Literary Devices Pathos, Ethos, and Logos Flashcard

Literary Devices: Pathos, Ethos, and Logos

Complete Guide to Peer Recommendations

Complete Guide to Peer Recommendations SAT / ACT Prep Online Guides and Tips Choose your friends wisely, they say...because they might be getting you into college. Granted, that phrase probably didn't originate in the world of competitive college admissions, but it applies to Dartmouth and Davidson, both of which require peer recommendations along with the traditional teacher and counselor recs. Your peers can (and are expected to) give a different perspective than your teachers and counselors. This guide will go over the exact requirements for peer evaluations, along with advice on who you can ask and how to ensure a strong peer recommendation for your college applications. To start, which schools want a peer letter of rec, and what are they looking for? Requirements for Peer Recommendations The only two schools that require peer recs so far are Dartmouth and Davidson (well, Dartmouth just "strongly encourages" that you send one, but that's the same as required when you're applying to such a selective school). Some students also opt to provide supplemental peer evaluations to other colleges, especially if their teacher or counselor rec letters are lacking in deep insight or information. I would advise caution about this- admissions officers usually don't enjoy too much extra material unless it really adds an important dimension to The Story of You. For Dartmouth, your peer evaluation can come from much pretty much anybody, whether it's a friend, fellow student, co-worker, or sibling. Dartmouth says, "You might ask a friend from school, or camp, or your neighborhood. It might be a teammate, someone from your community of faith, or a co-worker. Perhaps a cousin, a sibling: it doesn't matter. We don't want another letter from a teacher, coach, or other supervisory presence in your life; we have enough of those. Ask a peer who can provide fresh insight into your interests and your character. Davidson, on the other hand, seems to prefer that the peer remain outside the family and be a classmate or friend. They say, "This Peer Recommendation is to be completed by a classmate or close friend who knows the applicant well and can evaluate the applicant's strengths. This recommendation can provide useful information in ascertaining the competitiveness of the applicant. You, as a close friend or classmate, know the applicant in a different way than do teachers, counselors, principals, and advisors. Your insights will help us to understand the nature and extent of the respect accorded to the applicant by peers. Since Davidson can select only a small number of the total applicant pool to fill each year's entering class, your assessment of this applicant's strengths and weaknesses will be important in our decision." Both Dartmouth and Davidson are hoping the peer evaluation will provide fresh insight into the applicant's character and personality. Rather than speaking to your academic achievement and potential, peer recs can discuss your personal qualities and passions, along with who you are as a friend and how you'll interact and contribute socially on campus. This is an important and distinct shift from teacher and counselor recommendations, which tend to be more formal and focused on past achievements and future potential. Before delving deeper into exactly what admissions committees are looking for in peer recommendations, let's conclude these logistics with information on how to submit. Dartmouth will have you add your peer recommender using the "Other Recommender" tab on the Common Application. Your friend or relative will upload his/her letter onto the Common App. Davidson asks peer recommenders to upload their letters here. In addition to the statement of support, recommenders are asked to rank you on a number of character traits and personal qualities, such as your leadership, energy and initiative, self-confidence, concern for others, and reaction to criticism. While the additional statement seems optional, simply saying, "We welcome any additional statement you wish to make about the applicant," it's important that your peer recommender give a thoughtful response. That's the main part of the peer evaluation. Apart from getting a sense of who you are as a peer rather than as a student, what do admissions officers hope to learn from the peer letter of reference? The drama! The intrigue! The heartfelt support of a close friend! What Do Admissions Committees Look For in Peer Recommendations? Admissions officers like to emphasize that their process is a "holistic" one, meaning they're not just looking at grades and test scores, but rather trying to get a sense of who the student is as a person. Some of a student's motivations, interests, and commitments can be gleaned from their involvement in and out of school and accomplishments over the years. A student active in her school's Gay-Straight Alliance and Amnesty International likely cares about activism, social justice, and the promotion of human rights. However, one student might be involved in these clubs because she aspires to be a human rights lawyer, while another student might be driven to use social entrepreneurship to promote causes she believes in. Both these goals speak to different interests and future fields of study and plans. Recommendation letters can shed more light on why a student does what she does. They can describe what drives a student and what personal qualities make her stand out. Peer recommendations are unique, because they can speak to your character and personality from the perspective of a friend and sibling. They're not expected to be formal or to try to emulate how a teacher or counselor might write. Instead, they can reflect the relationship you and your recommender have together. Admissions officers want to know what kind of friend, roommate, and peer you'll be when you come to campus. Some skills that might impress them include strong communication, collaboration, passion, focus, resourcefulness, humor, friendliness, compassion, and resilience. Your peer is in an especially good spot to comment on your qualities as a friend, whether it include your openness, emotional intelligence, maturity, loyalty, creativity, and supportiveness, to name a few. The strongest recommendations will highlight and dive deeply into a few significant qualities. They'll also use specific examples and stories to demonstrate those qualities. Rather than simply calling you a supportive friend, for instance, your recommender could write about the care packages you put together for her every day for a month when her family was going through tough times. As the old adage of creative writing goes, your recommender should remember to "show, don't tell." Given all this, who can you ask that will write you a thoughtful, insightful, and colorful letter of recommendation? Decisions are hard. Who Should You Ask for a Peer Recommendation? The best peer recommendations come from people who know you well. Your recommender should be able to write about