Merger,Acquisition,and International Strageties Assignment

Merger,Acquisition,and International Strageties - Assignment Example It has been clarified that the merger of the two companies was enhanced by the fact that AMR corporation had previously encountered numerous loses. Therefore, it was within the best interest to file a case to declare the status of bankruptcy. Therefore, the engagement into a merger concept was seen as one of the best ways that would restore the organizational, financial status back to normalcy. Initially, American airways were recognized as one of the lucrative companies in the airline industry with up to 3100 flights departing from the United States and other different parts of the world on a daily basis. An airline company with integrated customer’s carriers employed over 32,000 aviation personnel. Having played an active role in human rights network, the organization was rewarded 100 percent by the human right corporation because of the quality index and campaign for the transgender employees. By the beginning of 2012, the airline corporation started feeling the effect of financial turbulence. As such, it was declared bankrupt by the united stain the department of justice to forge ahead for the merger by the United States airways and form American Airline Inc (Bryer & Simensky, 2002). It was considered a vital step towards reviving the organizational level of competitiveness. Therefore, AMR Corporation applied to Dallas/Fort worth court and requested for bankrupt cy approval permitting merger to a United States airways group. At first the application was not very successful, but after court judge Sean Lane intervened the procedure was allowed to continue. Although the two American airline companies were given go ahead to form a merger, coming up with a single certificate took some time while the newly formed organization had already started enjoying numerous benefits. For instance, the merger was perceived to as a wise decision because it has created an open way

Food Hygiene & Sanitation Essay Example for Free

Food Hygiene Sanitation Essay Only without oxygen at an ideal temperature 43? C c. Only with oxygen at an ideal temperature of 43? C d. Only without oxygen at an ideal temperature of 39? C 7. Which of the following groups of hazards are most likely to cause a foodborne disease outbreak? a. Bacteria and viruses b. Parasites and molds c. Vibrio spp. and Shigella spp. d. Chemical and physical hazards 8. Bacteria grow best within a narrow temperature range called the temperature danger zone. The temperature danger zone is between: a. -18? C and 104? C b. -8? C and 65? C c. 5? C and 60? C d. 5? C and 100? C . Bacteria that cause foodborne illness will only grow on foods that have pH at _____ or above and a water activity (AW) above____. a. 3. 2; 0. 85 b. 4. 6; 0. 85 c. 6. 5; 0. 80 d. 8. 0; 0. 75 10. Which of the following bacteria produce a toxin that is more likely to cause death if consumed? a. Campylobacter jejuni b. Clostridium botulinum c. Shiga-toxin producing Escheria coli d. Listeria monocytogenes 11. Some bacteria form spores to help them: a. Reproduce b. Move easily from one location to another c. Survive adverse environmental conditions d. Grow in high acidic foods 12. Which of the following is a histamine poisoning? a. Ciguatoxin b. Scombrotoxin c. Mycotoxin d. Paralytic Shellfish Poisoning (PSP) 13. Which of the following is not considered a potentially hazardous food group? a. Red meats b. Fish and shellfish c. Poultry and eggs d. Dried grains and spices 14. The most effective way to control the growth of bacteria in a food establishment is by controlling: a. Time and temperature b. pH and oxygen conditions c. Temperature and water activity d. Time and food availability 15. Food borne illness can caused by: a. Poor personal hygiene b. Cross contamination c. Temperature abuse d. All the above 16. Regarding food thermometers, which statement is false? a. Be calibrated b. Measure temperatures between 5? C and 57? C c. Measure temperatures between -18? C and 104? C d. Be approved for use in foods 17. Good personal hygiene includes a. Using hand sanitizers instead of washing hand b. Keeping hands and clothes clean and sanitary c. Wearing attractive uniforms d. Cleaning and sanitizing food-contact surfaces 18. Cross contamination is a term used to describe the transfer of a foodborne hazard from 1 food to another: a. By a food worker’s hand b. From a cutting board c. From a knife blade d. All of the above 19. After proper cooking, all foods that are to be held hot must be held at: a. 74? C or above b. 57? C or above c. Room temperature until served d. 49? C or above 20. Food workers should wash their hands after which of the following? a. Taking out the trash b. Touching their faces c. Handling raw food d. All of the above Section B (10 marks) Answer either True/ False. 1. The Hazard Analysis Critical Control Point System is only used to monitor food processing in manufacturing plants. () 2. Certification of food protection managers and workers refers to screening done for health problems. () 3. The term food establishment includes any site where food is processed, prepared, sold or served. () 4. Bacteria and viruses cause most foodborne illness. () 5. One of the potentially hazardous food is cut melons. () 6. There are two types of bacteria that are spore forming and non-spore forming. () 7. Clostridium botulinum cannot cause death. () 8. E. Coli can be found in the intestines of warm-blooded animals. () 9. Prevention of cross contamination can be done by keeping raw food and ready-to-eat food together during storage. ) 10. Bacteria take 25 minutes to multiply. () Section C (20 marks) Briefly explain on each answer. 1.

