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How to write an essay for fifth graders

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How to write an essay for fifth graders

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Boston University Undergraduate College Application Essays. These Boston University college application essays were written by write an essay for fifth graders, students accepted at Boston University. All of our sample college essays include the question prompt and the year written. Please use these sample admission essays responsibly. GradeSaver provides access to 843 study guide PDFs and quizzes, 6325 literature essays, 1745 sample college application essays, 259 lesson plans, and ad-free surfing in this premium content, “Members Only” section of the site! Membership includes a 10% discount on custom paper coffee, all editing orders. College Application Essays accepted by Boston University. Factors Influencing My Career Decision Anonymous.

My decision to how to an essay for fifth graders enter the field of business is based upon my familial and extracurricular experiences as well as through my personal endeavors. For instance, within my family, there is about makes perfect, a strong tradition of business ownership. My father operates. I initially became interested in Boston University through the prestigious reputation it holds as one of the how to write graders finest institutions in cerimonial thesis eventos the nation. I constantly heard its name mentioned whenever talk of the best colleges ensued among my peers and me. When youare four and Daddy is twenty-eight, heaven is in the passenger seat of how to write an essay for fifth graders, a red Jeep going 65 on thesis, the highway. When the Jeep has no top, and Daddyas crying as you head for an essay for fifth, the airport, you blast Nirvana as loud as possible. Loud, so you donat. Knowledge is a fickle matter. Some things we learn will stay with us until our deathbed, while others will leave with the speed of a hummingbird's wings.

By far the most memorable piece of literature I have ever read is thesis, J.R.R. Tolkien's The Lord. In the words of the ancient Chinese philosopher Confucius, Our greatest glory is not in never falling, but in rising each time we fall. Whether in an essay for fifth ancient days or the present, this phrase holds true for all of humanity. It holds true for my life. My father has always said that I have hands of a true pianist, probably because they're rather large with fingers so long and thin that I had to resize my class ring with duct tape. Those who know less about my ambitions tend to call them. A Song For Somebody Special Tarek Sultani. When my English teacher died last spring, I wrote in his tribute a song called Confusion.

It is not the an essay about makes perfect most technically impressive thing I have written, but it's my favorite because it conveys emotions I still can't put into words. Taking. Aristotle was wise to say that poetry is of greater ethical import than history since poetry relates more of the universal, while history relates the particulars, for poetry can put one inside the write for fifth universal body of human experience, while. Trying Not to Escape Stephen Hirsch. I'm the last one into the room. I was busy responding to an I remember you from Airianna, a five-year-old girl I had tutored a few weeks ago. I remembered her too; remembered how much I had liked her name, remembered getting none of about perfect, her work. A Country That Has Brought the World to Me Anonymous. For Fifth! Saudi Arabia? That's a country Daddy?

Where is it? Is it going to paper cups be like it is here? Are there going to how to write an essay graders be playgrounds and ice cream? Those were just a few of the thoughts that began circulating through my seven- year old mind. I was born in. Waking from calm dreamless sleep, I find intricately patterned welts on my skin, embedded by the woven bamboo mattress, the only reminders of the night.

I descend from the bed and essay edge law frown as my feet reach the write an essay for fifth graders cold and damp dirt floor. It rained. A Simple Smile Merudh Vijay Patel. Merudh, get up, get up! It was four in the morning, and I was four years old.

The heart-pounding sound of my dad's voice woke me out of custom cups, a deep sleep. How To An Essay Graders! As I peeked through my bedroom door, I saw my father bolt out of essay edge law, our house with my mother in. A Message to write an essay for fifth a Terrorist Vetan Kapoor. Confusion and panic were clearly visible. Thesis! People were running around frantically, shouting and screaming. An Essay For Fifth Graders! Everyone was in a hurry. Nobody knew what was going to happen. We were all scared.

Fall Fiesta was almost upon us. The thirty or so students. It was an exhilarating moment that set my heart aflutter. I had in my head an image of James Bond, speeding down a foreign highway in pursuit of essay edge law, justice, a dazzling femme-fatale steering the car ahead of him. As soon as the car stuttered to how to an essay graders a. Approximately sixty years ago, during World War II, Japan invaded and occupied parts of China, committing many atrocities. I learned something of these events in middle school, but didn't give them special thought at the time; WWII seemed marked.

My Ugly Blue Poncho Ayden Winter. My old poncho is an absurdly bright shade of blue. It has the thesis related uncanny ability to turn anyone who wears it into a baggy, rather ridiculous-looking blob. This poncho holds a special place in how to an essay for fifth graders my heart. When my mom first gave it to to kill thesis me as I was. I love crap.

I love bad novels and cheap clothes. I love dirty shoelaces and melted candles, junk earrings and instant coffee. It's about finding the an essay for fifth graders beauty in everything. I find it in palms and tea leaves. I sense Pablo Neruda's sonnets in my. Ping! The elevator doors opened on Floor Nine, and I was in eventos another world.

Leaving the graders chaos of panicking patients and bustling doctors in about practice the floors below, I found myself walking down a deserted hallway. This was my first day volunteering at the. How To An Essay For Fifth! Nonchalantly browsing through family photos, I hastily flip through the pages when I suddenly get a paper cut. Blood slowly flows from a small slit on my finger and onto thesis, the plastic film. The blood lands on an essay graders, a particularly bland picture--but it. Its location sparked my interest in racism essay Boston University. I had lived in Cambridge before, and how to write graders I knew the city of write, Boston as a familiar yet exciting place – a perfect location for college. Although I didn't know much about BU at the time, I decided to. A Newfound Nostalgia Katherine Perry. Describe an aspect of your childhood/upbringing that shaped the person you are today. In a navy blue Volvo station wagon my entire childhood evolved.

Inside, memories rested alongside the hardened French fries and squashed fruit snacks that lined. I used to write an essay sit in my room staring at the wall, hoping for action, drama, comedy, or even romance. I did experience all of cerimonial thesis eventos, these things eventually, but through a screen, not directly. Every Saturday night was always another night at the movies. The. For the first time, I was an outcast. An Essay Graders! The minority. The one who didn’t fit in. I was a speck of white in a sea of black, and everyone around me made sure that I realized that.

I was in an unfamiliar country, across the Atlantic Ocean, surrounded. Oh, the Places you#39;ll Go Janki Shah. You're off to Great Places! Today is your day! Your mountain is waiting. Thesis! So. get on how to write graders, your way! Somewhere in a far off town in Australia, these words penetrated the deafening silence that pervaded the room in thesis which I stood, deeply immersed in. Recent Questions about Boston University. The Question and how to write an essay for fifth Answer section for Boston University is a great resource to ask questions, find answers, and discuss the novel.

Sorry, this is a literature site only. I#39;m not sure what you#39;re referring to, but if you have an issue with editing, you need to contact Gradesaver directly at the link on the bottom of write practice, this page. The question and answer forum is not related to the editing department. I#39;m sorry, we don#39;t write critical analysis for students. You might want to begin this assignment by googling an analysis for each of these poems separately.

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late homework policy Get via App Store Read this post in how to write for fifth, our app! When I wrote my syllabus for this term, I added the line Late work will not be accepted. In the custom paper coffee cups past, I just took off a large percentage of the grade per day, but I became tired of the added work of managing papers that students handed to me at graders random times and places. The students, naturally, complain this policy too harsh, especially when some larger projects are worth 25% of thesis eventos, their grade. An Essay For Fifth Graders. I searched the Internet to try to an essay about makes establish what the norm is. I found many syllabi from famous universities, but found very few even list any policies at all.

Is no late work a typical rule? One issue not covered by the many good answers is how to write an essay graders, proportionality . There's nothing wrong with having firm deadlines and sticking to them, or allowing a grace period with corresponding deductions, and so on. But it's your job as lecturer to write about makes perfect make sure the how to for fifth 'punishment fits the crime'. If you have a zero-tolerance late policy and essay edge law, a short time window for a hard assignment that counts for a lot of points, then the policy is disproportionately harsh even if it's fair and clearly stated. I bring this up because you mentioned assignments/projects that carry upto 25% of the how to grade. This is partly why I use a sliding scale late policy, where students can turn in things late, but lose a percentage of their score for each day they're late, upto a week for to kill a mockingbird racism essay a 2-week assignment at which point they earn nothing. If you wish to have firm deadlines for a project that accounts for a large portion of the grade, then you might consider creating intermediate deadlines to break up the penalty. This way, students can learn the consequences of write graders, missing deadlines without facing huge penalties. It is also more robust to unforeseen events that no one can control.

48%. but never quite gets to zero. Mooing Duck Mar 25 '14 at 23:21. Disclaimer: I am a student in Central Europe (Computer Science), but an cerimonial thesis enthusiastic one ;) No late work rules are common for both courses with many (100) and with few participants. How To Write. Usually, there will still be a couple of students trying to essay edge law get a deadline-extension, but in my experience this number is far smaller if you make the no late work rule clear to everyone. Just keep in mind that students have other work besides your course and make sure that there's enough time to how to write an essay do the assignment. I don't really see the point to give less than two weeks - if a student falls ill for a couple of days or is otherwise occupied, a second week will give him or her the an essay about makes chance to nevertheless produce a good solution. Even for regular homework assignments, I think that giving the students two weeks time will result in how to write for fifth graders, far better hand-ins: they can ask questions/request clarifications one week after the assignment was published in the lecture. I am sure this varies between lecturers/courses; some universities may have more or less stringent policies but none that I have seen. In my own surroundings, a deadline used to to kill be a deadline. An Essay. This has softened over time due to many circumstances.

Lecturers/teachers are more stressed and enforcing deadlines inevitably involves more work; students seem to find more and more excuses for not being on time. It is hard to point the finger in one or the other direction. It is, however, interesting to how to write think about the fact that deadlines are still deadlines in society. If you do not send in your tax report in time you are fined; if yo do not pay your bills you are fined etc. More critically, if you cannot finish a work task on time you may lose out on salary increases promotion or even lose a job, the latter particularly if you run your own business. So learning to an essay graders cope with deadlines is important yet it seems to paper cups not be prioritized. So what can be done? Key is to be very clear on for fifth, what will happen from the start. If you make assessment criteria you can state that a late task means fail/zero points or whatever the perspective is. An Essay Practice Makes. At the same time you can say that for an essay graders a larger task, points will be deducted or grade lowered a step at a time after each time period the work is late. My former advisor gave all of cerimonial eventos, us the option of being late but told us that points will be deducted.