meaningful, touching, funny, or poignant experiences that illuminate positive aspects of you. Of course, you also want to make sure there's no conflict of interest that could potentially compromise your recommendation. If your friend is also applying to Dartmouth, has been planning her whole life to go there, and is worried about how selective it is, you might want to ask yourself if there's any chance she doesn't have your best interests at heart. Hopefully no one would purposely sabotage your application for her own gain, but just something to consider! A third important consideration is how strong of a writer your friend is, and how much time and effort she can give to your letter. While she may have the best intentions of helping you, if she has subpar writing skills or is juggling her own insanely busy schedule, then your letter might not end up as the powerful statement of support you need for selective schools like Dartmouth and Davidson. Finally, I would say that your friend's openness to suggestions and advice could be another helpful factor. Assuming your friend isn't a Dartmouth or Davidson admissions expert, you could help her out a lot by telling her about the school's culture and about what goes into a strong letter of recommendation. You can share information and advice with her, and she can learn about peer recommendation letters in her effort to write a strong one. A friend who's open to learning about the key content, structure, and techniques that go into making a rec letter stand out will likely provide a more valuable reference than one who just wants to wing it! In addition to gathering information about yourself, your college of choice, and peer recommendation letters, what else can you prepare to ask your friend for this favor? This is serious preparation (or a bad case of freshman backpack). How Should You Ask for a Peer Recommendation? Assuming you're taking my first piece of advice and asking someone with whom you're close and who knows you well, then hopefully it's easy to request this favor. In the asking, I would recommend describing exactly what it entails and all the key information. For instance, you should talk to your friend about the school you're applying to, whether it be Davidson or Dartmouth, so she knows about its profile and expectations. You should share your application with her, so that her recommendation can complement it or add a new dimension. If you've spoken in length about your commitment to volunteer work in your community, for example, then your friend could zoom in on your caring, compassionate, open nature and skill at connecting with people from all walks of life. Remind your friend that the recommendation is meant to reveal your personal qualities and indicate what kind of peer you'll be on campus. Your friend should indicate how they know you, in what contexts, and what makes them qualified to recommend you. For instance, this example shows that the recommender and recommendee have been friends for a long time, as well as gives an example to demonstrate Susie's adventurous spirit: Susie and I have been attending Happy Pine Tree Summer Camp since we were ten, first as campers and now as counselors. I knew from the first summer, when Susie eagerly volunteered to be the first to zipline over the valley, that she had a fearless, adventurous, and bold spirit. It's that spirit that drew me to her on that first day of camp and that continues to inspire me and everyone around Susie to live life to the fullest. This letter could focus on Susie's fearless nature and her leadership and motivational skills. It could also discuss her goals for the future and how these qualities will ensure that she achieves them. In addition to describing your relationship, highlighting a few specific strengths, and telling specific stories, your recommender should also know the value of using powerful language. Words like compassionate, brilliant, and energetic are usually more impactful than nice, smart, and fun. To make sure your friend knows the importance and purpose of rec letters, you could discuss these tips with her, as well as give them guides like this one. Teaching her about rec letters will both make your final letter stronger and help her approach it from a knowledgable and purposeful standpoint. Reference letters are typically confidential, so it's up to your peer whether she wants to share it and get your feedback. Even if she chooses to keep it private, you can help shape what goes into it by sharing all this input. Finally, I would encourage your friend to be creative and write in the style that's most authentic for her. Peer evaluations don't have to be formal- they can be funny or heartfelt, conversational or serious. The most important thing is that they clearly and convincingly present your outstanding qualities and show that you have a friend eager to go to bat for you. Your friend can choose how she can best communicate exactly what makes you so awesome. Since the rec letter takes time and thought, I would recommend asking your friend at least a month before your deadline. You can remind her again about a week before your deadline. Finally, make sure to thank her afterwards with hugs, cupcakes, or whatever token of appreciation she'd like best. To sum up, let's go over the key steps that got you to this point of gratitude cupcakes. Key Takeaways for Peer Letters of Rec Ask someone who knows you well, has strong writing skills, and 100% supports you and your college plans. Give your recommender plenty of time before your deadline, and educate him or her on the college, your goals, and what makes a great rec letter, like meaningful stories and examples. You may also share the rest of your application so your peer can complement it in the letter. Check in with him/her to see about any questions or if (s)he wants to brainstorm ideas. Finally, make sure your peer knows exactly how and when to submit your recommendation. A mediocre peer recommendation probably won't sink your application, but a stellar one could go a long way towards making you come alive for admissions committees as a student they want on their campus come fall. Especially at a highly selective Ivy League school like Dartmouth, every aspect of your application counts. So if you do ultimately get the thick acceptance letter welcoming you to the class, make sure to celebrate with your recommender and let him/her know s(he)'s your BFF for life. What's Next? Maybe you're not the applicant, but the writer of a peer letter of recommendation (or both! Stranger things have happened...). Read all about how to write an outstanding peer recommendation here. Are you interested in this topic because you're hoping to don Dartmouth green in a few years? This article goes in depth about how to get a great peer recommendation specifically for Dartmouth College. If the Ivy League is in your sights, you might also be seeing crimson (bear with me). Learn what makes an impressive recommendation letter for Harvard here. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Why do we need so many different theories in accounting Essay - 1

