Writing a Personal Experience

Before the pen touches the paper with the first word of your personal experience essay you should consider a basic points that will help your essay be a success. The purpose of a personal experience essay is to share and elaborate on an appealing experience from your life. A personal essay is sometimes even called a life experience essay and can be difficult to co.uk/principles-good-writing/">write for many students. A personal experience essay focuses on your experience and the importance of that experience and impact that it has on you. The outline of a personal experience essay follows the common structure for all the essays. Your essay on experience starts with an intro, then the main body and finally summing up the ideas in the conclusion. Try and describe the events and experiences in the chronological order in, as it allows you to present experiences as they happened. To make your personal experience essay exciting you should start with choosing the relevant experience to base your essay upon. Describe a situation that you consider to be crucial in your development. You may think that you have no appropriate event or experience to share, but everyone has something that shaped who they are. Whatever topic you decide on, keep in mind that your aim is to convey its importance to the audience. Your narration should give a deep insight into the details of the event and the readers must gain some meaning why this specific experience is so remarkable to you. Writing a personal experience essay gives you the freedom of style in composing the essay. The main thing about the style is that it must help communicate the story to the readers most efficiently. Don't open your essay with too general statements, make it as close to the situation as possible. Then quickly jump to developing your story in the body. The main part of the essay should abound in pertinent details, without them your essay is lifeless. Remember: Specific is Terrific!

Free Essays on Separate Generations, Separate Lifestyles

Separate Generations, Separate Lifestyles Sally and her friends all decide to go to the bowling alley on Friday. They all pile into one car and go to hang out at the bowling alley. Everyone gathers up there spare change they made throughout the week working with ma and pa. Its not much, but enough to bowl one game. They have fun and its time to go home. Everyone’s curfew is 10 o’clock, so they better hustle home. They all get home, wash their hands and brush their teeth. They are in bed by 11 o’clock. Sound familiar? Not to our generation, but probably to the generations of our parents. The main difference between the our parents generations and ours is that we live in a world of technology, rather than a manual one. Everything we do has to do with technology, from watching TV to cooking supper. We live in the computer generation world. You can do unimaginable things with the internet now, pay bills, apply for college, chat with people from other countries, and find about anything you want about any subject. When our parents were young they would go to school, come home and work till supper and then go to bed. They never really had free time until the weekends, that’s if their parents let them go out. Today kids run wild all over town, from Monday thru Sunday. We always find something to do like going to the mall or eating, whereas our parents usually only did that kind of stuff on the weekends. Another big difference is our morals and beliefs. Our parents generation was about working for all they had, and today we just sit back and relax while the parents w ork. We rarely ever have to help with the expenses of the family. We think that its ok to miss church on Sunday to go to the mall and shop, where as church was an every Sunday occurrence. Our parents generation was all about rituals and repetition, never anything out of the ordinary. Earlier generations also weren’t as advanced as we are. We might have the good, but we ... Free Essays on Separate Generations, Separate Lifestyles Free Essays on Separate Generations, Separate Lifestyles Separate Generations, Separate Lifestyles Sally and her friends all decide to go to the bowling alley on Friday. They all pile into one car and go to hang out at the bowling alley. Everyone gathers up there spare change they made throughout the week working with ma and pa. Its not much, but enough to bowl one game. They have fun and its time to go home. Everyone’s curfew is 10 o’clock, so they better hustle home. They all get home, wash their hands and brush their teeth. They are in bed by 11 o’clock. Sound familiar? Not to our generation, but probably to the generations of our parents. The main difference between the our parents generations and ours is that we live in a world of technology, rather than a manual one. Everything we do has to do with technology, from watching TV to cooking supper. We live in the computer generation world. You can do unimaginable things with the internet now, pay bills, apply for college, chat with people from other countries, and find about anything you want about any subject. When our parents were young they would go to school, come home and work till supper and then go to bed. They never really had free time until the weekends, that’s if their parents let them go out. Today kids run wild all over town, from Monday thru Sunday. We always find something to do like going to the mall or eating, whereas our parents usually only did that kind of stuff on the weekends. Another big difference is our morals and beliefs. Our parents generation was about working for all they had, and today we just sit back and relax while the parents w ork. We rarely ever have to help with the expenses of the family. We think that its ok to miss church on Sunday to go to the mall and shop, where as church was an every Sunday occurrence. Our parents generation was all about rituals and repetition, never anything out of the ordinary. Earlier generations also weren’t as advanced as we are. We might have the good, but we ...