It was up to us to judge if we would benefit from being late (Better answer gave more points than was deducted for being late). How To An Essay For Fifth. This fostered some form of a mockingbird racism thesis, responsibility where you as a student had the power to decide. So I do not think that it is difficult to impose rules for lateness that allows students to assess the effects of being late. Learning is write, of course about learning a subject but it is also about learning to cerimonial thesis function in society (in the work place) and write, that involves developing work standards that are good. So when imposing rules that involve lateness, it is also important to make the rules very clear and also to a mockingbird racism essay provide suggestions for what you perceive as a good work ethic/schedule to pass the tasks well, i.e. provide the students with enough information to how to write graders also see what will not work. Custom Coffee. If you fail to do so the lateness effects may only seem as punishment.

I would say that in general it depends. If assignments are going to be happening regularly or are kind of a hard mathematics course (think calculus, differential equations. How To Graders. ) then I think the about makes no late work policy is an essay for fifth, valuable. This is particularly true if you plan to post a solution to the assigned problems shortly afterwards. On the to kill racism other hand in a class that I teach most of the assignments are more project oriented. An Essay For Fifth Graders. As a result they will take longer than a normal assignment, and they are also far more open-ended (a solution from student A may look nothing like solution from student B, but they may both be completely valid). As a result the write an essay makes perfect approach that some students use may lead them to take longer on how to for fifth, an assignment than others. I use a sliding scale as discussed above; Typically I allow 1 week grace where each day costs a few percentage points, and after that the assignment is not accepted. as for pros and to kill thesis, cons, students seem to like the flexibility, sometimes many of their assignments are due in one or two days and this allows some buffering (at a cost) with a digital submission like blackboard the how to write an essay late grading is to kill, very easy to do assignments appear to have more work put into them, instead of students doing the bare minimum they tend to explore their solutions more. since introducing the write for fifth graders policy some students tend to turn in homework later (typically 1-3 days) some students treat the project how to write final deadline (1 week late) as the write an essay deadline, so a limited number of essay edge law, students will turn in their homework late consistently. Overall I am happy with the solution though, and how to write, I would suggest offering a slight grace period where it doesn't make your life too difficult. Essay Edge Law. The main approaches that I've seen being either % off per day, or x number of free late days for the class.

As an undergrad computer science/philosophy major at a top 10 school in how to graders, the United States, I would say that 90% of the classes I have taken have had a no late work policy. Particularly after the end of thesis to social, freshman year, it's understood that you need to how to get your work in on time. However, it's usually understood in these classes that there is still the to kill option to ask the professor for how to write an extension, which will almost certainly be granted in custom paper cups, cases of illness, etc, unless the write an essay for fifth class is just too large/has an automated grading system (checkouts of racism essay thesis, code on write an essay for fifth graders, a particular date from SVN, for example) that prevents this. The late policy covers the case where a student just doesn't hand in his or her work when it's due and says nothing to his or her professor, and there is really no excuse for that. I think it depends a lot on the culture and the institution.

In America, er, a decade or two ago, I remember there was usually some penalty for late work at the Universities I and to kill a mockingbird racism essay, my friends attended, but no credit for late work was rare. However when I was at university in England, there were no penalties for late work in any of my classes. Even very late work was not considered a problem. Personally, I found that having all the an essay graders time I needed to do the work, resulted in essay edge law, me being far more productive (if not as timely, but no one cared about how to an essay graders that), and doing much more interesting and coffee cups, better writing, as well as not abusing my sleep by staying up all night. I have never seen a no late work policy; on the contrary, most of the classes I have taken/TAed accepted late work and how to an essay for fifth, took off no credit when the amount of time late was reasonable (1 or 2 days if you were asking questions / professor knew you were working on it.) This is write, probably due to the fact that most of write graders, my classes have had 5-10 students in to kill a mockingbird racism essay thesis, them; the classes that I have taken with 20+ students have all accepted late work with a similar penalty as the one you described. The question follows: Do you want every students best work, or do you want every students best work within a very strict time frame?

If an assignment is difficult, and how to write for fifth graders, not just time heavy, it might be worth relaxing a no late work policy in thesis, my opinion. It is entirely possible to have a hybrid, in which weekly assignments are not accepted late but larger assignments can be late with penalty. I specify a due date, but have a 48 hr, no questions asked, grace period. If a student gets an assignment in an essay for fifth, by the due date, I give a small amount of extra credit (typically 0.25 pts added to his or her final percentage*). Cerimonial Eventos. I do not accept assignments after the grace period. I never get complaints about this policy. * I don't round final percentages. Students are in charge of their own rounding by getting the extra credit for turning in assignments by an essay, the due date.

I've always been a student that turned in HW late, and it varies widely depending on coffee cups, the professor. Write Graders. In general, I have found the humanities departments the most harsh about deadlines. The natural science classes are more lenient, with some professors clearly stating that they will accept late HW with a deduced grade. Others will accept late HW unofficially before they return graded HWs to students, and yet others will work with you more flexibly. There hasn't been a single professor of mine that hasn't accepted at least some late HW from me. As a TA, I fully accept late HW, with no deadlines, and likewise return the HWs to students late (you can call it a suggested deadline). My teaching principles are fairly libertarian, and my students tend to learn a lot during the semester. That's what I care about. The only time I care about HWs and an essay about practice makes, examinations is to see whether I'm doing an an essay for fifth effective job at what the students' pay me to write an essay about perfect do, which is teach them. How To For Fifth. It's only related work, fair to examine the for fifth graders students to see if I'm failing them.

It's appalling to see professors demand of their students, who, just in case anyone forgot, pay the professors' salaries, demand of custom coffee, their students to learn a certain way within a definite deadline. Nothing in my experience has been more detrimental to my learning. I've gained the how to for fifth most out of classes that allowed me to turn in thesis to social, HW late. Just in case anyone thinks that students who fail to respect deadlines are intrinsically procrastinators, I declare that it was quite the contrary in my case. The reason I submitted HWs late was to ensure I read the how to graders whole relevant text before attempting the HW. I wanted to know exactly what I was doing when I solved a problem, rather than use ad hoc methods to get something that resembles the work correct answer. Moreover, I would often find a passage in write an essay, a text that interested me, so I would pursue the topic and do some research. Sometimes this research would take a week out of project, my time, but I learned more from the self-driven pursuits than all the professor-imposed, who was paid by me to teach me, HW combined.

It's time we do away with harsh grading policies and strict deadlines, because I don't know a single person who has ever learned that way. On the other hand, I do know a lot of wage-slaves, also known as employees at major companies, who rent their bodies to their masters; and the masters certainly will demand of their subjects to have work done on write for fifth, time and subject themselves to related work meaningless evaluations by authoritarian figures. That isn't the environment in which people can learn and discover; that sounds more like mines, sweat-shops, and assembly line to me. How To An Essay For Fifth Graders. Unless one wants to impose an assembly-line education, which is what's common in cups, USA universities these days, I'd advise against serious deadlines. My problem with a no late work policy is that it disincentivizes learning. If a student forgets an assignment or can't quite finish it in time, they no longer have any reason to how to for fifth learn the material; they get no credit for learning it because they cannot turn it in late. Because of this, I favor a 10% or even 20% per day penalty as oppose to a no late work policy. I also think the coffee cups prepare students for the real world argument is invalid.

In the real world, if you miss a deadline for something (work deadline, tax filing, etc.) you will get punished somehow, but you likely still have to complete the work; it doesn't just disappear. Write An Essay For Fifth Graders. Also, preparing the students for the real world is a secondary goal at best. Helping students learn the material should always come before preparing them for the real world. Internships and custom, first jobs are much more suited for preparing for the real world. I remember an answer I once got for how to an essay graders a piece of work handed in a few minutes late (and rejected): How can you have nothing ready for 30 days and then suddenly have something in the last few hours? In fact, I had been working on it the whole time, trying to constantly improve it, despite the fact that I had a working solution early on. Waiting was a mistake and helped me learn to prioritise.

So welcome be hard deadlines, they teach planning and to kill a mockingbird thesis, prioritisation , and save examiner time. As an undergraduate, I have had a few classes like this, but if it's a class with lots of for fifth, HW assignments, usually the essay edge law professor will grant extensions if you ask; sometimes there are also a set number of late days that students can use, so maybe you can do that so that the volume of late submissions is reduced, or just take 50% off for one day and 100% off for more than one (that way I doubt many people would ever submit late). I just want to make it clear that any professor should, of course, always grant extensions in how to an essay for fifth graders, the event of an emergency (family emergency / illness); to thesis do otherwise is, well, barbaric. Edit: I don't think you're obliged to how to an essay graders give full credit if there was no extenuating emergency circumstance (e.g. illness) and the student didn't ask you beforehand. If they thought they might not finish in time, it's definitely their responsibility to tell you that. That said, giving 0% for such a case is thesis eventos, also pretty harsh.

I think the focus of teaching should be students' learning, and all policies including late assignment policies should be designed with the goal of improving student learning and experience. A good fair policy would encourage learning and good behavior, a bad unfair one would do the opposite. I think students generally care too much about grades, it is important to refocus them as much as possible on learning. Assignments, tests, and grades are tools for teachings not goals of teaching. The hard deadline policy is common but I think it is also a common experience of instructors that it doesn't work well. It is important to think about why it is so, if we understand why hard deadlines do not work well then we can design better policies. In my experience, the followings are the main reasons for missing deadlines in an essay for fifth, most cases (roughly based on the justifications my students gave me when asking for extensions in my previous courses): Technical difficulties: small unexpected submission difficulties, i.e. they have finished assignments but they were unable to a mockingbird submit it before deadline, e.g. they lost power just before deadline. Procrastination: Considerable number of how to for fifth, students leave working on assignments to the last minute. They are also not good with estimating the time they need to finish assignments.

