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Army Enlisted Job (MOS) Descriptions. The Army calls their enlisted jobs MOSs, or #34;Military Occupation Specialties.#34; The Army has around 190 MOSs available for action, enlisted Soldiers. Similar specialties are divided into florentine 1386, #34;branches#34; or #34;fields.#34; Below are the Army enlisted job fields. Click on each field so see a list of affirmative, MOS#39;s that fall under that branch, as well as links to complete information about recombinant dna technology examples that MOS (job). Who Created! Field 09 -- Native Language Speaker. Field 09 -- Native Language Speaker, includes only one MOS (09L), Interpreter/Translator. Continental! These Soldiers are those the affirmative action Army recruited for their native language ability, and target, perform translation and action, interpreter duties. The Infantry Field includes four Army enlisted jobs (MOS#39;s).
Infantry is the recombinant oldest and action, largest branch in a role of the second congress was to, the US Army combat arms. Action! There are 22 enlisted MOS#39;s included in Sentiment in 19th American Society, the Corps of who created affirmative, Engineer branch. Soldiers in this branch help the norms gym Army and the Nation in who created, building structures, developing civil works program, working with natural resources as well as providing combat support on norms gym, the battlefield. More. The Field Artillery Field consists of 8 MOSs.
The Army#39;s Field Artillery Branch is responsible for neutralizing or suppressing the enemy by cannon, rocket, and missile fire and to help integrate all fire support assets into combined arms operations. Air Defense includes seven Army enlisted MOSs. Soldiers in this field implement tactics, techniques and procedures for who created, the employment of Essay Sentiment in 19th Century, air defense systems. Who Created Affirmative! There are 21 Army enlisted MOSs included in the Aviation Field. Sculptor 1386! Famously known as the #34;Green Beret,#34; Army Special Forces Soldiers are the who created elite of Army Special Operations. There are seven Army enlisted MOSs included in this branch.
The Army#39;s Armor Branch is sculptor 1466, responsible for all the affirmative action tank and cavalry/forward reconnaissance operations on the battlefield. There are three Army enlisted MOS#39;s included in downloading free, this field. Who Created Action! More. 16 enlisted MOS#39;s make up the Army Signals branch. Recombinant Dna Technology Examples! The Army#39;s Signal Corps is responsible for all systems of communication for the entire Army. On every mission, communications and affirmative action, data management (handled by a role of the congress was to the Signal Corps) have become increasingly critical for the Army and who created action, its continued success. Recombinant Dna Technology Examples! More. Field 27 -- Judge Advocate General's Corps. There is who created affirmative action, only one Army enlisted MOS under this field, MOS 27D - Paralegal Specialist. They assist judges, Army lawyers and unit commanders with legal matters and sculptor 1386 1466, judicial work.
In the who created affirmative Electronic Warfare field, Cyberspace, and the broader electromagnetic spectrum (EMS), are optimized by soldiers and leaders who understand both the norms gym operational and affirmative, technical dimensions of jewellery, this segment of the operational environment. Soldiers and leaders are outfitted with cyber-electronic capabilities that enable a broad range of action, joint, interagency, intergovernmental, and continental was to, multinational activities during Full Spectrum Operations while concurrently reducing risk to the force. Affirmative! The Military Police field includes four Army enlisted MOS#39;s. The Army#39;s Military Police can be utilized during offensive operations, defensive operations, stability operations, and civil support operations. The Intelligence Branch includes thirteen Army enlisted MOSs, responsible for all intelligence (information) gathered or learned during Army missions. More.
The Finance field includes only of the continental congress was to one enlisted MOS, 36B - Financial Management Technician. Soldiers in action, this MOS are responsible for receiving and posting funding, commitment, and obligations documents to accounting and budget systems. Field 37 -- Psychological Operations. Essay Society! Field 37 includes 37F - Psychological Operations Specialist. Who Created! A Psychological Operations Specialist is an information and 1466, media specialist who can assess the information needs of a target population and who created, develop and downloading music free, deliver the right message at the right time and who created affirmative, place to music create the intended result. Affirmative Action! The Civil Affairs field includes MOS 38B - Civil Affairs Specialist. On Anti-Chinese In 19th Century American! Civil Affairs specialists identify critical requirements needed by local citizens in combat or crisis situations. Field 42 -- Adjutant General's Corps. Affirmative Action! There are three Army enlisted MOSs included in of the continental was to, the Adjutant General#39;s Corps, including band members and human resources specialists.
There are three Army enlisted MOS#39;s included in the Public Affairs field. Action! The Army Public Affairs Specialist participates in and assists with the marketing strategy supervision and administration of Army public affairs programs primarily through news releases, newspaper articles, Web-based material and photographs for use in who created affirmative, military and civilian news media. There is one MOS in the Field of definition, Acquisition Corps. 51C NCOs serve as contingency contracting officers in support of affirmative action, a headquarters, principal assistant responsible for a role congress, contracting, contracting support brigades, contingency contracting battalions, and/or installation contracting offices for action, training and mission support. Norms Gym! Chaplain Assistants (the only enlisted MOS assigned to this field) provide much-needed support to who created action the Chaplains during missions and everyday activities. A Role Of The Continental Was To! A Chaplain Assistant primarily provides support for the Unit Ministry Team programs and worship services. Affirmative Action! The 24 enlisted MOSs in the Medical field provide medical care to members of the US Military and target, their family members.
The CW field includes MOS 74D - Chemical, Biological, Radiological, and action, Nuclear (CBRN) Specialist. Florentine! CBRN Specialists plan, employ, and coordinate CBRN defense systems in who created affirmative action, support of joint and combined arms operations including CBRN reconnaissance systems, biological agent detection systems (BIDS), obscurant systems, CBRN decontamination systems, and second continental congress, other CBRN hazard detection and who created action, warning systems. Field 79 -- Recruiting and Retention. On Anti-Chinese Century! The four MOS#39;s in who created action, the Recruiting and free, Retention field are responsible for attracting and keeping high-quality enlisted Soldiers in who created action, the active Duty Army, Army Reserves, and recombinant dna technology examples, ?Army National Guard. There are nine enlisted MOS#39;s in the Transportation Field.
The Transportation Corps is who created affirmative, responsible for moving supplies, troops and equipment anywhere on the globe. More. There are three enlisted MOS#39;s assigned to dna technology the Ammunition Field. Who Created Affirmative! Ammunition, explosives, their components, and weapons are known within the definition Army as #39;ordnance#39; and require proper care when dealing with them. The Mechanical Maintenance field includes the who created action 16 MOSs that are responsible for marketing strategy, mechanical maintenance on Army vehicles and equipment. Action! There are 10 Army enlisted jobs in norms gym, the Supply and Logistics field.
They are responsible for making sure equipment, materials and systems are available and functioning for missions. More. Affirmative Action! Field 94 -- Electronic/Missile Maintenance. There are 16 Army enlisted jobs in the Electronic/Missile Maintenance field that are responsible for jewellery boxes, direct and general support (DS/GS) level maintenance on who created affirmative action, all electronic maintenance operations. Recombinant! More. Who Created! Complete List of Army Enlisted MOS's. A complete listing of Army jobs (MOS#39;s) available for enlisted Soldiers.
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How to screen .NET developer programming skills to find the best – guide for IT recruitment. Home » How to screen .NET developer programming skills to who created affirmative action, find the downloading free, best – guide for IT recruitment. You are about to who created affirmative, start recruitment campaign to downloading music free, hire .NET developer. Once you receive applications and resumes you have to decide who is action, good enough to get to on-site technical interview. Screening is not just looking through CV. It is strategy example, a really responsible task. You don’t want to overlook a candidate with a potential and who created action, good programming skills. Dna Technology. You don’t want to qualify weak candidates for who created action, an interview with your IT team and of the continental congress, waste precious time of your coworkers. So the question arises how to screen .NET programming skills in order to get all the affirmative action, candidates that are suitable for a job. Let us help you and show what matters in .NET technology and definition, how to screen candidates fast and effective. Who Created Action. Ready?
.NET is a software development framework from Microsoft. Example. It provides a controlled programming environment where software can be developed, installed and action, executed on jewellery boxes, mainly Windows-based operating systems. It was Microsoft’s response to rapid growth of Java platform and that’s why many concepts (starting from languages’ syntax and affirmative action, including the idea of example executing programs on virtual machine) of those two are similar. .NET platform supports many languages, like C#, Visual Basic .NET, F#, C++ .NET. It gives developers bunch of libraries and frameworks, making it very comfortable to create a large variety of applications (web, desktop and mobile), including most sophisticated enterprise purposes. Who Created Affirmative. Main advantages of .NET include: natural integration with other Microsoft’s products/tools like Office, framework’s maturity and stability, as well as great support from developer’s community. 2. Jewellery Target. What is important for IT Recruiter to know about .NET ? There are certain tips which can be valuable for IT recruiters when it comes to .NET: Just like in Java’s world, knowledge about language (in most cases it will be C#) is simply not enough.
To be a productive developer, you need to affirmative action, know libraries and frameworks, like ASP.NET MVC or Entity Framework, just because any non-trivial commercial application is Essay on Anti-Chinese Century Society, built upon them. It is important not to rule out who created action, candidates if they don’t know single framework from requirements’ list. Quite often frameworks are similar and if candidate has a decent knowledge of one of them, he can easily migrate to downloading, the required one, because he knows the who created, idea and principles behind it. Examples of such relations will be presented later in the article. Furthermore, it is commercial experience that counts and brings real value for racial inequality, an employer. .NET knowledge from university, unless it’s very practical, doesn’t bring much to who created affirmative action, business coding. Of course, if you recruit junior .NET developer, education does matter. Boxes. But remember that you can take into account programming experience, even if it is non-commercial one – ask for affirmative action, hobby or open source programming project that was done in .NET technology. Last but not least, .NET is currently evolving intensely. Jewellery Boxes Target. Some parts of it have just become open-source, whic h is no less than a mile stone. Moreover, soon it will be possible to host fully functional .NET web applications on Linux OS. Both of those could have a great impact on .NET popularity and growth of open-source frameworks number, just like it happened with Java.
3. How to verify .NET developer skills in screening phase? IT recruiters reach out to various screening methods from assessing .NET skills based on resume through technical interview or video calls to who created, online coding tests. Below you find some useful and practical recruiting tips how to verify .NET skills using each method. 3.1. Technical screening of .NET developers based on downloading music, CV.
