How to Apply for Federal Student Aid Using the FASFA

The most effective method to Apply for Federal Student Aid Using the FASFA You need to head off to college so you can rake in tons of cash however you dont have a ton of cash, so you cannot set off for college. Congrats! You have recently met the primary necessities for getting government understudy help. The U.S. Division of Education gives more than $67 billion in advances, awards and grounds based guide each year to help a large number of understudies and their families pay for postsecondary instruction. This element presents a diagram of the sorts of government understudy money related guide accessible, qualification prerequisites and the application procedure. Convenient connections straightforwardly to nitty gritty data from the Department of Education are given all through. Government Student Loan Programs The administrations Stafford Loan program offers both sponsored and unsubsidized understudy loans.â Sponsored credits require verification of money related need. All enthusiasm on sponsored credits is paid by the administration while the understudy is really selected at any rate half-time and during specific periods, such asâ deferment and avoidance. Unsubsidized credits are accessible paying little heed to budgetary need. The understudy must compensation all enthusiasm on unsubsidized advances. The Direct PLUS program offers unsubsidized advances to guardians of ward understudies. The guardians must compensation all enthusiasm on Direct PLUS advances. Sums that can be acquired, reimbursement alternatives and financing costs differ extraordinarily and can be changed during the term of the advance. For subtleties on government understudy advance projects, see: Federal Direct Student Loans - Information For Students (Note: Some educators and childcare suppliers might have the option to drop installment of bits of their government understudy advances. See: Loan Cancellation for Teachers and Cancellation for Childcare Providers.) Government Pell Grants In contrast to credits, government Pell Grants don't need to be taken care of. Qualification depends on monetary need. Most extreme sums accessible change yearly as dictated by Congress. Other than monetary need, the measure of a Pell award additionally relies upon expenses to go to class, the understudies status as a full-or low maintenance understudy, and the understudies intends to go to class for a full scholarly year or less. Pell award reserves are paid legitimately to the understudy by the school at any rate once every semester, trimester, or quarter. Grounds Based Aid Programs Grounds based projects like the Federal Supplemental Educational Opportunity Grant (FSEOG), Federal Work-Study (FWS), and Federal Perkins Loan programs are regulated legitimately by the money related guide office at each partaking school. Government assets for these projects are given to the schools and disseminated to understudies at the schools circumspection. Sums understudies can get relies upon individual budgetary need, measures of other guide the understudy gets and the absolute accessibility of assets at the school. Essential Eligibility Requirements for Student Aid Qualification for government understudy help is resolved based on monetary need and on a few different components. The budgetary guide manager at the school or profession school you intend to go to will decide your qualification. Essentially, to get help from government programs, you should: meet all requirements for monetary need (with the exception of specific credits); have a secondary school confirmation or a General Education Development (GED) declaration, or breeze through an assessment endorsed by the U.S. Division of Education; be moving in the direction of a degree or endorsement; be taken on a qualified program; be a U.S. resident or qualified non-resident; have a substantial Social Security Number; register with the Selective Service whenever required; and keep up good scholarly advancement once in school. Under government law, people who have been indicted under administrative or state law of the deal or ownership of medications are not qualified for bureaucratic understudy help. On the off chance that you have a conviction or feelings for these offenses, call the Federal Student Aid Information Center at 1-800-4-FED-AID (1-800-433-3243) to see whether, or how, this law concerns you. Regardless of whether you are ineligible for government help, the Education Department urges you to finish a Free Application for Federal Student Aid, since you might be qualified for nonfederal help from states and private establishments. Step by step instructions to Apply for Student Aid - The FASFA The Free Application for Federal Student Aid (FAFSA) can be utilized to apply for all credits, awards, and grounds based understudy help programs. The FASFA can be finished on the web or on paper. The FAFSA Web webpage makes you through each stride of the procedure and gives all the data you have to apply for government understudy help. Candidates can get to worksheets to assess their earnings, electronically sign advance archives, spare an application at any PC and print a total report. How simple is the FAFSA online application process? In 2000, more than 4 million understudy credit applications were prepared on the web, a number the Department of Education hopes to top 6 million during 2002. Between Jan. 1 and March 1, 2002, more than 500,000 applications had just been handled on the web. Questions? On the off chance that you have any inquiries, or require extra data on understudy budgetary help, you may contact your secondary school direction advisor, the money related guide official at the postsecondary school you intend to join in, or the Federal Student Aid Information Center, open seven days every week, from 8 a.m. to 12 PM (Eastern Time). You can likewise discover free data about government, state, institutional, and private understudy help in your secondary school instructors office or nearby librarys reference area (normally recorded under understudy help or monetary guide.)