So they go over deadline. Special cases: events beyond students' reasonable control prevented them from project how to write finishing assignments, e.g. serious illness. Of course we would not want to penalized students for the 3rd reason. Write. But we should also try to help those in the first two groups. One common alternative to hard deadlines is cerimonial thesis eventos, having grace days, but it has a too high administrative overhead in my opinion, and it doesn't really work much better. They will use up their grace days and then go over deadline. If we give them a grace day for all assignments then we are essentially shifting deadlines in their minds. After discussions with a few more experienced instructors I switched to something similar to Suresh's policy for write an essay graders my last course and it worked quite well. Project Write. There was almost no serious complaint.

Here is the policy I used: 1% penalty for every 30min after the deadline. First, it is easy to implement. I use an online submission system so it is quite easy to how to graders compute and apply these penalties using time-stamps for latest submissions, it is a simple script. Second, it is effective way of helping the first two groups. This policy gives them two extra days after the deadline if they really need. Most late submissions miss the deadline by a small amount of time. Being essentially a continuous linear penalty function it makes sure the penalty is proportional: a student who goes over the deadline a few minutes doesn't loose too much points. I give students typically 2 weeks for submitting assignments. I don't think it makes sense to give more that 2 extra days.

Too many days and how to write, too soft penalty will essentially shift assignment deadlines in their minds and cause further procrastination. The hourly lateness penalty creates a sense of urgency that daily penalty would not. Write For Fifth. I had around 100 students and they seldom went over a few hours. I also put deadlines on Friday evenings. Students who don't like doing assignments hate to spend their weekend on them. Student who submit their assignments on time do not have to worry and spend their weekend working on assignments, this adds an project write extra incentive for them to how to write for fifth graders finish it by deadline, or if not possible with as little lateness as possible. In addition, it also makes sure that the write following week we can focus on our topic without them worrying about write assignments. To deal with the 3rd group I don't use my late assignment policy, I use an thesis related special consideration policy. If a student misses an write an essay graders assignment deadline with a good reason, e.g. Custom Coffee Cups. serious illness supported by medial documents, I apply my special consideration policy to write an essay for fifth graders accommodate them e.g. Write About Practice Makes Perfect. I may move the points for the assignment to other assignments. I think the appropriateness of such a policy depends on the class and the students within it, and how to write an essay for fifth, even when it exists, I'd consider flexing it for extraordinary circumstances.

For example, I once had a student who turned in late work because they were called up to respond to a national emergency. Is that really something I should have savaged their grade for, even if generally the class had a pretty strict deadline policy (because I was trying to turn grades around fast)? As an undergrad engineering/computer science alum, I will say that I am biased towards having a late policy. Scale the assignment difficulty appropriately to account for extra time at a penalty and codify the policy to be clear and non-negotiable, ie 10% off per how to day. The other option is to write an essay tell students late assignments are not accepted, but extend deadlines appropriately based on student feedback.

The goal remains the a mockingbird thesis same: maximize participation. The reason I support this is how to write an essay for fifth graders, pedagogical. Cerimonial Thesis. It is not to account for students being irresponsible. It is to an essay graders attract more students to complete an assignment, allowing them to be methodical and to kill racism essay thesis, calculating with their learning experience while ultimately maximizing the value they receive from a course. The goal with college classes, from a pedagogical view, is to maximize turnout and participation. These are solid measures indicating that students are learning and that the how to write for fifth graders college experience is economically valuable. If there is a no late assignment policy and 25% of students received a zero or extremely low mark for being unable to complete on time, we have an issue that could potentially be fixed with a course policy change. So I argue that it is better to have a late penalty while scaling content difficulty appropriately. I was exceptionally busy during my senior year, taking the max amount of credits where all classes were advanced level/difficult. I recall one class where the policy was no late assignments. This was a very difficult programming class.

I was on the wire for time, and an essay, pulled repeated all-nighters to complete an assignment for how to write this course- right past the write due date. I was very stubborn and for fifth, I refused to just give up, although in the back of my mind I considered the high likelihood I would receive a zero. It ended up being accepted with no penalty and I received a high grade where the average grade was significantly lower. Many would say this is not fair. But from my perspective, I learned more actually doing the an essay about makes perfect assignment rather than being defeated - the write alternative fate would have been to cease all work and receive a zero had the policy been uncompromising. As someone who is work, a perfectionist- I prefer not to stop until I know I have produced something that is robust and meets all requirements- this hits home even more for me. I believe that from a learning standpoint, accepting late assignments is write for fifth, far more likely to result in higher quality education. If a late penalty makes a course easier, scale the project content appropriately. Or surprise the write graders students on a case by case basis at the instructor's discretion. The goal is to get as many students as possible in a course to to kill thesis give a best effort attempt on write, an assignment given a variety of schedules, circumstances and uncertainty in the assignment itself. Write An Essay Practice Makes Perfect. If after some date they receive a zero you will always chop off a number of how to graders, students who can do the assignment with more time, and would with the related work opportunity, even with dramatic penalty.

An important role for a college professor is to write an essay prepare the cerimonial thesis eventos students for the real world. And in the real world, deadlines are firm. How To For Fifth Graders. You think a customer or an employer cares that you have a good excuse for being late? That you tried? Trust me, you'll be doing all your students a favor by accustoming them now to the reality that schedules are unforgiving.

When I was a student, one of the first things we were told was No late work is accepted. Not even if it is only a matter of seconds. To Kill A Mockingbird Thesis. Not even if the printer catches fire or you're snowed in. My university had previously just subtracted from the grade, and had been warned by the authorities that this was against the rules. So they stopped doing that, and how to for fifth graders, instead enforced a zero-tolerance rule of respect the deadlines. And honestly, it worked well. The only thesis, requirement is an essay graders, that you make absolutely totally sure that all of thesis, your students are aware of these rules! Like I said, it was drilled into our heads on day 1 (and repeated regularly ever since). And it was enforced for the entire Computer Science department, not just for individual courses. Of course, students can always ask (preferably in advance) to have an agreed-upon extension in special cases (perhaps in case of extended sickness, or whatever else it might be), but if it's just a matter of I didn't finish in time, then tough luck.

You either hand in what you have, even if it is how to write an essay graders, incomplete, or you don't hand it in at all. Honestly, I kind of an essay practice perfect, think it is the only fair policy. Lowering a student's grade for handing his work in late strikes me as much weirder. How To An Essay Graders. Their work should be graded on project write, its quality, and nothing else. your ability to manage time should not be part of the curriculum. How To Write For Fifth Graders. If two students hand in equally good work, they deserve the cerimonial eventos same grade. I think the important point is that being late doesn't mean that you can't hand in your work.

It just means that instead of handing it in how to write an essay for fifth graders, late, but complete, you hand it in on time, but incomplete. And you get graded on paper coffee cups, what you handed in. I don't know about write graders typical, but I have definitely seen it used. I've taught mostly in design schools where understanding the importance of how to write, hitting deadlines is a core part of the training. Having said that, most instructors are a little more moderate. Some will say students are allowed one late assignment per semester, some will accept any assignment late for for fifth graders half-credit. My own personal policy was this: As long as you made a reasonable effort to turn an assignment in on time you could always improve your grade on project how to write, that assignment by resubmitting any time before the how to an essay end of the semester.

If you missed that first deadline, no deal. But if you turned in a project at, say, 25% completion on the day of the deadline and then before the end of the semester managed to get in the remaining 75% you could have full points. But that's just me. One other thing I go out of my way to say on day 1 is that communication is important. How To. I had a student who didn't show up for class all semester only to an essay for fifth tell me two weeks before the end that he'd been caring for an ailing relative. I could have made an accommodation in week one, but what am I supposed to write do in week 13?! The university I attended had a no late work policy, however, some of the modules did allow a 24-hour late work window, but work submitted in this 24 hours was capped at 40% (Minimum pass grade). I work at write for fifth a middle-ranking UK university and we have a rule of essay edge law, 5% per day for how to write an essay for fifth graders 5 days then zero. I think it becomes counted as a cost by some students.

No late work without a doctor's cert, providing everyone knows well in advance, seems as fair as any other, what with the deadline being part of the test. Your students have the reasonable right to expect you to operate the policies decided by your department. Whilst I have every sympathy with the notion of 'a minute late = no marks' providing exceptional circumstances are accounted for, it's really not your decision but rather a decision that should be made by thesis to social work, your department and uniformly applied across different courses. It is unfair on students for your course to how to an essay for fifth operate a different policy to racism essay the other courses they are taking because it (a) unfairly requires them to graders prioritise the work for your course over other courses and (b) it requires them to notice that you've set different regulations. So, whether or not your method has merit, you should adopt the same system as other courses they are taking.

I'm kind of surprised that your university/department does not already have a formally stated and essay edge law, agreed policy on this.

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maus essay theme Whether commentary [. ] is how to write an essay graders, built into a structure of a history or developed as a separate, superimposed text is a matter of choice, but the voice of the commentator must be clearly heard. The commentary should disrupt the facile linear progression of the related to social work narration, introduce alternative interpretations, question any partial conclusion, withstand the need for how to graders, closure [. ]Such commentary may introduce splintered or constantly recurring refractions of a traumatic past by an essay makes using any number of different vantage points. Saul Friedländer, Trauma, Transference and Working-Through, History and how to write an essay, Memory 4 (1992): 39-55. Copyright (c) 1995 by Robert S. Eventos! Leventhal, all rights reserved. Write An Essay Graders! This text may be shared in accordance with the fair use-provisions of the U.S. Copyright Law. An Essay Perfect! Redistribution and republication of this text on other terms, in any medium, requires the an essay graders written permission of the author. Trauma, Working-Through, and the Problem of Historical Understanding.

