Yale Supplement Essay Samples - What to Look For

Yale Supplement Essay Samples - What to Look ForYou may have recently heard about Yale Supplement Essay samples. It seems that the standard news source on the internet has run with the story that there is a popular university in New Haven, which is offering free academic programs. This offer may not be valid, but it is certainly intriguing.Those college students who are interested in taking the SAT are going to find that there are a few universities that they can attend to take the test, but the University of Notre Dame is one that will allow college students to take it. Some may have taken the test in the past and want to take it again.The reason for this is that the schools that offer these supplements have various sample packs that they use to give to their students. They will give them sample packs from certain universities, so that students can take the test to compare the results. If a student receives the packet from a particular school and performs well, then they can go back to that school to take the supplement.There are several reasons why you should get your supplemental essay samples from schools other than Yale. First of all, you want to make sure that the company that you are dealing with is reputable. After all, you want to avoid being scammed by some dubious entity or others that don't have your best interests at heart.Secondly, you need to learn from the experience of others. Some colleges and universities that you can use as supplement Essay samples, may not be completely up to par. And this will mean that you won't know the difference when it comes to the testing process.Lastly, many may have used the universities that you can use as supplement essay samples before and they may have given you an excellent result. With that in mind, they will definitely be able to offer you a better result. These are just a few things to consider when choosing what college you are going to attend. There are many colleges out there that offer classes to people interested in taking the SAT. Be sure to check these out, so that you can find a great school that can give you an excellent score on the test.

What Is Discourse in Sociology

Discourse refers to how we think and communicate about people, things, the social organization of society, and the relationships among and between all three. Discourse typically emerges out of social institutions  like media and politics (among others), and by virtue of giving structure and order to language and thought, it structures and orders our lives, relationships with others, and society. It thus shapes what we are able to think and know any point in time. In this sense, sociologists frame discourse as a productive force because it shapes our thoughts, ideas, beliefs, values, identities, interactions with others, and our behavior. In doing so it produces much of what occurs within us and within society. Sociologists see discourse as embedded in and emerging out of relations of power because those in control of institutions—like media, politics, law, medicine, and education—control its formation. As such, discourse, power, and knowledge are intimately connected, and work together to create hierarchies. Some discourses come to dominate the mainstream (dominant discourses), and are considered truthful, normal, and right, while others are marginalized and stigmatized, and considered wrong, extreme, and even dangerous. Extended Definition Let’s take a closer look at the relationships between institutions and discourse. (French social theorist Michel Foucault  wrote prolifically about institutions, power, and discourse. I draw on his theories in this discussion). Institutions organize knowledge-producing communities and shape the production of discourse and knowledge, all of which is framed and prodded along by ideology. If we define ideology  simply as one’s worldview, which reflects one’s socioeconomic position in society, then it follows that ideology influences the formation of institutions and the kinds of discourses that institutions create and distribute. If ideology is a worldview, discourse is how we organize and express that worldview in thought and language. Ideology thus shapes discourse, and, once discourse is infused throughout society, it, in turn, influences the reproduction of ideology. Take, for example, the relationship between mainstream media (an institution) and the anti-immigrant discourse that pervades U.S. society. The words that dominated a 2011 Republican presidential debate hosted by Fox News. In discussions of immigration reform, the most frequently spoken word was â€Å"illegal,† followed by â€Å"immigrants,† â€Å"country,† â€Å"border,† â€Å"illegals,† and â€Å"citizens.† Taken together, these words are part of a discourse that reflects a nationalist ideology (borders, citizens) that frames the U.S. as under attack by a foreign (immigrants)  criminal threat (illegal, illegals). Within this anti-immigrant discourse,  Ã¢â‚¬Å"illegals† and â€Å"immigrants† are juxtaposed against â€Å"citizens,† each working to define the other through their opposition. These words  reflect and reproduce very particular values, ideas, and beliefs about immigrants and U.S. citizens—ideas about rights, resources, and belonging. The Power of Discourse The power of discourse lies in its ability to provide legitimacy for certain kinds of knowledge while undermining others; and, in its ability to create subject positions, and, to turn people into objects that that can be controlled. In this case, the dominant discourse on immigration that comes out of institutions like law enforcement and the legal system is given legitimacy and superiority by their roots in the state. Mainstream media typically adopt the dominant state-sanctioned discourse and showcases it by giving airtime and print space to authority figures from those institutions.   The dominant discourse on immigration, which is anti-immigrant in nature, and endowed with authority and legitimacy, create subject positions like â€Å"citizen†Ã¢â‚¬â€people with rights in need of protection—and objects like â€Å"illegals†Ã¢â‚¬â€things that pose a threat to citizens. In contrast, the immigrants’ rights discourse that emerges out of institutions like education, politics, and from activist groups, offers the subject category, â€Å"undocumented immigrant,† in place of the object â€Å"illegal,† and is often cast as uninformed and irresponsible by the dominant discourse. Taking the case of racially charged events in Ferguson, MO, and Baltimore, MD that played out from 2014 through 2015, we can also see Foucault’s articulation of the discursive â€Å"concept† at play. Foucault wrote that concepts â€Å"create a deductive architecture† that organizes how we understand and relate to those associated with it. Concepts like â€Å"looting† and â€Å"rioting† have been used in mainstream media coverage of the uprising that followed the police killings of Michael Brown and Freddie Gray. When we hear words like this, concepts charged full of meaning, we deduce things about the people involved--that they are lawless, crazed, dangerous, and violent. They are criminal objects in need of control. A discourse of criminality, when used  to discuss protestors, or those struggling to survive the  aftermath of a disaster, like Hurricane Katrina in 2004, structures beliefs about right and wrong, and in doing so, sanctions certain kinds of behavior. When criminals are looting, shooting them on site is framed as justified.  In contrast, when a concept like â€Å"uprising† is used in the contexts of Ferguson or Baltimore, or survival in the context of New Orleans,  we deduce very different things about those involved and are more likely to see them as human subjects, rather than dangerous objects. Because discourse has so much meaning and deeply powerful implications in society, it is often the site of conflict and struggle. When people wish to make social change, how we talk about people and their place in society cannot be left out of the process.

