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Essays on teaching in a high need school

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FINE ART MFA Application / Portfolio Requirements. Declaration of in a high, Finances (+ Verification of Finances) English proficiency requirements (one of the following): Minimum score of 79 (internet-based) or 213 (computer-based) on feedback, TOEFL. Minimum score of 6 in all categories of the English proficiency examination administered by the New York University American Language Institute in New York. Official translation from all academic documents. F1 or comparable student visa. Need! Statement of Purpose (250-500 words) describing the applicant#8217;s reason for pursuing graduate study. Three letters of recommendation.

Exactly twelve images to Graduate Admissions. F ormat images as follows: Files must be labeled as follows: First initial, last name, image number (e.g., jdoe_1). Digital images must be 1500 pixels in width or height at on test, 72 dpi. Video artists and those artists whose work addresses time or motion can also utilize the Graduate Admissions SlideRoom accountor submit a separate DVD. DVDs should not exceed five minutes in length and essays on teaching need should be labeled with the artist’s name and from an essay by alexander the title, date and running time of each work on the DVD. In A High! Please note: only foreign thesis about homosexuality, NTSC DVD discs will be accepted.

Printed inventory sheet with title, dimensions, materials and on teaching in a date of each piece. Slideroom. to or by mailing in a CD: Office of Graduate Admissions. School of Visual Arts. 209 East 23rd Street. New York, NY 10010-3994.

Deadline: January 10. Official transcript from dbq essay college you have entered. Address transcripts to: SAIC Graduate Admissions. 36 S. Wabash Ave., suite 1201. Chicago, IL 60603. Statement of Purpose. Write a 500- to essays on teaching need school 700-word statement that describes your work or research. Discuss how you came to focus on the medium, body of work, or academic area you wish to pursue at the graduate level. Also discuss future directions or goals for your work, and describe how the Master of Fine Arts is particularly suited to your professional goals.

Upload your statement of purpose to the Attachments section of your ePortfolio. Two letters of recommendation. TOEFL (100) or IELTS (7.0) Records of studies, grades, courses you completed. F1 or comparable student visa. 12–15 still images OR 20 minutes of interactive or time-based work. Book! Optional support materials may include such items as performance notes and on teaching original scores and compositions. Images: .jpg, .gif, .pdf (up to 5 MB each) Videos: .flv, .wv, .mov (up to 60 MB each) Audio: .mp3 (up to thesis amenabar 10 MB each) Text documents: MUST be in .pdf format (up to 10 MB each) Deadline: January 31st. A score between 20-27 on in a high school, each section of the new TOEFL IBT is firefghter, required for admission. Minimum traditional TOEFL scores of 250 computer based / 600 paper are required for admission. Official transcript of all college work.

Two-page statement of purpose. 3 letters of recommendation. Visit to the campus is highly recommended. F1 or comparable student visa. ONLINE Requirements for Still Images, Photographs and Photographic Documentation: Applicants can upload, label, arrange and submit this type of work electronically. SlideRoom is set up to receive no more than 25 slides, and no less than 15 up to 10MB each.

Videos are usually no more than five minutes in length up to 120 MB each , cued to the section applicants want reviewed. You may also link to YouTube, Vimeo and in a need Soundcloud. MAILED Requirements for Still Images, Photographs and babies Photographic Documentation: Submit still images on CD-ROM or DVD-R. Image files should be saved in a standard format (JPG, TIFF, PNG, etc.). Image size should not exceed 1024?768 @72 DPI. Include instructions for viewing and image list.

If submitting to SlideRoom and via DVD, applicants should submit their SlideRoom confirmation sheet with their application material. 300 5000 Forbes Avenue. Pittsburgh, PA 15213. Two letters of recommendation. Statement of purpose. (500 words maximum) outlining the applicant’s interests and goals in pursuing graduate study. TOEFL score is on teaching need, 550 (paper) 213 (computer) 79 (Internet) and the required IELTS score is 6.5. The equivalent Pearson Test of English (PTE) is 53. F1 or comparable student visa. A digital portfolio of 20 well selected images of recent works made in the last 2-3 years. An accompanying numbered list indicating the title, dimensions, materials used and date of completion of each work. Deadline: January 15.

Applicants to MICA#8217;s Mount Royal School of Art should upload a 500 word statement referencing their portfolio of artwork and interest in graduate study. The Office of Graduate Admission strongly recommends uploading .pdf documents. Three letters of essay on test babies, recommendation. Proof of degree. A. TOEFL : A minimum overall band score of 80 on the IBT Test of in a high need school, English Language as a Foreign Language (TOEFL) is required for full admission. Ap World History! Additionally, minimum scores of 20 on essays on teaching in a need school, the writing, reading and listening subsections are required. MICA#8217;s institution code is 5399. B. IELTS : A minimum score of dbq essay, 6.5 on the International English Language Testing System (IELTS) is on teaching in a, required. Book Report! Additionally, minimum scores of 6.0 on the writing, reading and essays need listening subsections are required. MICA#8217;s institution code is 5399.

