Using the theory of conflict transformation prepare a brief for the Essay

Using the theory of conflict transformation prepare a brief for the Israeli government detailing why the creation of a bi-national state is their best response to strikes in early September - Essay Example ive results, include the initiatives like Clinton parameters of 2000, the Taba talks of 2001, the road map of 2002-3, the Nusseibeh-Ayalon Plan, and the Geneva Accords of 2003. Failures of such initiatives have made it clear that in the absence of any fruitful dispute resolution formula, fighting and bloodshed would worsen the situation further. The international community as well as the UN resolutions has not been successful in resolving the dispute in accordance with international law. The idea of two nation theory, circulated in different forms for the last five decades, has been advocated by scholars and intellectuals alike from both sides. The Israeli government, on its part, has been making it clear through its recent policies and strategies that it is in no mood to resolve the impasse through the two-nation theory – the theory of conflict transformation (Hadi, Passia Publications). 1 The creation of a bi-national state is not only in the best interest of Palestinians but also for the people and government of Israel, embarking on an era of peaceful co-existence, bringing an end to the type of missile attacks on the towns and cities of Israel. There is need to look at the dispute from different angles – historical, conceptual, and religious sides as well, involving the refugee question, Jerusalem, the settlement issue and the future geography of Pales ­tine/Israel. In the background of fresh missile attack on the town of Sderot by Islamic extremists, it is in the overall interests of both communities and the government of Israel to reconsider the theory of conflict transformation – the basis of the creation of bi-national state (OLoughlin) 2. The theory of conflict transformation, as propounded by Dr. Johan Galtung, Head – Transcend, is based on non-violence, creativity and empathy to make both parties move further from a static position to a realistic relationship. It is in sharp contrast to the earlier approach of diplomatic war of words and war

Chemistry Project Essay Example for Free

Chemistry Project Essay Caffeine is a naturally-occurring stimulant, found in several plants. Caffeine is water soluble, and is extracted into the brewed cup when preparing tea, coffee, or other caffeinated drinks. The most well-known plants containing caffeine are the tea plant, Camellia sinensis, coffee, yerba matà ©, and guayusa. Although tea is known to have a number of health benefits, heavy caffeine use is known to have unpleasant effects and negative impacts on health, including anxiety and insomnia, and for this reason many tea drinkers seek to moderate their caffeine intake. The amount of caffeine in tea tends to be low, but is high enough to be a matter of concern for people drinking large quantities of tea, as well as people sensitive to caffeine for medical reasons. The Caffeine Molecule How much caffeine is in tea? The caffeine content of tea varies widely from one tea to the next, and depends on how the tea is brewed, but tends to be within the range of 15-70mg per 8 ounce cup. Caffeine can also be measured in terms of milligrams of caffeine per grams of dry tea. A teaspoon of dry tea leaves tends to weigh around 2.5 grams, the amount usually used to make a single cup, although this varies greatly by the type of tea. One study of the caffeine content of teas (after steeping) found that the caffeine content of tea varied from about 3 mg/g to 30mg/g, which would result in a cup of tea containing between 7.5 mg and 75 mg of tea. In most cases, tea has much less caffeine than coffee; a typical cup of coffee contains 80-135 mg of caffeine. However, it is important to note that these figures are per cup, not per serving, and in the case of large serving sizes, and also with espresso and other heavily-caffeinated drinks, the caffeine per serving can be considerably higher. In the U.S. the standard small serving size is 12 ounces. A recent study of commercial coffee vendors in Australia found that roughly a quarter of espresso samples contained over 120 mg of caffeine per serving, about 1/8th contained 167 mg or more per serving, and the highest contained 214 mg per serving. The authors of this study concluded that the most often-cited figures on caffeine content of coffee tend to underestimate the actual caffeine content. How much caffeine is safe to consume? To place these figures in perspective, the current consensus of the American Congress of Obstetricians and Gynaecologists is that it is safe for pregnant women to consume up to 200 mg of caffeine daily. For the general public, the Mayo clinic recommends that 200-300 