3 Top Tips for Writing Stellar Brown Supplemental Essays

3 Top Tips for Writing Stellar Brown Supplemental Essays SAT / ACT Prep Online Guides and Tips Brown admits just under 7.2% of their total applicant pool every year. If you want to be one of those admitted students, you’ll need to write amazing Brown essays as part of your Brown University application. In this article, we’ll outline the different types of essays you need to write for your Brown University application and teach you how to write a Brown supplement essay that will help you stand out from the thousands of other applicants. What Are the Brown Essay Prompts? Brown University requires you to complete a total of three short answer questions if you are applying to its undergraduate program. If you are applying to Brown’s eight-year Medical program or the five-year dual degree from RISD, you will have to write additional essays, which we will also cover in this article. The three Brown essay prompts for applicants to the undergraduate program have a 250 word limit. For the three additional essays for the Brown medical program, two have a word limit of 250 and one has a word limit of 500. For the dual degree RISD program there is only one extra essay requirement, with a 650 word limit. These essays are specific to the Brown application - you won’t find them on any other college or university’s application. All of these essays are of equal importance and should be treated as such. Every one of your essays should be the strongest example of your work possible. The Brown essay questions offer you plenty of opportunities to show off your qualifications as an applicant and wow the admissions committee. 2018-19 Brown Supplement Essay Questions All first-year applicants to Brown are required to answer the following Brown supplement essay questions: Why are you drawn to the area(s) of study you indicated earlier in this application? (You may share with us a skill or concept that you found challenging and rewarding to learn, or any experiences beyond coursework that may have broadened your interest.) (250 word limit) What do you hope to experience at Brown through the Open Curriculum, and what do you hope to contribute to the Brown community? (250 word limit) Tell us about the place, or places, you call home. These can be physical places where you have lived, or a community or group that is important to you. (250 word limit) If you are applying to the eight-year Program in Liberal Medical Education (PLME) or the five-year Brown-Rhode Island School of Design Dual Degree Program (BRDD) you must complete the special program essays. Three essays are required for applicants to the PLME: Committing to a future career as a physician while in high school requires careful consideration and self-reflection. What values and experiences have led you to believe that becoming a doctor in medicine is the right fit for you? (250 word limit) Most people describe a career as a physician/doctor as a "profession", beyond a job. Describe for us what "professionalism" and "the profession of a physician/doctor" mean to you. (250 word limit) How do you envision the Program in Liberal Medical Education (PLME) helping you to meet your academic personal and professional goals as a person and as a physician of the future? (500 word limit) One essay is required for applicants to the Brown|RISD Dual Degree Program: The Brown | RISD A.B./B.F.A. Dual Degree Program provides an opportunity to explore your interests and prepare for the future in two distinct learning environments. Considering your understanding of both academic programs, describe how and why the specific combination of the art/design-focused curriculum of RISD and the wide-ranging courses and curricula of Brown could constitute an optimal undergraduate education for you. (650 word limit) Brown Supplemental Essays, Analyzed In this section, we’ll be looking at the Brown essay prompts in depth. Remember, with the Brown prompts you don’t get to choose which essay you would like to write. You need to answer all of the questions that are required for your particular program of study. Let’s take a look at each of the Brown essay questions and see how to write something meaningful for each. Brown Essay Prompt #1 Why are you drawn to the area(s) of study you indicated earlier in this application? (You may share with us a skill or concept that you found challenging and rewarding to learn, or any experiences beyond coursework that may have broadened your interest.) (250 word limit) This essay question is fairly straightforward. Brown wants to know what you’re interested in pursuing academically and where that interest comes from. Brown has an Open Curriculum model and it’s teased in this prompt. Brown doesn’t believe that learning is limited to the classroom, so you can talk about experiences outside school that contributed to your interest in the area of study you indicated. Although Brown makes it clear that you may write about more than one subject, we suggest limiting yourself to one or two topics. 250 words is not that many - you’ll want to speak in-depth about your interests and you simply won’t have that ability if you choose more than two topics. Try to share a personal experience that relates to your potential area of study. For instance, if you want to study English literature, you could talk about a family trip to London that piqued your interest. Or, if you’re studying math, you can talk about how winning a competition felt like an incredible reward for years of hard work. Brown Essay Prompt #2 What do you hope to experience at Brown through the Open Curriculum, and what do you hope to contribute to the Brown community? (250 word limit) You need to understand what Brown’s Open Curriculum means before writing this essay. Research Brown’s academic model so that you can speak about it confidently and accurately. While the Open Curriculum may sound really exciting and its lack of