Essay Topics For College Applications

Essay Topics For College ApplicationsAs a writer, you will need to decide essay topics for college applications. Your question may be who will go to college, what is the purpose of college, or if you are just looking for a college and not the degree itself. There are several things that you can think about when looking for essay topics.The first thing you need to think about is your degree. Make sure it is an accredited one. Find out what programs you have completed. Consider if you will be studying a subject with a limited number of majors and have to choose an area of study that you have some interest in. This may be a great time to consider a minor.Writing college application essays takes an effort on your part. College admissions officers look at your grades, essays, essays and recommendations. In other words, they take the whole package. They want to know how you prepare for your class work, what you plan to do for fun and how you will get along with your classmates.What do you do for fun? For example, some students enjoy sports, social clubs and theater. If you plan to attend a college in a city or a state with many population centers, there are likely to be activities that you would enjoy. Take a look at the college schedule to see what types of clubs are available. You could also try to participate in a small group project or even writing a book report.Do you have a clear plan for college application essays? How do you plan to spend your time outside of school? Some students are overwhelmed by this. The truth is, you will be so busy with the homework and the regular classes that you won't have enough time to think about the things you would like to do. You need to ask yourself if you will have enough time to devote to your studies. What activities do you want to do?What college would you like to attend? If you know exactly where you want to go, you can find out about the admissions policies and what types of colleges are accepted. You can start early if you are interested in a particular college. Take some time and consider this. Look around and determine if you are happy at the college you choose. There is no point in going to college if you don't love it.College application essays are important and need to be done right. Writing essays to express yourself in a meaningful way is important. You have to make sure your information is accurate, relevant and grammatically correct.

National Curriculum - 1550 Words

Diagnostic Written Task: The National Curriculum According to Directgov (2012), â€Å"the National Curriculum is a framework used by all the maintained schools to ensure that teaching and learning is balanced and consistent.† The National Curriculum is thought by many to be complex and unclear. However, it is at the heart of the education system in England. This is noted by Baumann et al (1997) and Kyriacou (2009) who document that the basis for the National Curriculum was established in the Education Reform Act 1988; creating the idea that education must begin with the needs and interests of the child. The following model acknowledges how the National Curriculum is central to a school and a pupils learning. School Curriculum Basic†¦show more content†¦Horizontal integration has taken place within the National Curriculum with regards to resistant materials, electronics, textiles and food technology, as they have all been merged under the same heading of Design and Technology. However, this has allowed vertical integration to occur between subjects within the National Curriculum. For example, Design and Technology incorporates numeracy, literacy, citizenship and ICT skills, which provide cross-curricular learning for pupils. This can help in raising standards of all children, which has been identified as a key feature of the National Curriculum. Another key feature is that the National Curriculum identifies key subject disciplines. All the National Curriculum subjects are organised to show a carefully designed framework that will maximise a learners opportunities to achieve success. As illustrated by the QCA (2007), for Design and Technology, the curriculum is organised into 4 parts, which are: 1. key concepts 2. key features 3. range and content 4. curriculum opportunities. The key concepts aspect is then divided up into further sub-sections and these are: * designing and making * cultural understanding * creativity * critical evaluation. As an increasingly important subject, the key concepts demonstrate how Design and Technology creates an interactive decision making process for pupils. For instance the subjectShow MoreRelatedThe Emergence Of The National Curriculum For England2685 Words   |  11 Pagesdiscussing the emergence of the National Curriculum for England, and how reforms have led to its evolution into the present framework. I will also be looking at current theories of teaching and learning, and how the National Curriculum 2014 for science reflects these. I will consider how the curriculum document structures how teachers should teach, and also what types of learning theories and teaching approaches might support the teacher in delivering the curriculum. The first part of this assignmentRead MoreEssay on The Australian National Curriculum2362 Words   |  10 PagesA National Curriculum has been of some importance within the Australian Governments for some time. Previous national planned curriculums have been developed and failed a number of times. The Australian Governments with the