M.S. Global Affairs admissions essay (private sector specialization)

Please develop an essay of no shorter than 500 words (typed, double-spaced) that discusses your professional goals and addresses each of the following questions: Why is this Graduate program right for you, both academically and professionally? What might you contribute to the program, both as a student and afterwards?

Personal information to incorporate:
Bachelor of Business Administration with a specialization in international business
Worked in Insurance full time for 7 years (provide the world with risk transfer mechanisms which allow economies to operate effectively and efficiently and expand)
Ultimate goal of expanding insurance career to an international level

Professional background:

Underwriting Officer ? Global Treaty

? Manage Professional and Management Liability treaty portfolio while also underwriting Medical Malpractice, Accident & Health, and General Liability accounts.
? Conduct audits of Cedants to ensure agreed upon execution of pricing and underwriting guidelines.
? Calibrate with actuarial teams to analyze metrics on individual contracts and on a portfolio basis.
? Interpret major claim reports and ascertain potential for liability across product lines.
? Review reinsurance contracts and lead negotiations with brokerage community to resolve issues.
? Survey and identify economic, industry and competitor trends and brief internal management and present externally to constituents.

Management Liability Underwriter

? Performed due diligence of private, publicly traded, and IPO companies worldwide listed on NASDAQ, NYSE, AIM, and local exchanges using quantitative and qualitative analysis to identify risk and opportunity areas.
? Placed international business utilizing Lloyds of London syndicate platform in compliance with locally admitted regulations in foreign jurisdictions.
? Underwrote ancillary lines including Employment Practices, Fiduciary, and Fidelity coverage.
? Met with C-level officers of client organizations to discuss special situations and pertinent issues concerning their shareholder value, risk management and business sustainability.
? Researched and fact gathered matters related to Insured?s corporate governance, finance functions, business transformation, growth strategy, and strategic direction including restructuring, merger and acquisition activity and integration.
? Researched alleged Department of Labor, Securities Exchange Commission, Foreign Corrupt Practices Act, and similar local and global regulatory violations.
? Acted as a project manager executing relationship management, production forecasts, and sales strategy for the West Coast region.
? Energized and influenced stakeholder relationships by traveling to production region, promoting company agenda, and enhancing company reputation.

Professional Liability Underwriter

? Evaluated risk and made coverage and price determinations for professional service firm clients including management consultants such as McKinsey & Co. and The Boston Consulting Group.
? Developed awareness of client?s services and gauged their risk management system relating to providing the firm?s services including litigation history, conflict resolution process, contract construction, conflict of interest polices, client screening procedures etc.
? Determined individual risk toleration levels, correlate price models, and advocate my position to the distribution chain.
? Traveled to assigned territory for production meetings that resulted in increased submission flow, quote ratio, and hit ratio resulting in new business development.
? Maintained client relations by implementing the agreed service plan and then monitoring the ongoing delivery of services.
? Executed client service responsibilities including addressing service proposition, requirements, and service delivery issues.
? Performed special projects such as mentor interns, design marketing material, create specialized reports, locate cross-sell leads and test efficiency of information technology platform.

Policy Coordinator

? Composed and structured Professional Liability insurance policy documents (e.g., policy forms, endorsements, declaration pages, etc.) responsive to underwriter and broker input.
? Performed quality control reviews of prepared insurance policies to ensure conformity with agreed-upon terms and communicated directly with brokers when exception resolution was required.
? Updated and maintained current analyses of the Management and Professional Liability marketplace.

Administrative Manager

? Developed productivity improvements in the areas of document processing and retention, shipping, and supply procurement resulting in a 20% reduction in associated personnel time.
? Completed ad-hoc analyses and special requests for the Firm?s President relating to Management and Professional Liability Insurance and wholesale brokerage topics.
? Supervised a team of 10 administrative staff responsible for supporting the Firm?s client brokerage activities, which placed more than $300 million in premium annually.

Lesson 4: Selecting a Path: Careers and Graduate School
Assignment : Graduate School Research
For this assignment, you will turn in the following pieces:
A statement of purpose or answer the essay requirement in the application admissions process
Justification for two potential references
The graduate admission test you would need to complete and the preparation materials for it are available.
Step 1 - Visit GradSchools.com at http://www.gradschools.com/ and Petersons Guide to Graduate Schools at http://www.petersons.com/graduate-schools.aspx to identify two graduate programs of interest. Once you identify the programs, review their application requirements.
Step 2 - Choose one of the schools to mock apply to and follow their graduate essay guidelines. If no guidelines exist, write a personal statement highlighting your interest in the program, summarizing what you have to offer the program (skills, knowledge, and experience), and communicating your short-term and long-term goals.
Step 3 - Identify two potential individuals who could write you strong letters of recommendations. Write a one page justification for each individual emphasizing why you selected them.
Step 4 - Identify what graduate admission test you will need to complete for your graduate application process. Write a one page summary of how you would prepare for the graduate admission test.
Step 5 - Write a three page reflection about what you learned from this graduate school research project. In your reflection, answer the following questions:
What two graduate programs did you identify?
Do you feel prepared? Why or why not?
Do you think you would get into the graduate program? Why or why not?
What was the most challenging aspect of the application process?
Was it easy to identify references? Why or why not? What can you do to aid in the reference writers process?
Please note that the paper should be 12-point Times New Roman font, 1 margins, and double spaced.
Follow APA guidelines in the preparation of the paper.

750 -1000 word Essay is to respond to the following specific statements:
a) Discuss how the Fast-Track MBA Graduate program will relate to your professional goals.
I have been in social services for over 15 years, presently in supervision. I am a cercified social worker. I like to help people resolve their problems. I feel good when I am able to assist a family to stay together. I want to improve in my ability so as to manage multiple responsibilities simultaneously. I foresee the blending of the knowledge of medical cases and social work in my agency, therefore I plan to continue my education by going to grad school, beyond that, a R. N. degree. This will allow me to affect change in the delivery of social services to families.