The Scarlet Letter Essay example -- Literary Analysis, Hawthorne

The trouble that one letter can cause to so many people can be described as nothing short of incredible. The power of the scarlet letter can change a life, a community, and be a harder punishment than people will ever understand. In the novel The Scarlet Letter, Nathaniel Hawthorne gives the scarlet letter three significant meanings that are revealed through different scenes within the novel. The Scarlet letter was pushed upon Hester Prynne by a theocratic society, for a sin that she had committed with a man whose name she would not reveal. The theocratic society placed Hester inside a jail with iron clamped doors. The jail was rusted, had iron spikes, and was decaying. The only sign of life this jail had was a wild red rose bush growing outside the door. When the prison door opened, she stood fully reveled to the town people and pulled the child closely to her chest and began to walk out. The narrator gives in detail the vision the people of Boston saw as they looked at Hester, â€Å"On the breast of her gown, in fine red cloth surrounded with an elaborate embroidery and fantastic flourishes of gold thread, appeared the letter â€Å"A.† It was so artistically done, and with so much fertility and gorgeous luxuriance of fancy, that it had the effect of a last and fitting decoration to the apparel which she wore† (51). The scarlet letter made Hester one of her own kind and separated her from the entire town. She was looked at as a sinner, being judged every time she walked into town, and was an example of sin. The scarlet letter made her different and the narrator explains, â€Å"It had the effect of a spell, taking her out of the ordinary relations with humanity and enclosing her in a sphere by herself† (52). Hester was now due for the punish... ...for her committing Adultery. After this letter is placed upon her bosom she stands upon the scaffold in front of the theocratic society holding a infant in her arms and bearing the letter on her chest. The letter also means the same thing for Dimmesdale but his pain is placed within and leaves a burn upon his chest. Dimmesdale then sees a letter â€Å"A† in the night time sky created by clouds. As a meteor lights up the sky, the letter becomes inflamed with a bright red color. That same â€Å"A† is noticed by the towns’ people in memory of the governor and they believe it means â€Å"Angel†. However, as years pass and Hester begins to be a great influence in the city of Boston, the â€Å"A† stands for â€Å"Able† showing the strength that Hester endures. As one reads this novel, one can choose which meaning is the most significant and most symbolic, as Hester lives a life of ignominy.

Extracurricular Activities

Contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 3. Survey Findings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 4. Analysis of Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 5. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 6. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 18 Effect of Extracurricular Activities on Academic Performance at NSU Introduction Music, volunteer work, community service, sports, debating, etc—all of these have an influence on how university students perform academically.The way students choose to spend their free time can affect their academic performance; it is not simply traditional in-class instruction that impacts academic achievement. â€Å"A study by the U. S. Department of Education revealed that students who participate in co-curricular activities are three times more likely to have a grade point average of 3. 0 or better† than students who do not participate in co-curricular activities (Stephens & Schaben, 2002, para. ). In addition to co-curricular or extracurricular activities, â€Å"analyses revealed that regardless of students’ background and prior achievement, various parenting, volunteering, and home learning activities positively influenced student grades† (Simon, 2001, para. 1). Numerous studies have examined the factors influencing students’ academic achievement, and many activities were found to have a significant influence.According to BUGS (Bringing Up Girls in Science), a program for young girls and their parents at the University of North Texas, â€Å"the home environment is among the most important influences on academic performance† (Bringing Up Girls in Science, 2003, para. 2). A correlation appears to exist between the activities that students choose outside of the classroom and their academic performance. One of the main controversies is the effect that television viewing of students has on their academic achievement. â€Å"The relationship between cognitive development and television viewing has been the one most widely studied.Investigators disagree about the effects of this relationship† (Shin, 2004, para. 2). The amount and quality of television viewing and family involvement are not the only influences of academic performance. The effects of music and sports are also controversial in their relation to academic performance. University Deans are interested in the relationship between academic achievement and participation in interscholastic sports at university level these days implying that sports do have some sort of influence on how students perform academically.All of these activities appear to have some sort of effect on students’ academic performance; however, the issue of whether they benefit or hinder is unknown. The research would be described as a descriptive study because it observes behaviors â€Å"as they occur naturally, describes behav ior, explores a phenomenon, and tests hypotheses about behavior† (Brown, Cozby, Kee, & Worden, 1999, p. 75). Therefore, the purpose of this study is to determine whether or not the club activities that students of North South University (where I study currently) take part in have an effect on their academic performance.I believe that extracurricular activities (club activities) have a positive effect on a student’s academic performance at NSU. | | | | Literature Review The History of Extracurricular Activities The development of extracurricular activities was slow in the beginning, with many seeing it simply as a fad that would pass and quickly fade out of style (Millard, 1930, p. 11). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, â€Å"grow out of curricular activities and return to curricular activities to enrich them† (Millard, 1930, p. 2). Eventually people, including educators, began to see th e benefits of extracurricular activities, but it took a while to inure themselves to them. In fact, before 1900, educators were skeptical of participation in extracurricular activities, believing that â€Å"school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievement, and consequently were discouraged† (Marsh & Kleitman, 2002, para. 5).Deam and Bear, early experts on extracurricular activities, said, â€Å"Extracurricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day† (Millard, 1930, p. 16). It was not until recently that â€Å"educational practitioners and researchers have taken a more positive perspective, arguing that extracurricular activities may have positive effects on life skills and may also benefit academic accomplishments† (Marsh & Kleitman, 2002 , para. 5). It is obvious that extracurricular activities have an impact on academic performance and education ever since their inception.The question is, how are extracurricular activities affecting academic performance today? Extracurricular Activities and Academic Performance Numerous studies have been conducted concerning the relationship between extracurricular activities and academic performance. Total extracurricular activity participation (TEAP), or participation in extracurricular activities in general, is associated with an improved grade point average, higher educational aspirations, increased college attendance, and reduced absenteeism† (Broh, 2002, para. 8).Guest and Schneider (2003), in looking at the previous research on this subject said, â€Å"Researchers have found positive associations between extracurricular participation and academic achievement† (para. 2). Although researchers agree that extracurricular activities do, in fact, influence academic pe rformance, the specific effect that various activities produce is debated. One study, conducted by the National Educational Longitudinal Study, found that â€Å"participation in some activities improves achievement, while participation in others diminishes achievement† (Broh, 2002, para. ). Many extracurricular activities have proven to be beneficial in building and strengthening academic achievement, even if the activities are not obviously related to academic subjects (Marsh & Kleitman, 2002, para. 9). â€Å"A number of studies revealed that students participating in extracurricular activities did better academically than students who did not participate† (Marsh & Kleitman, 2002, para. 7). Researchers have particularly studied the relationship between extracurricular activities and academic performance in adolescents.One study found that â€Å"adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, an d higher academic aspirations† (Darling, Caldwell, & Smith, 2005, para. 1). Darling, Caldwell, and Smith (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year.Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average. The results showed that the students who participated in school-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all (Para. 3-35). S ocial Influences of Extracurricular Activities and Academic Performance Numerous studies indicate that extracurricular activities do, in fact, promote academic performance in students. However, are the extracurricular activities themselves, regardless of outside or social influences, responsible for this impact on academic performance? Guest and Schneider (2003) conducted research on what influence various social factors had on the relationship between extracurricular activities and academic performance.They found that most of the studies previously conducted on the relationship between these two factors had not taken into account the meaning that participation in extracurricular activities â€Å"[held] for individual participants within distinct social contexts† (Para. 3). They believed that every school and community assigned certain values to the various activities, putting more importance on some over others. The value that is placed on each activity affects the relations hip between that specific activity and academic performance (Guest & Schneider, 2003, para. ). Guest and Schneider (2003) concluded that there are three factors which influence this relationship. These factors are the â€Å"what,† the â€Å"where,† and the â€Å"when† (Para. 7). The â€Å"what† suggests that â€Å"the type of participation or activity undertaken influences developmental outcomes† (Guest & Schneider, 2003, para. 8). The â€Å"where† suggests â€Å"that the school and community context in which extracurricular activity takes place matters† (Guest & Schneider, 2003, para. 9).Finally, the â€Å"when† suggests â€Å"that the developmental and historical context in which extracurricular participation takes place influences both how it is valued and its effects on subsequent development† (Guest & Schneider, 2003, para. 10). All three of these factors work together to influence the relationship between participa tion in extracurricular activities and academic performance, because each one places a different value both on activities and academics. Formal Versus Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities.The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has â€Å"suggested that formal and informal activity settings have different influences on motivation and feelings of competence,† two factors which influence academic performance (Guest & Schneider, 2003, para. 8).One study found â€Å"that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments,† while mor e time in â€Å"structured groups and less time watching TV were associated with higher test scores and school grades† (Marsh & Kleitman, 2002, para. 15). Guest and Schneider (2003), in their study, found that â€Å"the type of participation or activity undertaken influences developmental outcomes (Para. 8). This involves the â€Å"what† factor and is the concern of this research project.There have been many studies conducted on the influence that extracurricular activities have on academic performance. Their effects have â€Å"differed substantially for different activities. There were a total of seventy-six statistically significant effects, fifty-eight positive and eighteen negative† (Marsh & Kleitman, 2002, para. 11). The Relationship Between Volunteer Work and Academic Performance A dearth of literature on the relationship between volunteering and academic achievement exists; nevertheless, it is becoming more popular in academic settings as a way of improv ing academics, as well as society.Many schools now require their students to complete a mandatory number of hours of volunteer work per year or semester. Schools have implemented â€Å"service learning,† which incorporates community service and volunteer work into the curriculum, because it has been proven to have a positive effect on academic performance (Hinck & Brandell, 1999). Service learning â€Å"can and does have a positive impact on the psychological, social, and intellectual development of adolescents who participate† (Hinck & Brandell, 1999, para. 11).Usually the services performed are related, in some way, to some academic subject, but most forms of volunteer work and community service can be tied to academics in one way or another. As a result, â€Å"more and more studies are finding that increased academic growth is the result when service is combined with intellectual content† (Hinck & Brandell, 1999, para. 17). One study, conducted on over 2,000 students enrolled in kindergarten through twelfth grade, found that student performance improved as a result of service learning (Hinck & Brandell, 1999, para. 17).The Texas Council of Chief State School Officers reported that â€Å"involvement in service learning affects students’ higher level thinking skills, motivation to learn, application of learning, insight, and basic academic skills† (Hinck & Brandell, 1999, para. 18). One study performed to determine the relationship between academic performance and community partnerships found that â€Å"regardless of students’ background and prior achievement, volunteering activities positively