required courses may sound exciting, you should present your interest in it as something proactive, rather than reactive. Don’t say that you are excited to never read a fiction book again. Show what you would rather take instead. Basically, you want to show what you are interested in, rather than what you’re not interested in. Saying that you’re a musician who also has a passion for molecular biology is better than saying you’re an English major who never wants to be in another math class again. Want to get into Brown or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Brown Essay Prompt #3 Tell us about the place, or places, you call home. These can be physical places where you have lived, or a community or group that is important to you. (250 word limit) This prompt is the fun prompt - a chance to let your personality and the places and people that have most influenced you win the admissions committee over. You should write from the heart. The admissions committee should feel your deep connection to whatever you choose to describe as home. Remember the old grade school axiom: â€Å"Show, don’t tell.† Don’t tell the admissions committee why a specific place or person is important to you. Demonstrate their importance through a description of your experiences or interactions with this avatar. PLME Essay Requirements If you are applying to the eight-year Program in Liberal Medical Education (PLME) or the five-year Brown-Rhode Island School of Design Dual Degree Program (BRDD) you must complete the special program essays. Three essays are required for applicants to the PLME. PLME Prompt #1 Committing to a future career as a physician while in high school requires careful consideration and self-reflection. What values and experiences have led you to believe that becoming a doctor in medicine is the right fit for you? (250 word limit) Make your answer is as specific as the prompt itself. Choose a real-life example to describe here, which can be anything from a personal experience to a news story you followed closely. Being authentic will make this essay really shine. Don’t say that you want to be a physician for the job stability or the chance to be featured in a medical journal. If you have never seen a person suffering from cancer up close, don’t pretend that you have - the admissions committee will smell inauthenticity from a mile away. Instead, truly reflect on something medically related that impacted you. Maybe you had a great experience with a doctor who helped you recover from a sports injury or loved interacting with your pediatrician who let you play with his stethoscope. Whatever you choose, it should be about you, and you alone. PLME Prompt #2 Most people describe a career as a physician/doctor as a "profession", beyond a job. Describe for us what "professionalism" and "the profession of a physician/doctor" mean to you. (250 word limit) This prompt can feel intimidating. How can someone who is outside of the medical profession answer this prompt with honesty, integrity and no guesswork? Rest assured, there’s no right or wrong answer here. The admissions committee is simply looking to understand what being a doctor means to you. You need to pick qualities that are meaningful to you and will resonate with the admissions committee - not that doctors have good job security and often high salaries. Think about what your life as a doctor will be like. How do you picture yourself in ten years? Will you be researching cures? Will you be providing healthcare to underserved populations? Will you be handing out lollipops to the children who come to your neighborhood practice? You should paint a vivid picture of how you anticipate acting as a doctor. PLME Prompt #3 How do you envision the Program in Liberal Medical Education (PLME) helping you to meet your academic personal and professional goals as a person and as a physician of the future? (500 word limit) For this prompt, you need to do your research about the PLME program at Brown. Don’t be daunted by the length of the word limit - view it as an opportunity to show how much you know about the school. The word limit for this essay is telling: the admissions committee at Brown wants to make sure that you are serious about their program, and serious for the right reasons. Make sure that you are honest, and as specific as possible when answering this prompt. Reference professors you are excited to work with or classes that stand out as thought-provoking or supremely fun. What does Brown’s medical program offer to its students that other medical programs don’t? Be sure to mention specific pieces of information. You should also discuss why you’re interested in PLME versus pursuing a typical undergraduate degree and then applying to medical school. PLME is a unique program - highlight why this model is the right fit for you. Brown RISD | Dual Degree Essay Requirement One essay is required for applicants to the Brown|RISD Dual Degree Program: The Brown|RISD A.B./B.F.A. Dual Degree Program provides an opportunity to explore your interests and prepare for the future in two distinct learning environments. Considering your understanding of both academic programs, describe how and why the specific combination of the art/design-focused curriculum of RISD and the wide-ranging courses and curricula of Brown could constitute an optimal undergraduate education for you. (650 word limit) For the Brown | RISD Dual Degree Program essay, you’ll need to pick out specific aspects of both Brown and RISD that appeal to you. Identify features of each school that you’re attracted to, like particular classes or professors. You should also indicate how you’ll take advantage of each school. If you just wanted to study design, you’d apply to RISD. If you just wanted to study something else, you’d apply to Brown. So why do you want to go to both? Describe how your work at one school will impact your work at the other. Perhaps your study of ancient