Essay --

My long-term goal is to transition into academia and ultimately become a full Professor in Epidemiology at an academic institution. My goal is to develop a nationally recognized research program, engage in extramurally-funded multidisciplinary research, teach intermediate or advanced graduate level epidemiology courses, mentor graduate students, and engage in university and professional service. Several themes have emerged in my life that make me well suited for a career in Epidemiology, a passion for research and a strong desire to make an impact on the lives of others. My primary interest in public health is chronic disease epidemiology, mainly the underlying etiologies of and effective preventive measures of chronic diseases. I am particularly interested in researching cardiovascular disease and diabetes in traditionally disadvantaged or underserved populations. As an epidemiologist, I want to master the skills of effective research, work to improve the processes of epidemiologic research, and successfully educate minority populations so they are empowered to choose healthy lifestyles. As a lifelong student, learning must precede anything I do. When I first came to the United States, I fell in love with the English language and wanted to be able to speak eloquently. To pursue my goal I immersed myself in books and media, mainly Schoolhouse Rock to acquire grammatical and syntactical knowledge. Then I worked persistently to learn the proper mechanics of the language. Today, the area of my pursuit is different, but the principle is the same. Through extensive study and practice I want to discover novel, paradigm-shifting approaches to addressing health disparities in the incidence, morbidity, and mortality of common chronic dis... ...because there seems to be endless opportunities for personal and professional growth within its multiple research institutes and centers as well as hospital partners and clinics. Additionally, the health disparities concentration offered to students by the School of Public Health caters to my future career goals as well as provides me the opportunity to enhance my skills. As an English learner, I am accustomed to uncertainty but have also experienced the payoff of staying the course and not being afraid to face adversity. As a child, whenever I would become overwhelmed with phonetics or grammar, I would repeat the mantra, "Today I am a student and tomorrow I hope to be a better one." Continued learning is also essential to becoming an epidemiologist. I have no doubt I will carry on this perseverance, tenacity and work ethic in order to thrive as a PhD student.

George Washington :: essays research papers

George Washington was commander in chief of the Continental army during the American Revolution and first president of the United States (1789-97). Early Life and Career. Born in Westmoreland County, Va., on Feb. 22, 1732, George Washington was the eldest son of Augustine Washington and his second wife, Mary Ball Washington, who were prosperous Virginia gentry of English descent. George spent his early years on the family estate on Pope's Creek along the Potomac River. His early education included the study of such subjects as mathematics, surveying, the classics, and "rules of civility." His father died in 1743, and soon thereafter George went to live with his half brother Lawrence at Mount Vernon, Lawrence's plantation on the Potomac. Lawrence, who became something of a substitute father for his brother, had married into the Fairfax family, prominent and influential Virginians who helped launch George's career. An early ambition to go to sea had been effectively discouraged by George's mother; instead, he turned to surveying, securing (1748) an appointment to survey Lord Fairfax's lands in the Shenandoah Valley. He helped lay out the Virgi nia town of Belhaven (now Alexandria) in 1749 and was appointed surveyor for Culpeper County. George accompanied his brother to Barbados in an effort to cure Lawrence of tuberculosis, but Lawrence died in 1752, soon after the brothers returned. George ultimately inherited the Mount Vernon estate. By 1753 the growing rivalry between the British and French over control of the Ohio Valley, soon to erupt into the French and Indian War (1754-63), created new opportunities for the ambitious young Washington. He first gained public notice when, as adjutant of one of Virginia's four military districts, he was dispatched (October 1753) by Gov. Robert Dinwiddie on a fruitless mission to warn the French commander at Fort Le Boeuf against further encroachment on territory claimed by Britain. Washington's diary account of the dangers and difficulties of his journey, published at Williamsburg on his return, may have helped win him his ensuing promotion to lieutenant colonel. Although only 22 years of age and lacking experience, he learned quickly, meeting the problems of recruitment, supply, and desertions with a combination of brashness and native ability that earned him the respect of his superiors. French and Indian War. In April 1754, on his way to establish a post at the Forks of the Ohio (the current site of Pittsburgh), Washington learned that the French had already erected a fort there.