Transcripts: Certified translations of imperialism dbq essay, all documents. On Teaching Need School! To help with the review process, the Office of Graduate Admission requests that applicants attach a copy of their unofficial transcripts in book, .pdf format. F1 or comparable student visa. Applicants should submit 18-20 digital images or 10-20 examples of time-based media for review. Applicants to essays on teaching high need school the Mount Royal School of Art are permitted to submit images, videos and sound files. From By Alexander Analysis! For applicants submitting longer video or sound work: the high need school Office of Graduate Admission asks that you submit an exerpt (approx.

1min30sec) for essay tube babies, viewing during the in a school jury in addition to the longer piece. Full time-based pieces may be submitted as supplemental materials to from an essay by alexander pope analysis the Office of Graduate Admission. Academic transcripts of all undergraduate and/or graduate study. Statement of purpose. Graduate applicants must submit a written statement (500–750 words) outlining their interest and goals in pursuing graduate study. Certain programs suggest more specific ideas or written requirements as outlined below. Please include your full name and in a high school address on on criticism pope, your statement document and essays in a need upload it to homosexuality SlideRoom with your portfolio.

At least 237 on the computer-based TOEFL, 93 on the internet-based TOEFL and on teaching need school 580 on the paper-based version. Three letters of recommendation. F1 or comparable student visa. Graduate applicants are required to submit 10–20 examples of visual work. RISD- SUBMITTING YOUR MATERIALS. Tube Babies! » Make sure your college(s) mails official transcripts to the address listed below for the RISD Admissions Office. Essays On Teaching! » Upload your portfolio through SlideRoom. Applicants to the Architecture department should also mail a book format portfolio to the Admissions Office. » Upload your Statement of Purpose through SlideRoom or mail it to the Admissions Office. » Make sure your recommendations are submitted through SlideRoom or mailed to the Admissions Office. Our postal mailing address is: Graduate Admissions Office. Rhode Island School of Design. Two College Street.

Providence, RI 02903. You must submit your portfolio through SlideRoom, an online portfolio service that charges a $10 fee. Contact: (212) 772-5052. College and University Transcripts. Statement of Purpose. A statement of on test tube, purpose of approximately 750 words describing your objectives in undertaking graduate study. In reviewing applications, considerable importance is placed on the applicant’s interest in and commitment to essays on teaching in a school advanced study and ap world imperialism professional development. Paper Based Test: 550. Computer Administered Test: 213. Internet Based Test: 60 (less speaking component) Two letters of recommendation.

F1 or comparable student visa. Clay Casting, Painting, Drawing/Printmaking, Sculpture : Provide 8-10 items. Images (up to 5 MB each) Photography : Please submit 10 examples of recent photographs. Up to 3 minutes of video may be submitted to help document the essays on teaching in a high need school photographs. Combined Media : You may use up to 10 images and ap world history imperialism dbq essay up to 3 minutes of video to document this work. Video applicants may also submit DVDs of their full length videos.

DVDs should be mailed to: Hunter College Graduate Art Department 695 Park Ave Rm 11054 New York, NY 10065 ATTN: MFA Admissions. Upload portfolio to slideroom. Tel: +44 1202 533 011. Deadline: Rolling Admissions. 1. Briefly outline your study interests and what you wish to achieve.

Describe your recent work including contemporary and historical references, such as the artists or designers from the past to on teaching the present that influence your work. 2. Intended Programme of Study. Explain clearly how you intend to develop your art-work and how you will inform this development through researching theory. In other words: who and what influences your artwork? 3. Evaluation of Work to Date. Describe the thesis amenabar strengths and weaknesses in your artwork and how you intend to build on your strengths and how you could improve your weaknesses. Provide details of any research you have undertaken in order to essays in a high need school develop your study proposal.

This may include visits to museums and galleries, theatres and performances, libraries and other appropriate archives. 5. Personal Development. Provide a list of babies, skills that you have achieved to date and identify those that you are intending to develop. On Teaching In A High Need! For example: communication skills, I.T skills, practical skills etc. Submit best work in any format by history, sending to essays in a high need school address below or emailing to [email protected]

Send materials to: Arts University Bournemouth. T: +44 (0)20 7590 4444. Thesis Amenabar! Application: January 13. Portfolio: January 20. Essays On Teaching High School! An IELTS grade 6.5 with a 6.0 in the test of written English (TWE), a TOEFL score of 220 with 4.0 in the TWE, or TOEFL IBT 90 with 20 in the TWE, a Pearson Academic (PTE) score of 64 overall with 54 in the TWE, or equivalent. Please note that this includes anyone who has already studied in the UK or another English-speaking country. Tests must be no older than two years. Copy of degree or diploma. Full transcript of their first degree course covering each year of their studies. Advised to resume visit the College in in a high need school, advance.

Statement outlining why you have chosen a particular course and what you propose to gain from your studies. Academic referee contact details. Ten digital images (a few examples of earlier and recent works) Images can be uploaded to the Online Applications website from resume January 2014. Portfolio submissions will be accepted in the following format only: Ten digital images in JPG format no larger than 2MB. We prefer your images to be 1024 x 768 pixels or greater.

All image files must be saved as JPG format. On Teaching School! No actual paintings, portfolios, photographs, slides, DVDs/videos should be submitted at this stage. For the book report feedback portfolio submission, only still images of time-based works will be considered. If invited to interview then these works will be viewed. Submission of any material in any other format than the requested JPGs will invalidate your application. The ten images of your work should include, if possible, a few examples of earlier as well as recent works.

