 Part V †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......8 Part VI †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 Part VII †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Appendices †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......12 Appendices AAPL 5 Year Balance Sheet Report†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 5 Year Income Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...13 5 Year Cash Flow Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreAnalysis And Interpretation Of Financial Statements Essay5883 Words   |  24 PagesCertified Public Accountants, financial statements reflect â€Å"a combination of recorded facts, accounting conventions and personal judgements and the judgements and conventions applied affect them materially.† This implies that data exhibited in the financial statements are affected by recorded facts, accounting conventions and personal judgements. (Maheshwari, 1998) Ratio analysis is one of the powerful techniques which are widely used for interpreting financial statements. This technique serves as a

Sexual And Sexual Education - 1151 Words

Sexual Education in Schools By Katelin Garchow Professor Delong English 111 October 10, 2015 Sexual Education in Schools Sexual intercourse is considered to be between two people that love each other very much. It is romanticized in movies and books, and is alluded to everywhere. As the age for sexual experimentation grow lower many question whether or not have sexual education in our school systems. Many argue that by educating the children at younger ages about sex, it promote the early experimentation. Also that it is not the school s job to teach about sexualatity and that what they would teach would be against their religion, beliefs, or values, but should promote abstinence. Others argue that the experimental rate is grong and if teens will have sex it is better to educate them on how to be safe. They also arguer that sex is everywhere and children will learn about sex in some way shape or form, whether it be from friends, family, or the media. The first argument made by those who are against schools teaching sexual education to their children state that the school has no right to teach their children about sex. Those parents argue that they can educate their child themselves about the dangers of sex. Parents fear what the schools are teaching their child, and fear that they will become â€Å"more accepting of sexual behavior† (Lenth). Another fear is that the classes will make students believe that all teens have sex, peer pressuring them into havingShow MoreRelatedSex Education And Sexual Education1253 Words   |  6 Pagesyou rather have public schools teach sexual education classes, or teach abstinence education classes? Pregnancy rates in America are slowly decreasing, but are still extremely high. According to K. F. Stanger-Hall (2011), Pregnancy rates in America are more than double the rates of other countries with 72.2% per 1000 girls between the ages of 15-19 becoming pregnant. The best way to lower teen pregnancy is to teach about prevention in schools with sex education or abstinence classes. Teenagers needRead MoreSexual Education And Sex Education1762 Words   |  8 Pagesimportance of sexual education and describe differences and similarities in some of the research done on this topic. Having sexual education available to youth is the key in reducing the number of unwanted situations in the sexual health of the individuals. Teaching adolescents about sex is beneficial because they become aware of consequence that might follow specific actions. This is a chance to ensure adolescents take safer routes when deciding to become sexually active. Youth sexual education has beenRead MoreSexual Education And Sex Education1358 Words   |  6 Pagesadults know the results of their choices? Sexual education teaches all of the following, and kids in the curriculum are more likely to defend themselves in a plot when they were approached by a stranger (â€Å"Teaching children in schools†¦Ã¢â‚¬ ). Sexual education teaches students about sexual health, abstinence, and information such as contraception, c ondoms, unplanned pregnancies, and sexually transmitted diseases (â€Å"Sex Education Programs†). Comprehensive sexual education provides students with tools they useRead MoreSex Education And Sexual Education991 Words   |  4 Pagesteachers, parents, media, or other sources. At some point most individuals receive an account of sex education. These lessons, connections, and knowledge we acquire impact our ideas about sex. The subject of my interview, whom we’ll refer to as