influenced student grades, course credits completed, attendance, behavior, and school preparedness† (Simon, 2001, para. 1).All of the literature concerning the relationship between academic performance and volunteering presented a positive relationship. (Citied in Fujita, 2005) Survey Findings Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Analysis of Data When asked whether their CGPA improves when they are actively involved with club activities and events, eighty percent members of North South University Social Services Club, sixty percent members of North South University Sports Club and eighty percent members of North South University Shangskritik Shanghatan responded with ‘no’.They also answered ‘negative’ when asked what kind of effect their chosen extracurricular activity has on their academic performance in the same percentages. This clearly shows that the majority of the members of these three clubs feel that they perform poor in their academics when they are involved with club works. The activities of the club, although it may provide satisfaction to the active members, it does not help them with their studies. The courses they take at NSU have no relation with the activities of the club.Therefore, they get ex hausted after doing the activities of the club and do not get time to concentrate on their studies. And also, since the activities of these three clubs have no relation with the courses offered at NSU, it does not help them with their academics in any way. However, a totally different picture can be seen when the responses of the active members of Young Economists’ Forum (YEF) and North South University English Club are analyzed. Here, it should be mentioned that all the members who filled up the questionnaires from these two clubs were from the Economics and English departments respectively.Although it is not mandatory for the members of YEF to be from the economics department and for the members of English club to be from the English department, my sample included all YEF members from the Economics department and all English Club members from the English department. So, this is one of the major reasons for eighty percent of YEF members and sixty percent of English Club memb ers to respond with ‘yes’ when asked whether their CGPA improves when they are actively involved with club activities.Respectively, they also answered ‘positive’ with the same percentage when asked what kind of influence their chosen ECA has on their academic performance. This shows that since the extracurricular activities chosen by the members of YEF and English Club from the selected sample are related to their field of study at NSU, they feel their CGPA improves and that the activities have a positive effect on their academic performance. Finally, when the CGPA of the total sample is analyzed, it can be seen that sixty percent of the total sample have a bad CGPA between 1. 05 and 3. 00.The rest forty percent have a very good CGPA between 3. 01 and 3. 97. The students with good CGPA belong to clubs which organize activities related to the student’s academics. This further strengthens the argument that students who are involved in club activities w hich complements their studies perform well in their studies than those students whose club activities are unrelated to their academics. Conclusion From the conducted survey, it can be concluded that my hypothesis is partially proved correct. Extracurricular activities in the form of club activities do have a positive effect on a student’s academic performance at NSU.However, the club activity must be related to the courses taken by the students or their field of study. It helps the students perform better in their academics and score better grades if the club activities they are involved in helps broaden the students’ knowledge about his chosen field of study at NSU. If students’ choose to become a member of a club whose activities have no relation with their academics, although they may become very skilled at those activities but this will hamper their study, and their academic performance will go down in the form of a low CGPA.All being said and done, student s should not base their decision of getting involved in club activities or participating in any other extracurricular activity from the findings of this study. This research is only a small attempt to find out the relationship between extracurricular activities and academic performance at NSU. Students should set their priorities themselves and choose their extracurricular activity accordingly or choose them according to their interests. They have the liberty to do so as they are mature adults.However, it would be wise if students chose their extracurricular activities carefully. At the end of the day, academic performance matters the most. NSU’s reputation depends on the quality of the students who study here. If NSU is filled with active ‘clubbers’ who are very good at their club activities but poor in studies then NSU’s reputation will go down in the eyes of all who see NSU as a place of quality higher education. References Bringing Up Girls in Science. (2003). Bugs—parents (University of North Texas). Retrieved February 26, 2005, from http://www. oe. unt. edu/bugs/parents. index. html Broh, B. A. (2002, January). Linking extracurricular programming to academic achievement: Who benefits and why? [Electronic version]. Sociology of Education, 75, 69-96. Brown, K. W. , Cozby, P. C. , Kee, D. W. , & Worden, P. E. (1999). Research methods in human development. Mountain View, CA: Mayfield Publications. Darling, N. , Caldwell, L. L. , & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment [Electronic version].Journal of Leisure Research, 37, 51-77. Fujita, K. (2005). The Effects of Extracurricular Activities on the Academic Performance of Junior High Students [Electronic version]. Undergraduate Research Community. Available at http://kon. org/urc/v5/fujita. html Guest, A. , & Schneider, B. (2003, April). Adolescents’ extracurricular participation in context: The mediating effe cts of schools, communities, and identity [Electronic version]. Sociology of Education, 76, 89-105. Hinck, S. S. , & Brandell, M.E. (1999, October). Service learning: Facilitating academic learning and character development [Electronic version]. National Association of Secondary School Principals Bulletin, 83, 16-25. Marsh, H. W. , & Kleitman, S. (2002). Extracurricular activities: The good, the bad, and the nonlinear [Electronic version]. Harvard Educational Review, 72, 464-512. Millard, C. V. (1930). The organization and administration of extra curricular activities. New York: A. S. Barnes and Co. Shin, N. (2004, December).Exploring pathways from television viewing to academic achievement in school age children [Electronic version]. The Journal of Genetic Psychology, 165, 367-382. Simon, B. S. (2001, October). Family involvement in high school: Predictors and effects [Electronic version]. National Association of Secondary School Principals Bulletin, 85, 8-20. Stephens, L. J. , & S chaben, L. A. (2002, March). The effect of interscholastic sports participation on academic achievement of middle level school activities [Electronic version]. National Association of Secondary School Principals Bulletin, 86, 34-42.