My objective is to implement a multi-dimensional approach, using a medical perspective which coincides with a psychological perspective when making assessments, and applying both perspectives as helping strategies in the home of families that are at risk for of or are acussed of child abuse. I seek to enhance the direct service providers that go into the homes to provide services by giving said providers a dual perspective when they use professional models to help families.
I would like to consult in the area of child protective services.

b) Discribe your leadership role in a significant professional or organizational accomplishment in your work experience.
I have good people skills with the ability to foesee a problem situation clearly and objectively. Ican take charge as a forward moving problem solver. This results in a peaceful progressive staff who trust me to move ahead and accomplish a job with few problems. I enjoy working with staff and client/customer especially on court and child welfare mediation cases within the inner city. I want to empower people to understand thee responsibilities in child rearing expectations and techniqes. want to help people learn to cope and resolve problems that threaten to break up their families.

My Professional Skills
Adaptability-Proven adaptability and expertise working with multi-cultural populations.
Analytical- Developed keen analytical skill especially in thinking and reasoning having dealt with a diversity of professionals, clients and professional staff.
Supervision- Supervised 7 skilled professional case managers who carried 30-40 families each. I provided and encourage in-services training and professional growth.
Interpersonal- Ability to work well with others, in both supervisory and support staff roles. Through positive attitude, listening, trustworthy and effective problem solver.
Leadership- Direct the performance and activities of staff by setting an example of ethical trustworthy character.
Management- Adept at managing multiple responsibilities simultaneously. Ensuring project completed accurately and in a timely fasion. Easilyimplemented through leadership qualities through a precise and exacting attitude tempered with warm, friendly manner calculated to elicit maximum cooperation from others. I am a student of Stephen R. Covey management philosophy.
Organization- Goal-directed, meet deadlines, good under pressure, detail oriented, and strong on follow-up.

Professional Experience
State of New Jersey Division of Youth & Family Services
Supervisising Family Services Specialist II Jan. 1998- Present
Family Services Specialist III Dec. 1991 - Jan. 1998
Accompliishments:
* Directed seven professional case managers
* Significantly reduced NJ liability and number of negative family incidents through quality management, training and communication
* Coordinated services with other professional agencies and providers
* Acted as liasion between our state agency and coust, police and hospitals
* Used statistical analysis to review performance, evaluate and plan strategy
* Recommended policy and procedure changes
* Performed 1000+ crisis interventions
* Investigated 1000+ neglect/abuse referrals

State of New Jersey '' The Office of the Public Guardian''
Project Specialist/Manager 1990-1991
Accomplishments:
*Provided counseling advocacy, case management services for incompetent elderly and abused senior citizens
* Initiated and maintained linkage with social service agencies statewide
* Assessed individual client cognitive, physical and emotional functioning and generated care plans based on findings

Meadow View Nursing & Convalescent Center
Admissions Coordinator 1987-1990
Accomplishments:
* Complete responsibility for the day to day management of a 60 bed residential unit

Education:
Eastern University Bachelor of Arts, Major: Organizational Management 2002
Fast-Track program completed in 18 months
GPA 3.61

Certified Social Worker, State of New Jersey License SW 10997
Other Recognition- Charter Member of the Pennsylvania Medical Society Patient Advisory Board 2000 - Present
Recognized for outstanding contribution to- Child Abuse Prevention 1995
Eastern Univ ersity -Received the Perseverance Award for overcoming great odds with courage and tenacity to finish my degree 2002 ( I have a chronic debilitating disease but it will not stop me from reaching my goal)

I feel the MBA program will help me develop and strengthen hard to measure attributes such as individial intiative, and the ability to see clear paterns and opportunities in apparent caos. As well as succeed within today''s business climate and conquer tomorrow''s unknown. I believe that an organization''s success depends on how well managers/supervisors at every level are able to predict the changes that will occur, and understand how to use those changes to their advantage.

I conclusion, Stuart Mills said, "The only way in which a human being can make some approach to knowing the whole of a subject is by hearing what can be said about it by persons of every varity of opinion and studying all modes in which it can be looked at by every character of mind. No wise man ever acquired his wisdom in any mode but this. The very reason for my varied studies social work, MBA, and
RN because I foresee the blending of these field in order to be successful as a consultant in child protection.

The essay should make me look as attractive as possible. For example, point out what is special, unique, distictive and or impressive about me. The obstacles or hardship overcome and personal characteristics like integgity, compassion, and persistence. Highlight skills like leadership, analytical ability. Tell why I would be a strong candidate for graduate school and more successful and effective in my professional/field than other applicants. Address what are the most copelling reasons for the admission committee to be interested in me.

I would like to apply HSBC graduate programmes (Full time) in Hong Kong, and the postion I am applying is Commerical Banking.
There are four quetions that I should finish on the HSBC application.


1) Please state why the career choice you have selected is appropriate for you, why you have selected HSBC and what your career objectives are. (Maximum of 2000 characters or approximately 300 words)

I have chosen the Commerical Banking position. (Banking for business: dynamic growth and development of a successful, long established business creates new openings.)
I will attach my cover letter via email.

2) How have you benefited from your work experience? (maximum of 2000 characters or approximately 300 words)

(I have three part time job experience listed in my resume, however, I have only worked as a research assistant in my university, the other two--Garment company, trading company are my father business,and I didn't work on it actually. Can you help me to elaborate into 300 words on each work experience based on the below bullet points?)

Ming Feng Garments Weaving CO., Hong Kong
Accounting Intern, June-August 2009
Performed assistance on monthly departmental accounting
Reconciled customer receipts to computer sales record
Analyzed departmental financial budget and forecasts

University
Research Assistant, November 2008- February 2009
Participated in the Stock Option Research by using Excel
Analyzed and collected 1500 sets of stock option data of American Corporations from the EDGAR database
Utilized Excel spreadsheet to analyze and organize on annual report data

Hang Sing Trading CO. Hong Kong
Marketing Intern, June 2007 August 2007
Analyzed and developed pricing strategies of China shipping
Decreased gap between actual and projected sales by 20% and reduced inventory level by 10%


There are faxes for this order.

Writing is one of the foundational skills of almost any graduate program. If you have trouble translating your ideas onto paper, others will not be able to evaluate your analysis or your ideas. Clear, structured, concise writing that is free of grammar or spelling errors is essential.
For this discussion, read the writing sample provided and propose changes to improve the writing. Share your ideas with the class and discuss your analysis of the writing. As you read each other?s posts, you will notice that each of us tends to focus on different aspects of writing.
Post your initial comments in the discussion area.