Jessica, was no exception. Jessica is a 21-year-old, who grew up in a small, conservative North Carolina town. The public schools she attended taught sex education from an abstinence perspective and used scare tactics to deter the students from having sex. HoweverRead MoreThe Debate On Sexual Education909 Words   |  4 Pagesuring our last class, we learned about four different activism project ideas. Of the four, two focused on sexual education of young adults, one on sexual violence on colleg e campuses, and the last about increasing abortion access. All four projects were feminist in that they all had components of increasing women’s equality. Both sexual education programs as well as the project on sexual violence prevention would work to benefit women socially. The Abortion Access program covers all three groundsRead MoreSex Education And Sexual Education884 Words   |  4 Pagessustain from joining the system. Students devour lust, but do not know how to control themselves and sex education provides substantial advice. With this in mind, sex education provides preparedness, answers questions, and creates awareness. To begin with, sex education creates the state of readiness. One way it proves this is with preventing pregnancies. The article â€Å"Effective Sex Education† by Brigid McKeon states, â€Å"Though the teen birth rate has declined to its lowest levels since data collectionRead MoreSex Education And Sexual Education1632 Words   |  7 Pagessystems in the United states have been implementing sexual education into classrooms. Arguments are abundant when dealing with such fragile situations and there are many advantages and disadvantages of sexual education being taught in the public schools. It seems that most parents are either strongly for or against sex education classes, but there are a few parents that are on both sides. In fact, there are more parents that support sex education classes. However, there are pros and cons that mustRead MoreSex Education And Sexual Education1365 Words   |  6 PagesSex education is and always has been lacking in our country. An increase in sexual education would be greatly appreciated from almost everybody, especially with how high the sexually transmitted disease rate has raised in the past twenty years. Sex education can be used to teach young people how to have safe sex and show them the scary truths of sex that they are never taught otherwise. To lower STD rates and raise pregnancy awareness in younger people, schools and parents should be teaching childrenRead MoreSex Education And Sexual Education Essay1326 Words   |  6 Pagesalways affected the essence and teaching of sex education in the United States in different ways. Various sexual education methods exits, however comprehensive and abstinence-only programs are the most commonly know in public schools. Although many schools in the United States prefer to give an abstinence-only lecture, the results shown proof that these programs are ineffective because it simply does not fit the reality we live in, comprehensive sex education works better, and they do no t offer honestRead MoreSex Education And Sexual Education948 Words   |  4 Pagescomprehensive sex education taught in schools. One the other hand, the opponents believe that the reason for this decline is the sex education classes that teach about not having sex. Even when most schools are teaching abstinences only sex education about sixty-six percent of high school students says they are sexually active. Which concludes that the abstinences only sex education is not working and is not the proper way of teaching sex education in schools. Not teaching proper sex education may result

Feminist Theory Applied to Hamlet - 2809 Words

Representing Ophelia: Women, Madness, and the Responsibilities of Feminist Criticism Elaine Showalter Though she is neglected in criticism, Ophelia is probably the most frequently illustrated and cited of Shakespeare’s heroines. Her visibility as a subject in literature, popular culture, and painting, from Redon who paints her drowning, to Bob Dylan, who places her on Desolation Row, to Cannon Mills, which has named a flowery sheet pattern after her, is in inverse relation to her invisibility in Shakespearean critical texts. Why has she been such a potent and obsessive figure in our cultural mythology? Insofar as Hamlet names Ophelia as â€Å"woman† and â€Å"frailty,† substituting an ideological view of femininity for a personal one, is she indeed†¦show more content†¦According to David Leverenz, in an important essay called â€Å"The Woman in Hamlet.