How Emily Bronte Introduces the Reader to the Themes of...

How Emily Bronte Introduces the Reader to the Themes of Enclosure and the Supernatural in Wuthering Heights It took many attempts to get Wuthering Heights published and when it finally was it received a lot of negative reviews because the contemporary readers werent ready for Emilys style of realism. A Victorian critic July 1848 from Grahams Magazine reviewed Wuthering Heights as vulgar depravity and unnatural horrors and described the author as, a human being could have written such a book. without attempting suicide. Emily Bronte lived a very difficult life and was quite isolated from people she shows this in her story of Wuthering Heights. Her sisters both wrote books which were quite†¦show more content†¦pushing the barrier, he did pull The attitude of the people at Wuthering Heights towards Lockwood creates an social barrier between them, peevish displeasure Also, they show him no common courtesy or kindness his reserve springs from an aversion to showy display of feeling- to manifestations of mutual kindliness. This illustrates that they are people of isolation and Heathc liffs actions support this, as he refrains from any physical contact with Lockwood. reasons for keeping his hand out of the way when he meets a would-be acquaintance, Even the dogs arent controlled and are enclosed in the house, various sizes and ages, issued from hidden dens to the common centre. However their approach to people comes from the fact that they dont socialise and interact with others, they are aware of this Guests are so exceedingly rare in this house. Wuthering Heights is described as very different and not like places of that time. of the atmospheric tumult to which There is a definite gothic influence to the description of the house grotesque carving lavished over the front, This gothic influence supports the idea of Wuthering Heights being very different, as at the time this book was set gothic ideas were frowned on and considered as very demonic. gaunt thorns all stretching their limbsà ¢Ã¢â€š ¬Ã‚ ¦alms of the sun The use of

Individual Reflexive Learning for Skills - MyAssignmenthelp.com

Question: Discuss about theIndividual Reflexive Learningfor Cognitive Skills. Answer: The life incident that I feel I could have handled more effectively was becoming bankrupt. I constantly made use of credit cards, and not debit cards. This was because, I could not live within my means. I celebrated each time I had sufficient credit to buy extra effects. This was despite not having a backup plan. Consequently, I ended up using all my money to pay debts. As such, I had to go to the attorney to inform him that I had a lot of accumulated debt. At some point, it was humiliating to have my name printed under the town bankruptcies in the newspaper. Moreover, I faced other costs of bankruptcy including restricted housing choices, ruined credit, and the fear of what I would do for the lack of high credit bounds. Similarly, I ended up filing for bankruptcy despite being an awful experience. This course has taught me communication and cognitive skills that could have helped me to handle this issue with ease. Through meditation, I could have employed my consciousness in realizing the effects of using credit. The communication skills could have compelled me to seek financial help from friends and family and not credit cards (Altenburg, 2012). Also, inventiveness and creativity evident in this course could have been beneficial in helping me to avoid being bankrupt. With these, I could have invented measures like never spending what I could not have earned. Therefore, becoming bankrupt could have been impossible for me. As such, my money would be available for me, and not for debt payment. Finally, the course is full of accountability and personal independence concepts, which could have been beneficial in solving my case. If I were accountable, then I could have stuck to using my money without borrowing or using credit. Hence, bankruptcy could not have befallen me (Delaney, 2014). Also, through independence, I could not have depended on credit cards to fund my luxurious life, but on my income. Other strategies to manage any impending case of being bankrupt will entail cutting down on my spending. This would be achievable by having a strictly followed budget. Also, I will maximize my income by taking as many jobs as I would be able to handle. Finally, I will come up with an emergency fund to avoid such trouble again ("Management Insights", 2014). My effectiveness in applying these strategies will be evident if I do not become bankrupt again. The possible obstacles that I may encounter include forgetting the shameful encounter and continuing with my poor spending habits. However, I will ensure I stick to my budget even if it means involving an outside party to assist. Also, I can fail to increase my sources of income. I might opt to be lazy and assure myself that everything would unfold smoothly. Nonetheless, I will diversify my incomes by starting many business ventures for security (Timpe, 2015). Also, an initiative to create an emergency fund may not materialize for failu re to get extra cash. This will be solved by ensuring this requirement is included in my budget. References Altenburg, A. (2012). Bankruptcy (1st Ed.). New Brunswick, N.J.: New Jersey Institute for Continuing Legal Education. Delaney, K. (2014). Strategic bankruptcy (3rd Ed.). Berkeley: University of California Press. Management Insights. (2014). Production and Operations Management, 20(2), vii-ix. https://dx.doi.org/10.1111/j.1937-5956.2011.01178.x Timpe, A. (2015). Leadership (4th Ed.). New York, N.Y.: Facts on File.