An essay about transformation by theatre in Shakespeares The Tempest. Transformation of Prospero, of the audience and of Shakespeare himself

An essay about transformation by theatre in Shakespeares The Tempest. Transformation of Prospero, of the audience and of Shakespeare himself 1. The Transformation of ProsperoIn Shakespeare's "The Tempest" the figure of Prospero, the former Duke of Milan, forms the key element of all actions and developments throughout the play. He incorporates absolute power over the other characters and generates the plot of the play almost uninfluenced. For an in-depth understanding of the play it is therefore indispensable to analyse whether or not he undertakes a transformation in character or behaviour and hence interrupts a straight development of the plot.Taking into consideration his first and last scene of appearance the audience might get the impression of a major change in character. In the beginning he is presented as an extremely powerful magician, driven by a feeling of revenge. " Hast thou, spirit, performed to point the tempest that I bade thee? - To every article." (1.2.194-196) In the last scene he lays off all his supernatural powers and wants to return to being the Duke of Milan, the position he held before having been deported to the island.English: Prospero and Ariel (from Shakespeare's Th..." ...to work mine end upon their senses that this airy charm is for, I'll break my staff, ...and deeper than did ever plummet sound I'll drown my book." (5.1.553-57)But on a deeper analysis of the play one realises that he makes much more the impression of a dramatist, building the story successively towards a happy ending, where he can let all powers behind because his cause is finished and at the same time just. Right at the beginning of his first appearance he predicts that nobody will be harmed and therefore expresses his aim to come to a peaceful understanding. " The direful spectacle of the wreck,...I have...so safely ordered that there is no soul - no, not so much perdition as an hair betid to any...