† Hamlet’s disgust at the feminine passivity in himself is translated into violent revulsi on against women, and into his brutal behaviour towards Ophelia. Ophelia’s suicide, Leverenz argues, then becomes â€Å"a microcosm of the male world’s banishment of the female, because ‘woman’ represents everything denied by reasonable men.† To liberate Ophelia from the text, or to make her its tragic center, is to re-appropriate her for our own ends; to dissolve her into a female symbolism of absence is to endorse our own marginality; to make her Hamlet’s anima is to reduce her to a metaphor of male experience. I would like to propose instead that Ophelia does have a story of her own that feminist criticism can tell; it is neither her life story, nor her love story, nor Lacan’s story, but rather the history of her representation. This essay tries to bring together some of the categories of French feminist thought about the â€Å"feminine† with the empirical energies of American historical and critical research; to yoke French theory and Yankee knowhow. Tracing the iconography of Ophelia in English and French painting, photography, psychiatry, and literature, as well as in theatrical production, I will be showing first of all the representational bonds between female insanity and female sexuality. Secondly, IShow MoreRelatedThemes of Misogyny in Shakespeares Hamlet1019 Words   |  4 PagesHamlet: Quotation Analysis on Misogyny Quotation Analysis â€Å"But two months dead-nay, not so much, no two. So excellent a king, that was this Hyperion to a satyr; so loving to my mother That he might not beteem the winds of heaven Visit her face too roughly, Heaven and earth, Must I remember? Why, she (would) hand on him As if increase of appetite had grown By what it fed on. And yet, within a month (Let me not think on’t; frailty, thy name is woman!)† I.ii. 142-150 During Hamlet’s soliloquy afterRead MoreBrothers Grimm and Beautiful Mind1109 Words   |  5 PagesAugust 10, 2006 Background It is 1947 and John Nash has arrived at Princeton for graduate study in mathematics Premium 689 Words 3 Pages * Grounded Theory Analysis of A Beautiful Mind (Prologue) Grounded Theory Analysis of A Beautiful Mind (Prologue) Ms.Prakriti Gupta (B.A. Honors Applied Psychology) Faculty of Arts; University of Delhi, Delhi. Contact Information- Email id- prakritigupta1988@gmail.com Premium 5150 Words 21 Pages * Read MoreHistory of Transgender9448 Words   |  38 Pagesages (around 1500) when the social unit of the hamlet was replaced by the social unit of the nuclear family, with one man and one woman, who knew who their own children were. This may sound strange, but in the social unit of the medieval hamlet, common people did not marry, sexuality and love were less romanticized, women and men could have more then one sexual partner, and no one really knew for sure who the father of a particular child was. The hamlet had to care for it. Also, women could do allRead More Characterization, Identities, and the Supernatural in Otranto2209 Words   |  9 PagesSupernatural A cursory first reading of Horace Walpoles Otranto might yield an impression that its characters are thoroughly superficial, shallow, and flat, almost to the point of being laughably so. A single character mold seems to have been applied to each character: Manfred is the incestuous tyrant, Hippolita is the helplessly devoted wife, Matilda is the picture of â€Å"tenderness and duty† (38), and Theodore is the chivalrous protector of delicate young ladies. As some critics have pointed outRead MoreA Brief Analysis on Sexism in English5522 Words   |  23 Pagesmeaning 1). As it is put ahead of all the other ones, it must be the most frequently adopted meaning. It’s the same case with â€Å"bachelor† and â€Å"spinster†, â€Å"wizard† and â€Å"witch†, etc. Even as to the same word, a shift of connotations can be noticed when applied to describe different genders. When a man is called a â€Å"professional†, he is exalted to be adept at something and often is linked with the middle-upper or upper class in a society. On the contrary, if a woman is addressed as a â€Å"professional†, it’sRead MoreCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 Pagescultural and critical theory library Open source archive of ebooks, texts, videos, documentary films and podcasts Pages * Home * List of major critical theorists * What is Critical theory ? * What is Frankfurt School ? * Support Critical Theory Library * Contact This Blog This Blog  Ã‚  Ã‚   |    | ------------------------------------------------- Top of Form Bottom of Form    Home  » texts  » History amp; Class Consciousness: Preface by Georg Lukà ¡cs (1923) Thursday, February 3, 2011Read MoreWhy Is Institutional