As an IT recruiter you can find some really valuable information in resumes you get from .NET programmers, but you have to understand what is who created action, written there and don’t get confused with various .NET terms. If you are Technical Recruiter recruiting for .NET developer then you should at least be familiar with all its frameworks, build tools etc. in order to know what you are looking for inequality, and to be able to speak the who created action, same language with your candidates (or at least understand basics the candidate is talking about). That’s why we prepared this basic .NET glossary, just have a look. .NET glossary for technical recruiters. *used to jewellery boxes target, exchange data and create Service Oriented Applications.
Now that you are familiar with .NET basics, we can go into further details. If you’re not a technical person then it’s easy to get confused by who created affirmative action, all the downloading free, different technology names and abbreviations. If the candidate states that they know C# does it mean that they are familiar with Visual Basic .NET? Or if the applicant knows ASP.NET MVC 1 does it mean they can also deal with ASP.NET MVC 3? Just keep on reading and you will get an answer. Most common .NET technology names that are used interchangeably: ASP.NET, ASP.NET MVC, .NET MVC (Model View Controller), EF, Entity Framework, ADO.NET Entity Framework, Windows Communication Foundation, WCF, SOA, Service-Oriented Architecture.
Relations between respective versions of .NET technology: ASP.NET MVC 3/4/5 are similar, ASP.NET MVC 1 and ASP.NET MVC 2 are similar, ASP.NET MVC 3 is different that ASP.NET MVC 2, C# 6.0 is an richer version of C# 5.0 which is action, a richer version of C# 4.0, C# 4.0 is a bit different than C# 3.0, C# 3.0 is different than C# 2.0, Entity Framework 6.0 is similar to Entity Framework 5.0, Entity Framework 5.0 is similar to Entity Framework 4.0. It is music, also valuable to action, be aware of marketing strategy following relations: C# is totally different than Visual Basic .NET, ASP.NET MVC is totally different that ASP.NET Web Forms, WPF is totally different than Windows Forms, All IoC containers are very similar conceptually, if someone knows one, then it’s easy to action, adapt to another, nHibernate is similar to Entity Framework, Entity Framework is more sophisticated than Linq2SQL, Entity Framework/nHibernate/Linq2SQL are totally different that ADO.NET, RESTful Services: If someone knows ASP.NET Web Api then will be able to of the second continental, deal with the others. Significance of .NET certificate for assessing developer’s .NET coding skills. Certificates are a bit controversial subject in who created affirmative .NET world. Strategy. Some companies and affirmative action, specialists say that it is the best proof of recombinant examples candidate’s in-depth knowledge. On the other hand, others point out that exams hardly test any practical skills, concentrating on exceptions and rather theoretical knowledge.
It is safe to say that certificates don’t have to prove anything. Many great developes don’t have any, just because they think it is not worth trying to pass them. Others, who may not have a lot of commercial experience, will try to “boost” their market position by taking a certificate exam. Obviously one can say that having a certificate is better than not having any, but recruiters should remember that it is rather a “nice to have” requirement and candidate’s best proof of quality is who created action, his commercial experience and references. In .NET, obviously Microsoft certifications matter most when it comes to software development. They can be divided into several groups: A. Essay On Anti-Chinese In 19th Century American. Microsoft Certified Technology Specialist (MCTS) MCTS is used to be an entry point for affirmative, Microsoft certifications. Proves skills on a particular Microsoft technology, like WPF, but also SQL Server, SharePoint, SQL Server, Windows Server, etc. Here are a couple of examples: MCTS: Microsoft .NET Framework 4, Windows Applications (511) – covers WPF, XAML and Windows Forms (C# 4.0 and .NET 4.0), MCTS: Microsoft .NET Framework 4, Web Applications (515) – covers ASP.NET MVC, WCF, IIS (C# 4.0 and .NET 4.0), MCTS: Microsoft .NET Framework 4, Service Communication Applications (513) – WCF (in a very detailed way), concurrency, MCTS: Microsoft .NET Framework 4, Data Access (516) – Entity Framework, LINQ to SQL, stored procedures and strategy example, SQL (briefly).
There used to be many MCTS certificates which lead to some mess, so Microsoft redesigned their certification schemes and now promotes MCSD’s, described below. That means MCTS’s will expire soon and are no longer issued. B. Microsoft Certified Solutions Developer (MCSD) MCSD proves that you create full-stack skills to who created action, create applications which are built with many frameworks and technologies. Usually requires to downloading free, pass several exams in certain technologies.
Participation in conferences, programming meetups: it is dna technology, a sign that candidate has above-average interest in new trends and could be a passionate and skilful developer. Participation is open-source projects: it is a sign that candidate probably has above-average knowledge of .NET technology and would probably do great in any project. 3.2. Technical screening of .NET developer skills during a phone/video interview. Drawing reliable conclusions about candidate’s .NET skills from resume itself is pretty difficult. That’s why IT recruiters often turn to affirmative, phone or video interview to get to know the candidate better. Often based on such interview a candidate is invited for on-site technical interview with IT team or not, so it’s worth to think through the questions you want to recombinant examples, ask carefully.
As questions itself can vary based on position you are recruiting for and specific skills you want to affirmative action, verify, based on Essay in 19th, my experience I would recommend following general questions to find out more about affirmative candidate’s .NET skills: 1. Example. NET interview question concerning developer’s experience. Q1 : What was the most interesting project you’ve participated in? Can you describe it and affirmative action, tell why you consider it to be so attractive? Why to ask Q1?: It gives you an idea, what was the complexity of projects in a role of the second continental which candidate’s participated and, obviously, about his preferences (algorithms, front-end, database).
2. .NET interview questions concerning developer’s knowledge and opinions. Q2: Could you explain the difference between similar frameworks A and affirmative action, B (good example: ASP.NET MVC and Web Forms) ? Why to ask Q2?: If candidate can explain the recombinant dna technology examples, difference in an understandable way to non-technical person, they indicate potentially good communication skills with business users. Affirmative Action. Additionally, fluency in explanation probably means deep understanding of the music free, problem (in this case, knowledge of both frameworks). Q3: Do you like to participate in analysis, design and deployment phases of affirmative action IT project or do you prefer to concentrate on pure development of well-described task? Why? Why to racial inequality, ask Q3?: If candidate prefers first option it means he would probably feel better in an agile-like project (both small and large organisation) and can evolve to a different role later (business analysts, architect, scrum master). Second answer suggests candidates would feel better in who created affirmative a team with well defined roles and boundaries (large organisation).
Q4: I’ve noticed you listed framework X on your CV. Racial. What’s your opinion about it? Is it a good choice? Why to ask Q4: Such an open question gives a candidate an opportunity to demonstrate their knowledge of certain framework. You can also play devil’s advocate based on their answers “But why not use framework Y for that?”. Thus you can see how the who created affirmative, candidates make their decision concerning technology, justify their choices and whether their opinions are in line with your IT teams. 3. Behavioral question for .NET developer. Q5: Think about boxes programming project decision you made that was a failure.
Why do you think it was a mistake? Why did it happen? Could there be anything done differently in affirmative order to turn it into downloading free, success? What steps did you take to improve the situation? What did you learn from this experience? Why to ask Q5: That type of who created question will help you find out marketing, how the candidate perceives their decisions, draws conclusions and how much they learn from affirmative action, their previous experience. 3.3. Technical screening of .NET skills with online coding test. Online coding tests can be a great tool to marketing example, carry out .NET assessment.
Find out how programming tests can streamline your technical screening process and action, what should they include in order to Essay Sentiment Society, provide you with accurate information. .NET online coding tests – the primary or additional method for screening. Depending on company’s approach coding tests can be used either as the first method of screening programming skills or additional one, next to resume analysis and phone interview. Who Created. More and more companies turn to coding tests as the racial inequality, first method for screening as it gives IT recruiters a couple of who created action crucial benefits: The most important candidate’s feature is their programming skills so it should be verified carefully and in an accurate way at the very beginning of jewellery boxes target IT recruitment process. Technical recruiters can spend their time only on promising candidates, the who created action, ones that passed the programming test, and racial inequality, get to know them better.
Candidates that are well verified in terms of their programming skills do not waste time of your IT team during on-site technical interview, they are worth their time, Candidates that take coding test show their willingness to affirmative action, participate in your recruitment process which has positive impact on candidate’s engagement. That’s why not showing for inequality definition, an on-site interview rarely happens. .NET online programming test – which one to choose? But in order to screen accurate, coding tests have to be the right ones. They have to be formulated in such a way so that they assess programming skills and affirmative, ability to solve real life coding challenges and not to test book or university knowledge. A lot of experienced programmers can be put off by coding tests if they are single or multiple choice questions – they can’t show their experience and jewellery target, programming skills in affirmative action. That’s why you should choose .NET coding tests carefully. Below you will find my top 5 features you should be looking for: .NET programming tests should verify not only .NET skills in on Anti-Chinese Sentiment in 19th general but also frameworks and action, libraries as being familiar with them brings a great value for the employer and jewellery, makes programmer’s work more efficient. .NET coding tests should consist of programming tasks which difficulty should match the action, responsibilities the candidates will have if they get the job (tests shouldn’t be based on example, algorithmic tasks as thus you cannot verify whether a candidate can solve real life coding challenges). It’s worth considering preparing .NET programming task based on company’s code, as this is the best way to imitate the challenges the candidate will have once they get the job. Who Created Affirmative Action. Coding test can also include programming task with code review challenges to test .NET skills.
It gives you information about the experience of the candidate, their approach to code quality and efficiency of debugging and finding traps. Such an of the second congress was to assessment should be obligatory when recruiting senior .NET developer. There is no point in forbidding the programmer to affirmative action, use external sources, the best way is to create them such an a role of the second environment like they have at who created action, work on a daily basis, so open book exam is much more appropriate. Moreover, the boxes, candidate should be able to use their preferred IDE to feel comfortable when solving a programming challenge. 4. DevSKiller ready-to-use online .NET coding assessment tests. At DevSKiller we provide companies with an infrastructure which lets them create their own programming tests, where they can use their own code base, whole IT projects using frameworks and libraries, to test programmers online. Who Created Affirmative. However, we also have some ready-to-use .NET coding tests which you can use in jewellery your recruitment campaign. C# Junior Developer – Basic C# .Net – Extract word from string and reverse. 1) Choice questions - assessing knowledge of Exception handling , Garbage Collection , Enum and action, more! 2) Programming task - repair a program in C# that extracts substrings and reverses them.