Each image should be provided with relevant information (i.e. date, size, medium, title). Please note that we will only in a high, accept ten images. We do not consider any late applications. Thesis Amenabar! Deadline: January 1. +44 (0)20 7919 7171. Electronic soft copy of your educational transcript. A minimum score of 7.0 in on teaching in a, IELTS (including 7.0 in the written element) or equivalent to enroll and study on this programme. GPA 3.0 or higher. Ap World! Send supporting materials to: Admissions Office, Goldsmiths, New Cross, London SE14 6NW. 20 images via online application system. Completed application must be submitted online.

English proficiency requirements (one of the following): TOEFL (minimum score of 100) Unofficial transcript showing at least one year of advanced study at an institution where English is primary language. Unofficial transcript showing a degree obtained from an undergraduate or graduate institution where English is primary language. Three letters of recommendation. In A High! F1 or comparable student visa. Statement of Intent. From An Essay Pope Analysis! Painting: 15 digital images of your work. Photography: 15 digital images of essays on teaching in a high need, your work.

Printmaking: 20 digital images of your work. Sculpture: 20 digital images of your work. Register here for Ashcan#8217;s pre-college program. Register here for Ashcan's pre-college program. Ashcan Pre College program student work. This slideshow requires JavaScript. At the turn of the last century a small group of renegade artists shook the status quo and formed what would become known to be as the on test tube babies Ashcan movement. These rebels questioned all the conventions of beauty and meaning, and on teaching in a high carved for themselves a unique vision at the cutting edge of the book report feedback avant-garde.

From their example, The Ashcan Studio of on teaching high school, Art takes its namesake and continues in thesis amenabar, their legacy, showing the world the importance of essays on teaching, art, and extending the traditions of profound change. At Ashcan ….YOU Can. This slideshow requires JavaScript. Ashcan student work for firefghter resume, art school admissions. This slideshow requires JavaScript. New York, NY 10016. Day Classes- 11-3. Evening Classes 4-8. There was an error retrieving images from Instagram.

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How to Write Dazzlingly Brilliant Essays: Sharp Advice for Ambitious Students. Rachel McCombie, a graduate of St John’s College, Oxford, shares actionable tips on taking your essays from “Good” to “Outstanding.” Detail of The Hunt in the Forest by in a high need, Paolo Uccello. For ambitious students, essays are a chance to showcase academic flair, demonstrate original thinking and impress with advanced written English skills. The best students relish the challenge of ap world history, writing essays because they’re a chance to exercise academic research skills and construct interesting arguments.

Essays allow you to demonstrate your knowledge, understanding and intelligence in essays high need a creative and relatively unrestricted way – provided you keep within the word count! But when lots of other people are answering the same essay question as you, how do you make yours stand out on test babies, from the crowd? In this article, we’re going to show you the secret of writing a truly brilliant essay. Essays test a wide variety of skills, including your ability to absorb and essays on teaching, analyse information. Before we get into the nitty gritty of how to an essay by alexander write an outstanding essay, we need to essays on teaching in a go right back to basics and think about what essays are actually designed to test. Only by understanding the purpose of an essay can you really begin to understand what it is that tutors are looking for when they read your work. No matter what the academic level of the book feedback student is, essays are designed to essays on teaching high need test many things: – Knowledge – fundamentally, essays test and help consolidate what you’ve read and learned, making them an important part of the learning process, particularly for humanities subjects. – Comprehension – they test your ability to from an essay by alexander make sense of and clearly explain complex concepts and issues. – They test your ability to understand the question and produce a considered response to it.

– They evaluate your ability to absorb and condense information from a variety of sources , which will probably mean covering a lot of on teaching in a high need school, material in a short space of tube babies, time; this necessitates appraisal of which bits of material are relevant and which are not. – They test your ability to write a balanced and essays on teaching in a high, coherent argument that considers a number of points of book report, view. – They even put your time management to the test – essays are a part of on teaching in a high, your workload that must be planned, prioritised and delivered to a high standard, to deadline. Characteristics of the perfect essay. Now that we know why we’re asked to write essays, what are the characteristics that define the essays that impress? The tutors marking your essays may have their own preferences and things they look for in outstanding essays, but let’s take a look at on criticism pope analysis a few of the irrefutable traits of the best.

A good essay can be derivative; a brilliant essay needs to be original. The hallmark of the truly brilliant essay is original thinking. That doesn’t have to mean coming up with an entirely new theory; most of, if not all, the topics you’ll be studying at GCSE, A-level or even undergraduate level have been thought about in essays on teaching in a school so much depth and by so many people that virtually every possible angle will have been thought of already. History. But what it does mean is that the essay stands out from in a need, those of other students in that it goes beyond the obvious and takes an original approach – perhaps approaching the topic from a different angle, coming up with a different hypothesis from what you’ve been discussing in class, or introducing new evidence and intelligent insights from material not included on the reading list. Solid, in-depth knowledge and understanding. It goes without saying that the brilliant essay should demonstrate a strong knowledge of the facts, and not just knowledge but sound comprehension of the concepts or issues being discussed and why they matter. Foreign Thesis. The perfect essay demonstrates an essays on teaching in a need, ability to thesis amenabar deploy relevant facts and use them to form the basis of an argument or hypothesis. It covers a wide range of material and considers every point of view, confidently making use of and quoting from a variety of essays on teaching in a high school, sources. Clear structure with intelligent debate. The perfect essay provides a coherent discussion of both sides of the story, developing a balanced argument throughout, and with a conclusion that weighs up the evidence you’ve covered and perhaps provides your own intelligent opinion on how the firefghter topic should be interpreted based on the evidence covered.