Writing sample (Hairston & Keene, 2003, p. 272):

Capital punishment is one of the features of American society today that most distinguish us from the rest of the world. No country anywhere?not Russia, not China?executes it?s citizens at anything like the rate we do ours. Meaning, we as a society, have institutionalized capital punishemtn. Our men are dropping like flies! Other than brute revenge perhaps the only possible justification for such activities on the part of the State would be the arugment that the existence and frequesnt well-publicized use of capital punishment discourages other potential criminals and prevents men from committing crimes. In support of that claim, a recent study of concludes that capital punishment has a strong deterrent affect. ?An increase in any of the three probabilities?arrest, sentencing, or execution?tends to reduce the crime rate. In particular, each execution results, on average, in 18 fewer murders?with a margin of error plus and minus 10.? As Iain Murray concludes, ?On the final day of 1999 (the last day for which we have accurate figures), there were 3, 527 prisoners under sentence of death in American prisons. This study suggests that if all those sentences were carried out 63,000 lives would be saved.? One is left agreeing with noted philosopher John Stuart Mill, who in a speech before the English Parliament on April 21, 1868, aptly concluded ?I confess it appears to me that to deprive the criminal of the life of which he has proved himself to be unworthy?is the most appropriate as it is certainly the most impressive, mode in which society can attach to so great a crime the penal consequences which for the security of life it is indispensable to annex to it.?

Reference
Hairston, M., & Keene, M. (2003). Successful Writing (5th ed.). New York: Norton.

please use the attached resume and complete the following


A 3-4 page (double-spaced) statement of purpose that:
o Describes ones leadership qualities, skills and professional experiences that quality one to be accepted into the MSOL program;
o How the MSOL degree will enable one to grow as a professional leader and engaged citizen, including how the degree will advance ones career and active role in the community;
o Outlines the socially responsive professional project rooted in a work issue and social concern that will be developed and completed during the MSOL Programs course of study;
o Discusses the challenges of participating in a graduate program and how one will balance academic, work and personal responsibilities.
o A descriptive summary outlining ones civic activities, social concerns, etc.

There are faxes for this order.

Below school I want to apply
The graduate school of international studies
The GSIS was established in 1991 in response to the demands of globalization and internationalization. In 1996 the Korean government declared a need for highly qualified experts in the fields of commercial policy, international relations and area studies, which prompted the GSIS to develop graduate programs in International Commerce & Cooperation and International Area Studies, which was launched in March 1997. In late 1996, the Korean Ministry of Education designated the GSIS at Korea University as one of the top five most recognized graduate schools in Korea qualified to receive a major government grant for the next five years.
In view of the growing importance of electronic commerce and its impact on international trade, the GSIS started a master degree program in electronic international commerce in March 2000.
The major goals of the GSIS are to develop specialists in the field of international relations and area studies; and to promote the studies of these area languages; and the globalization of Korean studies. Thus, the GSIS aims to further Korea's understanding of the world as well as to further the world's understanding of Korea.
The GSIS offers three Master's Degree Programs under the Department of International Studies, the Department of Korean Studies, and Department of Electronic International Commerce. The GSIS is open to students of all nationalities, and all courses are taught either in English or, in the case of area studies, in the relevant language


Statement of purpose

A statement of approximately 5 pages, describe your background, your past work in your intended field of study, and your plans for graduate study and a professional career.


Introduce Myself
In June of 2000, I graduated from University of Massachusetts with a degree in Finance. After working briefly as a substitute teacher at Botanic Gardens Children?s Center and as an assistant administrator at Liberty Mutual, I found a job with Hanjin Shipping as a coordinator in charge of handling export documentation, account receivable and payable, equipment control, and booking. Even though my office is one of the smallest offices of Korea?s shipping giant, in terms of business transactions, it is one of the busiest. As an export department representative, my day is never an eight-hour, usually more but never less. It is hard and demanding, but its challenge made me realize that I must overcome this. Many things that I have observed and experienced in my office require improvements. As a mere department representative, I am only able to bring the matters to my superior?s attention. However, with my manager?s different interest and focus, such efforts are usually unnoticed.
Though I did quite well in the company?I have advanced to my current position, which is nearly two years ahead of typical promotion speed?I still found myself seeking greater challenge in career. Just performing day-to-day tasks that involve a lot of mere paper shuffling did not excite me. Eventually, I came to a realization that I won?t be able to maintain this career any longer unless there is a change.
Why do u want to apply this school?
I want to share and analyze my insights with my peers in this program and, at the same time, take advantage of wealth of knowledge and expertise of respected professors so that I may expand my wings and compete among the best for personal gratification as well as social contribution.

your intended field of study

In order to meet the global challenges of financial liberalization, the GSIS holds the advanced International Finance Workshop on a weekly basis for those professionals in Korea either working or specializing in monetary, industrial or economic relations. The program is a 20 week intensive lecture, discussion program in English led by heads of foreign financial, industrial, and economic organizations, professors, lawyers and other specialists in the field of international finance. The classes are conducted either every Monday or Wednesday. Please note that application date and other details are subject to change. For application forms and the most current information, please contact the GSIS Office of Academic and Student Affairs, or visit the GSIS home page. Postal, e-mail and web site addresses may be found on the back cover of this brochure.

your plans for graduate study and a professional career.
Want to work financial area.

I will attach my resume too.
Ms. Bo-In Choi
7 Ocean View Dr #609
Boston MA 02125
617-282-6308
Email: [email protected]

Objective To obtain a challenging position in finance or accounting for growth and
development drawing my skills and experiences.