guidance of the Melbourne Declaration on Educational Goals for Young Australians have developed ‘The Australian Curriculum’; A planned national curriculum from Foundation to Year 12 covering a variety of learning areas or subjects catering for Diversity, Differences and the needsRead MoreEvaluation Of The National Curriculum Study1122 Words   |  5 Pages5.8 National Curriculum Study A study conducted in 2003 by Ofsted that involved England, Denmark and Finland, showed England’s national curriculum compared to the other two countries was: †¢ Very defined and centralised. †¢ More was expected of six- year- olds. †¢ Less attention was given to the needs and development of the child. †¢ Teachers used more closed answer questions. †¢ Parents had concerns regarding changes in the curriculum from reception class to year one. Furthermore, they highlightedRead MoreA Comparative Study of the National Curriculum for Physical Education in Australia and England2547 Words   |  11 PagesEnglands national curriculum. However on another level physical education has been the subject of crisis meetings in Australia, on the verge of being wiped out in later secondary school education in England and had numerous reviews. So why is physical education important? The major factor being the increasing rise in obesity, but also children appear to have less knowledge of physical skill, lack fitness and are very inactive is a few reasons why physical education needs remain in the curriculum but alsoRead MoreNational Curriculum1563 Words   |  7 PagesDiagnostic Written Task: The National Curriculum According to Directgov (2012), â€Å"the National Curriculum is a framework used by all the maintained schools to ensure that teaching and learning is balanced and consistent.† The National Curriculum is thought by many to be complex and unclear. However, it is at the heart of the education system in England. This is noted by Baumann et al (1997) and Kyriacou (2009) who document that the basis for the National Curriculum was established in the EducationRead MoreScience Curriculum The National Curriculum3139 Words   |  13 Pagesdiscuss debates about the science curriculum the national curriculum must be clarified. The national curriculum was first introduced over 20 years ago and is for learners between the ages of 5 to 16. According to the government the national definition is defined: ‘A set of subjects and standards used by primary and secondary schools so children learn the same things’. There are key foundation stages in primary school. Within, these states there is a science curriculum and the exact topics to be studiedRead MoreWhat Impact Has the 2008 National Curriculum for Physical Education, Had in Schools? How Well Does It Equip Children to Want to Take Part in Physical Activity Outside of School Hours?1847 Words   |  8 PagesPhysical Education foundation What impact has the 2008 National Curriculum for Physical Education, had in schools? How well does it equip children to want to take part in physical activity outside of school hours? What impact has the 2008 National Curriculum for Physical Education, had in schools? How well does it equip children to want to take part in physical activity outside of school hours? Physical education is a vital part of education in schools and has changed significantly overRead MoreEvaluation Of The National Curriculum Essay2290 Words   |  10 Pagessignificant change to the national curriculum made at the 2014 update for KS3 is the introduction of assessment without levels (Department for Education, 2014). The system by which children were assigned a numerical level based on their attainment was ceased on the commencement of the new curriculum in September 2014 for all subjects, including science (Department for Education, 2013). This action was implemented based on a report by the Expert Panel for the National Curriculum review, which suggestedRead MoreInfluences Of The National Curriculum1958 Words   |  8 Pagesinfluences of social, economic and political changes in Britain’s education over the last 30 years. The essay will mainly review and focus on the eras between the 1988 reform Act to present. This essay will explore further into the influ ences of the national curriculum, how conservatives, labour and the coalition have affected social and economic environments in education and comparisons between the conservatives and labour. It will also discuss, philosophers Dewey and Freire reviewing how both of their methodsRead MoreNational And State Curriculum Standards868 Words   |  4 PagesNational and State Curriculum Standards Common Core continues to have many teachers in an uproar, but the development of these standards was to help synchronize curriculum across the United States to ensure that students were college and career ready once they graduated high school. In 2009, the National Governors Association Center for Best Practices and Council of Chief State School Officers (2010) were responsible for developing the Common Core standards. These groups were two private organizations

Explain the Role of Proximity and Globality in Effectiveness