mg of caffeine daily is safe, but that 500-600 mg daily can cause a number of health problems. If drinking a relatively stronger tea containing 60mg / cup, 8 cups a day would be a safe amount, or 3 for pregnant women. For a weaker tea, with 30mg / cup, twice this amount would still be a safe amount of caffeine. Keep in mind that different people react differently to caffeine, so an amount that is safe or unpleasant for one person may not be healthy for everyone. L-theanine in tea interacts with caffeine In addition to caffeine, tea also contains L-theanine; theanine can interact with caffeine, allowing a smaller dose of caffeine to have a stronger effect in terms of boosting concentration and alertness. This may explain why tea seems to provide a stronger boost in alertness for some people than one would expect from its caffeine content alone. Do black, green, or white teas contain more or less caffeine? Many tea companies, and even some reputable entities such as the U.S. Department of Agriculture, have made misleading generalizations about the caffeine content of broad classes of tea. It is a widespread myth that black tea contains more caffeine than green tea, and another myth that white tea contains the least caffeine of all teas. Studies that have actually examined the caffeine content of a large number of different teas have consistently found that caffeine levels vary more among individual teas than across broad categories of tea such as black, white, green, oolong, or pu-erh. A study published in 2005 in the Journal of Food Science listed, among other things, the caffeine content of 77 different teas, and found a broad range of caffeine content among both green and black teas. Surprisingly, the tea in this study that was found to contain the most caffeine was a white tea, solidly dispelling the myth about white teas caffeine content. A more recent study in the 2008 Journal of Analytical Toxicology examined the caffeine contents of a number of teas, and found that they ranged from 14 to 61 mg per 6 or 8 oz serving, with no observable trend in caffeine concentration due to the variety of tea. Very few tea companies have examined the caffeine content of a large number of samples of their teas; one that has, Camellia Sinensis Tea House, found similar results, that the caffeine level varies widely from one tea to the next, and does not show clear trends of caffeine levels across different varieties of teas. One possible exception to this observation is that matcha is known to contain very high levels of caffeine, consistently much higher than other teas. This is due in part to higher caffeine levels in the leaf used to produced matcha, but it is also due to the fact that, because matcha is a powdered tea, the entire tea leaf is consumed when brewing, so a cup of prepared matcha contains 100% of the caffeine in the leaf. What determines the amount of caffeine in a particular tea? Caffeine protects the tender young leaf buds of the tea plant from being eaten by insects. There are so many different factors influencing the caffeine content of tea, that it is very hard to make generalizations predicting the caffeine content of tea. Caffeine levels vary widely from one particular tea to the next. The only certain way to know the caffeine level of a particular tea is to actually test it in a laboratory. Tea can be made from different parts of the tea plant, and these parts contain different quantities of caffeine. Leaf buds (tips) and younger leaves are higher in caffeine than older, mature leaves. This pattern can be explained by the fact that, for the tea plant, caffeine acts a natural insecticide, serving to protect the plant against being eaten by insects. Since the tips and tender young leaves are most vulnerable to insects, these parts of the plant are highest in caffeine; the older leaves are tougher and thus lower in caffeine. Tippy teas such as Yunnan Gold or Silver Needle White Tea (Bai Hao Yinzhen) are thus higher in caffeine than large-leaf teas such as Lapsang Souchong, a black tea (Souchongs are made of mature leaves) or Shou Mei, a white tea. The varietal (cultivar or specific horticultural variety) of tea plant used to produced tea can profoundly affect caffeine levels in tea. Varietal is independent of type of tea (green, white, black, oolong, etc.), and different types of tea can be produced from the same varietal. Variation in caffeine content among different varietals can lead to teas grown under similar conditions, with similar appearance and other qualities, having different caffeine levels. Roasting can also reduce the caffeine levels in tea. In the 2005 study mentioned above, one particular sample of Hojicha, a Japanese roasted green tea, was found to have less caffeine even than some decaffeinated teas. Oolong teas are usually roasted to varying degrees, and can be lower in