Sample College Essay Cover Page

Sample College Essay Cover PageA sample college essay cover page is a fantastic way to put yourself in the center of attention and give your potential readers a glimpse into the personality that you have. It's important that a reader knows who you are, what you're looking for, and what sort of person you'd like to be when you finish your essay.Since your paper is going to be read by so many people, it's important that your paper has everything that you need to write it. You can't have things to worry about or talk about, since this will only cause confusion. You'll find that when you have everything needed at your fingertips, it's easy to get the writing down.You will have to think about the style of writing you're going to use in order to succeed with this assignment. There are a lot of different styles that you can choose from, but you'll want to choose one that has a personal touch to it. If you don't try to voice yourself from the heart, you won't be able to do it well. You will also want to try to use common phrases that people say over again, which will help to make the content more friendly.It's very important that you include the most important components of your paper, including the body of your paper. Many students tend to skip this part, which is very unfortunate. You will want to be sure that the title you give the paper is all there and contains everything that you need to fill it out.Remember that you will also be answering a few questions that might appear on your paper. If there is any information that's required, be sure to include it. Making sure you do your best to get everything you need is extremely important for your essay to be as professional as possible.A great idea to add to your strategy is to try to make an outline for your essay. Your entire paper will revolve around the skeleton of the essay, so you'll want to know what kind of structure you'll need to put your paper together.Once you've got all your strategies in place, you won't have to worry about how a student won't like what you have to say. The best strategy is to know what you're doing. This strategy should work for almost anyone.

Plato The Allegory of the Cave Essay Example

Plato The Allegory of the Cave Paper Plato was a Philosopher who used a story based on people imprisoned in a cave to explain the way in which he thought humans formed ideas based on their senses. The story is known as the Allegory of the Cave and is one of Platos most famous passages. The allegory has different meanings at different levels; therefore there is not just a single moral in this story. Plato believed that there were two worlds, the world of appearance, the world we are in, and another world known as reality a world we were all in before we entered the world of appearance, however we cant remember it. Plato suggests that the body is a kind of prison in which the soul is trapped. The allegory begins with several prisoners tied up and trapped in a cave with little light. Plato uses this to show how he feels the soul is trapped in the body, as if it were imprisoned. The only light comes from a small fire, which is also used as a projector to show images of puppets on a wall in front of where the prisoners are positioned. The prisoners are only aware of one thing in the cave, the shadows created by the puppets. They believe that the shadows are a form of real life; to them they are real images but according to Plato they are very mistaken. The prisoners have lived in the cave all their lives and know no different. We will write a custom essay sample on Plato The Allegory of the Cave specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Plato The Allegory of the Cave specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Plato The Allegory of the Cave specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Plato uses this to show how we build up knowledge based on what we see. As the prisoners have never know any other form of life or even another world they are forced into thinking that there experience is normal, because that is all that their senses have ever experienced. Furthermore, Plato claims that the prisoners would assume that the echoes made by the people came from the shadows of the puppets, and that these echoes would also be taken as reality. As is now evident, the shadows are highly (and deliberately) analogous to everyday beliefs held to be true by the majority of people, which in reality are no more than mere illusions. Plato is here demonstrating, by use of the shadows, what he believes to be the lower level of intellect, i.e. belief, as opposed to the higher level of intellect, i.e. knowledge {or dialect}. On what grounds might Platos understanding of human knowledge be criticised? Platos understanding of human knowledge may be criticised on a number of grounds, the first and most fundamental of which in my opinion, would be the abstractness of his theory of knowledge, specifically, the theory of the forms. Many may argue that the idea of having a non-temporal, non-spatial, universally perfect form for every object in the phenomenal world is, quite plainly, ridiculous, on the grounds that perfect form is only relative to the person or standard judging that form. Take for example, Platos perfect form of beauty. We see numerous examples in everyday life of peoples perceptions, and differences of opinion in matters of beauty; in relation to art, sexual partners, cars, in fact almost anything. The idea that the amount of beauty in the above things can be agreed upon by every single person seems absurd enough, never mind the absurdity of a universal form of beauty being agreed upon. The elitism of Platos understanding may also be criticised, as it may seem immoral to some because of the arrogance portrayed by him. What Plato is actually claiming is that only a tiny minority of people like himself have true understanding, and that the rest are ignorant and wrong. Platos attitude is summed up by his quotation of Homer, to illustrate his point, effectively saying how he would rather be a surf in the house of some landless man than live and think as they do. A further criticism would be that Platos understanding of knowledge has no practical relevance, as it gives no indication or guide as to how to achieve the higher levels of intellect or, more importantly, how to apply his theory to the moral field of making everyday decisions.