7th Grade ACT Prep How to Ace the Exam

7th Grade ACT Prep How to Ace the Exam SAT / ACT Prep Online Guides and Tips Even though there are plenty of other standardized tests for younger students like ACT Aspire or the PSAT, there are still many middle schoolers every year who take the ACT. 7th grade is definitely a bit earlier than most people take a college entrance exam, but it's possible you might have to take it as part of an academic talent search or want to take it to see what it's like. Just as good 7th grade ACT scores are different from what good scores would be for juniors or seniors, though, 7th grade ACT prep is very different from high school ACT prep. Find out the best way to A-C-E the ACT in 7th grade in this article. Why Take the 7th Grade ACT? There are two main reasons why you'd want to take the ACT as a middle schooler. The biggest reason is that 7th grade ACT scores are an integral part of several talent search programs, like Duke TIP and Johns Hopkins' CTY. These programs provide academic enrichment and summer programs for advanced students, which can be a great way to discover a subject you're passionate about that you can then pursue in more depth in high school or college. The only other real reason to take the ACT so early is if you want to start laying the groundwork for when you take the ACT in high school to apply to colleges. Because you won't have learned a significant chunk of the content on the test yet in school (particularly on the math section), you're probably not going to want to use your 7th grade ACT score to apply to colleges. But if you live in an ACT-mandatory state and will end up taking the ACT before you graduate from high school for free anyway, it's not the worst idea in the world to get an early preview of what the test is like. 7th Grade ACT Prep for Summer Programs If you’re taking the ACT to take part in a talent search or summer program of some sort, you have a relatively tight timeline to work with. Enrollment begins August of each year for Duke TIP and other similar programs, and to do the 7th grade talent search for most programs, you must take the ACT during your 7th grade year. This means that the latest you can take the ACT and still qualify for a talent search is by June of the end of your 7th grade school year. Plus, to get a spot in the highly competitive summer programs for the summer after 7th grade, it’s usually recommended you take the ACT by Feb 1st during 7th grade at the latest (so you don’t get waitlisted for the programs). With a short amount of time to study for the ACT, you'll need to use strategies similar to those used by juniors and seniors prepping for the test. This means studying for the test with official ACT practice tests and questions to get the most accurate picture of what will be covered on the real test. While you by no means need a perfect or even close to perfect score on the ACT in order to qualify for summer programs, you also don't want to stroll into the room on test day and be completely surprised by the format and question style of the test. Jon Bunting/Flickr There are non-multiple choice Math questions You're also going to want to take at least a couple of realistic timed practice tests (rather than just answering questions or doing the test a section at a time). This exercise is particularly valuable for 7th graders because as a younger student, you'll likely have less test-taking stamina, simply because you won't have had as many years of lengthy test-taking in school yet as a high school student. The ACT is a little over three hours long with breaks (or almost four hours if you take ACT with Writing), so you'll need to work up to being able to sit down and concentrate on the test for that long a period of time without losing focus. Other ACT prep strategies used by high school students can be modified and used by younger students as well. Before you start studying for the test, you should figure out what specific score you need to aim for in order to meet your goals. Rather than averaging the average scores of the colleges you want to get into, you should set your target ACT score based on the average scores of the summer programs you want to apply to. You can then adjust your test-taking strategy accordingly. The most important adjustment to make to your test-taking strategy as a 7th grader is to not be afraid to skip questions. If you only need to aim for a 25 on each section, you can afford to skip the harder questions or topics you haven't learned about yet and maximize the time you spend on questions you actually can answer. For more strategies like these, including precisely how many questions you can skip to get to your target score, read our articles on how to improve low ACT English, Math, Reading, and Science scores, which focus on getting students up to a 26 score (rather than a perfect ACT score). Early Training for College Applications Starting to prepare for college applications early is a much weaker reason to study for and take the ACT in 7th grade. Prepping so early for the ACT means you don't have the content knowledge you need to do your best on the test. While it is possible to teach yourself some of the content, you may find that there's ultimately a limit to what you can achieve on your own without first learning the subject (like trig) in school first. It's also unlikely that casual 7th grade ACT prep will have any benefit for you when you get to the middle of high school and take it again for colleges. Sure, you might be slightly more familiar with the format of the test, but that's something you could achieve much more easily and effectively by starting to prep for the ACT in a focused way in 9th grade. And as a sidenote, although colleges probably won't care about your 7th grade ACT score, any time you take the ACT it does technically remain on your permanent ACT record. The good news is that if you want to take the ACT early as part of preparing to apply to college or pass the ACT later on in high school, you have a much looser timeframe to work with than if you needed to take it for a talent search. Since you don't have program deadlines, you can take the ACT at any point during middle school, whether during the 7th grade school year or not. You’ll have plenty of opportunities to take the test again before college applications, so it's not like your score now is final. Your 7th grade ACT score is about as final as this rabbit drawn in the sand. Unlike the juniors taking the test, you won't have learned all of the content yet in school, and as I said above, some of it you might not be able to teach yourself. Instead of banging your head against the wall of radians and matrices, you should focus your studying on areas like Reading and English, which don't necessarily require the same kind of knowledge base that ACT Math does, particularly if you're a native English speaker. For ACT Reading, you can practice reading at a higher level by reading short stories and nonfiction writing. Our article on the best way to practice ACT Reading has some great tips for free online sources you can use for both of these types of literature. You can also use vocabulary lists to bolster your knowledge of more advanced vocab and how to use them in context. By reading more advanced writing, you'll internalize some stylistic and grammatical rules that are important for both ACT English and ACT Writing, but if you want an explicit list of what you need to know for ACT English, we have a complete guide to all the grammar rules covered on that portion of the test. We also have some great articles ACT Writing, including how to write the essay, step by step, what the format of the essay is, and how the ACT essay is scored. The ACT Science test doesn't require a lot of specific science knowledge. Instead, you'll need to be skilled at reading charts, graphs, and tables and being able to combine information from them and the text to answer questions. For this reason, even students who aren't "science" people can do perfectly well on ACT Science. And when it comes to ACT Math, you can at least start to get familiar with the math you haven't covered yet in school with our great guides to subjects like algebra and trigonometry. For the most part, though, while you can start to prep for the ACT in 7th grade, if the only reason you're studying for it is as prep for college applications, we don't recommend taking it that early. Richard-G/Flickr The ACT for 7th Graders: The Bottom Line Depending on why you’re studying for or taking the ACT in 7th grade, you’ll need to adjust how you study. If you're taking it in order to qualify for summer programs, you’ll have less time to study before taking the test, so you should focus on practicing with real ACTs and studying strategies like skipping questions you can't answer. On the other hand, if your 7th grade ACT prep isearly training for college or high school, you’ll have more time to study before taking the test, so you should focus more on learning content you don’t know and getting familiar with the test structure before moving on to testing strategies and full-length practice tests. For more on the content-to-strategy ratio in studying, read about how to start early on preparing for the SAT- many of the tips in it are applicable to students taking the ACT as well. Above all, don’t be discouraged by a low 7th grade ACT score. Remember, you’re competing against high school juniors and seniors who are taking this test to get into college or graduate high school. These students might approach the ACT more seriously because it’s more important to their future college prospects, spend more time prepping or have prepped in school, and generally know more of the content because of having covered it in school repeatedly. A Silly Person/Flickr What’s Next? Now you know how to get a great 7th grade ACT score, but is it really worth taking the test so early? Learn more about the pros and cons of taking the ACT in 7th grade here. How are you doing on practice tests compared to other middle-school ACT test-takers? Find out with our articles about the average ACT score for 7th graders and good ACT scores for 8th graders. Want to learn more about summer programs for academically gifted middle schoolers? Read our articles on the Duke TIP 7th grade Talent Search, CTY at Johns Hopkins, NUMATS, Stanford EPGY, and Summer Institute for the Gifted. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Criminal Justice Corrections Essay Example | Topics and Well Written Essays - 750 words