caffeine, although like all types of tea, oolong teas vary greatly in caffeine content. It should be noted that the roasting processes both for hojicha and oolongs vary greatly, and the caffeine content of most of these teas has not been extensively studied, so it is not safe to conclude that hojicha or roasted oolong is necessarily low in caffeine. The blending of tea with caffeine-free ingredients to produce flavored teas can result in a lower total caffeine content so long as less total tea leaf is used in the blend. Scenting tea with flowers or flavoring tea with essential oils of plants does not add as much weight as blending with loose herbs, and thus does not lower the caffeine content (by weight) of the blend as much. How you brew tea affects caffeine content The quantity of leaf used and the length of time the leaves are steeped both directly influence the caffeine content of the final cup of tea. Using more leaves and steeping for a longer time both increase the caffeine in the resulting cup. Our page on brewing tea has more discussion of how to brew tea. Can you decaffeinate your own tea by steeping it briefly in water? Short answer: no. A number of sources make the claim that you can decaffeinate your own tea by making a brief infusion in hot water, and then discarding this infusion. Unfortunately, this process does not work; if it did, tea companies would not have to resort to expensive and involved decaffeination processes to produce decaf tea. Caffeine tends to diffuse in hot water at the same rate as many of the chemicals responsible for the flavor and aroma of tea, so if the tea still tastes flavorful, it probably still contains caffeine. Most (but not all) herbal teas contain no caffeine Although caffeine does occur in a number of plants, the overwhelming majority of herbal teas are caffeine free. The most notable exception is Yerba mate. Other plants containing caffeine are very rare as ingredients in herbal tea. In addition to exploring other herbal teas, people desiring caffeine-free tea-like drinks might want to try South African rooibos and honeybush, two plants which are often described as being similar to tea in flavor, health benefits, and manner of production.

Essay --

Sexiness Have you ever noticed someone from a distance who acted so excited and inviting that you felt the need to come closer? Whether the person acted as if full of life, necessarily charming and overwhelming sexuality to the extent that you barely managed to control his excitement? Does the person who performed the seductive ballet you simultaneously attracted and repelled? Does your Mom like mountain spring? Have you been drawn, like a moth to a flame, its high personality, so that you desire is to leave the usual caution and the usual ways? Is your unbridled joy was when at the end of that person open, and let you in with a welcome? Have you felt a burning, blinding wealth of the person who is selected from the crowd? Have you been filled with pride you have prevailed over numerous competitors who have gathered and sticks to her like bees around bulkheads roses? Are you then replaced its granite for grains of gold a common language and provide pieces of silver as a token to conn ect the soul? Have you discovered, however, that her veins sand that basin in stone cave? Examining the depth that you have found a vacuà ¼m in the center of its volcanoes? Or was it icy lake? Is it fuel her fire - a consuming interest in how she looks and acts to others - was thrown into the icy shadow you? Do you get turned into a cold as a corpse for you, the sudden presence of some others? Are you shaking with rage as she ran after them since you rejected and ceased to be respected? Can you accept that your purple, fully bulkheads and fragrant flower barren of pollen and bled into passion? Will you ever summon the strength to leave your adoration for this paper rose? seeking attention Essential characteristics unreasonable-on personality disorders ar... ...ten act as if they were included and excluded too fast to feel more deeply, you can get others to accuse them of being insincere these feelings. They also possess a high level of suggestibility, as to their opinions and feelings can easily effect other people and passing trends. These people may have too much trust in authority figures who are seen as able to magically solve their problems. Tend to work on the (front) and the feeling that soon accept condemnation of others. Individuals with this disorder often find a link to a much more intimate than it actually is. For example, they almost every acquaintance called "dear, dear friend" or by peers and experts who meet once or twice a personal name and address without . Often make decisions based on emotions rather than on rational and often their details and facts boring. Take-off the romantic fantasy is commonplace.