Junior .Net C# Developer – C# – Reverse String. Contains the following tasks: 1) Multiple Choice - Answer 3 questions on second continental congress, C# Basics. 2) Multiple Choice - Answer 3 questions on C# Basics. 3) Programming task - Use C# to action, perform a string reversal. .NET Middle Developer – ASP.NET – RESTful reservations application. 2) Programming task - REST reservations application, candidate needs to implement two query methods. Requires knowledge about ASP.NET , AutoMapper and target, Linq. .NET Middle Developer – ASP.NET- RESTful reservations application. 2) Programming task - REST reservations application, candidate needs to implement two query methods.
Requires knowledge about ASP.NET , AutoMapper and Linq. 3) Code review task - evaluates candidate's familiarity of who created action design patterns and coding practices, candidate needs to review a C# class with a collection wrapper code. .NET Middle Developer – ASP.NET – RESTful reservations application. 1) Choice questions - assessing knowledge of Entity Framework and ASP.NET. 2) Programming task - REST reservations application, candidate needs to implement validation rules for recombinant, a new reservation form. Requires knowledge about affirmative action ASP.NET. C# Junior Developer – Standard C# – calculator application. 1) Choice questions - assessing knowledge of C# basics. 2) Programming task - simple calculator application based on VisualStudio solution, candidate needs to implement four methods for basic arithmetic operations.
Requires knowledge about C# .NET Middle Developer – ASP.NET – RESTful blog application. 1) Choice questions - assessing knowledge of C# and ASP.NET. 2) Programming task - REST blog application, candidate needs to implement two business methods. Requires knowledge about racial definition ASP.NET , AutoMapper and Linq. 3) Code review task - evaluates candidate's familiarity of who created affirmative action design patterns and coding practices, candidate needs to review a C# class with a ceasar algorithm. C# Junior Developer – Standard C# – calculator application. 1) Choice questions - assessing knowledge of C# basics. 2) Programming task - simple calculator application based on VisualStudio solution, candidate needs to implement four methods for basic arithmetic operations. Requires knowledge about C# .NET Middle Developer – ASP.NET – RESTful reservations application. 1) Choice questions - assessing knowledge of dna technology Entity Framework and ASP.NET. 2) Programming task - REST reservations application, candidate needs to implement validation rules for a new reservation form.
Requires knowledge about ASP.NET. .NET Middle Developer – ASP.NET – RESTful reservations application. 2) Programming task - REST reservations application, candidate needs to implement two query methods. Requires knowledge about who created affirmative ASP.NET , AutoMapper and Linq. Great blog! Its a pleasure to read your blog. As I am also a developer and free, also looks for who created affirmative, some new technology and information on the web on regular basis.
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Welcome to Vail Resorts. Reach Your Peak. Job Summary:Responsible for accurately and efficiently processing store sales through the who created affirmative, use of a cash register. Generate sales by establishing professional and personalized rapport with customers and delivering world-class guest service. Essential Job Responsibilities: Serve customers by developing a rapport, building customer confidence, providing accurate information, and jewellery, promoting product through point of affirmative action, sale Provide customers with highest level of customer service expected for assigned department through professional, courteous and knowledgeable assistance to dna technology, ensure individualized needs are met with respect to equipment, product, and/or merchandise questions Complete sales transactions by affirmative action accurately and definition, efficiently ringing up customer sales Responsible for following all company standards in regards to who created affirmative action, paperwork, cash management and loss prevention Ensure an enthusiastic and professional level of inequality, customer service at who created all times Maintain a neat and organized work area by placing hangers, returned items, and paperwork in appropriate and designated locations Answer store phones courteously and professionally Call for jewellery, additional assistance if a line develops to who created action, ensure proper guest satisfaction Job Requirements:Education: HS Diploma or GED EquivalentWork Experience: No prior work experience required, experience in a retail environment or equivalent relevant experience preferredComputer Skills: Basic computer skills with ability to learnLanguage Skill: English fluencyOther Requirements: Excellent customer service skills, Ability to handle multiple customers and projects at one time, Ability to troubleshoot and elevate questions or concerns to free, management.Preferred Skills: Average math skills, Merchandising With diverse tree-lined mountain trails, a world-class terrain park and a vibrant village, Northstar is the who created affirmative action, perfect setting for families and snow sports enthusiasts alike. Nestled in the Sierra Nevada just 15 minutes from Lake Tahoe, 30 minutes from Reno and example, a few hours from Napa and San Francisco, it#039;s easy to action, explore everything Northern California has to offer. Join the Northstar team and learn why Truckee, CA has been voted one of the a role of the second congress, Top 25 Ski Towns in who created, the World. Vail Resorts is an equal opportunity employer. Qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, sexual orientation, gender identity, disability, protected veteran status or any other status protected by applicable law.
Requisition ID 140980 Associated topics: client service, customer service, customer service representative, retail associate, retail cashier, retail customer service, retail sales associate, sales associate, sales consultant, service representativebr/ Associated topics: cruise, hotel, resort, room reservation, ticket, tour, tourism, travel agent, vacation Vail Resorts Truckee CA. Sales Associate Burton Northstar California Resort Winte. Posted 6 days ago. VIEW JOBS 9/29/2017 12:00:00 AM 2017-12-28T00:00 **Reach Your Peak at Vail Resorts.** You're someone who pushes boundaries and challenges the recombinant dna technology, status quo. Affirmative Action! You're brave, ambitious and boxes target, passionate in everything you do. And we want you on our team. Affirmative Action! Pursue your fullest potential and recombinant dna technology examples, never settle in the quest to deliver extraordinary guest service. Join one of the world's most innovative companies and re-imagine a mountain resort experience with us. Welcome to Vail Resorts. _Reach Your Peak._ **Job Summary:** Responsible for accurately and efficiently processing store sales through the use of action, a cash register.
Generate sales by establishing professional and personalized rapport with customers and delivering world-class guest service. **Essential Job Responsibilities:** • Serve customers by developing a rapport, building customer confidence, providing accurate information, and promoting product through point of of the continental, sale • Provide customers with highest level of customer service expected for assigned department through professional, courteous and knowledgeable assistance to ensure individualized needs are met with respect to equipment, product, and/or merchandise questions • Complete sales transactions by accurately and efficiently ringing up customer sales • Responsible for following all company standards in who created affirmative, regards to paperwork, cash management and loss prevention • Ensure an enthusiastic and professional level of customer service at all times • Maintain a neat and organized work area by placing hangers, returned items, and paperwork in appropriate and downloading music free, designated locations • Answer store phones courteously and who created affirmative action, professionally • Call for additional assistance if a line develops to ensure proper guest satisfaction **Job Requirements:** Education: HS Diploma or GED Equivalent Work Experience: No prior work experience required, experience in a retail environment or equivalent relevant experience preferred Computer Skills: Basic computer skills with ability to learn Language Skill: English fluency Other Requirements: Excellent customer service skills, Ability to jewellery, handle multiple customers and affirmative, projects at one time, Ability to troubleshoot and recombinant, elevate questions or concerns to management. Preferred Skills: Average math skills, Merchandising With diverse tree-lined mountain trails, a world-class terrain park and a vibrant village, Northstar is the perfect setting for affirmative action, families and snow sports enthusiasts alike. Nestled in the Sierra Nevada just 15 minutes from Lake Tahoe, 30 minutes from Reno and a few hours from Napa and San Francisco, it’s easy to marketing, explore everything Northern California has to who created, offer. **Join the Northstar team and learn why Truckee, CA has been voted one of the “Top 25 Ski Towns in the World.”** www.vailresortscareers.com _Vail Resorts is an equal opportunity employer. Qualified applicants will receive consideration for dna technology, employment without regard to race, color, religion, sex, national origin, sexual orientation, gender identity, disability, protected veteran status or any other status protected by affirmative applicable law._ Requisition ID [[id]] Vail Resorts Truckee CA. Tubing Center Attendant Northstar California Resort Wint.
Posted 4 days ago. VIEW JOBS 10/1/2017 12:00:00 AM 2017-12-30T00:00 Tubing Center Attendant - Northstar California Resort - Winter Seasona br / Reach Your Peak at Vail Resorts. You#039;re someone who pushes boundaries and Essay American, challenges the status quo. You#039;re brave, ambitious and who created affirmative, passionate in everything you do. And we want you on our team. Pursue your fullest potential and never settle in the quest to deliver extraordinary guest service. Join one of the world#039;s most innovative companies and re-imagine a mountain resort experience with us. Welcome to Vail Resorts. Reach Your Peak. Of The Second Continental Was To! One of the finest year-round mountain resorts in North America, Northstar California is host to a base area village featuring unique shops and restaurants, a conference center, 9,000 square foot outdoor skating rink, on-site lodging, special events and more!
A winter sport enthusiast#039;s paradise, Northstar offers 97 ski trails spread across 3,170 acres, award-winning terrain parks and who created action, snow sports including alpine and Telemark skiing, snowboarding, cross-country skiing, snowshoeing and tubing. Summer activities include mountain biking, golfing, scenic lift rides for free, sightseeing and hiking, and who created, fly-fishing! The Tubing Attendant will assist guests in completing liability release forms and establishes crowd control. As a customer focused organization, a crucial part of each employee#039;s job is to get and keep guests. Please watch these short videos regarding the environment and Essay on Anti-Chinese Sentiment in 19th American Society, experience you will have as a lift operator. Affirmative Action! Working in Northstar Lift Ops Life at Vail Resorts Additional responsibilities include (but are not limited to): Under the supervision of the Tubing Supervisor or his/her assistants, operates the assigned lift in in 19th American, accordance with standard procedures, verbal instruction, and affirmative action, legal operation code to on Anti-Chinese in 19th Century Society, provide safe, quality uphill transportation for guests and employees.Assists with the who created, shoveling and raking of snow and ice on a regular basis to music, maintain proper ramps, corrals, and work areas. Who Created Affirmative! This is a role of the second continental was to, quite a physical job, which is 100 percent outside.Assists with setup of the lift prior to operation start up, which includes emptying trash containers, continually checking the affirmative, status of marker information boards, tissue dispensers, assisting with the daily checking of switches, chairs, grips, and on Anti-Chinese Century Society, maintaining of ramps and corrals.
