How to Make Something Up For College Essay - Use I Could Have Made That Up

How to Make Something Up For College Essay - Use 'I Could Have Made That Up'If you are looking for a good way to help you in your college essay, you might want to use a 'I could have made that up' tactic. It's a nice little idea and you should try it.Imagine yourself in a situation where you wanted to make up a simple thing or information. You come across a number of facts or events that you could have had the ability to have been able to have done. You had the opportunity to make it up but you really wish you had! For example, let's say you have an old friend that you've never seen in years.You are still not sure if they are really the person you used to know or not. You wish you could have made something up, but you don't know what or how to make anything up. So, you decide to ask your friend what is it they wish they could do.'Make me a sandwich', your friend replies, 'Well, I think I could have done that, but I don't have a pan. I would like you to meet my friend Jerry who has a pan in his kitchen'.You wish you could have made something up, but you have no idea how or when or how you could have asked Jerry what he wanted. So, you make up a single word phrase to describe what you want to do, but you don't want it to sound silly or even make a mistake. You make the phrase and you give it to Jerry to be his first gift to you.Jerry listens to the phrase and says 'Ok, I'll make you a sandwich'. He grins and says 'Yeah, it's a burger and a tomato and I'll have the sauce on the side'. 'What would you like to be your gift? ', you ask? Jerry says 'I'd like you to be my first sandwich'.Now you don't want to make up a gift like this yourself, so you write a note and leave it at Jerry's house. If you can find an old note, you might be able to get Jerry to agree to meet you. If you have the time, you could join him for lunch and then at lunch you could make something up together. After you have lunch, you could both go home and make something up together, or you could s imply make up a single word phrase.

How to Write an Extended Essay About Visual Arts in High School

How to Write an Extended Essay About Visual Arts in High SchoolWhen an extended essay is the topic for a specific year in high school, it will be obvious which courses should be covered. Many courses are included in this category as well, but the following seven topics are the most popular. By adding an essay to your high school course plan, you will be helping to prepare your college admissions committee for the world of higher education.Visual Arts- If the Visual Arts section of your honors program has been discussed on previous occasions, or if your school is incorporating this type of class into the major, this is a good extended essay topic. Classroom discussions can be helpful, and a good visual arts teacher may be able to help make your essay much more engaging. To learn how to write an extended essay, take a class that deals with the art of writing. You can get some advice from a visual arts teacher, or from a design major who is teaching an art class.Creative Studies- One of the best ways to discuss this theme of education is to list all the creative aspects of your life. Do you like to read? Do you like to play a musical instrument?Do your passions enhance your ability to learn? This is a good topic for an extended essay because it allows you to explore some of the creative factors that make you unique.Children's Literature- If your honors program is especially involved in the art of writing, or you think children's literature is an important aspect of learning, this is a great topic for an extended essay. Describe your favorite childhood books and characters. As you go through these books, consider what the characters did and what their stories meant to you.Essays in Science- If you are interested in studying this subject at a college, you need to know how to write this type of essay. Just as the major can encompass music, the sciences, or history, it can also include such topics as physics, geology, biology, and mathematics.Explore these essay topic s in your high school class. Most schools will give you time to discuss the topic with the teacher, so get the opportunity to see if you can learn something from a professional teacher before you try to write your own essay.Visual Arts is an important theme in many schools today, so make sure you ask questions about how to write an extended essay about the visual arts at your high school. You can get some tips by taking a class that is involved in the topic. Keep in mind that you will have to explain why you chose this particular subject in your essay, so be prepared to answer that question.