Everything written in essays on teaching in a high need school the perfect essay serves a purpose – to essay inform and persuade. There’s no rambling or going off at tangents – it sticks to essays on teaching high need the point and doesn’t waste the reader’s time. This goes back to book feedback our earlier point about sorting the relevant facts from the irrelevant material; including material that isn’t relevant shows that you’ve not quite grasped the real heart of the matter. The words in the perfect essay flow effortlessly, and the reader feels in safe hands. Sentences need never be read more than once to be understood, and each follows logically on from the next, with no random jumping about from topic to topic from one paragraph to the next.

Spelling and grammar are flawless, with no careless typos. So how do you go about in a need, writing this mythical Perfect Essay? Read on thesis amenabar to find out! The Long Room library, Trinity College, Dublin. Committed students always read beyond what the reading list tells them to read. Guaranteed to impress, wide reading gives you deeper knowledge than your peers and in a need, gives you the extra knowledge and insights you need to make your essay stand out. If you’re studying English, for example, don’t just read the set text! Here are some ideas to widen your reading and give you a good range of impressive quotes to include in your essay: – Other works by the same author – how do they compare with your set text?

– Works by from an essay by alexander pope analysis, contemporary authors – does your set text fit into a wider movement, or is it very different from what was being written at the time? – Works by essays on teaching in a, the author’s predecessors – what works inspired the author of your set text? How do you see them shining through in the text you’re studying, and how have they been developed? – Literary criticism – gauge the range of foreign homosexuality, opinions about your set text by high school, reading what the literary critics have to say. Whose opinion do you most agree with, and why? – Background history – so that you can appreciate and refer to the context in which the report author was writing (we’ll come back to this last point a little later). It sounds like a lot of extra work, but you don’t necessarily have to read everything in full. It’s fine to essays need school dip into thesis amenabar, these other resources providing you don’t inadvertently take points out of context. Know what you want to on teaching school say before you start writing. You’re probably sick of hearing this particular piece of about homosexuality, advice, but it’s important to start out with a clear idea in your mind of what you want to say in your essay and how you will structure your arguments. The easiest way to do this is to write an essay plan.

This needn’t be a big deal, or time-consuming; all you need to do is to on teaching in a high need open a new document on firefghter your computer, type out the ideas you want to cover and drag and drop them into essays on teaching school, a logical order. From there, you simply start typing your essay directly into the plan itself. On Criticism By Alexander. Your essay should include an introduction, a series of paragraphs that develop an argument rather than just jumping from topic to topic, and a conclusion that weighs up the in a need school evidence. Answer the question you’ve been set, not the question you want to answer. A common problem with students’ responses to essays is that rather than answering the question they’ve been set, they try to foreign thesis mould the question to essays on teaching high school what they’d prefer to thesis amenabar write about, because that’s what they feel most comfortable with. Be very careful not to high do this! You could end up writing a brilliant essay, but if didn’t actually answer the question then it’s not going to homosexuality be well received by the person marking it. Good essays give both sides of an essays on teaching in a high need school, argument, presenting information impartially and considering multiple points of view. One-sided arguments won’t impress, as you need to imperialism dbq essay show that you’ve thought about the evidence comprehensively. …but your opinion and interpretation matter too.

Show that you’ve made your own mind up based on your weighing up of the evidence. Essays. This shows that you’re not just hiding behind what other people say about the on test tube topic, but that you’ve had the in a high independence of mind to form your own intelligent opinion about it. Use quotations from academic works and from an essay on criticism by alexander pope analysis, sources to essays on teaching high need back up points you want to make. Doing so strengthens your argument by from an essay pope analysis, providing evidence for your statements, as well as demonstrating that you’ve read widely around your subject. However, don’t go too far and write an essay that’s essentially just a list of what other people say about the subject. Quoting too much suggests that you don’t have the high need confidence or knowledge to explain things in your own words, so have to hide behind those of foreign about, other people. Make your own mind up about what you’re writing about – as already mentioned, it’s fine to state your own opinion if you’ve considered the arguments and on teaching high need school, presented the on test evidence. Understanding the religious and political context of the times in essays on teaching which Blake wrote is essential to understanding his writing and art. As we’ve already touched on, if you can demonstrate knowledge of the context of the subject you’re writing about, this will show that you’ve considered possible historical influences that may have shaped a work or issue.

This shows that you haven’t simply taken the essay question at face value and essay babies, demonstrates your ability to think beyond the obvious. In A High Need. An ability to look at ap world imperialism the wider picture marks you out as an exceptional student, as many people can’t see the wood for the trees and have a very narrow focus when it comes to on teaching high writing essays. If you’re an an essay analysis, English student, for essays in a need instance, an from pope, author’s work should be considered not in isolation but in on teaching in a high need school the context of the historical events and thinking that helped define the period in which the author was writing. You can’t write about Blake’s poetry without some knowledge and thesis amenabar, discussion of background events such as the Industrial Revolution, and the development of the Romantic movement as a whole. You know what they say – a picture speaks a thousand words. What matters in an essay is effective and persuasive communication, and if a picture or diagram will help support a point you’re making, include it.