Explanation of the research proposal Essay

# central research question: Research questions steer the student’s research, and the central research question should reflect the subject of research in a concise way. # theoretical (desk) research questions: Questions should reflect relevant theoretical concepts that apply to the topic under research by the student, i.e. from marketing, finance, business environment. The theoretical framework should be taken into account when formulating theoretical research questions. New theories will receive extra points! Students can improve the structure and categorize the questions under themes (categories), such as: * Strategic management (Competitive Grid, BCG, Ansoff, Abel, 5-forces, competitive strategy, PLC, PEST, SWOT, etc), * Marketing (4Ps, positioning, targeting, branding, CRM, branding, etc). * Operations & SCM (process strategy, SCM, inventory management, lean systems, forecast & demand driven systems, resource planning , and others). * International business (FDI, strategy & organization of int’l business, entry models, barriers to trade, etc). * Finance & accounting. The choice of topics also depends on how broad or narrow the student wants the research topic to be. # empirical (field) research questions: Students should think about what they want to find out by doing field research, and formulate research questions about these issues. They will need to identify the populations that they want to research and formulate research questions for each of these populations. One way to structure empirical research questions is using the research populations at categories. What is it you want to learn from these populations? But, formulate research questions, not questionnaire or interview questions! Research objectives: Objectives should reflect briefly what the student wants to achieve by the research project. Philosophy: Interpretivism – the view that all knowledge is a matter of interpretation. From the book: â€Å"A People’s History of the United States†, Howard Zinn: â€Å"But there is no such thing as a pure fact, innocent of interpretation. Behind every fact presented to the world – by a teacher, a writer, anyone – is a judgment. The judgment that has been made is that this fact is important, and that other facts, omitted, are not important.† * Positivism: 1 + 1 = 2 * Interpretivism: 1 + 1 = 3 # research approach: deductive/inductive: * Deductive is applying theories in desk research; * Inductive is developing theories, or new insights, by doing field research. # cross-sectional/longitudinal/exploratory/ descriptive/explanatory studies. * Cross-sectional means studying the here and now. * Longitudinal means studying developments over time by doing * exploratory, descriptive, and explanatory studies. Research strategy # Desk research: * Theoretical research questions drive desk-research. * IP-8 is an academic assignment and presenting issues in a theoretical context is a requirement. * IP-8 requires students to apply theories and models to a ‘real life’ business problem and to organize proprietary original field research. * Desk-research Desk research is done to answer the theoretical research questions and includes selecting and studying the theories and information relevant to the research topic. Students should explain how they will collect quantitative and qualitative data by doing internet, database and literature research. # quantitative secondary data: examples of texts, authors should be given. * # qualitative secondary data: Specific sources should be presented. * # internet research: Specific sources should be presented. Use of school databases is expected. * # literature research: Use of school library sources is expected. * Theoretical framework * Area – field – topic: when selecting the theories that apply to the research topic, students will describe the theoretical framework of their research topic. In the theoretical framework allows students to broaden or narrow down their subject of research. * # The area is the broader context, such as strategic management, marketing, finance, or logistics; * # The field is more narrow, such as for example competitive strategy, customer service, flow strategies of production and distribution, financial performance measurement, etc, depending on the topic of research. * # The topic is usually the central research question. * # primary – secondary – tertiary sources of secondary data: Specific sources should be presented. * # secondary data: document/survey based (CBS): Specific sources should be presented. * # referencing method: IBMS referencing method should be used. Field-research Empirical research questions drive field-research. # case-study: When students work with a sponsor, the research is often called a case study, because they do research that applies to a particular case, the sponsor. The sponsor company provides access to empirical data. # research populations: sampling frames: Students should do the following when they organize their field research: # formulate empirical research questions that will be answered by doing field research, # choose the research populations that can answer these questions, and possibly get a sampling frame (a list with names or items in the population), # select the research methods (interviews, surveys, observations) for each of the research populations that will be used to extract the information, # then select the sampling method (probability, or non-probability sampling) for each of the research populations. # observations/interviews/survey with questionnaires: Student should explain briefly why methods are chosen for each of the research populations. Sampling method for each of the research populations: # probability sampling (simple-random/ systematic/stratified-random/cluster sampling): Student should explain briefly which sampling methods have been chosen for each of the research populations and why. # non-probability sampling (quota/purposive/ snowball/self-selecting/convenience sampling): Student should explain briefly which sampling methods have been chosen for each of the research populations and why. # sample size: Student should explain why sample sizes haven been set, and how. # reliability/validity: Student should reflect on the consistency and representativeness of potential findings from the research populations that have been identified, and the truthfulness of potential findings. Empirical framework # environment of field research: Sponsor company provides access to empirical data. Student should briefly describe the environment of their field research, the sponsor company, and the research populations. # research populations (sources of primary data): Students describe the research populations of their field research which may consist of the sponsor company, representatives of departments, experts, customers, suppliers, competitors, etc. In the empirical framework more detailed information is provided about the research methods, observations, the type of the interviews and the questionnaires used in the survey (if applicable), and the type of data that is expected to be collected. Note: There is redundancy in some of the issues presented in the checklist under field research, research populations, sampling, and empirical environment. Students may refer to earlier parts. # observations: Observation is systematically observing people and/or processes. Observation might be an option for students doing a case study, but is often difficult to organize. # interviews: fully structured/semi-structured/ unstructured: Student should provide details about the type of interviews for each of the research populations. # surveys: self-administered/ interviewer administered questionnaires: Student should provide details about the type of surveys for each of the research populations. # opinion/behavior/attribute data: Student should provide details about the types of data will be collected from each of the research populations. Time table: Is time-table realistic and meeting deadlines?

Examining Ethnic Differences in Achievemen Essay

1. The definition of an ethnic group is a group of people of the same race or nationality that share the same cultural norms and values. 2. Three ways in which the education system may encourage separation between children of different ethnic backgrounds are: Labelling and teacher racism, many teachers label their students and studies by interactionist sociologists found out that many teachers labelled black children as disruptive and they didn’t want them in their class. Another reason is the ethnocentric curriculum. Troyna and Williams describe the curriculum in British schools as ethnocentric because it gives priority to white culture and the English language; this causes separation between white pupils and other ethnic pupils. A final reason is the selection and segregation available to schools. David Gillborn argues that marketization has given schools greater scope to select pupils. This puts some ethnic minority pupils at a disadvantage because selection gives more scope for negative stereotypes to influence decisions about school admissions. 3. There are many ways in which factors in children’s home background may lead to differences in achievement levels between ethnic groups. The first way is cultural deprivation; this is split into 3 aspects. The first is intellectual and linguistic skills. Cultural deprivation theorists argue that many children from low-income black families lack intellectual stimulation and enriching experiences. Bereiter and Engelmann consider the language spoken by low-income black American families as inadequate for educational success. The next aspect is attitudes and values. Cultural deprivation theorists say that some black children are socialised into a subculture that instils a fatalistic ‘live for toady’ attitude that does not value education and leaves them unequipped for success. The final aspect of cultural deprivation is family structure and parental support. Daniel Moynihan argues that because many black families are headed by a lone mother, their children are deprived of adequate care because she has to struggle financially in the absence of a male breadwinner. Also Ken Pryce claims that Asians are higher achievers because their cukture is more resistant to racism and gives them a greater sense of self-worth. However, he argues, black Caribbean culture is less cohesive and less resistant to racism. As a result, many balck pupils have low self-esteem and under-achieve. Another reason is Material deprivation and class. According to Flaherty; Pakistani’s and Bangladeshis are over three times more likely than whites to be in the poorest fifth of the population, as a result statistics show that Pakistani and Bangladeshi boys are among the lowest ethnic groups in the country to obtain 5 A-C GCSE’s. A final reason is racism in wider society. David Mason says â€Å" discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin. † 4. The differences in educational attainment between different groups of pupils have been a major focus of much sociological research. These differences can often be seen to