Response to The Fish By Elizabeth Bishop Essay -- Poetry Poem Fish Eli

Reaction to The Fish By Elizabeth Bishop I decided to react to Elizabeth Bishop's The Fish on the grounds that the sonnet appears to be so basic, yet there is a lot to accumulate from understanding it. This is a story sonnet informed in the principal individual concerning a lady who gets a fish on a leased vessel and, in the wake of gazing at him for some time, chooses to toss him back. The storyteller of this sonnet experiences a progression of stages wherein she is from the start disconnected from the fish, at that point charmed by him, and afterward at long last thoughtful towards him. In the absolute first lines of Bishop's sonnet, the storyteller gets the fish and treats him all things considered. I got a huge fish/and held him adjacent to the pontoon/half out of water, with my snare/quick in a side of his mouth (Bishop 665). She has recently gotten a fish and is bringing him onto the vessel. She appears to be extremely disengaged from this fish, who is only the objective of a game - angling. Whenever she finds the opportunity to investigate him, it appears that her view changes from separation to interest and reverence. She sees that the fish doesn't struggl...

Curriculum as the Heart of Teaching free essay sample

Educational program as the Heart of Teaching This day I have discovered that instructing is an exceptionally humanistic calling, and sympathy is the most extreme sentiment of comprehension, and indicating others you are worried about them. A merciful instructor models that trademark to the understudies with her/his activities, and therefore understudies will be progressively open to understanding their general surroundings. During this meeting, I understood that educational program is my manual for light to lead the students to the basics that they ought to learn. Through educational plan, I can realize when to give them a specific exercise, when to let them have the test and tests. I can realize when to give them pragmatic assessments. In it, I can assess my understudies and survey them into which level they have accomplished, have been accomplishing and will be accomplished. As an educators I will along these lines gain proficiency with the new educational program, this is the essential ramifications of a regularly evolving educational plan. This implies, t should pick up information in the new pieces of educational plan, as a rule. I will likewise need to go to meetings, for example, proficient turn of events or even better, come back to class if conceivable. Educators may need to change the manner in which they instruct contingent upon how the educational program is changed. An adjustment in educational program is something to be thankful for in light of the fact that as a rule, it is changed to suit the learners changing necessities and capacities. â€Å"Hashtag SIP for Today† For todays’ meeting, I have discovered that SIP implies School Improvement Plan. It contains the profile of the school and the network, issue and needs evaluation, objectives, goals, gauges and targets, actualizing plan, correspondence and backing plan, documentation and answering to partners and signatories. I understood that being a school head isn't simple. You need to design something that will improve your school and one of this arrangement is the School Improvement Plan. In making School Improvement Arrangement, I understood that it must not just the school head alone will make the School Improvement Plan rather he/she should incorporate all the individuals and all the conceivable include in her/his school. It must not be a mystery to the educators and to the partners. In the event that some time or another I turned into a school head, I will make my school the best of all the best. I will take this moves just to ensure that I could improve my school. I will make my School Improvement Plan along with my educators, I would include the partners and furthermore the guardians. I won’t let anybody to demolished the arrangement and make a point to execute the arrangement for the decency of my school. I’ll be the one to make my SIP and I won’t let anybody to make this and pass it only for a consistence. â€Å"Leadership and Management; mindful, uprightness and self-care† Today’s subject was about Leadership and Management. I have realized today that Effective administration and authority starts with acting naturally mindful. This just implies you have to endeavor to personally comprehend your qualities and shortcomings, model manners by which your qualities are consistent with your conduct, and build up a culture of regard for yourself and for others in your group. Consider additionally what respectability intends to you as a supervisor or a pioneer and why it is important. Respectability has been characterized and depicted from numerous points of view, yet there is one thought that has stayed with me: A person’s uprightness involves the estimation of their statement, that's it and nothing less. On the off chance that you save your statement for each undertaking, enormous or little, individuals will normally confide in you with increasingly complex duties. At last, as a pioneer, focus on self-care. Dealing with your group begins with de aling with yourself. I understood that for an individual to turn into a pioneer and a director she or he should have mindfulness, trustworthiness and self-care. These are the things that an individual who needs to turn into a pioneer and supervisor ought to have. I have understood that being a pioneer isn't simple. You need to realize how to turn into a pioneer and a supervisor to your self before you could be a pioneer to your kindred individuals. A pioneer and supervisor ought to likewise realize how take great consideration of her or his self before she could take great consideration the other. Some time or another in the event that I become a pioneer, I will ensure that myself could be a decent model to my kindred individuals and I wont let individuals feel that I couldn’t be a pioneer since I couldn’t even take great consideration of my self and I couldn’t even have respectability in which a pioneer should consistently have. â€Å"Responsibilities of School Head† One of our theme for todays’ class is about the duties of School Heads. Today I discovered that the Heads of School are delegated by, and are officially responsible to, the Board. The Head will practice his/her clout in meeting with the School Executive, in light of an agreement of the School Committee, and with due designation of duties as proper. The Head of School is liable for the successful general administration of the School, for guaranteeing the arrangement of scholarly authority and key vision, and for the nature of the understudy understanding. I have acknowledged during the conversation of Doctor Olga that a school head is answerable for everything in their school in the school as well as to their instructors in their general vicinity. The school head would be the one to choose in each dynamic in their school. I have acknowledged additionally that a school head must have a ton of persistence, school head likewise ought to be exceptionally idealistic for the individual ought not let his/her adherent see her/him being negative if there are a few issues in their school. Hence, a school head must be a good example to his/her educators. My acknowledgment doesn't change my fantasy which is to turn into a school head sometime in the future. I selected Master Degree and completed it and enlisted again for a Ph.D in light of this fantasy. I will be sure to this fantasy. I continue dreaming about this not in light of the compensation but since I could see my self being a school head or let me reword it, I could see myself being a generally excellent school head and a supportive, idealistic and vigorous school head. â€Å"8 characteristics that makes a Leader Memorable† Todays’ theme was intriguing; we have discussed the 8 characteristics that makes a pioneer important. I have discovered that those 8 characteristics are, 1) Authenticity The most bona fide pioneers are the most critical. These are the pioneers that don’t mess around nor practice strategic maneuvers. 2) Shares Their Wisdom Memorable pioneers are the individuals who appreciate sharing their shrewdness and mysteries of achievement. These kinds of pioneers are incredible educators and are the best coaches. 3) Does What Others Don’t You realize that you’ve worked with various sorts of pioneers in your profession when the characters, styles and perspectives of pioneers start to reuse. 4) Embraces the Lessons of Failure. Pioneers that permit you to gain from disappointment are those that are energetic for you to develop and thrive. 5) Gives You Their Valuable Time. Time is a leader’s most valuable resource. Everybody needs additional time with them than th ey have accessible. The most vital pioneers give you the time that they don’t consistently have. 6) Creates Special Moments Memorable pioneers make exceptional minutes. They are all around tuned to their employee’s needs, the way of life and the tone of the association 7) Makes You Feel Valued The pioneers that are generally appreciative for your difficult work and endeavors will be the most paramount. 8) Leads to Leave a Legacy. Pioneers that lead to leave an inheritance are driving for the correct reasons. Today I have understood that Leadership is about individuals and pioneers who overlook this will be overlooked rapidly. Being a pioneer is being a model. It is significant that you will leave great recollections and criticism that awful one in time that you will leave your individuals. We can't deny the way that we are a pioneer today and tomorrow we will leave the position and it is imperative to be vital with your supporters and you can be essential on the off chance that you will have the 8 characteristics that I have notice above. We as a whole realize that regardless of whether you are the best individual or will I say the best head a gathering could have, there will consistently be an individual or a part who will do whatever it takes not to like you and even pulverize your name to different individuals. It is a major actuality now in each association and in spite of this, in the event that I am the pioneer, I won't let anybody to destroy my name and I will try to have the 8 characteristics I have notice. I will be generally excellent pioneer. â€Å"Instructional Leader† Todays’ subject was about â€Å"Instructional Leadership†. It says there that

Using Facebook When You Have Social Anxiety Disorder

Using Facebook When You Have Social Anxiety Disorder Social Anxiety Disorder Treatment and Therapy Social Skills Print Tips for Using Facebook When You Have Social Anxiety Disorder By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Steven Gans, MD on July 29, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on June 19, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Oscar Wong//Moment/Getty Images Facebook anxiety is a modern-day affliction and a reflection of anxiety that you feel in daily life. Interacting on Facebook carries with it many of the same fears and insecurities that you probably feel in real life. The difference is that when you are alone in front of your computer, there is ample time to start obsessing and spending too much time worrying about what other people think. In this way, Facebook can magnify some of the fears you already experience. This can have debilitating consequences  for those with social anxiety disorder (SAD). Fortunately, there are ways to use Facebook that will help to minimize your anxiety. The key is to avoid some of the traps of social media that are inherent in using the internet for social connection. 10 Things to Avoid When Using Facebook If You Have SAD If you want to get a handle on your Facebook anxiety, stop doing the following things: Obsessing About Your Posts Sure it might be hard. Perhaps you sit there for 30 minutes thinking of the best way to word your status update. Posting on Facebook is a lot like making conversation; if you suffer from SAD you tend to over-think everything that you say. The best rule of thumb is to... spend no more than a minute or two writing your post. If it is taking longer, force yourself to leave the site without posting so that you dont start obsessing. Thinking Everyone Else Is Having More Fun Than You When you look at your friend feed, it might seem like everyone else is having a whole lot more fun than you. Remember that just like you, most of your friends probably want to appear in a positive light on Facebook. They are more likely to post about the fun things that they are doingand how great their lives are going. Try not to make comparisons, because you are only seeing a filtered version of their lives. Thinking Everyone Else Has More Friends Than You Do you look to see how many friends other people have? Do you feel bad about your lack of friends? Again, this is a matter of perception.  Some people send friend requests to every person they have ever met; that doesnt mean that those are people they know very well in everyday life. Stop worrying about how many friends you have and care more about the quality of those friendships. Deactivating and Reactivating Your Account If you are caught in a vicious cycle of deactivating and reactivating your account every time you feel bad or down about Facebook it is time to stop. Make a decision one way or the other about whether you want to participate. If you decide to give it up, dont just deactivate your account; permanently delete it. Make sure you are certain about your decision and then stick to it. Worrying About How You Look in Photographs On Facebook, you can only control the photographs you post of yourself. Even if you dont have a Facebook account, it is possible that someone has posted photographs of you on the social networking site.   If genuinely unflattering photographs are posted of you and also tagged, you can remove those tags so that people who search will not find you by name.   In general, however, remember that everyone takes a bad picture from time to time. Those who know you in real life know what you really look like! In a 2015 study published in the journal  Cyberpsychology, Behavior, and Social Networking  showed that social anxiety was associated with problematic use of Facebook, but only for people who showed medium to high levels of needing social assurance. This suggests that needing the approval of others and being socially anxious may contribute to overuse of Facebook.   Similarly, a 2016 study published in the journal  Transient Issues in Psychological Science  also showed that need for approval and excessive use of Facebook contributed to higher levels of anxiety among extraverts. While many individuals with social anxiety are introverts, some are also extraverts. This research suggests that need for approval is a critical factor when it comes to the impact of Facebook. If you find that you are constantly worried about what other people think of your posts, photographs, etc., consider working on building your self-esteem so that others opinions dont play such a large role in how you feel about yourself. You may find that your use of Facebook decreases as you worry less what other people think. Thinking You Have to Accept All Friend Requests Did you get a friend request from someone you dont knowsomeone you barely knowor someone you dont care to know? You arent obligated to accept all friend requests that you receive. If you wish to keep your friend circle small and private that is your choice. Dont feel bad about ignoring friend requests or even unfriending people after the fact. Unless it is someone you know well and have a relationship with, no explanation is required. Spending Too Much Time on the Platform Do you end up spending more time on the social networking site than you originally planned? If so, trying setting a daily time limit for browsing and posting; perhaps 5 to 10 minutes in the morning and evening. Stalking Other People Only you know why you are stalking someone. Whether it is an ex-girlfriend or boyfriend, someone you went to school with long ago, or someone who wronged you, stalking is a non-productive activity. Stalking someones page might make you feel good in the short term (you get a little hit when they post a picture or status update) but in the long run it is an  addictive behavior  and a time-waster. Instead, focus your time and effort getting to know your friends better. Pick up hints from their posts about what they like, and then ask them about those topics when you get together in person. Having  a Public Page If you are truly concerned about the privacy of your information on the Internet, change your account settings so that your profile cannot be viewed by the general public. Doing so ensures that you are only sharing with your circle of friends; knowing this should make it easier to be more candid as well. Never Going  Outside Facebook is best used as a tool for building offline friendships. Instead of spending time interacting with your friends online, use Facebook to set up in-person activities that will help to build your social confidence. Use Facebook as a tool to make connecting in person easier and your time will be well spent. A Word From Verywell Using Facebook excessively may lower your physical and psychological well-being. If you find yourself unable to reduce the time you spend on Facebook, or that use of the social media platform is negatively affecting your mood, level of anxiety, or quality of life, consider speaking to a friend, family member, or your doctor about strategies that you can use to help control its impact on your life. The 7 Best Online Anxiety Support Groups