Martial Arts Essay

Martial Arts Essay Free Online Research Papers Martial artists excel in body dynamics beyond an â€Å"ordinary† person for several reasons. Karate-ka (karate students) study hand to hand combat in the same essence as a college student studies any degree major. Through years of study, a history student may be considered â€Å"advanced† in their knowledge of history; and an â€Å"ordinary† person could not begin to compare the world’s timeline with the history student. In karate, there is the same principle with a different field of expertise. Karate-ka becomes one with their mind, body, and spirit allowing them to use any part of their body as a â€Å"useful† weapon. This happens through endless hours of training and practicing hand to hand combat techniques. Throughout years of teaching passed down from the old master’s of karate, students have learned the dynamic body science of karate-do. M. Nakayama (1977) states: â€Å"If karate is practiced solely as a fighting technique, this cause for regret. The fundamental techniques have been developed and perfected through long years of study and practice, but to make effective use of these techniques, the spiritual aspect of this art of self-defense must be recognized and must play the predominate role† (p. 9). Because karate-ka inherits these teachings, they are no longer ordinary, but extraordinary. An â€Å"ordinary† person will not comprehend the importance of â€Å"correct form† while action occurs throughout a technique. M. Nakayama (1977) states â€Å"Prerequisites of correct form are good balance, a high degree of stability and the order of movements of each part of the body, since movements are made in quick succession in short period of time† (p. 48). Punching Basic principles of executing a technique, for example, block, strike or kick, are the order of action from start to finish. This is a vital part of generating the maximum amount of power the individual can generate. Understanding the source of power for the different techniques is essential, for example, the hips. An ordinary person would not think that hips would physically start the action. Rather, they may think the shoulders or upper body presents the first actions. An ordinary person, John Longendyke, Jr (2007, July 6th) explains that â€Å"his† body action for a punch would rotate backward first within the shoulders, then drive forward with his upper body into the target. Nakayama (1978) states that there is explosive hidden power in techniques; for punching, the upper body works in conjunction with the hips, not separate. Although, the first physical action starts with the action of the hips, following quickly by the upper body without â€Å"backward† or â€Å" loading† action. Edmond Otis and Randall G. Hassell (2002) state â€Å"A hand that is tightly clenched is called a fist. A hand that remains forever tightly clenched is called deformed. A balance between hard and soft determines usefulness† (p. 27). The proper production of a fist is a common error within most people. The first action of an â€Å"ordinary† person is to close their fist, tighten their entire body, and then pull back to swing for the fence. Karate-ka practice relaxation throughout the entire technique, until the moment of impact; creating smooth and fast fluidity of the body action. Otis and Hassell (2002) also state â€Å"Always move from the center of your body, where your major strength lies† (p. 34). Once again, this key fact comes into the â€Å"simple† act of executing a technique. As most people lean their head forward into the punch, karate-ka keeps their head over the hips; this allows the body to stay connected from the ground up. Hard and Soft Blocking Techniques Edmond Otis and Randall G. Hassell (2002) states â€Å"hard blocks are the blocks you use in these situations; you are caught by surprise, you can’t move to get out of the way and the attack is very strong and well-timed.† Hard blocks are precise and sharp. This type of block creates a direct impact to the limb that is striking to move the limb out of the way. Edmond Otis and Randall G. Hassell (2002) later state â€Å"soft blocks are smooth and flowing, often deflecting an opponent’s attack without them knowing it has missed, until it is too late† (p. 132). Generally, soft blocks are used in a more advanced skill level; performing soft blocks takes comfortability and confidence. Nick Debouno (2007, July 25th), states â€Å"I am not sure what I would do if someone tried to punch me, hopefully, move out of the way. I do not know the difference between a hard and soft block, and what they could do for me in a fight.† See graph below for the conducted experiment. The experiment was conducted for the following reasons. First, to see if an â€Å"ordinary person†, Nick Debouno, could block a punch thrown by surprise. Second, to see if a hard or soft block was performed. Third, to see if Nick was hit by the second attack. And fourth, to see if his block allowed him to counter strike the initial attack. Successful blocks made by surprise attack Hard or Soft block Hit by second attack Counter attack made Attack #1 No None Yes None Attack #2 Yes Hard Yes None Attack #3 Yes Hard No None Attack #4 No None Yes None Attack #5 No None Yes Yes (irritation) Attack #6 Yes Soft No Yes Attack #7 No None Yes None Attack #8 No None Yes None Attack #9 No None Yes None Attack #10 No None Yes None Hard and Soft blocks contribute to ones safety. As show in Attack #2 and #3, the two successful â€Å"Hard blocks† lead Nick to protect himself against the initial attack. Attack #2, Nick was hit by the second and following attack. Attack #3, Nick was able to protect himself against the primary and secondary attack. Attack #6 was a successful â€Å"soft block†. These actions lead Nick to counter correctly, not just out of irritation. The graph below is the same experiment held with Sam Jones (2007, July 24th), a three-year practitioner of Shotokan Karate. Successful blocks made by surprise attack Hard or Soft block Hit by