Scholarship Recommendation Letter Format Essay Sample free essay sample

Start with a fresh head. Don’t write the missive if you have other things on your head. It can impact what and how you write. Type out the missive. Avoid handwritten letters. It creates a better feeling. Use the full name of the campaigner. at least at the first case in the missive. Avoid highly flowery linguistic communication. It doesn’t do for good missive etiquette. The linguistic communication should be congratulating. but merely to a certain extent. Unnecessary adulation may raise intuition. If no particular format or paper is mentioned and if you are composing as a member of a corporate entity. you can utilize the letterhead of your house. It’s of import that you know or at least acquire to cognize the pupil who’s using for the scholarship. This manner. you will be certain of what positive personality traits you can foreground in the missive. Verify all the educational makings and other accomplishments mentioned by the campaigner in his/her resume . We will write a custom essay sample on Scholarship Recommendation Letter Format Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a individual composing the recommendation missive. this is your moral responsibility. Get your custodies on the candidate’s undertakings or any assignments that the campaigner has submitted in the class of his old academic course/s so that you can compose about them consequently. Format SaluteUse the appropriate salute while get downing the missive. If the missive has to be addressed to a peculiar individual. so a simple â€Å"Dear Mr. /Ms. _______ . † will make. Otherwise. it’s safe to merely state â€Å"To Whomsoever It May Concern† . IntroductionThis is the first and most of import portion of composing a missive of recommendation. It establishes your connexion with the campaigner. Basically. it covers the undermentioned points: How you know the campaigner. Since how long you know the campaigner.How good acquainted you are with the campaigner.How and why you are qualified to compose the missive of recommendation. This is the most of import paragraph. as it is by reading this that the individual in charge will make up ones mind whether to travel in front with the remainder of the missive. BodyThe 2nd and sometimes even a 3rd paragraph should be about the campaigner. Explain why you think the individual is suited for the scholarship. Highlight all the positive qualities that you know of the individual. Besides. state them about how allowing the campaigner a scholarship will profit both. the campaigner and the establishment every bit good. Mention cases of some first-class academic undertakings or researches that the campaigner conducted under you. Besides include any co-curricular activities that the campaigner has excelled in. This will add weight to the candidate’s resume . DecisionThis is the reasoning portion of the missive. In this paragraph. you can briefly sum up all the points that are mentioned above. Besides. emphasis once more why the campaigner is appropriate for the scholarship and that you extremely recommend that it be granted to him. You can stop with an offer to supply more information. if required. Graciously end the missive by merely composing â€Å"Sincerely. _______† . Besides provide your contact inside informations – email reference. sooner. so that they can acquire in touch with you if and when required.