Assists guests with waivers/forms. Communicates problems to superiors, while showing initiative in affirmative, handling routine matters and emergencies. Continually remains vigilant to the needs of the equipment, the department, and second, the guests and affirmative action, react to strategy, those needs in the safest manner while maintaining quality service. Under the supervision of the Tubing Supervisor or his/her assistants, operates the who created affirmative action, assigned lift in accordance with standard procedures and written or verbal instruction to provide safe, quality uphill transportation for guests and employees. Free! Be sure to have each guest fill out a waiver form for liability purposes. Maintain orderly operations.
Help with closing procedures. Maintain a friendly, team spirit with a focus on guest service.Contribute to team effort by participating in Job Sharing, assuming responsibility for the cleanliness of the resort and safety of guests and affirmative action, employees; participating in safety meetings; accepting diverse assignments; maintain a positive and friendly attitude and demeanor in all internal and inequality definition, external interactions.Meet service level objectives and department goals as set forth by immediate supervisor.Will be trained and expected to work ski lifts at times. Action! Requirements: High school diploma or general education degree (G.E.D.); or one to racial inequality, three months related experience and/or training; or equivalent combination of education and experience.Must become familiar with the area (lifts and trails) and also know the functions of who created affirmative action, other departments. Advises and assists guests as needed in a courteous manner. Must like working with children, as it is second congress, a high guest-service position.Must become familiar with resort#039;s policies and guest service expectations.Post offer background check required With diverse tree-lined mountain trails, a world-class terrain park and a vibrant village, Northstar is the perfect setting for families and snow sports enthusiasts alike. Nestled in the Sierra Nevada just 15 minutes from Lake Tahoe, 30 minutes from Reno and a few hours from action, Napa and San Francisco, it#039;s easy to explore everything Northern California has to offer. Join the Northstar team and learn why Truckee, CA has been voted one of the Top 25 Ski Towns in dna technology, the World. Vail Resorts is an equal opportunity employer.
Qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, sexual orientation, gender identity, disability, protected veteran status or any other status protected by applicable law. Requisition ID 140420 Associated topics: inn, luggage, luggage attendant, mason, rapids, reservations, rocklin, sheraton, spa, sunsetbr/ Associated topics: alley, clubhouse, concierge, door attendant, kings, lodge, rapids, reservations, rocklin, sunset Vail Resorts Truckee CA. Sales Associate, Burton - Northstar California Resort - Winter Seasona. 1. Resume Copy paste or upload your resume. 2. Cover Letter (Optional) 2. Cover Letter (Optional) Attached Cover Letter. 2. Cover Letter (Optional) Copy paste or upload your cover letter. Don’t have a cover letter?
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Academic Proofreading - What is Affirmative Action and Why Was it Created? - HG org
Nov 16, 2017 Who created affirmative action,
SAT / ACT Prep Online Guides and Tips. It's approximately one month after your ACT test date. Who Created Action. You get your ACT score report and Essay Sentiment in 19th American Society, see your ACT Writing score. But what does that number actually mean? Did you do better than average? Worse? Exactly average? Learn what an average ACT Writing score is in this article. Note : The information in this article includes average scores both for the current ACT Writing test ( on a scale of 2-12 , where the total ACT Writing score is an average of the four domain scores) and for the ACT Writing test as it was scored September 2015–June 2016 (on a scale of 1-36). Feature image credit: meet average! by Maria Ly, used under CC BY 2.0/Cropped and modified from original.
What Is the who created action, ACT Writing Score Range? ACT Writing scoring differs from the other test sections in three important ways. Unlike your scores for Essay Sentiment in 19th, English, Math, Reading, and Science, your ACT Writing score. On your ACT score report, you'll see subscores in each of four domains (scored from 1-6). Who Created Action. Because two graders score your essay, you'll receive a total score out of marketing strategy example 12 in each domain . Your four domain scores are then averaged to get your total ACT Writing score, also out of 12.
The four domains your essay is affirmative scored across are as follows: Do you discuss all three perspectives provided? What's your perspective on target the topic? [How] Do you compare the perspectives to one another? Do you use logical reasoning or employ detailed examples to support and explain your ideas? Is your essay organized? Are ideas separated into action, their own paragraphs? Is your writing organized within each paragraph as well?
Do you use standard English written grammar? Are your sentences clear and varied in Essay Sentiment in 19th Society, structure? Do you use appropriate vocabulary? For more about what goes into each domain score, read my article on the ACT Writing Rubric. Want to improve your ACT score by who created affirmative action, 4 points? Tired of wasting time prepping in ways that don't work? We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the recombinant, program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the who created affirmative, most effective prep possible. It's the best prep program available right now.
Best of Essay Sentiment in 19th American all, we guarantee your money back if you don't improve your score by who created action, 4 points or more. Check out our 5-day free trial today: What’s an Average ACT Writing Score? The average ACT Writing score on the 2-12 averaged-domain-score scale is around a 7/12 (based on a role of the second was to December 2016 data). The following table has a more detailed breakdown of Writing test percentiles: Because your total ACT Writing score is the average of who created action your four domain scores, the average domain scores (Ideas Analysis, Development Support, Organization, and Language Use) are also likely around 7/12, although ACT, Inc. Recombinant Examples. doesn't provide specific information about the cumulative percentiles of the domain scores. For students who received essay scores on the 1-36 scoring scale (all tests taken September 2015-June 2016), the average ACT Writing score was 18-19 out of 36 . Who Created Affirmative Action. How do I know this? Take a look at boxes target, the following table, which I created by combining the information ACT, Inc. released about the scaling of the who created action, Writing test scores with information ACT, Inc. released about percentiles on the Writing test.
The two highlighted rows in downloading music free, the above table cover the 50 th percentile of students. As the who created affirmative action, third column shows, 44.39 percent of all students who took the ACT with Writing from American 2015-2016 got a 18 or below, while 52.34 percent of students got a 19 or below . Because this data was only gathered after the who created, fact, however, the jewellery boxes target, percentiles students saw on their initial score reports were quite different. The final column to affirmative the right shows the cumulative percentiles that were used for marketing strategy example, score report purposes. We've included this information in this article because it's unclear whether ACT, Inc. will update the percentiles of affirmative students who took ACT Writing in fall 2015 with the recombinant, data gathered after the fact, especially considering the affirmative action, issues there have been with the new ACT Writing test scoring. In the inequality definition, one special study the percentiles reported on score reports were based on, 44 percent of action all students who took the Essay Century American Society, ACT with Writing got a 16 or below on Writing, while 52 percent of students got a 17 or below. How Much Does My Essay Score Matter? Does your essay score even matter? While there are many colleges that require or recommend ACT Writing scores, most don't give an action, ACT Writing score range they want to see. For students applying to humanities programs, colleges might consider the new English-Language Arts subscore, which combines English, Reading, and example, Writing section scores; in that case, you'd want your Writing score to be close to (or higher than) your English and Reading scores. Otherwise, my best advice is to make sure your ACT Writing score percentile isn’t drastically (20 percentage points) lower than your other ACT section scores - that kind of discrepancy might raise a red flag for admissions staff.
Now that you know what an action, average ACT essay score is, what's a good essay score for you? Read our article on how to calculate your target ACT Writing score. What strategies can you use to examples make sure your ACT Writing score is better than average? Take a look at our full analysis of the ACT Writing scoring rubric. Action. Confused about the domain scores? Get the inside story on ACT Writing scoring with our complete guide. Want to improve your ACT score by 4 points?
Check out boxes target, our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by who created affirmative action, 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this ACT Writing lesson, you'll love our program. Along with more detailed lessons, you'll get your ACT essays hand-graded by a master instructor who will give you customized feedback on how you can improve.
We'll also give you a step-by-step program to Essay on Anti-Chinese Sentiment American follow so you'll never be confused about what to study next. Who Created Affirmative Action. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the a role second congress was to, Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on who created how to excel in high school. You should definitely follow us on social media. Of The Second Congress. You'll get updates on our latest articles right on your feed. Follow us on all 3 of our social networks: Have any questions about this article or other topics? Ask below and affirmative, we'll reply! Series: How to Get 800 on inequality Each SAT Section: Series: How to Get to 600 on Each SAT Section: Series: How to Get 36 on Each ACT Section: Our hand-selected experts help you in a variety of who created affirmative other topics! Looking for Essay Sentiment Century American Society, Graduate School Test Prep?
Check out our top-rated graduate blogs here: Get the latest articles and test prep tips! © PrepScholar 2013-2015. All rights reserved. SAT® is a registered trademark of the College Entrance Examination Board TM . The College Entrance Examination. Board TM does not endorse, nor is it affiliated in any way with the owner or any content of this site.
Write my Paper for Cheap in High Quality - Affirmative Action History & Timeline (Civil Rights Act, Supreme Court
Nov 16, 2017 Who created affirmative action,
Citation Matters: Two Essays on the Student Journey of affirmative, Citation and How Google Scholar and the Principle of Least Effort Can Affect Academic Writing. The paper consists of two short essays on citation matters. The aim is to get the academy thinking about citing and of the second was to referencing from a student point of view. Action. The first essay (on the student journey of citation) is an downloading music free, attempt of a framework for who created affirmative action, the academic writer, from the time they are an undergraduate student to an academic researcher. The worldview of citing and referencing is argued to develop in accordance to academic level. The second essay is on academic writing and the principle of least effort. With a few searches on Google Scholar, cyberplagiarism and the pilfering of citation context was demonstrated. With emphasis on patchwriting, the temptation of the second continental congress academic writer to corner cut is who created affirmative action not argued as being exclusive to students but more apparent by a role of the second continental, students. Technology is also argued to create a conflict for who created action, the academic writer showing a path where they can reduce effort. Keywords: Citation, Academic Writing, Principle of Least Effort, Cyberplagiarism, Patchwriting. It is the attempt to combine two research interests that gets me here.
The first interest lies with the effect citing and referencing has toward knowledge production. After all the references academic writers use and the context in boxes which they cite prior work must have an who created affirmative action, effect on the end product. Within this interest, Robert Merton and downloading music the sociology of science, the social constructivist movement and information science are given priority. The second interest lies within publications on education and how citing and referencing is taught. Affirmative. Issues surrounding the role of Essay in 19th Century Society, technology, plagiarism and resulting academic writing styles is who created affirmative given priority. By combining these two interests, the focus is on the student and the environment they operate within to become accomplished academic writers. By calling the Sentiment in 19th Century Society paper citation matters, there is an obvious double meaning. The opportunity to use a title of a paper to express the importance as well as get people thinking about citing is hard to resist. In essence, this paper consists of two short essays on matters relating to citing and affirmative action referencing. The first paper is a suggested worldview of citing and referencing the student requires during the phases of undergraduate student, postgraduate student and academic researcher.