Introduction to Antiques and Breakables :: essays papers

Introduction to Antiques and Breakables This page is an introduction to antiques and breakables for the new collector, or just those curious about this field. Antiques and breakables as a hoby, or even a business, is very popular the world over. Every major city has antique shops, antique shows, and flea markets where antiques are actively bought and sold. Many antiques also change hands through the mails. Buyers and selers hook up by advertising and listings online, and in paper-based antiques publications. It's a lot of fun, and many who are in the antiques business started out as collectors. They enjoyed it so much they've decided to make it a full or part-time business. Those just starting out, however may have a few basic questions. What are antiques? The term antique was originally defined by U.S. Customs to be anything made made before 1830. This was later changed to anything over 100 years old. This 100 years old criteria became a common standard to define something as an antique. Yet, most antiques shops and antiques shows today typically have a large percentage of inventory made in the 20th century. Today even high-end antiques dealers carry these items. They go by design, workmanship and rarity to define what is considered appropriate for an antique shop. Examples of items in this category are art pottery, art glass, jewelry from the turn of the century through the 1940's, and Tiffany silver produced in this century. What are Breakables? Breakables is a term that is sometimes used to distinguish more recent items from antiques. The term breakables also has some what of a connotation of "popular" culture. Things that were part of everyday life in a bygone era now fondly remembered. There are thousands of categories, but some examples would include fountain pens, children's lunch boxes, old movie memorabilia and comics books. It can also refer to "limited edition" breakables. Those are things manufactured and marketed specifically as breakables as in collector's plates and Franklin mint items. Really though, breakables are anything that people collect. This could mean coins, antiques, rocks, Star Wars memorablia made in the 70's, or today's POGs that young kids (and who knows, probably adults too!) collect. Who are the collectors? Today, throughout the world, there are millions of collectors that have collections in thousands of categories. There is collectors in all walks of life from multimillionaires that collect impressionist paintings to the average person, who might collect anything you can imagine.

Lsi Paper Essay

The life Styles Inventory (LSI) is developed by Dr. J. Clayton Lafferty. LSI are measures 12 specific styles of patterns of thinking that can either help or hinder a person from reaching his or her potential. The 12 styles measures by LSI are organized into three general clusters: Constructive, Passive/Defensive, Aggressive/Defensive. Research has shown that the styles measures by the LSI are related to a number of indicators of effectiveness and success, including leadership effectiveness, management effectiveness, problem solving effectiveness, quality of interpersonal relations, salary, organizational level, individual health and well being, and organization culture. Part 1: Personal Thinking Styles After I took the LSI, my primary personal thinking style are Dependent and Competitive which came in the same percentile with a 99 percentile. My back up personal thinking style is Approval with a 95 percentile. To begin with my primary personal thinking, first, Dependent style, passive/defensive cluster, is about people who relies on others for direction, a good follower, doesn’t challenge others, and aims to please everyone. I totally agree this style can show who I am. Most of my life I tend to dependent on the others until now. I like to be a follower and accept what is people thinking and making decision. Now, I’m trying to change my thinking and attitude because I don’t want to be a follower forever. I know myself why I am always a follower because I am afraid to say something to be the first person, I might say the wrong answer that will makes me feel embarrass in classroom or public places. This might be side effect from when I was young, once time I said the wrong answer in classroom and my classmates started laugh at me. That situation still stays with me. Another of my primary personal thinking is Competitive style, aggressive/defensive cluster, is about people who competes rather than cooperates, strong need to win, and constantly compares self to others. I don’t agree with this score. For me, I think that competitive thinking style is not to be descriptive me. I always do the best with my job and task but I didnâ€⠄¢t focus on to be winning. I do accept my colleagues work, I am not the person who will say no or disagree too much. I plan to achieve my goal but I didn’t think to be number one. This thinking style seems cannot explain me. Next, my backup personal thinking is Approval style, passive/defensive cluster, is about people sets goals that please others, support those with the most authority, agrees with everyone, and reluctantly deals with conflict. I totally agree with this score. According to LSI result, the approval scale measures our need to be accepted by others to increase or sustain our feeling of self-worth. I think dependent and approval styles both are similar to explain me. I like to work many people but I will be a good listener. This might be cause from I don’t like to read since I was young until now. I want to change myself to be a good reader, so, I might have more knowledge to discuss, suggest, and participate with others people. The one style that might be working against me and reducing my overall effectiveness would be the Humanistic-Encouraging. I like to work and share story with people but for this style I think I don’t have to o much power to encourage people believe what I say or what I think. I can be an advisor for who has a problem but I don’t know after I talked with them my advice with help them or not. My score in Humanistic-Encouraging is the lowest percentile with is 57 percentile. So, I need to motivate myself for improve for effective in organization. Part 2: Impact on Management Style A: Planning B: organizing C: Leading D: Controlling Part 3: Genesis of Personal Style Part 4: Conclusion and reflection I think this survey is very benefits and advantages for me. When I looked at the score on the first time I don’t think dependent style will be my primary  but after I read all detail about who are in this style. I believe, this can show how I am. After finished this survey, I know how to approve and change my personal life style. This survey seems like a guideline that show you how to improve. Also if you follow all those steps, your personal style and think will change to be a good way. In this course MGMT591, I have my goal