Love Is A Beautiful Thing - 2016 Words

Ohemaa Asantewaa Ofori-Addae ENG 112 Love is a beautiful thing and whilst others are waiting to be in love, to be loved and to have a feeling of that special desire or passion that is not the case for Laura Kipnis. Laura Kipnis in her story, â€Å"Against Love†, proves to us that love has being overrated and the deception in marriage. The life lesson I learned is that not all that glitters is gold. It shows that there are so many things that happens behind closed doors in marriage but just that we see the beautiful and nice ones every day. In Laura Kipnis’s story she talks about love, marriage and infidelity in her story. She elaborates and explains love in her own point of view and what goes on in certain marriages. She does not talk about the good love or the beautiful marriage that exist but tells the truth. Kipnis acknowledges the fact that there are indeed some good marriages out there, but her main point is marriage has taken nice people and turned them in dictators and household tyrants. Thu s, Kipnis tries to say love is controlling and that passion and devotion cannot last forever (unlike the hope of marriage). First of all, there are some excerpt in Laura Kipnis story, â€Å"Against Love,† which depicts the life lesson being taught. Example of the life lesson in â€Å"Against Love† is, â€Å"Saying no to love isn t simply heresy; it is tragedy -- the failure to achieve what is most essentially human. So deeply internalized is our obedience to this most capricious despot that artistsShow MoreRelatedLove Is A Beautiful Thing1448 Words   |  6 PagesLove is a beautiful thing. It makes people happy. It can change you, and show you things that you never knew about yourself. It lifts you up, knowing there is always someone who will stand by your side through anything. It brings people together, and makes the world a better place. Some people may disagree; they might think love is just a fantasy. Either way, it is a fantasy that everyone deserves to dream o f and experience in all its glory, whether straight, lesbian, gay, bisexual, or transgenderRead MoreSocrates and Love Essay912 Words   |  4 PagesIn the Symposium, written by Plato, Socrates and others engage in a dialogue in the home of Agathon on love. Instead of singing the honours (94) of love like the other participants, Socrates uses a retelling of a discussion that he had with a woman named Diotima to tell the audience of what he perceives to be the truth of love. He first speaks to Agathon in order to be on the same wavelength with him. Socrates asks Agathon a series of questions - which leads to Agathon being thoroughlyRead MoreSocrates View Of Love Essays1049 Words   |  5 Pages A Different View of Love We have heard definitions of love through our lives that have been passed on for decades. Some of us have felt love, and some of us have been in love. But no one ever seems to question what love is, as if it is something that just plainly is. People tend to just go with it, and think that what they are feeling is really complete and substantial love. In Plato’s The Symposium, the reader is confronted with some very different views of love as brought to us by Agathon,Read MoreLove Is The Beautiful And Sublime Love977 Words   |  4 Pagescourse of the semester, I was able to draw up my own concept of love. My concept of love includes that there are two different types of love and this idea is taken from Kant’s idea of love being beautiful and sublime and the fair sex and noble sex. The other author that presents two different types of love is Augustine, he presents the bodily and spiritual love and with these two concepts of love I was able to develop my own concept of love, that there are two different types one internal and one externalRead MoreSocrates Speech On Love1439 Words   |  6 Pagesclearly a central figure, admired by the other guests. Socrates begins by presenting his argument that if love is nothing, then it is of something, and if it is of something, then it is of something that is desired, and therefore of something that is not already possessed, which is then usually beautiful and good. Human beings begin by loving physical beauty in another person, then progress to love of intellect and from that level to see the connection among people and ultimately, the lover of beautyRead MoreThe 21st Century : The Era Of Perfection901 Words   |  4 Pagesâ€Å"Learning to love yourself will be the hardest thing you’ll ever do in life†. The 21st century, the era of perfection. The era where you are told how to look or else you are not considered beautiful to the world. The era where people like myself go through extremes to be beautiful even just feel beautiful. The extremes that I took were, looking for â€Å"love† anywhere with anyone, not caring about my health, and putting my academic career in danger, all of that just to be and feel beautiful. Every storyRead MoreLove and Beauty1208 Words   |  5 PagesLove is neither wise nor beautiful, but the desire or pursuit of wisdom and beauty. Love is expressed via propagation and reproduction, as in the exchange and development of ideas. Socrates in the Symposium best expresses this belief. Socrates view of Love and Beauty was that one is the pursuit of the other, and that other is the greatest of all knowledge. Love is a driving force, a compulsion forward to a goal. Much as a moth is drawn to light, for its heat, people are lured to Beauty by LoveRead More Islam Essay1036 Words   |  5 Pagesand Love Love is an important aspect of Islam. In the Sufi Path of Love, written by Rumi, Love is the central theme. Rumi speaks alot about love and its branches and ramifications. According to Rumi, Love ddominateds most of the Sufi way of life. In a translation of Sufi Path of Love written by William C. Chittuck, Sufi says: quot;No matter what I say to explain and elucidate Love, sh ame overcomes me when I come to Love itself. Love cannot be contained within our speaking or listening/ Love isRead MoreEssay on The Love Goddess: Freya Aphrodite1283 Words   |  6 PagesA love goddess is a deity associated with sexuality, love, fertility, beauty, and in some occasion’s death. These goddess are common in mythology and may be found in many polytheistic religions. Although there are vast differences among these goddess’, since they have to serve each particular culture’s needs, there are also many similarities that can be drawn to them. There are two love goddess’ that are believed to have many similarities, they are the Greek goddess Aphrodite and the Norse goddessRead MoreThe Samurais Garden and The Fault in Our Stars Essay1051 Words   |  5 Pagesthan others, but have such a beautiful personality that it really does not matter what they look like. It goes the same for if people are beautiful on the outside then they definitely won’t be beautiful on the inside. Then, th ere are some people that are just all around beautiful no matter what. Those are the kind of people that would be there for anyone who would need help. Beauty is as well as not only about looks, but as well personality. People with the most beautiful personalities are the ones

Social Inequality Essay - 1189 Words

nbsp;nbsp;nbsp;nbsp;nbsp;As we prosper through time, inequality is slowly less evident. A lot of people dont realize that although things are improving with time, inequality is still prominent in our society. The people that are failing to realize that there still is inequality, are the fortunate ones. They rise well above the poverty line, and usually live relatively economically sound lives. They are the people who are supplied with our societys benefits. nbsp;nbsp;nbsp;nbsp;nbsp;The people that are in pursuit of social change, and constantly bring attention to issues of equal rights and privileges, are often the people that do not have them. They are the ones who suffer daily from different levels of inequality. The†¦show more content†¦This quiz was the first mark of the course, and was I worried that my first grade was going to be a poor one. When the instructor explained the purpose of the exercise I realized what an excellent point he had proven. He forced us in an unequal situation that was out of our control. It was nothing we could have predicted or done anything about. This unique exercise put me on a new level of stratification that I was not used to. It made me feel how other people, not only in my society, but worldwide, feel about inequality everyday. The difference was that I was soon given an explanation, and returned to my regular level of stratification. Many people in our society are given no explanation to their forced inequality. Although the classroom exercise does not compare to the real world, it still stirred feelings of rage, helplessness and discouragement. Looking through the window of the unequal situation changed my views on lower groups of society. It made me realize how difficult social mobility can be. I can understand the Davis-Moore thesis, which states that stratification has beneficial consequences. It is easy for people on the higher end of the stratification hierarchy to agree with this because they believe that the harder one works, the more they will achieve, thus promoting production in society. Individuals at lower ends of the stratification system disagree with that. Their social status preventsShow MoreRelatedSocial Inequalities By Jonathan Kozal Essay1570 Words   |  7 Pagessimultaneously believe that schools are places where social inequalities should be equalized, where the advantages or disadvantages that children experience in their homes and families should not determine what happens to them in school-in essence, that school is a place where children should have equal chances to make the most of their potential.† (Inequality) The 1991 article Savage Inequalities written by Jonathan Kozal highlights the fact that every person is entitled to the right to receiveRead MoreSocial Inequality : Inequality And Inequality3119 Words   |  13 Pages Core Assessment Paper Carrie Bailey Park University Social Inequality in My Life Social inequality is described by the presence of unequal opportunities and rewards for various social positions or statuses inside a society or group. It contains organized and repetitive examples of unequal distributions of goods, riches, opportunities, prizes, and disciplines. Racism, for instance, is comprehended to be a wonder whereby access to rights and resources is unreasonably disseminatedRead MoreInequality : Global And Social Inequality1330 Words   |  6 PagesInequality has been shown throughout American history and has affected various countries including the United States. The two forms of inequality this paper will address are global and social inequality. Social inequality refers to the distribution of resources based on socially defined characteristics, while global inequality is the systematic differences in wealth and power between countries. Children living in poverty don’t have the same opportunities as those who live in a higher income countyRead M ore Social inequality in 1820s Essay1385 Words   |  6 PagesSocial inequality in 1820s Social equality has been a goal of America since its very beginning. However, it was only an intention to be socially equal, but not a goal. Social equality or the fact that all men were created equal only applied to the white man. There was no intention in meaning that the blacks and Indians or even the women were equal. In the eyes of the delegates, and the common white majority, blacks, indians, and women were not an issue. To them, it was apparent that blacks wereRead MoreSocial Inequality And Gender Inequality Essay2091 Words   |  9 PagesSocial inequality is defined as the set of unequal opportunities for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages, and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequ ality based on race, gender, and other social characteristics . AmericansRead MoreSocial Inequality And Gender Inequality Essay2163 Words   |  9 Pagesn AmericaSocial inequality is defined as the set of unequal for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequality based on race, gender, and other social characteristics believe that racialRead MoreSocial Inequality1778 Words   |  8 PagesSocial inequality  refers to a situation in which individual groups in a society do not have equal  social status,  social class, and  social circle. Areas of social inequality include  voting rights,freedom of speech  and assembly, the extent of  property rights  and access to  education,  health care, quality  housing,  traveling,  transportation,  vacationing  and other social goods and services. Apart from that it can also be seen in the quality of family and neighbourhood life, occupation,  job satisfactionRead MoreEssay on Social Inequality Between Men and Women1102 Words   |  5 PagesThere are many forms of social inequality that can be analyzed in the study of anthropology. One of these is the social inequality between men and women. Though gender is studied relatively commonly in the field of anthropology, it is not often looked at through the lens of social inequalit y. The observations of Sarah Lamb and Deborah Tannen in their articles, The Politics of Dirt and Gender: Body Techniques in Bengali India, and Whos Interrupting?: Issues of Dominance and Control, respectivelyRead MoreSocial Inequality : A Part Of Sports1080 Words   |  5 PagesThesis: Social inequality is a part of many issues other than sports, but it is a part of sports to do several issues such as gender roles, salary and stereotypes. The Significance: The significance of this topic of inequality in sports is that it does not just occur in sports. It happens all around us, you see social inequality happening at work places, schools, restaurants and many other places. Many people don’t see if because they don’t know what it is. Population: Many people think it onlyRead MoreThe Social Issue Of The Income Inequality Essay1433 Words   |  6 PagesThe social issue of the income inequality In today’s modern world, as the technology has developed better daily, whereas the gap referred to income inequality between rich and poor still has not solved but has widened. Income inequality simply refers to the extent to which income is unevenly and unreasonably distributed in manner among a population. The inequality brings economic instability, but sadly most people are not relatively concerned about the wide inequality between classes. Ever since