In the Neo-Freudian Theories of to social work, Winicott, the attempt has been made to articulate the process of working-through the traumatic loss of the beloved object more precisely. Winicott's famous phrase Mourning without empathy leads to madness has often been cited as the key to how to write an essay his theory, which is write, that there must be an an essay for fifth graders, empathetic witness to paper coffee the pain of this traumatic loss, that the write an essay graders person who suffers this loss must be able to cerimonial give testimony to someone as a way of working-through or processing this loss, and that finally certain transitional or intermediate objects might be necessary in order to move from the state of dependence and reliance on the Other to a renewed state of self-sufficiency after the traumatic severance. The difficulty with this type of how to an essay graders, understanding is its insistence on a singular empathetic Other who hears the testimony of the witness, and thereby bears witness to the traumatic loss in a therapeutic manner. What does it actually mean to write work-through a traumatic loss? and what does this mean with regard not to an essay for fifth an individual, but to an entire people? Many of the normative claims of psychoanalysis are present in this type of approach: the hope is that a gradual reintergration of the meaning of the lost object occurs and the fact of the essay edge law loss helps the subject to grow beyond this dependency in the construction of a self that is able to tolerate and understand alterity and how to an essay for fifth, is not rigidly defined. This is the thesis of Eric Santner's Stranded Objects. Cultural Besetzung : The Canon and Canonical Texts. One of the ways in which a culture betrays (in the related to social work sense of allows to write for fifth become clear) its own investments or Besetzungen , to use Freud's term for the psychic endowment of certain things, is in its priveleging specific ways of thinking and writing, certain forms of presentation, the selection of specific genres as being apt or appropriate for certain tasks. An analysis of work, Steven Spielberg's Schindler's List could show that the primacy of the (visual) romance in how to an essay graders some way governs the institution of filming in that film. There is a vast difference in this respect to Claude Lanzmann's Shoah and to Hans-Jürgen Syberberg's Hitler, Ein Film aus Deutschland. As Primo Levi sought to project write articulate the discursive and logistical space of how to graders, Auschwitz, Syberberg attempts to actually enter into the distorted puppet-show of essay edge law, German Fascism, the black studio of German (film) projections and fantasies, the how to for fifth graders nostalgiac, melancholic state of Postwar, Postholocaust Germany.

Lanzmann's Shoah equally does away with conventional narrative schemes and totalizing representation, presenting the Nazi Genocide in a series of detailed researches or inquiries, and utilizing not a single foot of documentary film from the cups thirties or forties. Lanzmann's film allows the contradictions between the how to write an essay for fifth graders testimony of the perpetrators and that of the victims to stand. It neither escapes into false or coerced reconcilations, nor does accept the validity of unreflected testimony unquestioningly. The way in which a culture organizes, disciplines, and reads a certain event is an excellent way to find out about that culture's troubled areas or hot spots. The philosopher Berel Lang has argued in project how to his book Act and Idea of the an essay for fifth graders Nazi Genocide that there are only certain appropriate and ethically responsible ways of representing the Shoah. In this respect, many crtics have said that the Holocaust requires an how to write, elevated genre, that it is the stuff of how to an essay for fifth graders, high literature and should not be desecrated by allowing low genres to communicate the destruction of the European Jews. There would at first sight seem to be an inalterable cultural hierarchy of forms, media, genres: the novel, the tragedy, a poem, a scholarly essay or book might be considered acceptable; on the other hand, a satire, a parody, a comedy, a farce -- these would not seem to be eligible for a mockingbird racism thesis, appropriate forms of literary representation. But the fact is that both within these genres and modes, as well as with regard to the genre or mode itself, there are both high and write an essay for fifth graders, low forms; and what is radical, chic, or revolutionary at one historical juncture might be quite reactionary or conservative at another. My view is how to write, that Spiegelman, precisely by graders utilizing the comic-book as the textual medium of a story of the Holocaust, succeeds in breaking the makes taboo or ritualized fixity of confronting the Holocaust. It also subverts the write for fifth graders assignment of the comic to a genre of cups, kitsch and popular culture in how to write for fifth graders a twofold way: first, insofar as it supercedes the traditional genre in terms of the scope of its presentation; secondly, insofar as it presents a historical catastrophe in a medium usually reserved for hero-construction and morality play.

Spiegelman's Maus : The Intentional Subversion of Genre and Cultural Norm. Art Spiegelman first published parts of related to social work, MAUS in how to for fifth graders the magazine Raw between 1980-1991. Volumes I and II of the thesis book Maus: A Survivor's Tale appeared in 1986 (My Father Blleds History) and 1991 (And Here my Troubles began). Maus is the use of a traditionally low genre -- the comic strip or book --for serious, grave material. It is how to write an essay graders, a conscious, intentional inversion of a norm, a hierarchy, a cultural order. It is related, a very strong (in the Bloomian sense) rereading of one survivor's tale and the transmission or testimony of this tale to the son; it is at the same time a strong revamping or reconsideration of the generic possibilites of the comic itself. The reduction of the how to write graders players to thesis work cats (the Nazis). How To For Fifth Graders! mice (the Jews), pigs (the Poles) and other national stereotypes offers a conscious, intentional miniaturization and reduction, pointing up not merely the process of compression, simplification and devaluation not merely of the Nazi's practices before and during the to kill a mockingbird racism Holocaust, but the for fifth reduction and simplification present in many responses to the Holocaust aswell. In this way, Spiegelman literalizes the call for petits recits so prevalent in postmodern discourse today, especially in the writings of Jean-Francois Lyotard. On another level, there are multiple narratives and kinds of texts in Maus : in addition to images, dialogue boxes, and commentary, we find maps of Poland and the Camps, diagrams of hideouts, real photographs from the family archive, detailed plans of the crematoria, an exchange table for write about practice perfect, goods in Auschwitz, and a manual for shoe-repair.

Here are some of the various text-types that one finds in Maus : The reader moves through several different historical subject-positions and how to write for fifth graders, narrated events; there are the pre-holocaust, the Holocaust, and the postholocaust, but also, within one time-frame, there can be other times and places co-present as well. Maus thus juxtaposes and how to write, intertwines past and present, the different subject histories of each protagonist, and the very different cultural contexts of Nazi occupied Poland and how to write an essay for fifth graders, Rego Park, New York. The very title of the books is a powerful reworking of the convention: Maus rewrites the cultural norm and invents a new discursive space to address the questions of Jewish trauma, guilt, shame and, perhaps most importantly, the transmission of these conflicts from one generation to the next, especially in the case that they are not sufficently worked-through. Maus encompasses many small narratives: not merely the story of custom coffee, Vladek (Artie's Father) and Anje (Artie's Mother, who committed suicide after surviving Auschwitz and coming to how to America), but of Artie himself in his struggle to understand his family origins and himself. It addresses the constant resurfacing of a traumatic and unmastered past on a number of levels: the death of his brother, Richieu, of a poison given to him by the woman who was taking care of him as they were about to be sent to Auschwitz to be gassed, the suicide of project how to, his mother in 1968, and the murder of the European Jews. This is perhaps nowhere more evident than at the end of Volume I My Father Bleeds History, where Artie asks Vladek for Antje's diaries. Vladek first tells Artie that the Diaries are gone, and then finally remembers that he himself had destroyed them -- burned them to be exact -- in the depths of depression. Vladek not only burned the diaries -- in a ironic enactment of Nazi Book-Burning -- but he sadistically adds salt to the wound when he tells Artie: I looked in, but I don't remember [. ] Only I know what she said, 'I wish my son, whe he grows up, he will be interested in this.' Artie, who himself suffered a depression after his mother's suicide, calls Vladek a murderer, unable himself to understand Vladek's action as itself an act of acting out the legacy of the Holocaust. In this transmission circuit, Artie is tied to his father, and how to write an essay graders, we see this played out in eventos Maus in his complete dependence on Vladek for the narrative of his own story.

The broken relationship between Artie, Vladek, and this unmastered past is write graders, exemplified in the broken relationship Artie has to his own Jewish heritage. In Maus I , Vladek is in a German work-camp and has a dream in essay edge law which his dead Grandfather comes to him and an essay, tells him that he will leave this place and go home to his wife and child on Parshas Truma. Artie then asks his father what Parshas is, unaware of the symbolic and literal meaning of this in his life and in Jewish tradition. His father then explains to him the meaning of Parshas Truma, the specific week in how to which a particular section of the Torah is read. It turns out that this was the week he had married Anja, and the week Artie had his Bar-Mitzvah. In this time frame, Vladek actually does get to leave the camp and see his wife and child. The broken circuit is thus restored in the text precisely because of Artie's interest in the narrative and the construction of the text Maus itself. But the evidence of a failure in the transmission of culture and tradition, the traces of this broken connection to the past and to an essay graders history is present to the extent that Artie must now relearn this complex history.

Maus is allegorical, not merely to the extent that it treats the individuals as figures in write an essay about makes a much more complex and global story, but insofar as its very textual structure is comparable to the allegorical structure of the emblem, with a graphic image elucidating the text, as well as a superscript expressing the topic or theme, the actual statements of the individuals in the frame, and often a subscript containing unconscious thoughts or afterthoughts. In Maus , the image is never left to stand alone, but is always caught up in the differential between narrative, image, dialogue and reflection. In this manner, an opening or aperture for critical thinking on the transmission of past trauma is created. In a particularly compelling segment of the text, Artie narrates his reaction to his mother's suicide. A comic book within the comic book Maus entitled Prisoner on the Hell Planet: A Case History, this text-within-the-text recounts Artie's own incomplete or failed attempt to work through the how to write an essay for fifth graders trauamatic loss of his mother, his own melancholic and masochistic tendencies to internalize the dysfunction of his family and his mother's depression, and the degree to which his writing bears the mark of that loss and is itself a type of working-through in its own right. The subtitle A Case History mocks the case history in an essay makes psychoanalysis, in which the patient is an essay, cured of the incessant return of the traumatic past through rigorous therapeutic intervention. In Prisoner from the Hell Planet, there isn't any easy closure, and the suffering individual remains captive in the prison of his own masochistic melancholia, the jail cell of his own wounded self, not really understanding the unconscious connection to the melancholia of the mother and the unconscious identification with the damaged father.

Traversing the breach between past and present, Father and Son, language and image, manifest and latent, Spiegelman's Maus bears witness to the process of bearing witness, and the technical and technological requirement of writing and to kill a mockingbird essay, tape-recording in an essay for fifth order to produce a narrative of the trauma and thereby alleviate the symptomology of custom coffee, depression and withdrawl that is the danger of a past left to fester as an unhealed wound. Paul Celan's essay Meridien states that every piece of authentic writing has a date and a place: it speaks a specificity, and in that specificty it gestures towards an Other. Spiegelman's Maus , in transmitting the story of the father through the son, does not avoid or gloss over how to write an essay for fifth graders, any of the difficulties entailed in working-through trauma, which, as we know, always brings with it some degree of acting-out. Maus enacts the difficulty of working through a traumatic historical past that defies attempts at mastery, and is a visceral presentation of the postmodern fragmented self struggling to come to terms with this damaged and wounded history in a conscious manner. Maus II ends with the reunification of Vladek and Anja after Auschwitz. In the a mockingbird essay thesis final scene, Vladek tells Artie he is tired of talking: I'm tired from talking, Richieu, and it is enough stories for now. This last slip of the tongue -- naming Artie his dead little brother who perished in the Holocaust -- attests to the ongoing trauma that never ceases never ceasing to break in upon the conscious, wakeful world.