Star of the Sea Commentary Essays - Physical Geography, Oceanography

Star of the Sea Commentary Essays - Physical Geography, Oceanography Star of the Sea Commentary The section from Star of the Sea was composed by Joseph O'Connor . It is a bit of story composition which happens on a traveler transport. The entry is written in a third-individual abstract account mode. The concentrate happens at a point in the storyline as the boat is going through a fierce tempest adrift, which depicts the powers of nature The section begins with a feeling of an air, The music of the boat was yelling around him. This sentences is extremely loaded up with visual and sound-related symbolism. The initial sentence makes a sentiment of a quick paced beat in its short articulation. The pace mirrors the madness of flooding precipitation and flooding ocean. The similitude of the boat's music yelling brings a sound-related symbolism which represents the tempest, which overpowers the particular pronoun him similarly as the tempest overpowers the Star of the Sea. Also Nature overpowers the Man. The low whistling; the tormented thunders; the wheezy falters of breeze moving through it gives a sharp inclination with its short expressions, which gives the sentence certain beat. The reiteration of comparative vowels (whistling, wheezy, breeze) makes an empty sound that are like that of a whirlwind adrift. Out of nowhere there is a briskness and direness that is appeared in the utilization of the current dynamic tense: Rolling. Frothing. Surging. Flooding. The redundancy of the closure ing and the correspondingly short, onomatopoeic action words make the picture of fast increment and diminishing. The hints of these words reproduce the boisterous floods of hurrying water. The waves start to develop and this can be seen by the expanding measure of consonants (thicken, swell, quality), and now it is a tower nearly folding against its own weight, the illustration of the ocean as a parapet thinks about it to the structure of barrier. It resembles the water is taking up arms against the boatand nearly beating itself in its own capacity. The allegories of war become increasingly normal as the examination of the Star of the Sea to a war horse , kicking in counter to the ocean's assault upon the pontoon. The accident of the waters upon the fragile traveler pontoon is thought about, through me taphor (Like a punch tossed by an undetectable god). The undetectable god speaks to the method of Nature. Nature resembles God, when it leaves Man bewildered when the Man is immersed. The individuals of the pontoon feel the quality when Nature strikes the vessel; He knew about being flung in reverse, into the edge of a seat, the dull split of metal against the base of his spine. The onomatopoeic articulations flung and split made by sound-related symbolism the force at which he is tossed, the cruel consonants mirror the mercilessness of the expressive commotion of his spine hitting the metal of the seat. The boat is extremely boisterous. The boat itself makes a sound simply like the waves. The voice of the boat helps me to remember somebody shouting for help. The boat squeaked viciously and afterward when the boat went into guarded system in a powerless endeavor to battle nature, pitched into a tilt, bringing down gradually. In this resistance mode the boat nearly ousted its own travelers, which recommends to a past picture of the kicking horse thumping over its rider. An upheaval happens on board which makes a riotous picture of dread and frenzy, by the profoundly emotive depiction uproar of panicked shouts, a hail of cups and fragmenting plates, a starboard [lifeboat] snapped and swung free like a mace, breaking through the mass of the wheelhouse, all the descriptive words gave an unbelievable measure of consonants which reflect the uproarious bedlam on board the boat and representing how savagely the Man-made articles can be decimated. The visual symbolism of the hail of cups, the fragmenting plates and the raft as a mace, a weapon of fight which has now turned on its own maker, represents, and how helpless Man is contrasted with the fierceness of Nature. The consonants become increasingly ear-splitting with the following words when the pontoon screeches a destroying skreek as it starts to

Bronfenbrenners Ecological Theory of Development free essay sample

Graduate School and the impacts that formed the choice HS5002 Survey of Research in Human Development and Behavior Bronfrenbenner’s Ecological Theory Urie Bronfrenbenner (1971-2005) made the natural hypothesis dependent on various levels to show how a child’s domain influences his/her improvement just as minor and significant life choices. Bronfenbrenner ordered his hypothesis into four levels: the microsystem, the mesosystem, the exosystem, and the macrosystem. Each degree of the hypothesis assumes a job in the dynamic procedure and circumstances all through a child’s improvement, which eventually shape that kid into a substance, glad, harsh or dismal grown-up. The microsystem â€Å"is the little, quick condition the youngster lives in†. (Oswalt, 2008, para. 1). This may incorporate close family and non-familial connections that associate with the youngster during adolescence. At the point when the various pieces of the child’s microsystem begin working related for the advancement of the youngster, this produces the mesosystem. We will compose a custom paper test on Bronfenbrenners Ecological Theory of Development