Effects of Fast Food Free Essays

Background: Fast food has become a prominent feature of the diet of children in the United States and increasingly, throughout the world. However, few studies have examined the effects of fast food consumption on any nutrition or health-related outcome. Objective: To examine the effects of cumulative, real-world marketing and brand exposures on young children by testing the influence of branding from a heavily marketed source on taste preferences. We will write a custom essay sample on Effects of Fast Food or any similar topic only for you Order Now Methods: Participants were 3- to 5-year-old children and their parents recruited from 3 centers in Houston Texas Cullen Elementary a federally sponsored preschool program for low-income families. The study was introduced at parent meetings, and informed consent and a 2-page parent questionnaire in English and Spanish were sent home to parents. Parents noted if their child should not be allowed to eat each food and drink to be tested. Results: Parents of 95 children correctly completed and returned consent forms and questionnaires of which 63 children (66%) completed the food tasting experiment and comprised the analysis sample; 7 declined to participate when asked; 8 were absent, had moved, or were not available during the days and/or times of the experiment; and 17 were unable to understand or refused to complete the protocol. Conclusion: Branding of foods and beverages influences young children’s taste perceptions. The findings are consistent with recommendations to regulate marketing to young children and also suggest that branding may be a useful strategy for improving young children’s eating behaviors. The global childhood obesity epidemic is focusing attention on the effects of food and beverage marketing. A recent report published by the World Health Organization and the Food and Agriculture Organization of the United Nations concluded that marketing of energy-dense foods and fast food outlets is a â€Å"probable† cause of increasing overweight and obesity among the world’s children. Food marketing to children is widespread. The food and beverage industries spend more than $10 billion per year to market to children in the United States. One of the goals of marketing is branding to encourage children to recognize and differentiate particular products and logos. By 2 years of age, children may have beliefs about specific brands, and 2- to 6-year-olds can recognize familiar brand names, packaging, logos, and characters and associate them with products, especially if the brands use salient features such as bright colors, pictures, and cartoon characters. By middle childhood, most children can name multiple brands of child-oriented products. Even among very young children, awareness and recognition translate into product requests, begging and nagging for specific product names and brands. In a prior study, one demonstrated that even a single exposure to a television advertisement affected preschool children’s brand preferences. To follow that experiment and extend the existing research, it is desirable to examine the effects of the broader, cumulative, real-world marketing and brand exposures that young children experience but that we are unable to measure directly. In the current experiment, therefore, one investigated whether preschool children’s taste preferences were influenced by branding from a heavily marketed source. To do so, one asked preschool children to taste identical foods in packaging from McDonald’s and in matched but unbranded packaging and to indicate if they tasted the same or if one tasted better. One chose McDonald’s because it is the largest fast food advertiser in the United States, and one expected most, if not all, preschool children to be familiar with the McDonald’s brand because of extensive marketing. One hypothesized that 3- to 5-year-olds would prefer the taste of foods they perceived to be from McDonald’s compared with the same foods without McDonald’s branding Methods Trained research assistants asked participating children if they wanted to play a food tasting game. Children were told they did not have to play if they did not want to, and they could stop at any time. Communication was in English and/or Spanish as appropriate. Children sat at a table with a tray in front of an opaque screen. One research assistant (RA1) sat behind the screen and could not see the child or the tray, but her arms could reach around the screen. She said, â€Å"When I sit here, you won’t be able to see me, but we can still talk to each other. † She then said, â€Å"[name of RA2] is going to bring you 2 foods to taste. † Research assistant No. 2 placed 2 samples of each of 5 foods in front of the child, 1 at a time, on the left and right sides of the tray. The foods were (1) one-quarter of a McDonald’s hamburger, one partially wrapped in a white McDonald’s wrapper showing the McDonald’s logos and the word Hamburger in brown and the other wrapped identically in a matched plain white wrapper of the same size and material; (2) a Chicken McNugget in a white McDonald’s bag with a red arches logo and the phrase Chicken McNuggets in blue and the other in a matched plain white bag; (3) 3 McDonald’s french fries in a white bag with a McDonald’s yellow arches and smile logo on a red background and the words â€Å"We love to see you smile† in blue on yellow along the edge and 3 fries in a matched plain white bag; (4) about 3 ounces of 1% fat milk (or apple juice for 1 child who was not allowed to drink milk) in a white McDonald’s cup with lid and straw and in a matched plain white cup with lid and straw; and (5) 2 â€Å"baby† carrots placed on top of a McDonald’s french fries b ag and on top of a matched plain white bag. Hamburgers, chicken nuggets, and french fries were all purchased from a local McDonald’s. Carrots were not available or marketed by McDonald’s at the time of the study. Only unused (not previously in contact with food) McDonald’s and plain wrappings, bags, and cups were used so there would be no residual smell or taste. Only the most basic available McDonald’s packaging was used, without any additional promotional markings (eg, additional graphics, Ronald McDonald image, or images of movie characters). Each food in the McDonald’s packaging was taken out of a McDonald’s brown paper bag with a yellow, blue, and red arches logo, and each food in plain packaging was taken out of a matched plain brown paper bag. The order of foods presented and placement of the McDonald’s wrapped food on the left or right followed a predetermined random order for each child and each food. After placing the 2 food samples on the tray, RA2 asked, â€Å"Can you tell me which of these foods [drinks] is from McDonald’s? † to ensure that the experimental manipulation was apparent to the child. The RA did not say anything more if the child correctly identified the food or drink in the McDonald’s wrapping. If the child did not answer or answered incorrectly, RA2 pointed to the McDonald’s branded food or drink and said in a neutral voice, â€Å"This food [drink] is from McDonald’s. â€Å" Research assistant No. stood behind and out of eye contact with the child to prevent any unintentional expressions of approval or disapproval and did not repeat instructions or assist the child during the task. The blinded RA1 then said, â€Å"Now, take 1 bite [sip] of this food [drink],† pointing her finger around 1 side of the screen following a predetermined random order. She next pointed around the other side of the screen and said, â€Å"Now, take 1 bite [sip] of this food [drink]. † She then said, â€Å"Tell me if they taste the same, or point to the food [drink] that tastes the best to you. † It was an important design feature to offer the option that the 2 food samples tasted the same, the â€Å"correct† answer, to be able to falsify our hypothesis. Research assistant No. 2 recorded the child’s responses, and the procedure was repeated for each food or drink. Parents completed a self-administered questionnaire in English or Spanish, including their child’s birth date; their child’s race/ethnicity; the number of television sets in their home; whether there was a television in their child’s bedroom; the number of hours of TV their child watched in a typical week; the frequency with which the TV was on at their house for most of the morning, in the afternoon, during dinner, and in the evening; if in the past week their child had asked them for any foods or drinks that he/she saw on television; how often their child ate food from McDonald’s and other fast food restaurants; and whether there were any toys from McDonald’s in their home. The null hypothesis was that children would express no preference between the 2 samples of each food or drink (the correct answer). To favor the null hypothesis, children were considered to have no preference when they (1) responded that the 2 samples tasted the same, (2) did n ot respond at all, or (3) did not know. Preference for the food identified as McDonald’s was coded +1, preference for the unbranded food was coded –1, and no preference was coded 0. For the primary analysis, testing preferences across all foods combined, one averaged a participant’s answers to create a total preference score between –1 and +1 for each participant. To test the null hypothesis, one used a nonparametric Wilcoxon signed rank test. In secondary analysis, one also tested the null hypothesis for each food or drink separately using a nonparametric McNemar test. One then explored whether measured pre-existing factors moderated children’s total preferences scores using the nonparametric Spearman rank correlation for scaled variables, the nonparametric Wilcoxon Mann-Whitney U test for dichotomous variables, and the nonparametric Kruskal-Wallis test for categorical variables. Statistical significance was set at a 2-tailed . 05. Results Table 1 lists characteristics of the analysis sample. Participating and nonparticipating children did not significantly differ on any of these measures. The 63 children performed a total of 304 individual tasting comparisons. Three, 2, 3, 1, and 1 child were not allowed to eat hamburger, chicken nuggets, french fries, milk, and carrots, respectively, and 1 child was unable to bite the carrots. The McDonald’s branded food was positioned on the left side for 48. 6% of comparisons. Children needed to be told which food was from McDonald’s for 20. 6%, 30. 2%, 22. 2%, 33. 3%, and 27. 0% of the hamburger, chicken nuggets, french fries, milk/apple juice, and carrot comparisons, respectively (not statistically significant across foods). Sixty-two percent, 17%, 8%, 5%, 2%, and 6% of children needed to be told which food was from McDonald’s for 0, 1, 2, 3, 4, and all 5 comparisons, respectively. There were no statistically significant differences between these groups of children for their total preference scores or any of the measures listed in Table 1 except parent survey and child experiment language. Children who needed to be told were significantly more likely to have a parent who completed a Spanish language survey or completed the experiment in Spanish or mixed English and Spanish. The mean  ± SD total preference score was 0. 37  ± 0. 45 (median, 0. 20; interquartile range, 0. 00-0. 80) and significantly greater than zero (P. 01), rejecting the null hypothesis and demonstrating that children preferred the tastes of foods and drinks if they thought they were from McDonald’s. Results for each food and drink are listed in Table 2. Secondary analysis found that children were significantly more like ly to prefer the taste of a food or drink if they thought it was from McDonald’s for 4 of 5 comparisons. The findings were similar when excluding those comparisons where children were told which food was from McDonald’s (mean  ± SD total preference score, 0. 35  ± 0. 46; median, 0. 33; interquartile range, 0. 00-0. 73; P. 001). Moderator analysis found that children with more television sets in their homes (r = 0. 27, P. 04) and children who ate food from McDonald’s more often (r = 0. 30, P. 2) were more likely to prefer the taste of foods/drinks if they thought they were from McDonald’s (Figure 1and Figure 2). Other baseline measures listed in Table 1were not statistically significant moderators. Figure 1. Number of television sets in the household as a moderator of taste preferences. Total preference scores may range from –1 (preferred the unbranded food in all comparisons) to +1 (preferred the McDonald’s branded food in all comparisons). Figure 2. Frequency of eating at McDonald’s as a moderator of taste preferences. Total preference scor es may range from –1 (preferred the unbranded food in all comparisons) to +1 (preferred the McDonald’s branded food in all comparisons). Discussion By the early age of 3 to 5 years, low-income preschool children preferred the tastes of foods and drinks if they thought they were from McDonald’s, demonstrating that brand identity can influence young children’s taste perceptions. This was true even for carrots, a food that was not marketed by or available from McDonald’s. These taste preferences emerged despite the fact that 3 of the foods were from McDonald’s and only the branding was changed, indicating that the effects were not due to familiarity with the taste or smell of McDonald’s food. Even the children with the lowest frequency of eating food from McDonald’s had average positive total preference scores, indicating they preferred more of the branded foods (Figure 2). One used McDonald’s branding in this experiment because of its leadership position in fast food advertising and marketing. Although the participating children ranged in age from only 3 through 5 years, about a third of the parents reported their children were eating food from McDonald’s weekly or more, and just 2 of 63 reported never eating food from McDonald’s. McDonald’s food was eaten more frequently than food from all other fast food restaurants combined, and about three-quarters of parents reported that they had a toy from McDonald’s in their homes. Although it was not possible to objectively measure total past exposure to McDonald’s marketing, these reports indicate the children were receiving substantial exposure to the McDonald’s brand. Exploratory moderator analysis was performed to identify characteristics that define potentially more or less susceptible groups of participants and to help inform future research. These are relatively low-powered hypothesis-generating analyses. Only the number of television sets at home and frequency of eating food from McDonald’s were found to be statistically significant moderators of the branding effect (Figure 1 and Figure 2). Frequency of eating McDonald’s food indicates greater opportunities for brand exposure and prior taste experiences and potentially represents familiarity, trust of the source, safe provenance, and implicit approval by parents. Number of televisions in the home might indicate greater exposure to McDonald’s advertising or be associated with other mechanisms leading to greater responsiveness to branding. Other measures related to television exposure were not statistically significant moderators, although number of televisions may be more reliably and validly measured than estimates of viewing time, providing more power for the analysis. Another possible marker of marketing exposure is having toys from McDonald’s in the home. Lack of a significant moderator effect of this variable might reflect its very high prevalence in the sample, reducing power. Finding that frequency of eating McDonald’s food was a statistically significant moderator but frequency of eating food from other fast food restaurants was not may suggest some specificity of the branding effect on taste preferences. This study included a number of design features to enhance the ability to draw causal inferences. It was a true experiment in which only the branding was manipulated. Pairs of food and beverage samples were taken from the same original servings and packaging was matched in color, material, shape, and design. Only basic McDonald’s packaging was used with no images of Ronald McDonald or other markings that could potentially influence the children’s preferences, and only previously unused packaging was used to avoid residual smells or tastes. We ensured the success of the manipulation by making sure children were aware of the branding difference for each food or drink pair. Although it is impossible to totally rule out the possibility of demand effects, one took many steps to prevent unintentional bias. For example, the RA giving instructions was not able to see the food or the child; food and drink samples were randomly ordered and positioned, also preventing order effects; and children were not given feedback about their selections. Children were given the option of saying the samples tasted the same, allowing falsification of our hypothesis. One also coded choices conservatively to favor the null hypothesis; children who did not, could not, or would not respond were included with â€Å"taste the same† answers for analysis. One tested the null hypothesis with a single omnibus test for statistical significance to reduce the risk of type I error and checked this result excluding those children who needed to be told which sample was from McDonald’s, finding similar results. A secondary analysis for each individual food or drink found statistically significant effects in 4 of 5 comparisons, all with a majority favoring the McDonald’s branded sample (about 54%-77%) over the other 2 possible responses. Of course, a nonsignificant test result does not indicate no effect. For the fifth comparison, about 48% preferred the McDonald’s branded hamburger compared with 37% who preferred the unbranded hamburger and 15% who thought they tasted the same or were unable to answer. Together, these results demonstrate substantial homogeneity across different foods and drink. One also used nonparametric statistics for hypothesis testing, making no assumptions about the distributions of our measures. These findings add to past research by demonstrating that specific branding can alter young children’s taste preferences and are unable to directly measure or manipulate total marketing (direct to the child and indirect via family, peers, and others) and/or product exposure for the entire first 3 to 5 years of life, and multiple exposures to the brand cannot be disentangled. One did not, and cannot, anticipate or test how each individual direct and indirect exposure to McDonald’s marketing, food, packaging, etc, influences a child’s perceptions but accepted these as a complex whole of both independent and interacting influences on emotions and perceptions about the brand. Children’s responses to the McDonald’s branding in the experiment, therefore, may reflect past direct and/or indirect marketing exposure as well as past experience with McDonald’s products or packaging. Notably, these branding effects were evident in our low-income, ethnically and culturally diverse, 87% nonwhite, and 38% Spanish-speaking or bilingual English-Spanish–speaking sample of 3- to 5-year-olds. These results add evidence to support recommendations to regulate or ban advertising or marketing of high-calorie, low-nutrient foods and beverages, or all marketing, that is directed to young children. This approach has been advocated based on evidence that advertising to young children is inherently unfair because most children younger than 7 to 8 years are unable to understand the persuasive intent of advertising. These findings also suggest a need for research on marketing in general, and branding in particular, as strategies to promote more healthful taste preferences and food and beverage choices in young children. In this experiment, children preferred the taste of carrots and milk if they thought they were from McDonald’s. This is an opportunity for heavily marketed brands to respond to rising rates of childhood obesity by changing their product offerings. However, although McDonald’s was an appropriate brand to use in this experiment, the results may not generalize to less recognizable brands or public health campaigns if they are not marketed as extensively and comprehensively. Future research might examine the effects of less recognizable brands or contrast different brands and packaging with variable levels of recognition and natural exposure. How to cite Effects of Fast Food, Papers Effects of Fast Food Free Essays Effects of Fast Food Fast food is an alternate solution to appease hunger. These days many parents are busy in their time consuming jobs and teenagers are lazy to bring food. It is rather simple to buy food in few minutes. We will write a custom essay sample on Effects of Fast Food or any similar topic only for you Order Now Even though it is quick and easy, it is addictive which causes major health problems and money issues. Many people are attracted to the sensational, salty French fries from McDonalds, carbonated water with loads of colored dye and sugar supplements, soda, feisty, tasty hamburgers from Carls Jr. nd A W, and small packets of spicy, artificial sauces available at Taco Bell to accompany â€Å"Mexican† food. Fast food has progressed where these multibillionaire restaurants can be seen across the world such as: Mexico, Japan, India, and Britain. People are unaware of the content of nutritional value in fast foods. The main substance that enters the body is unhealthy oil that has been reused with many other delight foods available in the limited menu. Scientists have indicated that the continuation of digesting excess amounts of unhealthy ingredients will lead to addiction. It is similar to smoking, but the addiction is not as strong as the smoking. This addiction can lead to serious consequences for health. As seen in many adults who are obese, fast food causes teenagers and adults to gain extra fat and develop a high cholesterol, blood pressure and insulin resistance. Insulin resistance can result in diabetes. Diabetic patients are prone to heart disease in the future. Many Americans have visited the doctor more than once and have received more bills than paychecks. High cholesterol and blood pressure are major concerns that should be brought up with a primary care physician. Eating these unhealthy delights causes many doctor visits. The doctor checks for seriousness of problems and chooses if the patient should visit a specialist or start a treatment. Doctor prescribes medicines that might not be covered by insurances. As a result, fast food can lead to a future of debt and sorrow. Fast food may be a right decision at the moment and probably will sound good to your stomach; however, you will increase your chance of getting sick and developing a disease in the near future. Many people now are regretting that the treatments to treat the diseases cost much more money than buying that five-dollar, oily, unhealthy piece of addiction. Fast food is not the solution to daily routine food. It should be avoided as much as possible. How to cite Effects of Fast Food, Essay examples