be largely due to different social class, but also gender or ethnicity. Social class is the most significant and dominant factor when looking at these differences, but ethnicity also has a relative impact on educational achievement. Education has a key role to play in eradicating racism and valuing diversity and it a responsibility for all educational establishments, including those with few or no ethnic minority pupils. Promoting racial equality demands a whole school approach and commitment from all those who are involved in the life and work of their school. Racism is linked to the educational achievement of minority ethnic groups, however the connections are complex. Gilborn and Mirza conclude that ‘social class and gender differences are also associated with differences in attainment but neither can account for persistent underlying ethnic inequalities: comparing like with like, African Caribbean, Pakistani and Bangladeshi pupils do not enjoy equal opportunities. ’ They also argue that in promoting educational inclusion as a means of raising standards, there is a need ‘for clarity and guidance in translating the commitment to equality and inclusion into policy proposals and practice at the local and school level. Many cultural deprivation theorists see the lack of intellectual and linguistic skills as a major cause of under-achievement. Gordon Bowker identifies their lack of standard English as a major barrier to progress in education and integration into wider society. However the Swann Report found that language was not a major factor in under-achievement. Other cultural deprivation theorists suc as Charles Murray argue that a high rate of lone parenthood and a lack of positive male role models lead to the under-achievement of some minorities. Also Anthony Flew believes that ethnic differences in achievement stem from cultural differences outside the education system, not discrimination within it. However Geoffrey Driver criticises the cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. He shows that the black Caribbean family, far from being dysfunctional, provides girls with positive role models of strong independent wome Driver argues this is why black girls tend to be more successful in education than black boys. Some socilogists that the ethnic differences in education are cause by racism. John Rex shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. In housing, for instance, discrimination means that minorities are more likely to be forced into substandard acoomodation than white people of the same class. This creates separation due to the ethnic children not being able to study at home and therefore getting lower grades than the white children who are able to study at home.

4 Tips for Writing a Johns Hopkins Essay That Works

4 Tips for Writing a Johns Hopkins Essay That Works SAT / ACT Prep Online Guides and Tips Johns Hopkins University is considered one of the top-ten national schools in the United States.As the country’s first research university, Johns Hopkins is interested in fostering lifelong learning and research. Though their medical school is perhaps their most famous department, Johns Hopkins has many prestigious programs- and their reputation means admittance is extremely competitive, with just a 13 percent acceptance rate. If you want to join the band of Blue Jays, you’ll need to be a stellar student- and you’ll need to write a killer Johns Hopkins essay. This guide will walk you through the Johns Hopkins supplement, including best practices for answering the prompt, how to plan your essay, and analyzing essays that got other applicants in. Feature image:Matthew Petroff/Wikimedia Commons What Should You Know About the Johns Hopkins Supplement? The Johns Hopkins application is fairly straightforward. You can apply using the Coalition, Common, or Universal Application, which typically have their own essay questions to answer. In addition to whatever essay you choose for your application, Johns Hopkins also asks for an additional required essay of up to 400 words. There is just a single prompt, so no struggling to pick which one will best suit your needs. Johns Hopkins wants to hear about the times when your group work went great. What Is the Johns Hopkins Essay Prompt? Johns Hopkins has just one essay prompt. The prompt focuses on collaboration and teamwork, asking you to think about your own role in working with others. Successful students at Johns Hopkins make the biggest impact by collaborating with others, including peers, mentors, and professors. Talk about a time, in or outside the classroom, when you worked with others and what you learned from the experience. (Up to 400 words). It’s clear that Johns Hopkins values working as part of a team, especially given that it’s a research university. Here, Johns Hopkins is asking you to look at a time when you’ve worked collaboratively with others and think about what you learned from the experience, not just in terms of what you accomplished, but in terms of what collaboration added. Collaboration and being part of a community are hugely important in college and beyond. If you go in with the mindset that you’re there to learn not just from teachers, but from fellow students as well, you’re more likely to succeed. In asking you to think about a past project when you’ve collaborated with others, Johns Hopkins is also asking to see your understanding that great achievements are rarely the product of one single brilliant mind. Demonstrating that you know working together achieves great things in your essay signals to Johns