Why do we need so many different theories in accounting - Essay Example It is therefore essential that this information is recorded and reported in such a way that it holds value for all its users. In this paper framework for accounting profession including different accounting theories would be discussed. Furthermore, an illustration of different accounting treatment based on different accounting approaches is also made in this paper. The accounting profession is based on values and conceptual framework that has been developed over the years. This conceptual framework incorporates different well established theories and principles which determine the methodology for recognising, measuring and recording of the company’s assets and liabilities. The framework also allows logical reasoning for addressing different accounting and financial issues and provides guidelines for incorporating the information related to these issues in the financial records. This ensures that a uniform approach could be applied to different classifications of assets and liabilities and the information that has been produced and verified can be depended upon for decision making. An accounting theory defined as â€Å"a coherent set of hypothetical, conceptual and pragmatic principles forming a general frame of reference for enquiring into the nature of accounting†(Hendriksen & Breda, 1992) therefore could be suggested to provide the necessary concepts, framework, principles, procedures, rules and regulations. Another way of looking at accounting theories is that they allow predicting accountants’ behaviour and provide basis for coherent accounting treatment of assets and liabilities. There are numerous accounting theories suggesting that there is no single comprehensive of accounting. They could be categorized into three broad areas that are 1) those providing explanation of accounting practices 2) those providing forecasts or predictions of impacts of future

HW4 MGM Assignment Example | Topics and Well Written Essays - 250 words

HW4 MGM - Assignment Example For example, Coca-Cola FEMSA works in conjunction with communities and non-governmental organization, SOS Mata Atlà ¢ntica in Brazil in a bid to conserve forest water through Brazilian Forest Water Program. In Mexico, the company is involved in a major reforestation program, where the company plans to plant millions of trees. Through its active engagement in tree planting initiatives, Coca-Cola not only ensures forest conservation, but also reduces greenhouse gases emission into the atmosphere because forests are good absorbers of carbon, which is a major component of greenhouse gases. Coca-Cola also engages in recycling initiatives and water management programs as well as energy conservation, which remains crucial to its surrounding and business environment. The company ensures high and acceptable standard for sustainable packaging aimed at achieving zero waste and maximum package recycling. Coca-Cola has strong relationship with communities in which it operates. The company strive s to create a positive difference in the communities by working with local associates and actively supporting local employee engagement. Water is a vital element of life and by conserving it; Coca-Cola Company demonstrates its commitment to advance the welfare of the

Article Critique Essay Example | Topics and Well Written Essays - 750 words - 1

Article Critique - Essay Example According to the article, the effectiveness of the public relations in schools raises the persistence and achievement of students. The achievement of students is influenced by the involvement of parents in school, and the schools that encourage high level of involvement of parents perform better as compared to their counterparts. When parents remain unaware of the behavior of their children in school, they find it difficult to ensure whether their children are performing well in schools. With the involvement of parents in schools, the students feel responsible and the parents are able to keep track of the progress of the students in schools. Thus, an effective balance is created through public relations in schools. The author has used numerous secondary sources in order to add concreteness in the article. The author provides this information in the literature review part of the article and the sources of the information are also provided. Thus, it can be said that the information pro vided in the article can be relied upon and the sources used by the author are authentic. Schools that depends only on teachers are limited to the knowledge base that are brought by the teachers, however schools that utilize public relations and bring people from different aspects of the society in classrooms enrich the knowledge base of students. ... Parents from working-class or lower-class tend to turn over the responsibility for their children’s education to the school completely. The involvement of parents in schools may mobilize and create resources that are not generated otherwise. The resources like the knowledge of local traditions and customs that could be useful to students are held by the community and the faculty at schools may lack this knowledge. Therefore, by using public relations, schools can involve the representatives of the community in the system of education and enrich the education experience of the students. With the involvement in schools, parents would be able to understand what resources are necessary for the improvement of the education of their children thus parents would be able to help the schools in pooling the resources. The close contact of teachers with the families of the students will also help the teachers understand the background of the students and in this manner the teachers will b etter understand the students’ behavior. The article highlights one of the main issues with public relations in schools, that is, the power relations. The minority parents are not involved in the schools therefore they do not have their say with regard to the improvement of the educational system at schools. The opinion of the powerful parents is given more importance therefore their opinion dominates over the opinion of the minority parents. This is one of the problems with the public relations in schools. The article also highlights that schools do not provide opportunities for empowering students in the society. The traditional curriculum focuses mainly on the transmission of knowledge but not on development of the personality of the students. The public relations in schools can be

The Rite Of Nokan Or The Encoffinment Religion Essay

The Rite Of Nokan Or The Encoffinment Religion Essay The rite of Nokan or the encoffinment where the corpse was placed in a casket during the funeral. Traditionally, the ceremony was to relieve the family of their grief by cleansing the dead of all his worldly suffering, while hoping they would have a better life in the afterlife. The specialist handled all the necessary requirements for ease of passage into the afterlife. In early times there were two main traditions practiced Shinto and Buddhist traditions. According to Shinto traditions, the dead as well as the family unit from which he/she came from were considered to be unclean and impure; therefore the corpse had to be washed for purification. Traditional Japanese believed that the dead persons soul remained impure for some period following death before purification through memorials done by the relatives of the dead; thereafter the soul was deindividuated into an ancestor god or goddess. Traditional Japanese opinion that dead people are impure is based on the Kojiki myth, where maggots came out of the rotting body of a god. Traditionally burial gowns were also considered garments for travelling that prepared the dead when travelling to the other world. The encoffinment rite was done by the family members as death was unclean. In modern times, in keeping with this rite, family members wipe the corpse clean with a cotton cloth dipped in alcohol with the assistance funeral specialists. Traditionally Japanese funerals were to serve as prayers for the deceased persons soul while also serving as the familys time for public mourning as it was meant to keep their loved one in their memories. Typically a Japanese funeral follows the sequence: when someone dies, they are placed to rest in their homes. The corpse was placed with the head pointing the North, copying the deathbed of Gautama, and the head of the bed is well decorated. Then the previously mentioned encoffinment process. The first night after ones death is called the Tsuya; and it is for close family and friends to remember their beloved. In the morning, a cleansing meal is served called Okiyome. The funeral is thereafter carried out where the Jukai rite also known as receipt of commandments gives the dead an opportunity to receive the Buddhist commandments, automatically making the dead a disciple of the Buddha, and the dead person is accepted into Buddha hood. After all this, the deceased embarks on the journey to the other world as the coffin is carried out of the house and burnt in a crematorium to ashes. Presently about 99% Japanese are cremated while only about 1% are interred. These changes in preference on the method of sending off the dead have been brought about by the Countrys main religion, changes in dwelling environments and changes in technologies. During the high-growth era of the 1970s, cremation became popular outside of metropolitan areas and crematoriums were built in several places as a matter of national requirement. VIEWS HELD BY JAPANESE ON CORPSES Generally the elderly Japanese do not perceive the body and soul as a duality, that is flesh and spirit. The corpse is considered a very important part and if funeral rites are not carried out, the deceaseds soul will not be mourned. It is very important that the corpse is attended to and the death is mourned by as many people as possible. Additionally the corpse must be well taken care of until all rites have been carried out. The body is not just considered a vehicle or an object or a shell for the soul but it is considered an entity with a will, hopes and rights therefore the family has a responsibility to care for them, respect them and accord them a befitting farewell.. CONTINUATION OF LIFE AND DEATH The Japanese considered death a passageway leading to the continuation of death and life. The Japanese held contradicting ideas concerning the dead. Even though they wish for and hope that the dead resurrect, they live in fear of the spirit and the possible return of the dead founded on the Shintoist principle of impurity, as explained earlier on in the funeral rites. They believe impurity is transmissible and transferrable and that, a house that experienced a death and even those involved in handling the corpse are also impure. Therefore Japanese funerals have a combination of rites to reaffirming death, protect the dead, and prevent bad luck and curses and prevent the dead from resurrecting. Some practices invoke the spirit of the dead from having a feeling of longing; which include Ichizen-meshi a single bowl of rice given to the dead and Matsugo-no-mizu which is water given to the dead at the time of death. There are other contrasting customs like the Sakasa-buton or upside-down futon, whereby the dead persons blanket is placed facing upside-down, and the Sakasa-byobu or upside-down folding of the dead ones screen, where a folding screen is placed upside-down on top of the head of the deceaseds bed, and Sakasa-mizu or upside-down water, where the water for cleaning the corpse is prepared by adding hot water into cold water rather than pouring cold water into hot water as normal. All this is done with the primary aim of separating the scary situation of death from peoples day to day lives and also to prevent pulling others in to death. Other customs were also used traditionally to make it impossible for the departed soul to remain in this life or to make an attempt to return to this life. They included making burial gowns without closed stitches or backstitches , and the practice of turning the coffin three times when taking it out of the house which was done in order to confuse the deceased preventing them from ever coming back home. Similarly the deceaseds bowl of rice is shattered, and the deceased exits the house through an exit that is not the front door. Throwing of salt is also another practice aimed to remove the uncleanness and impurity brought about by the death. Up to now, there is the Kichu custom a 49-day mourning and grieving period, during which the family does not attend any festivities. During this period, since the family was made unclean by the death it is shunned and avoided. There is also Mochu which is a one-year period. A time when the family mourns the death of their member and remembers the departed. Conclusion In conclusion we have discussed in this assignment how traditional Japanese viewed death their traditions and their myths concerning death and all the elaborate preparations they carried out when sending off their dead relatives. Why and how all the rites were practiced. How the deceaseds family had a responsibility to give the dead a befitting burial and respect them because it was assumed that the dead retained their individuality as they had it before their deaths. The idea and belief that death is a station led to a continuation and made it possible for communication between the old and the dead.

Bombs :: essays research papers fc

A bomb is a container filled with an explosive, incendiary matter, or gas that can be dropped, hurled, or set in place to be detonated by an attached exploding device. It may range in design from a homemade device used by terrorists, assassins, or clandestine raiders to a sophisticated weapon of war. The original bomb, an ancestor of the hand-thrown GRENADE, was a simple container filled with black powder (see GUNPOWDER), which was set off by a fuse lit by the thrower. In the 16th century, the Dutch invented a more sophisticated version, the MORTAR bomb, a round iron container filled with black powder that was set off when a fuse was ignited by the detonation of a propelling charge in the base of the mortar tube. By varying the length of the fuse, the bomb's time of detonation could be adjusted; thus, a bomb could burst in air. These bombs were predecessors of the ARTILLERY shell fired from a field gun with rifled bore. In the 20th century the aerial bomb became the most important adaptation of the weapon. Its construction is similar to that of the artillery shell. The conventional aerial bomb consists of an explosive or chemical agent in a container, one or several fuse-and-igniter mechanisms, and external fins for directional stability. Bombs dropped from high-performance aircraft have an advanced aerodynamic shape. The ultimate category of bomb is that utilizing nuclear material as the explosive ingredients--the ATOMIC BOMB, HYDROGEN BOMB, and the NEUTRON BOMB. 20th-Century Military Use The advent of the airplane in warfare led to the development of new types of bombs. The first massive aerial bombing took place in 1915 when German zeppelins carrying more than two tons of bombs began dropping "terror from the skies" on the British Isles. In the early stages of World War I, airplane pilots had their hands full just flying, and bombing was relegated to observers who merely tossed small bombs over the side. Aircraft engineering advanced, however, so that by 1918 multiengine bombers had become a reality and 450-kg (1,000-lb) bombs were in production. The next major step in the development of aerial bombing took place on July 21, 1921. Gen. Billy MITCHELL, a champion of military airpower, was finally allowed to test his theory that aircraft carrying bombs could sink major naval units, a theory that naval officials had considered ridiculous. On that date, in the first of three such demonstrations, the captured German dreadnought Ostfriesland was sunk in minutes by U.S. Army Air Corps bombers dropping 900-kg (2,000-lb) bombs. Warfare had been revolutionized; seapower was in jeopardy. During World War II, aerial bombardment was perfected. Massive raids, first by Germany and then by the Allies, demonstrated the devastating power of the conventional aerial bomb. Bombs :: essays research papers fc A bomb is a container filled with an explosive, incendiary matter, or gas that can be dropped, hurled, or set in place to be detonated by an attached exploding device. It may range in design from a homemade device used by terrorists, assassins, or clandestine raiders to a sophisticated weapon of war. The original bomb, an ancestor of the hand-thrown GRENADE, was a simple container filled with black powder (see GUNPOWDER), which was set off by a fuse lit by the thrower. In the 16th century, the Dutch invented a more sophisticated version, the MORTAR bomb, a round iron container filled with black powder that was set off when a fuse was ignited by the detonation of a propelling charge in the base of the mortar tube. By varying the length of the fuse, the bomb's time of detonation could be adjusted; thus, a bomb could burst in air. These bombs were predecessors of the ARTILLERY shell fired from a field gun with rifled bore. In the 20th century the aerial bomb became the most important adaptation of the weapon. Its construction is similar to that of the artillery shell. The conventional aerial bomb consists of an explosive or chemical agent in a container, one or several fuse-and-igniter mechanisms, and external fins for directional stability. Bombs dropped from high-performance aircraft have an advanced aerodynamic shape. The ultimate category of bomb is that utilizing nuclear material as the explosive ingredients--the ATOMIC BOMB, HYDROGEN BOMB, and the NEUTRON BOMB. 20th-Century Military Use The advent of the airplane in warfare led to the development of new types of bombs. The first massive aerial bombing took place in 1915 when German zeppelins carrying more than two tons of bombs began dropping "terror from the skies" on the British Isles. In the early stages of World War I, airplane pilots had their hands full just flying, and bombing was relegated to observers who merely tossed small bombs over the side. Aircraft engineering advanced, however, so that by 1918 multiengine bombers had become a reality and 450-kg (1,000-lb) bombs were in production. The next major step in the development of aerial bombing took place on July 21, 1921. Gen. Billy MITCHELL, a champion of military airpower, was finally allowed to test his theory that aircraft carrying bombs could sink major naval units, a theory that naval officials had considered ridiculous. On that date, in the first of three such demonstrations, the captured German dreadnought Ostfriesland was sunk in minutes by U.S. Army Air Corps bombers dropping 900-kg (2,000-lb) bombs. Warfare had been revolutionized; seapower was in jeopardy. During World War II, aerial bombardment was perfected. Massive raids, first by Germany and then by the Allies, demonstrated the devastating power of the conventional aerial bomb.