Criminal Justice Corrections - Essay Example There are a wide variety of sentencing options available to judges today that range from community service to the death penalty. The type of crime, severity of the crime, the philosophy of the court, and the law all impact the sentence that a criminal will receive when convicted of a criminal act. There are a wide range of options that a judge has when considering the sentence that a criminal deserves. Minor crimes, such as shoplifting or prostitution, are often handled by sentencing the offender to a fine or probation. Probation dates back several centuries and has evolved from an informal monitoring procedure to a highly evolved system procedure (County of Suffolk NY, n.d.). Probation is the suspension of a sentence in favor of community monitoring, where the offender has the opportunity for rehabilitation. In addition, the offender may be sentenced to house arrest in which the convicted criminal is restricted in mobility and is only allowed in their home or at their place of employment. This gives the courts a high degree of accountability and restriction, while keeping the criminal off the streets and away from the public. Both probation and house arrest can be effective alternative sentences for first time offenders or petty criminals who have hope of rehabilitation. Typically, when we think of sentencing for a criminal act, we think of it in terms of incarceration. For more severe crimes such as felonies or crimes of violence, the risk to society of re-offending makes incarceration an effective tool. Criminals may be jailed at a local, state, or federal facility depending upon the nature of the crime and the jurisdiction. Incarceration rates have risen sharply in recent years from 150 per 100,000 in 1980 to 500 per 100,000 in 2005 (After sharp increases, 2007). The increased rates of incarceration have come not only as a result of an increase in criminal activity, but also from conservative attitudes that believe in a get tough policy on crime (Mears et al., 2007). On the more severe end of sentencing is the death penalty. This sentence is reserved for the most heinous and vicious crimes and serves to demonstrate society's condemnation of certain criminal acts. The criminal, the crime, and the court will come together to determine an appropriat e sentence. The sentence handed down in a court is often the result of the philosophy of the court, and especially of the residing judge. Sentencing can be viewed as either restorative or retributive. Retributive sentencing seeks to punish the offender without compassion or hope of rehabilitation. Advocates of retributive sentencing believe that stiff sentences act as a deterrent, and when a criminal is deterred there is no need for rehabilitation. They see sentencing as a punishment. In contrast, restorative sentencing seeks to repair the harm done by the crime and reintegrate the criminal into the community. The sentence may consist of restitution, drug treatment, or community service. Advocates contend that "the one who did the harm gains stronger skills and community connections, the opportunity to develop empathy, and the knowledge that they have corrected their mistake" (Ball, 2003, p.51). While retributive sentencing is based on the concept of 'an eye for an eye', "restorative justice fin ds pain/punishment often counterproductive for both victim and offender" (Mosak, 2006, p.3). These are the issues that face the criminal judge when determining