or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The exosystem level impacts the youngster by implication, as it is contained places or individuals that don’t have individual dealings with the kid anyway still influence the child’s lifestyle. The last level, the macrosystem, conveys the biggest load on a child’s improvement in that it has â€Å"things, for example, the relative opportunities allowed by the national government, social qualities, the economy, wars, etc† (Oswalt, 2008, para. 4). At the point when coupled together, all levels at last will some bearing on a child’s improvement. The Microsystem and Mesosystem Levels Since the microsystem and mesosystem manages the close family and outside family impacts, it’s safe to state that for most kids, this incorporates the home, family, toys, companions, homerooms, and educators. The home condition will be convinced by the cosmetics of the area. The family will be emotional by such factors as whether a parent can accept a position that licenses visit contact with the youngster and how much the parent feels persecuted or upbeat at work. The individuals that I experienced when I was more youthful pre-presented me to assisting my instruction no matter what. I was brought up in a solitary parent home because of the partition of my injurious dad from my mom. At the point when I was in the fifth grade, my mom started a relationship with another man, who stepped in and supplanted my non-attendant father’s position. Since my progression father was as yet engaged with a cold marriage, he didn't invest as much energy in the home as a dad should hence leaving my mom to be a solitary parent all through my whole youth and immature years. Instruction has consistently been imparted in our family, going back to my extraordinary grandma. Tragically, not the entirety of my relatives propelled their training so the weight was set on my age. Since my delicate youth years (between ages 5 and 13), instruction was essential to me. Bronfenbrenner (1986) has brought up that the family is of urgent significance in the improvement of childrens capacities. (p. 723â€742). My mom was a necessary piece of my instruction when I was in primary school however when I was elevated to 6th grade, her enthusiasm for my evaluations and school execution gradually diminished. My center teachers saw the potential in me to achieve incredible things throughout everyday life so where there was an absence of parental help, I got support from my center teachers, organization and friends. The absence of connection between my organic dad and mother caused early interruption in my life anyway it represented no danger to my instruction. I accept their past damaging marriage and reluctance to get along post-partition upset my development in a couple of territories of my youth. When I was progressed to secondary school, my mother’s full help did not exist anymore. In light of her choice, I went to different methods for enthusiastic and mental help. My secondary school GPA was not the best because of the steady social issues displayed all through my whole secondary school profession. I was engaged with a few physical squabbles and various minor and major social issues including leaving class, utilizing foulness towards the educators, and so on. My mother’s dictator child rearing style underscored compliance, even to the detriment of my self-governance. In spite of a few obstructions inside my initial turn of events, I at last started progressing into school young lady outlook. The choice to apply to undergrad school started from a fantasy that my twin sister and I thought of. Our starter plans were to go to school together, get our Bachelor’s in Accounting, and open a firm to work with enormous organizations as top bookkeepers. While the fantasy to go to school stayed stale, the degree decision changed after our first semester in school. Exactly at four years on the head, I graduated with my first Bachelor’s of Social Work, and re-took a crack at school to seek after Criminal Justice. During my lesser and senior year in school, my energy for finding out about and working with adolescent guilty parties increased, which in the end prompted my second Bachelor’s in Criminal Justice. Subsequent to accepting two college degrees, I was under the feeling that advancing my instruction was an epic exercise in futility. I entered the work power with the instruction I acquired from in-study hall learning and my social work field arrangement. The Exosystem Level â€Å"The exosystem level incorporates the others and spots that the youngster herself may not interface with regularly herself however that despite everything have a huge effect on her, for example, guardians working environments, more distant family individuals, the area, and so on † (Oswalt, 2008, para. 3). My mom neglected to keep up work all through my adolescence. The hesitance of my mom to keep up business sort of came off on me since I have been ineffective with saving work for longer than one year. The remiss connection between our close family and more distant family represented a negative danger on my improvement too. Indeed, even at 28 years of age, I despite everything don't wish to look for a relationship with my more distant family individuals. That refusal originated from quite a while hurt that I felt for the benefit of my mom during his most crucial critical crossroads. My close family got a lot of help from the area, which helped my improvement ponders. Up until third