Fashion Icon: Twiggy Essay

The world is composed of billions of people with each individual having various characteristics and qualities. The uniqueness of every individual could be seen in their physical appearances, personalities, and the ways they interact with each other. Despite the fact that almost everyone in the world has his or her respective potentials to make it famous in the world, there are only some people who managed to reach that stage. These people have the exemplary skills and traits that make others look up to them. Their influence does not merely involve the admiration of people but rather they tend to represent a certain area of their chosen profession. The impact that they can establish could also go as far as symbolizing the popular culture at large. In this sense, those individuals who are considered to fall under these descriptions are regarded as icons. The fashion industry also has personalities who created a meaningful and substantial contribution to this particular field. One of the most notable fashion icons who greatly exemplify this idea is Twiggy. In line with these, it is the main objective of this paper to discuss the status of Twiggy as a fashion icon. In order to do so, four images of Twiggy will be used in order to analyze her iconic status in the fashion industry. The succeeding paragraphs will give a short biography of her life and how her experiences paved the way for her success. In relation to this, the unique skills and characteristics that make Twiggy reach her present status in the fashion world will be given due consideration. Moreover, the way by which the media represented Twiggy will also be elaborated on. Lastly, an analysis of the way Twiggy produce popular culture and the means popular culture simultaneously produces Twiggy will be conducted. Biography of Twiggy Lesley Hornby or more popularly known as â€Å"Twiggy† was born on 19 September 1949 in North London. She hailed as â€Å"The Face of ‘66† by the Daily Express. During the mid 60’s, when she was at the age of 16, Twiggy became internationally popular as the world’s first supermodel.   Ã‚  Her success in photographic modeling epitomizes that certain age (Lawson). Later on, Twiggy became a thriving and lucrative actress in film, stage, and television. Her career in the film industry took off when by starring in Ken Russell’s â€Å"The Boyfriend.† She was able to won two Golden Globe awards for the category of most promising newcomer and best actress in a musical. Twiggy also entered the music scene wherein she recorded many albums that include various genres like pop, rock, disco, country and show tunes. She was able to obtain two silver discs, two chart albums, and hit singles in the span of her music career. Moreover, Twiggy also excelled in starring with her own variety series for the BBC. She was critically acclaimed in her portrayal of Eliza Doolittle in the television series entitled â€Å"Pygmalion.† Afterwards, she was included in the Tony Award winning Gershwin musical â€Å"My One and Only.† Twiggy had an outstanding success for this production wherein she was nominated for a Tony Award (Lawson). Twiggy further pursue her acting skills by getting roles in film and television shows both in the United States and the United Kingdom. She was able to become a cast member of famous shows, some of these are: â€Å"The Doctor and the Devils†, â€Å"Club Paradise†, â€Å"The Blues Brothers†, â€Å"The Little Match Girl†, and â€Å"Young Charlie Chaplin.† In 1988, Twiggy experienced an important part of her life when got married with British Actor and Director Leigh Lawson who is her co-star in â€Å"Madame Sousatzka† (Lawson). During the 1990s, Twiggy was launched in the career of a television presenter and interviewer. She had her own ITV series entitled â€Å"Twiggy’s People.† This gave her the opportunity to interview famous people such as: Dustin Hoffman, Lauren Bacall, Tom Jones, Joan Rivers, Eric Idle, and Tim Curry. In the year 2001, Twiggy had her second television series with the name â€Å"Take Time With Twiggy†, which she interviewed famous personalities with the likes of Lulu, Ken Russell and Frederick Forsyth (Lawson). Twiggy also made known her interest in the entertainment production when she co-produced and starred in the highly praised â€Å"If Love Were All† in New York that was directed by her husband Leigh Lawson. She also ventured her way into writing when she created her autobiography entitled â€Å"Twiggy in Black and White† that was included in the bestseller list. Twiggy did not forget her passion for music because she released a new album the â€Å"Midnight Blues†, which received good review from the music press (Lawson). Twiggy indeed has a timeless beauty that goes beyond the decades. This is clearly observable in the fact that she continues to model for famous brands like Marks and Spencer wherein she has been a part of their 2005 phenomenal advertising campaign. She has also been featured on the cover of numerous magazines like â€Å"Vogue† and â€Å"Tatler† despite her age. Recently, Twiggy had also been part of the reality show â€Å"America’s Next Top Model† as a guest judge opposite another model and creator of the show, Tyra Banks (Lawson). Lastly, Twiggy has other advocacies and interests that she is very passionate about. She is an active supporter of animal welfare. She actively contributes and participates in various societies that advocate animal rights as she is a self-proclaimed anti fur campaigner. Another cause that she is an ardent supporter of is the breast cancer research groups. Twiggy’s interest in fashion goes a long way as she now has her own clothing line and range of bed linen (Lawson). Twiggy as a Fashion Icon The Merriam-Webster dictionary defines â€Å"fashion† as â€Å"the prevailing style during a particular time† and a â€Å"social standing or prominence especially as signalized by dress or conduct† (Merriam-Webster Online). The term â€Å"icon† is also defined by the same dictionary as â€Å"a usually pictorial representation† and â€Å"an object of uncritical devotion† (Merriam-Webster Online). In this sense, a fashion icon could refer to an individual that has established a certain trend during a particular period of time, which makes other people, idolized him or her. It must be noted that an icon is not merely an object because even individuals can represent a particular idea or concept through inanimate objects such as a picture. Being a fashion icon does not entail the mere admiration of people because they also have to make their trends popular and widely-accepted by the people. Moreover, a fashion icon’s