Racism so Important to Our Understanding of Racial Inequalities in Britain Today?4297 Words   |  18 Pagesevidence to suggest that the inequalities ethnic minorities face are multi layered. This lead studies on to consider an equally serious problem, sometimes called indirect discrimination within institutions. This could be found in selection criteria when applied equally to everyone but there they are such that they disproportionately effect people form certain groups (Mason, 2003). For example indirect racism can take place within organisations in dress requirements for certain jobs, which are imposed onRead MoreTrobriand Islanders-Malinowski and Weiner10855 Words   |  44 Pagesher brother: â€Å"a woman continues the line and man represents it† (1929, 24). Weiners book, Women of Value, Men of Renown, is of course the product of a sexual politics rather different to that of Malinowskis time. It is a selfconscious product of feminist anthropology, and is indeed an ethnography offering â€Å"one of the most compelling reappraisals from a female viewpoint† (M. Strathern 1981, 671). It demonstrates not only the thesis of womens invisibility to male observers but how much this matters

Gwendolyn Brooks Analysis Essay Example For Students

Gwendolyn Brooks Analysis Essay Peiffer 1Writing with uncommon strength, Gwendolyn Brooks creates haunting images of black America, and their struggle in escaping the scathing hatred of many white Americans. Her stories, such as in the Ballad of Rudolph Reed, portray courage and perseverance. In those like The Boy Died in My Alley Brooks portrays both the weakness of black America and the unfortunate lack of care spawned from oppression. In The Ballad of Chocolate Mabbie Brooks unveils another aspect of her skill by entering the domestic arena with the lingering limitations imposed by prejudice. These aspects, such as strength and finesse, are among Brooks great attributes. Worthy of exploration, Brooks powerful and haunting techniques can be separated and explored in the above mentioned poems. Each work contains a specific tactic, which effectively promotes her ideas. It is for that reason, tactics mixed with ideas, which have placed Brooks among the finest poets. Perhaps because of Brooks use of a stiff format, The Ballad of Rudolph Reed may be her strongest work. Imbuing the poem with incredible lines and description, Brooks transforms Rudolph Reed, who is the character the poem is built around, into a storybook hero, or a tragic character whose only flaw was the love he held for his family. Brooks creates a strong, solid character who is more than another fictional martyr, but a human being. The Finesse she imbued in this work from the first stylized Peiffer 2stanza: Rudolph Reed was oaken. His wife was oaken too. And his two girls and his good little man Oakened as they grew. (1081, 1-4) Here brooks symbolic use of the word oakened, coupled with the use of a rhyme scheme of the second and last sentence of every stanza causes the reader to more deeply feel what the character and his family are going through. Using the idea of a dream home, Brooks stabbed to the heart of the American dream and where those of African descent fit into it. Ever y person, man or woman, has at one time or another dreamt of living in a beautiful home: I am not hungry for berries. I am not hungry for bread. But hungry hungry for a house Where at night a man in bed May never here the plaster stir as if in pain. May never here the roaches Falling like fat rain. Where never wife and children need Go blinking through the gloom. Where every room of many rooms Will be full of room. Oh my house shall have its east or west Or north or south behind it. All I know is I shall know it, And fight for it when I find it. (1081, 5-20)Without her use of the above dream, Brooks would have been unable to bring an effective human perspective to Rudolph Reed and his family. Once this human side was Peiffer 3created, the horrible demise of Rudolph Reed struck with an intensity which would otherwise have been lost. Losing finesse in place of what at first seems a shallow attempt at poetry, The Boy Died in My Alley develops into an incredible exploration of enfeeblement. Brooks power comes again from her ability to bring the reader into a human world, with human characters. It explores the pain one person feels, and the hopelessness spawned from it. Although relatively few people live in an area where crime is so rampant as in The Boy Died in My Alley, it strikes a chord of fear and depression most in society may relate to. The use of a strong beat in this poem help to create the frantic yet uncanny