And Maus documents this refusal in a compelling and extremely concrete manner.

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An A to Z of write Theory Roland Barthes#8217;s Mythologies: A Critical Theory of Myths. The most explicitly political aspect of Barthes#8217;s work is his #8216;mythology#8217;, or analysis of myths. Paper! Many of the myths he studies come from the fields of politics and write, journalism. Barthes#8217;s work on myths prefigures discourse-analysis in media studies. He is discussing the type of discourse which is particularly typical of right-wing populism and of the tabloid press. The main purpose of his work in #8216;Mythologies#8217; is to dissect the functioning of certain insidious myths. Myth is a second-order semiotic system. It takes an already constituted sign and turns it into a signifier. Barthes#8217;s example is a magazine cover which shows a black soldier saluting the French flag.

At the level of first-order language, this picture is perfect a signifier (an image) which denotes an event (a soldier saluting a flag). But at the second-order mythological level, it signifies something else: the idea of France as a great multi-ethnic empire, the combination of Frenchness and militariness. Myth is a metalanguage. It turns language into a means to speak about itself. However, it does this in a repressive way, concealing the construction of signs. How To Write For Fifth Graders! The system of myths tends to reduce the raw material of signifying objects to similarity. For instance, it uses a photograph and a book in exactly the same way. Myths differ from other kinds of signifiers. For one thing, they are never arbitrary. They always contain some kind of analogy which motivates them. In contrast to ideas of false consciousness, myths don#8217;t hide anything.

Instead, myths inflect or distort particular images or signs to thesis related to social work carry a particular meaning. Myth doesn#8217;t hide things, it distorts them. It alienates the history of the sign. Barthes#8217;s main objection to myth is that it removes history from language. How To For Fifth! It makes particular signs appear natural, eternal, absolute, or frozen. It thus transforms history into nature. Its function is to freeze or arrest language. It usually does this by reducing a complex phenomenon to a few traits which are taken as definitive.

Barthes uses the example of a Basque chalet in Paris, which ostentatiously displays certain signs of what is taken as Basque style, minus other aspects of Basque houses as they would be found in thesis, the countryside (it has a sloping roof, but not a barn). It is crucial to emphasise that Barthes is not saying that all language-use is myth. He does not believe that myth is necessary. His social constructivism is write for fifth graders also partial. He believes there are things, with specific attributes, separate from their mythical constructions (accessible, perhaps, through denotative language). But a semiotician can only study the signs or myths, not the things. According to cerimonial thesis eventos Barthes, he can tell us about the myth of the goodness of wine, or the way wine is graders signified as an essence it doesn#8217;t really have. Wine may, in fact, for contingent reasons of sense-experience, be good. Custom Paper Cups! But a semiotician can#8217;t tell us this. In a sense, therefore, this is a negative approach to myth: it breaks down rather than replacing. One might speculate that eventually, language would need to be reconstructed in a non-mythical way, in order to move beyond myth – perhaps by talking directly of situated experiences, rather than essences.

But this is outside the scope of write for fifth Barthes#8217;s project. Thesis Related To Social! Crucially, myths remove any role for the reader in constructing meanings. Myths are received rather than read. A message which is received rather than read does not require an interpretation through a code. It only requires a certain cultural knowledge. How To An Essay! (One might add that it also needs a certain form of life corresponding to the resonance of this knowledge). The consumer of project myth must here be differentiated from others who actually do read myths. To the semiotician, like Barthes, a myth is just an #8216;alibi#8217;, a way of covering up the lack of how to for fifth graders ground which essences really have. To a producer of myths, such as a newspaper editor choosing a cover photo, they are simply examples or symbols, consciously chosen. Work! In either case, the myth is not #8216;received#8217; as such. Both the journalist and the semiotician knows very well that the myth is constructed. According to Barthes, someone who consumes a myth – such as most tabloid readers – does not see its construction as a myth.

They see the image simply as the presence of the essence it signifies. For instance, they see in the saluting black soldier the presence of French imperiality. They are then convinced that what they#8217;ve seen is a fact, a reality, even an an essay experience – as if they#8217;d actually lived it. It is this kind of reader who reveals the ideological function of myth. Myths are not read as statements of particular actors, but as outgrowths of nature. They are seen as providing a natural reason, rather than an about explanation or a motivated statement. They are read as #8216;innocent#8217; speech – from which ideology and signification are absent.

To consume a myth is not to consume signs, but images, goals and meanings. How To Write For Fifth! The signified of connotative myths is #8216;hidden#8217;, since it can#8217;t be reconstructed through the thesis to social, language or images used to carry it. How To Write! The utterance is structured enough to affect the reader, but this reception does not amount to a reading. According to this reading of myth, a myth occurs only if someone is a true believer who consumes the myth innocently. This is essay edge law why, for certain later writers, a postmodern #8216;ironic#8217; reading, which recognises and plays with the constructedness of how to write myths, is deemed subversive. It is also why ironic uses of stereotypes are sometimes differentiated from essay thesis, their simple deployment. And why the #8216;play#8217; of signs in fields such as the Internet, or reader-response models of global culture, where each user is aware they are appropriating and redeploying signs, is how to write an essay sometimes seen as progressive even if the signs deployed are capitalist, conventional, racist, etc. Barthes sees myth as functioning in a similar way to Althusserian interpellation.

It calls out to the person who receives it, like a command or a statement of fact. An Essay About Practice Perfect! The content of the injunction is to identify the sign with the how to graders, essence. In fact, mythical signs look as if they have been created on the spot, for the viewer. They look like they are simply there to perform their role in the myth. The history which causes or creates them is work rendered invisible. Myth is parasitical on language.

It requires the meaning of the initial sign for its power, but at the same time it denies this specificity, making it seem indisputable and natural, rather than contingent. There is an essay graders always a remainder of denotation without which the connotation could not exist. It is only because of this remnant of denotation that the connotation can naturalise something. It is as if it needs the innocence of denotation to pose as innocent itself. Meaning is thus torn between nature and culture, denotation and connotation. It also has a tendency to empty language.

It removes signs from their context, hiding the a mockingbird racism, process of attaching signifier to signified. An Essay Graders! It thus strips signs of their richness and specificity. The function of myth is to empty reality of the paper, appearance of history and of social construction. How To Write For Fifth Graders! The initial sign is #8216;rich#8217; in history. Myth functions by depriving it of history and essay edge law, turning it into an empty form to carry a different meaning. How To An Essay For Fifth Graders! If the #8216;political#8217; is taken to essay edge law encompass all human relations in their actual structure, as power to transform the world, then myth is an essay depoliticised speech – the active stripping of politics from speech. Essay Edge Law! Usage (or doing) is mistakenly portrayed as nature (or being). This draining of history strips represented phenomena of their content. What is actually a contextually specific action is how to write taken to project how to write stand for something else: a timeless, eternal essence.

This is termed the #8216;concept#8217; of the myth. Barthes expresses it by adding -ness or -ity onto ordinary words. This emptying is write an essay for fifth also a kind of project how to write filling. The concept carried by a myth appears to be eternal and how to for fifth graders, absolute. How To! In fact, the concept carried by a myth implants into the sign an entire history and perspective.

It speaks to how to a very specific group of readers. It corresponds closely to its function. For instance, it refers back to thesis related work particular stereotypes embedded in gender, racial, or class hierarchies. How To Write For Fifth! What is put into the myth as meaning is always in excess over what remains of the meaning of the sign itself. An entire history or perspective is put into the concept which the mythical sign signifies. On the other hand, the image or example itself is almost incidental. Thesis! There is a constant rotation of mythical images and significations. Myth functions like a turnstyle which constantly offers up signs and their mythical meanings. The sign is how to write an essay emptied so that it can present a meaning (the concept) which is absent but full. As a result of myth, people are constantly plunged into a false nature which is actually a constructed system.

Semiotic analysis of myth is essay edge law a political act, establishing the for fifth, freedom of language from the present system and unveiling the constructedness of social realities. Paper! The contingent, historical, socially constructed capitalist system comes to seem as #8216;life#8217;, #8216;the world#8217;, #8216;the way it is#8217;. One way to become aware of myths is to consider how they would seem, from the standpoint of whatever they represent. Myth is always clear when seen from the standpoint of the signifier which has been robbed. For instance, the mythical nature of the write for fifth, use of the to kill racism, image of the black soldier is apparent if the soldier#8217;s actual narrative is known or considered. Another aspect of the how to write for fifth graders, functioning of myth is that it refuses the explanatory or analytical level. It states facts and posits values, but it does not use theories to explain social phenomena. Facts are taken as self-present, not as mysteries to be explained. The statement of facts or values without explaining them gives an illusory clarity, making it seem that they are obvious, they go without saying. Barthes lists seven common techniques or figures of myth: 1) Inoculation – admitting a little bit of essay edge law evil in an institution so as to ward off awareness of its fundamental problems.

For instance, admitting the existence of #8216;a few bad eggs#8217; in write, the police so as to cover up the write an essay about perfect, abusive nature of official police practices. 2) Removing history – making it seem like social phenomena simply #8216;exist#8217; or are there for the viewer#8217;s gaze, eliminating both causality and agency. Neoliberalism, for instance, is often treated as #8216;globalisation#8217; or #8216;modernisation#8217;, as an abstract economic necessity rather than a political strategy. 3) Identification of the other with the self – projecting inner characteristics onto the other. How To Graders! For instance, in trials, treating a deviant person as a version of the self which has gone astray, based on a view of crime as rooted in human nature. The actual person, their motives and meanings are written out of such accounts. 4) Tautology – treating the failure of language as expressing the cerimonial, essence of a thing – #8220;theatre is theatre#8221;, #8220;Racine is Racine#8221;, or #8220;just because, is all#8221;. Barthes believes this device is an order not to think. How To Write Graders! 5) Neither-norism – refusing radical differences between phenomena by combining them in a kind of middle ground marked by immobility and permanence.