The Keynesian School of Economics an Overview Essay Example

The Keynesian School of Economics: an Overview Essay What was the historical background of the school? Answer: The Keynesian school, proponents of the branch of economics now termed as Keynesian economics had come into existence towards the beginning of the twentieth century. This school was arguably the first viable alternative to the Classical school of thought. The school argues that private sector decisions sometimes lead to inefficient macroeconomic outcomes and therefore advocates active policy responses by the public sector, including monetary policy actions by the central bank and fiscal policy actions by the government to stabilize output over the business cycle. These theories were based on the ideas of 20th-century British economist John Maynard Keynes (1883- 1946). The premise forming the basis of Keynesian economics were first presented in ‘The General Theory of Employment, Interest and Money’ (1936). Roots of Keynes’s ideas can be traced back to before 1929 and he adopted a macroeconomic approach. World War I and the economic controls acted out requiring an overall view of the economy. The growth of large-scale industrial production and trade made the economy more susceptible to statistical measurement and control, making the inductive, aggregate approach more feasible than the past. In fact, this approach was increasingly necessary as the public became more eager for the government to deal actively with unemployment. He represented the British Treasury at the Treaty of Versailles—was appalled at the conditions of the peace treaty as he observed that nations had failed to look at the case from a macroeconomic point of view. The Great Depression of the 1930’s also had a profound effect in the development of Keynes’s ideas. In fact his ideas materialized when he was trying to analyze the problems of trade cycle (recessions and booms), one of the greatest problems of the classical economists. We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Furthermore the economic thinking of the period was concerned with the problems of secular stagnation (globally declining growth rate) of the capitalist society. Some speculated that as the national income increased, consumption expenditures rose less rapidly than total income, and savings increased more rapidly. Wages were recognized as a source of demand for goods as well as a cost of production, and cutting wages was frequently opposed as providing no real remedy for unemployment; this was the macroeconomic thinking. The mature private-enterprise economies of the Western world were less vigorous after World War I. The population growth was declining; most of the world had already been colonized; there seemed no more room for geographic expansion; consumption appeared to outrun production as incomes and savings rose; less resources were allotted for the purpose of research and development as a result there were no new inventions like the steam engine, electricity, etc to stimulate vast capital investments. Also, the decline of vigorous price competition reduced the rate of replacement of old machinery with new and more efficient ones, and the economy was being dragged downward furthermore when the growing accumulated of depreciation funds from the past investments were not spent quickly enough. Question- 02: What were the major tenets of the school? Answer: The complete doctrine of the Keynesian economists was set as a better option than those provided by the classical economists. Keynes argued that the economy had moved towards The Great Depression only because of the flawed notion that the economy would adjust to the prevailing market conditions and move towards equilibrium. He proposed the government should take a more ‘hands on’ approach. Some of the major tenets include: 1) The school put forward the Keynesian Theory of Employment which began with the principle of effective demand. That is, total employment depends on total demand (aggregate effective demand) and unemployment rose due to a shortage of effective demand (thus they’re agreeing to Malthus’s remark that there was a need for unproductive consumption and government investment). In the calculation of a country’s output which consisted of consumption, investment and government expenditure(Y= C + I + G). Keeping G constant it can be noted that the immediate determinants of Income and thus employment are consumption and investment spending. The money spent on final gods and services, let it be consumption or investment generated income. 2) The Keynesian economists pointed out that there was a tendency for savings to exceed investment (which might reduce AD and lead to unemployment) which is why they supported government intervention to close this gap. It was this school which appealed for the end of lassiez- faire (minimum role of government). For instance, the government should stimulate the economy by lowering interest rates and adopting a deficit budget during imes of economic depression. 3) The government may increase the marginal propensity to consume (and thereby stimulating the economy) through the redistribution of income by adopting a progressive taxation policy (as MPC is higher for lower income earners). 4) The Keynesians stated that the marginal efficiency of capital (expected rate of profit of a new investment) will have a tendency to decline (as more and more investments compete against each other; increas ed supply price of capital goods). They thought that it was difficult to maintain full employment in a Capitalist economy unless the rate of interest was low enough. 5) In periods of falling aggregate demand for goods and services, firms respond to lower sales by reducing production and discharging or laying off workers, not by insisting on wage cuts. This is because prices are sticky downwards. Any decline in effective demand initially cause reductions in output and employment rather than decline in the price level. Deflation occurs only under conditions of extremely severe depression. This wage and price rigidity is also a major tenet on this school 6) Keynesians believe that, because prices are somewhat rigid, fluctuations in any component of spending-consumption, investment, or government expenditures-cause output to fluctuate. If government spending increases, for example, and all other components of spending remain constant, then output will increase. Keynesian models of economic activity also include the multiplier effect (increase in output by a multiple of the original change in spending that caused it). Thus, a ten-billion-dollar increase in government spending could cause total output to rise by fifteen billion dollars (a multiplier of 1. 5) or by five billion (a multiplier of 0. 5). Contrary to what many people believe, Keynesian analysis does not require that the multiplier exceed 1. 0. For Keynesian economics to work, however, the multiplier must be greater than zero. Question- 03: Who did the School benefit or seek to benefit? Answer: The Keynesian School was successful mainly because it focused on painful problems such as unemployment and depression, which were present at that time. It offered something almost to everyone and rationalized what was already being out of necessity. The school’s stress on labor and emphasis on job creation amidst the great depression gained widespread recognition. Business interests benefited from government contracts and government incentives to get the economy out of depression/ recession. When bankers had extensive excess reserves in the 1930s, they found a vast and profitable area for investment in government bonds, and government controls gave the banking system liquidity, security and stability. Reformers and intellectuals enjoyed vastly increased employment in government service that had grown out of Keynesian thinking with less risks of being laid off. Farmers long had favored easy monetary policies and low interest rates. They also came to rely heavily on government spending programs for agriculture. Such forms of government expenditures seemed to bear more than proportionate benefits due to the multiplier effect. Question- 04: How was the school valid, useful or correct in its time? Answer: The introduction of Keynes ideas in the world stage was nothing short of revolutionary. They were perhaps the first group of economists to consider economic theory during policymaking. World wars, The Great depression and the growing impediments of modern life had already weakened the foundations of lassiez- faire. Simply waiting for the ‘markets to stabilize’ was too painful for many to agree to. Keynes had provided both an explanation of fluctuations and a program to tackle it. The role of economists and economic analysis in shaping the direction of government policy was thus greatly increased. It might be interesting to note that the Keynesian approach became immensely useful even to those who did not accept Keynes’s policy conclusions. It established a new set of analytical tools through which to view the economy, encouraged the further development of national income accounting and stimulated a vast and productive effort at empirical studies of the real world which was almost non- existent before their arrival. Question- 05: Which tenets of the school became lasting contributions? Answer: Many say that the founder of the Keynesian School of thought, J. M. Keynes was the one who had contributed the most in the twentieth century. His book ‘The General Theory of Employment, Interest and Money’ influenced economic theory as well as public policy. One of Keynes’s chief contributions was to tie economic to the great economic problems of the day (depression). The impact of the ‘General Theory’ had a dynamic effect n economic study as several tools had been added under this category namely consumption function (marginal propensity to consume); saving function (marginal propensity to save); liquidity preference (transaction, precautionary, speculative demand); marginal efficiency of capital; multiplier effects and the IS- LM analysis. Another important input made by Keynes was in the use of expectations. His integration of expectation with his theory of money and mar ginal efficiency made notable advances in economic investigation. While Classical economists assumed full employment, Keynes and therefore the Keynesian School emphasized on under- employment equilibrium (equilibrium at less than full employment). This meant that increase in the quantity of money does not necessarily mean increase in the price levels (inflation) as long as there is spare capacity in the economy. Towards the end of the school’s long list of contributions it would be fair to mention that the school had critics from several circles. Despite the fact that many of the Keynesian policy prescriptions have been discredited, Keynesian tools of analysis still dominate macroeconomic theory. These theorists were successful in demonstrating the inadequacies of Classical economics, and in the process established a system that is not, itself, without flaws. The importance of their contribution is not its degree of precision, but its role in advancing the debate—in stimulating the argument and in providing the framework for that debate. Source: V. Lokhnathan. ; A History of Economic Thought, 9th ed. The Keynesian School of Economics an Overview Essay Example The Keynesian School of Economics: an Overview Essay What was the historical background of the school? Answer: The Keynesian school, proponents of the branch of economics now termed as Keynesian economics had come into existence towards the beginning of the twentieth century. This school was arguably the first viable alternative to the Classical school of thought. The school argues that private sector decisions sometimes lead to inefficient macroeconomic outcomes and therefore advocates active policy responses by the public sector, including monetary policy actions by the central bank and fiscal policy actions by the government to stabilize output over the business cycle. These theories were based on the ideas of 20th-century British economist John Maynard Keynes (1883- 1946). The premise forming the basis of Keynesian economics were first presented in ‘The General Theory of Employment, Interest and Money’ (1936). Roots of Keynes’s ideas can