grade, we dwelled in a local where each parent knew about one another, and all youngsters were raised by similar rules, subject to similar censures. Our neighborhood stayed with each other and showed me the significance of the well-known adage â€Å"it takes a town to bring up a kid†. Once more, youngsters inside my age were transported to class together, hung out at school together, and raised around the estimation of instruction. When my mom removed our family from the area, I saw that solid â€Å"village† bolster did not exist anymore and was not supplanted. Still I stayed in school and used the thoughts and inadequacies from my adolescence to assistant in the choice to join up with graduate school. The Macrosystem Level The macrosystem can impact a child’s improvement in a positive or negative manner. Since society and culture sway this level, a few kids may encounter conditions, for example, sorrow, nervousness, confidence issues, and so on more regularly than their companions that are brought up being developed agreeable homes. The negative culture that I was raised in still encroaches on my decisions today. My mom was dependent on cocaine and my natural dad was dependent on rocks and heroin. The steady in and out collaboration with their vendors was the purpose behind my decision in men. The hurtful choice in men, be that as it may, didn't change my readiness to exceed expectations in training, accordingly choosing to take on graduate school. A year prior, my selection of men caused me to draw out applying for graduate school, in endeavor to stay aware of their extravagant way of life and criminal results. End â€Å"The most valuable part of this model is that we as a general public can together bring up kids, on the off chance that we worked in congruity together, furnished our kids with a network that upheld one another, the result on our youngsters will be significant. On the off chance that our cutting edge falls flat, if our future residents are feeble, on the off chance that psychological issue and sickness are on the ascent, at that point it is on the grounds that we as a whole fizzled. † (Ahuja, n. d. , p. 8) As Ahuja stressed the joint effort of society to bring up all kids, I can genuinely say my environmental factors and condition formed my choice to enter graduate school to get my Master’s certificate in Human Services. References Ahuja, Y. (n. d). Bronfenbrenner Ecological Theory. [Electronic version]. Recovered from http://www. mymontessoriacademy. com/pamphlets/websitebronfenbrennerecologicaltheory. pdf Bronfenbrenner, U. 1986. Biology of the family as a setting for

Catching Up with Kellogg Student Vanadana

This interview is the latest in an Accepted blog series featuring  interviews with MBA students, offering readers a behind-the-scenes look at  top MBA programs. And now for a chat with Vandana Sathpathy, a student at Northwestern Kellogg. (We first met Vandana last year – you can read our first interview with her here.) Accepted: Last we spoke, you had just been accepted to multiple b-schools. Where did you end up going? What year are you? Vandana: It was a tough decision, but finally I chose to go to Kellogg. Im finishing up my last few weeks as a first year, after which Ill be off for my internship from June-August. Accepted: Why did you choose Kellogg? How was it the best fit for you? Vandana: It was a tough decision to make, but I chose Kellogg predominantly because of the MMM Program. I loved the idea of being able to graduate with a Masters in Design Innovation in addition to my MBA, I thought the skills I would develop through this program would be very relevant to the career I want to build in the tech industry, and we definitely have had some cool courses! Accepted: Are you involved in any clubs on campus? How central to student life is club involvement? Vandana: Im the VP of Leadership Recognition in the Business Leadership Club at Kellogg and the role has a focus on ensuring that the small, but significant acts of leadership Kellogg students and staff demonstrate every day do not go unnoticed, and Im very excited about the role! I also volunteer for admissions events and prospective student outreach and am on the Food Committee for the new Kellogg building thats being developed, and I am passionate about all these things. I think at the overall Kellogg experience is very student-driven, and clubs and club events enhance that experience to a large extent, whether it is interest based clubs (Kellogg Eats, ArtsCulture Club, etc.), social clubs (India Business Club, South East Asia Club, BMA, etc.), skills professional clubs (High Tech Club, Consulting Club, etc.). Students are involved with planning and organizing almost every event on campus, and I definitely think club involvement is extremely central to student life, leadership position or not. Almost every student at Kellogg wants to ensure that their expertise/research benefits the larger Kellogg community, and clubs are a great way to contribute to the Kellogg community and pay it forward. Accepted: Do you have an internship lined up for the summer? What role did Kellogg play in helping you secure that position? Vandana:  Yes I do! Ill be heading to Apple this summer, and Im so excited to be in Cupertino. I interviewed with multiple companies on campus and was fortunate to have the opportunity to choose between a few internship offers. Kellogg has always been known for its collaborative culture and outstandingly supportive people, and