The Third Way is a current example. 6) Quantification of quality – treating differences in kind as differences in degree. 7) Statements of fact without explanation – #8216;that#8217;s just the way it is#8217;. The idea of project #8216;common sense#8217; is used to command the how to an essay graders, pursuit of truth to stop at a certain point. Click here for Part One of the to kill a mockingbird essay thesis, series on Barthes.

Part three of the series on Barthes is write an essay for fifth published next week. Andrew Robinson is a political theorist and activist based in the UK. His book Power, Resistance and Conflict in the Contemporary World: Social Movements, Networks and thesis related to social, Hierarchies (co-authored with Athina Karatzogianni) was published in Sep 2009 by Routledge. His #8216;In Theory#8217; column appears every other Friday. Sep 30, 2011 13:29. [#8230;] Part two of the series on Barthes is published next week. [#8230;] Dec 12, 2011 18:59. [#8230;] Roland Barthes’s Mythologies: A Critical Theory of Myths (30 Sep. 2011), [#8230;] Aug 20, 2012 15:02. [#8230;] “One day I started studying your writing” the protagonist tells us over a cut to his image, the how to an essay for fifth graders, image of modern colonised man. Cerimonial Thesis! The shot is an invocation of Barthes’ happy negro from his essay, Mythologies. Write An Essay Graders! Our protagonist is happy to travel to France. The colonial mindset is evident through his idealised vision of a country he considers home, despite having never been there. On this transnational scale France itself has become the point of emanation, the power which exerts cultural hegemony over other nations. In this scene the idealised “France” is allegorised in the shape of an innocent blonde girl, who approaches the protagonist in the street and offers him bread. (Barthes and mythologies here: in-theory-barthes-2). [#8230;] Oct 9, 2012 23:40. [#8230;] I recently read Roland Barthes’ Camera Lucida: Reflections on Photography.

A fan of an essay practice perfect Barthes’ Mythologies, I knew Barthes would be an interesting bridge between my interests. But published in 1981, this [#8230;] Oct 26, 2012 20:33. Write An Essay For Fifth Graders! Where did you find the cerimonial thesis eventos, list of seven common figures of myth ? There are no references in your articles. Jan 1, 2013 16:19. Very interesting article. Better than reading the wikipedia for Barthes or his Mythologies. Waiting for the third part. An Essay! Wondering the project how to write, same thing as Sam where did the list come from? Oct 13, 2013 21:20.

The seven methods of implantation are listed in Myth Today, the concluding essay of Mythologies. Sep 29, 2014 5:51. [#8230;] A Critical Theory of Myths, Ceasefire Magazine [#8230;] [#8230;] A Critical Theory of Myths, Ceasefire Magazine [#8230;] Oct 14, 2014 15:47. [#8230;] part of my Introduction to Higher Education I had to read an extract from Roland Barthes#8216;s Mythologies. My extract Photography and Electoral Appeal. Barthes believes that photography is a fundamental [#8230;] Dec 3, 2014 10:23. [#8230;] Roland Barthes Mythologies: A Critical Theory of Myths. [online] Ceasefire Magazine.

Available at: [Accessed 3 Dec. An Essay Graders! [#8230;] May 18, 2015 12:36. [#8230;] Barthes has a great deal to say about the way history and tradition become myth.[iv] For Barthes, mythologies are formed to [#8230;] Oct 15, 2015 9:38. [#8230;] Barthes has a great deal to say about the way history and tradition become myth. For Barthes, mythologies are formed to perpetuate [#8230;] Apr 20, 2016 3:20. [#8230;] is project write just such a richly fluid ideal (in time: a movement; in space: a link) that Roland Barthes exposes in write graders, his brief depiction of basic semiological chains, and thesis related to social, later mourns in his playful [#8230;] Apr 23, 2016 12:15. [#8230;] An A to Z of Theory Roland Barthes#8217;s Mythologies: A Critical Theory of Myths [#8230;] Feb 11, 2017 6:19. How To Write An Essay! Feb 16, 2017 10:39. Write About Practice Perfect! [#8230;] work on myths,” writes Andrew Robinson at Ceasefire Magazine, “prefigures discourse-analysis in media studies.” He directed his focus to write an essay for fifth [#8230;] Ceasefire Magazine 2002-2017. All Rights Reserved. Sign up for cups, entries RSS and for the comments RSS.

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essay profile sample Professional Writer and Editor. The following piece appeared in the Spring, 2002 issue of how to for fifth graders, Research and to kill thesis, Creative Activity magazine, a publication from Indiana University. Y ou give me anything, any area, from the how to an essay, stock market to biology, and I’ll show you where partial differential equations appear. The voice of Jacob Koby Rubinstein, professor of mathematics at IU Bloomington, bursts with enthusiasm as he points at the door to his office and launches into an explanation of how math figures in door manufacturing.

And that’s just the beginning. Farming, emotions, food, clothing—there seems to be no end to Rubinstein’s examples of how mathematics affects research and production. After explaining how math has helped makers of garage doors understand why a certain bar tended to break in the same place over and over to kill a mockingbird thesis, again, he moves on to economics. In the stock market, the main tool for for fifth graders the options market is partial differential equations, he says. Now, every main brokerage firm is employing mathematicians and physicists to solve partial differential equations arising in the stock market. R ubinstein, who came to Bloomington from Technion Israeli Institute of Technology in paper Haifa, Israel, has made a career out of connecting the ethereal world of higher math to the concrete world in which we live. An applied mathematician, Rubinstein has analyzed problems ranging from the behavior of superconductors at extremely low temperatures to the behavior of human beings in highly complex situations. (One example of an essay, his work in the latter area concerns auction theory, a subset of a field known as game theory).

But Rubinstein’s primary area of research is optics, including the creation of eyeglass lenses. Intuition might suggest that the design of lenses for microscopes, telescopes, and cameras involves much more complex calculations than lenses for a pair of related to social, spectacles. But Rubinstein counters this presumption. Even though they look very simple, modern eyeglasses are a very complicated object, because the eye scans in many different directions, he explains. With a camera, there’s one lens, and you look straight through it. Some eyeglasses have the added complexity of bifocal or trifocal lenses that have no distinct line separating them. Designing and manufacturing such lenses requires the use of partial differential equations, an area of math frequently employed in the optimizing process. The surface curves of how to for fifth, a lens determine how light is refracted through that lens. The goal in thesis eventos designing a multifocal lens is to provide eyeglasses that give the wearer a clear view of all depths—a book, a computer screen, the house next door, or a distant mountain. Solving partial differential equations reveals the complex curves needed in the surface of the lens for producing the optimal refraction of an essay for fifth graders, light for this purpose.

The optimization process leads to equations so complicated that they cannot be solved without the aid of paper coffee, powerful computers. T o get an idea of how to write an essay for fifth graders, how these equations work in an optimization process, imagine an irregularly shaped loop of wire—what might result from bending a coat hanger so that it was clearly no longer all in one plane. Essay Edge Law? When that loop is dipped into soapy water and removed slowly, a film will stretch across the space bounded by how to graders, the closed loop of wire, and this film will naturally form a surface that exhibits the optimal curves for using the least amount of soap film. This optimization process happens spontaneously in nature, but for humans to artificially construct a complex surface of this type in the optimal shape requires the use of project write, partial differential equations. Rubinstein’s efforts in this area have brought him two patents, with several more pending. One patent concerns measuring lenses, the write, other is related to the design of multi-focal progressive lenses. Optics research today remains largely within the cerimonial thesis, domain of industry, but Rubinstein points out write for fifth graders that the IU School of cerimonial, Optometry in how to write for fifth Bloomington provides an exception to the rule. Essay Edge Law? I’m very impressed by the research activity at the School of Optometry here, he says. These people are undoubtedly one of the leading groups in the world. He is equally impressed by the Department of Mathematics in Bloomington, which he joined in 2001.

It’s a really good group of people, he says, and they have a very strong tradition of work in applied math. In fluid mechanics, for example, which is one of the most difficult areas in science, Indiana University is one of the strongest places on earth. F or Rubinstein, the distinction between applied and write, theoretical research often becomes blurred. It is to kill a mockingbird essay very difficult to predict what kind of mathematical work is going to be applied, he says. But the appeal of having a tangible impact drives Rubinstein, as it did in his initial work on eyeglasses. It was, for me, very attractive, he says.

I do some mathematics, maybe write some software, and then I will have something I can feel, that I can hold in my hand, that will provide a cure for write graders some eyesight problems. This sample is actually two profiles of the same person. The Indiana University Foundation has a newsletter called new ground that has both a print version and an online version. The print version has a short piece which prods people to go online to see the full story. E ddie Kominowski started working at the Foundation during his junior year as an eventos undergraduate in how to an essay Bloomington. Now, just over a decade later, he is stepping into racism essay, the position of how to write an essay for fifth, Regional Director of Development in Major Gifts. He comes to to social, the job after successfully helping South Bend kickoff its first $5 million capital campaign. Major gifts—donations of $25,000 or more—come from people who have the means to support us and an essay for fifth, the interest in doing so, Eddie explains. It’s my job to continue the relationships we have and to build new ones. This Hoosier native comes from a family that values education—both his parents, who are IU alums, and his brother are schoolteachers—and his work allows him to have an custom coffee impact on the education of how to an essay for fifth, others. Plus, for Eddie, working at the Foundation means you get to work with the best—you’re surrounded by people at one of the top foundations in cerimonial the country.

For the full story go to the new ground web site. W hen Eddie Kominowski greets you, he beams—a huge, warm smile spreads across his face and his eyes twinkle. It quickly becomes clear that he has a talent for connecting with people. As newly appointed Regional Director of Development in Major Gifts, he will be using this talent. My job is to build relationships, he says, and he has been doing precisely that since first working at the Foundation during his undergraduate days in Bloomington. Eddie’s first project with the Foundation, which came during his junior year in 1990, was to update the Directory of Services. By the time he was done, he knew the an essay for fifth, Foundation inside and out. (He also points out that the directory he produced is still being used over a decade later.) After earning a Master’s Degree in Higher Education Administration, he began working fulltime on capital campaigns in an essay about Bloomington.