Theater and Improv Games for the Classroom and Beyond

Theater and Improv Games for the Classroom and Beyond Improv games are a great way to loosen up during drama practice or to break the ice at a party. Improvisational acting teaches you to think quickly and to read other people as you perform. Youll also sharpen your wit as you learn how to react to your audience. Best of all, you dont need any special props or equipment, just your imagination and the courage to step outside yourself.   Captains Coming Improv games like this one are terrific warmups that promote  teamwork and good humor. In this game, which is similar to Simon Says, one person plays the role of a ships captain. The rest of the group are sailors who must quickly follow the captains orders or be dismissed from the game. Orders can be simple or elaborate: Captains coming: Sailors line up in a row and salute the captain.Starboard: Everyone runs to the right side of the stage or room.Port:  Everyone runs to the left side of the stage or room.Man overboard: Sailors team up and pose as though theyre searching for the lost man.Mermaid: Stand on one foot, wave one hand, and say, Hi, sailor!Seasick: Run to port or starboard and pretend to be ill.  Swab the deck: Sailors pretend to mop and clean the floor.Walk the plank: Sailors stand single-file, their right arms extended and hands resting on the shoulder of the person in front. The great thing about Captains Coming is that theres no limit to the orders a captain can give. For added challenges, think of poses that require two or more people or divide the sailors into two groups and have them compete against one another. Yoo-hoo! Yoo-hoo! is another effective game for learning how to take cues and focus movement. It works best with groups that have room to move around. As with Captains Coming, this game requires a leader to call the cues and a group to follow whatever command the leader dreams up. As an added challenge, the group must repeat the action word six times in a whisper as they perform. After the sixth time, everyone calls out freeze! and holds still. Leader:  Yoo-hoo!  Group:  Yoo-hoo who?Leader:  You who  jump with ropes.Group:  Ropes, ropes, ropes, ropes, ropes, ropes, freeze! The leader then cues the next movement and the process repeats itself. If a person loses composure or breaks the freeze before the leader calls Yoo-Hoo again, that person is out. The last person remaining is the winner. Location, Location, Location The Location game can be done with as few or as many people as you like. Use it as a way to exercise your imagination as a solo performer and for learning how to act with others. Begin by having one or more actors develop a scene in a place that anyone can relate to, such as a bus stop, the mall, or Disneyland- without mentioning the name of the location. Have other players try to guess the place. Then move on to less familiar situations. Here are some to get you started: An atticA Ferris wheelA karaoke barAn orchestra pitUndergroundA high school yearbook clubA zeppelin The true challenge of this game is to think past clichà ©s and to avoid using language that gives away the action being performed. This improv exercise can also be played like charades, where teams must guess the activity. More Improv Games Once youve tried simple theater games, your troupe will be ready for more challenges. Here are a few more improv exercises: Tongue twisters:  It doesnt do students any good to be creatively warmed up if the audience has no idea what they are saying. Enunciation exercises  like tongue twisters provide a fun way to alleviate the dreaded mumbling, mush-mouth syndrome.Guess whos coming to dinner: This team exercise gives everyone a role to play. One person plays host, and the others are dinner guests. The only catch? The host doesnt know he or she is having company!The Harold: Developed  by theater director/teacher Del Close, this long-form improvisational activity allows more time to develop believable characters and organic storylines. Students riff off a suggested word, phrase, or idea through a mix of exercises. One improv piece can last from 10 to 45 minutes or more.Be an animal:  One of the best ways to develop out-of-the-box thinking is to have actors imagine themselves not just as other people but as an animal or even as an inanimate object. These drama activities offer proven ways to help participants get to know one another in a friendly, low-key fashion. They can also be used regularly as warm-ups  for your actors before you have them delve into more difficult improvisation exercises. Break a leg!

President Trumans Fair Deal of 1949

President Trumans Fair Deal of 1949 The Fair Deal was an extensive list of proposals for social reform legislation suggested by U.S. President Harry S. Truman in his State of the Union address to Congress on January 20, 1949. The term has since come to be used to describe the overall domestic policy agenda of Truman’s presidency, from 1945 to 1953. Key Takeaways: The "Fair Deal" The â€Å"Fair Deal† was an aggressive agenda for social reform legislation proposed by President Harry Truman in January 1949.Truman had initially referred to this progressive domestic policy reform program as his â€Å"21-Points† plan after taking office in 1945.While Congress rejected many of Truman’s Fair Deal proposals, those that were enacted would pave the way for important social reform legislation in the future. In his State of the Union Address, President Truman told Congress that that, â€Å"Every segment of our population, and every individual, has a right to expect from his government a fair deal.† The â€Å"Fair Deal† set of social reforms Truman spoke of continued and built on the New Deal progressivism of President Franklin Roosevelt and would represent the last major attempt by the Executive Branch to create new federal social programs until President Lyndon Johnson proposed his Great Society program in 1964. Opposed by the â€Å"conservative coalition† that controlled Congress from 1939 to 1963, only a handful of Truman’s Fair Deal initiatives actually became law. A few of the major proposals that were debated, but voted down, included federal aid to education, the  creation of a Fair Employment Practices Commission, repeal of the Taft–Hartley Act limiting the power of labor unions, and the provision of universal health insurance. The conservative coalition was a group of Republicans and Democrats in Congress who generally opposed increasing the size and power of the federal bureaucracy. They also denounced labor unions and argued against most new social welfare programs. Despite the opposition of the conservatives, liberal lawmakers managed to win approval of some of the less controversial measures of the Fair Deal. History of the Fair Deal President Truman first gave notice that he would pursue a liberal domestic program as early as September 1945. In his first postwar address to Congress as president, Truman laid out his ambitious â€Å"21-Points† legislative program for economic development and expansion of social welfare. Truman’s 21-Points, several of which still resonate today, included: Increases to the coverage and amount of the unemployment compensation systemIncrease the coverage and amount of the minimum wageControl the cost of living in a peacetime economyEliminate federal agencies and regulations created during World War IIEnact laws ensure full employmentEnact a law making the Fair Employment Practice Committee permanentEnsure sound and fair industrial relationsRequire the U.S. Employment Service to provide jobs for former military personnelIncrease federal assistance to farmersEase restrictions on voluntary enlistment in the armed servicesEnact broad, comprehensive and non-discriminatory fair housing lawsEstablish a single federal agency dedicated to researchRevise the income tax systemEncourage the disposal through sale of surplus government propertyIncrease federal assistance for small businessesImprove federal assistance to war veteransEmphasize conservation and protection of natural in federal public works programsEncourage foreign post-war reconstructio n and settlements of Roosevelt’s Lend-Lease Act Increase wages of all federal government employeesPromote the sale of surplus wartime U.S. naval vesselsEnact laws to grow and retain stockpiles of materials essential to the future defense of the nation Expecting lawmakers to take the lead in drafting the bills necessary to implement his 21-Points, Truman did not send them to Congress. Focused at the time on dealing with rampant inflation, the transition to a peacetime economy, and the growing threat of Communism, Congress had little time for Truman’s social welfare reform initiatives. Despite the delays and opposition from the conservative Republican majority in Congress, Truman persisted, continuing to send them an ever-increasing number of proposals for progressive legislation. By 1948, the program that had begun as the 21-Points had come to be known as the â€Å"Fair Deal.†Ã‚   After his historically unexpected victory over Republican Thomas E. Dewey in the 1948 election, President Truman repeated his social reform proposals to Congress referring to them as the â€Å"Fair Deal.† Highlights of Truman’s Fair Deal Some of the major social reform initiatives of President Truman’s Fair Deal included: A national health insurance planFederal aid to educationAbolition of poll taxes and other practices intended to prevent racial minorities from votingA major tax cut for low-income workersExpanded Social Security coverageA farm assistance programExpansion of public housing programsA substantial increase in the minimum wageRepeal of the labor union-weakening Taft-Hartley ActA new TVA-style program to create public works projectsCreation of a federal Department of Welfare To pay for his Fair Deal programs while reducing the national debt, Truman also proposed a $4 billion tax increase. The Legacy of the Fair Deal Congress rejected most of Truman’s Fair Deal initiatives for two main reasons: Opposition from members of the majority-holding conservative coalition in Congress who viewed the plan as advancing President Roosevelt’s New Deal’s effort to achieve what they considered to be a â€Å"democratic socialist society.†In 1950, barely a year after Truman proposed the Fair Deal, the Korean War shifted the government’s priorities from domestic to military spending. Despite these roadblocks, Congress did approve a few or Truman’s Fair Deal initiatives. For example, the National Housing Act of 1949 funded a program removing crumbling slums in poverty-stricken areas and replacing them with 810,000 new federally rent-assisted public housing units. And in 1950, Congress nearly doubled the minimum wage, raising it from 40 cents per hour to 75 cents per hour, an all-time record 87.5% increase. While it enjoyed little legislative success, Truman’s Fair Deal was significant for many reasons, perhaps most notably its establishment of a demand for universal health insurance as a permanent part of the Democratic Party’s platform. President Lyndon Johnson credited the Fair Deal as being essential to the passage of his Great Society health care measures such as Medicare.

The Media of Diaspora Essay Example | Topics and Well Written Essays - 1000 words

The Media of Diaspora - Essay Example The common notion of a globalised world is that it is composed of governmental organizations and big corporations, but this is not always the case as shown by large segments of the global population living in countries not their own but merely adopted. It gave the notion or concept of a movement that is â€Å"globalisation from below† and dispelled conventional wisdom also that a diaspora refers to the Jewish people only or exclusively. Discussion There are significantly large numbers of people living in other countries today due to the advent of modern forms of travel, such as the steamships and airplanes, which made travel easier and much cheaper. Prof. Karim H. Karim has sought to spotlight the public discourse on this growing number of people who uproot themselves to move to another country which he calls as transnational groups. These groups in turn use a variety of media to communicate and keep in touch with the original communities in their home countries, using various forms of communications such as postal mail, telephone, fax, satellite television, audiotapes, video cassette tapes and with the Internet, through e-mails and chat groups (Karim 1). The main purpose of Prof. Karim is to examine how these transnational groups have utilized various communication tools at their disposal and what the social effects are on them. The study of diapora today has been expanded from its previous closed set of characteristics to a broader definition in terms of its social scientific parameters regarding human dispersals. Some of the main points or arguments raised by Prof. Karim are that diasporas do not fit nicely into a neat definition at all times, except perhaps their common feature of being powerless in a foreign land; but even this definition does not hold true in all instances, as there are exceptions to this, such as ethnic groups which ended up as ruling elites, as in some Caribbean nations. A common misconception likewise dispelled by Prof. Karim is that diasporas are not exclusively among Asians, Africans or Latin Americans only but also include some of white ethnic groups such as Greeks, Macedonians, Italians and white Rhodesians, although these groups may have an easier time in assimilating because they are also white like the majority of Anglo-Saxons. The key marker or characteristic of a diasporas’ group is a non-dominant position in the global cultural context. Within this definition, the worldwide community of Muslims can be included because they do not have much access to global communications networks such as the CNN or the Reuters news organization like what other groups or main majority of citizens have. Diaspora does not pertain only to people going out of their native countries, as it is also applicable to indigenous peoples who have been displaced (or forcibly removed) from the traditional homelands they had previously occupied for centuries. The definition applies to the Inuit natives of Alaska and other parts of the Arctic circle who had remained within boundary of their countries but not in the earlier same exact geographical location (ibid. 2) and a clear manifestation of this condition is being â€Å"de-territorialised† as a nation of people. Pursuant to this longing for an ancestral homeland, many diaspora groups end up claiming certain lands in other territories despite some conflicting claims on it, like Israel in

Benefits And Costs Of Using Common Currency In Greece, Germany And Research Paper

Benefits And Costs Of Using Common Currency In Greece, Germany And Eurozone - Research Paper Example 14). As a result of reduced transaction costs, Eurozone nations expected a thirty billion dollar annual savings (The Euro, the European Central Bank, p. 154). Directly as result of eliminating exchange of currencies, the exchange rate volatility was also removed. These exchange rate fluctuations make the trade between countries more risky; because if one currency devalues in relation to other, the marketer of the depreciated currency will be affected by getting less than what his product is worth. Or conversely the buyer of depreciated currency may require paying more than what he originally contracted for (Eudey, pp. 14-15). Exchange rate rish is thus another form of transaction cost which was avoided. Another major benefit of Euro as the common currency was the avoidance of speculation. Before the introduction of Euro, speculation used to greatly occur throughout the Europe. Whenever a currency was thought to be devalued in near future, people used to sell all their holdings in tha t currency. The only solution to the problem of speculation was keeping the interest rates as high as possible to keep the people interest in the currency. These high interest rates were bad for the economy and hindered economic progress in Europe during 90s (Eudey, pp. 15, 16). Adoption of Euro as a common currency thus removed speculation and economies of the member countries could develop and flourish easily without the disadvantages of higher interest rates. Euro also does away with the problem of competitive devaluation of currency among the member nations. Before the era of Euro, European nations used to devalue their currency to increase the exports. Inflation was a direct result of this devalution (Eudey, p. 15). The adoption of common currency did in fact come with many costs as well. The first and the foremost disadvantage of adopting common currency by the Eurozone countries was that by accepting Euro as national currency they surrendered their right to adopt and change t heir monetary and economic policies to suit their domestic conditions (The Euro: Expect, pp. 123). There was another big cost of not being able to adjust the exchange rates between trading countries to eliminate the economic falloffs of individual countries. Even after the adoption of common currency and a unit monetary policy throughout the Eurozone and its many benefits, there is no surety that some member country may not go in recession; and this was the main concern for all the countries. If at any time one country goes into recession, it cannot alter the individual monetary policy and as a result the only option left is to wait, because a change in the monetary policy of all the nations would adversely affect more countries than benefit the country in recession (The Euro, the European Central Bank, pp. 157). Despite of this, the idea of creating a common currency was that by tying many European nations through a common currency, the business cycle of all countries will soon be closely linked to each other and very soon would there be no possibility of recession in one country while stability in other (The Euro: Expectations and Performance, p. 123). However, changes in individual Fiscal policies was allowed. Benefits and Costs of common currency in Greece Recently there has been a debt crisis in Greece and other Eurozone countries which has jeopardized the likelihood of continuing with the Euro. Especially Greece is highly considering to quit the Euro and reverting back to its national currency Drachma. The debt crisis is raising a lot of questions and discussions about the potential advantages and

Essay --

Favorite Writer Soujanya Mulastam R.K.Naryana was considered as a "Trio of Indo Anglian Novels" R.K.Narayana was a famous Indian Writer born in Chennai on October 10 1906. His novels attracted all the people and among them â€Å"Malgudi Days† brought him big fame. His father was a school Head Master in Government Educational Service in Chennai. Narayan completed his education in chennai and Mysore. He was very studious and had a habit of learning English Literature, he was a good reader and his literature included the famous one like Dickens, Wodehouse, Arthur conan Doyle. R.K Narayan wrote many stories and in total he wrote 64 and published them. He was a great human and his stories included good Humor and roles related to the Ordinary People. He was born and brought up in Chennai at his Grand Mothers place. He completed his 8 years of Schooling at Lutheran Mission School in Madras at her Grand Mothers Place and moved to Mysore to complete his remaining High School Education. He used to visit his parents and Siblings in holidays to spend some time with them. He completed his graduation from â€Å"University of Mysore.† After his completion of Education, he started his carrier as a writer at Madras Paper and later on decided to write his first story called â€Å"Swamy and Friends† in 1935. He married other caste girl Rajam in 1935 and broke his family Tradition. In person he was very good human, his wife died in year 1939 after giving birth to girl called Hema, Narayan was very dedicated to his wife and decided not to marry after the death of his wife. In the beginning his stories were rejected and not allowed for the publication, even though he never disappointed and finally released his first book in year 1935 called â€Å"Swamy and Frien... ...ndia accessible to the outside world using his literature. He grabbed the attention of common people in his stories. He was considered as one of the best Novelist in India. He brought the characters of normal people into his stories and this made the story fictional, his characters resembles Mahatma, Sadhu and Sanyasi. His novels in his stories are like the characters related to next door neighbors. Many Novels are Considered River Novels and many of novels interlinked with Malgudi Days. References: 1.) http://www.iloveindia.com/indian-heroes/rk-narayan.html 2.) http://bestindianwriters.blogspot.com/2010/10/rk-narayanan-history.html 3.) http://www.infoplease.com/ipea/A0900620.html 4.) http://www.penguinbooksindia.com/en/content/rk-narayan 5.) http://www.nytimes.com/2001/05/14/books/r-k-narayan-india-s-prolific-storyteller-dies-at-94.html?pagewanted=all&src=pm

Well-known American poet – Emily Dickinson

Emily Dickinson is a well-known American poet who writes much about the topic of death. She is known for her reclusiveness and somewhat sad life; some would say that she had sadness enough in her life to truly contemplate death. Her poems are full of figurative language and other masterful literary technique to help the reader fully comprehend her depth. In â€Å"Because I Could Not Stop for Death,† Emily Dickinson uses personification, extended metaphor and contrast to reinforce her point and theme to the reader. One technique Dickinson uses in â€Å"Because I Could Not Stop for Death† is personification.In line 2 Dickinson says, â€Å"He kindly stopped for me† (2). She is speaking of death, and identifies him as a man. The reader gets a picture of a man coming to woo her. The word kindly also tells the reader about Dickinson’s view of death. It is not something to be feared but is something peaceful. She puts away â€Å"her labor and her leisure too for his civility† (7-8). Dickinson speaks of death’s civility and the reader pictures death riding up in a carriage, courteous and formal. She is not afraid. Dickinson climbs into the carriage with him, and together, they take an eternal journey.Dickinson also uses the concept of an extended metaphor to explain the journey that the narrator takes between life and eternal death. The drive that she takes symbolizes the narrator leaving her life. For example, â€Å"As we pass the school, where children strove,† (9) Dickinson exemplifies life. What could be more alive than children playing? The â€Å"gazing grain† is also the ultimate sign of life. Both of these images show growth and peacefulness. As they continue to pass scenes, they start to get a little more ominous, like â€Å"the dews grew quivering and chill† (14) and the â€Å"house that seemed a swelling of the ground† (15-16).This house is a coffin, so in effect; the narrator is able to re view the various stages of life before passing into death for eternity. Dickinson is able to do this with the extended metaphor throughout the poem and her powerful choice of diction is describing the various stages. These strong images Dickinson particularly chose in order for the reader to be able to â€Å"see† her journey. Ultimately Dickinson’s entire characterization of death is done in contrast to what the reader already believes about death.The â€Å"civility† part is the line that really throws the reader as that line is in such contrast with what is typically written about death. The whole idea that the carriage arrives to pick her up, and then drives slowly on so that the narrator can see all the various scenes from the carriage itself. The narrator is able to kind of sum up her life in a way with the vivid images provided from the carriage window. And eventually the carriage arrives at its destination—immortality. This entire description of dea th is in contrast to what is typically written or visualized about death.In this poem of contrast, Emily Dickinson is able to explore two abstract ideas—mortality and eternity, as she makes her way from one toward the other. Emily Dickinson, a poet known for breaking some rules in American poetry, provides the reader with her famous â€Å"Because I Could Not Stop for Death. † Through her powerful use of diction, imagery, and contrast, she is able to make the reader re-think the entire concept of death and how people die. Dickinson writes very philosophically about a subject that everyone has pondered at one time or another.