Bernard Montgomery, World War II Field Marshal

Bernard Montgomery, World War II Field Marshal Bernard Montgomery (November 17, 1887–March 24, 1976) was a British soldier who rose through the ranks to become one of the most important military leaders of World War II. Known to be difficult to work with, Monty was nevertheless exceptionally popular with the British public. He was rewarded for his service with promotions to Field Marshal, Bridgadier General, and Viscount. Fast Facts: Bernard Montgomery Known For: Top military commander during World War IIAlso Known As: MontyBorn: November 17, 1887 in London, England Parents: The Reverend Henry Montgomery, Maud MontgomeryDied: March 24, 1976 in Hampshire, EnglandEducation: St. Paul’s School, London, and the Royal Military Academy (Sandhurst)Awards and Honors: Distinguished Service Order (after being wounded in WWI); after WWII, he received the Knight of the Garter and was created 1st Viscount Montgomery of Alamein in 1946Spouse: Elizabeth CarverChildren: John and Dick (stepsons) and DavidNotable Quote: Every soldier must know, before he goes into battle, how the little battle he is to fight fits into the larger picture, and how the success of his fighting will influence the battle as a whole. Early Life Born in Kennington, London in 1887, Bernard Montgomery was the son of Reverend Henry Montgomery and his wife Maud, and the grandson of noted colonial administrator Sir Robert Montgomery. One of nine children, Montgomery spent his early years at the familys ancestral home of New Park in Northern Ireland before his father was made Bishop of Tasmania in 1889. While living in the remote colony, he endured a harsh childhood that included beatings by his mother. Largely educated by tutors, Montgomery seldom saw his father, who frequently traveled due to his post. The family returned to Britain in 1901 when Henry Montgomery became secretary of the Society for the Propagation of the Gospel. Back in London, the younger Montgomery attended St. Pauls School before entering the Royal Military Academy at Sandhurst. While at the academy, he struggled with discipline issues and was nearly expelled for rowdiness. Graduating in 1908, he was commissioned as a second lieutenant and assigned to the 1st Battalion, Royal Warwickshire Regiment. World War I Sent to India, Montgomery was promoted to lieutenant in 1910. Back in Britain, he received an appointment as battalion adjutant at the Shorncliffe Army Camp in Kent. With the outbreak of World War I, Montgomery deployed to France with the British Expeditionary Force (BEF). Assigned to Lieutenant General Thomas Snows 4th Division, his regiment took part in the fighting at Le Cateau on August 26, 1914. Continuing to see action during the retreat from Mons, Montgomery was badly wounded during a counterattack near Mà ©teren on October 13, 1914. He was hit through the right lung by a sniper before another round struck him in the knee. Awarded the Distinguished Service Order, he was appointed as a brigade major in the 112th and 104th Brigades. Returning to France in early 1916, Montgomery served as a  staff officer with the 33rd Division during the Battle of Arras. The following year, he took part in the Battle of Passchendaele as a staff officer with IX Corps. During this time he became known as a meticulous planner who worked tirelessly to integrate the operations of the infantry, engineers, and artillery. As the war concluded in November 1918, Montgomery held the temporary rank of lieutenant colonel and was serving as chief of staff for the 47th Division. Interwar Years After commanding the 17th  (Service) Battalion of the Royal Fusiliers in the British Army of the Rhine during the occupation, Montgomery reverted to the rank of captain in November 1919. Seeking to attend the Staff College, he persuaded Field Marshal Sir William Robertson to approve his admission. Completing the course, he was again made a brigade major and assigned to the 17th Infantry Brigade in January 1921. Stationed in Ireland, he took part in counter-insurgency operations during the Irish War of Independence and advocated taking a hard line with the rebels. In 1927, Montgomery married Elizabeth Carver and the couple had a son, David, the following year. Moving through a variety of peacetime postings, he was promoted to lieutenant colonel in 1931 and rejoined the Royal Warwickshire Regiment for service in the Middle East and India. Returning home in 1937, he was given command of the 9th Infantry Brigade with the temporary rank of brigadier. A short time later, tragedy struck when Elizabeth died from septicemia following an amputation caused by an infected insect bite. Grief-stricken, Montgomery coped by withdrawing into his work. A year later, he organized a massive amphibious training exercise that was praised by his superiors, which led to his promotion to major general. Given command of the 8th Infantry Division in Palestine, he put down an Arab revolt in 1939 before being transferred to Britain to lead the 3rd Infantry Division. With the outbreak of World War II in September 1939, his division was deployed to France as part of the BEF. Fearing a disaster similar to 1914, he relentlessly trained his men in defensive maneuvers and fighting. In France Serving in General Alan Brookes II