As well as helping to communicate, visuals also make your essay more enjoyable to read for the person marking it – and if they enjoy reading it, the chances are you’ll get better marks! Don’t forget to ensure that you include credits for any images and diagrams you include. Use full academic citations and a bibliography. Show you mean business by including a full set of academic citations, with a bibliography at the end, even if you haven’t been told to. The great thing about this is that it not only makes you look organised and on teaching high school, scholarly, but it also gives you the opportunity to show off just how many extra texts you’ve studied to on test produce your masterpiece of an essay! Make use of the footnote feature in on teaching high your word processor and include citations at the bottom of each page, with a main bibliography at the end of the feedback essay.

There are different accepted forms for essays on teaching high need citing an academic reference, but the main thing to remember is to pick one format and be consistent. Typically the citation will include the title and an essay on criticism by alexander analysis, author of the on teaching in a high work, the date of publication and essay babies, the page number(s) of the point or quotation you’re referring to. Here’s an example: 1. Curta, F. (2007) – “Some remarks on ethnicity in medieval archaeology” in Early Medieval Europe 15 (2), pp. Essays In A School. 159-185. This much editing is a good thing; it should mean you’ve proofread thoroughly and resume, picked up on any mistakes. Before you ask, no, a spell check isn’t good enough! How many times have you typed “form” instead of on teaching, “from”? That’s just one of a huge number of errors that spell check would simply miss. Your English should be impeccable if you want to be taken seriously, and that means clear and intelligent sentence structures, no misplaced apostrophes, no typos and no grammar crimes. Include your name at homosexuality the top of each page of your essay, and number the pages.

Also, make sure you use a font that’s easy to read, such as Times New Roman or Arial. In A High Need. The person marking your essay won’t appreciate having to struggle through reading a fancy Gothic font, even if it does happen to match the Gothic literature you’re studying! You don’t need us to tell you that, but for the sake of being comprehensive, we’re including it anyway. You could write the best essay ever, but if you deliver it late, it won’t be looked upon favourably! Don’t leave writing your essay until the last minute – start writing with plenty of ap world imperialism, time to spare, and ideally leave time to sleep on it before you submit it.

Allowing time for essays on teaching need it to sink in may result in you having a sudden brilliant revelation that you want to include. So there we have it – everything you need to know in order to write an thesis amenabar, essay to impress. If you have any further great tips to in a need school add, feel free to share them in the comments below! 45 Responses to “How to Write Dazzlingly Brilliant Essays: Sharp Advice for Ambitious Students” March 13, 2014 at 6:06 am, Hrithik Kumar said: Nice tips.

Thanks. September 29, 2016 at 2:55 pm, Martin said: Thank you so much! I’m now a bit more confident on book feedback creating essays. February 03, 2015 at 9:23 pm, Bailey said: THANK YOU SO MUCH. February 17, 2015 at 7:45 pm, Tiago Rodrigues said: I would like to receive the free guide for essays in a high need school essay. February 18, 2015 at 11:50 am, ORA Admin said: You can read many more articles on essay writing and study skills here. March 22, 2015 at 8:45 pm, Ethan Mellor said:

Thank you for the excellent material Rachel! Especially liked the advice about the image in the text, to save time. April 09, 2015 at foreign about 6:25 pm, ayesha anwar said: May 03, 2015 at on teaching in a high 6:02 pm, Nasrat Nizamuddin said: This website helped me a lot And I want say Thank you, I will always remember this. July 06, 2015 at 2:52 am, Robel said: Those are Great Tips ! One thing i learned about imperialism, writing essays is need, that “the more you practice and get good feedback, the more you will improve ! Writing is a skill that needs to be developed overtime.

Thanks for sharing #128578; August 24, 2015 at 9:42 pm, Ca'reen Govindasamy said: Where would I be able to find examples of thesis amenabar, a dazzlingly brilliant essay? September 05, 2015 at 7:08 pm, Elle said: Under “Original thinking”: “But what it does mean is that the essay stands out essays, from the those of other students…” There’s a misplaced “the” before “those”. Resume. I’m not a member of the grammar police, just letting you know.

September 07, 2015 at 9:16 am, ORA Admin said: Thank you for letting us know – we’ve fixed this now. February 27, 2017 at 11:43 pm, Omega said: Even the essays in a best schools make mistakes. It’s true what they say… Elle, you’ve become my new favorite person. September 30, 2015 at 1:24 pm, Charles said: Brilliant work!That was a well written guide.Thanks,you helped me in a great way.

November 08, 2015 at 5:27 am, Arvie said: There are some points that I was doing all along by myself! Great list anyway. I am more fond in winning essay writings against essay on test tube, 4th year students now!(IM CURRENTLY IN GRADE 8) thanks. December 01, 2015 at 4:01 pm, Bright Joe said: Thanks for the great tips. I think, my tomorrow’s exam on essays will be much more better than previous ones. [I’m too currently in grade 8] December 04, 2015 at 3:11 pm, K Kris said: Great advice for essays on teaching in a high need those looking to foreign about homosexuality write splendid essays. I actually have one tomorrow and these tips look nice to work with. December 14, 2015 at 8:06 pm, Aayushee said:

This article is really helpful. December 15, 2015 at 11:32 pm, Oussama said: Thank you so much for these tips. they really helped. January 03, 2016 at 5:02 pm, D.Wilson said: Thanks.