influence is not only limited to the public but they also have their way of establishing their own inputs to the development of the fashion industry. Putting these meanings in mind, being a fashion icon is indeed applicable to Twiggy. Twiggy was able to influence the fashion of the 1960s. During this time, fashion editors were looking for a new face or something different that will emphasize a certain or pervasive image of girlishness. Twiggy was referred as the â€Å"elfin’ with her 5 ft. 6 ins. height, and measured ’31, 22, ’32 at the time of her frame. She was regarded as one of the members of the â€Å"youthquake† that revolutionized the previous perspective of fashion and modeling. Twiggy was recognized as the new fashion icon of the 60s because her look began challenging the reign of studio imperialism with regards to star fashion successes. This youth culture that has emerged, which includes Twiggy, has been a formidable fashion force that gives a new approach to the face of popular taste by means of emphasizing fine and performing arts. Twiggy also contributes to the greater complexity of the fashion world as a stick-thin teenage English model. Furthermore, Twiggy was among the fashion icons that were able to reach such status without the aid of Hollywood (Craats 24-25). Twiggy was recognized as the world’s first supermodel because of her unique style that epitomizes an era. She introduced a new style that veers away from the traditional looks of women that aided her in influencing the new images of female fashionability. Twiggy’s waif like figure, boyish hair cut and striking eye lashes created a new image the embodies the 1960s. Her uncanny fashion sense of appealing to be boyish with her thin figure and short hair but at the same time still looking girly with the clothes she wears resonated. She immediately became popular not only in the United Kingdom but also in America (Craats 24-25). She took New York by storm, which includes the admiration of the may people. Million of teenage girls from the sixties idolized her as she became one of the most famous faces on the planet. Twiggy’s picture was everywhere, in fashion magazines like Vogue, Tatler, and even at her own American publication â€Å"Her Mod, Mod Teen World†. The popularity of Twiggy even reached a point where her photograph was even encased in a time capsule and sent into space (Lawson). The physical appearance and fashion style of Twiggy symbolize the era of the 60s but more than that she also stands for the idea of innocence and youth. She was just a 17 years old teenager when she captured the attention of the fashion industry. She possesses a body of a skinny kid with the face of an angel that makes her look very naà ¯ve. Her look and fashion style are both similar and different. It is similar because of the fact that she fashioned colorful tops and skirts that clearly exemplifies the pop-culture of her time. On the other hand, it is different because of her boyish physical features and girly fashion sense that tends to contradict with each other. As a result, the irony of her physical appearance as a model and the fashion sense that she popularized only contributed more to her popularity that can even be compared for the clamor of the people for the British boy band â€Å"The Beatles† (Craats 24-25). The qualities and contribution that Twiggy made during her career in the fashion industry as well as in the other fields of artistry like music and acting made Twiggy stand out from the other popular figures during her time. She is considered as different from the others because she was able to symbolize an era, which other famous personalities cannot do. When people think or remember the 60s, Twiggy is always one of the people they identified with when it comes to the fashion scene. Her contributions were really substantive because she was able to aid in changing the perspective of the people during her time. She was able to further promote the â€Å"youthquake† that give the female fashion a different flair. More than that, Twiggy has this exceptional charisma to the public that make her instantly popular to millions of people. Her popularity does not merely stop in mere modeling but it also extended in other areas of artistry like designing, music, and acting. These only prove that Twiggy became part of the lives of the people because she very much accepted and recognized in all her areas of endeavor (Desser and Jowett 184-185). The Social Historical Context Twiggy rose to prominence during the 1960s decade. This period is often characterized by the inter-related cultural and political trends in the west especially in the United States of America and Britain. It is also known in popular culture as â€Å"The Sixties† to describe the counter-culture and social revolution that takes place at the end of the decade. In relation to this, the era is referred to as one of irresponsible excess and flamboyance. The decade is also regarded as the â€Å"Swinging Sixties† because of the liberalist attitude that people have during that time which gives importance to individual freedom (Craats 24-25). The fashion style that Twiggy popularized during the 1960s shows the very idea of liberalism that was very wide spread at that time. The clothes that she wears are usually composed of short skirts or mini skirts that shows more skin. Being the case, the female identity of becoming more liberated is seen in the clothes that they wear (Moseley 38-19). During this time dressing less really was more. Twiggy was able to stand for the change that mirrors for the sentiment of the most females during that era. As Twiggy said so herself â€Å"The sixties were a time when ordinary people could do extraordinary thing . . .† (Lawson). Twiggy and Popular Culture The iconic status that Twiggy has in the fashion industry can be regarded as transitory rather than permanent. This is due to the fact that her influence in the fashion world as well as in other areas of the arts still exists up to this present time. Contrary to the common fear of most models of the fashion industry that are regarded as â€Å"has-been† when they no longer comprehend with the certain style or look of the time, Twiggy transcends this limitation to a model (Craik 282-285). She was able to revolutionize the fashion industry once again when she paved the way for models in their forties to still be profitable in the industry during her commercial campaign when Marks and Spencer. Most importantly, she is the embodiment of the idea that models are not all beauty because they also have the brains due to the various advocacies that she has.