Corps, Montgomery earned his superiors praise. With the German invasion of the Low Countries, the 3rd Division performed well and, following the collapse of the Allied position, was evacuated through Dunkirk. During the final days of the campaign, Montgomery led II Corps as Brooke had been recalled to London. Arriving back in Britain, Montgomery became an outspoken critic of the BEFs high command and began a feud with the commander of Southern Command, Lieutenant General Sir Claude Auchinleck. Over the next year, he held several posts responsible for the defense of southeastern Britain. North Africa In August 1942, Montgomery, now a lieutenant general, was appointed to command the Eighth Army in Egypt following the death of Lieutenant-General William Gott. Serving under General Sir Harold Alexander, Montgomery took command on August 13 and began a rapid reorganization of his forces and worked to reinforce the defenses at El Alamein. Making numerous visits to the front lines, he diligently endeavored to raise morale. In addition, he sought to unite land, naval, and air units into an effective combined arms team. Anticipating that Field Marshal Erwin Rommel would attempt to turn his left flank, he strengthened this area and defeated the noted German commander at the Battle of Alam Halfa in early September. Under pressure to mount an offensive, Montgomery began extensive planning for striking at Rommel. Opening the Second Battle of El Alamein in late October, Montgomery shattered Rommels lines and sent him reeling east. Knighted and promoted to general for the victory, he maintained pressure on Axis forces and turned them out of successive defensive positions, including the Mareth Line in March 1943. Sicily and Italy With the defeat of Axis forces in North Africa, planning began for the Allied invasion of Sicily. Landing in July 1943 in conjunction with Lieutenant General George S. Pattons U.S. Seventh Army, Montgomerys Eighth Army came ashore near Syracuse. While the campaign was a success, Montgomerys boastful style ignited a rivalry with his flamboyant American counterpart. On September 3, the Eighth Army opened the campaign in Italy by landing in Calabria. Joined by Lieutenant General Mark Clarks U.S. Fifth Army, which landed at Salerno, Montgomery began a slow, grinding advance up the Italian peninsula. D-Day On December 23, 1943, Montgomery was ordered to Britain to take command of the 21st Army Group, which comprised all of the ground forces assigned to the invasion of Normandy. Playing a key role in the planning process for D-Day, he oversaw the Battle of Normandy after Allied forces began landing on June 6. During this period, he was criticized by Patton and General Omar Bradley for his initial inability to capture the city of Caen. Once taken, the city was used as the pivot point for the Allied breakout and crushing of German forces in the Falaise pocket. Push to Germany As most of the Allied troops in Western Europe rapidly became American, political forces prevented Montgomery from remaining Ground Forces Commander. This title was assumed by the Supreme Allied Commander, General Dwight Eisenhower, while Montgomery was permitted to retain the 21st Army Group. In compensation, Prime Minister Winston Churchill had Montgomery promoted to field marshal. In the weeks following Normandy, Montgomery succeeded in convincing Eisenhower to approve Operation Market-Garden, which called for a direct thrust toward the Rhine and Ruhr Valley utilizing large numbers of airborne troops. Uncharacteristically daring for Montgomery, the operation was also poorly planned, with key intelligence about the enemys strength overlooked. As a result, the operation was only partially successful and resulted in the destruction of the 1st British Airborne Division. In the wake of this effort, Montgomery was directed to clear the Scheldt so that the port of Antwerp could be opened to Allied shipping. On December 16, the Germans opened the Battle of the Bulge with a massive offensive. With German troops breaking through the American lines, Montgomery was ordered to take command of U.S. forces north of the penetration to stabilize the situation. He was effective in this role and was ordered to counterattack in conjunction with Pattons Third Army on January 1, with the goal of encircling the Germans. Not believing his men were ready, he delayed two days, which allowed many of the Germans to escape. Pressing on to the Rhine, his men crossed the river in March and helped encircle German forces in the Ruhr. Driving across northern Germany, Montgomery occupied Hamburg and Rostock before accepting a German surrender on May 4. Death After the war, Montgomery was made commander of the British occupation forces and served on the Allied Control Council. In 1946, he was elevated to Viscount Montgomery of Alamein for his accomplishments. Serving as Chief of the Imperial General Staff from 1946 to 1948, he struggled with the political aspects of the post. Beginning in 1951, he served as deputy commander of NATOs European forces and remained in that position until his retirement in 1958. Increasingly known for his outspoken views on a variety of topics, his postwar memoirs were severely critical of his contemporaries. Montgomery died on March 24, 1976, and was buried at Binsted.