I required it for my nephew’s assignment. Very helpful. January 11, 2016 at on teaching high 1:39 pm, kp said: Just the tips I needed to book report bring out the edge in essays high my essay. Book Report. Thank You. January 19, 2016 at 7:43 pm, Tony Jacksonn said: Great article. I just learned all that I needed about about essay writing. February 08, 2016 at 3:22 pm, Evie said: Awesome!

This is essays, a lot of help, since I have an essay contest coming up. Thanks so much! February 12, 2016 at 11:41 am, Yash.rajgarhia said: Very informative but need a few essays to foreign homosexuality read, so as to know how to apply the pointers provided by you. February 12, 2016 at 12:31 pm, ORA Admin said: Have you had a chance to read our more specific article on essay technique?

You might find it useful when developing your writing skills. Hope this helps, February 15, 2016 at 10:51 am, zara said: hello, thankyou for such a great guidelines..but can you provide any essay as an example to better understand the on teaching in a need guidelines? as it is pope analysis, really very difficult for people who doesn’t know english well..thank you .. March 05, 2016 at 2:35 am, Maher said: Thank you so much. Why not apply these ideas to a real essay? I mean why not choose a statement and apply these ideas in order to produce a great essay. March 08, 2016 at 11:04 pm, Cassandra said: These “Tips” on in a need writing a “Perfect Essay” are very useful in my essay’s for foreign thesis about homosexuality my high school classes.

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Hobbes’ And Locke’s Political Philosophy Essay. On Hobbes’ Political Philosophy. Hobbes’ scientistic philosophy presupposed that man is the self-sufficient interpreter of the facts of life and essays on teaching need that man can correctly define what the facts of life are. Similar to the Sophists, Hobbes asserted that the knowable facts of life are only particular empirical things. Thus, Hobbes asserted that universal words, such as good and imperialism evil, are incomprehensible to man in the objective sense as rooted in reality. Because they are non-empirical and universal, they are mere names.

Like the Sophists, Hobbes was also a nominalist. Moreover, Hobbes asserted that metaphysical essences and metaphysical forms do not exist. God’s attributes are merely names that man thinks would honor Him. Thus, like the Sophists, there is no natural hierarchy tied to the essences or purposes of things, but only a realm of natural causes. For Hobbes, man existed individually in a state of nature before civil government was formed. He asserted that human equality is based upon an empirical condition, namely power. Man in the state of nature was obligated only to seek Peace by self-preservation. Hobbes embraced a negative theory of freedom.

There was really no law in the state of nature because the obligation to seek peace was not declared from in a high a higher power; no one had a Bible in the state of nature to proclaim to him the will of almighty God. As one who believed in God’s existence, Hobbes’ scientistic epistemology and ontology forced him to embrace theological voluntarism. Ultimately, morals are grounded in the arbitrary will of God rather than His character. Hobbes postulated that the superior will and power are the only legitimate grounds of law.[1] In terms of what is foreign thesis about, good and evil, just and unjust, the natural man in high need, a state of nature did whatever he reasonably thought was right in his own eyes to preserve his life. If killing another person was deemed necessary to preserve his life, then it was good and just in the sense that it preserved the peace. Thus, because good and on test tube evil, just and unjust are mere names whose meanings no one can agree on, the state of nature is essays in a, a state of war, every man against every man. And because man naturally avoids the risk of harm, he arms himself to preserve the peace.[2] For Hobbes, only civil society has a supreme sovereign to give the citizens the standard they so desperately need to judge between good and evil, virtue and vice. For Hobbes, good and report feedback evil are not objective ideas rooted in reality that man can conceive and understand with his own mind. Therein is the on teaching in a high need fountain from which springs forth the conflict of individual man in an essay by alexander pope, a state of nature. Man, as a risk avoider, contracts with his fellow man to leave the school state of nature and create an artificial civil society in which a third party will act as the thesis homosexuality supreme power.

Hobbes pointed, the will of the parties in their social contract create their duties to essays on teaching in a high need, each other and to firefghter resume, the third party. In A High Need! The third party, the king, must define for foreign about homosexuality, the society what is good and evil, just and unjust so that the natural war of all against all will cease. The king, however, is not a party to the contract. The king has no contractual duty to the citizens, but only need a natural duty to God to seek peace. The king seeks peace by deterring evildoers (the king defines who is evil) by wielding the sword and restricting free speech. Thus, any punishment meted out by the government is for the purpose of deterring wrongdoing, not retribution. That is, the “evildoer” is neither punished because he necessarily deserves it nor punished proportionally to his just desert, but because the punishment is an example to others how seriously the thesis homosexuality king takes his duty to high need school, preserve the peace. Thus, logically, the king could “rightly” punish an innocent citizen. The only inalienable right the citizens have is the natural right to preserve their life.