Media hint

IntroductionMedia has always been in the forefront as a radical voice all over the world, and naturally, it has invited the wrath of all the regimes autocratic and democratic alike. Among the media types, the broadcast media, particularly television has suffered the greatest suppression, whether it is in the Europe, the Americas, Africa or in the East. The most recent example comes from Pakistan, a Muslim nation in South Asia, where the military ruler Parvez Mushrraf had shut down the television stations soon after he suspended the constitution and imposed emergency.Broadcasting – the transmitting of programmes to be heard simultaneously by an indefinitely large number of people – is a social invention, not a technical one. (Curran J. & Seaton J., 2003). Television is perhaps the only modern media that had played a dual role, as a voice of the radical opinion and as a media of propaganda. The emergence of the global television has made revolts of the people and radical opinion in any part of the world irrepressible. This has always made headaches for the ruling elites to respond in the same manner, to use television itself in order to suppress the opinion.Revolt against televisionIncidents of revolt against television as a mirror of the truth have occurred before the advent of the satellite television, where the regimes controlled the broadcasting system. The history can be traced from the wide spread information suppression and the iron curtain that characterised the erstwhile Soviet regime. Later we numerous incidents around the world, mostly in autocracies where the official television run by the regime, disseminated the news suppressing any other viewpoint. This has occurred in Iraq, in other states of the Middle East like Saudi Arabia, Iran and mostly many of the Muslim Sheikdoms.Suppression, ideology and televisionCommunication has the power to define, persuade, inform and to disinform. An analysis of communication at the level of community and nation is obliged to recognise that truth is not necessarily separated from falsehood; rather, the process of propaganda blurs the elements in order to be persuasive. Taylor (1986) puts the matter succinctly:‘Communication with a view to persuasion is an inherent human quality. I can take place in a private conversation or a mass rally, in a church or cinema, as well as on a battlefield. It can manifest itself in the form of a statue or building, a coin or painting, a flag or a postage stamp.’ To the above list Taylor adds ‘speech sermons,songs, art, radio waves, television pictures.’Whether they operate between individuals or people in millions, the task of the analyst remains the same – to investigate the intent of the act of communication and the ways in which members of the intended audience respond to that communication. It is arguable that most mass communication, whether it is a party political broadcast, the TV news, a pop song, a soap op era or sitcom is in some way or another, to a greater or a lesser extent is an exercise in propaganda. (Bagdikian A.,1987)Thompson identifies four forms of power exercised in society- economic, political, coercive and symbolic. Economic power emanates from the possession of wealth or the means by which wealth is generated; political power rests in decision making arising from being in a position of elected, appointed or inherited authority; coercive power springs from the use of, or potential use of, superior strength. Other classifications include position, resource, and charismatic power each overlapping with Thompson’s categories and each one somehow connected with communication processes.Yet the media have never been either separate from or independent of the forces which create them and which in turn they shape and influence. They work as Thompson points out, within institutional frame works. As such, they operate as cultural apparatus, part of the machinery of state or of most powerful interest groups within the state. Historically media have more often served as the voice of the powerful than of the people. They have been classified by Althusser as one of the prime Ideological State Apparatuses, along with religion, family structures ad education: that is, they are crucially important channels for the transmission of ‘rules of conduct’ in society; the guardians of a culture’s dominant norms and values. They play a part in all power forms, including – in a contributory sense – coercive power.The Chinese revoltThe memorable television images that emanated from Beijing on June 4, 1989 indicated to viewers that the China’s revolutionary activity had been effectively extinguished. The military show of