Question: Explain the role of Proximity and Globality in effectiveness 1. Executive summary The aim of this assignment was to explain the effect that proximity and globality has on an organizations ability to be effective and competitive in its operating environment. Effectiveness is defined a to have an effect on (Concise Oxford dictionary) According to the Oxford dictionary Proximity is defined as the closeness, near neighborhood or approach to a subject. In business proximity is defined as the environment in which the organization is operating in. The environment consists of the macro environment and the Competitive environment. The macro-environment consists of the following factors: legal, political, economical, technical,†¦show more content†¦The mission should answer this question. The mission of an organization guides it towards the identification of its focus areas. It is with respect to these focus areas that an organization should perform if it wishes to carry out its mission. The mission should also indicate the functions to be carried out by the organization. In the mission of the organization the endeavors of those involved and the task of the organization are embodied. The direction in which the organization wishes to go also needs to be clear from the mission. 3.1.2 Strategic focus areas or performance areas Two important questions that should always be asked are: Are the right things being done? and Are the right things being done right? A third question which can be added, is Are the right things being doneShow MoreRelatedReed Supermarket Case32354 Words   |  130 PagesWebsite at www.pearsoned.co.uk/hollensen to find valuable student learning material including: Full versions of the video case studies Multiple choice questions to test your learning Annotated links to relevant sites on the web An online glossary to explain key terms Flashcards to test your knowledge of key terms and definitions Classic extra case studies that help take your learning further We work with leading authors to develop the strongest educational materials in marketing, bringing cutting-edgeRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagestheir situation within the domestic sphere and the conditions under which they labored to expand the career opportunities available to them at different times and in diverse settings. She places special emphasis on the important but often overlooked roles they played in politics, particularly those associated with resistance movements, and their contributions to arts and letters worldwide. Drawing on the essay collections and series on women in world history that she has edited over the past decade

History of Malaysian Cinema

Question: Write about theHistory of Malaysian Cinema. Answer: Introduction Malaysia does not have a prominent ranking in the world cinema; however, Malaysian films stand out due to their cultural and historical significance. The Malaysian film industry comprises of people of diverse nationalities; therefore, from the beginning it has multicultural and international involvement. The earlier Malay movies comprises of melodrama, horror, comedy and romance. In the 1950s, the realist tendencies in the cinema began to emerge and the movies began to adopt more positive themes. It was due to the entrance of Filipino and innovative film directors and producers in the cinema. The first film producers were from India and consequently, film producers from China and Singapore also contributed to the Malay film industry. The earlier films in the Malaysian cinema were made in different languages, for example, Chinese, Tamil and Malay. The activeness of the foreign nationals can be observed in the earlier movies like Laila Majnun and Penarik Beca (influence of Tamil Cinema ) and other countries such as Hong Kong and Japan. During that period, the movies were made at Studio Merdeka, Kuala Lumpur. The likes of S.M. Chistry, Runme Shaw, David Teoh were prominent film producers during this time. After 1962, most of the Malay films were made in the Malay language, dialogue delivery and characters were based on the bangsawan style or Malaysian musical orchestra. In these movies, the dialogues were created like syair or poetry, wherein the dialogue delivery and tempo were very similar to bangsawan. In this period, most of the movies were created in the Malay language and movies in other languages were almost nonexistent (Thoughtsonfilms, 2009). In case of Malaysian cinema, attention has to be paid on the Chinese, Indian and Tamil movies as they have been critical in developing the present stature of Malaysian cinema. Due to the multi-ethnicity and participation of the foreign nationals, the history of the Malaysian cinema is quite distinct. In the context of Malaysia, the foreign film culture has been intricately linked to the local culture and the characters of the popular foreign movies have been reciprocated in the movies (Heide, 2002). Till the year 1981, a film production company could function in all the three sectors of the film industry, namely, production, distribution and exhibition. During this time, Shaw Brothers and Cathay-Keris were the most prominent production studios and virtually controlled the entire Malaysian film industry. Subsequently, several small scale film producers complained to the Malaysian government that due to the monopoly of few production studios, they are unable to gain access to film exhibition outlets. As a result, the government banned the film production companies to operate in all the three segments. However, the distribution/exhibition sector in the Malaysia remained autocratic as these production houses were strong and had knowledge of cinema chains of the entire country. (Heide, 2002) The history of the production sector of the era can be divided into two major segments, namely the studio era from 1947 to 1977 and the independent phase from 1974 onwards. The