second attack Counter attack made Attack #1 Yes Hard No Yes Attack #2 Yes Soft No Yes Attack #3 No None Yes Yes Attack #4 Yes Soft No Yes Attack #5 Yes Hard No Yes Attack #6 No None Yes No Attack #7 Yes Soft No Yes Attack #8 Yes Soft No Yes Attack #9 Yes Hard Yes None Attack #10 Yes Hard No Yes As this graph displays, every â€Å"soft block† was followed by a successful counter-attack. This allowed Sam Jones not to be struck by the second attack. Attack #3 and #6 were the only two attacks that penetrated 100% successfully. As a note: Neither participant was harmed during this experiment. Snapping and Locking Techniques Each area of the human body is made of a different structure; hard and soft, large and small. Snapping and locking techniques are designed to penetrate different areas of the human body. For example, snapping techniques were designed for smaller and hard surfaces; locking techniques were designed for larger, soft surfaces. Edmond Otis and Randall G. Hassell (2002) comment on snapping techniques, â€Å"As a general rule snap strikes are sharper and faster. This means that the moment of contact is very short and doesn’t leave a lot of time for the momentum of the technique, or the force, to transfer to the target.† As a reflection or counterpart to snapping techniques, locking techniques are used to strike ribs and solar plexus. Otis and Hassell later say: â€Å"Locking or sticking strikes, on the other hand, is heavier. They take a little more time to apply because you need to commit more of your body weight to the technique. It simply takes more time for all the energy in these techniques to leave your body and go into something (or someone) else.† This is evident that the ordinary person would not know the difference between these two types of techniques, or which areas would require a snapping or locking technique. Nick Debouno (2007, July 25th) says, when asked if he would strike different depending on the area of the body he was hitting: â€Å"I don’t see a difference, I would hit my attacker the same, whether it is to the body or face, punching is punching and kicking is kicking. I understand the head is harder than the body; that is why the head is more sensitive to impact, because of the direct contact to the bones and nerves. I feel that driving my punch or kick through the target would create more damage to a harder surface than a softer surface.† Timing and Distance Edmond Otis (2002) says â€Å"Karate is always about timing and distance. It is always about our relationship to our opponent. My view is that ultimately karate is about striving to be at our best, our most focused, our most balanced, our most dynamic precisely at the moment our opponent is at their weakest.† Proper timing and distance relate to the impact delivered to our opponent. If timing is too early for an attack, our opponent will have the time he or she needs to evade or block. If timing is too late for an attack, well it is too late. If our distance is too short, we do not reach our opponent with the technique. If our distance is too close our technique will be shortened and not fully dynamic. Timing and distance coincide with each other, working as one action; we can not have one without the other. Timing is the relationship between our opponent’s movement and the moment we will strike. Our objective is to strike when the attacker is at their weakest. Striking an opponent happens at three different levels of timing. One, after the attack, occurs; meaning the attacker will attempt a strike, the defendant will then time his or her dcounter-attack after the attacking actions are complete. Two, during the attack; meaning the defendant will counter attacker during the attacker’s action. Three; before the attack; meaning the defendant will strike the moment the attacker moves slightly, thus preventing an initial attack. Distance is the spatial relationship between two bodies. The range of any individual depends on how close or far they are from the other body. Proper distance varies per individual and pending on what type of technique is being used. This will allow proper room and distance to complete â€Å"said† technique. Nick Debouno (2007, July 25th), an â€Å"ordinary person† explained that if he was engaged in a â€Å"self-defense† situation, â€Å"I would much more comfortable being far away from the attacker; if I needed to punch him, I would move in close and swing.† Later Nick Debouno explains, â€Å"while I am punching, I would not wait for my attacker to move into me, I would move towards them; my elbow would be bent enough to drive through the face of my attacker!† This is an example of improper timing and distance; once again, martial artists will strike when their opponents are at their weakest. This means, strike while our opponents have either comp leted their action, during their action or just before their action. Conclusion Through experiments and interviews with â€Å"ordinary† people, it is found that they do not have the knowledge or physical skill set to excel in body dynamics. Punching, blocking, timing, and distance was found to be incorrect. Karate experts such as Nakayama, Otis, and Hassell have pointed the key elements and the essentials of these specific areas. This has been found by their expertise and countless hours of training, proving that martial artists excel in body dynamics in the context of self-defense. Subsequently, an ordinary person would be hurt or would hurt themselves if ever engaged in combat. Theoretically, an ordinary human being would injure themselves as a result of not having proper technique during their own attack, by not blocking properly or by not having the proper reaction, timing, and distance. In contrast, martial artist understands the basics of punching, blocking and proper reaction, timing, and distance. Martial artist use their own body as a weapon wit hout self-injury. 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Global Management of Information Systems- MISM 3303, Information Research Paper