force at Tiananmen Square preserved the political authority of Deng Ziaoping and the Chinese Communist Party for the short term. Following the historic Third Plenum of the Eleventh Central Committee meeting of the CCP in December 1978- a satellite based national television system was made a top priority for achieving a wide range of   propagandist objectives.Television was peaking as a communications medium in China during the troubled 1980s and had itself become a significant symbol of the national modernization. By the middle of the decade nearly every urban household had bought a television receiver. But when push came to shove, televised reports of the military invasion of the student-worker encampment at Tiananmen Square were not transmitted in China. While the rest of the world tuned in to pictures of courageous students, intellectuals, and workers standing up to brute force of tanks and the political power of ageing bureaucrats, Chinese television viewers saw very different visuals and accounts of the tragic events in the capital city, and even those images came very late. Television had been forcibly restored to its original place as a blatant propaganda device.By managing televisi on coverage of the brutal crackdown and subsequently constructing a massive propaganda onslaught, Chinese government officials hoped to re-establish social stability, reassert the place of the CCP as the nation’s legitimate political authority, and minimize ideological damage brought by the economic, political, cultural and social stresses that China experienced in the late 1980s.Why television news is so fearful? – the other side of television newsThe research of the Glasgow University Media Group has been very controversial since the publication of Bad News in 1976, as well as the subject of a great deal of criticism, not least from the journalists and broadcasters. Bad News was concerned with the television coverage of industrial relations in 1975. the GUMG’s analysis of the television news led it to conclude that viewers had been given misleading portrayal of   industrial disputes, a portrayal that distorted the real situation.The group’s work conti nued with More Bad News in   1980, which examined the language used to describe the two sides in industrial disputes. The descriptions attached to management were such that they persuaded the audience of the rightness of the management position against demands made by the unions. Trowler (1996) has produced an excellent summary of the major findings of their studies.The vocabulary of broadcast news is biased against specific groups and this bias structures the listener’s perspective. Stories are selectively reported. The effects of strikes are reported more often than the causes of strikes. The ‘visuals’ used are again selective and help to structure the message being put across. The tactics of the protestors are reported more often than their viewpoints, especially when the tactics are deemed ‘antisocial’.There is a hierarchy of access to the media, so the voices we mainly get to hear are those of ‘experts’, specialist and the establi shment. News is reported from a particular ideological position. The media set the agenda for debate – they tell us what to think about. They also act as gatekeepers, thus excluding some stories and including others. This rationale of these findings can be applied not only in fighting the ‘bad news’ by television but also in fighting an anti-people regime and sometimes in propaganda. This has been the mainstay in most of the democratic nations around the world. Even the Gulf War telecast by the CNN fits to this agenda. (Jones M. and Jones E. 1997)ConclusionTelevision of course is itself an authoritarian institution of sorts, one that articulates confidently and widely. Critics in all societies around the world, complain that the medium has the power to serve the interest of its owners by creating a narrow agenda and monopolizing public opinion, that it debases culture, and that it nearly mesmerizes viewers psychologically. Thus it has invited suppression around t he nations.Reference:Curran J. and Seaton J. (2003) Power without responsibility: The press, broadcasting and new media in Britain, London: Routledge. Boyd-Baret et.al. (ed). (1997) Media in global context: A reader, New York: Arnold. Philip.M.Taylor M.P. (1986) Munitions of the mind: A history of propaganda from the ancient world to the present day, New York : Arnold Thompson J.B. (2002) The media and modernity: A social theory of media, London : Sage Jones M. and Jones E. (1997) Mass Media, London : Macmillan. Bagdikian A. (1987). The Media Monopoly, Massachusetts: Beacon Press.