Free Essays on Hello IPod

â€Å"Hello, iPod† Music storage devices such as Mp3 players have become progressively a more popular trend today then it had been earlier, especially with the boom of music downloading. It seems almost everyone owns an mp3 player, and most likely it is an Apple iPod. Apple iPods are in fact riding on the pop culture wave; their use has changed the American youth socially, and in a beneficial way. The world has become a rapidly changing place, this holds true especially with technology, where a product can turn from cutting edge to obsolete in a matter of weeks. Although there is one gadget that seems to have etched its place in stone, the Apple iPod. It has become a household name; a name that brings fun, pleasure and excitement to everyday life. It has a reputation all of its own. The truth is that many believe iPod is simply one of the best media inventions of modern times. Its ability to carry 10,000 songs anywhere can be seen as a blessing to a multitude of people. On October 23, 2001, Apple introduced the first iPod, which became, and still is, one of the most sought after products in consumer history. Immediately, some nicknamed it the â€Å"Tickle Me Elmo† of that year. By the end of December 2001, Apple had sold more than 125,000 iPods, and by June 23, 2003, Apple had sold their one millionth iPod, in a little over a year and a half after the release date of the product. On January 6, 2004, Apple reached the two million mark, less then six months after Apple hit they’re one millionth mark. The demand for iPods was astounding, and Apple couldn’t keep up with the consumer demand. Due to the demand for iPods and lack of supply, PC and printer manufacturing giant, Hewlett-Packard licensed the iPod from Apple and entered the market with hopes of increasing the supply, but to no avail. These days the demand is still high but there is a steady supply of iPods to go around. When the typical American consumer buys an iPod... Free Essays on Hello IPod Free Essays on Hello IPod â€Å"Hello, iPod† Music storage devices such as Mp3 players have become progressively a more popular trend today then it had been earlier, especially with the boom of music downloading. It seems almost everyone owns an mp3 player, and most likely it is an Apple iPod. Apple iPods are in fact riding on the pop culture wave; their use has changed the American youth socially, and in a beneficial way. The world has become a rapidly changing place, this holds true especially with technology, where a product can turn from cutting edge to obsolete in a matter of weeks. Although there is one gadget that seems to have etched its place in stone, the Apple iPod. It has become a household name; a name that brings fun, pleasure and excitement to everyday life. It has a reputation all of its own. The truth is that many believe iPod is simply one of the best media inventions of modern times. Its ability to carry 10,000 songs anywhere can be seen as a blessing to a multitude of people. On October 23, 2001, Apple introduced the first iPod, which became, and still is, one of the most sought after products in consumer history. Immediately, some nicknamed it the â€Å"Tickle Me Elmo† of that year. By the end of December 2001, Apple had sold more than 125,000 iPods, and by June 23, 2003, Apple had sold their one millionth iPod, in a little over a year and a half after the release date of the product. On January 6, 2004, Apple reached the two million mark, less then six months after Apple hit they’re one millionth mark. The demand for iPods was astounding, and Apple couldn’t keep up with the consumer demand. Due to the demand for iPods and lack of supply, PC and printer manufacturing giant, Hewlett-Packard licensed the iPod from Apple and entered the market with hopes of increasing the supply, but to no avail. These days the demand is still high but there is a steady supply of iPods to go around. When the typical American consumer buys an iPod...

3 Tips for Writing Your Williams College Supplement

3 Tips for Writing Your Williams College Supplement SAT / ACT Prep Online Guides and Tips Williams is among the most selective colleges in the country, with an acceptance rate of 15 percent. As part of your Williams application, you’ll need to respond to the Williams writing supplement. In this article, we’ll cover the three questions that make up the Williams writing supplement, offer suggestions for what to write about in your essay, and give you tips for crafting the best essay possible. The Williams Writing Supplement There are three different questions on the Williams writing supplement. You need to respond to one of them as part of your application. 1. At Williams we believe that bringing together students and professors in small groups produces extraordinary academic outcomes. Our distinctive Oxford-style tutorial classes- in which two students are guided by a professor in deep exploration of a single topic- are a prime example. Each week the students take turns developing independent work- an essay, a problem set, a piece of art- and critiquing their partner’s work. Focused on close reading, writing and oral defense of ideas, more than 60 tutorials a year are offered across the curriculum, with titles like Aesthetic Outrage, Financial Crises: Causes and Cures, and Genome Sciences: At the Cutting Edge. Imagine yourself in a tutorial at Williams. Of anyone in the world, whom would you choose to be your partner in the class, and why? 2. Each Sunday night, in a tradition called Storytime, students, faculty and staff gather to hear a fellow community member relate a brief story from their life (and to munch on the storyteller’s favorite homemade cookies). What story would you share? What lessons have you drawn from that story, and how would those lessons inform your time at Williams? 3. Every first-year student at Williams lives in an Entry- a thoughtfully constructed microcosm of the student community that’s a defining part of the Williams experience. From the moment they arrive, students find themselves in what’s likely the most diverse collection of backgrounds, perspectives and interests they’ve ever encountered. What might differentiate you from the 19 other first-year students in an entry? What perspective(s) would you add to the conversation with your peers? Each question has the same instructions: respond to the prompt in 300 words or fewer. Writing the Williams writing supplement is optional, so you can choose whether you want to answer a question or not. Should I Write an Essay for the Williams Writing Supplement? When you’re working on your Williams College application, you might notice that the Williams Writing Supplement is entirely optional. So should you write an essay? Or skip it altogether? It would be a huge mistake to not write the Williams College supplement. While the instructions do say optional, the statement isn’t really optional. Choosing not to write an essay will make you look like you don’t care that much about being accepted to Williams. Along the same lines, your Williams