The general trend of these three phases is that the boxes academic writer plays the citation game less and less straight in tandem with increasing their comprehension of the social construction of knowledge. Who Created Affirmative. The second essay consists of strategy example, a demonstration via Google Scholar of how easy it is to plagiarise from the who created internet. With a few simple searches, enough content was found on Google Scholar to on Anti-Chinese Sentiment in 19th Century not only pilfer ideas but to potentially spare an affirmative, academic writer from reading a text by relying on marketing strategy, the resulting citations. The ability for academic writers to copy and who created affirmative action paste scholarship is argued to be a concern that can increase the recombinant dna technology examples temptation for action, least effort. The resulting discussion from the demonstration also argues that the initiated academic is more familiar with how to manipulate academic literature, so is less likely to get caught (when compared to the uninitiated student) . 1. The Student Journey of Citation. With an interest in getting students to comprehend the importance of citation matters I propose a framework I interpret as the racial student journey of citation. The framework is broken down into three phases in who created line with a student progressing from undergraduate to postgraduate to music academic researcher.
Differences in academic discipline is acknowledged but considered extraneous because the focus is on a student progressing by who created affirmative, academic level. With each of these three phases, I am recommending a text that symbolises the phase. The small number of references is a role of the second was to intentional, as the aim is for the readership to consider reading the references for themselves. To elaborate on what I am meaning by a student journey of citation, I am referring to the (point in time) worldview of who created, citation practice a student should realise as an undergraduate student, postgraduate student and as a researcher. The aim is to demonstrate what I see as a minimum specification of the academic writer to be roadworthy in the context of target, using citations and references. Phase 1: The Undergraduate Student.
Merton, R. K. (1983) 'Foreword' In Garfield, E., Citation Indexing Its Theory and Application in Science, Technology, and Humanities , Philadelphia: ISI Press, pp. v-ix. While Robert Merton's interest lay with the sociology of science, he also made a significant contribution to citation analysis. In his Foreword to Eugene Garfield's book on citation indexing, Merton emphasises peer recognition and how (what I will interpret as) capital for the scientist is measured by who created, peer recognition. After all only a scientist's scholarly community are best equipped to assess the true worth of a piece of research. When considering the student journey of citation the following quote best sums things up: 'Citations and references thus operate within a jointly cognitive and moral framework. In their cognitive aspect, they are designed to provide the historical lineage of knowledge and to guide readers of new work to Essay in 19th Century sources they may want to check or draw upon for who created affirmative action, themselves. In their moral aspect, they are designed to repay intellectual debts in the only form in jewellery which this can be done: through open acknowledgement of them.' (Merton, 1983, p.vi)
Typically, the undergraduate student completing assignments will be assessed according to a box ticking processes including accurate and appropriate citing and referencing. At this stage, instilling into the student why they cite and reference rather than it being something one must do to avoid an academic misconduct charge is the suggestion. It is affirmative action understandable that in the higher education marketplace there are resource constraints, a dependency on marketing strategy, student support systems and quantitative measurements for who created affirmative, assessments. Essay In 19th Century American Society. Their incorporation however could be seen as part of the problem surrounding academic writing. Do we really teach the fundamentals of why we cite and reference or is this all just a big assumption we work around? Returning to Merton's quote, emphasis on the lineage of ideas and intellectual debts when it comes to citing and referencing is quite simply a minimum specification for the scientist (or academic writer) of the future. The interpretation provides a good solid foundation to comprehending why we cite and reference. Merton's interpretation is not immune from criticism and it can be seen as idealistic and incompatible compared to the current citing and referencing practices that go on. Who Created Action. Merton's unsullied proposition for citing and referencing could also be seen as too positivistic for ones taste. If however one identifies with Merton's idealistic message, there is an acknowledgment of the truth we aspire to a role find when researching an idea. Small, H. G. (1978) 'Cited Documents as Concept Symbols', Social Studies of Science , 8(3), pp.
327-340. Henry Small's paper represents the contribution of information science when it comes to citing and referencing. While Small's paper adopts quantitative analysis there is a social constructivist influence to it. The core element of the who created affirmative action paper is highlighting that citations represent symbols of concepts, methods or anything citeworthy in the text. 'This leads to the citing of works which embody ideas the author is marketing discussing. The cited documents become, then, in a more general sense, 'symbols' for these ideas.' (Small, 1978, p.328). What Small is getting at, is the moment an who created, author cites a document they are in effect creating its meaning (which in marketing example Small's eyes, consists of the symbol making). Citations as concept symbols could in effect symbolise 'any statement which may be taken as characterizing or describing the cited document' (Small, 1978, p.329). The consequence of this thinking is that peers are the ones that determine the meaning of a document.
So as an example, Merton (1983) in a paper by Author A in who created 1984 could be cited as an interpretation of citing and referencing in line with the times. But a paper by Author B in 2013 could interpret Merton (1983) as out of touch. When associating Small's paper with students and citation practice, I propose that the idea of citations as concept symbols be seen as a deployment tactic for any student doing original assignments. Strategy Example. While this type of assignment is typically representative of postgraduate assignments there is also applicability for undergraduate dissertation students and such like. Who Created Affirmative. Both Merton and recombinant examples Small's interpretation need to be considered in who created affirmative conjunction with each other but Small's deployment tactic could be seen as a progression from the more defensive stance of Merton. Marketing Strategy Example. For assessments, the box ticking is still going on, the citing and referencing still needs to be tip-top but the progression is in who created action the level of independence and citation evaluation the writer needs to have.
By using a citation as a concept symbol, the aim is also to promote interpretation and evaluation of ideas into one's own words and a role of the was to not just filling space with quotations. Citations represent ideas and we need to use citations to express the ideas we want to say. Latour, B. (1987) Science in Action: How to follow scientists and engineers through society , Cambridge, Mass: Harvard University Press, pp. 21-62. Bruno Latour's chapter on literature develops the idea of peers deciding the fate of research by acknowledging citation context, which he reframes according to positive and negative modalities. The context of a citation can put spin on who created action, a critical paper so it appears less damaging to the reader and a lesser known paper can be embellished so it appears as fact. Further still, the 'presence or the jewellery target absence of references, quotations and footnotes is so much a sign that a document is serious or not that you can transform a fact into fiction or a fiction into a fact just by adding or subtracting references' (Latour, 1987, p.33). A take on Latour's thinking is that we carve the literature of others in conjunction with our own interests to impress others when it comes to who created affirmative action saying what we want to downloading music say. Citations are just one weapon in our armoury when writing to achieve this aim. Latour sees the scientific article as a rhetorical vehicle and that whenever there is debate we get support from our allies (who I see as changeable) to give more authority to what we want to say. The student should by this stage comprehend Merton's ethos and be capable enough to incorporate Small's deployment tactic of citations.
On top of that, the student becoming an academic researcher needs to affirmative action come to terms with citation context and not be blinkered to overlook the a role congress tactical game playing that occurs in scholarly communication. 'Whatever the affirmative action tactics, the general strategy is easy to marketing strategy example grasp: do whatever you need to the former literature to render it as helpful as possible for the claims you are going to make. help your allies if they are attacked, ensure safe communications with those who supply you with indisputable instruments. oblige your enemies to who created fight one another. if you are not sure of winning, be humble and understated.' (Latour, 1987, pp.37-38) An example of tactical citation practice is marketing what Latour refers to as the perfunctory citation, where citations by an author can infiltrate a pre-existing citation network (also known as a citation circle). The primary concern with this perfunctory citation is that it makes some citations more meaningful than others. In an age of affirmative, evaluation metrics based on citation practice, the racial definition perfunctory citation risks downgrading the action citation from a representation of an idea to that of a tradable commodity. Another concern with the tactical deployment of citations is free that while they can make you look a million dollars, they can also be used against you and if someone puts the effort in, your citations can be scrutinised with disastrous results (Latour, 1987, pp. 33) Bruno Latour's Actor Network Theory (ANT) may not be for action, everyone but as an individual chapter it is a great guide in informing the researcher of the recombinant dna technology future one form of how the scholarly communication game is affirmative played.
Latour's writing in this chapter comes across as militaristic but in doing so, the message is a role second was to pretty clear: Use the work of peers and who created anything else at your disposal to marketing strategy example say want you want to say but prepare yourself if there is a worthy opponent. The first point to emphasise is who created action that the proposed student journey of citation is not a theory of citation. If that is your interest, I would suggest reading Gilbert's (1977) persuasion hypothesis (who predates (Latour, 1987) in reference to rhetorical and perfunctory citations), then look at all of the papers that have cited that paper as a guide to further reading. The student journey of citation is a suggested framework for the comprehension of citing and referencing the academic writer requires from the moment they start as an undergraduate student to a published academic author. Essay On Anti-Chinese Sentiment In 19th Century Society. The crawling, walking then running framework is unlikely to be something invested within course design but if the desired outcome is to teach students to use citations effectively and respect referencing it is a progressive framework to gravitate the student toward. Another observation that can be made (and the choice of texts was quite intentional for this) is how the texts coincide with interpretations of knowledge production. There is a progression from Merton's sociology of affirmative action, science laying emphasis on peer recognition, to Henry Small combining information science and social constructivism to Latour's progression of social constructivism to Actor Network Theory. The principled nature of inequality definition, citing and referencing looks to have morphed into a 'peculiar trade in a merciless world' (Latour, 1987, p.60) where gamesmanship and rhetoric are key. The range of interpretations could be seen as a reflection of the changeable social structures of knowledge production but could simply be an outcome of increased debate within a specific field where no stone is left unturned. There are also practical considerations to consider.
We don't always have the time and means to read and reflect on everything we want but we do manage to make the time and means to read what we need and say what we want to say. If we don't do that for academic writing, we could be there forever, getting lost in tangents, considering ifs and buts to protect ourselves from the same peers we seek approval from. 2. Academic Writing and the Principle of Least Effort - Supported by Some Thoughts on Cyberplagiarism, Patchwriting and Google Scholar. The proposition is that in current times Google Scholar can be used by academic writers as a tool to affirmative action corner cut and reduce effort. Most of the readership will be aware that Google Scholar contains the racial inequality definition bibliographic records of who created action, scholarship (and when lucky, copies of the article itself) as well as grey literature and information held in institutional repositories. While this abundance of information creates new possibilities there is also the concern over deviant citation behaviour that can occur. Recombinant Dna Technology. To test my contention, I will demonstrate how easy it is to cyberplagiarise and take the who created affirmative action citation context off a paper. Before the demonstration I would like to clear up a few definitions. By cyberplagiarism (or cyber plagiarism, also referred to as Digital plagiarism (Barrie and Presti, 2000)) I am referring to the relationship between information on downloading, the internet and who created action a consequential type of plagiarism behaviour. Those involved with assessments will no doubt identify with the authors arguing that the ease of information on the internet has led to the rise in plagiarism (Eysenbach (2000); (Kralik (2003); Pupovac, Bilic-Zulle and Petrovecki (2008); Szabo and Underwood (2004)). While cyberplagiarism can entail papers being acquired from the internet (Smith (2003); Oliphant (2002)), the focus of this piece will be the form of cyberplagiarism where content from the internet is copied and pasted without acknowledging the originator.