Definition and Examples of Elocution in English

Definition and Examples of Elocution in English Elocution is the art of effective public speaking, with particular attention to the clear, distinct, and socially acceptable pronunciation  of words. Adjective: elocutionary. In classical rhetoric, delivery (or actio) and style (or elocutio) were considered separate divisions of the traditional rhetorical process. See: rhetorical canons. Etymology:  From the Latin, utterance, expression Pronunciation:  e-leh-KYU-shen Also Known  As:  elocutio, style Examples and Observations The word elocution means something quite different to us from what it meant to the classical rhetorician. We associate the word with the act of speaking (hence, the elocution contest)... But for the classical rhetorician, elocutio meant style. ...All rhetorical considerations of style involved some discussion of choice of words, usually under such headings as correctness, purity..., simplicity, clearness, appropriateness, ornateness.Another subject of consideration was the composition or arrangement of words in phrases or clauses (or, to use the rhetorical term, periods). Involved here were discussions of correct syntax or collocation of words; patterns of sentences (e.g. parallelism, antithesis); proper use of conjunctions and other correlating devices both within the sentence and between sentences...A great deal of attention was paid, of course, to tropes and figures.(Edward P.J. Corbett and Robert J. Connors, Classical Rhetoric for the Modern Student. Oxford University. Press, 199 9)​ The Elocutionary MovementVarious factors contributed to heightened interest in the study of elocution in both the 18th and 19th centuries. Numerous scholars recognized that traditional students interested in the ministry or the bar were lacking effective speaking skills, and attempts were made to overcome these deficiencies. Beginning in England and continuing in the United States, elocution became the main focus of rhetoric during this time. . . .In studying elocution, students were primarily concerned with four things: bodily gestures, voice management, pronunciation, and vocal production (the actual formation of the sounds of speech). (Brenda Gabioud Brown, Elocution. Encyclopedia of Rhetoric and Composition: Communication From Ancient Times to the Information Age, ed. by Theresa Enos. Taylor Francis, 1996)The Principal Parts of ElocutionElocution (elocutio) . . . is the proper exposition of the appropriate words (idonea verba) and thoughts (idoneae sententiae) suitable to the th ings invented and arranged (res inventae et dispositae).Its principal parts are elegance, dignity, and composition . . .. Elegance is sensed most frequently in words and thoughts; dignity in the brilliance of the figures of words and thoughts . . .; and composition in the joining of words, in the period, and in the rhythm. (Giambattista Vico, The Art of Rhetoric (Institutiones Oratoriae), 1711-1741, trans. G. A. Pinton and A. W. Shippee, 1996)The clear enunciation of separate words and their elements.The just expression of the sense of words in connected discourse.Appropriate gesture, comprehending under this head the attitude, motions, and aspect of countenance most suitable to lend animation and force to speech. The Requisites of a Good DeliveryElocution is the art of delivering written or spoken language in the way best calculated to express the sense, beauty, or force of the words employed by the speaker.The requisites of a good delivery are:(Alexander Kennedy Isbister, Outlines of Elocution and Correct Reading, 1870)Lord Chesterfield on Becoming a Fine SpeakerThe vulgar look upon a man, who is reckoned a fine speaker, as a phenomenon, a supernatural being, and endowed with some peculiar gift of Heaven; they stare at him, if he walks in the park, and cry, that is he. You will, I am sure, view him in a juster light, and nulla formidine [without apprehension]. You will consider him only as a man of good sense, who adorns common thoughts with the graces of elocution, and the elegance of style. The miracle will then cease; and you will be convinced, that with the same application, and attention to the same objects, you may most certainly equal, and perhaps surpass, this prodigy. (Philip Stanho pe, letter to his son, February 15, 1754) Teachers of ElocutionIf there is a word more repellent than all others to an actor, or to the descendant of actors, it is the word elocution. It is saying a good deal, but, probably, outside of patent medicines, there is no humbug so great as characterizes nine tenths of elocution teaching. Men and women utterly incapable of speaking one sentence naturally undertake to make public speakers. What is the result? Pulpit, bar, rostrum, and stage teem with speakers that mouth, orate, rant, chant, and intone, but are never natural. It is a grievous evil. That elocution can be taught I have no doubt, but I know that most teachers are to be shunned as you would shun the plague.(American journalist and actress Kate Field, quoted by Alfred Ayres in Acting and Actors, Elocution and Elocutionists: A Book About Theater Folk and Theater Art, 1903)