Education 1998 - 2000 University of Massachusetts Boston, MA
Bachelor of Science / Finance
 Dean?s list

1996-1998 University of Bridgeport Bridgeport, CT
Finance
 Dean?s list


Relative Course Theory of corporate finance Investments,
Finance Policy International Financial Management
Federal Taxation financial accounting
Managerial accounting financial management


Work History 2001 ? NOW HanJin Shipping Ltd Braintree, MA
Coordinator for Export documentation/ Account Receivable and payable/Equipment Control/ Booking
 Communicate with customer to receive documentation
 Input B/L into NIS and prepare copies for distribution to shippers
 Compile & File shipper ex doc?s with us customs.
 Cross check loading against shipper documentation
 Rate B/l via Simon For B/L preparation
 Monitor C/A issuance and reporting
 Monitors export documentation communication
 Monitor customers penalty & report
 To collect ocean freight payment from customer
 Calling customer for overdue payment
 Prepare for US Customs
 Inventory updates on a daily basis
- Coordinate with M&R vendor/ Terminal operations for the Equipment Repair
-Load the vessel
2001 ? Feb Liberty Mutual Boston, MA
Assistance Administrator in investment department
- Responsible for all daily cash processing and balancing on one or more custodial and or demand deposit accounts
-Verification of cording and input to investment accounting system
-Processing of restricted securities, processing of commercial paper purchases and related trade documents
-Performed special calculations and cording
Reconciliation and accounting function

2000 ?2000 Botanic Gardens Children?s Ctr. Cambridge, MA
Substitute Teacher
 Supervised the children and monitored their interactions with each other.
 Helped children develop their interpersonal skills as unique individuals.
 Helped children develop their language and communication skills.


1999-1999 Inter-Continental Hotel Seoul, Korea
Internship at Human Resources
 Answered phones and fielded inquires from guests and employees.
 Translated letter and correspondence from Korean to English.
 Created schedules for manager of Human Resources.
 Assisted the HR manager in performing general office duties

1997 ? 1998 Dapoongsa company Seoul Korea
Assistant Accountant
 Helped the accountant prepare the company?s monthly finance report.
 Performed analysis on financial products and sales figures.


Computer Skills MS-Word, Excel, Access, Power Point, Internet Skill

Language skill Korean, basic of Chinese

Interests and KOSA (Korean student association) member
Activities


Reference Available upon request

Greetings!
I need a research/academic paper about Higher Educational Programs.

Topic: Higher Education
Title: An analysis of the advantages and disadvantages of traditional versus nontraditional graduate programs.

Note: I was considering enrolling in online PhD program. But after weighing the pros and cons. I realized that a traditional program would be in my best interest. Traditional programs more affordable and most offer some type of fellowship/assistantship to offset the cost of attendance and living expenses. I also discovered that most online programs are overly priced and as a result...causes students to incur more debt. (Please be sure to mention this in the paper).

Other points to hightlight:
*How effective are nontraditional programs?
*Do nontraditional students experience more anxiety than traditional students.
*I would like the paper to really emphasize that a traditional graduate program have more benefits (my belief).

Please note paper will be detected for plagarism. AUTTHENTICITY IS A MUST!!!!

Thanks~

NUR 502 ? Theoretical Foundations for Nursing Roles and Practice

Master?s Prepared Nurse Interview Guide
Introduction
In this section, provide the general purpose of the paper. State the reasons for selecting this individual as an interviewee. Do not use the actual name of individual.
Overview of Career
In this section, describe the interviewee?s career. Start with their pre-licensure education. It is appropriate to include geographical location, type of institutions(s), and type of position(s) held. In addition, include interesting facts, examples of practice, etc. Place information regarding their graduate program in the Graduate Education section. If the interviewee shared interesting and relevant personal information, this can be included as well.
Graduate Education
In this section, provide information about the graduate program: institution and type of program. Start by providing the reason why the interviewee chose to attend graduate school. Describe additional information that the interviewee may have shared about the graduate program.
Present Position
In this section, describe the interviewee?s present position. Identify specific competencies that the interviewee described as important to this position that were gained from the graduate program. Include other interesting information that the interviewee provided regarding the present position. Mention certification(s) if appropriate to present position.
Pearls of Wisdom
In this section, share special information about the interviewee, including lessons learned and any suggestions/advice the interviewee gave for individuals starting a graduate program.
Conclusion
In this section, summarize what was gained from the interview: what was learned about the effects of graduate education in regards to change in knowledge, skills, and attitudes; and perhaps how this fits with the program outcomes for a specialty. Describe what else may have been learned from the interview. End the conclusion with general comments about the selection of an interviewee and whether the interview developed a clearer idea as to what to expect from graduate education.






Refer to the "Master's Prepared Nurse Interview Guide_student" as you prepare this assignment.
Interview a nurse who is master's-prepared in nursing and is using this education in a present position. Preferably, select someone who is in a position similar to your chosen specialty track. The purpose of the interview is for you to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gained, and is presently using, that reflect advanced education. Organize your interview around the topics below:

Overview of the master's-prepared nurse's career
Reason for seeking graduate education
Description of present position and role
Usefulness of graduate education for present role
Pearls of wisdom he/she is willing to share

In 750-1,000 words, write the interview in a narrative format. Use the following guidelines:

1. Within the paper's introduction, explain your interview selection.
2. Do not identify the individual by name.
3. Use centered headings to separate parts of the interview.
4. In the conclusion, identify one or more competencies from the interview that are consistent with GCU program competencies and/or AACN education essentials. In addition, provide a statement that reflects what you gained from the interview.


Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

aster's-Prepared Nurse Interview
1
Unsatisfactory
0.00% 2
Less Than Satisfactory
80.00% 3
Satisfactory
88.00% 4
Good
92.00% 5
Excellent
100.00%
70.0 %
Content
5.0 %
Introduction
Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis. Introduction lacks any discernible overall purpose or organizing claim. Introduction is insufficiently developed and/or vague. Purpose is not clear. Introduction is clear, forecasting development of the paper. Introduction is comprehensive; purpose of the paper is present. Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.
15.0 %
Career Overview
Thoroughly presents all of the information to portray a clear chronology as well as richness of detail. Omits major elements and is disorganized. Describes but fails to paint a clear picture of the nurse's career and/or progression in a logical order. Addresses most of the primary elements of the individual's career in a logical fashion. Addresses the primary elements. Reader can easily see purpose. Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
15.0 %
Graduate Education
Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth. Omits major elements; is disorganized; and has no depth or detail. Describes but fails to address some of the elements; lacks depth and detail. Addresses the same elements but lacks depth and detail. Necessary elements are present and clearly presented. Decision-making process is evident to the reader. Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.
20.0 %
Present Position (includes pearls of wisdom)
Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights. Omits major elements; information is tangential and disorganized. Describes but fails to address most of the primary elements in any depth. Addresses most of the primary elements of the present position with recognition of competencies but lacks detail. All key elements are presented with clarity. Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.
15.0 %
Conclusion
Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation. Conclusion lacks any discernible purpose. Conclusion is insufficiently developed and/or vague. Conclusion is clear and identifies key points of interview but fails to draw inferences. Conclusion is clearly evident to the reader. Career opportunities are present. Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.
20.0 %
Organization and Effectiveness
7.0 %
Thesis Development and Purpose
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %
Argument Logic and Construction
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %mas
Mechanics of Writing (includes spelling, punctuation, grammar, language use)Writer is clearly in command of standard, written, academic English.
. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
10.0 %
Format
5.0 %
Paper Format (Use of appropriate style for the major and assignment)All format elements are correct. Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
5.0 %
Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)n-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
100 %
Total Weightage

100.00%
100.00%

The question exactly how it''s written in the application for admissions to the graduate program; Executive Business Program:

?On a separate sheet of paper, please give a thoughtful, candid analysis of your professional objectives, both long and short term, and indicate how the graduate program for which you are applying will help you achieve them.?


Please use some of the following information in the essay delivered:

-By enrolling and finishing the Executive Business Program I hope it will enable me to make wiser/more educated decisions about my career options and choices. In today''s world a bachelor degree is no longer enough to keep you ahead of the rest of the game. I believe this program will help me accomplish both my short and long term goals.

-In the statement I want to say that I have worked as an assistant manager at a franchise store, Pearle Vision, and I''d like to take the skills I learned there and refine and define them in graduate school, and then apply my knowledge and further my career in a different field of business.

-I hold an associate degree in Optic nary Program and a Bachelor?s degree in Business Administration.

-I graduated from Brookline High School and excelled in my studies of Business classes.

-The flexibility of the program also allows me to continue my work while I take classes.

I have a BA in Psychology. I am putting in a request for a personal statement for graduate program in Mental Health/Counseling. The essay must discuss my personal background, experiences, interests and goals. Below is my professional experience and hat I would like to be discussed in the essay. Any information can be added. Any additional information will be provided upon request.

While in college I was employed by an adoption agency to be in charge of a Chinese adoption program (specifically Chinese because I am originally from China). I had to educate parents on adoption issues, attachment issues and give general Chinese cultural information and what to expect. In addition, my main responsibility was to help with a specific program where 10 Chinese children of different ages were supposed to arrive and stay with potential adoptive parents for a month. Adoptive parents didnt get to choose which child to host, but rather the child was selected by me and the agency for each specific family depending on their general requests (for example gender wise). After the child was matched with a participating family that was looking to adopt, that family received a picture of that child and very general brief information about him/her (not much information was usually available). Ones the picture was received by families, they were required to write an introduction/greeting letter to that child, about their family and etc.

At the same time I was working with a 10 year old Chinese girl who was adopted by an American family. She spoke no word of English and they spoke no word of Chinese. I was like a little sister to the girl since I was the only one she could communicate with. I taught her English, played with her and help promote communication between her and the family. I also helped to deal with much stress which she experienced when she started going to school. She was very proactive and intelligent and very eager to explore her new environment.


After college I went to work for a program that promotes culture exchange and places foreign high school student with American families. My job is to supervise those placements, educate about the program and resolve any disagreements that may arise between a foreign student and his/her family.

The following reason is why I decided to pursue a career in Mental Counseling. When I was at the adoption agency, it happened so that 2 weeks prior to the arrival of children, for political reasons the Chinese government did not let the children leave. After so many preparations (preparing beds for them, buying toys and etc), the families were heartbroken to find out that their children would not arrive. From the picture and the information that they had received about the child, they had gotten attached to them and not that child was being taken away from them. A lot of these families had their own children and they would also be sad to find out that their potential siblings would not arrive. The families were in grief and needed help and support. I did all I could to alleviate the suffering but at the same time I felt helpless because I didnt possess enough experience or knowledge as to help in such difficult situations.

Somewhere the little girl should be tied in because she and her family were lucky enough to have each other. Helping them and promoting communication between them was very rewarding.

At my current job I am told that I am very good at resolving conflicts. A lot of situations come up and I provide guidance as to how resolve them. I also simply listen because thats valuable help too.

I should write two page double-spaced word processed essay that addresses the following two topics:

- Discussion of two accomplishments that demonstrate my potential for success in the dual-degree MIS/MBA program (Master of Science in Management Information Systems/MBA - Concentration in Risk Management).
- Discussion of my unique personal qualities and life experiences that distinguish me from other applicants to the dual-degree MIS/MBA graduate program.


By the way, I'm an International Graduate Student. I'm from the Ivory Coast, in West Africa. I got a Bachelor degree in Business Administration from a french speaking institution, in August 2010. Then after I worked for 4 months in a leading energy company in my country, as Financial assistant. I live in the United States right now. I studied English as a Second Language and want to start my graduate program at the University of Nebraska at Omaha.


I've attached my CV. Unfortunately it is written in french, but may be useful for you.

I desire to become a Portfolio Manager upon completion of this dual degree program.

I am applying for a graduate program in counseling and I need to write about why I want to enter the program.

These are some facts about me:

I have a bachelor?s degree in accounting.

My GPA is a 2.7(not good)

I am not working as an accountant because I don?t like it, I think is boring.

I work in an elementary school

I am a permanent paraprofessional

I work with disable children

When I first started college I thought that accounting was my true passion. I always imagine myself working in an office in Wall Street, getting paid a very good salary. This is why I chose to have an accounting major. I use to read the wall street journal, to get well inform of the economy and how the stock market was running. I then realized that all of this was pure vanity. I was only thinking about how much money I will get and how rich my life will be. All of this did not make me happy.