this is what stood out for me while I was recruiting for internships. I had a lot of help, from a lot of people. My career coach from Kelloggs Career Management Center spent many hours reviewing my resume with me, giving me feedback on my cover letters and elevator pitch and just helping me figure out which role was right for me. And one of the best resources at Kellogg is our peers. I received invaluable advice from so many second years at Kellogg who were willing to talk to me about their internship experiences and recruiting process – they volunteered their time to help many first years like myself navigate the recruiting process (despite being busy recruiting for their own full-time jobs) and their stories and insights were critical for my applications and interview prep. The High Tech Club at Kellogg is really top notch and the resources they painstakingly put together to guide us were incredible. Accepted: Can you tell us about Kelloggs to-do list for new students? How did that help you prepare for life as a student and life at Kellogg? Vandana: Kellogg had a very handy checklist to help us prepare for the move to Evanston and everything we needed to do before our first day on campus. I love lists, so it was especially helpful for me since I would have made one anyway. But it had everything from what documents we needed to send to Kellogg, health insurance information, visa related information and checklists with timelines, financial aid information and to-do items, housing options and guidance, certain coursework that needed to be completed before arriving on campus and some (optional) links to primers on basic business school fundamentals (excel basics, accounting basics etc). It was an A-Z list of everything that we needed to do with timelines, and in retrospect, I cant imagine not having such a list! It removed a lot of the stress and guesswork from if and when something needed to be done, and brought structure to what could have been a messy and stressful affair. Accepted: Can you talk about your experience as an international applicant and student? What are your top 3 tips for international applicants? Vandana: As an international applicant, it was hard to stay confident and not second-guess what I put in my applications. As an international student, there are additional hassles when it comes to moving, getting a student visa, etc. It is also harder while recruiting because a significant percentage of companies do not hire international students or sponsor work visas, so its good to know which these are earlier on. I found it helpful to talk to current students to get help with moving to US and my career coach and fellow students to navigate the tricky world of recruiting as an international student. Its great to have a supportive network. Top 3 tips for applicants: 1. Tell a story in your essays.  I know a lot of international applicants that have outstanding work experience and achievements, but they just werent able to bring their stories to life in their applications. Admissions Officers read hundreds of essays each day, and they dont just want to know what you achieved at work. Ive read more than a few that were just really boring. Whatever the essay prompt is, its important to let your personality shine through and be able to get the reader to visualize your story and empathize with you. Context setting is important, and so is using the right language, which brings me to. 2. Check your language and grammar.  Spell check. Use the right school name (!!) in your essays. Get your essays read by a friend proficient in grammar. Dont use jargon that is specific to your country. Be mindful of the way you enunciate and speak during interviews; be clear and concise. Vocabulary doesnt matter as much as delivery and clarity of thought. 3. Understand your audience.  Get a feel for the school. Visit if you can. If not, talk to a whole bunch of current students to really understand what makes them tick. What do they love about the school? What would they change? Are they in any of the clubs youre interested in talk to them to find out the types of events those clubs do and how you can get involved. Maybe talk to an alumnus, to understand how graduating from a particular school changed their career trajectory, the support they receive from the school and what the network is like. Ask for specific examples of scenarios that stand out for students and alumni from their time at business school, and this will give a deeper insight into what makes the school tick. You can read more about Vandana’s b-school journey by checking out her blog, My Journey to Business School. Thank you Vandana for sharing your story with us! For one-on-one guidance on your b-school application, please see our  MBA Application Packages. Related Resources: †¢Ã‚  Leadership in Admissions †¢ Are You Growth Minded? Mastering Kelloggs Changing Brand †¢Ã‚  An Indian MBA Applicant Story: Accepted to Top 3 Choices with $$$

The Discovery Of The New World - 1075 Words