Compare and Contrast Essay Example | Topics and Well Written Essays - 1000 words - 12

Compare and Contrast - Essay Example Currently, education has been made online. Some researchers say this is perhaps the strongest force that will generate solutions to problems that face human beings ones and for all. Dr. Karen Head and Thomas Friedman are specialists prominent in education matters and technology. Dr. Karen gives a detailed analysis into the cost and value that is derived from online writing while Friedman speaks of the general perception in the current trend of online writing courses. Karen is of the view that online courses are not very active and is costly to the students contrary to Friedman’s assertion the technology reduces cost of learning. Online learning is an approach being used by many large institutions of higher learning. The outfit is tenable because it brings the vastness of professional lecturers into one single massive open online course massive open online course platform to deliver quality. In addition, students of varying demographical, sociological, psychological, philosophical and geographical origins connect to the same tool and are able to pursue their dreams. Karen and Friedman agree that the idea is braced for greater outcomes and when effectively utilized will bring positive change to world perception on education and use of the internet. With a simple personal computer or a smartphone, one log into the massive open online course massive open online course platform and takes courses at will. They also agree that the internet reach solves need to take up extra expenses that result from taking up training in a distant place where accommodation and transportation comes at a fee. Technology is a handy s olution to most of the problems human beings face and that enhancing the efficiency of writing classes will start with embracing the massive open online course platform. Karen believes that the process is complicated for the teachers, technical department and students before a single lesson is ready. It takes

Organizational Communication Research Paper Example | Topics and Well Written Essays - 250 words

Organizational Communication - Research Paper Example Therefore, constant complimenting turns out to be a challenge especially among numerous males because they have to conform to what corporations advocate in effort to motivate other workers. Nature of communication aspect focuses on the proportion of time spent by the employees talking as well as listening. This aspect also varies across genders contrary to the workplace’s varied levels, which define an employee’s position. Studies reveal men tend to be poor listeners compared to the female gender whereby the latter excels in both (listening and talking). Males fail because of their culture and ego where the latter prompts them to act as â€Å"knowing it all†. The first step would entail acknowledging cultural diversity, which characterizes organization’s employees (Bair, 2009). Therefore, I will initiate training on professional communication across cultures (Marques, 2010). This is to equip the professionals with adequate social intelligence meant to have high tolerance levels and open-mindedness especially when mingling with workers from other cultures (Goodman, 2012). These skills will also enable them to have successful co-existence once the inception of the intended change commences, hence contribute actively to the attainment of the corporation’s