Ethically Bound and Legally Speaking -Discussion Essay

Ethically Bound and Legally Speaking -Discussion - Essay Example The medical team did what they could to save the life of the patient. The patient emerged from surgery alive but was clearly going to have a very low quality of life if he lived long. Hours after the surgery, the patient developed complications and was clearly experiencing excruciating pain in different parts of his body. I realized that the patient was not going to live long. His condition deteriorated by the minute in spite of the efforts that the medical team were applying. Meanwhile the costs associated with his care continued to soar even as his quality of life dwindled and level of pain increased. The temptation to turn off the life support machines was high if not to save the patient from the pain he was suffering then to save his family from incurring additional costs for his care. He was going to die shortly; within a few days or weeks at the most anyway. I was torn between applying the principles of beneficence and nonmaleficence. The principle of nonmaleficence dictates that clinicians should do no harm to their patients (Aveyard, 2004). On the other hand, the principle of beneficence dictates that clinicians act in the best interest of the patient such as by taking action to prevent physical harm or pain (Aveyard, 2004). By switching off the life support machines, I would save the patient the agony he was going through as a result of his injuries and low quality of life. On the other hand, I would seem to have done the patient harm by switching off the machines. In the end, I decided to go by the latter. We opted to do the best we could to make the patient feel less pain even as he approached his death naturally. I believe the stand that I took was appropriate especially considering my strong belief in the sanctity of life. The alternative action would have been to switch off the machines and save the patient from having to endure so much pain. This perhaps

Infant Short Term Memory and the Attention Span Essay

Infant Short Term Memory and the Attention Span - Essay Example The ability of carrying out various mental tasks consists of the use of cognitive functions. This developmental phase varies between infants in regard to whether they are full term infants or premature and also on what their short term memory capabilities are as well. Short-term memory in itself is a limited function even for adults, and infants in particular haven't quite mastered the skill of recalling events that happen in a short time frame (Cowan et al 1999, p. 1082). Nevertheless, in regards to attention span and some other cognitive abilities within infants, there appears to be a response to differentiating stimuli which shows that depending on what is used to gain their attention and maintain it varies from infant to infant. One study in particular was carried out on infants to gain an idea on what holds and keeps their attention span, with this one pertaining to what effects synchronized lighting has on infants (Colombo & Richman 2002, p. 475). This study showed that infants did pay attention to the timed lighting effect as their heart rate was found to increase in a pattern when the lights would flicker at specific times. This of course showed that even though infants aren't alert and wholly focused on every inanimate object that they come in contact with some of these various stimuli have a more profound affect than others. Furthermore, this one study was able to pinpoint the fact that infants seem to have the exact ability as adult people to be able to time exactly when a light simulation is going to take place, which shows that they are able to keep track of time when it is in regards to simulations of patterns. This in itself gives a positive idea of how important attention span is in infants as it is one of the key elements in contiguity learning within the early educational process (Colombo & Richman 2002, p. 477). In the past it was presumed that infants have a very short attention span but as more research has been carried out it is now being questioned just how short their attention really is. The reason this is stated is because, just like the previous test mentioned, this next study showed that babies might actually have the ability to distinguish characteristics of adding and subtracting, of course with a minute set of numbers (Wakeley et al 2000, p. 1525). When an infant is shown a display of a perceptual nature their attention span seems to be more focused, especially if the elements in the display are in the amount of three's, but no bigger amount than four. Research has shown that when cognitive researchers have added to the display or taken away the infants have been very alert to the actions and pay very close attention in what appears to be a detailed manner towards problem solving. This seemingly refutes the belief that infants attentions span is short as it is being shown that t his varies depending upon what the baby is being given to study and explore (Wakeley et al 2000, p. 1526). This type of study however did not give the same results for all infants that were included in it but even so, the majority of infants from the age range of 4 months to 9 months were very alert to the problem solving with innate objects and