depression found throughout the poem: Policeman pounded on my door. Who is it? POLICE! Policeman yelled. A boy was dying in your Alley. A boy is dead, and in your alley. And have you known this boy before? I have known this boy before. I have known this boy before, who ornaments my alley. I never saw his face at all. I never saw his futurefall. But I have known this boy. (1084, 10-21)The staccato rhythm Brooks uses is developed through repeating many of the lines. The lines are not exact copies, Peiffer 4but keep the poem rolling forward, which is important if Brooks hopes to keep the reader active in the storyline. Included for the staccato rhythm, is a short curt sentence structure: Without my having known. Policeman said, next morning, Apparently died alone. You heard a shot? Policeman said. Shots I hear and shots I hear. I never see the dead. (1083, 1-6)This use of rhythm is the style the work hinges on. In many ways the broken sentences remind the reader of the forms the English language have taken for black Americans. Again, it can be pointed out this was the intention of Brooks. In ways not seen in The Ballad of Rudolph Reed, Brooks acts as the conductor of a symphony of words and style. The revival of Jazz in South Africa EssayLosing finesse in place of what at first seems a shallow attempt at poetry, The Boy Died in My Alley develops into an incredible exploration of enfeeblement. Brooks power comes again from her ability to bring the reader into a human world, with human characters. It explores the pain one person feels, and the hopelessness spawned from it. Although relatively few people live in an area where crime is so rampant as in The Boy Died in My Alley, it strikes a chord of fear and depression most in society may relate to. The use of a strong beat in this poem help to create the frantic yet uncanny depression found throughout the poem: Policeman pounded on my door. Who is it? POLICE! Policeman yelled. A boy was dying in your Alley. A boy is dead, and in your alley. And have you known this boy before? I have known this boy before. I have known this boy before, who ornaments my alley. I never saw his face at all. I never saw his futurefall. But I have kn own this boy. (1084, 10-21)The staccato rhythm Brooks uses is developed through repeating many of the lines. The lines are not exact copies, Peiffer 4but keep the poem rolling forward, which is important if Brooks hopes to keep the reader active in the storyline. Included for the staccato rhythm, is a short curt sentence structure: Without my having known. Policeman said, next morning, Apparently died alone. You heard a shot? Policeman said. Shots I hear and shots I hear. I never see the dead. (1083, 1-6)This use of rhythm is the style the work hinges on. In many ways the broken sentences remind the reader of the forms the English language have taken for black Americans. Again, it can be pointed out this was the intention of Brooks. In ways not seen in The Ballad of Rudolph Reed, Brooks acts as the conductor of a symphony of words and style. An intoxicating work is The Ballad of Chocolate Mabbie. Second only to The Ballad of Rudolph Reed, Chocolate Mabbie has an unrivaled depth of character. Once again, Brooks draws the reader deep into the human soul. She bares the wheels and cogs which keep people moving. It is the one thing nearly every man woman and child has felt from one time or another, that Brooks delves into. Bringing to life a little girl of seven, Brooks creates a vision of human life. Unfortunately it is painfully aware to the reader Mabbies crush will never manifest itself beyond herself:Peiffer 5 Oh, warm is the waiting for joys, my dears! And it cannot be too long. Oh, pity the little poor chocolate lips That carry the bubble of song! Out came the saucily bold Willie Boone. It was woe for our Mabbie now. He wore like a jewel a lemon-hued lynx With sand-waves loving her brow. Mabbie is black, and her crush is white. Brooks again crushes the readers senses with the struggle of inequality and racism. As in The Ballad of Rudolph Reed, Brooks uses both finesse, and human characters. She allows the reader to feel close to the characters. She gives them a chance to realize they may have lived through a time in their lives which were as difficult. It is safe to say, Gwendolyn Brooks is a master of styles. Her ideas come to life on the page through careful examination of possible stylistic interpretations; will it be finesse, rhythm or a combination of both. Brooks brings out the best a work has to offer with strong, powerful lines, with enough finesse to lull the reader into the story. Category: Biographies