be traced back to before 1929 and he adopted a macroeconomic approach. World War I and the economic controls acted out requiring an overall view of the economy. The growth of large-scale industrial production and trade made the economy more susceptible to statistical measurement and control, making the inductive, aggregate approach more feasible than the past. In fact, this approach was increasingly necessary as the public became more eager for the government to deal actively with unemployment. He represented the British Treasury at the Treaty of Versailles—was appalled at the conditions of the peace treaty as he observed that nations had failed to look at the case from a macroeconomic point of view. The Great Depression of the 1930’s also had a profound effect in the development of Keynes’s ideas. In fact his ideas materialized when he was trying to analyze the problems of trade cycle (recessions and booms), one of the greatest problems of the classical economists. We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Furthermore the economic thinking of the period was concerned with the problems of secular stagnation (globally declining growth rate) of the capitalist society. Some speculated that as the national income increased, consumption expenditures rose less rapidly than total income, and savings increased more rapidly. Wages were recognized as a source of demand for goods as well as a cost of production, and cutting wages was frequently opposed as providing no real remedy for unemployment; this was the macroeconomic thinking. The mature private-enterprise economies of the Western world were less vigorous after World War I. The population growth was declining; most of the world had already been colonized; there seemed no more room for geographic expansion; consumption appeared to outrun production as incomes and savings rose; less resources were allotted for the purpose of research and development as a result there were no new inventions like the steam engine, electricity, etc to stimulate vast capital investments. Also, the decline of vigorous price competition reduced the rate of replacement of old machinery with new and more efficient ones, and the economy was being dragged downward furthermore when the growing accumulated of depreciation funds from the past investments were not spent quickly enough. Question- 02: What were the major tenets of the school? Answer: The complete doctrine of the Keynesian economists was set as a better option than those provided by the classical economists. Keynes argued that the economy had moved towards The Great Depression only because of the flawed notion that the economy would adjust to the prevailing market conditions and move towards equilibrium. He proposed the government should take a more ‘hands on’ approach. Some of the major tenets include: 1) The school put forward the Keynesian Theory of Employment which began with the principle of effective demand. That is, total employment depends on total demand (aggregate effective demand) and unemployment rose due to a shortage of effective demand (thus they’re agreeing to Malthus’s remark that there was a need for unproductive consumption and government investment). In the calculation of a country’s output which consisted of consumption, investment and government expenditure(Y= C + I + G). Keeping G constant it can be noted that the immediate determinants of Income and thus employment are consumption and investment spending. The money spent on final gods and services, let it be consumption or investment generated income. 2) The Keynesian economists pointed out that there was a tendency for savings to exceed investment (which might reduce AD and lead to unemployment) which is why they supported government intervention to close this gap. It was this school which appealed for the end of lassiez- faire (minimum role of government). For instance, the government should stimulate the economy by lowering interest rates and adopting a deficit budget during imes of economic depression. 3) The government may increase the marginal propensity to consume (and thereby stimulating the economy) through the redistribution of income by adopting a progressive taxation policy (as MPC is higher for lower income earners). 4) The Keynesians stated that the marginal efficiency of capital (expected rate of profit of a new investment) will have a tendency to decline (as more and more investments compete against each other; increas ed supply price of capital goods). They thought that it was difficult to maintain full employment in a Capitalist economy unless the rate of interest was low enough. 5) In periods of falling aggregate demand for goods and services, firms respond to lower sales by reducing production and discharging or laying off workers, not by insisting on wage cuts. This is because prices are sticky downwards. Any decline in effective demand initially cause reductions in output and employment rather than decline in the price level. Deflation occurs only under conditions of extremely severe depression. This wage and price rigidity is also a major tenet on this school 6) Keynesians believe that, because prices are somewhat rigid, fluctuations in any component of spending-consumption, investment, or government expenditures-cause output to fluctuate. If government spending increases, for example, and all other components of spending remain constant, then output will increase. Keynesian models of economic activity also include the multiplier effect (increase in output by a multiple of the original change in spending that caused it). Thus, a ten-billion-dollar increase in government spending could cause total output to rise by fifteen billion dollars (a multiplier of 1. 5) or by five billion (a multiplier of 0. 5). Contrary to what many people believe, Keynesian analysis does not require that the multiplier exceed 1. 0. For Keynesian economics to work, however, the multiplier must be greater than zero. Question- 03: Who did the School benefit or seek to benefit? Answer: The Keynesian School was successful mainly because it focused on painful problems such as unemployment and depression, which were present at that time. It offered something almost to everyone and rationalized what was already being out of necessity. The school’s stress on labor and emphasis on job creation amidst the great depression gained widespread recognition. Business interests benefited from government contracts and government incentives to get the economy out of depression/ recession. When bankers had extensive excess reserves in the 1930s, they found a vast and profitable area for investment in government bonds, and government controls gave the banking system liquidity, security and stability. Reformers and intellectuals enjoyed vastly increased employment in government service that had grown out of Keynesian thinking with less risks of being laid off. Farmers long had favored easy monetary policies and low interest rates. They also came to rely heavily on government spending programs for agriculture. Such forms of government expenditures seemed to bear more than proportionate benefits due to the multiplier effect. Question- 04: How was the school valid, useful or correct in its time? Answer: The introduction of Keynes ideas in the world stage was nothing short of revolutionary. They were perhaps the first group of economists to consider economic theory during policymaking. World wars, The Great depression and the growing impediments of modern life had already weakened the foundations of lassiez- faire. Simply waiting for the ‘markets to stabilize’ was too painful for many to agree to. Keynes had provided both an explanation of fluctuations and a program to tackle it. The role of economists and economic analysis in shaping the direction of government policy was thus greatly increased. It might be interesting to note that the Keynesian approach became immensely useful even to those who did not accept Keynes’s policy conclusions. It established a new set of analytical tools through which to view the economy, encouraged the further development of national income accounting and stimulated a vast and productive effort at empirical studies of the real world which was almost non- existent before their arrival. Question- 05: Which tenets of the school became lasting contributions? Answer: Many say that the founder of the Keynesian School of thought, J. M. Keynes was the one who had contributed the most in the twentieth century. His book ‘The General Theory of Employment, Interest and Money’ influenced economic theory as well as public policy. One of Keynes’s chief contributions was to tie economic to the great economic problems of the day (depression). The impact of the ‘General Theory’ had a dynamic effect n economic study as several tools had been added under this category namely consumption function (marginal propensity to consume); saving function (marginal propensity to save); liquidity preference (transaction, precautionary, speculative demand); marginal efficiency of capital; multiplier effects and the IS- LM analysis. Another important input made by Keynes was in the use of expectations. His integration of expectation with his theory of money and mar ginal efficiency made notable advances in economic investigation. While Classical economists assumed full employment, Keynes and therefore the Keynesian School emphasized on under- employment equilibrium (equilibrium at less than full employment). This meant that increase in the quantity of money does not necessarily mean increase in the price levels (inflation) as long as there is spare capacity in the economy. Towards the end of the school’s long list of contributions it would be fair to mention that the school had critics from several circles. Despite the fact that many of the Keynesian policy prescriptions have been discredited, Keynesian tools of analysis still dominate macroeconomic theory. These theorists were successful in demonstrating the inadequacies of Classical economics, and in the process established a system that is not, itself, without flaws. The importance of their contribution is not its degree of precision, but its role in advancing the debate—in stimulating the argument and in providing the framework for that debate. Source: V. Lokhnathan. ; A History of Economic Thought, 9th ed.

In French, Its Poser une Question Not Demander

In French, It's 'Poser une Question' Not 'Demander' Mistakes will always be made in French, and now you can learn from them. In English, one has  the option of saying either ask a question or pose a question. But in French, demander  cant be used with the word  question,  even though  demander  means to ask.  Poser une question  is the  best  way.  Ã‚     Ã‚  Il ma demandà © pourquoi.He asked me why.   Ã‚  Puis-je te poser une question  ?Can I ask you a question?   Ã‚  Vous pouvez poser des questions aprà ¨s la prà ©sentation.You can ask questions after the presentation. There are other, less frequently used ways, as well, to ask a question in French, including  adresser une question ( quelquun)  and  formuler une question. Its the way the language has evolved and how its been formalized. Thats how  to ask a question has been taught in French schools and how people normally express it.   Demander  is tricky in other ways, too. This regular French -er verb is also a  faux ami. It resembles the English word demand, but it has nothing to do with this rather strident action. Rather, it is the most common  French verb for the milder to ask, and it can be used to ask for something, like a favor.   Ã‚  Il ma demandà © de chercher son pull. He asked me to look for his sweater. Demander quelque chose quelquun  means to ask someone for something. Note that in French there is no for or other preposition in front of the thing being requested. But there is a preposition in front of the person being asked:   Ã‚  Ã‚  Je vais demander un stylo Michel.Im going to ask Michel for a pen. When you want to express that someone demand something, such as a new law, turn to the stronger French verb exiger.   Ã‚  Ã‚  Il a exigà © que je cherche son pull.  Ã‚  He demanded that I look for his pullover. As for the French verb poser,  in addition to being used for asking a question, it also means to put down.   Ã‚  Il a posà © son livre sur la table.He put his book on the table.