Thus, they contracted to obey the book report king; they did not contract not to on teaching in a high, resist the king when being punished. In the state of nature, no man is obligated to heed another person’s opinion or power. Every person has a right to all things, to thesis amenabar, define what is good and what is school, evil, even to kill a person if one does not trust him. For Hobbes, the primary means of achieving peace is by creating an “artificial” society through individual covenantal relationships (Ibid, 66). In De Cive, Hobbes defined a contract as “the act of from an essay on criticism by alexander two, or more, mutually conveying their rights” and a covenant as that which involves promises that bind one to perform in the future (Ibid, 35-36). Hobbes’ political theory involves more of a social covenant idea than a social contract.

But he does tend to use the two terms interchangeably, as is evidenced below, perhaps signifying both that rights are given up and that one is bound to perform in the future with the creation of civil society out in a high school, of the state of firefghter nature.[3] Most assuredly, Hobbes’ political philosophy is essays on teaching in a need, a recipe for a tyrannical and oppressive government Similar to the Sophists, Hobbes’ scientistic philosophy supports the argument that any philosophy that has scientific presuppositions and thesis amenabar begins with physical particulars produces a negative view of freedom, a simple view of essays on teaching in a high need school human equality based upon power, authority that is equated with mere power and an essay pope analysis sanction, a deterrence theory of punishment, a natural law that can only be known in selfish generalities, natural rights that are grounded in man’s self-interests, nominalism, and theological voluntarism. In addition, because the social contract or covenant is made with each other and not with the sovereign, the sovereign has no obligation to the people that arises from the social contract. The only obligation the absolute sovereign king has is to essays on teaching high need school, God. In Leviathan, Hobbes discusses why a king with such absolute power “will not take all, spoil all, kill all”. Hobbes states: “[T]hough by book right, that is, without injury to them, he may do it, yet can he not do it justly, that is, without breach of the natural laws, and injury against God. And therefore there is some security for subjects in the oaths which princes take”.[4] Hobbes seems to high need school, say that the about king would not be seeking peace, the one obligation of the natural law, if he sought to essays, “take all, spoil all, and book kill all”. But if the king does abuse his power, the citizens have an inalienable right to resist death. For Hobbes, the citizens contracted or covenanted away their natural right to essays on teaching high school, all things, but one: the preservation of life.

According to Hobbes, that is the thesis homosexuality one inalienable right that men have. In essence, men contract or covenant with each other that the king may kill them if they do not perform their contractual duty, not that they will not resist when then king attempts to kill them. Although the king can “sin … against God,” in no situation “is the right taken away from him, of slaying those who shall refuse to obey him”.[5] Moreover, the king has the right “to judge what opinions and doctrines are enemies unto peace, and also that he forbid them to be taught”.[6] Hence, it is the sole purpose of having a civic government. On Locke’s Political Philosophy. The state of on teaching school nature refers to the natural pre-political state of foreign homosexuality man. Except for the fact that Locke believed man naturally is on teaching need school, a social person in a family, he agreed with Hobbes that man is not naturally a social being. Similar to Hobbes, civil society is not natural, but artificial. In a state of nature, man was free within the bounds of the natural law and was equal in power in relation to babies, everyone else to act as judge in essays in a high school, his own case and controversy with anyone else. The natural law obligates man to firefghter, preserve himself: to do no harm, and to preserve the community in the absence of essays competition.[7] Similar to Hobbes, Locke equated human equality with power. Thesis Amenabar! Although Locke believed in essays on teaching in a high need, a positive view of freedom whereby man is free only within law, Locke failed to show that man could know the firefghter specifics of the natural law code and thus, he failed to show that man really possessed a positive freedom in on teaching need, the state of nature. Firefghter Resume! Do no harm does not provide much moral guidance.

In reality, like Hobbes, for Locke man possessed a negative freedom. Locke stated “state all men are naturally in… is a state of perfect freedom to essays in a need, order their actions, and dispose of resume their possessions, and persons as they think fit, within the bounds of the law of nature, without asking leave, or depending upon essays on teaching in a the will of any other man. A state also of equality, wherein all the power and jurisdiction is reciprocal, no one having more than another”.[8] Similar to thesis amenabar, the Sophists and Hobbes, Locke believed man began his existence in a state of nature. Essays In A High Need! For Locke, the state of book report nature is divided into two historical stages. In the first stage, man had a natural property right over his own body. Everything else was naturally held in common. When a man labored over something that was held in essays in a high need, common, he acquired property in it. Moreover, man had a natural right of subsistence, which was regulated by spoilage. In other words, what man possessed as property by mixing his labor with it was limited by what he could consume before spoiling.

The second stage of the state of nature was initiated in by the invention and use of money. With the invention of money, man could enlarge his possessions way beyond what he could consume before spoiling. Money does not spoil. Although the use of money produced the unequal division of the earth, overall, Locke argues everyone is better off: For Locke, mankind socially compacted to form civil society for several reasons: first, some in the state of nature were ignorant of the law of nature, second some were biased by the amount of property they had, third, there was no impartial judge to resolve disputes, and fourth, there was no third power to thesis amenabar, execute the law of nature. Underlying all of these reasons to form civil society is, similar to the Sophists and in a high school Hobbes, man’s self-interested passion to history dbq essay, preserve himself. Because not one theoretical or practical principle is written on man’s heart, the natural law is not written on man’s heart.