Since the arrival of Columbus to the New World in 1492, it began a new era for the Spanish Empire. During this time Spain successfully conducted the Reconquista back home and were power hungry for more land to conquer to keep the momentum going. The early explorations would lead to bigger conquest and fortunes for the Spaniards. After the reunification of Spain with Queen Isabella and King Ferdinand, they financed the expedition for the Genoese explorer, Christopher Columbus, for trading routes to the Asian markets. Instead Columbus found new land in which he called the island Hispaniola. The discovery gave Spain to expand their empire even furthermore. Spain was capable to explore and conquer lands is because of the Reconquista of their†¦show more content†¦The Spanish Empire had permission from the Pope to Christianize the natives in the New World. One way to convert the natives into Christianity is through the usage of the encomienda system. The overall goal for the Spani sh empire was to send people to the New World and start settlements for others to continue the trip. The queen stated the need of encomienda, â€Å"associate with them, by which means they will help each other to cultivate and settle and increases the fruits of the island† (Queen Isabella, 23). The queen wanted the Spaniards and local natives to work together as a way to build a close relationship. The cooperation between the two parties would increase the chances of survivals especially for the Spaniards. Furthermore, the relationship with the natives included treating them as equal and not as inferior to the Spaniards. The only reason there was peace between the Spaniards and the natives is that the Spaniards were ordered to have a settlement and cooperating with the natives would increase their chances for survival in the unknown New World. That peace started to disappear when the Spanish Crown ordered for the settlers to start making a profit for the Empire. From that poi nt on, settlers started to exploit the natives for economic profit. That is when the Spaniards wanted to make some money for themselves and for the Crown, which lead to the conquest of the Aztecs and Incas in the near future. The actual conquest of the

Example Of Soliloquies In Macbeth - 1086 Words

In Macbeth, soliloquies play an important part in creating dramatic irony and characterization in the play. A soliloquy is an act when a character speaks one’s thoughts aloud by himself in which only the audience can hear. No characters on stage can hear that person. Macbeth spoke many times in soliloquy to help the audience understand his emotions and thoughts in his mind. By using soliloquies the audience is enabled to be the only ones to truly understand the character’s thoughts and it gives the audience a better insight into the character. Through soliloquies, the audience has seen that Macbeth has developed as a character but in a negative way which is shown through his qualities before and after his reign of the king. In the play,†¦show more content†¦This event was the start of the huge change of Macbeth and the cruel thoughts were starting to rise up in Macbeth’s mind. Secondly, in act three scene one Macbeth showed he is very insecure and is wor rying a lot. In this scene, Banquo who is Macbeth’s friend at the start of the play is suspicious that Macbeth could be the reason for King Duncan’s murder because he wanted to be king. Macbeth and Banquo were told from the three witches that one of Banquo’s descendants will be the king. This has gotten Macbeth scared later on in the play when he is king since he is worried his spot as king will be taken by one of Banquo’s descendants. In his soliloquy, Macbeth shows jealousy but even more of insecurity since he seems so worried and scared of Banquo telling others about his suspicion that Macbeth was involved in the murder of King Duncan. He sees Banquo as a serious threat which makes him feel insecure. At the start of the soliloquy, Macbeth says â€Å"To be thus is nothing, But to be safely thus. Our fears in Banquo Stick deep, and in his royalty of nature Reigns that which would be feared. Tis much he dares, And to that dauntless temper of his mind He hath a wisdom that doth guide his valor To act in safety. There is none but he Whose being I do fear† Macbeth is admitting that he is insecure and thinks that to be king is nothing if he is not safe as the king. HeShow MoreRelatedWilliam Shakespeare s Macbeth 1652 Words   |  7 PagesMacbeth is one of William Shakespeare s most famous tragedies, it is believed to have been written and first performed in 1606. Sources indicate that the play was written to appease King James I, who had ascended to the throne after Queen Elizabeth I. The play tells a tale of a brave Scottish Thane named Macbeth, whose thirst for power brought him to murder Duncan, the King of Scotland, only to become a tyrant, and have his actions lead to his eventual demise as the tragic hero. Throughout the playRead MoreRespect and Sympathy in Macbeths Soliloquies Essay941 Words   |  4 PagesRespect and Sympathy in Macbeths Soliloquies Works Cited Missing Macbeth is a complex story of a great and popular king, named Duncan, who is murdered brutally by a horrid, vicious Tyrant called Macbeth, who was considered one of Duncans closest and most loyal friends. This tyrant brings havoc and devastation to the onceRead MoreEssay on Macbeth, A Tragic Hero860 Words   |  4 PagesMacbeth, A Tragic Hero Macbeth is an intriguing story of witchcraft, murder and retribution that can also be seen as a study in the philosophy and psychology of evil. Shakespeare sees deliberately to have drained colour away from some parts of his composition in order to concentrate attention on Macbeth and His wife. As Stanley Wells writes It is Macbeths neurotic self absorption, his fear, his anger and his despair, along with his wifes steely determinationRead More A Comparison of Macbeth and Oedipus the King Essay1572 Words   |  7 PagesA Comparison of Macbeth and Oedipus Rex  Ã‚   The objective of this essay is to compare the Shakespearian tragedy Macbeth to the Greek tragedy, Oedipus Rex. Although the plays share similarities, it will be seen that the fall of Macbeth is very different from that of Oedipus. Macbeths downfall is due to his own personal decisions while the downfall of Oedipus is due to fate and the will of the gods. In Greek tragedy plot was always emphasized over character; everyone wore masks. TheseRead MoreOpinion of Macbeth833 Words   |  4 Pages Shakespeare wrote Macbeth in the 16th century as tribute to king James the first. 