How to Write a Perfect UC Essay for Every Prompt

How to Write a Perfect UC Essay for Every Prompt SAT / ACT Prep Online Guides and Tips If you're applying to any University of California campus as an incoming freshman, then you have a special challenge ahead of you. Applicants need to answer four UC personal insight questions, chosen from a pool of eight unique prompts different from those on the Common App. But not to worry! This article is here to help. In this article, I'll dissectthe eight UC essay promptsin detail. What are they asking you for? What do they want to know about you? What do UC admissions officers really care about? How do you avoid boring or repulsing them with your essay? I'll breakdownall of these important questions for each prompt and discuss how to pick the four prompts that are perfect for you. I'll also give you examples of how to make sure your essay fully answers the question. Finally, I'll offer step-by-step instructions on how to come up with the best ideas for your UC personal statements. What Are the UC Personal Insight Questions? If you think about it, your college application is mostly made up of numbers: your GPA, your SAT scores, the number of AP classes you took, how many years you spent playing volleyball. These numbers only reveal so much. The job of admissions officers is to put together a class of interesting, compelling individuals- but a cut and dried achievement list makes it very hard to assess whether someone is interesting or compelling. This is where the personal insight questions come in. The UC application essays are your way to give colleges a sense of your personality, your perspective on the world, and some of the experiences that have made you into who you are. The idea is to share the kinds of things that don’t end up on your transcript. It's helpful to remember that you are not writing this for you. You're writing for an audience of people who do not know you, but are interested to learn about you. The essay is meant to be a revealing look inside your thoughts and feelings. These short essays- with a 350 word limit- are different from the essays you write in school, which tend to focus on analyzing someone else’s work. Really, the application essays are much closer to a short story. They rely heavily on narratives of events from your life, and on your descriptions of people, places, and feelings. If you’d like more background on college essays, check out our explainer for a very detailed breakdown of exactly how personal statements work in an application. Now, let’s dive into the eight University of California essay questions. First I’ll compare and contrast these prompts. Then I’ll dig deep into each UC personal statement question individually, exploring what it’s really trying to find out and how you can give the admissions officers what they’re looking for. Once upon a time, there was a mouse who really, really wanted to get into your college. Comparing the UC Essay Prompts Before we can pull these prompts apart, let's first compare and contrast them with each other. Clearly, UC wants you to write four different essays, and they're asking you eight different questions. But what are the differences? And are there any similarities? The Actual UC Essay Prompts #1: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time. #2: Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. #3: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? #4: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. #5: Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? #6: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. #7: What have you done to make your school or your community a better place? #8: Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California? How to Tell the UC Essay Prompts Apart To help tell the UC personal statement prompts apart, sort them into big-picture categories, so when you’re brainstorming ideas you can see where your event or life experience would fit: Topics 1 and 7 are about your engagement with the people, things, and ideas around you. Consider the impact of the outside world on you and how you handled that impact. Topics 2 and 6 are about your inner self, what defines you, and what makes you the person that you are. Consider your interior makeup, the characteristics of the inner you Topics 3, 4, 5, and 8 are about your achievements. Consider what you’ve accomplished in life and what you are proud of doing These very broad categories will help when you’re brainstorming ideas and life experiences to write about for your essay. Of course, it's true that many of the stories you think of can be shaped to fit each of these prompts. Still, think about what the experience most reveals about you. If it’s an experience that shows how you have handled the people and places around you, it’ll work better for questions in the first group. If it’s a description of how you express yourself, it’s a good match for questions in group two. If it’s an experience that tells how you acted or what you did, it’s probably a better fit for questions in group three. For more help, check out our article on coming up with great ideas for your essay topic. "And that's the last time I went to a psychic." Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: How Is This Guide Organized? We analyze all eight UC prompts in this guide, and for each one we give the following information: The prompt itself and any accompanying instructions What each part of the prompt is asking for Why UC is using this prompt and what they hope to learn from you All the key points you should cover in your response so you answer the complete prompt and give UC insight into who you are Dissecting Personal Insight Question 1 The Prompt and Its Instructions Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time. Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking a lead role in organizing an event or project. Think about your accomplishments and what you learned from the experience. What were your responsibilities? Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family? What’s the Question Asking? The prompt wants you to describe how you handled a specific kind of relationship with a group of people- a time when you took the reigns and the initiative. Your answer to this prompt will consist of two parts: Part 1: Explain the Dilemma Before you can tell your story of leading, brokering peace, or having a lasting impact on other people, you have to give your reader a frame of reference and a context for your actions. First, describe the group of people you interacted with. Who were and what was their relationship to you? How long were you in each others’ lives? Second, explain the issue you eventually solved. What was going on before you stepped in? What was the immediate problem? Were there potential long-term repercussions? "We couldn't decide between butter and cream cheese frosting in the final round of the baking competition!" Part 2: Describe Your Solution This is where your essay will have to explicitly talk about your own actions. Discuss what thought process led you to your course of action. Was it a last-ditch effort or a long-planned strategy? Did you think about what might happen if you didn’t step in? Did you have to choose between several courses of action? Explain how you took the bull by the horns. Did you step into the lead role willingly or were you pushed despite some doubts? Did you replace or supercede a more obvious leader? Describe your solution to the problem, or your contribution to resolving the ongoing issue. What did you do? How did you do it? Did your plan succeed immediately or did it take some time? Consider how this experience has shaped the person you have now become. Do you think back on this time fondly as being the origin of some personal quality or skill? Did it make you more likely to lead in other situations? What’s UC Hoping to Learn about You? College will be an environment unlike any of the ones you’ve found yourself in up to now. Sure, you will have a framework for your curriculum, and you will have advisers available to help- but for the most part, you will be on your own to deal with the situations that will inevitably arise when you mix with your diverse peers. UC wants to make sure: That you have the maturity to deal with groups of people That you can solve problems with your own ingenuity and resourcefulness That you don’t lose your head and panic at problems "And that's how I saved Christmas with a single crushed can!" How Can You Give Them What They Want? So how can you make sure those qualities come through in your essay? Pick Your Group The prompt very specifically wants you to talk about an interaction with a group of people. Let’s say a group has to be at least three people. Raise the Stakes Think of the way movies ratchet up the tension of the impending catastrophe before the hero swoops in and saves the day. Keeping an audience on tenterhooks is important- and makes the hero look awesome for the inevitable job well done. Similarly, in your essay the reader has to fundamentally understand exactly what you and the group you ended up leading were facing. Why was this an important problem to solve? Balance You vs. Them Personal statements need to showcase you above all things. Because this essay will necessarily have to spend some time on other people, you need to find a good proportion of them-time and me-time. In general, the first, setup, section of the essay should be shorter, since it will not be focused on what you were doing. The second section should take the rest of the space. So, in a 350 word essay, maybe 100-125 words go to setup, while 225-250 words to your leadership and solution. Find Your Arc Not only do you need to show how your leadership met the challenge you faced, but you also have to show how the experience changed you. In other words, the outcome was double-sided: you affected the world, and the world affected you right back. Make your arc as lovely and compelling as a rainbow. Dissecting Personal Insight Question 2 The Prompt and Its Instructions Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem? How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career? What’s the Question Asking? This question is trying to probe the way you express yourself. Its broad description of â€Å"creativity† gives you the opportunity to make almost anything you make that didn’t exist before fit the topic. What this essay question is really asking you to do is to examine the role your brand of creativity plays in your sense of yourself. The essay will have three parts. Part 1: Define Your Creativity What exactly do you produce, make, craft, create, or generate? Of course, the most obvious answer would be a visual art, a performance art, or music. But in reality, there is creativity in all fields. Any time you come up with an idea, thought, concept, or theory that didn’t exist before, you are being creative. So, your job is to explain what you spend time creating. Part 2: Connect Your Creative Drive to Your Overall Self Why do you do what you do? Are you doing it for external reasons- to perform for others, to demonstrate your skill, to fulfill some need in the world? Or is your creativity private and for your own use- to unwind, to distract yourself from other parts of your life, to have personal satisfaction in learning a skill? Are you good at your creative thing or do you struggle with it? If you struggle with it, why is it important to you to keep doing it? Part 3: Connect Your Creative Drive With Your Future The most basic way to do this is if you envision yourself actually doing your creative pursuit professionally. But this doesn’t have to be the only way you draw this link. What have you learned from what you’ve made? How has it changed how you interact with other objects or with people? Does it change your appreciation for the work of others or motivate you to improve upon it? "As the sole living practitioner of the ancient art of rock bodybuilding..." What’s UC Hoping to Learn about You? Nothing characterizes higher education like the need for creative thinking, unorthodox ideas to old topics, and the ability to synthesize something new. That is what you are going to college to learn how to do better. This essay wants to know whether this mindset of out-of-the-box-ness is something you are already comfortable with. They want to see: That you have actually created something in your life or academic career That you consider this an important quality within yourself, and that you have cultivated your skills That you can see and have considered the impact of what you’ve done on yourself or on the world around you Think outside the box- unless there are donuts in the box. How Can You Give Them What They Want? How can you really show that you are committed to being a creative person? Be Specific and Descriptive It’s not enough to vaguely gesture at your creative field. Instead, give a detailed and lively description of a specific thing or idea that you have created. For example, I could describe a Turner painting as â€Å"a seascape† or I could call it â€Å"an attempt to capture the breathtaking power and violence of an ocean storm as it overwhelms a ship.† Which painting would you rather look at? Give a Sense of History The question wants a little narrative of your relationship to your creative outlet. How long have you been doing it? Did someone teach you or mentor you? Have you taught it to others? Where and when do you create? Hit a Snag and Find the Success Anything worth doing is worth doing despite setbacks, this question argues- and it wants you to narrate one such setback. So first, figure out something that interfered with your creative expression. A lack of skill, time, or resources? Too much or not enough ambition in a project? Then, make sure this story has a happy ending that shows you off as the solver of your own problems. What did you do to fix the situation? How did you do it? Show Insight Your essay should include some thoughtful consideration of how this creative pursuit has shaped you, your thoughts, your opinions, your relationships with others, your understanding of creativity in general, or your dreams about your future. (Notice I said â€Å"or† not â€Å"and†- 350 words is not enough to cover all of those things!) "And that's when I knew I was destined to become a master confectioner!" Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Dissecting Personal Insight Question 3 The Prompt and Its Instructions What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about, feel free to do so). Why is this talent or skill meaningful to you? Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule? What's the Question Asking? Basically, what’s being asked for here is a beaming rave. Whatever you write about, picture yourself talking about it with a glowing smile on your face. Part 1: Narrative The first part of the question really comes down to this: tell us a story about what's amazing about you. Have you done an outstanding thing? Do you have a mindblowing ability? Describe a place, a time, or a situation in which you were a star. A close reading of this first case of the prompt reveals that you don’t need to stress if you don’t have an obvious answer. Sure, if you’re playing first chair violin in the Symphony Orchestra, that qualifies as both a â€Å"talent† and an â€Å"accomplishment.† But the word "quality" really gives you the option of writing about any one of your most meaningful traits. And then, the words â€Å"contribution† and â€Å"experience† open up the range of possibilities that you could write about even further. A contribution could be anything from physically helping put something together, to providing moral or emotional support at a critical moment. But the key to the first part is the phrase â€Å"important to you.† Once again, what you write about is not as important as how you write about it. Being able to demonstrate the importance of the event that you’re describing reveals much more about you than the specific talent or characteristic ever could. Part 2: Insight and Personal Development The second part of the last essay asked you to look to the future. The second part of this essay wants you to look at the present instead. The general task is similar, however. Once again you're being asked to make connections- how do you fit this quality you have or this achievement you accomplished into the story of who you are? A close reading of the second part of this prompt lands on the word â€Å"proud.