The crux with cyberplagiarism is not only taking the ideas off another but also the citation context. The second concept of patchwriting refers to two papers by Rebecca Howard (1993, 1995). Racial Definition. Howard (1993, p. 233), defines patchwriting as 'copying from a source text and then deleting some words, altering grammatical structures, or plugging in one-for-one synonym substitutes'. The combination of Howard's papers dispute the conventional attitude towards plagiarism, whereby those that commit this form of academic misconduct are unethical or poorly socialised with citation practices. Patchwriting is associated with plagiarism, can lead to plagiarism but is its own entity.
For example, Patchwriting can be an acceptable technique when combined with a reflective or evaluative touch at the earliest stages of writing and who created affirmative action organising ideas. It is just that patchwriting can be unacceptable when it is just glossing over the pilfering of texts. In my own experience, students are willing to admit to Essay on Anti-Chinese Sentiment Century patchwriting, due to action a lack of preparation and a fear of word counts. Furthermore, students informally confess to a complete misinterpretation of paraphrasing and assume that citing a text once is free reign to definition use whole chunks of the who created affirmative cited text. In this context, the student likes to think they are within acceptable boundaries, but their patchwriting becomes plagiarism. The third concept I am highlighting is the Principle of marketing strategy example, Least Effort (also known as Zipf's Law) put forward by George Kingsley Zipf (1949). In the eyes of a linguist, Zipf's Law refers to word frequencies when people write or speak (most words are hardly ever used but the words we do use, we use often). If we focus however on the principle of who created action, least effort itself, we can interpret it as a concept that explains human behaviour. 'In simple terms, the Principle of Least Effort means, for example, that a person in solving his immediate problems will view these against the background of marketing, his probable future problems, as estimated by himself. Moreover he will strive to solve his problems in such a way as to minimize the total work that he must expend in who created affirmative action solving both his immediate problems and his probable future problems.' (Zipf, 2012, p.1) Thus if one is a student just expecting to pass a course in higher education (the reasons why at this point are extraneous and varied), taking a path where there is less effort spent to meet this outcome is marketing understandable.
To start things off, I type in the book I intend to action look up (so it becomes a searchable concept symbol), the author of the book as well as a keyword (representing the subject I am researching) in Google Scholar. Figure 1: Google Scholar search of Science in Action (Latour, 1987) and citation analysis. To explain Figure 1, the author (Latour) is a search term as well as the title of the book in question ('Science in Action') and the subject in question ('citation analysis'). The quotations are in place to ensure a phrase is being searched rather than words that are not adjacent to each other. Marketing Strategy Example. This search is intentionally structured in a way so Google Scholar retrieves any mention of Bruno Latour's Science in Action as well as 'citation analysis' being mentioned anywhere in the text. At the time of this demonstration (May 2013), I retrieved 336 results. The top five results according to affirmative Google Scholar make up Figure 1.
The results in racial inequality Figure 1 satisfy my aim in retrieving citations of Science in Action as well as containing some mention of citation analysis (which is affirmative action a gamble as I have not included synonyms). Had I not included citation analysis as a search term, I would have retrieved about 14,300 results according to Google Scholar and been nowhere near knowing what retrieved documents concern themselves with Latour's thoughts on citation. To demonstrate cyberplagiarism I will look within the papers of Figure 1, use CTRL + F and inequality provide samples of citation context where Latour (plus the publication year of the appropriate text) was mentioned: 'As Latour further indicates, citations are not put in affirmative papers to indicate to others who has influenced the production of the work but to display the 'black boxed' (established) knowledge. If one does not agree with a referenced statement, one must, in of the second continental congress essence, dispute it with the cited definitive authority.' (MacRoberts and MacRoberts, 1996, p. 441) 'Latour's views, similar to those within the various new perspectives in the sociology of scientific knowledge, emphasise that the who created action boundaries between the social and technical in scientific practice are blurry. Latour's analysis of references pertains in particular to their role in 'the science in racial inequality the making'.' (Luukkonen, 1997, p.29) 'Latour makes understandable the heterogeneous and apparently chaotic picture of the actual use of citations. In spite of the variety of uses, references have a major function in who created affirmative action scientific texts: that of mobilising allies in the defence of knowledge claims' (Luukkonen, 1997, p.29) 'Latour's view of the marketing strategy example role of references (citations) in scientific texts is related to a theory of construction of scientific knowledge, a process in which scientific controversies are settled and who created knowledge claims are turned into facts.
References play a role as a rhetorical device in the textual phase of the process.' (Luukkonen, 1997, p.30) 'Others (e.g., MacRoberts and MacRoberts 1987; Latour 1987) have drawn attention to the perfunctory and rhetorical functions of citations within the scientific community (Cozzens 1989).' (Leydesdorff, 1998, pp. 6) 'Latour (1987) treats references as resources for persuasion rather like battalions. But he warns that their force may vanish if readers actually read what authors cite. Neither Gilbert nor Latour, I think actually believes that reflected-glory references persuade if their true nature is discovered (Latour calls this result 'disastrous' for the author). But they apparently believe that citers often try to manipulate readers in this way. A Role Of The Second. Scientists and scholars are thus portrayed less as truth-seekers than as image-managers. Such a portrayal is controversial, to say the least.' (White, 2004, p. 109) Out of the five references in Figure 1, only who created action, Robins, Gosling and Craik (1999) was unsuitable for jewellery boxes, this exercise. In this specific example, Latour was cited, citation analysis was stated but the context of the citation did not match my purpose. At this point I am proposing that the sum of Macroberts and action Macroberts (1996), Lukkonen (1997), Leydesdorff (1998) and White (2004) gives me not only enough ammunition to spare me from having to read Chapter 1 of Science in Action (that concerns itself on literature) but also provide me with a set of papers critiquing the boxes target same chapter.
An interesting comparison for the reader could be to compare the who created affirmative action aforementioned quotes with my own interpretation of Latour in the student journey of citation essay (I can assure you, I have read the book and wrote this essay after the essay on the student journey of citation). If we now consider the amount of freely available (but not necessarily copyright cleared) scholarship that is available via Google Scholar, an individual could potentially take the citation context of an article, book or thesis and be able to comprehend it without ever reading it. In other words, one could incorporate the ammunition above (even dropping the odd direct quote from Latour) and portray the critique and legwork to be their own, as none of the other authors are cited. The authors are only used for their citation context. With a process such as this, there is an assumption surrounding a consensus of example, a citation being retrievable. At this point, I return to Small's 1978 paper of cited documents as concept symbols, where he looked for a percentage of citing contexts sharing the popular view of a cited document (uniformity of usage).
In doing so, Small noticed how journals (on average) had a higher uniformity of usage compared to books. This trend is hardly a surprise as books cover more ground than a journal article but what it gets me thinking about who created action is the racial inequality importance of using appropriate concept symbols in Google Scholar to retrieve a relevant sample for analysis. I return to Google Scholar. Figure 2: Google Scholar co-citation search of Latour (1987) and Gilbert (1977) For figure 2, I opted with co-citation (papers citing two papers I consider seminal for my purpose; in this instance those by Latour (1987) and Gilbert (1977)) as a retrieval strategy. Figure 2 is an affirmative, attempt to retrieve papers concerned with the persuasion hypothesis (Gilbert, 1977) and Latour's thoughts on citation. Some of the first few papers are the same as Figure 1 but now having retrieved 67 papers with my precise parameters I have gone down a specific path, with information potentially catered toward more specific interests. It is downloading free worth stating that uniformity of citation may not be retrievable in all samples as there are many options to consider. What is comprehendible is that obtaining the who created action uniform use of a citation can potentially be retrieved with the correct strategy and recombinant dna technology examples if there is enough (but not too much) scholarship out there. Who Created. Naturally using concept symbols to be as specific as possible helps but that errs towards fudging a sample to get a desired outcome based on set of racial definition, assumptions.
Google Scholar throws a spanner in who created affirmative action the works as it essentially relies on things typed in a box. Racial Inequality. My own experience of using the platform to look at the context of who created affirmative action, a concept symbol found many chance occurrences with no relevance when looking at the results qualitatively (Natt, 2013). In a few simple steps I was able to retrieve chunks of information that has been organised, prioritised and emphasised by peers. The extent of which this can be done ranges from an idea to inequality an interpretation of a monograph according to who created affirmative a particular sensibility. While I am for open access (OA), I express concern with how future generations of academic writers at the formative stages will keep track of intellectual debts. There a risk of a realignment of acceptable citation practice and a generation of academic writers pilfering the contextual citations of peers to reduce effort and get away with it.
An easy comeback is the use of software that can check levels of plagiarism but I would argue that it only catches out a certain type of plagiarist and at this point I return to patchwriting. Howard's (1993, p.236) opinion of patchwriting is that of a role second, 'a healthy effort to gain membership in a new culture' (which one could consider as academia). Howard's (1993, 1995) idealism sees the teaching opportunity to convert patchwriters to who created affirmative action accomplished academic writers and that is it just a stage in American the student journey. While I sympathise with the student journey and the aim for students to affirmative become accomplished academic writers, I also see the principle of least effort. On Anti-Chinese In 19th Century American Society. So if a student instead of reading, reflecting then writing is instead cramming, not making use of summary writing and who created affirmative producing their output in jewellery target the last minute, it produces a different kind of output as well as increase the likelihood of corner cutting. My own take on who created affirmative, patchwriting is that it provides an opportunity to reframe the doom and gloom that surrounds discussion on plagiarism. By discussing patchwriting the student and lecturer can learn from jewellery boxes target, each other and actually address academic writing which I still consider to be important. I also think of the paper by Pecorari (2003) that looked at the writing of postgraduate students (including PhD students) and examples of patchwriting. If the researchers of tomorrow are 'at it' what is there to say that the researchers of today are not?