film production in Malaysia began in 1930s but it was fragmented and unsuccessful. As discussed above, the studio era was dominated by Shaw Brothers and Cathay-Keris, both of which were Chinese business organizations; at that time, residing in Singapore. In the context of the directors, most of the movies were directed by the Indians; although the number of Malay citizens participating in film direction steadily increased from 1960s. During this time, a third studio, namely, Merdeka studio came into existence. Conclusively, it can be stated that the Malay movies have distinctive feature that most of the actors and roles were played by the Malay people; however, all the backstage work and responsibilities were handled by Chinese or Indian filmmakers. Subsequently, in the independent phase of the Malay cinema, it shifted in Kuala Lumpur and the production companies were headed by Malay Malaysians. During this period, most of the movie directors and writers were Malay and the number of Chinese and Indian movie directors steadily declined. However, a few Hong Kong filmmakers came over to Malaysia and made movies which were later dubbed in Cantonese or Mandarin and later released in Malaysia. The bumiputera movies were more associated with Malay tradition and culture. Gemilang (Yusof Haslam 1997), Hanya Kawan (Harith Iskander 1997), Panas (Nurhali Ismail 1998) are common examples of bumiputera movies (Gray, 2015). Recently, the Malaysin film industry is undergoing several transformational changes. The Malaysian government has envisioned a major transformational plan to uplift the status of the Malaysian film industry in the global cinema community. However, since Malaysia is a very small country, it represents inadequate or very small market even for the local film industry. Regardless of the small size of the country, it represents an ethnically diverse community. The influx of the international cinema and Hollywood movies has made the survival of the Malaysian movies difficult. Therefore, it is important to identify international markets for the film industry as the current market share of the company is very limited. Presently, the industry is also struggling with other regional cinemas and south-eastern film industries for example, Indonesian and Singapore film industry. A method of ensuring the thriving of Malaysian cinema is to enhance the creativity and innovation in the cinema. The Nat ional Film Development Corporation Malaysia (FINAS) is collaborating with the Malaysian Development Corporation (MDeC) in helping to inculcate creativity in the cinema. It has been identified that script writing is the challenging problem in the Malaysian cinema. The quality of the script is associated with the originality of ideas and the appeal of the script to the general public. It also includes the manner through which the entire script is narrated. The government is trying to overcome these challenges by promoting these movies in the international film festivals, enhancing the creativity level in script writing and editing, marketing and budgeting (Aziz, Hashim and Ibrahim, 2014). Structuralist Film Theory Structuralism is a popular film theory to examine the narrative and film content. A film theory assures a complete analysis of the film content. In the theoretical analysis of the films, the instrumental and the poetic modes of reception and the response to the film are examined. The film examination also comprises the possible storyline and idea generated by the film; however, it tends to have influence of the political and the aesthetic position of the film writer and the director. Film writing is a niche category and different from other forms of writing; therefore, it is required that it have different examination theories. Despite its difference from other forms of writing, film writing shares few similarities with other writing modes such as film criticism and film philosophy. As film making is highly subjective and creative in nature, there is no theoretically identified position for the correct film. The commonality found in the films such as language spoken, written text, mo ving sound image or other things are used to develop film theories (Colman, 2014). The primary aim of the film theories is to explain the films. Some of the major film theories are Marxist film theory, Auteur film theory, genre theory, apparatus theory, formalist theory and structuralist theory. The structuralist theory is a recently develop theory and uses codes and conventions to describe things. According to this theory, different shots are put together to convey meaning to the audience without saying a word. For example, a movie comprises of a scene, wherein the audience see a shot of a mans face followed by a shot of a money bag. There is nothing said in the scene; however, the audiences interpret some meaning (Andrews, 2008). Structuralism film theory is an approach that examines the films on the basis of symbols and codes to convey meaning to the audience. It is a similar to linguistic theory wherein different languages are used to construct meaning in the communication. However, as films are moving constantly with time, this theory uses a temporary framework to analyze the films. The structuralist film theory is based on the assumption that most significant aspect in films is the underlying structures. Structuralist theory analyzes the factors that shape the consciousness of film goers or more broadly human beings. This theory is in contrast to existentialism and