† This is a big clue that the revelation this essay is looking for should be a very positive one. In other words, this is probably not the time to write about getting arrested for vandalism, unless you can spin that experience into a story about how you been on the straight and narrow path ever since. Even if your vandalism was really, really, cool, don't write about it. What's UC Hoping to Learn About You? Admissions officers have a very straightforward interest in learning about your accomplishments. By the end of high school, many of the experiences that you are most proud of don’t tend to be the kind of things that end up on your resume. They want to know what makes you proud of yourself. It is something that relates to performance, to overcoming a difficult obstacle, to keeping a cool head in a crisis, to your ability to help others in need? At the same time, they are looking for a sense of maturity. In order to be proud of an accomplishment, it’s important to be able to understand your own values and ideals. This is your chance to show that you truly get the qualities and experiences that make you into a responsible and grown-up person, someone who will thrive in the independence of college life. In other words, while you might really be proud that you managed to tag 50 highway overpasses with graffiti, that’s probably not the achievement to brag about here. Unless you were hired to paint the overpasses. Then definitely brag about it. How Can You Give Them What They Want? The trick with this prompt is how to show a lot about yourself without listing accomplishments or devolving into cliche platitudes. Let's take it step by step. Step #1: Explain Your Field Make sure that somewhere in your narrative (preferably closer to the beginning) you let the reader know what makes your achievement an achievement. Not all interests are mainstream, so it helps your reader to understand what you’re facing if you give a quick sketch of, for example, why it’s challenging to build a battle bot that can defeat another fighting robot, or how the difficulties of extemporaneous debate compare with debating about a prepared topic. Keep in mind that for some things the explanation might be obvious. For example, do you really need to explain why finishing a marathon is a hard task? Step #2: Zoom in on a Specific Experience Think about your talent/quality/accomplishment in terms of experiences that showcase it. Conversely, think about your experiences in terms of the talent/quality/accomplishment they demonstrate. Since you're once again going to be limited to 350 words, you won’t be able to fit all the ways in which you exhibit your specific piece of awesomeness into this essay. This means that you’ll need to figure out how your ability can best be shown through one event when you displayed it. Or if you’re writing about an experience you had or a contribution you made, you’ll need to also point out what personality trait or characteristic it reveals. Step #3: Find a Conflict or a Transition The first question asked for a description, but this one wants a story- a narrative of how you do your special talent, or how you accomplished the thing you were so great at. The main thing about stories is that they have to have: A beginning: This is the setup, when you weren’t yet the star you are now. An obstacle or a transition: Sometimes a story has a conflict that needs to be resolved: something that stood in your way, a challenge that you had to figure out a way around, a block that you powered through. Other times, a story is about a change or a transformation: you used to believe/think/be one thing and now you are different/better. A resolution: When your full power/self-knowledge/ability/future goal is revealed. "And that's how I negotiated peace with the aliens of Tarkon V." Dissecting Personal Insight Question 4 The Prompt and Its Instructions Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you - just to name a few. If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who are you today? What's the Question Asking? Cue the swelling music, because this essay is going to be all about your inspirational journey. You will either tell your story of overcoming adversity against all (or some) odds, or of pursuing the chance of a lifetime. If you write about triumphing over adversity, your essay will include: A description of the setback that befell you: The prompt wants to know what you consider a challenge in your school life- and definitely note that this challenge should have in some significant way impacted your academics rather than your life overall. The challenge can be a wide-reaching problem in your educational environment or something that happened specifically to you. The word â€Å"barrier† also shows that the challenge should be something that stood in your way: if only that thing weren’t there, then you’d be sure to succeed. An explanation of your success: Here, you’ll talk about what you did when faced with this challenge. Notice that the prompt asks you to describe the â€Å"work† you put in to overcome the problem- so this piece of the essay should focus on your actions, thoughts, ideas, and strategies. Although the essay doesn’t specify it, this section should also at some point turn reflexive. How are you defined by this thing that happened? You could discuss the emotional fallout of having dramatically succeeded, or how your maturity level, concrete skills, or understanding of the situation has increased, now that you have dealt with it personally. Or, you could talk about any beliefs or personal philosophy that you have had to reevaluate as a result of either the challenge itself, or of the way that you had to go about solving it. If you write about an educational opportunity, your essay will include: A short, clear description of exactly what you got the chance to do: In your own words, explain what the opportunity was, and why it’s special. Also explain why you specifically got the chance to do it. Was it the culmination of years of study? An academic contest prize? An unexpected encounter that led to you seizing an unlooked-for opportunity? How you made the best of it: It’s one thing to get the opportunity to do something amazing, but it’s another to really maximize what you get out of this chance for greatness. This is where you show just how much you understand the value of what you did, and how you’ve changed and grown as a result of it. Were you very challenged by this opportunity? Did your skills develop? Did you unearth talents you didn’t know you had? How does this impact your future academic ambitions or interests? Will you study this area further? Does this help you find your academic focus? "When I had a chance to go to Wizarding School..." What's UC Hoping to Learn About You? Of course, whatever you write about in this essay is probably already reflected on your resume or in your transcript in some small way. But UC wants to go deeper, to find out how seriously you take your academic career, and how thoughtfully you’ve approached either its ups or its downs. In college, there will be many amazing opportunities, but they aren’t necessarily simply there for the taking. Instead, you will be responsible for seizing whatever chances will further your studies, interests, or skills. Conversely, college will necessarily be more challenging, harder, and potentially much more full of academic obstacles than your academic experiences so far. UC wants to see that you are up to handling whatever setbacks may come your way with aplomb rather than panic. How Can You Give Them What They Want? Define the Problem/Opportunity Not every challenge is automatically obvious. Sure, everyone can understand the drawbacks of having to miss a significant amount of school due to illness, but what if the obstacle you tackled is something a little more obscure? Likewise, winning the chance travel to Italy to paint landscapes with a master is clearly rare and amazing, but some opportunities are more specialized and less obviously impressive. Make sure your essay explains everything the reader will need to know to understand what you were facing. Watch Your Tone An essay describing problems can easily slip into finger-pointing and self-pity. Make sure to avoid this by speaking positively or at least neutrally about what was wrong and what you faced. This goes double if you decide to explain who or what was at fault for creating this problem. Likewise, an essay describing amazing opportunities can quickly become an exercise in unpleasant bragging and self-centeredness. Make sure you stay grounded- rather than dwelling at length on your accomplishments, describe the specifics of what you learned and how. "But learning to be a wizard wasn't easy..." Dissecting Personal Insight Question 5 The Prompt and Its Instructions Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone? If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, â€Å"How has my life changed at home, at my school, with my friends, or with my family?† What's the Question Asking? It’s time to draw back the curtains and expand our field of vision, because this is going to be a two-part story of overcoming adversity against all (or some) odds. Part 1: Facing a Challenge The first part of this essay is about problem-solving. The prompt asks you to point at something that could have derailed you, if not for your strength and skill. Not only will you describe the challenge itself, but you’ll talk about what you did when faced with it. Part 2: Looking in the Mirror The second part of Topic B asks you to consider how this challenge has echoed through your life- and more specifically, how your education has been affected by what happened to you. What's UC Hoping to Learn About You? In life, dealing with setbacks, defeats, barriers, and conflicts is not a bug- it’s a feature. And colleges want to make sure that you can handle these upsetting events without losing your overall sense of self, without being totally demoralized, and without getting completely overwhelmed. In other words, they are looking for someone who is mature enough to do well on a college campus, where disappointing results and hard challenges will be par for the course. They are also looking for your creativity and problem-solving skills. Are you good at tackling something that needs to be fixed? Can you keep a cool head in a crisis? Do you look for solutions outside the box? These are all markers of a successful student, so it’s not surprising that admissions people want you to demonstrate these qualities. "I realized that if I wanted to become the Junior Champion Snake Shifter, I would have to do something drastic." How Can You Give Them What They Want? Let's explore the best ways to show off your problem-solving side. Show Your Work It’s one thing to be able to say what's wrong, but it’s another thing entirely to demonstrate how you figured out how to fix it. Even more than knowing that you were able to fix the problem, colleges want to see how you approached the situation. This is why your essay needs to explain your problem-solving methodology. Basically, we need to see you in action. What did you think would work? What did you think would not work? Did you compare this to other problems you have faced and pass? Did you do research? Describe your process. Make Sure That You Are the Hero This essay is supposed to demonstrate your resourcefulness and creativity. The last thing you want is for you to not actually be the person responsible for overcoming the obstacle. Make sure that your story is clear that without you and your special brand of XYZ, people would still be lamenting the issue today. Don't worry if the resource you used to affect a good fix was the knowledge and know-how that somebody else brought to the table. Just focus on explaining what made you think of this person as the one to go to, how you convinced them to participate, and how you explained to them how they would be helpful. This will shift the attention of the story back to you and your doings. Find the Suspenseful Moment The most exciting part of this essay should be watching you struggle to find a solution just in the nick of time. Think every movie clichà © ever about someone defusing a bomb - even if you know 100% that the guy is going to do it, the movie still ratchets up the tension to make it seem like, well, maybe... You want to do the same thing here. Bring excitement and a feeling of uncertainty to your description of your process to really pull the reader in and make them root for you to succeed. You're the superhero! Dissecting Personal Insight Question 6 The Prompt and Its Instructions Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. Things to consider: Many students have a passion for one specific academic subject area, something that they just can’t get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom - such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs - and what you have gained from your involvement. Has your interest in the subject influenced you in choosing a major and/or career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that? What's the Question Asking? This question is really asking for a glimpse of your imagined possibilities. For some students, this will be an extremely straightforward question. For example, say you’ve always loved science to the point that you’ve spent every summer taking biology and chemistry classes. You can just pick a few of the most gripping moments from these experiences and discuss the overall trajectory of your interests, and your essay will be a winner. But what if you have many academic interests? Or what if you only discovered your academic passion at the very end of high school? Let’s break down what the question is really asking into two parts. Part 1: Picking a Favorite At first glance, it sounds as if what you should write about is the class where you have gotten the best grades, or the class that easily fits into what you see as your future college major or maybe even your eventual career goal. There is nothing wrong with this kind of pick- especially if you really are someone who tends to excel in those classes that are right up your interest alley. But if we look closer, we see that there is nothing in the prompt that specifically demands that you write either about a particular class or an area of study where you perform well. Instead, you could take the phrase â€Å"academic subject† to mean a wide field of study and explore your fascination with the different types of learning to be found there. For example, if your chosen topic is the field of literature, you could discuss your experiences with different genres or with foreign writers. You could also write about a course or area of study that has significantly challenged you, and where you have not been as stellar a student as you want. This could be a way to focus on your personal growth as a result of struggling through a difficult class, or the way you’ve learned to handle or overcome your limitations. Part 2: Relevance The second part of this prompt, like the first, can also be taken in a literal and direct way. There is absolutely nothing wrong with explaining that because you love engineering and want to be an engineer you have pursued all your school’s STEM courses, are also involved in a robotics club, and have taught yourself to code in order to develop apps. On the other hand, you could focus on the more abstract, values-driven goals we just talked about. Then, the way you explain how your academics will help you can be rooted not in the content of what you studied, but in the life lessons you drew from it. In other words, for example, your theater class may not have created a desire to be an actor, but working on plays with your peers may have shown you how highly you value collaboration. And the experience of designing sets was an exercise in problem-solving and ingenuity. These lessons would be useful in any field you pursue and could easily be said to help you achieve your lifetime goals. My favorite subject is underwater basketweaving. What's UC Hoping to Learn About You? If you are on a direct path to a specific field of study or career pursuit, admissions officers definitely want to know that. Having driven, goal oriented, and passionate students is a huge plus for a university. So if this is you, be sure that your essay conveys not just your interest but also your deep and abiding love of the subject, and maybe even includes any related