The technological innovation of the word processor, being able to copy and paste or use CTRL + F to look up a concept symbol should not be underestimated. The moment we rely on a technological supplement or tether toward convenience reading, corner cutting instantly occurs. Only the purist and who created action most classically trained are not 'at it'. Patchwriting, reframing and playing the citation game are tools in the armoury of the initiated. The initiated can be stealth-like and if they play the game right can be protected by the social constructs they operate within.
The uninitiated student is typically less schooled when it comes to the manipulation of academic information. They also have the disadvantage of social constructs making them the easier target when it comes to academic misconduct. Firstly, I'd like to stress that I am not condoning cyberplagiarism nor is racial inequality this some sort of who created, confessional. I am condemning cyberplagiarism and the demonstration is an attempt to acknowledge the elephant in the room and marketing strategy example express concern with normative citation practice. It is easy to pin plagiarism on who created action, the internet or the lowering of free, academic standards but while there is some validity with such judgements, there are other considerations. What I would like to emphasise is how the affirmative action longer one operates within the social constructs of academia, the more socialised one becomes to not only produce quality work but to potentially corner cut and get away with it. I am not saying that everybody engages in deviant citation behaviour but rather that the values when it comes to science (Merton and Lewis, 1971) or knowledge production are and continental have been changeable. We do not bat straight all of the time. Affirmative Action. We bat straight enough and know when to play across the line. It gives us free reign to have the racial definition odd slog now and then, thinking it is absolutely normal.
Technology and citation behaviour is affirmative one example of this change in values and while Google Scholar has the Essay on Anti-Chinese in 19th Century Society potential to look at a concept symbol within a paper, there is the issue of where the information comes from and how it is ranked. Open Access adds to this issue and affirmative action with the information being easier to obtain, it is dna technology examples also easier to manipulate. Affirmative Action. Thinking back to example Carr's (2008) article on Google and the change in human cognition, I propose that the relationship between technology and effort can create a conflict for the academic writer. The academic writer becomes aware of a new path (as demonstrated) in conjunction with all of the other paths they can comprehend and potentially go down. Plagiarism and deviant citation practice has gone on long before Google Scholar or the internet. It is who created just that this new path brought about by technology in conjunction with the ever expanding amount of scholarship can be counterproductive and result in behaviour associated with least effort rather than efficiency. Barrie, J. M. and Presti, D. E. (2000) 'Digital plagiarism the a role of the Web giveth and the Web shall taketh', Journal of Medical Internet Research , 2(1) [Online]. Available at: www.jmir.org/2000/1/e6/ (Accessed: 31 May 2013). Carr, N. Who Created. (2008) 'Is Google Making Us Stupid?', The Atlantic [Online]. Available at: www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/ (Accessed: 31 May 2013). Examples. Eysenbach, G. (2000) 'Report of a case of cyberplagiarism and reflections on who created affirmative, detecting and preventing academic misconduct using the Internet, Journal of Medical Internet Research , 2(1) [Online].
Available at: www.jmir.org/2000/1/e4/ (Accessed: 31 May 2013). Gilbert, G. N. (1977) 'Referencing as Persuasion', Social Studies of music, Science , 7(1), pp. 113-122. Howard, R. (1993) 'A plagiarism pentimento', Journal of Teaching Writing , 11(3), pp. 233-246. Howard, R. Who Created Affirmative. (1995) 'Plagiarisms, authorships, and the academic death penalty', College English, 57(7), pp.788-806. Kralik, D. (2003) 'Editor's note: Cyberplagiarismwhat is it?', Journal of Advanced Nursing, 43(6), p.539. Latour, B. (1987) Science in Action: How to follow scientists and engineers through society , Cambridge, Mass: Harvard University Press. Leydesdorff, L. (1998) 'Theories of citation?', Scientometrics , 43(1), pp. 5-25. Luukkonen, T. (1997) 'Why has Latour's theory of citations been ignored by jewellery, the bibliometric community? discussion of affirmative, sociological interpretations of citation analysis', Scientometrics , 38(1), pp.
27-37. MacRoberts, M. Jewellery Boxes. H. and who created affirmative MacRoberts, B. R. (1996) 'Problems of citation analysis', Scientometrics, 36(3), pp. 435-444. Merton, R. K. (1983) 'Foreword' In Garfield, E., Citation Indexing Its Theory and Application in Science, Technology, and music Humanities , Philadelphia: ISI Press, pp. Who Created Affirmative Action. v-ix. Merton, R.K. and Lewis, R. Essay Sentiment In 19th Century Society. (1971) 'The competitive pressure: the race for who created affirmative, priority', Impact of Science on Essay on Anti-Chinese Sentiment Century American, Society , 21(2), pp. 146-175. Natt, A. (2013) 'What is who created affirmative action business information literacy and racial can the corporate librarian contribute anything to the discourse?', Journal of Business and who created affirmative Finance Librarianship, 18(2), pp. 146-174. Oliphant, T. (2002) 'Cyber-Plagiarism: Plagiarism in a Digital World', Feliciter , 48(2), pp.
78-80. Recombinant. Pecorari, D. Affirmative. (2003) 'Good and original: Plagiarism and patchwriting in Sentiment Century American Society academic second-language writing', Journal of Second Language Writing, 12(4), pp. 317-345. Pupovac V, Bilic-Zulle L and Petrovecki M. (2008) 'On academic plagiarism in affirmative Europe: An analytical approach based on four studies', In Comas, R and downloading free Sureda, J. (eds.). Academic cyberplagiarism, Digithum , 10 [Online]. Available at: www.uoc.edu/digithum/10/dt/eng/pupovac_bilic-zulle_petrovecki.pdf (Accessed: 31 May 2013). Robins, R. W., Gosling, S. D., and Craik, K. Action. H. (1999) 'An empirical analysis of trends in psychology', American Psychologist , 54(2), pp.
117-128. Small, H. G. (1978) 'Cited Documents as Concept Symbols', Social Studies of Science , 8(3), pp. 327-340. Recombinant Dna Technology. Smith, C.B. (2003) 'Fighting cyberplagiarism', Library Journal, 128(12), pp. 22-23. Who Created Affirmative Action. Szabo, A., and Underwood, J. (2004) 'Cybercheats: Is Information and Communication Technology Fuelling Academic Dishonesty?', Active Learning in Higher Education , 5(2), pp. 180-199. White, H.D. (2004) 'Citation analysis and discourse analysis revisited', Applied Linguistics, 25 (1), pp.
89-116. Zipf, G. K. (1949) Human behavior and the principle of least effort: an introduction to Essay Sentiment Society human ecology , Mansfield Centre, CT : Martino Publishing, 2012. Volume 3 Issue 2 - July 2013 Citation Matters: Two Essays on action, the Student Journey of Citation and marketing example How Google Scholar and the Principle of Least Effort Can Affect Academic Writing.
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How to Write the MIT Application Essays 2017-2018. The Massachusetts Institute of Technology — abbreviated as MIT — is often regarded as one of the world’s best private research universities. Excelling in affirmative, the physical science and engineering disciplines, MIT boasts a noteworthy alumni network featuring 85 Nobel laureates, 45 Rhodes Scholars, and 52 National Medal of Science recipients. Beyond STEM, the university exudes a strong sense of entrepreneurship with its excellent programs in economics and management. Located on the outskirts of a role was to, Boston in Cambridge, Massachusetts, MIT offers students the opportunity to explore their intellectual curiosities in who created, an urban environment. This metropolitan area gives students access to jewellery boxes target the city’s best corporations and research centers, making the school a top choice for both science and business. With a U.S. News World Report ranking of #7 and an acceptance rate of action, 7.1% for its class of 2021, it’s no wonder that MIT shares the same prestige as most Ivy League schools. Second Continental Congress! To those interested in applying, the school does not accept the affirmative, Common Application and Essay in 19th American, instead uses its own unique system called MyMIT. Applicants are required to who created complete 5 short essay questions, all of which ask about your personal experiences and preferences.
While these prompts may seem intimidating at first, we here at CollegeVine are here to help you tackle MIT’s 2017-2018 application to the best of second continental was to, your ability! We know you lead a busy life, full of activities, many of which are required of you. Who Created Affirmative Action! Tell us about something you do simply for racial the pleasure of affirmative, it. Inequality! (Response required in who created affirmative, 100 words or fewer) One of the first things to note is the brevity of the response; with only 100 words, there’s no room to be too detailed. Even so, 100 words should be just enough for a few vivid sentences that really show the admissions officer what you do in recombinant examples, your spare time. There’s no need to try to squeeze in an introductory or concluding sentence. For this prompt, it’s better to get straight to the point.
Next, remember that the affirmative, prompt is asking for an activity that isn’t required of you . Jewellery Boxes! If you’re the captain of your school’s varsity basketball team, then don’t write about basketball (even if you do play for pleasure outside of school). Affirmative Action! MIT wants to know something about you that they can’t already find elsewhere in your application, something outside of your academic and extracurricular responsibilities. Essentially, MIT is asking you: “What do you do in your free time?” A great way to approach this prompt is to construct a brief anecdote to illustrate your passions. Target! Do you love reading because you enjoy imagining yourself in fictional worlds? Do you find peace in painting natural scenery? Now is who created, a great time to describe these experiences. Photography – Sitting on marketing the pier, you watch as the sky transitions from who created affirmative blue to yellow, and from yellow to orange. In 19th Century American! With your camera in hand, you capture the exact moment that the sun touches the horizon, the who created action, moment that the colors begin to recombinant dna technology examples fade into a gradient.
Perhaps the sound of your camera’s shutter acts as an instant stress reliever. Or perhaps you love the ability to capture nature’s wonders from a different perspective. Either way, the vivid imagery here makes writing an anecdote a very powerful approach. Baking – Do you love the aroma of homemade baking? Do you love experimenting with new recipes and creations? Maybe you love the action, meticulousness of measuring out ingredients and combining them to form one cohesive unit. If this sounds like you, write an anecdote about how you use baking as an outlet for your creativity. Use sensory details to briefly go through the process of that new cupcake recipe you came up with, sharing with the reader your passion for innovative baking. Downloading! You’ll definitely make the admissions officer drool a little bit with this one.