Global Management of Information Systems- MISM 3303, Information Systems Theory and Practice - Research Paper Example This document also encourages for the adoption of new research methods by researchers in global information systems research. Advances in information technology and globalization trends have for the last two decades dominated the business world. Globalization reflects the interconnection of societies in terms of political, cultural and economic aspects (Giddens, 2002). Opportunities and feasibility of globalization have been enhanced by information and communication technology, by enabling new structural organizations, new modes of work and communication across space and time (Walshan, 2001) as well as facilitation of movement of goods and coordination of services (Palvia and Wang, 1995). Businesses today find it necessary to incorporate global information systems in their organizational structure due to its usefulness and impact. A firm’s global business strategy can be achieved through global applications such as using information technology platforms to transmit, store, and manipulate data across diverse cultural environments (Wang, 1995). Global Information systems deal with development, management and use of information systems across the globe. Implementation and use of information systems may be affected by national differences such as infrastructure capabilities, physical environments, cultural issues, economic and political factors. Hence, it is essential to understand the challenges and opportunities related to global information systems in the volatile business world. Research on global management of information systems goes across national boundaries to include research spanning on multiple countries. Recent research studies have focused only on particular aspects of global IS. It has been revealed through a literature search (Lehman & Gallupe, 2004) that, less than 1 percent of the IS literature published in academic

Consideration Case Study Example | Topics and Well Written Essays - 1000 words

Consideration - Case Study Example The discussion of this case study aims to provide the course of action for Nigella in regard to the legal position of this case. This case study presents the contractual matter between the Nigella and Ramsay. There was a valid agreement between the two parties, and consideration for Nigella to Ramsay was the teaching services she promised to offer to him. On the other hand, Ramsay’s promise to pay for the services constituted consideration of Ramsay to Nigella. When parties are in agreement they all have to discharge the obligations they owe each other until the end of the agreement. This implies that Ramsay was entitled to receive services from Nigella until the end of the agreement. However, this appears to carry periodic payments and the imposition of new prices by Nigella to Ramsay resulted to new conditions and that was tantamount to forming a fresh agreement. This implies that Ramsay was bound by the agreement since he agreed to pay even though he would refuse to pay if the examination was near. It is immaterial for Ramsay to decline to pay the additional charges for the services already offered. In Central London Property Trust v High Trees House [1947] KB 130 High Court, the High Trees had rented property from Central London Property (CLP) at a cost of  £2,500 in 1937. However, during the world war the landlord was unable to let out all the houses and decided to reduce their value in order to attract new occupants. This compelled the defendant to lower the price of the houses by half in 1940 because there was no sign that the situation prevailing at that time was going to improve in the foreseeable future. By the start of 1941, the claimant started paying the reduced rental charges. However, when the war came to a halt the demand for houses increased hence the landlord reverted to the original rental charges. The case was presented to court, and