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Shakespeare writes aboutRead MoreAct 1 And 2 Of The Play Macbeth 1323 Words   |  6 Pagesplay â€Å"Macbeth† by Shakespeare, the characters Macbeth and Lady Macbeth are presented to the audience through soliloquies and dialogue between the two. Macbeth is presented as brave, ambitious and guilty in Acts 1 and 2 of the play through the way others describe him, what he says and how he internally feels, and Lady Macbeth is presented as being determined and driven. In Acts 1 and 2, Shakespeare presents Macbeth as brave by the way that others describe him. Before the entrance of Macbeth ontoRead More Blood As An Image In Macbeth Essay549 Words   |  3 PagesShakespeare uses the symbol of blood in MacBeth to represent treason, guilt, murder and death. These ideas are constant throughout the book. There are many examples of blood representing these three ideas in the book. Blood is mentioned throughout the play and mainly in reference to murder or treason. The first reference to blood is in MacBeths soliloquy in Act 2, Scene 1, Lines 33-61, when Macbeth sees the bloody dagger floating in the air before him. Also in this soliloquy on line 46 he sees quot;on thyRead MoreThrone Of Blood, By Akira Kurasawa1205 Words   |  5 PagesBlood, is often viewed as an interpretation of William Shakespeare’s play, Macbeth. Both works follow a similar story line and address themes that are relevant to a modern audience. One major theme in both works is the idea that absolute power corrupts mankind. William Shakespeare and Akira Kurasawa both address this theme of power corruption through the use of symbolism and emotion. While Throne of Blood is based off of Macbeth, it is portrayed very differently than the original text. The 1957 filmRead MoreShakespeares Dramatic Effect in Act II Scene 2 of Macbeth Essay1093 Words   |  5 PagesShakespeares Dramatic Effect in Act II Scene 2 of Macbeth Shakespeares Macbeth was written some time between 1603 and 1606 and was his eighth tragedy in as many years, and has proved to be one of his most renowned plays of all time. It is a tragic tale of betrayal, malevolence and mystery, where a heroic soldier by the name of Macbeth becomes enwrapped in witchcraft and begins to believe the words of Hecate (the witches god). He starts a spate of murders initially

Apollo 13 free essay sample

Apollo 13 The Apollo 13 mission to the moon may have been the most miraculous event in history. Not only were the astronauts able to make it through any obstacle they faced, but they used their intellect in every situation. Set in the 1960’s, the Americans were still dreaming of landing on the moon. Although it had already been done by Neil Armstrong and Buzz Aldrin, NASA wanted to do it again. Piloted by Jim Lovell, Jack Swigert, and Fred Haise, the story of Apollo 13 was very interesting. In order for the crew to safely survive in space, they had hours of simulations and other preparations. If one thing went wrong, the whole mission could be ruined and the crew could be killed. For months before the launch, they’re forced to go into the simulation, where they’re faced with dealing with many different problems. If the astronauts didn’t solve the problem in time, they would have to keep trying until they finally mastered. This ideology should be emphasized in business corporations. If the collective goal could be identified at the beginning of each problem, it is not difficult to facilitate a collective effort to achieve a common goal. The essence of this film is to teach entities integrity and teamwork. The other side felt that while they could see how the mission was conducted with integrity, but they still having a difficult time seeing how any of it came down to ethics. They did not see any ethical dilemmas played out in the film or the real story of Apollo 13. The mission was aborted, in order to save the astronauts’ own lives, but that is not an ethical decision. We felt that the two most relevant issues were leadership and teamwork. These are the important learning lessons from the film, Apollo 13. Leadership, with complement to teamwork, salvaged the space crew from complete failure. If we had to pick just one relevant issue however, leadership would definitely win out. Your thoughts, insights, and/or conclusions about the Apollo 13 leadership and team lessons. Even though the Apollo 13 team failed the ultimate mission to the moon, we believe leadership and teamwork throughout the film is what made the mission successful. Our team believes teamwork and leadership is what steered the crew through the storm of great danger to reach the haven of safety to Earth. This film depicted characteristics of courage, perseverance, resilience and synergy that embody the idea of leadership and teamwork. The moral of the story can exemplify the challenges leaders face in modern day business. If corporate