Hopkins University that you’re ready to be part of a thriving, intellectual student community. Don’t fall into the trap of feeling like your experience is only worthwhile if you managed to invent something totally new or change the world. The focus here is on what you learned, not what you achieved- if your most important moment of collaboration is you and your siblings getting your house clean before an unexpected visit from your grandparents, that’s okay! Focus on what you learned from it, like dividing up tasks, taking breaks, and supporting one another. Whatever you choose to write about, it should answer the essential question of what you learned and why collaboration was important. This essay, though short, can also be another space for the school to learn more about you- if you’ve worked collaboratively in any extracurricular activities, now’s a great time to discuss it. Johns Hopkins wants to get to know you through this essay, but be wary of focusing on your own importance. Talk about the lessons you learned, the skills that you gained, or the way that others supported you, but avoid writing about how you did all the work and that that’s why you were successful. That’s not in the spirit of collaboration- and if your grades and test scores are up to snuff, you won’t need your essay to do that legwork for you. That doesn’t mean to downplay your achievements- by all means, if your work as school newspaper editor won your high school lots of awards, mention it! But unless you wrote, photographed, and edited the entire newspaper yourself, it’s not only your achievement. Consider how others contributed and factor that into what you learned to make your essay stronger. There's no wrong way to celebrate a successful essay. Johns Hopkins Essays That Worked Even with a guide, it can be hard to figure out exactly what Johns Hopkins is looking for in their essays. Thankfully, the college posts successful essays on their website- complete with admissions office comments- giving you the chance to look through Johns Hopkins essays that worked. These examples are responses to different prompts, so they do some things quite differently. But reading through them can give you valuable insight into what Johns Hopkins University values in an essay, such as a cohesive look at each applicant and a creative frame for each topic. "Time to Spin the Wheel" Add the fact that I was raised in a Bengali household and studied Spanish in high school for four years, and I was able to add other exotic words. Sinfin, zanahoria, katukutu, and churanto soon took their rightful places alongside my English favorites.And yet, during this time of vocabulary enrichment, I never thought that Honors English and Biology had much in common. Imagine my surprise one night as a freshman as I was nonchalantly flipping through a science textbook. I came upon fascinating new terms: adiabatic, axiom, cotyledon, phalanges†¦and I couldn’t help but wonder why these non-literary, seemingly random words were drawing me in. These words had sharp syllables, were challenging to enunciate, and didn’t possess any particularly abstract meaning.I was flummoxed, but curious†¦I kept reading....†¦and then it hit me. For all my interest in STEM classes, I never fully embraced the beauty of technical language, that words have the power to simultaneou sly communicate infinite ideas and sensations AND intricate relationships and complex processes.Perhaps that’s why my love of words has led me to a calling in science, an opportunity to better understand the parts that allow the world to function. At day’s end, it’s language that is perhaps the most important tool in scientific education, enabling us all to communicate new findings in a comprehensible manner, whether it be focused on minute atoms or vast galaxies. Romila’s interest in language is introduced at the very beginning, but the essay takes a surprising turn midway through. Because she focuses on language, we’d expect that she’s interested in pursuing a literature or writing degree. Instead, her interest in language helped shape her love for biology. What works particularly well in this essay is that it demonstrates Romila’s unique background as a language-loving biology major of Bengali heritage. She doesn’t need to declare her diversity; it’s demonstrated through each unique facet of her personality she brings up. As the admissions committee comments below the essay, Romila also does a wonderful job of showing her interest in interdisciplinary learning. It’s not just that she loves linguistics and biology, but that she sees a clear line from one to the other- she loves both of them and the ways that they flow together. It’s unlikely that you have the same experience as Romila, but keep these things in mind when writing your own essay. How can you use your essay to discuss your educational aspirations? Does the work you’ve done with others fall into interdisciplinary learning? That can be as unconventional as an edible presentation on nuclear physics or as simple as understanding that your soccer team was made up of people with different skills and positions, and together, you won the championship. "And on That Note" While practicing a concert D-flat scale, I messed up a fingering for a low B-flat, and my instrument produced a strange noise with two notes. My band teacher got very excited and exclaimed, â€Å"Hey, you just played a polyphonic note!