The portrayal of the family in The Simpsons Essay Example for Free

The portrayal of the family in The Simpsons Essay In the majority of episodes of The Simpsons, the plots are similar in the respect that one or more family members are involved in a predicament that always has a comical element, and involves Homer Simpson saying Doh! . The plots are more often than not character driven, for example, in the episode Brother Where Art Thou? Homer Simpson finds out that he has a half brother that he never knew. Homer then embarks on a journey to find him, when he does; he discovers that his brother is a millionaire. In the end, he manages to bankrupt his long lost brother, and they part ways on bad terms. The central character in that particular episode is Homer; in the episode Lisas Pony, the central character is Lisa. Even though the plots are always similar, the resolutions differ so that the viewer is kept interested in the series. To say that the Simpsons are a stereotypical nuclear family would be a dubious statement. They all have their own personalities, which have elements of certain stereotypes, but not enough of one in particular to dominate the others in their personality. Homer Simpson is a beer drinking couch potato who likes nothing more than to watch the football game on the television. Marge Simpson is a maternal housewife and a possible nag of the family. Contrary to the point I previously made, I think that the children in the family are stereotyped; Bart, who is the Dennis the Menace nuisance and underachiever, Lisa whos intelligence is far greater than anyone elses in the family, and Maggie, who never speaks, but still manages to indulge herself in a little mischief. By the writers using stereotypes in the programme, they make it easier for people to relate to the characters, and enable the viewer to understand the plot more. For example in the episode Barts Dog Gets Out, Santas Little Helper (i. e. the dog) escapes, and Barts first instinct is to get out and find him. With Homer, he would probably propose getting a new one, or discourage his family from looking for him. The relationships in The Simpsons are not stereotypical because that would make the programme less comical. Even in the opening sequence however, we still get an indication of the type of characters they are. Marge has a strong relationships with Maggie, and we see them rushing from shopping, which shows Marges role as the housewife. We see Bart in school writing lines on a blackboard, and then weaving in and out of pedestrians in his rush to get home; this shows that he is troublesome at school, but also virtually carefree. Lisa is playing in the school band, but then breaks off, and is sent out, seemingly because she plays too well for the rest of the class to keep up; this illustrates her talent. She also rides a bicycle, which one could argue, means that she is a conservative person, which she is. Homer races off from work, and in doing so ends up with a glowing radioactive rod in the back of his radiation suit, which shows he is both careless, and lacks common sense. I think that the show itself is aimed at younger audiences, for example teenagers and young adults because; the programme has some unrealistic features such as the Simpsons skin colour and the fact that they have four fingers. Although the programme has other cultures (i. e. Indians and Black people), the main family, which are the Simpsons, have yellow as a skin colour. Their skin colour can be argued whether it is realistic or unrealistic because, yellow may have been used because it is a primary colour, and primary colours are attractive and eye catching, but; on the other hand it may have a meaning which could be universal because it is neither black nor white. Using yellow as a skin colour makes it known to viewers that racism is ruled out and I believe that yellow is a good example for this because it is warm, bright and welcoming; and this makes a good statement. Another argument could arise that their skin colour is yellow because if they were to be a real life equivalent you would assume them to be Caucasian; and so their skin is drawn as yellow to combat the idea of the common black or white situation. The fact that all the characters in The Simpsons have four fingers shows that they are all a unique and unified community despite age and race, this also makes a good statement. Both the skin colour and the four fingers are attractive to young viewers but they also have meaning to older viewers, and different parts of the show are aimed at different audiences. An example of this would be in the episode Lisas Pony; it could be argued that it is aimed at younger children, especially girls. The episode Brother, Where Art Thou? would be aimed at the older audiences, especially men, but whatever the case it is possible for a variety of age groups to watch and enjoy the programme. The allusions in the show itself prove to the audience that the show is up to date, and it gives the show a sharper angle of realism, which again would attract people to watch the show. An allusion from the film E. T. was used in The Simpsons. The film E. T. is most known for the contact of alien and human with their finger touching each other. This was like a connection. This connection was seen when Lisa and her mother did the same thing. That one moment in The Simpsons held much meaning, it showed the personal relationship with Marge and Lisa, and Marges maternal and loving side. It also showed that Marge is a significant figure in Lisas life. This allusion can be very heart-warming for viewers to see.