leaders can take values from the movie and instill strong leadership and teamwork principles into their business, this promotes sustainable success that will overcome any challenges. From the film, Gene Kranz and Jim Lovell collaborated through complex issues and stayed vigilant to their common goal in preparing for the astronaut’s safety return. We have found the J. Singh’s (2008) article entitled, â€Å"Imposters Masquerading as Leaders: Can the Contagion be Contained? † supports Apollo13’s leadership idea through the elements of energy, expertise, and integrity. A true leader according to Singh (2008) â€Å" his energy level at work, or drive, and passion to excel; or what in sporting parlance is referred to as the ‘killer instinct. ’ It performs the role of a starter or dynamo in an engine. It triggers the machine to life† (p. 738). Lovell’s team and Kranz’s team worked together to work out solutions to power the Command Module enable to restart Odyssey to get them back to Earth. The film captured the intensity of the challenge when Kranz said â€Å"failure is not an option† (Grazer, 1995). At the height of the stress, Kranz and Lovell were kicked into the ‘killer instinct’ to do everything in their power to find a solution to bring Lovell’s team home. The second element of leadership according to Singh is expertise. Singh argued â€Å"raw energy can be wasteful, even destructive, if not harnessed well. Therefore, one must be skilled at handling it and channeling it for constructive purposes. Singh latter added expertise is fostered by the â€Å"advanced know-how. † It is acquired through one’s specialized education and training in the related discipline and through â€Å"personal earning distilled from day-to – day experiences† (p. 739). Lovell and his team received extensive training to prepare for their mission prior to launching. Kranz and his team are competent in directing the astronauts for the mi ssion. The teams shared and exchanged each other’s knowledge and expertise to execute the plan to persevere through the danger from death. The third element of leadership profile is integrity (Singh, 2008). Singh argued integrity may be an old fashioned virtue. However, â€Å"no company can claim excellence unless its management is based on a set of non-negotiable values (p. 739). Integrity is a broad term, some of the attributes to this word pertains to the film are honest/transparency, ethics or integrity, communication consistency, honoring commitments, mutual respect, extend credit and appreciation for job well done, accountability for mistakes and stay grounded to his/her beliefs and values (Singh, 2008). The idea of integrity and ethics were shown throughout the film. Lovell and his team were transparent to the problem throughout the challenge to avoid any miscommunications. Lovell and Kranz’s team maintained mutual respect and open communication on issues and challenges they were having in the mission. When Mattingly and Aaron found the way to restart Odyssey by transmitting the power from Aquarius to get Lovell’s team back to safely, their works were acknowledged and recognized by the leaders in the mission of saving Lovell’s team. Not only did the film demonstrated strong leadership skills in maintaining vigilance in prioritizing space crew’s safety, teamwork complements the final success of getting the crew back home safely. Jon Katzenbach and Douglas Smith’s research (2005), â€Å"The Discipline of Teams† argued true teamwork is prescribed through teams sharing leadership roles, holding people accountable, specific team purpose each team delivers, collective work products, encourage open-ended discussions in problem setting situation, measuring performance by assessing collective work products, discussion and make decision that work for everyone (p. 64). These characteristics were apparent in Kranz’s team when they sit together to brainstorm solutions to bring the astronauts back to Earth. Each member in Kranz’s teams was assigned different tasks and was encouraged to come up with new solutions to help solve this problem. Your experiences with the team process. Challenges? Benefits? Changes from beginning of week to end of week? Team project usually is more of a challenge than ease due to the requirement of equal commitments from every member of the team. Teamwork from online program is more difficult as teams re made of members that are from different geographic locations. The challenge was even greater for us because our team has the largest time zone difference than the other teams in our class. Brittan is working Afghanistan and Shawnae and I (Yi) live on the opposite side of the country from Shawnae. We were limited in being able to â€Å"meet† and discuss the project as frequently as we would want due to other obligations, such all of us work full time. However, we were able to manage this stress by actively communicating with each other about our situation and limitation. We were able to utilize team forums and chat room to facilitate our communication for this case project. Despite the fact that we were separated by different time zones and working full time, our team were able to communicate last Sunday and properly communicate the work we have to do. Each of the members took on a portion of the assignment and work on it on our own time. Even though we have never met physically, we were confident in our each other’s ability to meet the requirement of getting our portion of the work done on time for our discussion.