In recognition of his abilities in this area, he was later tapped to write, work on the kickoff of South Bend’s first $5 million capital campaign. N ow, Eddie has returned to essay edge law, Bloomington to write an essay for fifth graders, work on major gifts, which are donations that exceed $25,000. It’s my job to racism thesis, go out and find the people here in Indiana who have the means to support us and how to an essay for fifth graders, the interest in doing so, the lifelong Hoosier explains. He then helps potential donors make contact with people at the university. Every case is unique, he says, because it’s personal. Raising money for the university has tangible results for Eddie, and eventos, the framed photo in his office of South Bend students who received scholarships makes it all very real and present for write an essay graders him. Write About Practice Makes? Something I did actually had an impact on them, he says. Eddie intends to how to an essay graders, continue having an impact on people through generating support for how to IU.

Higher education in the United States provides opportunities for how to write people to break out of whatever is holding them back, he says, and project how to write, that’s the value of education. The following piece is a sample of a short profile of an individual. It runs slightly over 300 words. “O ne good way to stop the conversation at a dinner party is to say that I’m a math professor. Write For Fifth? If anyone responds at all, it’s simply to say, ‘I hated math.’ Then silence follows until someone changes the subject.” Dr. Peter Sternberg, Professor of Mathematics at Indiana University, laughs as he shares this observation. He goes on to stress that he loves his work—both teaching and custom coffee, conducting research—despite the how to write an essay for fifth, frustration he encounters when he tries to discuss it with friends.

Discussing it with students is another matter, and he strives to stay “aware of which points in a discussion are going to be hard for the students to understand.” Prof. Custom Paper Coffee? Sternberg brought an impressive educational history with him when he joined the how to write graders, IU faculty in 1988. After graduating as valedictorian from his southern California high school, he attended the related work, University of California at how to an essay for fifth Berkeley. Before graduating with honors from Berkeley, he was accepted to the Courant Institute at New York University, the foremost place in the world for research into Prof. Sternberg’s area of interest: partial differential equations. Here he worked under the tutelage of the eminent mathematician, Prof.

Robert Kohn. After obtaining his Ph.D. from coffee cups, NYU, he switched coasts once again to pursue post-doctoral work at Stanford University with Prof. Joe Keller, a world-renowned applied mathematician. Applied mathematicians use mathematical models that correspond to real problems from another discipline, such as physics, while theoretical mathematicians explore concepts that do not necessarily have any connection to an essay for fifth graders, the physical world. Prof. Sternberg, for example, uses partial differential equations to study how magnetic fields affect superconductors. Project How To Write? Unlike most professors, who clearly align themselves in one camp or the other, Prof. Sternberg “straddles the fence” between applied work and theory. He uses applications to help direct the thrusts of his research, but he feels drawn to the theoretical side. “For me, the aesthetic is how to write an essay for fifth graders important. I put a really high premium on elegance.” The following piece is essay edge law a sample of a long profile of an individual.

It runs between 1200 and 1300 words. J ust saying the word, “mathematics,” to people brings forth a multitude of reactions. In many cases, memories of the emotional trauma caused by high school algebra and trigonometry instantly produces shudders. Others, some of whom were born with a natural talent for math, remember it as the easy part of college entrance exams. For Fifth? Among these, there are the rare few who find themselves seduced by its beauty. They spend their lives exploring the far reaches of this always unfolding universe, which spans the thesis eventos, range from the solidly concrete and utterly pragmatic to the purely theoretical and entirely ethereal.

Dr. Peter Sternberg, Professor of Mathematics at Indiana University, is one of these people—he loves math. In Prof. Sternberg’s case, an aptitude for mathematics runs through his veins. His father, Dr. Eli Sternberg was an for fifth engineering professor at the California Institute of Technology. Nevertheless, it was not always clear that the son would follow his father’s career choice.

After being mesmerized by write, the televised congressional hearings about Watergate, Prof. Sternberg had found his idols: Bob Woodward and how to write an essay for fifth, Carl Bernstein, the Washington Post reporters credited with unearthing so much of the scandal. During high school, as editor of the school paper, Prof. Sternberg was ever diligent in his efforts to project, expose any wrongdoing at the school. At one point, a rumor surfaced that $600 was missing from the school fund for clubs. The newspaper pounded away at the story until the matter was cleared up: a bookkeeping error—something much less dramatic than the editor may have hoped.

A fter graduating as his high school’s valedictorian, Prof. Sternberg began his undergraduate work at the University of California at Berkeley. Always interested in math, but still feeling the effects of being bit by the journalism bug, he hedged his bets. During his first two years he chose courses that could lead to either a math degree or an English degree. In the end, math won out, due in part to a professor whose style was reminiscent of the law professor played by for fifth graders, John Houseman in the movie, The Paper Chase . This professor would write something on the board, then whirl around and bark, “Sternberg!

What’s the answer to this?” “I loved going there,” Prof. Sternberg recalls, “even though it was terrifying.” This class joined with others to make what Prof. Essay Edge Law? Sternberg regarded as a “spectacular, just phenomenal program.” Before graduating from Berkeley with honors, he was accepted into the doctoral program at the Courant Institute of New York University, the foremost place in the world for research into how to for fifth graders, Prof. Thesis Eventos? Sternberg’s area of interest: partial differential equations. Here he worked under the tutelage of the for fifth graders, eminent mathematician, Prof. Robert Kohn. After obtaining his Ph.D. from thesis, NYU, he switched coasts once again to write, pursue post-doctoral work at Stanford University with Prof.

Joe Keller, a world-renowned applied mathematician. Two years later, he took a tenure-track position at IU, and gained promotion to write an essay, full professor ten years after that. Simply stating that the field of mathematics involves highly specialized areas of study fails miserably to convey the isolated nature of research into higher math. Every department at how to an essay for fifth graders a university has professors working on “highly specialized areas of essay edge law, study,” but in almost any other field, all the write an essay, members of project how to write, a department can easily follow any paper presented. Not so in math. Write For Fifth? Many of the professors in a math department cannot comprehend the work of their peers, because the branches of to social, study can lead in extremely disparate and an essay for fifth graders, secluded directions. It is no wonder, then, that most people outside the field remain in the dark concerning the research work done by mathematicians. One result of this, comments Prof.

Sternberg is that announcing his profession at a dinner party is cerimonial “one good way to stop the conversation. If anyone responds at all, it’s simply to say, ‘I hated math.’ Then silence follows until someone changes the subject.” S o, what does it mean to do mathematical research? Perhaps the best place to start is to how to write for fifth graders, say that mathematicians solve problems. Describing in detail these problems that they solve might be extremely difficult, but one important distinction can be made easily. To Kill A Mockingbird Racism Thesis? The field is generally broken into how to write for fifth, applied mathematics and theoretical mathematics. Research into applied math involves studying mathematical models which correspond to project, real problems from another discipline, such as physics. Prof. Sternberg, for example, uses partial differential equations to study how magnetic fields affect superconductors.

Strictly theoretical research, in contrast, focuses on mathematical concepts without any concern for a connection to something in the physical world. As with many such divisions, the distinction becomes blurry in some instances. Work done in how to write an essay graders applied math sometimes stimulates new research that is strictly theoretical; likewise, some theoretical discoveries have practical applications never foreseen by the researchers involved. To Kill Racism? Unlike most professors, who clearly align themselves in one camp or the other, Prof. Sternberg “straddles the fence” between applied work and theory. He uses applications to how to write, help direct the thrusts of a mockingbird essay, his research, but he feels drawn to the theoretical side. For Fifth Graders? “For me, the aesthetic is important. I put a really high premium on about practice makes perfect elegance. It’s got to be something very clean.”

Conducting research is only part of the job, of course; there are classroom duties as well. Teaching has been particularly rewarding and satisfying to Prof. Sternberg, who has adopted a strikingly different approach from the confrontational professor he liked so much at Berkeley. By focusing his efforts on finding the areas in write an essay for fifth any subject that are most likely to to kill a mockingbird racism essay thesis, cause problems for students, he makes the process of learning math as user-friendly as possible. How To Write Graders? “I think a lot of teaching has to do with being able to be aware of which points in a discussion are going to be hard for the students to understand. It sounds obvious, but I think most people can’t do that. Cerimonial Eventos? Most people don’t realize when they’re going over something that’s going to trip people up. They just fly right through it.” His appreciation of the difficulty many people have with math was fostered in how to an essay graders part by his work directing an thesis work experimental program at NYU that taught remedial math to students with very weak math backgrounds. W orking as a professor has the added benefit of allowing Prof. Sternberg to engage in two of his favorite pastimes: traveling and attending major league baseball games. His search for “elegance,” which has led him all over the globe, dovetails neatly with his penchant for visiting distant lands.

Not inclined to pursue research independently, he has fostered collaborative relationships with mathematicians in Chile, Israel, Japan, and how to for fifth graders, England. Project How To Write? On top of this, conferences lure him to destinations around the world as well as across the country. It is on these trips within the U.S. that he sometimes has the opportunity to indulge in his passion for baseball. Originally a fan of the Los Angeles Dodgers , the for fifth, team closest to his childhood home in southern California, Prof. Sternberg switched his loyalties to the New York Mets while in graduate school at NYU. When he came to New York, they were the worst team in all of baseball, but as he was finishing his dissertation, they were in the last leg of a season that would culminate with winning the World Series.

Caught up in the excitement of their success, Prof. Sternberg mentioned the Mets in essay edge law the acknowledgements for his dissertation and thanked them for “providing inspiration with their many victories this season.” The following piece is a sample of a profile of a small business. In this case the profile focuses on how to write an essay graders the history of the owners. B CS Advertising, “a small, creative team with a big focus on customer service and to kill racism thesis, results,” has been providing Bloomington and Indianapolis with advertising and marketing expertise for over 15 years. Run by Paul Smedberg and Jeannette Brown, BCS can claim credit for for fifth some of the sharpest and most effective web sites for local companies and organizations. A visit to their site ( leads into a portfolio of sites they have created.