While going to college I started working as a substitute paraprofessional for disable children with district 75. It was there that I found my true passion. It is very gratifying for me to work with these kids. I feel I am making a difference in their lives. Helping them to learn knew things and become independent.

I feel that by becoming a counselor I could help these kids even more. Many of these children?s are mentally and emotionally disrupt and need someone to help them cope in their everyday life. Many of these children have been abuse and have gone through many traumatic events in their lives. They need someone to talk to and express their concerns in life.

Below is a counselor responsibility (I thought you could use this):
Educational, vocational, and school counselors provide individuals and groups with career and educational counseling. In school settings?elementary through postsecondary?they usually are called school counselors, and they work with students, including those with academic and social development problems and those with special needs. They advocate for students and work with other individuals and organizations to promote the academic, career, personal, and social development of children and youths. School counselors help students evaluate their abilities, interests, talents, and personality characteristics in order to develop realistic academic and career goals. Counselors use interviews, counseling sessions, interest and aptitude assessment tests, and other methods to evaluate and advise students. They also operate career information centers and career education programs. High school counselors advise students regarding college majors, admission requirements, entrance exams, financial aid, trade or technical schools, and apprenticeship programs. They help students develop job search skills, such as resume writing and interviewing techniques. College career planning and placement counselors assist alumni or students with career development and job-hunting techniques.
Elementary school counselors observe younger children during classroom and play activities and confer with their teachers and parents to evaluate the children?s strengths, problems, or special needs. In conjunction with teachers and administrators, they make sure that the curriculum addresses both the academic and the emotional development needs of students. Elementary school counselors do less vocational and academic counseling than do secondary school counselors.


Feel free to lie and write about anything that will convince them that I want to be a counselor.

You are to write a 1-page paper. Read the article below. Please respond to the 3 questions. State the question first and then continue to answer the question(s). *Do Not Use Outside Sources*

Thompson provides a historical overview of adult education in the United States. Historians of course cant include everything in the fields past.

Questions:
1.What should be included in adult education histories?
2.How is the purpose behind writing a history related to ideas about the purpose of the field?
3.Does knowing our history even matter?


ADULT EDUCATION PROGRAMS AND ACTIVITIES IN THE UNITED STATES: TOWARD A BALANCED HISTORY: by Thompson

INTRODUCTION
History is often thought of as "the past" or as a record of the past; to view history from this perspective is to lose sight of the degree to which intentional selection and multiple motivations play a role in the construction of this concept, however. A more constructive view of history involves viewing it not as a subject for study but as a process of selecting and arranging evidence in order to interpret and explain human actions. Just as the actions and events of the past were determined by the personal biases and motivations of historical figures (major and minor), the written interpretation of those actions and events is based on the biases and motivations of the historian. The relevance of both doing history (to the historian) and reading history (to the student of history) comes from the resulting ability to more fully construct, understand, and evaluate past, present and future choices which a more complete understanding of this process brings ( Johnson, n.d.). Because human development is a continuous process in which the present is informed by both the known past and the projected future, adult education professionals must have a knowledge and understanding of the history of their field; only in this way will the professional decisions and choices they make have validity in more than a limited, time constricted sense. The standard histories of adult education provide an inadequate basis for present evaluations and decision making because they present only a limited, culturally biased assessment of what and who was important in the history of this field: a picture only of the "big trees".

This paper has three goals: 1) to review the standard history of adult education and the image of the field which it evokes; 2) to provide examples of "neglected histories" that exemplify alternative perspectives on the field; and 3) to discuss the importance of developing a more balanced history of adult education.

PART I: THE BIG TREES
Colonial Period
Several factors in the social setting of colonial America encouraged educational activities for adults. Many settlers were members of political or religious minority groups looking for increased opportunity, opportunity more likely to favor those with either increased practical knowledge or higher levels of formal education than had been available to common citizens in England and Europe. Protestant religious groups generally promoted literacy (although often defined as the ability to read only, rather than to read
and write) as a necessary tool for Bible reading and enhanced spirituality. Finally, the strong work ethic prevalent in the colonies encouraged education; the idea that ignorance begets idleness was a compelling argument for the need for intellectual development (Knowles, 1977). Standard historians of adult education cite Cotton Mather's Essays To Do Good (1710) as an early example of the promotion of adult educational activity in the New World. In these essays Mather discusses the importance of cooperative efforts to benefit society. He advises the organization of discussion groups to deal with current problems
and suggests the use of specific questions as the basis for discussion. Four of the questions proposed by Mather follow:
1. Is there any particular person whose disorderly behavior may be so scandalous and so notorious that it may be proper to send him our charitable admonition?
2. Can any further methods be devised that ignorance and wickedness may be chased from our people in general; and that domestic piety, in particular, may flourish among them?
3. Is there any instance of oppression or fraudulence, in the dealings of any sort of people, which may call for our efforts to prevent it in future?
4. Is there any matter to be humbly recommended to the legislative power, to be enacted into a law for the public benefit? (Mather,1710, p. 16-17).

In these questions we see an early, faint foreshadowing of familiar adult education concerns: self- actualization, the use of education to cure social ills, and a desire to influence social policy. Seventeen years later, Benjamin Franklin elaborated on Mather's idea in establishing a "mutual improvement" society, the Junto. This group based their discussions on questions almost identical to those proposed by Mather. Additionally, each member of the society was responsible for generating in turn a question on morals, politics, or natural philosophy. Every three months members were required to write and present an essay on any subject as a stimulus to group debate. Membership in the Junto, which existed for thirty years, was limited to twelve ( Grattan, 1955).

Several other institutions provided educational opportunities to adults in colonial America. Private vocational schools, the predecessors of modern commercial trade schools and business colleges, were the chief sources of vocational education for adults. Subscription libraries provided books for the intellectual stimulation of those adults who could both read and afford the subscription fees. Agricultural societies, first established in the mid-eighteenth century, provided a vehicle for the exchange of agricultural
knowledge (Knowles, 1977). The general trend during the colonial period was away from the theologically based knowledge that had previously been the focus of most educational activities toward more secular, liberal, and utilitarian knowledge. In attempting to improve on the social and political traditions of Europe, American colonists devised educational activities appropriate for a new society.