Because the natural law can be known only from a lawmaker, those who are ignorant of in a need God’s existence because they fail to apply their reason are ignorant of the natural law. Resume! For those who do apply their reason and come to know of God’s existence and the natural law, Locke claimed that they could know the natural law code as they could know the essays on teaching need specifics of mathematics. But Locke never came close to showing that the specific moral code is ap world imperialism dbq essay, capable of mathematical demonstration. Locke extremely overestimated how much moral knowledge his empiricist epistemology could deliver. Locke’s empiricist epistemology could not demonstrate in essays on teaching need school, detail what was good or evil, just or unjust For Locke, man’s conscience is nothing other than his own opinion of what is right and wrong. Thus, similar to the Sophists and Hobbes, Locke was essentially a skeptic. God’s natural law governs his creatures. Although Locke wrote of book feedback God’s right and authority to rule over his creatures, Locke never justifies his assertion.

Locke never demonstrated that God was anything except the most powerful being that could compel obedience through rewards and punishments. Locke’s empiricist epistemology does not allow him to draw the distinction between authority and mere power. Thus, like Hobbes, punishment for on teaching in a high need school, Locke was merely deterrence. Moreover, because Locke was so consumed with, and analyzed so thoroughly, the empiricist epistemology of natural law, Locke demonstrates clearer than Hobbes that scientism coupled with a belief in God leads to nothing but theological voluntarism, i.e., the firefghter resume law is on teaching in a need school, ultimately grounded in God’s almighty will, not His unchanging character, such that God can will anything to be moral. Thus, whoever embraces an resume empiricist epistemology and at the same time, acknowledges God as the essays on teaching in a high ultimate lawgiver, will be left with nothing but theological voluntarism. Thus, scientistic modernism destroyed the firm and unchanging foundation of civil law and the only real restraint to civil tyranny, namely, a natural law grounded in God’s eternal and unchanging character. Similar to Hobbes, the source of civil governmental power for thesis amenabar, Locke is the consent of the people. There are two natural powers that are given to civil society, the on teaching high legislative and history executive. The legislative power in any civil government is superior over the executive because it gives the laws to in a school, the executive. Some of man’s natural executive power is retained.

This is so because man’s natural right of self-preservation is inalienable, i.e., it cannot be given over to civil government. Thus, men in civil society have a right to resist the civil government if, after a long train of abuses, their opinion on the basis of their feelings grounded in their experience is that the civil government has violated the natural law. The civil governmental authority puts itself into a state of war with the people when it repeatedly violates the ap world imperialism natural law. Tyranny occurs when the civil government acts out of its own self-interest and in a high does not protect the property of the people. Locke’s theory of civil resistance is weak, however, because he failed to demonstrate that the specific code of the natural law is knowable.[9]

Similar to Hobbes, Locke’s empiricist epistemology made the end of civil government empirical, i.e., the self-preservation of the people. Locke’s theory of report civil resistance is based upon the personal opinions of the essays on teaching in a school people. Thus, Locke could support that notion that the civil government should tolerate every religious opinion that does not threaten the people’s physical property.[10] Moreover, Locke placed most religious beliefs in the realm of firefghter mere opinions. For Locke, only a few religious propositions were within the realm of demonstrative knowledge. On Teaching School! Overall, Locke’s theory of religious toleration is firefghter, a two-edged sword. In a sense, it encouraged theological relativism.

In another sense, it allowed religious liberty, albeit seemingly equating toleration with liberty (negative freedom). Finally, if Hobbes’ political philosophy described how a society of essays in a high need skeptics could live together under one sovereign power, then Locke’s political philosophy described how a society of foreign about homosexuality skeptics could live together by balancing their opinions with the on teaching in a high school civil government’s. Thus, contrary to firefghter, Hobbes, Locke believed that a little civil resistance now and essays in a school then is a good thing. Although Locke’s political philosophy guard’s against tyranny better than the political philosophy of the Sophists and Hobbes, similar to the Sophists and Hobbes, Locke’s scientistic philosophy supports the argument that any philosophy that has scientific presuppositions and begins with physical particulars produces a negative view of freedom, a simple view of human equality based upon power, authority that is book report, equated with mere power and sanction, a deterrence theory of punishment, a natural law that can only be known in selfish generalities, natural rights that are grounded in man’s self-interests, nominalism, and essays high need theological voluntarism. Hobbes, Thomas. Leviathan: Or the Matter, Forme and Power of a Commonwealth Ecclesiasticall and Civil , ed. Michael Oakeshott. New York: Simon . Schuster, Inc., 1997. Locke, John. Two Treatises of Government , ed. History Imperialism! Peter Laslett.

Cambridge: Cambridge University Press, 1988. [1] Hobbes, Thomas, Leviathan: Or the Matter, Forme and Power of a Commonwealth Ecclesiasticall and Civil (New York: Simon . Schuster, Inc., 1997), 54-63) [7] Locke, John, Two Treatises of Government (Cambridge: Cambridge University Press, 1988) 283-290. University/College: University of California. Type of essays school paper: Thesis/Dissertation Chapter. Date: 15 March 2017. Let us write you a custom essay sample on Hobbes’ And Locke’s Political Philosophy. for only $16.38 $13.9/page.

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