writing supplement is a great way to show the admissions committee aspects of your personality that aren’t highlighted in the rest of your application. Take that opportunity! Show the admissions committee why you belong on Williams’ campus. What Should I Write About in My Williams College Supplement? Let’s take a look at each of the Williams College supplement questions and discuss what you could write about in each. At Williams we believe that bringing together students and professors in small groups produces extraordinary academic outcomes. Our distinctive Oxford-style tutorial classes- in which two students are guided by a professor in deep exploration of a single topic- are a prime example. Each week the students take turns developing independent work- an essay, a problem set, a piece of art- and critiquing their partner’s work. Focused on close reading, writing and oral defense of ideas, more than 60 tutorials a year are offered across the curriculum, with titles like Aesthetic Outrage, Financial Crises: Causes and Cures, and Genome Sciences: At the Cutting Edge. Imagine yourself in a tutorial at Williams. Of anyone in the world, whom would you choose to be your partner in the class, and why? While it may seem like there are endless ways to answer this question, there are really only two real options: you can pick someone you know personally or you can pick someone you’ve never met, but have always wanted to. Whichever direction you go in, you should make sure to have a specific reason for choosing that person. If you pick someone you know personally, you can use this essay as an opportunity to talk about experiences you’ve had that have greatly affected you. You could, for instance, choose someone you met on a service trip who taught you about hard work or the director of a musical that you participated in that taught you a lot about self confidence. In either of these examples, you’ll be able to talk not only about the influential figure, but about an important part of your life (the service trip or the musical). If you decide to go the celebrity or famous person route, you should make sure to have a real reason why you want to meet that person - a reason that reflects how they influence you. Love isn’t the same as influence - you can love a celebrity but that doesn’t mean they’ve had a huge impact on your life. It’s fine to pick Chrissy Teigen, but only if you talk about how you’d really like her help dissecting a tutorial on social media. If you’re struggling to pick a person, it can be helpful to come up with a tutorial topic that you’d like to participate in first. Having parameters like class topic can be useful for giving you ideas for how to answer the question. Each Sunday night, in a tradition called Storytime, students, faculty and staff gather to hear a fellow community member relate a brief story from their life (and to munch on the storyteller’s favorite homemade cookies). What story would you share? What lessons have you drawn from that story, and how would those lessons inform your time at Williams? While this prompt talks a Williams-specific tradition, Storytime, the question itself is a common one in admissions essays: sharing about a time when you learned an important lesson. To master this prompt, you need to pick a specific experience. It doesn’t need to be earth-shattering or impressive, but it does need to have real significance in your life. You should pick an authentic experience that you actually had - don’t make something up or exaggerate to try to seem more important. Your essay should have a clear narrative arc with a beginning, middle, and end. Make sure to include your takeaways and reflections in the end of the response. Every first-year student at Williams lives in an Entry- a thoughtfully constructed microcosm of the student community that’s a defining part of the Williams experience. From the moment they arrive, students find themselves in what’s likely the most diverse collection of backgrounds, perspectives and interests they’ve ever encountered. What might differentiate you from the 19 other first-year students in an entry? What perspective(s) would you add to the conversation with your peers? This Williams College supplement prompt gives you an opportunity to share more about what makes you unique. Don’t fall into the trap, though, of sharing too much! Pick one specific trait or identity to talk about. You don’t need to talk about every single thing you’ve ever done or liked. In your essay, be sure to talk about how the trait or identity you chose has affected your perspective. Maybe being introverted has let you observe more about other people. Maybe being a member of the LGBTQ+ community has taught you about the importance of respecting others’ differences. Whatever you choose, make sure to fully flesh out how and why that trait has affected your perspective and why that perspective would be valuable to the Williams community. Tips for Writing a Strong Williams College Supplement Essay Writing a strong Williams College supplement essay isn’t just about picking the right prompt to answer. You need to make sure your essay is the best possible example of your work in order to wow the admissions committee. Follow these three tips for writing an amazing Williams supplement essay. #1: Be Authentic The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Williams wants you to be. #2: Play With Form The Williams College supplement essays leave a lot of room open for creative expression - use that! You don’t need to stick to a five paragraph essay structure here. You can play with the length and style of your sentences - you could even dabble in poetry if that makes sense! Whichever form you pick, make sure it fits with the story you’re trying to tell and how you want to express yourself. #3: Proofread and Polish Your Essay Your Williams essay should be the strongest example of your work possible. Before you turn in your application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Williams College supplement essay, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Final Thoughts While the Williams College supplement says it’s optional, it’s not really! You should answer the essay as part of your application. When writing your Williams College supplement response, DO: Be authentic and true to yourself. Tell stories that are meaningful to your identity and experience. DON’T: Lie or exaggerate to seem more important. Forget to proofread or polish your essay. What’s Next? Wondering how to ace the Common Application? No problem! We’ve got you covered with tips and tricks to make your application stand out from the crowd. Starting your essay is often the hardest part.If you're unsure where to begin, check out this guide to starting a college essay perfectly, and don't be afraid to just dive right in! If you're applying to Williams College, you're likely applying to other colleges on the East Coast, too. Check out our expert guides to the Duke essay, the Tufts essays, and the Harvard essay. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: