Odyssey and Troy Essay Example for Free

Odyssey and Troy Essay Odyssey, Troy, Hercilles, Itacha, Zeus, Thesues, Alexsander. On the off chance that I should figure, some these names are not absolutely peculiar to you. Stories of war and demise, stories that make the heart beat and excites the spirit. Stories of affection and of assurance for wonder. All these are a portion of the things that portray epic writing. As a field of study, writing makes us see the world better. It is a method of seeing through words and articulations. Epic literaure is an account and sensational type of literaure that discussions about victories and the heriotic demonstrations of specific individuals in antiquated occasions. In spite of the fact that there are numerous abstract works that fall under epic writing, one can as well as notice crafted by Homer, Virgil and Dante. Not just this individuals author to engage, we can feel the life of energy in their works. For the most part, epic writing are written as verse which are in a metoric style. Additionally, they have some perculiar subjects †topics like mission for brilliance and valor, journey for force and authority, destiny and fate, the exercises of the divine beings in human life and tries. Individuals change, dialects advance, societies change because of a few variables. Every one of these has a great deal of impact on writing when all is said in done. Writing today despite everything contains similar components it despite everything discusses what's going on in the soicety. Be that as it may, there are some distinction in their topics. For example, on account of epic writing, especially in old greek folklore, there is the exagerated faith in the divine beings and their essence in the assurance of the inevitable occurences, regardless of whether achievement or trouble, of the individuals. Be that as it may, lately, writing has become increasingly genuine and less strict. Aside from these, the subjects/what they talk adjoin has changed. Most epic literary works depict war and savagery, getting the elemnets of commitment and boldness into it as a method of praising herotic demonstrations of these wild warlords. Then again, writing today dicusses topics like cultural concurrence and different subjects that has to do with living in harmony with each other.

Gorilla Research Paper -- essays research papers

Basic name-Gorilla Logical name gorilla class-mammalia request primata family-pongidae class gorilla      The gorillas live predominantly in seaside West Africa in the Congo, Zaire, Gabon, Equatorial Guinea and Cameroon. Gorillas live in the downpour backwoods. They normally live on the ground yet fabricate home in trees to stay in bed. Gorilla troops keep a 15-20 square mile go which regularly covers the scope of different soldiers. There are three various types of gorillas. The eastern swamp gorilla the western marsh and the mountain gorilla. They are herbivores and eat just wild celery, roots, tree husk mash, natural product, stems of numerous plants and bamboo shoots. They go through about a large portion of their day eating. The demolition of their living space and decimation are the two extraordinary dangers to the gorillas. The spots where they are found are poor and thickly populated. The land that is saved for gorillas is being taken over by agribusiness. The wire traps that poachers set out for pronghorn ordinarily wind up getting gorillas. Individuals murder them for their heads and hands as trophies. The western swamp gorilla is recorded as a jeopardized species.      The physical attributes of a gorilla are, the male might be from a tallness of 5.5 ft and a load of around 400 lbs. The female can be as tall as 5 ft. also, weight practically about a large portion of the heaviness of the male. Their skull is essentially like our own, however their bones are thicker. The gorillas turn... Gorilla Research Paper - papers explore papers Regular name-Gorilla Logical name gorilla class-mammalia request primata family-pongidae family gorilla      The gorillas live for the most part in seaside West Africa in the Congo, Zaire, Gabon, Equatorial Guinea and Cameroon. Gorillas live in the downpour timberland. They generally live on the ground yet assemble home in trees to snooze. Gorilla troops keep a 15-20 square mile go which frequently covers the scope of different soldiers. There are three various types of gorillas. The eastern marsh gorilla the western swamp and the mountain gorilla. They are herbivores and eat just wild celery, roots, tree covering mash, organic product, stems of numerous plants and bamboo shoots. They go through almost a large portion of their day eating. The demolition of their territory and decimation are the two incredible dangers to the gorillas. The spots where they are found are poor and thickly populated. The land that is saved for gorillas is being taken over by farming. The wire traps that poachers set out for impala typically wind up getting gorillas. Individuals murder them for their heads and hands as trophies. The western marsh gorilla is recorded as an imperiled species.      The physical attributes of a gorilla are, the male might be from a tallness of 5.5 ft and a load of around 400 lbs. The female can be as tall as 5 ft. what's more, weight practically about a large portion of the heaviness of the male. Their skull is practically like our own, however their bones are thicker. The gorillas turn...

SC college Info :: essays research papers

College of South Carolina-Columbia Applying: % Applications Admitted: 67%.â â â â â 76-100% of understudies had H.S. GPA 3.0 or higher. Â Â Â Â Â Regular Application Deadline: 12/15/Previous Year Expenses: Living On and Off Campus Costs: $7,314Â Â Â Â Â Cost/Credit Hour (In-State): $324 *Health callings have higher undergrad charges. Monetary Aid Distribution: 56% (Scholarships/Grants), 44% (Loans/Jobs). Normal % of Needs Met: 89%. Normal SAT and ACT Scores: SAT Reasoning Verbal: 520-620 SAT Reasoning Math: 520-630 ACT Composite: 22-27 Confirmations Policies and Factors: Confirmation Requirements: SAT Reasoning Test or ACT w/composing. Important Admission Factors: optional school records, state administered test scores. Thought of: suggestions, ability/capacity. Secondary School Preparation: 19 units required. (AP) Policy: Good AP test scores gain school credit. Clemson University Applying: % Applications Admitted: 69%.â â â â â 76-100% of understudies had H.S. GPA 3.0 or higher. Need Application Deadline: 12/01/ - Â Â Â Â Â Regular Application Deadline: 05/01/Year Afterâ â â â â Expenses: Living On and Off Campus Costs: $8,816 (In-state yearly) + $1,600 normal for required PCs. Budgetary Aid Distribution: 52% (Scholarships/Grants), 48% (Loans/Jobs). Normal % of Needs Met: 34% Normal SAT and ACT Scores: SAT Reasoning Verbal: 540-640 SAT Reasoning Math: 570-660 ACT Composite: 24-28 Affirmations Policies and Factors: Affirmation Requirements: SAT Reasoning Test w/composing segment or ACT w/composing part. Â Â Â Â Â SAT II Subject Tests considered whenever submitted. Important Admission Factors: class rank, auxiliary school records, government sanctioned grades, state residency. Significant Admission Factors: graduated class connection. Thought of: exposition, suggestions, ability/capacity. Secondary School Preparation: 19 units required. (AP) Policy: AP test scores of 3, 4, or 5 increase school credit. College of Maryland-Baltimore Applying: % Applications Admitted: 70%â â â â â 76-100% of understudies had GPA of 3.0 or higher. Â Â Â Â Â Priority Application Deadline: 11/01/ - Â Â Â Â Â Regular Application Deadline: 02/01/Next Year Expenses: Living On and Off Campus Costs: $8,520 (In-state annual)Â Â Â Â Â Cost/Credit Hour: $270 Â â â â â â â â â â â â â â â $16,596 (Out-of-State annual)Â Â Â Â Â Cost/Credit Hour: $606 Money related Aid Distribution: 51% (Scholarships/Grants), 49% (Loans/Jobs). Normal % of Needs Met: 60% Normal SAT and ACT Scores: SAT Reasoning Verbal: 540-650 SAT Reasoning Math: 580-670 ACT Composite: 22-28 Affirmations Policies and Factors: Affirmation Requirements: essay(s), SAT Reasoning Test w/or w/o composing part or ACT w/composing. Important Admission Factors: optional school records, state administered test scores. Significant Admission Factors: class rank, article, proposal. Thought of: character/individual characteristics, extracurricular exercises, talk with, ability/capacity, volunteer work, work understanding. Secondary School Preparation: 22 units required. (AP) Policy: Good AP Exam scores gain school credit. Johns Hopkins University-Baltimore Applying: % Applications Admitted: 30%.â â â â â 76-100% of understudies had GPA 3.0 or higher. Â Â Â Â Â Regular Application Deadline: 11/15/Previous Year Expenses: Living On and Off Campus Costs: $32,120 (In and Out-of-State yearly) Budgetary Aid Distribution: 79% (Scholarships/Grants), 21% (Loans/Jobs). Normal % of Needs Met: 100% Normal SAT and ACT Scores: SAT Reasoning Verbal: 640-730 SAT Reasoning Math: 660-760 ACT Composite: 27-32 Affirmations Policies and Factors: Affirmation Requirements: essay(s), SAT Reasoning w/or w/o composing segment or ACT w/or w/o composing, SAT II Subject Test suggested. Important Admission Factors: character/individual characteristics, exposition, proposal, optional school

Not many people are happy, but all the libraries are filled with books on happiness Essay Example For Students

Relatively few individuals are upbeat, yet all the libraries are loaded up with books on satisfaction Essay Relatively few individuals are upbeat, yet all the libraries are loaded up with books on satisfaction, and this very actuality should intrigue us. The Ancients gave us many plans on the best way to direct an upbeat life, every one of them repudiating the other, or if nothing else, with divergent sentiments. The Modernity has its own answers up to the invalidation of the very chance of having a cheerful life. What's more, as of late, Mr Francis H. thought of his own concept of satisfaction. He contends that the issue of satisfaction can be diminished to riches, information and an individual conviction of being in charge of ones own life. Lets from the start think about these components. Riches is significant, as indicated by Mr Francis H. , on the grounds that it permits the fulfillment of ones essential needs. I can't help suspecting that on the off chance that it was valid, the Ancients got no opportunity to be glad at all and we can not be cheerful also, since in the opportunity to arrive individuals will be considerably more affluent than they are currently observe later with respect to my exposition On Future and ready to all the more likely fulfill their necessities. All things considered, I surmise the thought of riches is simply relative. Same as essential needs which can raise significantly more ruckus. What are fundamental needs? Shading TV and fridge or your own stream plane? Or on the other hand perhaps only a barrel in a harbor as Diogenes indicated us? Information. As I would see it the issue with information might be like the riches issue. Information when all is said in done implied as logical information has expanded drastically in the course of the only remaining hundreds of years, yet contending this has added to general satisfaction is in any event hazardous, also pointless. This issue has two primary angles, right off the bat, its relativity as on account of riches; we can travel to Venus and murder the greater part of the microorganisms however there is still significantly more to be finished. Also, its legitimacy in the unadulterated viewpoint, as furnishing us responses about the world and life as a rule. Then again, to the extent individual information, or instruction, or ones knowledge goes, I dont truly observe any immediate connection between's what one knows and can do to his own bliss. History can flexibly us with contentions to the two sides. On the off chance that you dont like history, go to the closest mental emergency clinic to see the absence of relationship. Here we go to the third part of satisfaction: The individual conviction of being in charge. This isn't only a relative factor as the two past ones. This is an abstract factor, and, to me, the main genuine one. It is established on ones conclusion or understanding of outside occasions, or ones own character, whatever you call it. Accordingly it is pivotal and subsumes all the rest. One is upbeat when he accepts he is cheerful. Comment 1: Lets talk about for a second the issue of tendency that one has towards the assessments of others. The degree of this tendency is in the vast majority of our kindred residents high, evaluating by negligible perception or giving only a little idea to the manner in which plugs are made. The premise of promoting is the supposition that the general population is unequipped for having its own judgment, and this presumption must be correct, in any case the advertisements would appear to be unique. How might you be upbeat in the event that you didnt yet go to disneyland or didnt have a major macintosh for supper? Turning around the method of advertisements we could satisfy many individuals demanding that they are cheerful on the grounds that they have to such an extent. Furthermore, this is the thing that the legislators attempt to do when running for re-appointment. They know the intensity of playing on people groups absence of judgment. You individuals ought to be glad in light of the fact that every one of you has a house with a patio, and we brought down the expenses! , or something to that effect. .u066847b48871df11706ad42b3eb540d6 , .u066847b48871df11706ad42b3eb540d6 .postImageUrl , .u066847b48871df11706ad42b3eb540d6 .focused content territory { min-tallness: 80px; position: relative; } .u066847b48871df11706ad42b3eb540d6 , .u066847b48871df11706ad42b3eb540d6:hover , .u066847b48871df11706ad42b3eb540d6:visited , .u066847b48871df11706ad42b3eb540d6:active { border:0!important; } .u066847b48871df11706ad42b3eb540d6 .clearfix:after { content: ; show: table; clear: both; } .u066847b48871df11706ad42b3eb540d6 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; obscurity: 1; progress: murkiness 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .u066847b48871df11706ad42b3eb540d6:active , .u066847b48871df11706ad42b3eb540d6:hover { haziness: 1; change: mistiness 250ms; webkit-progress: murkiness 250ms; foundation shading: #2C3E50; } .u066847b48871df11706ad42b3eb540d6 .focused content zone { width: 100%; position: rel ative; } .u066847b48871df11706ad42b3eb540d6 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content beautification: underline; } .u066847b48871df11706ad42b3eb540d6 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u066847b48871df11706ad42b3eb540d6 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-stature: 26px; moz-outskirt range: 3px; content adjust: focus; content design: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u066847b48871df11706ad42b3eb540d6:hover .ctaButton { foundation shading: #34495E!important; } .u066847b4887 1df11706ad42b3eb540d6 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u066847b48871df11706ad42b3eb540d6-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u066847b48871df11706ad42b3eb540d6:after { content: ; show: square; clear: both; } READ: Martin Luther King Jr. also, Malcolm X experienced childhood in di EssayA comparable thing occurs in the connection between individuals where the inability of deciding on ones own outcomes in following styles or imitating conduct, or in begrudging others accomplishments or lifestyle since different people groups lives so frequently look great when seen all things considered. Subsequently, in light of the fact that the adherent can never be fulfilled, the necessity of joy is to have your own judgment. Comment 2: Schopenhauer properly saw that individuals consistently have difficult issues, regardless of what's going on. He decl ared that the all out degree of ones unsettling influence by issues stays steady after some time. In the event that someone breaks his leg, his concern is the wrecked leg and not, for instance, being shouted at by an outsider in the city. In such a circumstance the experience with this outsider doesnt matter by any means. Then again, in the event that he didnt break his leg, the incredible issue representing a restless night would be this outsider. In this manner, the arrangement or shirking of one issue doesn't help at all in being content, another one is simply prepared to have its spot. I thing this is an incredible comment on human conduct and it ought to be remembered, for example, to make life simpler.

Johns Hopkins Postbac Programs An Interview with the Director

document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/hubfs/Podcast_audio_files/Podcast/IV_with_Alex_Tan_2018.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify About the Johns Hopkins University Postbac Program [Show Summary] For many future doctors, the simple step between college and medical school is not so clear cut. For various reasons, some sudents will choose to attend a pre-medical post-baccalaureate program to help boost their skills and experiences and to help them get into medical school. Dr. Alex Tan is the director of the Johns Hopkins postbac program for premed career changers and founder and director of the postbac Health Science Intensive (HSI) program. Her approach to the premed experience is thoughtful and is strongly influenced by her passion for guiding students to med school and to better self-exploration. Interview with the Director of the Johns Hopkins Postbac Program [Transcript] Linda Abraham: Postbac programs for physician wannabees can make all the difference between rejection and acceptance for academic enhancers and career changers. Lets learn about the two postbac programs offered by Johns Hopkins University from their director, Dr. Alexandra Tan. Dr. Tan earned her BS at the University of Central Arkansas and then went on to get her PhD in Biology at Johns Hopkins in 2009. Somewhere along the way, she got bitten by the premed postbac educational bug. She became director of Johns Hopkins post-baccalaureate pre-medical program for career changers in 2012 and founded and became director of the Johns Hopkins post-baccalaureate Health Science Intensive program, also in 2012. Her approach to postbac education is highly analytical and data driven. Shes been working to identify objective predictors of success in the medical school admissions process and develop tangible steps that help students achieve that success. Linda Abraham:   Lets start with the basics, what is the post-baccalaureate pre-medical program at Johns Hopkins and who is it for? [1:59] Dr. Alex Tan: Sure. So, postbac programs, in general, for anybody who isnt familiar, are essentially programs that are designed to give students an extension of their undergraduate time to accomplish a particular set of goals. There are two types of postbac programs. They are classically called career-changer programs or academic enhancer programs. The premedical program is a career-changer program, which means its essentially designed for students who need that extra time to be able to complete the lower division science classes. These are students who havent had the year of biology, general chemistry, organic chemistry, and physics. More specifically, Hopkins, in general, is true to its reputation for being very strong in research. We certainly care a lot about leadership and independence and support for our unique, individual students. So, this program also encompasses a lot of those other qualities, as well. Linda Abraham: Okay, so the postbac pre-medical program is for career changers. What about the Health Sciences Intensive? How is it different, both in its structure and its outcome?  [3:28] Dr. Tan: Sure, yes, thats true. In both cases, the students have the same goals. Thats very true. As I said, there are two kinds of programs. The Health Science Intensive program is categorically considered an academic enhancer program, which essentially means that youve had the biology, the general chemistry, the organic chemistry, and the physics courses, the associated labs, and all of that completed. So, postbac programs vary a lot, if you just look at what they accept and nationally what they look like. But, generally speaking, students who are eligible for one program would be ineligible for the other one and vice versa. So, the academic enhancer programs nationally are going to have some version of upper division courses of advanced science courses and opportunities for students to demonstrate their academic prowess in a science classroom. But, on upper division or graduate level classes, the HSI program, in particular, is a graduate level program. The students are exclusively taking graduate level courses. But, youre right – a lot of the outcomes and goals are largely the same. One pretty significant difference between the two programs, though, is that career-changer programs, nationally, could be a two-year program or it could be a one-year program. So, its a lot of classes to complete. The way that would be closest to an undergrad completing the classes would be a two-year program, so thats the level of the pace of studying and comfort that most students are familiar with, having gone through the US education system. When you compress that into a one-year, as we do with the postbac premed program, our career-changer program, it doesnt leave a lot of time for a lot of other things. But, in return, you get to move through the process more quickly. The HSI program, the academic enhancer program, its still a one-year program, but its closer to the typical pace of an academic setting, which means that it also allows students a lot more time for personal exploration, building on the application they have as far as experiences are concerned, exploring topics of social justice, advocacy, research, community health, innovation, any topics that are of interest to them. Theres a little more time in the HSI program to focus on those things. Linda Abraham: Is it a two-year program? Dr. Tan: Its a one-year program, still. Because of the amount of coursework, its just a little more relaxed. Linda Abraham: I believe with HSI, you also get a degree, right? Dr. Tan: You do, yes. You get a Masters of Science degree in Biotechnology. Typically, career-changer programs are certificate programs, because theyre undergraduate level. Linda Abraham: Right. HSI is more for academic enhancers, right? Dr. Tan: Yes. Linda Abraham:   Linda Abraham: So, people who might have had the science courses, but didnt do so well in them?  [6:43] Dr. Tan: Well, actually, thats not necessarily true. Academic enhancer programs classically, thus the name, were originally designed for people who went through their undergraduate career and didnt do as well as they should have. Thats definitely true. But the definition of that has changed as schools have gotten more competitive. We have students who, Im sure, their mothers and fathers are very proud of them, but theyre not competitive for medical school. Theres definitely that piece and there are lots of reasons why that could be the case. We have a growing number of students who are working their way through school. They have a lot on their plate; its not that theyre not academically capable. Its just that theyre exceedingly busy. Then, we also actually have students who academically are strong enough that theoretically they could probably get into medical school, but maybe not the schools they want to go to. So, you can have a student who could get into a medical school, but they want to do MD/PhD programs or some other combined degree program, maybe thats more competitive, or maybe they just want to be more assured that theyre going to get into their top tier schools. So, we see more and more students pursuing academic enhancer programs for that reason. Then, in addition, as economic things have changed in the world and theres been more pressure on universities, were seeing the changing landscape of advising and the ability of students to get lots of hands-on, direct, very well-informed help to also be impacting students. Sometimes students just feel like they dont know what theyre doing in the admissions process. They dont understand what the expectations are. They feel totally lost in the process. Their advisors – and Im not dumping on advisors; I feel for them – they feel very overwhelmed and unable to give each and every student under their care the level of dedication that students are hoping to receive. Sometimes those students also will pursue an academic enhancer program because typically, certainly in the case of Hopkins, but typically, postbac programs tend to have a stronger, more hands-on, more direct advising component that helps those students figure out exactly what they need to do to be successful in that process. Linda Abraham: What is different about HSI, as opposed to other academic enhancer programs?  [9:09] Dr. Tan: A couple of things. So originally, when I designed it, we were thinking about going back to the literature, really thinking about what medical schools want in premed students and really trying to address that much more directly, rather than it being a byproduct that students happen to go to medical school. I saw in the literature that there was definitely this emphasis on the sciences and the things that we expect everyone understands to be an expectation of premed students applying to medical school. But, then there is also this other broad swath of characteristics that are part of that medical school expectation. They include leadership. They include professionalism, communication skills, some cultural competency, a dedication to service – all these other components that they want to see in students. As an educator and somebody who has spent a lot of time in an educational setting, it occurred to me that we, especially for the sciences, expect students to be good communicators because they are surrounded with people that they must communicate with. We expect them to be culturally competent because they are surrounded by people who come from different cultures. But, we dont necessarily do that with the sciences. If I said, were going to teach chemistry by just putting somebody in the presence of the periodic chart, people would think that was crazy. So, I felt like those additional components, maybe there was a way to be more deliberate, to not hope that students get that stuff, but to deliberately, in a classroom setting introduce them to those topics, get them thinking, and more importantly discussing those topics, so that hopefully when we send them off to medical school, they feel more competent, they feel more capable, they feel more confident with those skill sets. The HSI program, in addition to including a heavy dose of the science courses that everyone would expect and that you see in academic enhancer programs, there is also non-science courses that are included in the curriculum. That currently includes a leadership course, a communications course, and then we have a psycho-social determinance of health and implications on diagnostics course. So, thats more cultural competency. I say currently because right now were looking in a new direction. The other thing that we are starting to see with our students, truly organically, is that we have an unusually high number of really innovative students that are really eager to develop things towards social justice and change in the world, student organizations, lecture series. Some of them want to create nonprofit blogs for outreach, all sorts of things. Theyre doing this totally organically. Its not really part of our curriculum, but innovation and creativity is one of my favorite things, one thing that I find very professionally satisfying. Right now, were working on the question: Are there ways that we can build into the curriculum more encouragement for students and more support for students who are innovatively inclined, even to a small degree? The reason that were doing that is that certainly all of the sciences and all those things that are going to remain in the program are extremely important. I dont want to deemphasize that. Linda Abraham: No, theyre foundational. Dr. Tan: Yes, absolutely. We do spend an immense amount of time on that. But, I also think that in order to apply those sciences, you have to think about, Okay, Im going to create a drug for this particular disease that my patients are suffering with and heres how Im going to tackle that, and the science foundation and all of that is really, really important for these future physicians to be able to do that. But, the ability to be able to look at something and say, That is a problem and its a problem that I can solve, is a very important quality for, really, anybody professionally, but certainly future physicians. Theyre tackling an incredibly changing world. We have to arm them to be able to not just look at those things and say, It would be great if that would change, but I dont know how to do that. So, the goal is to evolve as the needs of our students are evolving and it looks like we have a lot of students who want to change stuff. Were looking to further support them. Linda Abraham: Youre encouraging them, really, to take initiative? Dr. Alex Tan: Yes, absolutely. Linda Abraham: What is the application process for these two programs?  [13:59] Dr. Tan: Its a pretty typical application. If you go to the website, I know well be talking about that later, its a pretty classic online application that in many ways mimics the American Medical School Association application, the classic AMCAS application. It has all the components that you would expect. Theres a personal statement essay. Theres a request for a resume or experiences, your medically relevant experiences, references, all those sorts of things. There is one slight difference for the HSI application. We have two oddity additions. One is there is a second essay. Its called Different This Time, and we included that because we found in the early iterations, students wanted to write their personal statement about how this time it was going to be different. Thats not what we want in a personal statement, so we wanted to give students an opportunity to set out a plan about what their goals were for the year and how this year was going to be different, how they were going to grow and learn and improve, and separate that from their essentially, Why Medicine, classic personal statement. Then, the second thing we added, I think this coming year were going to make it optional because I dont want it to be an obstacle for students, but weve been playing with a video component to the application. So often, when you sit on admissions committees, you get these paper applications and it makes the students feel very two-dimensional, which is misleading. So, we included the video component. Its very open-ended for students, just a short video, just so we have a human being that goes with the application, which helps us to think more humanistically and holistically about the person and the application that were reviewing. Linda Abraham: So, youre planning to make the video component optional?  [15:53] Dr. Tan: Right, weve had it as a required part of the application and we have found it to be exceedingly helpful. But, we have gone back and forth about whether there are students that are not applying because theyre intimidated by that and how to tackle that and were in discussion about it. One possibility would be to eliminate it as a requirement. Then, if students were intimidated by that, they didnt have to do it. But, then just to make a compelling case for why it would be a good idea for students to do, so that they feel encouraged, but not required. Linda Abraham: Its an increasingly common component in business school admissions and job interviews. Dr. Tan: Yeah, and theyre great. Students do amazing videos. I havent seen one yet that I didnt just love. They do great stuff. Its wonderful to watch, but I wouldnt want anybody to be overly self-conscious. Linda Abraham: Youve done a lot of research on what are the predictors of success in medical school. I know you approach that in a very analytical PhD research-driven way. What are the predictors? What has your research shown? [17:04] Dr. Tan: Im still working on it. Its a work in progress and were still trying to pull it apart and think more carefully about it. The thing that I have found is that, honestly, this is something that if you read more into the published literature, it seems somewhat obvious, although students dont think its obvious. I think when you look at the data, you will see that the metrics, the GPA and the MCAT score, and all of those pieces that give medical schools a certain sense of comfort that theyre not dooming you to failure when they accept you to medical school, is an important part of the review that medical schools are doing. Thats not in dispute. Its important. But, I think also that students overemphasize that component in schools in this country and universities in this country, because we also emphasize classes and academic excellence, I dont necessarily think that we dissuade students from that perspective as much as perhaps we should. But, there is a huge other component to the application that is important. Those are the things that you learn from being a citizen of the world. You learn from being in a professional setting. You learn from having disagreements and interactions with other people, from having personal failures, and from just knowing yourself and understanding your path in the world and what that looks like for you. I think that students really dont spend enough time thinking about that component and I think that has a lot to do with students not being successful in the application process. One example would be if you talk to students about how they select the medical schools that theyre applying to, they seem very confused by that question. And generally what they will tell you is some version of, Well, Im applying to good schools, or, I looked at the U.S. News Reports list and I picked these schools. There is no component of it that has anything to do with their fit with the particular schools. The school, in contrast to that, that is all they think about. They are thinking about the fit of the student with the school. For example, what I tell my students in terms of an analogy so that hopefully that makes more sense is that if youre going on a date Linda Abraham: I was just thinking thats where you were going. Dr. Tan: Yeah, if youre going on a date with someone and the date doesnt work out, you dont end the date thinking, I am a horrible person. I am undate-able. I should just give up on dating because its over. My life is over. I might as well just go live in a box. Generally speaking, people dont make that assumption. If they go on a date and it doesnt work out, they think, Oh gosh, I didnt have a lot in common with that person. They liked this. I liked that. I didnt realize that they were  I need to be more specific about how I select people or where I go to find people or whatever your criteria is. The fact that I dont mesh with somebody who enjoys a lot of sports doesnt make me a horrible person. It just makes me someone who shouldnt date someone whos very into sports. I think that students dont think of admissions that way. They take every rejection very seriously, but then they also dont do that characteristic selection where medical schools are definitely thinking about, Is this person the kind of person that we want to be a physician? Are they interested in medicine because it is a service profession? Do they understand the field and know what theyre getting into? Generally speaking, thats the generalized, Are you a good date, period? But, much more of the selection criteria, particularly during the interview process, but in the secondaries as well, and certainly to some degree in the primary application, is about all of the nuanced difference between this school and that school. One thing that Ive found very interesting about sitting in on medical school admissions meetings is that there isnt a lot of conversation about, This kid is going to be a great physician someday, but not at our medical school. Its not an issue of dispute that they are a good candidate for medicine. The dispute is, is this place the best place for them, which I found very eye opening, that a lot of it is much more about, Yes, but at this institution or other places? One way that weve really been able to help students be more successful in the application process is just to force more conversation or encourage more conversation about the specificity of fit, really understanding what they want in a medical school, what medical schools want in a student and really getting to know themselves to a level where they can really have those deeper conversations about that. I think that that makes a significant difference. The other thing that I think makes a significant difference is that there are some things that are just tried and true good advice, like, applying early and having letters of recommendation from people who actually know you, that you will hear from any advisor that are obvious good suggestions that, frankly, I dont need data to support. But, I have. Ive talked to deans of medical schools about this, as well, and it really is a lot of specificity. So, in terms of the data, that level of, Yes this, but not that, is hard if its really based on individuality, and so I think to myself, that the challenge of medical school admissions is trying to fit those nuanced pieces together. Linda Abraham: We also emphasize, in advising out clients, the importance, if it was specific medical schools, especially in terms of the secondaries and the interview component of medical school applications. Some of the qualities that you were talking about sound like self-awareness, maturity, and resilience. [23:22] Dr. Tan: Absolutely, no question. I cant tell you whats important to you. You have to tell me, and if you dont know, then you have to figure it out, absolutely. One of the things that I really appreciate with working with this particular population versus younger populations – I taught high school years ago – and one thing Im really grateful to not have to do anymore is that I can really hold my students accountable for being adults, and being mature, and really doing that level of self-exploration. I also think its really important for being happy professionally, that you need to know what you need to be happy and successful. You need to define success, not look it up in a dictionary. I think thats really important, because otherwise, how will you know when you get there? Linda Abraham: Yeah, youve got to know where youre going. How do the Johns Hopkins postbac programs either nurture or foster those qualities in the programs that you run? [24:29] Dr. Tan: One thing is that we have a year-long advising course that our students participate in. We have a curriculum for it. We have a number of assignments, and its a very comfortable format for people who are eager to be in an academic environment, and we lay out all of our objectives and all of our goals for students, so that they understand where were going and what were trying to accomplish, and I think that helps students build a sense of trust that were going to be able to help them achieve their goals if they just stick with us. I think thats important, because I think that we all have a tremendous ability to grow as people, and do that level of self-exploration and self-knowledge, and all of that, but I think we have a lot of fear about doing it, or uncertainty, and certainly I have had students say, Yeah, but, how is this going to help me get into medical school? We try to build an infrastructure that helps students understand that we are heading towards the goals that they want, and that they need to stick with us, and we will get them there. Through the process of starting with very easily accessible questions, we just talk about things like, talk about somebody who was impactful in your life. Talk about a situation that you were really happy, a favorite book, a superpower you wish you had. We, from a back door almost, start accessing a student perspective, and we basically act as – whats a good word? – an interpreter of a students internal dialog. A lot of times, students are very good at telling me who they are, but theyre not good at listening to themselves telling them who they are. Linda Abraham: They may also be not very good at controlling what they tell themselves about who they are. Dr. Tan: Yeah, and I think that if we ask them, like if I ask a student, Who are you? Im, frankly, probably not going to get a very good answer. Im going to get some manufactured, This is what I tell people. Particularly for the career changers, who have a personal identity that in many ways is wrapped up in another field. That can be an exceedingly hard direction for them, because they arent quite at a point where they see themselves as future physicians. They want to be physicians, but they arent like, Ive tried to be a physician my whole life. Theyre not quite there yet. You have to ask them what seem like silly questions, just to head them down that road and get them thinking about whats important to them, and what would they like to accomplish, and where do they see themselves down the road, without actually asking them, â€Å"Where do you see yourself in 20 years?† which is an incredibly scary question, even for me. To ask a student that question and expect an authentic, real answer, I think is asking too much. Linda Abraham: What do you see as the big advantage to students who invest in a formal postbac program, like the ones that you are the director of, as opposed to doing informal postbac programs, taking classes? [27:37] Dr. Tan: If youre talking about informal postbac programs just as students who are taking classes, I think honestly the academic component of whats expected for a postbac student is, its pretty easy to figure out. You can look at the prereq list from medical schools, you can piece that together. You can, if your academic grades are not where they should be, maybe youre just retaking classes that you didnt do well in, or whatever. Its pretty straightforward, and I dont think most of the time that is the piece thats difficult for students. I think the most frustrating, confusing part of the process is everything else. Even very practical things, like what should be included in a personal statement. How do I think about a list of target medical schools to apply to? I need to talk to somebody about my MCAD score. What do I do now? Im struggling with the CARs section. What do I do now? Whats the difference between using Dr. Smith versus Dr. Peterson for a letter? Should I do this? Should I do that? Whats included in a secondary? Can you look at my experiences? How do I handle the most meaningful prompts? Those things are the parts that hang students up and force them into a position where theyre trying to make the best decision they can, but, they simply dont have enough information. I think the benefit of a postbac program is that, as I said earlier, often though not universally, postbac programs are going to have access to hands-on academic advising. Thats certainly not true of all postbac programs, but it tends to be a larger component of postbac programs. Really, what youre getting out of those programs is, yes, absolutely, the ability to take classes, and then somebody to talk to about your classes, sure. Its also everything else. Which experiences should I pursue? Should I do research, or should I not do research? Do I need to do community health? Having somebody to ask those questions, and being able to trust the information youre getting, I think, is totally invaluable. Linda Abraham: Big difference. Dr. Tan: Yeah, it absolutely does. Definitely, thats an advantage to postbac programs. I do know, in talking to just general students, not necessarily just mine, but at conferences and things, that sometimes students do have access to their undergraduate pre-professional advising office after they graduate as an alum. Not true at every university, but some students do. If you have access to that through an undergraduate office, and you feel like youre getting adequate support, yes, you can absolutely do it through just taking classes somewhere, because you are getting that information some other place. Doing it through a postbac program wouldnt be necessary, but there are lots of students that either feel like either they dont get access to the pre-prof office for some amount of time after they leave, or maybe yes, they do theoretically, but them and hundreds upon hundreds of other students. Or, they in some way feel like its inadequate if theyre at a university where their advisors are generalists, or its a small institution where its not somebody I, for example, do nothing but advise students who are premed. That is my sole job. Its really hard to stay on top of advising if youre doing all of the prehealth fields plus law, plus people wanting to do PhD, plus people who want to teach, plus people who want to do everything under the sun, much less across multiple fields and not just in the sciences. If people have those kind of advisors, they might feel like they really need somebody who is dedicated to this and knows what theyre doing. The other advantage is that, certainly our programs, but there are others that do this, do offer a committee letter, which really simplifies the letter submission process for applying to medical schools in a lot of ways. Linda Abraham: Most postbac programs, especially the academic enhancers, but I think its going to apply to the career changers also, they take the postbac one-year program, they complete it, then they apply, and then they have a year before they actually start medical school. Thats typically called the glide year. What do you recommend they do during the glide year? [31:51] Dr. Tan: One thing that we recommend from the very beginning with students is, so often students are focused on their goal being getting into medical school. Which is not entirely accurate. It is a goal, a short-term goal, but it is not the goal. Linda Abraham: Its a means to an end. Dr. Tan: Yes, exactly. The goal is really something else external to medical school. Its helping people. Its starting a nonprofit. Its pushing back the frontiers of science on some disease or critical state. Increasing access to a particular population or in a geographic area, or whatever it is. I think that, if you keep that goal in mind, and you recognize that we are the product of our experiences, and our experiences, and the order in which we have our experiences shape the way that we think about the world, then, you would recognize that you have a limited amount of time. My students do, anyway, before they go to medical school. Then, after you attend medical school, there is a waterfall exodus from medical school, where youre expected to do residencies, and fellowships, and whatever else youre doing. Then, youre a practicing physician, or youre at a hospital, or a clinic, or whatever, and then all of the sudden, its kind of a weird time to do other things. We tell students to think about any experience that they want to have before all of that stuff that they want to have, a field they want to understand, an experience they want to have, something they want to try out, anything like that, that would be frankly weird if you did it in medical school or beyond, your gap year is an excellent time to try that out. For example, students who want to understand research better, because theyre not sure if they want to go whole hog into research in medical school, or as a physician, or not. Its a good time to do research, certainly, and I have a lot of students that do that. Hopkins is a hub for people interested in research, and so we get a lot of that. We also have people who are interested in trying to understand how insurance plays a role in how patients access medical care. Maybe then, they would be involved in an insurance company, or an outreach group, or part of the hospital that deals with all the insurance bits and pieces. Once theyre a practicing physician, frankly, they need to practice medicine. Thats a weird time to say, Wait, Im going to go take a break and work at an insurance company. Its invaluable in terms of going into medical school and thinking about, What does this mean for me? We also have students who want to do international stuff, and they want to get a handle on the global landscape of healthcare. All of those things are totally feasible. We have students who are working on language skills, working as translators in clinics, because they want to be bilingual, or more bilingual, or more effective in their language skills in medical school, because they want to go to medical school that has hospitals, or clinics, or populations that would be well-served by those skills. Really, any of that is fine. We do it in a very individualistic way. You can absolutely use your glide year to fill in gaps if you feel like, Im a little light on community service, or research, or clinical care, or, I would really like to see what it means to do hospice care. I really want to understand end-of-life care, or, Ive never really been in a surgical setting, so Im going to do OB-GYN work, and see how that goes. All of that is totally fine, but usually we have students who have a wish list. They really have always wanted to blank, and theyre gap year is a good time to try that stuff out, before you frankly run out of time. Im sure you and I both have a list of things that were waiting, because now were at a point in our lives where its not a good time to say, Im going to go take a year and do this thing I always wanted to do. Linda Abraham: Theres also some things that I wanted to do, and I probably never will do, because I didnt do them when Im younger. That also happens. Dr. Tan: I encourage my students not to do that. Many, many of my family members have done Peace Corps. I always wanted to do it, but it just never seemed like the right time, and now I have kids, so now I have to wait until the kids are out of the house. I cant, now is not a good time. I cant say, Hold on to that for a minute. I have a student right now whos considering doing Peace Corps. That would be two years. I have students who want to do Teach For America. Theyre really interested in that. Thats a longer commitment. I have students who really want to focus in research. They maybe spend two years doing that. Its more about getting to your destination and being grateful for the path there; its not about how quickly can I get to medical school. Linda Abraham: Here, you talked a little bit about how you wanted to be, or considered at least, joining the Peace Corps at one point, but I have a different question for you. How did you, a PhD in molecular biology and biophysics, get so interested in premed postbaccalaureate education? [37:30] Dr. Tan: My PhD is actually in the biology department. I was in the biophysics department, and I was doing molecular biology work. Thats why its written that way on the website. More directly, what I was really interested in is education and puzzles. Those are really my two great loves. Linda Abraham: Thousand-piece? 5,000? Dr. Tan: Yes. Even as a kid, actually, I was pre-vet until I started doing research as an undergrad, and I just loved the puzzle and the curiosity of research I just was fascinated by the concept that the textbooks that I had in class were full of the blood, sweat, and tears of hundreds, thousands of people, every day, who were working on problems that we literally did not know the answer to. I was just fascinated by that. That combined with the fact that, with the PhD, you get to teach in a university setting. I absolutely fell in love with that, and I thought for sure that I would do that. I was a little burned out as an undergrad, and so I took a break for a while and taught before I came back to school for my PhD. I absolutely loved my time at Hopkins as a graduate student, no question. It was absolutely formative. I also learned pretty quickly that I didnt want to be in a lab. I saw my esteemed faculty as spending a lot of time doing grant writing. Thats what you do before you get a Nobel prize. Once you get a Nobel prize, its way easier to secure money for your lab, but the tenure track path is really scary, and it requires an immense amount of commitment to being in a laboratory setting from dusk till dawn and beyond. I looked around me, and I saw other people, like my husband, who are absolutely passionate about the research that they do and being in the lab. My husband would be in the lab constantly if we allowed it. I didnt love it that much, and I figured that the luxury of having a degree that had lots of options was to figure out what I could be passionate about, and it wasnt pipetting all day and all night. I was looking at other things that I really liked, and I started thinking about teaching, and I love the mentorship part of teaching, but I dont love grading students. I dont love assessing students and saying, You are good, and you are bad, A, you know, C. I dont love that part. I also love writing. I spend a lot of time writing. I also love innovation, and finding new ways of doing things, and thinking outside the box, and just the fun of creativity. I honestly just happened upon postbac. It was not an intentional choice, as wonderful things often arent. I loved it, because it was a mix of working with an older population that I could really engage in deep conversation and really push them to think deeply about their world, and what they wanted. Theres the educational component. I still would talk science with my students. I teach chemistry boot camp to my career changers. I talk research with a lot of my students. Im still one foot in the sciences. But also, I can spend a lot of time having, frankly, more important conversations about, What do you want out of your life? Im really grateful that I ended up here. I spend a lot more time helping students think about their world, and I think thats, honestly for me, better than talking about biophysics, and membrane protein association, which is what my thesis was on. Linda Abraham: I dont know anything about membrane whatever it is that you just said. My science background is very limited, and Im probably exaggerating when I say that. I certainly know the satisfaction or working one-on-one with young adults and helping them achieve their dreams, figure out what their dreams are sometimes. That is something that’s very satisfying about my work, which is of course related to what you were doing. I can hear that really well. Linda Abraham: What do you see in your crystal ball, besides what we talked about earlier? Dr. Tan: Sure. The thing that I like about this question is the value that it potentially has for your listeners beyond getting to know me or the program, just thinking about themselves and their own world. The thing for me, about the concept of a crystal ball, is that its, theres something very alluring about the what if and what could be for you, because usually when you see the image of a crystal ball, somebodys asking, like, Whats going to happen in my life? That kind of world. Its an interesting metaphor for the role that advisors play. Certainly, I feel like I play to students. I feel students often come to my office and hope that I have a crystal ball image of what is in store for them and how they can accomplish it. I think students really want me to reassure them that they will be fine, and the path will be good, and they just have to keep going. I think the message is that we have to be able to do that for ourselves. The more that I think about this concept of crystal ball, for me, I think its the allure of, it could be anything. When I first read this question, I thought, Well, gosh, it could be anything in the world, anything I can imagine can be accomplished, and all we have to do is think about what it is that we want, and we can make it happen. Which is my PhD talking, pulling problems apart, and anything is masterable or solvable. I think that students dont think of the world in that way. I think that there is a set of rules, and theyre supposed to follow them, and there is a keeper of information that will only give them the information if they do the right jig, or say the right thing, or know the password. Linda Abraham: Its almost a checklist approach. Dr. Tan: Exactly. I think that is really harmful to students, that I can help students understand how the choices that they make can impact their future success, but frankly Im not really telling them anything they probably dont know, like if you dont study for your classes, youre probably not going to do well. Nobody is shocked by that advice. I think that, oftentimes, students need to feel like there is someone there who will tell them things that they already know. To circle back around, I promise I am going somewhere. I think that, everyone is better off if they just take ownership for their own ability to assess themselves, to know that these are things that I need to work on, and these are places in my application that I need. I could do more, I could spend more time on my classes. I really need to do community service. I dont really understand this concept as well as I should. I really feel self-conscious about the amount of clinical time that I have. I havent really been paying attention to this. Im spread too thin. These are oftentimes things that students ask me, but they already know the answer to them. I think in terms of a crystal ball, the thing that I would love to be able to do for students would be able to empower students with their own crystal balls, to be able to figure it out for themselves, I think that is the holy grail of education – to not bequeath information to students, but allow them to be able to access it themselves without me needing to be present. Not sure if that made sense. Linda Abraham: That sounds more like a goal, necessarily, than a crystal ball kind of, This is whats going to happen. Dr. Tan: Yes, I dont know whats going to happen. Linda Abraham: Your crystal ball is cloudy. Dr. Tan: It is. I think its cloudy for all of us, and thats the point. Anything is possible. Linda Abraham: Interesting concept. Im glad you insisted that we address this question. I think part of education is conveying information, and I think everybody can, sometimes at least, benefit from getting input from a second person, but sometimes applicants or students, they dont want to take ownership or responsibility for the life that theyre leading. And I dont think its just limited to students and applicants. Its older people, also. Dr. Tan: Absolutely, and I do think that thats one of those things that medical schools are looking for. You need to be able to take ownership. Its nice to have somebody too, if there are obviously, in education, cases where you simply dont understand, and you need somebody to explain quantum mechanics to you, or whatever. Obviously, its good to have someone who says, Oh, well, this is how it works. I think that we spend a lot of time in education helping students with things that we should really be teaching them the tools of how to do it themselves. In our programs, we spend a lot of time not just working on skills that are helpful for the application process, but just for life in general. Like when youre working on the personal statement, you really should just be working on being a better writer, knowing what youre trying to say, and understanding how best to communicate it. Its not just about the personal statement. Its about, how do I take this piece of information, and ensure that when it ends up on the other end, it is understood as I intended it? Do I even know what Im trying to say? I find, a lot of times, sometimes students struggle because they dont know what theyre trying to say. Thats a different problem. Linda Abraham: Going back, the point that youre making now about somebody taking responsibility for their actions and the life that theyre leading, I think its a quality that, in any field, will take you far. You dont like people who play the blame game. Dr. Tan: Absolutely. Linda Abraham: Thats just not a fun game to play if youre on the receiving end of it, or youre the second party to it, and I think the quality is, the thought that occurred to me as you were talking about some of the qualities that lead to success in medical school, and that medical schools are looking for, yes. Fit was a really, really important quality that you mentioned, and that would be unique and different for each particular program. A lot of those qualities are really virtues that will help anybody in life – whether its the lowest level in the hospital – I dont know what that is, the guy who mops the floors, or the top administrator in the hospital, and all the physicians, nurses, clinicians in between – resilience, communications, what were some of the other? Self-awareness, maturity. Those are qualities that are definitely going to help anybody in life. To the extent that Johns Hopkins nurtures those qualities, and helps applicants develop them, theyre not only preparing them for medical school, they really are preparing them for life. Dr. Tan: Yes, I would hope so. Obviously, the program is designed to help students get into medical school, but Hopkins in general is about preparing the next generation of leaders to be citizens of the world. If I have a student who decides halfway through, they dont want to go to medical school, I dont view that as a failure, because I feel like the information were providing, and the education that theyre participating in is more than just going to medical school. Its about thinking about the world. Its about being a problem solver. Its about engaging with other people in a meaningful way. I agree, I think it is incredibly valuable for anyone, and honestly, I would hope that would be something that everyone would come through the door with, but honestly, its not. We see a lot of people who could stand to see some work on that, which is why we have those non-science components in the HSI curriculum, because maybe thats asking too much, that everyone understand how to be a leader, and how to move a group goal forward, and how to effectively communicate. Maybe that is asking too much. Linda Abraham: Or, maybe its just something that hasnt been taught or learned prior to this school. Dr. Tan: Yeah, thats what I mean. Its asking too much, because if we havent, as a country, decided thats an important part of what we teach as undergraduate institutions, then its going to be spotty, whether students have that knowledge base or not. Related Links: †¢ The A-Z of Applying to Postbac Programs †¢Ã‚  How Can a Postbac Program Help You? †¢Ã‚  Johns Hopkins Post-Baccalaureate Premedical Program †¢ Johns Hopkins Post-Baccalaureate Health Science Intensive  (HSI) Related Shows: †¢ M.D., Mom, Wife, and Juggler:  Dr. Jasmine Johnson †¢ The Unbelievable Story of an Orthopedic Surgeon †¢ The Importance of Teaching Management in Medical School †¢ Johns Hopkins Medical: How to Get In Subscribe: Podcast Feed

Advanced Financial Accounting - 1100 Words

Advanced Financial Accounting (Essay Sample) Content: NameProfessorSubjectDateAdvanced Financial AccountingOperation of Emerson Electric in the industryEmerson Electrical is an industrial institution that operates in five primary business segments. The areas include process management, industrial automation, Network Power, Climate Technologies, and Commercial and Residential Solution. By definition, the purchase of one company by the other usually leads to the existence of value earned goodwill. The amount paid by the acquiring company for the company targeted over the book value account for the value of the targetà ¢Ã¢â€š ¬s goodwill. If the acquiring company pays less than the targetà ¢Ã¢â€š ¬s book value, it gains negative goodwill. It implies that it purchased the company at a bargain in a distress sale. The fundamental outlook for the SP Electrical Components % Equipment sub-industry is neutral. Valuation for the group is below historical averages, likely a reflection of slowing growth around the globe. The result s are, however, expected to grow, with new orders increasing as short-and mid-cycle product benefit from higher overall demand in 2013. The consideration was majorly on the sub-industry that focused on the production of electrical cables and wires, electrical equipment, and solar power system. The rate of growth in the sub-industry group is stabilizing, following several months of slowing. In comparison to their industry, Emerson Electrical has above average goodwill intensity in relation to their growth in the line of their operation. The lowest impairment amount was recorded in the year 2003 since 2008 Kothari (Jagdish Elisabetta 12).At the height of the financial crisis, and is also consistent when a benchmark was conducted. However, an improvement was realized in the subsequent years accompanied by an exceptional performance by the stock market. In fact, the SP 500 index level surged by 30% in 2013, its biggest annual advance from a period that dated 1997 in percentage terms. T he evolution of goodwill can be captured from2009 through 2013, and proper evidence can be depicted in terms of the interest rates. The deal summary managed to provide the relevant source of goodwill indicating both the number of sales and value for transactions involving a controlling interest of 50% or more. For the Fiscal year provided, the company experienced a loss in their goodwill intensity. Based on the criteria, deal activity saw a decline in both volume and value in 2013. The analysis can be evidenced by the number of closed sales shrank that was at 9%. The transaction value decreased by a sharp 47%, leading to a drop in additional goodwill recorded on balance sheets from $211 billion in 2012 to $147 billion in 2013. The Goodwill Activity bar chart shows the annual aggregate growth, as well as the amount of goodwill added annually, with the end-of-year total goodwill balance sliding along the scale. Notably, 2013 marks the lowest total impairment value since the level repo rted in 2008, at the height of the financial crisis.The segment that generated the highest incomeDuring the particular period, revenues for the year increased by 8% recording a value of $48.8 billion. At the same time, Net income for the year also increased by 22% to record a value of $7.5 billion. The increase in the relevant account can be linked to the level of increase in Diluted earnings share (EPS) from 26% to record $4.26 compared to $3.38 in the prior year. BURBANK, Calif was the segment that impressed the part by producing the highest revenue. The earnings reported earnings for its fourth quarter and fiscal year ended September the same year.EPS for the same year is recorded to have increased from 12% to $0.86 from $0.77 in the prior-year quarter. Certain factors affecting comparability was however excluded in the whole process. Excluding certain items affecting comparability, EPS for the monetary value during the year increased 27% to $4.32 from $3.39 in the previous year Lewis (Richard David 19). The result for Fiscal year 2014 was the highest in the companyà ¢Ã¢â€š ¬s history. It was reported that it marketed the fourth consecutive year of record performance. The result was an achievement to the management, and it reflects the extraordinary quality of the scope and the creativity ability of the company to adequately outline its success factors and values. Through the achievements, it was the focus on embracing and adapting to emerging consumer trends and technology. In the company, a decrease in the weighted average shares outstanding influenced the performance. The improvement in all result of our share repurchases program and higher investment gains. Growth at the domestic Disney Channels was contributed by lower marketing and programming costs and higher affiliate revenue driven by contractual rate increases. Lower marketing costs reflected decreased affiliation advertisement tools. It was supported by the lack of a prior-year cost that was of importance and to launch the company's apps. The cost for programming was also a major contributor in the realization of the above improvements.

Free Hamlet Essays Freud s Hamlet - 1656 Words

Freud applied to Hamlet Hamlet is another one of William Shakespeare plays that ends in a tragedy, the play is about Hamlet, a prince from Denmark. Hamlets father was killed by Hamlets uncle, Hamlet wants to avenge his father’s death. Like most of Shakespeare’s plays Hamlet ends as a tragedy, everyone dyeing except Horatio, Hamlets friend, and the kingdom ends up in the power of Norway. According to Sigmund Freud’s the three structure of the human mind are the id, the superego and the ego. The id is the pleasure seeking impulses we have. The superego is a part of the brain that makes one follow the rules. Lastly the ego is ones personality and is a mixture of both the id and superego. The id , superego and ego as well as the Oedipus complex are all shown through different aspect in the play Hamlet and can explain why Hamlet acts a certain way. Hamlets id plays an important part of understanding how Hamlet reacts to certain things. Hamlet wants to kill himself which is a rash decision, Hamlet is not thinking of the consequences his id is taking over. The id is an instinctive pulse we as humans have. Hamlet States â€Å"O that this too too solid flesh would melt, Thaw, and resolve itself into a dew! Or that the Everlasting had not fix’d His canon ’gainst self-slaughter! O God! O God! How weary, stale, flat, and unprofitable Seem to me all the uses of this world!†(Shakespeare,Scene 1, Act 2) Hamlet says this at Claudius and Gertrudes court after his mom and step dad asked him not toShow MoreRelatedThe Love Song of J.Alfred Prufrock Essay4201 Words   |  17 PagesThe Love Song of J. Alfred Prufrock T. S. ELIOT Questions for Discussion 1. How does the epigraph from Dante’s Inferno help Eliot comment on the modern world inâ€Å"The Love Song of J. Alfred Prufrock†? What does it tell us about the setting of this poem? How is Montefeltro’s miscalculation related to the poem? 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