Greek at Brown will inform the sculptures you make at RISD. You should depict how you see your studies at each school intersecting. How to Write a Great Brown Supplemental Essay Regardless of which Brown supplemental essays you’re responding to, you should keep in mind the following tips for how to write a great Brown essay. #1: Use Your Own Voice 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 Brown wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Brown essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. #3: Check Your Work It should almost go without saying, but you want to make sure your Brown essays are the strongest example of your work possible. Before you turn in your Brown 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 Brown essays, 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. Recap: Key Tips for the Brown Supplement The Brown supplemental essays cover a wide range of topics. Regardless of the question you’re answering, remember to follow these basic dos and don’ts as you’re writing: DO Be authentic and honest. Be specific when citing people, places and experiences. Do your research about Brown and its unique academic model. DON’T Base your essays on what you think the Brown application committee wants to hear. Use cliches or broad sweeping statements. Try too hard to be funny and original - be genuine and your positive attributes will be visible to the committee. What’s Next? If you're getting ready to apply to college, it's time to learn what colleges expect from you. This article will help you better target your application to suit what each school you apply to is looking for. Worried about how to write an amazing college essay?Readour step-by-step guide on how to write a college essayand take a look at our analysis of 100+ real college essaysto get a feel for what colleges want- and don't want- to read in an application. 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:

Alexander the Great, Greek Military Leader

Alexander the Great, Greek Military Leader Alexander the Great was the son of King Philip II of Macedonia and one of his wives, Olympias, a daughter of the non-Macedonian King Neoptolemus I of Epirus. At least, thats the conventional story. As a great hero, there are other more miraculous versions of the conception. Name:  Alexander III of MacedonDates:  c. 20 July 356 B.C. - 10 June 323.Place of Birth and Death:  Pella and BabylonDates of Rule:  336-323Parents:  Philip II of Macedonia and OlympiasOccupation:  Ruler and military leader Alexander was born around July 20, 356 B.C. Being non-Macedonian made Olympias status lower than the Macedonian woman Philip later married. As a result, there was much conflict between Alexanders parents. As a Youth Alexander was tutored by Leonidas (possibly his uncle) and the great Greek philosopher Aristotle. During his youth, Alexander showed great observational powers when he tamed the wild horse Bucephalus. In 326, when his beloved horse died, he renamed a city in India/Pakistan, on the banks of the Hydaspes (Jhelum) river, for Bucephalus. Our image of Alexander is youthful because that is how his official portraits depict  him. See Photos of Alexander the Great in Art. As Regent In 340 B.C., while his father Philip went off to fight rebels, Alexander was made regent in Macedonia. During his regency, the Maedi of northern Macedonia revolted. Alexander put down the revolt and renamed their city after himself.  In 336 after his father was assassinated, he became ruler of Macedonia. The Gordian Knot One legend about Alexander the Great is that when he was in Gordium, Turkey, in 333, he undid the Gordian Knot. This knot had been tied by the legendary, fabulously wealthy King Midas. The prophecy about the Gordian knot was that the person who untied it would rule all of Asia. Alexander the Great is said to have undone the Gordian Knot not by unraveling it, but by slashing through it with a sword. Major Battles Battle of the Granicus - 334 B.C. (western Turkey) against Persian satraps with Greek mercenaries.Battle of Issus - 333 B.C. (Hatay province of Turkey) against King Darius of Persia.Battle of Gaugamela - 331 B.C. (northern Iraq) against King Darius of Persia.Battle of the Hydaspes (Jhelum) - 326 B.C. (northern Punjab, in modern Pakistan) against King Poros, who ruled a small kingdom, but had war elephants. Near the end of Alexanders expansion. (Although Alexander had intended to go further, and was soon thwarted by his own men, he thought he was near the edge of the earth.) Death In 323, Alexander the Great returned to Babylonia where he became ill suddenly and died. The cause of his death is unknown. It could have been disease or poison. It might have had to do with a wound inflicted in India. Alexanders successors were the Diadochi Wives Alexander the Greats wives were, first, Roxane (327), and then, Statiera/Barsine, and Parysatis. When, in 324, he married Stateira, daughter of Darius, and Parysatis, daughter of Artaxerxes III, he did not repudiate the Sogdian princess Roxane. The wedding ceremony took place in Susa and at the same time, Alexanders friend Hephaestion married Drypetis, Stateiras sister. Alexander provided dowries so that 80 of his companions could also marry noble Iranian women. Reference: Pierre Briants  Alexander the Great and His Empire. Children Herakles, son of Alexanders wife/mistress Barsine [Sources: Alexander the Great and His Empire, by Pierre Briant and Alexander the Great, by Philip Freeman]Alexander IV, son of Roxane Both children were killed before they reached adulthood. Source: www.pothos.org/alexander.asp?paraID71keyword_id12titleChildren Alexander the Great- Children Alexander the Great Quizzes Why Did Alexander Burn Persepolis QuizAlexander the Great Quiz I - The Early YearsAlexander the Great Quiz II - From Empire-Building to Death Other Articles on Alexander the Great What Color Was Alexanders Hair?Was Alexander the Great a Greek?