phenomenology, wherein emphasis is given to the individual consciousness in order to examine some specific behavior. Broadly, it can be stated that structuralism is an approach to examine the human activity in terms of relationships and the position of the human beings in these relationships. In this approach, all the entities are examined in t he same framework and the entities are reduced to be equal. As discussed previously, the ideas collected under structuralism are similar to linguistic theory. It visualizes the conceptual framework of semiology or the science of signs. Although, there is evidence regarding its presence since 1920s, it emerged only in the late 1960s in the western countries. In the recent years, the structuralism has become popular due to its method of pursuing the universal. With this paradigm, the researchers began to examine the underlying in all sorts of systems (Aaron, 2007). In the views of Tzvetan Todorov, the films or narratives can be studied in three levels, namely, semantic (the content), the syntactic (structure) and rhetoric (point of view). Among all these approaches, the structuralist methods deductive approach identifies the culture that drives the story and recognizes the hidden codes below the text surfaces. The advantage of structuralism lies in its ability to apply systematic and scientific rigor; therefore, it was applied in several domains later. Levi-Strauss and Todorov were pioneer in identifying the applications of structuralism in films. The structural analysis can be used to analyze the network of repetitions and differences for the scientific interpretation of the films. It can support the journalism style film critic without any bias. The film critic and studies with the help of structuralism would comprise of film genre, auteurist criticism and narrative investigation (Aaron, 2007). Structure can also be defined as the process, or a combination of processes that develops a society and give different people different responsibilities in it. It supports the notion that the society structures have much more contribution in the development of the consciousness in comparison to the will and motivation of the person (Schaefer, 2015). In the context of the cinema, there are several movies which have utilized structuralist principles to avoid dominant modes of cinema. The dominant modes of cinema are used by the mainstream productions wherein preference is given to the individuals in comparison to structure. Several filmmakers such as Costa-Gavras, Gillo Pontecorvo and Francesco Rosi utilize structure method of filmmaking. A common example of structuralism film theory is Salvatore Giuliano, in which the film director investigates the reasons why Sicilians turned Giuliano into a hero. The film does not focus on the heroic deeds of the central character but on the social deeds that turned him into hero. The structuralism has also been commonly used in the Greek films, for example, Z and State of Siege. The film Z has extensively used the structuralist approach as the central character of the movie investigates the truth. The hero does not have a goal but conduct an enquiry with no end. The films that fall under the c ategory of structuralism are commonly based on political issues rather than the personal. In this essence, the films emphasizes that the self is less important than the structure wherein the person resides. The theory furthers the argument that it is the individual that exists for the society not the society that exists for individuals (McKibbin, n.d.). In experimental cinema, structuralism is defined by form or structure. In other words, in structuralism, emphasis is given on structure rather than narrative. In the views of Adam Sitney, three primary characteristics of the structural films are fixed camera, flicker light and repetition without changes. It appeared in the experimental films in late 1960s and adopted quickly due to its wide appeal to the audience. In structuralist films, the film form is much more important than the narrative. Famous structuralist filmmakers during this time were Andy Warhol, Peter Kubelka, and Joyce Wieland. Moreover, the major characteristics of structuralist films are simplicity and formalism (Dixon Foster, 2002). References Aaron, M. 2007. Spectatorship: The Power of Looking on. London: Wallflower Press. Andrews, D. 2008. Communications Multimedia Technology. Digital Overdrive. Aziz, J., Hashim, H., Ibrahim, F. 2014. Malaysian Film Industry In Transformation Challenges and Potential. Jurnal Komunikasi Malaysian Journal of Communication Jilid 30(1), 37-51. Colman, F. 2014. Film Theory: Creating a Cinematic Grammar. Columbia University Press. Dixon, W.W., Foster, G.A. 2002. Experimental Cinema: The Film Reader. Hove, UK: Psychology Press. Gray, G.T. 2015. Being Modern, Malay, and Muslim in the Movies. ASIANetwork Exchange 22(2), pp. 49-59. Heide, W.V.D. 2002. Malaysian Cinema, Asian Film: Border Crossings and National Cultures. Amsterdam University Press. McKibbin, T. n.d. Structuralist Theory. Retrieved 1 December 2016 from https://tonymckibbin.com/course-notes/structuralism-theory Schaefer, J. 2015. An Edgy Realism: Film Theoretical Encounters with Dogma 95, New French Extremity, and the Shaky-Cam Horror Film. Cambridge: Cambridge Scholars Publishing Thoughtsonfilms. 2009. The Malay and Malaysian Films Where Are We? (part 1). Retrieved from 30 November 2016 from https://thoughtsonfilms.com/2009/03/23/the-malay-and-malaysian-films-where-are-we-part-1/