clubs, activities, and hobbies that you’ve done during high school. But of course, more traditionally, college is the place to find yourself and the things that you become passionate about. So if you’re not already committed to a specific course of study, don’t worry. Instead, you have to realize that in this essay, like in all the other essays, the how matters much more than the what. No matter where your eventual academic, career, or other pursuits may lie, every class that you have taken up to now has taught you something. You learned about things like work ethic, mastering a skill, practice, learning from a teacher, interacting with peers, dealing with setbacks, understanding your own learning style, and perseverance. In other words, the admissions office wants to make sure that no matter what you study you will draw meaningful conclusions from your experiences, whether those conclusions are about the content of what you learn or about a deeper understanding of yourself and others. They want to see that you’re not simply floating through life on the surface, but that you are absorbing the qualities, skills, and know-how you will need to succeed in the world- no matter what that success looks like. How Can You Give Them What They Want? Focus on a telling detail. Because personal statements are short, you simply won't have time to explain everything you have loved about a particular subject in enough detail to make it count. Instead, pick one event that crystallized your passion for a subject, or one telling moment that revealed what your working style will be, and go deep into a discussion of what it meant to you in the past and how it will affect your future. Don’t overreach. It’s fine to say that you have loved your German classes so much that you have begun exploring both modern and classic German-language writers, for example, but it’s a little too self-aggrandizing to claim that your 4 years of German have made you basically bilingual and ready to teach the language to others. Make sure that whatever class achievements you describe don’t come off as unnecessary bragging rather than simple pride. Don’t underreach. At the same time, make sure that you have actual accomplishments to describe in whatever subject you pick to write about. If your favorite class turned out to be the one you mostly skipped to hang out in the gym instead, this may not be the place to share that lifetime goal. After all, you always have to remember your audience. In this case, it's college admissions officers who want to find students who are eager to learn and be exposed to new thoughts and ideas. "This is how I realized my passion for horticulture." Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: Dissecting Personal Insight Question 7 The Prompt and Its Instructions What have you done to make your school or your community a better place? Things to consider: Think of community as a term that can encompass a group, team or a place - like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community? Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community? What's the Question Asking? This topic is trying to get at how you engage with your environment. It’s looking for several things: #1: Your Sense of Place and Connection Because the term â€Å"community† is so broad and ambiguous, this is a good essay for explaining where you feel a sense of belonging and rootedness. What or who constitutes your community? Is your connection to a place, to a group of people, or to an organization? What makes you identify as part of this community- cultural background, a sense of shared purpose, or some other quality? #2: Your Empathy and Ability to Look at the Big Picture Before you can solve a problem, you have to realize that the problem exists. Before you can make your community a better place, you have to find the things that can be ameliorated. No matter what your contribution ended up being, you first have to show how you saw where your skills, talent, intelligence, or hard work could do the most good. Did you put yourself in the shoes of the other people in your community? Understand some fundamental inner working of a system you could fix? Knowingly put yourself in the right place at the right time? #3: Your Problem Solving Skills How did you make the difference in your community? If you resolved a tangible issue, how did you come up with your solution? Did you examine several options or act from the gut? If you made your community better in a less direct way, how did you know where to apply yourself and how to have the most impact possible? "And that's how I saved the children of MiceTown." What's UC Hoping to Learn About You? Community is a very important thing to colleges. You'll be involved with and encounter lots of different communities in college, from the broader student body, to your extracurriculars and classes, to the community outside the University around you. UC wants to make sure that you can engage with the communities around you in a positive and meaningful way. How Can You Give Them What They Want? Make it personal. Before you can explain what you did in your community, you have to define and describe this community itself- and you can necessarily only do that by focusing on what it means to you. Don’t speak in generalities, but instead show the bonds between you and the group you are a part of through colorful, idiosyncratic language. Sure, they might be â€Å"my water polo team,† but maybe they are more specifically â€Å"the twelve people who have seen me at my most exhausted and my most exhilarated.† Feel all the feelings. This is a chance to move your readers. As you delve deep into what makes your community one of your emotional centers, and then as you describe how you were able to improve it in a meaningful and lasting way, you should keep the roller coaster of feelings front and center. Own how you felt at each step of the process: when you found your community, when you saw that you could make a difference, when you realized that your actions have resulted in a change for the better. Did you feel unprepared for the task you undertook? Nervous to potentially let down those around? Thrilled to get a chance to display a hidden or underused talent? "After brokering peace between the two rival cat clans of my neighborhood, I feel like I can do anything!" Dissecting Personal Insight Question 8 The Prompt and Its Instructions Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California? Things to consider: If there’s anything you want us to know about you, but didn’t find a question or place in the application to tell us, now’s your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better? From your point of view, what do you feel makes you an excellent choice for UC? Don’t be afraid to brag a little. What's the Question Asking? If your particular experience doesn’t quite fit under the rubrics of the other essay topics, or if there is something the admissions officers need to understand about your background in order to consider your application in the right context, then this is the essay for you. Now, I’m going to say something a little counterintuitive here. The prompt for this essay clarifies that even if you don’t have a â€Å"unique† story to tell, you should still feel free to pick this topic. But, honestly, I think you should only choose this topic if you have an exceptional experience to share, and that any everyday challenges or successes of regular life could easily fit one of the other insight questions instead. What this means is that evaluating whether your experiences qualify for this essay is a matter of degrees. For example, did you manage to thrive academically despite being raised by a hard-working single parent? That’s a hardship that could easily be written about for Questions 1 or 5, depending on how you choose to frame what happened. Did you manage to earn a 3.7 GPA despite living in a succession of foster families only to age out of the system in the middle of your senior year of high school? That’s a narrative of overcoming hardship that easily belongs to Question 8. On the flip side, did you win a state-wide robotics competition? Well done, and feel free to tell your story under Question 4. Were you the youngest person to single-handedly win a season of BattleBots? Then feel free to write about it for Question 8. What's UC Hoping to Learn About You? This is pretty straightforward. They are trying to identify students that have unique and amazing stories to tell about who they are and where they come from. If you’re a student like this, then the admissions people want to know: What happened to you When and where it happened How you participated or were involved in the situation How it affected you as a person How it affected your schoolwork How the experience will be reflected in the point of view you bring to campus The reasons that the university wants this information are: It gives context to applications that otherwise might seem mediocre or even subpar It can help explain times in a transcript where grades significantly drop It creates them the opportunity to build a lot of diversity into the incoming class It’s a way of finding unique talents and abilities that otherwise wouldn’t show up on other application materials How Can You Give Them What They Want? Let's run through a few tricks for making sure your essay makes the most of your particular exceptionalism. Double-Check Your Uniqueness There are many experiences in all of our lives that make us feel elated, accomplished, and extremely competent, that are also near-universal. This essay isn’t trying to take the validity of your strong feelings away from you, but I think it would be best served by for stories that are on a different scale. Wondering whether what you went through counts? This might be a good time to run your idea by a parent, school counselor, or trusted teacher. Do they think your experience is widespread? Or do they agree that you truly lived a life less ordinary? Connect Outward The vast majority of your answer to the prompt should be telling your story and its impact on you and your life. But the essay should also point toward how your particular experiences set you apart from your peers. One of the reasons that the admissions office wants to find out which of the applicants has been through something unlike most other people is that they are hoping to increase the number of points of view in the student body. Think about, and include in your essay, how you will impact campus life. This can be very literal- if you are a jazz singer who has released several acclaimed albums, then maybe you will perform on campus. Or it can be much more oblique- if you are disabled, then you will be able to offer a perspective that differs from the able-bodied majority. Be Direct, Specific, and Honest Nothing will make your voice sound more appealing than writing without embellishment or verbal flourishes. This is the one case where what you’re telling is just as- if not more- important than how you’re telling it. So the best strategy is to be as straightforward in your writing as possible. This means using description to situate your reader in a place/time/experience that they would never get to see firsthand. You can do this by picking a specific moment during your accomplishment to narrate as a small short story, and not shying away from explaining your emotions throughout the experience. Your goal is to make the extraordinary into something at least somewhat relatable- and the way you do that is by making your writing down to earth. "Is it accurate to say that I saved the entire world?" "No." Writing Advice for Making Your UC Personal Statements Shine No matter what personal insight questions you end up choosing to write about, here are two tips for making your writing sparkle: #1: Be Detailed and Descriptive Have you ever heard the expression â€Å"show, don’t tell†? It’s usually given as creative writing advice, and it will be your best friend when you're writing college essays. It means that any time you want to describe a person or thing as having a particular quality, it’s better to illustrate with an example than to just use vague adjectives. If you stick to giving examples that paint a picture, your focus will also become narrower and more specific. You’ll end up focusing on details and concrete events, rather than not particularly telling generalizations. Let’s say, for instance, Adnan is writing about the house that he’s been helping his dad fix up. Which of these do you think gives the reader a better sense of place? Version 1 My family bought an old house that was kind of rundown. My dad likes fixing it up on the weekends and I like helping him. Now the house is much nicer than when we bought it and I can see all our hard work when I look at it. Version 2 My dad grinned when he saw my shocked face. Our â€Å"new† house looked like a completely rundown shed: peeling paint, rust-covered railings, shutters that looked like the crooked teeth of a jack-o-lantern. I was still staring at the spider web crack in one broken window when my dad handed me a pair of brand new work gloves and a paint scraper. â€Å"Today, let’s just do what we can with the front wall,† he said, and then I smiled too, knowing that many of my weekends would be spent here with him, working side by side. Both versions of this story focus on the fact that the house was dilapidated and that Adnan enjoyed helping his dad do repairs. But the second does this by: Painting a picture of what the house actually looked like by adding visual details ("peeling paint," "rust-covered railings," "broken window"), and through comparisons ("shutters like a jack-o-lantern," "spider web window crack") Showing emotions by describing facial expressions ("my dad grinned," "my shocked face," "I smiled") Using specific and descriptive action verbs ("grinned," "shocked," "staring," "handed") The essay would probably go on to describe one day of working with his dad, or a time when a repair went horribly awry. Adnan would make sure to keep adding sensory details (what things looked, sounded, smelled, tasted like), using active verbs, and illustrating feelings with spoken speech and facial expressions. If you're having trouble checking whether your description is detailed enough, read your work to someone else. Then, ask that person to describe the scene back to you. Are they able to conjure up a picture from your words? If not, you need to beef up your details. It's a bit of a fixer-upper, but it'll make a great college essay! #2: Show Your Feelings All good personal essays deal with emotions. And what marks great personal essays is the author’s willingness to really dig into negative feelings as well as positive ones. As you write your UC application essays, keep asking yourself questions and probing your memory. How did you feel before it happened? How did you expect to feel after, and then how did you actually feel after? How did the world that you are describing feel about what happened? How do you know how your world felt? Then write about your feelings using mostly emotion words ("I was thrilled/disappointed/proud/scared"), some comparisons ("I felt like I'd never run again/like I'd just bitten into a sour apple/like the world's greatest explorer"), and a few bits of direct speech ("'How are we going to get away with this?' my brother asked.") Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. There's "it was exciting." And then there's "I felt at once exhilarated and terrified, as if I had just jumped out of an airplane for the first time." What’s Next? This should give you a great starting point to attack the UC essay prompts and consider how you'll write your own effective UC personal statements. The hard part starts here- work hard, brainstorm broadly, and use all my suggestions above to craft a great UC application essay. Making your way through college applications? We have advice on how to find the right college for you, how to write about your extracurricular activities, and how to ask teachers for recommendations. Interested in taking the SAT one more time? Check out our highly detailed explainer on studying for the SAT to learn how to prepare best. Worried about how to pay for college after you get in? Read our description of how much college really costs, our comparison of subsidized and unsubsidized loans, and our lists of the top scholarships for high school seniors and juniors. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: