Examples Essay Topics

Examples Essay TopicsThere are plenty of people out there who would benefit from examples of essay topics. The more thought you put into your topic, the more likely it is that you will succeed in getting accepted to a graduate program. In order to get accepted to a graduate program, you should be writing excellent examples of essay topics.Some examples consist of using exact words that may even look very similar to an essay that has already been accepted for submission to a school. Some examples, however, use interesting ideas, lists and definitions that don't look like a traditional essay. You will see that some examples contain strong terms and specific words that most graduate programs are looking for.If you have several examples of essays to choose from, you might want to examine them and write on your examples of essay topics in a different way than your past essays. Try creating a new essay in which you use a mixture of this and your previous essays.You should also ask yourself whether the graduate program or professor that you would like to attend will take well to your new style of writing. Does the professor or graduate programs prefer novels and other short pieces? Does it matter what type of writing you prefer?Apply yourself. Be bold and take risks. This will make you stand out from the crowd and get your ideas read by the top professors or graduate programs that you would like to apply to. This can be a huge benefit to you if you are planning to go to a small or regional school.Apply yourself and write in a way that other schools will be impressed with your solid examples of essay topics. You can do this easily if you know what you want to say.Find the words to create a powerful, impactful piece of writing. Apply the suggestions that have been given to you in your research. Read your research and decide on a topic that you believe is interesting and different enough that a college professor or graduate program will look at your writing differently a nd want to hear what you have to say.

Blank HELB form Free Essays

In the event that the loaned discontinues studies for whichever reason before full disbursement is made, the Board shall not disburse the remaining allocation and shall recall the loan so far as advanced in full together with the interest thereon. . The Board shall electronically, through the website, send to each loaned annual statement indicating the amount disbursed per each academic year or the outstanding balance as the case may be. We will write a custom essay sample on Blank HELB form or any similar topic only for you Order Now The sums of the amount indicated in the statements shall form the principal loan to be recovered from the loaned. The contents of the statements shall be deemed to be correct unless a written complaint to the contrary is received by the Board within three (3) months from the date of the statement whereupon the Board shall either confirm the complaint or advise as the case may be. A statement may be furnished at NY time on request but at the loaner’s expense. 5. Where it is discovered that the loan was granted due to false information furnished by the loaned, the Board shall withhold release of the amount yet to be disbursed if any, besides subjecting the loaned to prosecution. . The Board shall engage agents (Banks) who shall be responsible for the disbursement of the loans as shall be advised by the Board from time to time. 7. The loaned shall keep the guarantor appraised of the principal loan awarded and in the event that there is a conflict, the amount as held by the Board will prevail. 8. Where there is default by the loaned, the guarantor shall be bound to repay the loan, interest th ereon, penalties, costs and any other charges accruing to the loan. 9. The loan shall be due for repayment one year after completion of the course studied or within such period as the Board may decide to recall 10. The loan shall be repaid by monthly installments or by any other convenient mode of repayment as shall be directed by the Board but subject to the provisions of the Higher Education Loans Board Act. 11. If the loaned defaults in the repayment of the loan when the loan is due, the whole amount shall be due and payable and the Anne shall be bound to pay other charges that may arise as a result of the default including but not limited to the Advocates fees and penalties. 2. The Board shall charge a penalty of Kiss. 5,OHO per month on any account that is in default. 13. Non demand for loan repayment and the accruing charges shall not in any way signify waiver of any amount rightfully due under the terms and conditions of the loan. 14. The applicant hereby consents that the Board shall share information pertaining to the loan account with credit r eference bureaus or any other parties as deemed necessary. 15. The Board shall effect credit protection arrangement of the loan at the expense of the loaned. 16. In the event that the applicant receives additional finance assistance from any other source and the need to refund by the university arises such refund shall be made to the Board and the same shall be utilized towards reducing or offsetting the loan. 17. No loan shall be disbursed unless this agreement form is signed. 18. The signature of the loaned shall certify the reading, understanding and being in agreement with the terms and conditions herein including certification. Loaner’s Signature Authorized Signature(HELL) Date: 14/04/2011 How to cite Blank HELB form, Papers

Obedience Essays (1081 words) - Neurosurgery, American Psychologists

Obedience Psychologists, social scientists and writers have long been interested in the whys of obedience and disobedience; many experiments have been conducted to help in understanding these issues and the influences exerted by outside forces on individuals in their decision making processes. Unthinking obedience can be as dangerous as unthinking rebellion in any society, neither is done with self-reflection as a part of the process; however, care must be used in determining the appropriate time for thoughtful disobedience so that society is not destroyed by the dissention. In a short story by Shirley Jackson entitled The Lottery, reprinted in Writing and Reading Across the Curriculum (382), a fictional New England town is introduced in which all the villagers participate annually in a lottery used to determine which inhabitant is to be stoned to death; performed out of habit, it demonstrates ritualized, unthinking obedience to custom. After the publication of the story in 1948 by the New Yorker, many people objected to the perceived implication that the people of New England or America could be as blindly obedient as the characters in the story to any custom, good or bad. As Erich Fromm observed in Disobedience as a Psychological and Moral Problem (377), disobedience is the first step towards independence and freedom. He noted that human history began in an act of disobedience, that of Adam and Eve`s original sin (378), which set man free to develop and grow. One of his main points is In order to disobey, one must have the courage to be alone, to err and to sin (380). Along with Fromm, Solomon Asch, noted psychologist, asserts in his article, Opinions and Social Pressure (336), that it is most likely the case that a solitary person facing a group espousing a different opinion from his own will go along with the group, even in the face of physical evidence showing the group opinion to be blatantly incorrect, rather than face the disapproval of the group. He noted that having one person disagree with the group frees others to disagree as well, and allows them to have a opinion differing from the individual`s as well as the group`s. Asch insists, Life in society requires consensus as an indispensable condition (342). Without consensus, society could never have come into being; compromise is essential to human relations, without it, anarchy reigns. Later, Stanley Milgram, The Perils of Obedience (343), conducted experiments in obedience on subjects who were exposed to authority figures demanding the injury of other people in the experiment who failed to correctly answer questions asked of them. The subjects answered the demands for mild injury with ready compliance, the demands for stronger measures with protest and compliance, and lethal injury in two ways: protest and refusal or protest and compliance. Most complied. Some subjects later tried to excuse their obedience and place to responsibility on the experimenter, but most admitted responsibility for their own behavior. The majority of the subjects committed unthinking obedience and would likely have killed the person they were instructed to injure had this been a test of intelligence and not one of obedience. From all four: Asch, Fromm, Jackson and Milgram, comes a repeated theme of unthinking obedience, of individuals decisions being controlled by outside influences. In Jacksons The Lottery, the social pressures are apparent in the seemingly innocent banter covering the nervousness of the villagers as they gather on the green to await the drawing of the lottery tickets. Fromms position would suggest that disobedience is necessary for the society of the village in The Lottery to progress and grow: unless and until they are able to break away from unthinking obedience to what he calls authoritarian conscience (379), the village will never be able to evolve into a better society. According to Aschs research, if even one person had been willing to face all the other villagers and point out where their society was going wrong, there might have been a chance that others would have broken out of the mold of unthinking obedience and the end result might have been different in The Lottery, different for the villagers as a group and different for Mrs. Hutchinson as an individual. Milgrams research supports Mrs. Hutchinsons being unable to break away from her unthinking obedience; even as the mob was preparing to stone her, she never said that the villagers were doing wrong, just that she hadnt had a fair chance. Thoughtful, timely disobedience is better than thoughtless obedience, as is demonstrated in all of the foregoing works. Compliance and obedience are necessary for any society to

Ems Case Study Essays

Ems Case Study Essays Ems Case Study Essay Ems Case Study Essay A CT was ordered and revealed lesions on the left brain about 2-3 cams long. Patient was scheduled to leave for Texas tomorrow for further evaluation. Patients wife describes this recent event as mild ticks to the left arm with short Intermittent breaks In seizure activity. Patients vital signs were 136/78 with a pulse of 112. Breath sounds are clear and heart sounds are normal. DNS reveal diminished grip in left arm. Wife states this is normal since his previous seizure on July 1st. Patients skin pink, warm and mildly diaphragmatic. Patients LOC is diminished. Patient can respond briefly to verbal commands. Patient is experiencing mild focal motor seizure activity to the left arm and head/neck. Patients lab data Is normal with the exception of his Together level. Patients Together is currently 4. 2 vs.. A normal range of 8- 12. Patients liver enzymes were currently normal which Is Improved from his July 1st levels that were low. Patient is currently taking: Disappear, OMG DID for the treatment of seizures. Fomentation MGM BID for a peptic ulcer. Together MGM BID for treatment of seizures. Viding, 2-3 q-err PR for pain relief. PA ordered establishment of IV with a saline lock, 02 at 4 Imp by NC and 3-lead monitoring. Divan 0. Ml given IPP to relieve seizure. MESS PLAN OF ACTION Protect the patient from harm and do nothing If seizure last less than two minutes. If seizure Is prolonged (>2 minutes) protect patients airway and provide suction as needed. Establish large bore IV with normal saline at TOOK and provide 02 as Indicated. Consider and obtain order for Vellum 5-MGM VISP or Versed OMG IM If IV access is not available. May also give Versed 2. OMG IV if needed. Establish baseline vials Ana moonlit caracal urn Hoyt. I rainspout AS

Poner Conjugation in Spanish, Translation, Examples

Poner Conjugation in Spanish, Translation, Examples The conjugation of the Spanish verb poner, often translated as to put or to place, is highly irregular. In order to help you understand and use this verb, this article includes poner conjugations in the present, past, conditional, and future indicative; the present and past subjunctive; the imperative, and other verb forms. The same conjugation pattern is used for other verbs based on poner, such as componer, disponer, exponer, imponer, oponer, proponer, reponer and suponer. Using the Verb Poner vs. Ponerse The verb poner generally means to put or to place, but its meaning can vary when used in some common expressions like poner la mesa (to set the table), or poner huevos (to lay eggs). It can also mean to turn on, as in poner mà ºsica (to play music on the radio) or poner la televisià ³n (to turn the television on). The verb poner can also be used reflexively - ponerse- . Ponerse can mean to put something on, such as clothing or accessories. For example, Juan se puso el abrigo y Ana se puso el sombrero (Juan put the coat on and Ana put the hat on). In addition, ponerse can mean become when referring to a change in state of being, such as ponerse triste (become sad), ponerse rojo (to become red in the face), ponerse flaco (to become skinny), etc. Poner Present Indicative In the present indicative tense, the first person singular (yo) conjugation of the verb poner is irregular, but the rest of the conjugations follow a regular verb pattern. Yo pongo I put Yo pongo la mesa antes de la cena. Tà º pones You put Tà º pones el libro en la biblioteca. Usted/à ©l/ella pone You/he/she puts Ella pone flores para decorar la casa. Nosotros ponemos We put Nosotros ponemos el dinero en el banco. Vosotros ponà ©is You put Vosotros ponà ©is la ropa en el armario. Ustedes/ellos/ellas ponen You/they put Ellos ponen mucho esfuerzo en su trabajo. Poner Preterite Indicative The preterite tense conjugations of poner are irregular and use the stem pus-. Yo puse I put Yo pusela mesa antes de la cena. Tà º pusiste You put Tà º pusisteel libro en la biblioteca. Usted/à ©l/ella puso You/he/she put Ella pusoflores para decorar la casa. Nosotros pusimos We put Nosotros pusimosel dinero en el banco. Vosotros pusisteis You put Vosotros pusisteis la ropa en el armario. Ustedes/ellos/ellas pusieron You/they put Ellos pusieronmucho esfuerzo en su trabajo. Poner Imperfect Indicative The verb poner is conjugated regularly in the imperfect tense. You start with the stem pon and add the imperfect ending for -er verbs (à ­a, à ­as, à ­a, à ­amos, à ­ais, à ­an). The imperfect tense can be translated as was putting or used to put. Yo ponà ­a I used to put Yo ponà ­ala mesa antes de la cena. Tà º ponà ­as You used to put Tà º ponà ­asel libro en la biblioteca. Usted/à ©l/ella ponà ­a You/he/she used to put Ella ponà ­a flores para decorar la casa. Nosotros ponà ­amos We used to put Nosotros ponà ­amosel dinero en el banco. Vosotros ponà ­ais You used to put Vosotros ponà ­aisla ropa en el armario. Ustedes/ellos/ellas ponà ­an You/they used to put Ellos ponà ­anmucho esfuerzo en su trabajo. Poner Future Indicative For the irregular conjugation of poner in the future indicative, change the stem to pondr-. Yo pondrà © I will put Yo pondrà © la mesa antes de la cena. Tà º pondrs Youwill put Tà º pondrs el libro en la biblioteca. Usted/à ©l/ella pondr You/he/shewill put Ella pondr flores para decorar la casa. Nosotros pondremos Wewill put Nosotros pondremos el dinero en el banco. Vosotros pondrà ©is Youwill put Vosotros pondrà ©isla ropa en el armario. Ustedes/ellos/ellas pondrn You/theywill put Ellos pondrn mucho esfuerzo en su trabajo. Poner PeriphrasticFuture Indicative The periphrastic future is composed of the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive poner. Yo voy a poner I am going to put Yo voy a ponerla mesa antes de la cena. Tà º vasa poner You aregoing to put Tà º vasa poner el libro en la biblioteca. Usted/à ©l/ella vaa poner You/he/shegoing to put Ella vaa poner flores para decorar la casa. Nosotros vamosa poner We aregoing to put Nosotros vamos a poner el dinero en el banco. Vosotros vaisa poner You aregoing to put Vosotros vaisa poner la ropa en el armario. Ustedes/ellos/ellas vana poner You/they aregoing to put Ellos vana poner mucho esfuerzo en su trabajo. Poner Present Progressive/Gerund Form To form the gerund  or present participle, you start with the stem of the verb and then add the ending -ando (for -ar verbs) or -iendo (for -er and -ir verbs). The present participle is used to form progressive tenses like the present progressive, which is usually formed with the auxiliary verb estar, but can also use the verbs seguir, continuar or mantener as the auxiliary. Present Progressive ofPoner est poniendo is putting Ella est poniendo flores para decorar la casa. Poner Past Participle The past participle of poner is irregular - puesto- . This verb form can be used to form perfect tenses, such as the present perfect (with the auxiliary verb haber). Present Perfect of Poner ha puesto has put Ella ha puesto flores para decorar la casa. Poner Conditional Indicative To talk about possibilities, you can use the conditional tense, which is usually translated to English as would verb. Poner is also irregular in the conditional and uses the stem pondr-. Yo pondrà ­a I would put Yo pondrà ­ala mesa antes de la cena si llegara a tiempo. Tà º pondrà ­as Youwould put Tà º pondrà ­as el libro en la biblioteca si hubiera espacio. Usted/à ©l/ella pondrà ­a You/he/shewould put Ella pondrà ­a flores para decorar la casa, pero las flores estn muy caras. Nosotros pondrà ­amos Wewould put Nosotros pondrà ­amos el dinero en el banco si nos ganramos la loterà ­a. Vosotros pondrà ­ais Youwould put Vosotros pondrà ­ais la ropa en el armario si fuerais ms ordenados. Ustedes/ellos/ellas pondrà ­an You/theywould put Ellos pondrà ­an mucho esfuerzo en su trabajo, pero son perezosos. Poner Present Subjunctive The present subjunctive is formed with the stem of the first person singular in the present indicative (yo pongo). Que yo ponga That I put Mam pide que yo ponga la mesa antes de la cena. Que tà º pongas That you put El maestro quiere que tà º pongas el libro en la biblioteca. Que usted/à ©l/ella ponga That you/he/she put La decoradora recomienda que ella ponga flores para decorar la casa. Que nosotros pongamos That we put El contador sugiere que nosotros pongamos el dinero en el banco. Que vosotros pongis That you put Pap pide que vosotros pongis la ropa en el armario. Que ustedes/ellos/ellas pongan That you/they put La jefa espera que ellos pongan mucho esfuerzo en su trabajo. Poner Imperfect Subjunctive The imperfect subjunctive has two different conjugations. Both of them are correct. Option 1 Que yo pusiera That I put Mam pedà ­a que yo pusiera la mesa antes de la cena. Que tà º pusieras That you put El maestro sugerà ­a que tà º pusieras el libro en la biblioteca. Que usted/à ©l/ella pusiera That you/he/she put La decoradora recomendaba que ella pusiera flores para decorar la casa. Que nosotros pusià ©ramos That we put El contador sugerà ­a que nosotros pusià ©ramos el dinero en el banco. Que vosotros pusierais That you put Pap pedà ­a que vosotros pusierais la ropa en el armario. Que ustedes/ellos/ellas pusieran That you/they put La jefa esperaba que ellos pusieran mucho esfuerzo en su trabajo. Option 2 Que yo pusiese That I put Mam pedà ­a que yo pusiese la mesa antes de la cena. Que tà º pusieses That you put El maestro sugerà ­a que tà º pusieses el libro en la biblioteca. Que usted/à ©l/ella pusiese That you/he/she put La decoradora recomendaba que ella pusiese flores para decorar la casa. Que nosotros pusià ©semos That we put El contador sugerà ­a que nosotros pusià ©semosel dinero en el banco. Que vosotros pusieseis That you put Pap pedà ­a que vosotros pusieseis la ropa en el armario. Que ustedes/ellos/ellas pusiesen That you/they put La jefa esperaba que ellos pusiesen mucho esfuerzo en su trabajo. Poner Imperative The imperative mood is used to give orders or commands. Positive Commands Tà º pon Put!  ¡Pon el libro en la biblioteca! Usted ponga Put!  ¡Ponga flores para decorar la casa! Nosotros pongamos Let's put!  ¡Pongamos el dinero en el banco! Vosotros poned Put!  ¡Poned la ropa en el armario! Ustedes pongan Put!  ¡Pongan mucho esfuerzo en su trabajo! Negative Commands Tà º no pongas Don't put!  ¡No pongas el libro en la biblioteca! Usted no ponga Don't put!  ¡No ponga flores para decorar la casa! Nosotros no pongamos Let's not put!  ¡No pongamos el dinero en el banco! Vosotros no pongis Don't put!  ¡No pongis la ropa en el armario! Ustedes no pongan Don't put!  ¡No pongan mucho esfuerzo en su trabajo!

International risk management Assignment Example | Topics and Well Written Essays - 1250 words

International risk management - Assignment Example The paper looks at these strategies together with a contingency plan for the product we seek to develop. This strategy seeks to completely eliminate the risk of a project to level 0. With this strategy minimum allowable risk is zero (Darity, 2008). In other words risk avoidance will imply that the developers avoid undertaking the project if it has been identified to have a component of risk in it. The strategy is rarely used in risk mitigation because almost all projects to be undertaken have a risk component in them. If the strategy is employed to mitigate risk in the product, the developers will have to avoid the development of the product since it has inherent risks. Some of the inherent risks include; the power failure on the leds, the small switches failing to work, risk that the product wouldn’t gain market approval among other risks. Thus since the developers aim to go ahead with the entire project cycle, this mitigation strategy wouldn’t be advisable. Risk sharing as another mitigation strategy used as a suitable way of reducing the possible negative outcome inherent to developing a product. It is one of the most common strategies employed in risk management. Risk sharing according to Bolton and Harris (2010), is defined as a risk management strategy which aims at reducing risk exposure by ensuring that the risk component in a project is first identified. After identification, the burden of possible loss is spread among several entities, units of enterprises or other partners critical to the particular project development. This risk management method is also called risk retention. The technique is a way of self-insuring the risks taking into consideration a multiplicity of entities. In developing the product that seeks to increase the safety of those riding bikes in the urban areas either at night or in the early morning hours, risk sharing as a method of mitigating risk suggests the need to look for other entities that might be interested in

How does Baz Luhrmann interpret Shakespeare's Romeo and Juliet Essay

How does Baz Luhrmann interpret Shakespeare's Romeo and Juliet - Essay Example This research will begin with the statement that Baz Luhrmann’s reinvention of Shakespeare’s classic Rome and Juliet depicts the classic tragedy through a visual kaleidoscope of Hong Kong action picture paradigms of chaos and color. The Luhrmann production is unconventional, moving the location to Verona Los Angeles.   The trademark use of color is juxtaposed against the bleak backdrop of gang warfare, which permeates throughout the film.   At the beginning of the film, Luhrmann opens with the prologue. In stark contrast to the well known Zeferelli version of the tragedy, Luhrmann’s conveys the prologue as a newsreel on the television as a news report. The opening sequences and title scenes of the film plays a vital role in engaging the audience and preparing the audience as to what to expect from the movie with great effect.   This places the audience at ease. The opening sequences and title scenes of both films play a vital role in engaging the audience a nd preparing the audience as to what to expect from the movie with great effect.   Moreover, Luhrmann uses quick flashes of the prologue at the beginning of the film either as newspaper headlines or in bold writing. Lurhmann’s visual narrative mirrors Shakespeare’s use of symbolism in the opening scene as there appears a broken ring on the screen. This symbolizes the tragedy of Romeo and Juliet’s love story and further mirrors Shakespeare’s lexical technique of dramatic irony in his prose.