Acute coronary syndrome Essay Example | Topics and Well Written Essays - 2000 words

Acute coronary syndrome - Essay Example tients with ACS is quick and accurate, risk stratification is done and management is commenced as early as possible to achieve good outcomes in the short and long turn (Housholder-Hughes, 2011). The role of nurses in the management of ACS is crucial in all aspects, be it diagnosis and assessment, triage, pharmacotherapy, perioperative management, critical care, postoperative care, discharge and rehabilitation. All nurses should have evidence based knowledge so that they can make informed decisions in the management of an ACS patient. This review aims to describe the pathophysiology, nursing diagnoses and assessment, and nursing interventions of acute coronary syndrome. Current research and articles relevant to the aforementioned topics were reviewed and analyzed in order to provide a base for evidence based practice. The literature was retrieved by performing a MEDLINE and Google/Google Scholar search on the internet combined with a manual search for journals and books pertaining to the above mentioned topics. The keywords and their combinations that were used were acute coronary syndrome, nurse, nurse practitioner, ACS, pathophysiology, diagnosis, pharmacotherapy, unstable angina, STEMI, NSTEMI, myocardial infarction, MI, management, nursing assessment, and nursing interventions. Although, the articles identifying assessment, interventions, and their impact on the management of ACS specifically in the context of nursing are few, the guidelines targeting healthcare practitioners in general have been adapted for nurses by most authors in their recommendations. According to Hansson (2005), deposition of atherosclerotic plaques in walls and lumens of arteries (atherosclerosis) is an inflammatory process resulting from an interaction of immune and metabolic risk factors. Acute coronary syndromes occur when reduced blood flow causes sudden myocardial ischemia. This happens when a thrombus is formed on the surface of the atherosclerotic plaque as a result of plaque

Moments of excitatory Essay Example | Topics and Well Written Essays - 250 words

Moments of excitatory - Essay Example Whereas I have always taken it as a family or religious obligation, it has never occurred to me that I was working for powerful masters. It is evident from the reading that definition of work can be as many as the people we have in the world. Although some obligations seem as voluntary, they actually qualify as work. For instance, church volunteer ship does not seem like work at first glance. However, the same qualifies as work although there may be lack of direct benefits. This makes us questions some of the things we do in life. For instance, is service to God work? Clergymen and other church leaders are paid for work although they are actually serving God. On the other hand, church members volunteer their service to God without pay. It may be confusing when we seek to determine who, among volunteers or clergymen, actually works. Despite many definitions of work, many questions arise when volunteer ship comes into play. It makes us question whether people such as mother Teresa were actually working or volunteering service. Further, we would be interested to deconstruct whether they were working for God or for the people. Work is an interesting concept and understanding of underlying ideas needs to be

Great Expectations by Charles Dickens Essay Example for Free

Great Expectations by Charles Dickens Essay Human nature is the psychological and social qualities that characterize humankind. Human nature separates humans from the rest of the animal kingdom. The underlining theme of human nature is evident in Great Expectation by Charles Dickens use of his characters. A main characteristic that Dickens displays is friendship. The friendship between Pip and Herbert is strong. Herbert was significant to Pip’s growth in social class and eventual to his revelation. â€Å"Friendship was one of the human characteristics Dickens enjoyed†¦by associating fellowship with good characters and deeds, he made it known that he admires friendship. † (MacAndrew 168) Herbert aided Pip when he first came to London and made the transition an easy one. Herbert helped filled in the blanks for Pip when he was lost. Herbert saved Pip’s life when Orlick tried to kill him. When Pip needed someone to turn to Herbert was always there. In return of Herbert’s friendship Pip also helped him. Pip