Diffusion Of Knowledge In The New Nation
The period between the Revolutionary War and the Civil War saw a variety of social changes that influenced both the availability and type of educational activities for adults in the United States. Universal male suffrage (limited, however, to white males) argued for a more educated citizenry. Western expansion led to fewer distinctions between social classes and thus to changed opinions as to what was considered appropriate levels and areas of study. The industrial revolution promoted competitiveness and upward mobility, thus motivating many individuals to raise their level of education in order to take advantage of new opportunities. The urbanization and high levels of immigration which accompanied industrialization resulted in social and political conditions which increased the need for educational activities and programs for adults (Knowles, 1977). Privately Sponsored Activities According to Malcolm Knowles (1980), adult education activities before the Civil War can best be characterized as attempts at the diffusion of general knowledge. The influence of the European Enlightenment on the perceived value and importance of secular and scientific thought resulted in the founding of numerous institutions for spreading this "new" knowledge. Among those early institutions were the:

American Academy of Arts and Sciences, 1780
Pennsylvania Academy of Fine Arts, 1791
Boston Mechanics Institute, 1826
Franklin Institute, 1828
Lowell Institute, 1836
Smithsonian Institution, 1846
First Public Library, 1848
Cooper Union, 1859

Although the mechanics institutes and mercantile libraries were established to serve only a limited population (young merchants and merchant's clerks and mechanics and apprentices), other institutions were intended to disseminate knowledge in philosophy, natural history, the arts, and the sciences t the general public. The delivery by outstanding literary, religious, and educational figures of cultural or educative lectures or lecture series was based on the idea that "lectures can play a creative role in adult life" (Grattan, 1955), an idea which still prevails today. Many of the voluntary associations and agencies which were established during this period provided educational activities for their clients or members. Groups devoted to specific "causes"--abolition, temperance, suffrage--also engaged in educational activities designed to recruit new members and to inform the general public about particular social or political issues.

Publicly Sponsored Activities
Opportunities for agricultural education increased during the era before the Civil War. Farmers Institutes under the jurisdiction of state boards of agriculture provided direct instruction to farmers about technological improvements in farming. The Morrill Act of1861 provided federal support for Land Grant Colleges to teach agricultural and mechanical arts to the local citizenry, thus bringing higher education into close contact with the problems and needs of the people. Public evening schools made their appearance in a "highly unstable and often rather informal" form in the second twenty-five years of the nineteenth century (Knowles, 1977,p. 27). These early schools were intended to serve boys who had been forced to leave school to work and adults who had never received an adequate elementary education.
The curriculum was in no way tailored to the needs of adult students, but was rather are petition of courses offered during the day (Knowles, 1977).

Lyceums
The first national adult education program was introduced in 1836. The Lyceum movement, initiated by Josiah Holbrook, was intended to aid in the general diffusion of knowledge and the advancement of education in the public schools. Holbrook enumerated the advantages of Lyceums:
1. The improvement of conversation
2. Directing amusements
3. Saving of expense
4. Calling into use neglected libraries, and giving occasion for establishing new ones
5. Providing a seminary for teachers
6. Benefiting academies
7. Increasing the advantages and raising the character of district schools
8. Compiling of town histories
9. Town maps
10. Agricultural and geological surveys
11. State collections of minerals (Holbrook, 1829)

Lyceum "exercises" were conducted "in several different ways, to suit the wishes and acquirements of those who compose[d] them" (Holbrook, p. 28). Oral reading, biographical sketches, conversation and questions on various subjects, and lectures were among the methods of sharing knowledge commonly employed by Lyceum members. By 1835 there were approximately 3,000 town lyceums presenting weekly lecture discussions .The national system faded out after 1839, but many town and county lyceums continued to flourish up to the time of the Civil War. After the War, other groups such as women's clubs and literary societies continued the practice of providing popular public lectures. The Lyceum movement can be credited with leaving several conceptual and methodological legacies to future adult education endeavors (Knowles, 1980).
Diffusion Of Organizations In The Maturing Nation
Between 1866 and 1920, the United States experienced tremendous physical, intellectual, and economic growth. Concurrently, the country changed from primarily agrarian and rural to primarily industrial and urban. New knowledge, new theories of social development, and changing social conditions combined to suggest the need for both more extensive and more varied adult educational activities than had been available in the past.

According to Knowles (1980, p. 15), the period between the Civil War and World War I might best "be characterized as the diffusion of organizations" for adult educational activities. Each year saw the founding of several new organizations dedicated to personal or social improvement; most included a formal or informal educational component. Chautauqua And Correspondence Study Of the educational programs established during this period, Chautauqua Institution was undoubtedly the most ambitious. Founded in 1874 by the Reverend John Heyl Vincent, secretary ;of the Methodist Sunday School Union and Lewis Miller, a businessman, Chautauqua was originally conceived as a summer normal school for
Sunday school teachers (Grattan, 1955). The belief that a wide variety of liberal, secular knowledge would benefit the populace soon caused a shift in the emphasis of instruction, however. Literature, science, history, and other cultural subjects became the foundation of the Chautauqua Literary and Scientific Circle, established in 1878.

Believing that education should come "alike to the door of want and of wealth"(Vincent, p. 63) and that "the whole of life is a school" (p. 72), Vincent, with the help of William Rainey Harper (who later became president of The University of Chicago) developed a national system of home study based on local study groups or individual study. Students read from the required reading list, prepared answers to instructors'
questions, wrote essays, and took final exams. Between 1874 and 1894, ten thousand local study groups were established. Over 300,000 students enrolled in the C.L.S.C between 1874 and 1918, and approximately 50,000 fulfilled the four year course of study required for graduation from the program (Grattan, 1955).The idea of study at home, or correspondence study, was adopted by other private
institutions. The largest of these, the International Correspondence Schools of Scranton, Pennsylvania, was founded in 1891. Many public universities also developed correspondence departments to serve students who were unable to attend classes on campus (Knowles, 1980).