Language Arts Essay

This topic will provide students with an interactive method of learning numeracy, literacy, inquiry and responsibility within the environment in which we live (Rice & Wilson, 1999). It gives ample leeway for creating lessons within the subject areas of Science, Mathematics, Language Arts, and Social Studies. Such a unit will make students aware of the place and role of trees in the environment. It will also enhance their knowledge of the structure and function of trees as living things. Students will also understand how humans depend on trees in the environment and also how the activities of humans have adversely affected the environment in the past. Finally, it will make students aware of how their individual actions toward trees can improve the state of the environment. Overall Expectations: 1. Students will learn how trees grow. 2. Students will learn the uses that humans have for trees. 3. Students will explore what humans and trees have in common. 4. Students will learn size and texture comparisons from parts of trees. 5. Students will learn how to count using tree limbs, leaves, and other tree parts. 6. Students will learn numeracy and estimation by exploring how many more limbs are possessed by one tree over another. 7. Students will learn vocabulary and how to construct sentences about trees. 8. Students will learn about forests and how they have been harmed by humans in the past Specific Expectations Integrated Science Students will be expected to make connections between trees and the things in their lives made from trees. They will be expected to be able to tell the facts about trees. Such prompts will be given to allow them to name such characteristics as size, colour, and the different parts of a tree that they are familiar with. Student will also be expected to learn observation and note-taking skills as part of the scientific process. Mathematics Students should be able to demonstrate their knowledge of counting objects and of the fact that one number represents on object via counting branches, leaves, and other parts of trees. They are also expected to be able to perform arithmetic operations of adding and subtracting using tree icons as computational tools. Students are also expected to learn (or reinforce knowledge of) descriptors such as larger, longer, bigger, taller, thinner, and other comparisons. Language Arts Students are expected to learn vocabulary connected with trees and to recognize them as sight words. They are expected to make connections between trees, their parts, animals and humans, and should be able to construct simple sentences that explain facts about them. Students should also be able to recognize and properly use comparative adjectives such as tall and taller, thin and thinner, long and longer, etc. Specific Expectations Students will be expected to be able to understand the interactions of humans and animals with trees. They should be able to name such things that they have seen in trees, such as birds nests and squirrels. They will then be expected to understand whether trees are alive or dead and required to say why they have answered in a specific way.

JFK Inaugural Speech Essay Essay

Patriotic yet hopeful, John F. Kennedy urges the American citizens to act as a community with the rest of the world. Anaphora and abstract words aid him in highlighting his hopes for the pursuit of community in the world. Hortative and imperative sentences were also strongly delivered in his speech to justify what the citizens of America should be doing to make these hopes become a reality. With these devices, the pursuit of a sense of community between America and the rest of the world is desired amongst the American citizens and international audience. Claim) Kennedy reaches out to the citizens’ emotional sense through abstract words in his clever application of anaphora. Evidence) â€Å"To those old allies whose cultural and spiritual origins we share, we pledge the loyalty of faithful friends.† Kennedy delivers passionately these abstract words, such as â€Å"cultural† and â€Å"loyalty† to emotionally arouse the citizens in a positive way. He continues by elaborating about and creating pledges with anaphora to further appeal to the American citizens’ emotions. â€Å"To those old allies†, â€Å"To those new states†, â€Å"To those people in huts and villages†, â€Å"To our sister republics south of our border†, and â€Å"To that world assembly of sovereign states, the United Nations† tie the world together through the pledges that follow this anaphora that Kennedy makes in the name of America. â€Å"Let both sides explore†, â€Å"Let both sides, for the first time, formulate†, â€Å"Let both sides seek to invoke†, and â€Å"Let both sides unite† was declared by Kennedy shortly after to show how â€Å"both sides† should come together also in rhythmic, catchy application of anaphora. Insight) Kennedy was able to captivate the American citizens through their emotional convictions through these rhetorical devices. Anaphora is applied to put great emphasis on these pledges and shift the speech to its climax. Abstract words create an emotional arousal in the citizens that should cause them to act on those pledges. This gets them to pay closer attention and feel more involved. Claim 2) Kennedy exposes his earnest attitude on the matter of having the world come together through his sentence selection of hortative and imperative.