used the money he was getting from Magwitch to finance Herbert dream of becoming a business owner. This was a true friendship that did not falter throughout the novel. Friendship is one of the few good characteristics that Dickens indicates throughout the novel. Dickens goes beyond the bond of friendship to the bond of love. Herbert was not the only person that assisted Pip. Joe was another component to Pip’s success. Joe had deeper feelings then friendship towards Pip. Joe loved Pip like they were brothers. Joe was a simple, honest, hardworking man. Joe was a model of the man everyone should try to be. Joe was there in the beginning for Pip when he was getting picked on by Tickler or being â€Å"brought up by hand† by Mrs. Joe. Although Pip turned his back against Joe he was there in the shadows. Joe as simple as he was knew that Pip was leaving him behind. â€Å"Not wishing to intrude I have departed fur you are well again dear Pip and will do better without.† (Dickens 439) Joe knew that he would only be holding Pip back he felt like he was a burden to Pip. Joe was following the notion if you love something you should set it free. Even though Joe didn’t have much he paid Pip’s debts because of his unconditional love for Pip. Joe tried his best to protect Pip and not to bother him. This unconditional love that Joe employed over Pip became essential for Pips growth. Another good human characteristic that Dickens expresses is generosity. This came from the most unlikely person, Magwitch. Magwitch help Pip like a father type would. Magwitch is one of the characters that play a role of a parent. â€Å"Look’ee here, Pip. I’m your second father. You’re my son—more to me nor any son. I’ve put away money, only for you to spend.† (Dickens 329) Magwitch had the same love for Pip as Joe did. Magwitch did not care about his money, but instead he cared about Pip’s happiness and his dream. Magwitch was a convicted criminal that made Pip dreams come true. Although he was a convict he was morally good. He did everything he could to help Pip become the man he is at the end of the novel. â€Å"Lord strike me dead!’ I says each time—and I goes out in the open air to say it under the open heavens—‘but wot, if I gets liberty and money, I’ll make that boy a gentleman!’ And I done it.† (Dickens 351) Magwitch was the secret benefactor that was founding Pip’s journey. The generosity that Pip showed Magwitch left such impact he swore that he would repay Pips generosity. One act of random kindness change Pip’s life forever. Magwitch generosity towards Pip went far beyond the generosity that Pip showed him. Magwitch generosity did not go unnoticed by Pip though. Near the end of the novel Pip return the generosity by helping Magwitch. Dickens did not only show the positives of human nature, but also the negatives. One of the negative characteristics that Dickens looked at was cruelty. â€Å"Dickens believed the darkest facet of human nature was cruelty. He created many characters who displayed this moribund characteristic†¦by creating dark characters, Dickens made the reader disgusted with them.† (The Saturday Review 69) Dickens used a span of characters from the protagonist to minor characters to demonstrate cruelty. This was vital to Pip’s and Estella revelation because it show them there immature ways. Pip experience cruelty first hand from the very beginning. Pip’s childhood memories are frightening for him because of the torment he received from Tickler and Mrs. Joe. Joe could only protect Pip so much, but he could not save him from everything. Pip was not so kind towards Joe as Joe was to Pip. Estella was another cruel character because she did not have a heart towards men. She would use her beauty to make men fall in love with her, but would not return the love . She did not have any affection because it was driven from her at a very early age. Dickens displayed this tactic of cruelty not only in Estella, but also in Compeyson. Compeyson the man that was supposed to married Miss Havisham was a self-centered man. He tricked Miss Havisham to fall in love with him, but when he had access to her money he left on their wedding day. Compeyson also tricked Magwitch. Compeyson and Magwitch were arrested together, but Compeyson organize a plan that got him seven years in jail while Magwitch got fourteen years. The pain that Compeyson left to Miss Havisham and his manipulation of the sentence hearing gave birth to monsters seeking revenge. Dickens use of cruelty brings to life another bad human characteristic, revenge. The cruelty that Compeyson inflected lead Miss Havisham to seek revenge. Tainted from her one experience Miss Havisham distrusted all men. Miss Havisham played the other role of being a parent. She adopted Estella solo based on concept that all men were like Compeyson. Miss Havisham is the one who created Estella to be this heartless creature. Estella was one of Miss Havisham pawns in her plan of revenge. â€Å"Estella doesn’t play into her games anymore and makes her own living with Drummle†¦Miss Havisham tries to control Pip and seduced him into the thoughts of being with Estella forever.