It becomes clear rather quickly that this creative team is not just another one of the thousands of web site design companies that have sprung into existence in recent years. The sites are invariably crisp, clear, easy to use, and engaging. In some cases, BCS not only essay edge law, designed the site, they also designed the logo, wrote the copy, and graders, provided the photography. Beyond being Internet specialists, they also work in other media and a mockingbird racism, offer public relations services. Plus, their composition department takes book or periodical manuscripts and prepares them for publication. This last service harks back to the company’s origins. BCS stands for Brown Composition Systems, a company started by how to graders, Ms. Brown in project write the early 1980’s. A native Virginian, her family moved to for fifth, Bloomington when she was young. Now her children ride their bikes along the same neighborhood streets she did as a child.

In the 1970’s, after graduating from IU with a liberal arts degree and pursuing graduate work in write practice perfect graphic design, she took a job with a typesetting company and came to be responsible for quality control. Prior to how to an essay for fifth graders, the proliferation of coffee, word processing and desktop publishing, a huge and steady market existed for professional typesetting. It turns out that the company she worked for, which specialized in producing non-fiction texts, was co-founded by Mr. Smedberg. Y oung companies that grow fast cannot avoid taking risks. In the case of this typesetting company, the how to write for fifth graders, risk was depending excessively on a mockingbird one client.

In business school textbook fashion, this risk proved dangerous: at one point the steady flow of work ceased. Chaos ensued. How To? In the aftermath, Ms. Brown and Mr. Smedberg each decided to start out on their own. While she started Brown Composition Systems, he started Smedberg Information Systems, a media conversion service. Understanding this business necessitates a knowledge of the early history of the cerimonial thesis, computer revolution.

Before Microsoft Windows—before even MS-DOS—computers could not speak so easily to each other. Media conversion was the business of providing the expertise and equipment to bridge the write an essay for fifth graders, gap between computers from different companies or from different sections within the same company. As the need for this service receded, Mr. Smedberg found himself drifting back to one of his early pursuits: advertising and marketing. A native of the Chicago suburb of Morton Grove, Mr. Smedberg got his first taste of the power of effective marketing during junior high school. The advertisements for his lawn-mowing service generated an enthusiastic response.

The ads might have led customers to expect something more professional-looking than this crew of project how to, eighth-graders, Mr. Smedberg recalls, but no one complained about the write graders, results. Write Makes Perfect? This entrepreneurial spirit along with his knack for marketing savvy led Mr. Smedberg to an essay for fifth, find ways to fund himself while a student at IU in the 1970’s. A friend invented a small rear-view mirror that would attach to a cyclist’s glasses, and essay edge law, Mr. Smedberg successfully managed the an essay, marketing. Later, he founded the Nashville and write, Brown County Guide. “I worked every other weekend for six months,” he remembers, “and it paid all of my expenses for how to for fifth a year.” With an experience like this under his belt, it is not surprising that he would start other companies. “The longest job I ever had was nine months,” he reveals. “I got fired from it, and that was the best thing that ever happened to me. I can’t say I was happy at the time, but at some point I realized that I was never going to work for a mockingbird essay thesis anyone ever again.” Later, as Smedberg Information Systems found itself moving in the advertising direction, a decision was made to merge with Brown Composition Systems to form BCS Advertising.

Ultimately, the how to graders, merger extended beyond business boundaries, and thesis, Mr. Smedberg and Ms. Brown got married. I t has been a fruitful partnership. How To Write An Essay? “Our talents dovetail perfectly,” Mr. Smedberg explains, “she’s left brain dominant, and I’m right brain.” Ms. Brown handles much of the nuts and bolts administrative duties and all of the composition work. Mr.

Smedberg is the master of computer-generated graphics and marketing theory, and he does most of the writing. They throw their creative forces together to devise many of their advertising strategies and also share the graphic design duties, though Mr. Smedberg handles this task for most of their clients. Whenever he produces the initial design, Ms. Brown provides criticism and in all cases she uses her quality control skills to racism essay thesis, make sure everything is in proper order. If the creation of a web site requires programming work, that duty also falls to Ms. An Essay For Fifth Graders? Brown. On a whim during her college days, she took a beginning course in computer programming. Shortly after finishing the course she went with a friend to spend a few days relaxing at a mockingbird racism a farm. For Fifth Graders? To her surprise, she discovered that the farmer was attempting to devise a program to manage milk deliveries—using the cerimonial thesis, same language she had just studied and write for fifth, the same type of computer! (Remember, this was two decades ago, before Microsoft was ubiquitous.) Unable to essay edge law, resist the an essay for fifth graders, opportunity to help debug the program, Ms. Brown spent two solid days working on the computer with the farmer. “This is when I knew I was hooked,” she says, “programming was no longer an abstract exercise—it had a direct and tangible impact on write an essay practice perfect someone’s life.”

Looking to the future, BCS Advertising intends to stay “a small, creative team.” Their formula has worked well and there are no plans to change it. As with any small business, the an essay graders, flow of work arrives in waves, but manageable ones—“Never really feast, and never really famine,” says Mr. Smedberg. To Kill Racism Essay? The rhythm is fine with him. The slow periods give him more time for his family and his independent projects, and when the work comes in, he looks forward to write graders, it, because, as he says, “Advertising is fun!” The following piece is a sample of how to, a profile of a small business.

In this case the profile focuses on how to write an essay for fifth the business's characteristics. G iven how many small businesses fail, there is thesis to social work always something to an essay, be learned from those that succeed. BCS Advertising of Bloomington, still going strong after 15 years, provides a case in point. The basic formula for this company’s success can be stated rather succinctly: Provide a high quality product at how to a reasonable price and back it up with exemplary service. Of course, formulas such as this are easily stated, but not so easily enacted.

Paul Smedberg and Jeannette Brown, who run BCS, have managed to create an advertising and marketing company that makes this strategy a reality. One characteristic that they use to an essay for fifth, their advantage is their size. Being small enables BCS to provide an unusually high level of access to project write, their clients. Communication between a customer and the creative team never gets filtered through an account executive, because BCS has no account executives. Mr. Smedberg notes that “the people who write and present the proposal are the same people who do the majority of the work. How To For Fifth? Plus, when a client calls with a question, opportunity, or idea, we can provide quick information and execution.” This means that their clients have what Mr. Smedberg calls “a marketing brain on a leash.” On top of this personalized service, they also make a blanket guarantee: the customer will be completely satisfied . Web sites are not launched and printed pieces are not printed until the customer says they are perfect.

Mr. Cerimonial Eventos? Smedberg stresses this point, “We will fix or re-do it until the for fifth graders, customer is satisfied.” K eeping customers satisfied is one thing: finding them in the first place is something else. In an effort to attract new clients, BCS charges nothing for an initial meeting. Some of these meetings result in no further contact, but when the client expresses interest in their services, they seize the opportunity. After laboring diligently to prepare a thorough proposal, they meet the client again to present an outline of the project along with the anticipated costs. Essay Edge Law? Experience has shown that this is an investment that pays off. Putting a strong effort into how to write for fifth graders, their initial proposals more often than not has meant securing a new client. A large part of what BCS offers their customers is paper coffee electronic media and Internet marketing. In fact, this accounts for about half of write, their sales, the other half being mostly printed materials, magazine ads, and direct mail campaigns. A visit to thesis related work, their web site ( leads into how to write an essay graders, a portfolio of sites they have created.

It becomes clear rather quickly that this creative team is not just another one of the thousands of web site design companies that have sprung into existence in recent years. The sites are invariably crisp, clear, easy to use, and engaging. In some cases, BCS not only designed the site, they also designed the logo, wrote the copy, and provided the photography. Having skills in print media as well as electronic media enables BCS to write, help clients save money by producing both simultaneously. Much of the copy and design work created for a web site can be used to make a brochure at the same time at a fraction of the normal cost. But that is only one of the how to an essay, ways BCS tries to control costs for their customers. They also keep their prices down by refusing to essay edge law, follow the standard advertising agency practice of marking up printing and media purchases.

Additionally, they have begun setting up some clients with Just-In-Time (JIT) printing, which involves preparing computer files that are used in the customer’s own office. This approach changes the write, economics of producing multi-colored materials in small quantities. Essay Edge Law? The cost of producing such work on printing presses has always made ordering small quantities prohibitive, but with JIT printing, once the file is prepared, all a customer needs besides a standard computer is a high quality color printer and the right paper. Furthermore, BCS can train a client’s staff to make simple changes to existing pieces—a brochure could be continuously updated or customized for how to write an essay for fifth graders a specific purpose each time before it is printed. Companies of all sizes can save money with this approach.

T he services already mentioned are only a part of what BCS offers their wide array of clients. Their composition department takes book or periodical manuscripts and prepares them for publication. They have experience producing videos and recently completed a series of three 15-minute videos on teachers’ professional development programs in essay edge law Texas, Ohio, and Kansas. They also can provide a full range of public relations services and an essay graders, work both in essay edge law business-to-consumer and business-to-business advertising. Clients, who are all from within Indiana and are mainly from Bloomington and Indianapolis, include not-for-profit and public sector organizations in addition to businesses. Though BCS does not target a particular industry, a significant portion of their work has come from real estate companies, who have needed brochures and how to an essay graders, web sites for developments, apartment complexes, and commercial properties. The indispensable element that must underlie all of work, these advertising efforts is good marketing theory. Write For Fifth Graders? Mr. Custom? Smedberg discovered his knack for and attraction to the art of selling during childhood when the advertisements he made for his lawn-mowing service generated an enthusiastic response. How To Write An Essay For Fifth Graders? Over the project how to write, years he has developed the following basic orientation as a starting place for most clients: “We usually look at advertising from the point of view of increasing sales.

We look at how to write for fifth the channels an organization takes to reach potential customers. We look at which channels are most cost-effective. Which types of to kill essay thesis, advertising have worked in the past? How are customers retained, or how can they become bigger customers?” The next step depends on the individual circumstances. For example, he says, “In many cases, a campaign of press releases to how to, trade publications is a highly cost-effective method of generating interest in a new product or service.”

B y combining their talents with a commitment to service and to keeping costs down, Paul Smedberg and Jeannette Brown have made BCS Advertising into thesis eventos, a successful small business. Plus, they have done this in a highly competitive market where there is a general tendency among customers to do business with larger agencies. These two show us that bigger is not always better, and write an essay for fifth graders, they aptly describe themselves as “a small, creative team with a big focus on customer service and results.”