The Inspector in An Inspector Calls Essay Example for Free

The Inspector in An Inspector Calls Essay The play was written in 1945 but surprisingly, J. B. Priestley decided to set it in 1912, as capitalism is the strongest before the war and poor people have to rely on charities; due to the class system. Priestley is trying to convey to the audience a message that we are all equal and we have to look after each other in order to survive. He gave us a clue before he departed, he said if we dont learn it now, we will have to learn it in fire, blood and anguish. This is a hint to us for what is going to happen in the future, this is also dramatic irony as we knew the fire and blood is from the soon coming war. Dramatic Irony is also used again when Mr Birling said the Titanic she sails next week forty six thousand eight hundred tons forty six thousand eight hundred tons New York in five days and every luxury and unsinkable The truth is the Titanic has sinked, and as a audience we know this whilst the narrator or the characters dont. Also, by repeating the weight of the ship we can interpret that Mr Birling is extremely proud of his country and this new ship, during that time, this is common as many people are nationalists then. In 1945, much of the capitalism and class discrimination has gone because of the war, and because we know this its emphasis the proud and great feeling Mr Birling has for his country. The play begins as a simple and thrilling detective play, but it unfolds eventually. Due to the crimes and the responsibility the characters learnt to take, the plays unfolds into a mortality play and teaches us something. This is the struggle of Good and Evil. The Inspector reflects Priestleys ideas and thoughts and voice them out, Priestly himself is a socialist even before he has fought in the two major world wars and realises the importance of everyone and life. At the end of the play, the Inspectors final comment warns Mr Birling,because of his nature, the Inspector wanted him to change and to respect everyone and treat them equally. The name Goole Inspector Goole sounds mysterious and a bit sinister, this is supported by the fact he seems to know a wide variety of things and all these knowledge and understanding is the truth, which makes it even more sinister.

The Ems Ukase Essay examples -- International Affairs Germany Ukraine

The Ems Ukase During the 1800s, Ukraine was under the powerful rule of Russian tsars who dictated over the entire Russian empire. The Ukrainians were used to being held under a heavy hand though, and at this point in time, groups of men call Cossacks were gathering in numbers to fight against the outside authority over their homeland and to once and for all bring freedom to Ukraine. Nostalgia of the original Cossacks and â€Å"national revival among the Ukrainians since around 1840† became fused with â€Å"ideas of Enlightenment in the works of people like Taras Shevchenko (1814-61) and Myhailo Drahomanov (1841-95) among others† (Pavlychko Page 6). In 1863, Petr Valeuv, the Russian minister of internal affairs created a â€Å"repressive anti-Ukrainian policy† to downgrade nationalism in Ukraine and even being to punish and arrest those participating in honoring their area of the Russian empire (Encylopedia of Ukraine 2001). By 1875, a commission was organized to investigate â€Å"Ukrainophile propaganda in the southern areas of Russia† (Encylopedia of Ukraine 2001). As a result of this investigation, a â€Å"secret decree written on May 30, 1876 by Russian tsar Alexander II† was written called the Ems Ukase (Encylopedia of Ukraine 2001). â€Å"The Ems Ukase was issued in response to the growing Ukrainian nationalism movement and the unrest of Ukrainian Cossacks† (Nationamaster 2003). Issued in the town of Ems, Germany (hence the name), the decree was also known as the â€Å"Yuzefovich Ukase† after its author, Mikhail Yuzefovich, who was the deputy curator of the Kiev school district (Encyclopedia of Ukraine 2001). The policy itself â€Å"banned publication of all Ukrainian- published texts except for belles-lettres and h... ...ited Ems Ukase 2001. Encyclopedia of Ukraine. Canadian Institute of Ukrainian Studies. http://www.encyclopediaofukraine.com/pages/E/M/EmsUkase.htm Ems Ukase 2003. http://www.nationmaster.com/encyclopedia/Ems-Ukase Hrycak, A. 2004. Schooling, language and the policy-making power of state bureaucrats in Ukraine. Reeds College. Novamova.com.ua/htm/04/45.htm Pavlychko, S. Modernism vs. Populism in Fin de Siecle Ukrainian Literature. Page 6. http://www.utoronto.ca/elul/English/Pavlychko-ModvsPop.pdf Rancour-Laferriere, D. 2000. Nationalism, Extremism and Xenophobia : Imagining Russia: ethnic identity and the nationalist mind. University of California. Short History of Ukraine. http://www.hf.uib.no/Andre/vesti/ukrainehistory.htm - kap2 Ukrainians 2005. Centre for Russian Studies. http://www.nupi.no/cgi-win/Russland/etnisk_b.exe?Ukrainian