† (Chesterton 199) Pip was the other pawn that Miss Havisham was playing. â€Å"But when I fell into the mistake I have so long remained in, at least you lead me on?† said Pip â€Å"Yes, I let you on.† Miss Havisham replied. (Dickens 334) Miss Havisham convinced Pip to think that Estelle was his soul mate knowing Estella would never return the love. Miss Havisham spent the rest of her life on obtaining revenge on men. Like Miss Havisham, Magwitch sought revenge. Compeyson was also the reason behind Magwitch plan to seek revenge. Unlike Miss Havisham, Magwitch wanted direct revenge on Compeyson. Compeyson also used Magwitch for his own personal gain. This obsession leads to Magwitch unhappiness. When Magwitch achieves his goal of revenge he does not gain happiness, but rather despair. Dickens demonstrations of revenge go against any notion that revenge is good, but rather we should forgive those who trespass against us. Ungratefulness was a part of the collection of negative human characteristics that Dickens expressed. When Pip grows in social class he is ungrateful towards those below him. Pip tries to forget past and where he came from. Pip’s remarks in page 89 â€Å"Estella would consider Joe, a mere blacksmith: how think his boots, and how coarse his hands.† He treats Joe and Biddy like they are beneath him, but they are morally better people. â€Å" He rejects the love that like those Joe and Biddy offer, and he feels he will not see himself as worthy, unless he meets the approval of the cold and haughty Estella† (Whipple 381) All Pip cares for is himself and his goals. Instead of staying with Joe while he was in town he rented a room at the blue boar. Pip wanted no part of his old life and did not want it interrupt his new life. â€Å"Could have kept him away by paying money, certainly would have.† (Dickens 217) Even when Joe extended his hand to help Pip he was so superficial at the time he ignore him. Pip forgot all the things that Joe did for him. Pip became ungrateful during his transformation. Pip conflict was self-inflected with his dream of becoming a gentleman. Charles Dickens demonstrates the aspects of human nature throughout his novel Great Expectations through the use of his characters. Dickens also illustrates the positives and negatives of human nature. â€Å"Suffering has been stronger than all other teaching, and has taught me to understand what your heart used to be. I have been bent and broken, but I hope into a better shape.† (Dickens 453) Pip and Estella turmoil was self-inflected. They faced many hard ships, but only when they grasp the idea on what truly matters in life will they find their bliss. Bibliography Areview of â€Å"Great Expectations,† in the Saturday Review. London, Vol. 12. No. 299, July 20, 1861, pp. 69-70 Brattin, Joel J.. Dickens Quarterly, Sep2012, Vol. 29 Issue 3, p285-287, 3p. (Book Review) Brown, James M. Dickens: Novelist in The Market-Place. Totowa, NJ: Barnes and Noble, 1982. Chesterton, G.K. â€Å"Great Expectations,† in his Appreciations and Criticisms of the Works of Charles Dickens, E.P. Dutton Co., 1911, pp. 197-206 Cohen, William A.. Critical Insights: Great Expectations, 2010, p215-268, 54p. (Literary Criticism) Gold, Joseph. Charles Dickens: Radical Moralist. Minneapolis: U of Minnesota P, 1972. Kirk, Neville. Labour and Society in Britain and the USA. London: Scholar P, 1994. Levine, Caroline. Critical Insights: Great Expectations, 2010, p128-146, 19p. MacAndrew, Elizabeth. Critical Insights: Great Expectations, 2010, p161-176, 16p. (Literary Criticism) Mittleman, Leslie B.. Masterplots, Fourth Edition, November 2010, p1-4. (Work Analysis) Author Name: Dickens, Charles Tobin, Mary Ann. Critical Insights: Great Expectations, 2010, p55-67, 13p. (Literary Criticism) Whipple, Edwin P. â€Å"Reviews and Literary Notices: Great Expectations,† in the Alantic Monthly, Vol. VIII, No. XLVII, September, 1861, pp. 380-382.