† I like it when accidents lead to discovering new ideas.I like this polyphonic sound because it reminds me of myself: many things at once....Even though my last name gives them a hint, the Asian students at our school don’t believe that I’m half Japanese. Meanwhile the non-Asians are surprised that I’m also part Welsh. I feel comfortable being unique or thinking differently. As a Student Ambassador this enables me to help freshman and others who are new to our school feel welcome and accepted. I help the new students know that it’s okay to be themselves.There is added value in mixing things together. I realized this when my brother and I won an international Kavli Science Foundation contest where we explained the math behind the Pixar movie â€Å"Up†. Using stop motion animation we explored the plausibility and science behind lifting a house with helium balloons. I like offering a new view and expanding the way people see things. In many of my videos I combine art with education. I want to continue making films that not only entertain, but also make you think. Like Romila, Curtis’ essay uses an introductory framing device- his experience in playing a polyphonic note- to transition into a discussion of all the ways that he is multiple things at once. Demonstrating his multiple interests is part of why Curtis’ essay succeeds so well, but most of these examples aren’t just examples of contradictions or subverted expectations. They show other things, too, like the way that other people see him (Asian students don’t believe that he’s half Japanese, non-Asian kids only see him as Asian), his interest in different fields leads him to create unique projects, and his experience in being different allows him to be welcoming to others. Curtis’ writing is lively without getting lost in the metaphor. The framing device is clear, but it doesn’t come up so much that it feels too focused on the idea of a polyphonic note. The essay would work just fine without the metaphor, which means his points are strong and sound. According to the admissions office notes, Curtis’ essay stood out in part because of the way it shows his ability to think across disciplines. Creative thinking is a huge asset at a research university like Johns Hopkins. Like Romila’s essay, this interest in interdisciplinary learning shows that he’ll be a good fit for Johns Hopkins. You wouldn't build a house without a plan- don't write your essay without one, either! 4 Key Tips for Writing Your Johns Hopkins Essay Because the Johns Hopkins supplement has just one prompt, you’ll want to do your absolute best on it. That means getting started early and giving yourself plenty of time to polish and refine your work to its finest. As with all college essays, you’ll want to go through multiple drafts and seek feedback from others to make sure your essay is as strong as it’s possible to be. The earlier you start, the more time to you have to whip in into shape! #1: Brainstorm Remember all those exercises your high school teachers had you work on, like mind mapping and freewriting? Now’s the time to bust them out. Look at the prompt and write down as many short answers as you can think of, no matter how silly they might sound- you don’t have to use them if you don’t feel strongly about them! If you spend some time writing down all your ideas, you can choose the one that speaks most strongly to you rather than getting midway through an essay before realizing that it’s not what you really want to be writing about. #2: Be Specific Specificity is extremely important. With just 400 words, you need to make sure you’re using your space wisely. Tie your idea directly to Johns Hopkins University rather than speaking in generalities. Look through their course catalog and club offerings and try to connect some of them to your aspirations. Because the prompt asks about collaboration, try to envision yourself in those spaces, accomplishing your goals thanks to your classmates’ support. #3: Get Feedback Once you’ve gone through a draft or two, it’s time to turn your precious essay over to someone else for feedback. Find people who you trust to give you honest and helpful critique; if they’re too harsh, you’re not going to want to use their advice, and if they focus too much on praise, you might not end up with anything to change. Look to teachers or other people who have experience with writing- preferably not parents, as they’re a little too close to you to be objective- for good advice. #4: Revise Let all that feedback sit for a while before you sit down to revise. Sometimes, our initial response to feedback is to either implement all of it or reject all of it, neither of which are necessarily the best way to improve an essay. Consider the feedback you receive and find a middle ground between their recommendations and your voice and goals. It’s okay if you don’t agree with some of it, but do be sure that you always ask yourself why someone might not have understood your meaning- if clarity’s an issue, you can address that even if you don’t agree with someone’s suggestion. What's Next? A good essay is just one part of a successful Johns Hopkins application. Take some time to make sure your GPA, ACT, and SAT scores are up to par, too! Need some additional help in writing a great college essay? This guide has all the tips and tricks for turning your ideas into essays! The college application process can be long and confusing, especially when you're applying to a competitive school like Johns Hopkins. This expert guide to college applications will give you all the tips and information you need to create a truly spectacular application! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

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