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Although the racial definition, response must be brief, you want to make the admissions officer interested in what you love; appealing to who created affirmative action the five senses is an Essay on Anti-Chinese Century American excellent way to do so. Don’t tell them that you love photography, show them that you love it by transforming your answer into a story. Be honest — don’t lie for the sake of sounding more impressive. While volunteering at the local homeless shelter may sound very humble, don’t write about who created affirmative, that if it isn’t what you actually do in your free time. MIT can spot essays that try too hard and lying about humanitarian efforts is definitely one of those instances. While it’s important to on Anti-Chinese Sentiment in 19th Century be honest, make sure to also use good judgement when articulating your response. Generally, anything goes for this prompt and who created action, you can essentially write about anything you’re passionate about. But if your favorite activity is “looking at memes,” it might be better to definition choose something else (especially after the Harvard incident).
Although you may not yet know what you want to major in, which department or program at MIT appeals to you, and who created action, why? (Response required in 100 words or fewer) Although not explicitly stated, MIT is using this prompt to combine two commonly asked questions: “Why X Major?” and “Why MIT?” As with the previous essay, there’s no room to provide too detailed of an explanation, but you must still briefly justify your response. The key word here is “why.” If you’re interested in chemistry but are also looking into a career in pharmaceutical manufacturing, you might write about your interests in MIT’s chemical engineering program. Or if you’re interested in economics, you can praise MIT’s Sloan School of Management, analyzing the ways in which the school will help you hone in and develop your leadership skills.
If you want to conduct research in a STEM field, mentioning the Undergraduate Research Opportunities Program (UROP) and citing some specific projects can be a great way to of the continental highlight your interests. For those looking to study EECS, you can discuss the appeal of MIT’s new curriculum, which offers more flexibility and who created, independence for undergraduate students. Perhaps when compared to other campuses, you find that MIT offers a stronger entrepreneurial culture, a quality that you find necessary for your academic success. If you have hopes of one day launching your own startup or designing your own program, now would be a great time to mention the program’s emphasis on entrepreneurship. Writing about your long-term goals and connecting them back to MIT’s academic culture (demonstrated through EECS example) is on Anti-Chinese in 19th American Society, a very strong way to approach this prompt, as it answers both “Why X Major?” and “Why MIT?” Avoid vague answers such as “MIT is known for its excellent STEM programs” or “the Sloan School of Management is among the best in the nation” — these types of answers do not answer the who created affirmative, prompt nor do they highlight your interest in the school. No matter what major you intend on recombinant studying, remember to show admission officers how you plan to take advantage of MIT’s academic programs. Is there a specific professor you want to conduct research under? Is there a specific course you’re really excited to take?
If so, mention it! There’s no need to write a creative response to this prompt; the best approach is to be straightforward and specific. At MIT, we bring people together to better the who created affirmative action, lives of others. MIT students work to Sentiment improve their communities in different ways, from tackling the world’s biggest challenges to being a good friend. Describe one way in who created action, which you have contributed to your community, whether in target, your family, the classroom, your neighborhood, etc. (Response required in 200-250 words) As opposed to the previous two prompts, essay #3 gives you a little more room with 200-250 words; this should be just enough for an introductory sentence, one or two short body paragraphs, and a few concluding sentences. For this prompt, MIT wants to see your selfless side by looking at who created, the strategies you take to help those around you. Don’t panic if you haven’t saved hundreds of lives or discovered the cure for cancer; as the prompt suggests, helping your community can be as simple as lending a shoulder for your friend to cry on. Whether big or small, think of a time that you made a positive impact on target one or more people. Maybe you have experience volunteering at the Red Cross or at who created, your local retirement home. Music Free! Or maybe you founded a club at who created affirmative action, your school with the goal of bringing education to children in need.
No matter what the cause is, show the admissions officers your generosity and target, willingness to make a difference in your community. Canned Food Drive – During the holidays, you organized a canned food drive to who created affirmative action help feed the homeless in your community. Using your high school as a collection site, you set up donation boxes in music, front of each classroom and advertised the cause to your classmates. Who Created Action! In the end, you were able to collect over a thousand cans, all of which were donated to local homeless shelters. Jewellery Boxes! With this, you contributed by bringing a little holiday joy to those less fortunate than you — seeing those people smile was enough to make you feel like you created a positive impact. House Fire – One of your friends lost his house to an unfortunate fire accident. Seeing that he was displaced, you opened up your home to who created action him and inequality, his family, giving them the shelter and who created action, comfort that they needed. Since his family struggled financially, you created a GoFundMe page to Essay on Anti-Chinese Sentiment Society raise money and help cover the fire damages. Soon, your kind gestures were recognized by the entire neighborhood, making your act of who created, friendship seem much more large scale. Humanitarianism in a Foreign Country – Last summer, you traveled to strategy example West Africa on a mission to who created affirmative action bring vaccines to underprivileged children.
Witnessing the torn state of the continent, you now make it your goal to engineer medical devices for those who have limited access to strategy example health care. Your efforts to benefit the African community is what inspired your desire to study Biological Engineering at MIT, as you hope to continue your humanitarianism. What each of these examples succeeds in doing is describing the impact that an affirmative action has on others. Whether it be putting a smile on someone’s face or preventing a child from contracting a deadly disease, remember to show the reader what the outcome of your efforts were. Tying in your personal development is another great way to heighten the magnitude of your contribution, as it gives your actions more significant personal meaning (humanitarianism example).
Ask yourself: How did you grow from this experience? What changes did you see? Don't Worry — We'll edit your admissions essay in music free, a few hours. Submit your essay and we’ll get it back to you with helpful edits. Describe the world you come from; for who created affirmative action example, your family, clubs, school, community, city, or town.
How has that world shaped your dreams and downloading, aspirations? (Response required in who created action, 200-250 words) Out of the downloading music, 5 questions, this one is the most open-ended. Who Created! MIT is asking this question to see how you have adapted to your environment and how this environment has shaped you as an jewellery boxes target individual. A great way to who created affirmative action start brainstorming for music free this prompt is to who created affirmative action think about your dreams and aspirations first; what do you hope to achieve in your lifetime? Next, reflect on your surroundings (your upbringing, your neighborhood, your school, etc.) and evaluate how this environment factored into a role second congress your individuality. Perhaps you were a member of your school’s Model United Nations, and this fueled your desire to work in politics. Or maybe your childhood love for building Lego masterpieces contributed to your goal of becoming a civil engineer. Either way, remember to reflect on who created affirmative your past (or present) and use this reflection to analyze your future. You spent a few years of your life living in Beijing, China. Living in recombinant dna technology examples, a city where the sky is rarely blue and pedestrians wear masks to avoid breathing in the smog, you realized the dire state our environment is in.
Living in these conditions made you realize the need for green energy technologies and sustainable practices, inspiring your desire to study environmental engineering. Your mother working as a pediatric nurse meant you spent a significant amount of time watching her at the children’s hospital. The hospital was almost a second home to you, as you grew to love observing and learning, eventually earning a chance to volunteer there alongside your mother. While it pained you to see the suffering, you were touched by the amount of hope and joy the affirmative action, staff was able to Essay Century American Society provide the who created, patients. Seeing this motivated you to pursue pediatrics and spread even greater amount of hope to those who need it the most. What each of marketing strategy example, these examples succeeds in doing is analyzing the “world” that led to a specific realization. The key here is to demonstrate some sort of personal growth or moment in which you discovered your aspirations. For the first example, this could be the juxtaposition between traditional blue skies and the thick smog in who created affirmative action, Beijing; this was an eye-opening moment and made you look at the world from target a different perspective, eventually influencing your career choice. For this prompt, it’s important to be specific. Tell us about the most significant challenge you’ve faced or something important that didn’t go according to plan.
How did you manage the situation? (Response required in 200-250 words) While it seems like this prompt is giving you two options to respond, the idea is relatively the same: discuss a challenge. Whether it is a personal struggle or a challenge you faced at school, MIT wants to know how you handle difficult situations and what you learn from such experiences. You want to construct an anecdote that goes through both the challenging situation and your thought process. When crafting your response, start by briefly describing the challenge, making sure to answer the question, “What was so significant about the challenge?” Next, go into detail about the steps you took to who created affirmative tackle the obstacle and how you went about this process.
Make sure to recombinant discuss the outcome of the who created affirmative action, situation and show the admissions officer how you matured from this experience. As you brainstorm and inequality definition, begin drafting your response, here are some guided questions to get you thinking: Why was this challenge so important to you? What is the who created affirmative, significance? In that moment, what was your reaction to the situation? How did it affect you? Were the steps you took to manage the situation successful? Why or why not?
How did this challenge allow you to grow and mature as an individual? Try to avoid “challenges” that are too trivial; although you may be upset that you got a B on that one calculus test, this is free, not a significant enough challenge to analyze. For this prompt, it’s important to demonstrate personal growth and maturity, as this shows your capacity to adapt to difficult environments. You are a tennis player and have been ever since you could remember; playing tennis has become a part of your identity, and you couldn’t imagine a world without it. However, you experienced a tragic car accident, leaving you with a shattered right hand, your dominant playing hand. Rather than giving up the sport you love, you learned to adapt by training to strengthen your left arm and affirmative, readjusting to accommodate your new circumstances. Although you slowly regained mobility and control over your right hand, you knew you would never be able to play the a role of the second, same way again. Despite this, you transformed your weaknesses into strengths and made the most out of an unfamiliar situation. You are passionate about robotics and wanted to start a competitive robotics club at your school.
You gathered a group of interested students and began the process of affirmative, getting the club approved by the administration. To your disappointment, your club was rejected. Essay! Instead of who created affirmative action, accepting defeat, you and your peers petitioned the school in hopes of having the board members reconsider their decision. After exhausting all possible measures, the school reversed its decision and funded your club; today, Robotics Club is one of the most popular student groups on campus. Overall, there are no secrets or gimmicks to music free any of these essays.
MIT is simply trying to affirmative action get to know you better, whether it’s by asking you about your interests or your personal experiences. For each of these essays, remember to ask yourself: What do I want MIT to know about me? Don’t try to recombinant write something you think the admissions officer wants to hear; be yourself and be honest. Remember to show and don’t tell , and highlight the reasons you think you would be a great fit for MIT. Want us to quickly edit your college essay? Submit it to who created affirmative our Rapid Review Program , and we’ll get it back to dna technology examples you quickly with comments from our expert team. From school list creation to putting together a solid admissions narrative and helping you write competitive essays , we’ll help you every step of the way. We'll send them straight to your inbox. Latest posts by who created action CollegeVine College Essay Team (see all)
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