The Globalization of Anime Essay -- The Merging of Cultures

Anime is an art form as it expresses cultural phenomena about Japan and its people. Like most other countries, cartoon has existed in Japan throughout the 20th century and onward, which began with traditional drawings and comics that dealt with political, social, and historical themes. However, what separates anime from the rest is that the anime included a huge portion of Japanese culture within it. In every series that aired, they include special holidays like Natsu Matsuri—summer festival, tea ceremony, traditional clothing such as kimono, etc. One could, from watching anime, notice the characters’ behavior are different and food and customs are different from American or western cartoon. Strangely, these differences in the anime, eastern media features, appeared in the philosophy of Confucius. Confucianism has played an important role in creating and maintaining the social values and order such as forgiveness, manner, respect, loyalty, and honesty since the sixth century. While Japanese society has become so much different since the early postwar era, these same principles are still highly valued as they are in some other forms. Recent shà ´nen anime, anime for pre-teen and teen-age boys like Naruto and Bleach, is hooking their viewer with interesting storylines and action scenes while Confucian values spread. As this culture value mixed in, anime became interesting and seem to attract a wider audience every day because of its ability to make its audiences to see themselves in the show. The success of anime began with the famous Japanese artist Osamu Tezuka, one of the founding fathers of Japanese anime and manga. In the 1960s, Tezuka became a famous manga artist and was given the credit of creating Japan's modern anime i... ...r. Ed. Frank J. Lechner and John Boli. 4th ed. New York: Wiley-Blackwell, 2012. 88-94. Print. Focus on the idea of both the global and the local are affecting the world at the same time while globalization process keep spreading. Sen, Amartya. "How to Judge Globalism." The Globalization Reader. Ed. Frank J. Lechner and John Boli. 4th ed. New York: Wiley-Blackwell, 2012. 17-21. Print. Analyze more a better way to understand what actually globalization is while making a point that globalization is also beneficial to the whole world. Wang, Georgette and Yeh, Emilie Yueh-yu. Globalization and Hybridization in Cultural Production: A Tale of Two Films. Hong Kong: David C. Lam Institute for East-West Studies, 2005. LEWI Working Paper Series no 36. Illustrate the processes of hybridization, and the conclusion on the debate on the globalization of culture.

Native American/European Slave Trade Essay

A North American conception of slavery often begins and ends with the forced captivity of Africans. However, slave trading took root in many parts of the world over centuries. In particular, the eras of exploration and colonialism brought the institution of slavery to the forefront of world culture. As Europeans arrived in the Americas in increasing numbers, they found themselves sharing one surprising commonality with their Native American adversaries: the use of human captives for personal and cultural advantage. Brett Rushforth’s â€Å"A little flesh we offer you: the origins of Indian slavery in New France† and James Brooks’ â€Å"This evil extends especially†¦ to the feminine sex† examine the Euro-Native slave trade within the context of two vastly different colonial cultures, Canada (New France) and New Mexico. What common features united these two institutions, and what features differed them? Further, what social and historical factors account for those similarities and differences? Foremost, the New France and New Mexican institutions shared a general outcome in their slave trades: â€Å"cross-cultural negotiation† (Brooks, 281) and the creation of â€Å"mutually intelligible symbols through which cultural values, interests and needs could be defined† (Brooks 281). Indian tribes occupying New France territories (such as the Iroquois and the Ottawa) held a long tradition of utilizing captives as symbolic forces of peace. Warring tribes would offer captured humans as a show of good faith toward their adversaries. The captives served numerous roles: replacing fallen tribesmen (in everything from name to manner), representing retribution for injured tribes, stimulating population growth, and— most importantly—securing alliances with other tribes. When European colonialists arrived seeking Native American trade and military assistance, the New France tribes considered captive offerings to be the ultimate sign of respect and comrade-ship in dealing with their new visitors. In fact, one Sioux chief pronounced the following after offering his European visitors a captive slave: â€Å"No longer regard us as Sioux, but as Frenchmen† (Rushforth, 789). Once the French realized the power of slaves in fostering alliances with the natives, they were able to build some formidable allegiances. Likewise, New Mexican Europeans created strong bonds with local Pueblo, Navajo, and Apache tribes through captive trading. Captive Spaniards and Indians often performed important social functions within their new homes. (Women were the ideal captive candidates for both New Mexico and New France, due to their reproductive capacities). Standard-bearers such as Maria Rosa Villalpando and Juana Hurtado Galvan demonstrated the importance of the captive within New Mexican culture. Both women served as interpreters and emissaries amongst their former and current tribes, and both secured prominent positions within their captive homes. The captured women of New Mexican society also fulfilled important economic roles within the larger society, contributing especially to hide-tanning and other trading enterprises. Similarly, captives in New France worked as domestics, farm hands, dock loaders, and at other semi-skilled jobs. While both New France and New Mexican colonialists both eventually accepted the institution of slavery (with averages of five and fifteen percent for their respective slave populations), they shared an initial reluctance to engage in the practice. For the Frenchmen, slavery was an institution forbidden by their own government. Therefore, they approached any attempted slave trades with the natives with reluctance or even hostility. However, an incident involving Daniel Dulhur (in which a refusal of bartered captives resulted in a near-catastrophic isolation of Indian tribes) crystallized the importance of alliance-making captives for the French. This consideration, combined with â€Å"laborers [which were] scarce and extraordinarily expensive in Canada†(Rushforth, 801), coerced the French government to legalize Indian slave trading in the colonies. Conversely, the New Mexico colonialists were somewhat quicker to engage in slave trading as a means to â€Å"redeem indigenous captives† (Brooks, 281) and â€Å"baptize them into the Catholic faith† (Brooks, 282). They even offered captives the opportunity to become citizens after twenty years of service. Soon, New Mexico villagers would further realize the ability of slave trading to â€Å"foster mutual exchanges with a minimal loss of life† (Brooks, 292). Both societies would soon engage in trade fairs and bartering as if the practices were second nature: â€Å"two good horses and some trifles† for an â€Å"Indian girl twelve to twenty years old† (Brooks, 282). The results of EuroNative trading systems up North and down South differed markedly, with respect to both the slaves themselves and larger society. Captives in New Mexico generally boasted a much more peaceful existence than their New France counterparts. While New France slaves could do little to raise their station in life, New Mexico captives often enjoyed increases in freedom and circumstances (although they shared the stigma of coercive sexual practices with New France female captives). Many female captives, for instance, were able to eventually purchase lands from their captors. The children of said captives also enjoyed full citizenship within their societies (the â€Å"hope† counteracting the â€Å"shame† (Brooks, 296) of sexual coercion), a luxury not afforded to the mixed-bloods of New France. New France slaves were viewed more as objects (whether they were objects of trade or objects of allegiance): â€Å"Here is a little flesh we offer you† (Rushforth, 794). Meanwhile, New Mexico captives were often adopted by their captive families, securing protection and affection from their new families. In fact, many captives chose willingly to â€Å"remain in their host societies throughout their lifetimes† (Brooks, 284), even when they were afforded a chance at freedom. One captive woman even refused a one thousand dollar ransom for her return. On the other hand, New France captives were the constant subject of derogatory terms and â€Å"a life of consistent, coerced, and degraded labor† (Rushforth, 780). In a larger context, systems of slave trading brought derision and division to both New Mexico and New France, albeit with different outcomes. For its part, New Mexico slave trading intensified the caste-like division between mestizos and genizaros and espanoles. Women often feared a return to their previous homes in part due to a belief that they would be ridiculed and outcast by pure Spaniards. Class consciousness did increase in relation to the rising mestizo population, as did the relationship between New Mexico villagers and Native Americans. Santa Fe administrators blamed the rising rebelliousness of the villagers on â€Å"bad upbringing†¦. from†¦the proximity and trade of the barbarous tribes† (Brooks, 293). The emerging alliance between villagers and Native Americans peaked with a joint siege and execution of Santa Fe officials in 1837, when the natives and villagers made â€Å"the same cause†¦. and same interests† (Brooks, 294). However, the â€Å"mixed-bloods† of New Mexico soon found their unique identity and place within larger American culture. In New France, the outcome of the slave trade was more subtle, as chattel slavery gradually emerged as the new trend, thus leading to a system which â€Å"rewarded brutality with valuable goods† (Rushforth, 808). In an ironic twist, the slave system which once served as a â€Å"partial defeat of France’s power over its Indian neighbors† (Rushforth, 808) transformed into an institution where French colonialists â€Å"redirected their impulse for control and domination onto distant Indian nations† (Rushforth, 808). Why did slave trading in New Mexico have a slightly more positive outcome than in New France? For one, New Mexico tribes and societies were â€Å"enhanced by traditions of matri- lineality and social mobility† (Brooks, 287), which put the primarily female captives in a much more secure position within their new homes. The importance of women in the textile culture of the natives automatically raised the status of all women, including the captives. Even captive men could make themselves useful, performing tasks such as gun repairing and saddle-making. The New Mexico captives simply had more opportunity, â€Å"negotiating narrow fields of agency with noteworthy skill† (Brooks, 284). More importantly, the resulting generation of mixed bloods which sprung from slave trading found themselves in a unique position of power, as their manpower and negotiating capabilities proved in high demand for colonialist forces. This new generation carved a niche and an identity for themselves which endures to this day, as evidenced by the musings of one descendent: â€Å"We have relatives in the Pueblos, and out there, in Oklahoma† (Brooks, 301). Within the conflict, the New Mexicans found coexistence—a principle which New France (and its more oppressive slavery practices) could never quite accomplish. References Brooks, J. F. (1996). This evil extends especially†¦ to the feminine sex: negotiating captivity in the New Mexico borderlands. Feminist Studies 22(2), 279-301. Rushforth, B. (2003). A little flesh we offer you: the origins of Indian slavery in New France. William and Mary Quarterly 60(4), 777-808.