Social Service Organizations
The second half of the nineteenth century was marked by the establishment of a variety of social service agencies, many of which incorporated the idea of using education to alleviate or solve social problems. The YMCA, originally established in 1851, experienced tremendous growth in the 1860's. The Association, which established libraries and offered evening classes for study and improvement, soon became known as the "college of the people" (Cremin, 1988, p. 92). By 1913, seventy three thousand
students, most of them adults, were enrolled in Y classes. Courses included elementary school subjects for boys and young men who had left school in order to work, courses in English and American citizenship for immigrants, and industrial courses to prepare students for various jobs. The YWCA, established a few years later, offered a similar program of formal educational activities which were divided between traditional women's subjects such a sewing and homemaking and vocational preparation in fields that had traditionally been closed to women: telegraphy, bookkeeping, and commercial art
(Cremin, 1988).

The College Settlement Association (1887) established settlement houses in urban neighborhoods in order to teach city-dwellers "to learn how to live together and to secure good living conditions"(Knowles, 1977, p. 66). Settlement houses were run primarily by college educated-women as a tool to energize the community into becoming an educative and curative force. Settlement workers rejected the traditional restrictive view of education as the transmission of knowledge from superior expert teachers to ignorant
learners. Instead, they believed in mutual education: a two-way exchange of knowledge. Although lectures were sometimes employed, primary emphasis was on discussion of topics interesting or important to adult neighborhood residents. As Jane Addams remarked, students did not want to hear about simple things; they wanted "to hear about great things, simply told" (Cremin, p. 175-76).

Public Institutions
Evening schools, which had begun tentatively in the first half of the nineteenth century, became more common in the late nineteenth and early twentieth century. Knowles (1977) notes several trends relating to the development of evening schools during this period:
1. Enrollments and ages of participants increased
2. Americanization education was increasingly emphasized
3. Vocational offerings were expanded
4. The number of secondary and college courses increased with the advent of
Evening high schools
5. Experimental informal adult education activities began to be offered

By World War I, evening schools were an accepted part of the adult education scene, and were generally tax supported. University extension, an educational development with profound implications for adult education, was first instituted by the University of the State of New York in 1891. Although a few universities experimented in the late 1800's with the idea that state funded universities had responsibilities to its citizens other than the transmission of a cultural heritage to traditional college-aged youth, the extension movement did not gather much force until 1906. In that year the University of Wisconsin created a University Extension division which emphasized subjects concerned with the problems of the people of the state: problems relating to agriculture, industry, politics, and society. The goal of
university extension became carrying the University to the homes of the people...to give them what they
need--be it the last word in expert advice; courses of study carrying university credit; or easy lessons in cooking and sewing. University extension...offers the benefits of research to the household and the
workshop, as well as to municipalities and the state (Louis E. Reber, Director for University Extension, University of Wisconsin, 1907; cited in Grattan, 1955, p. 193).

The university extension movement was based on the idea that the knowledge coming out of public universities should benefit the public who financed its discovery and that education could be a means to the end of enhancing the quality of life for the average citizen.

Training In The Workplace
The beginning of the twentieth century saw the adoption of programs that viewed education as a means to another end: efficiency in the workplace. The idea of scientific management developed by Frederick W. Taylor in the 1880's was appealing to the business community, and employee education was seen as the best means of increasing the efficiency he promoted. Programs to teach business skills and methods and to promote discipline and obedience were adopted by many businesses and industries. The National
Association of Corporation Schools was organized in 1913 to help businesses develop programs. A typical program, such as that offered by the John Wanamaker Commercial Institute to Wanamaker employees, included courses in reading, writing, arithmetic, English, spelling, stenography, commercial geography, commercial law, and business methods. By offering educational programs, employers hoped not only to increase corporate efficiency but also to promote employee loyalty. Providing educational services to employees and, in many cases, to their families was part of the business world's effort
to forestall unionization. Employers hoped that provision of educational activities would lead not only to increased levels of technical skill but to the general advancement of Americanization and to stable family life, as well. Increased satisfaction and stability would obviate the desire of employees to organize (Cremin, 1988).

Governmental Involvement In Adult Education
Governmental involvement in adult education increased in the first quarter of the twentieth century. The Smith-Lever Act of 1914 specified that federal funds be combined with state monies to develop and implement a cooperative agricultural extension service. By this means scientific knowledge developed in the land grant colleges and agricultural experiment stations could be transmitted not only through courses at the colleges but also by way of demonstrations and publications to rural families. Programs were not limited to agricultural concerns, but rather dealt with all aspects of rural life; the goal of the Cooperative Extension Service was to help families attain greater ability in maintaining more efficient farms and better homes; greater ability in acquiring higher incomes and levels of living on a continuing basis; increased competency and willingness, by both adults and youth, to assume leadership and citizenship responsibilities; and increased ability and willingness to undertake organized group action when such will contribute effectively to improving their welfare (Knowles, 1977, p. 90).

By 1960 there were over 14,000 county agents, home demonstration agents, and subject matter specialists working with almost sixteen million families (55% urban, by this date), making this program the largest adult education endeavor in the world. The contribution of the Cooperative Extension Service to the field of adult education has been profound on both theoretical and methodological levels. The Service pioneered in the development of materials and methods tailored to adult learners; it perfected techniques of home visitation and demonstration; it developed methods for the systematic evaluation of educational activities; it actively involved adults in the planning and implementation of their learning projects; and it refined procedures for preparing and pretesting teaching aids, in-service training materials, reports of educational research, and subject-matter publications at appropriate reading levels. This practice of making the learner the focus of educational activities provided the basis for later adult education theory and practice (Knowles, 1977). World War I stimulated continued government interest in adult education. The Smith- Hughes Act (1917), passed in answer to the need for skilled workers in war industries, provided for federal funds to be combined with state and local fund for the expansion of agricultural, trade, and industrial education, principally through the public schools. "By introducing into our educational system the aim of utility, to take its place in dignity by the side of culture" (Commission on National Aid to Vocational Education, 1917), this piece of legislation resulted in vocational education becoming a primary focus of adult education.

Further federal support was necessitated by the Depression and World War II. Adult education programs developed by the Works Progress Administration, the Civilian Conservation Corps, and the Tennessee Valley authority served many thousand unemployed adults (Knowles, 1980), and the Servicemen's Readjustment Act of 1944, popularly known as the G.I. Bill of Rights, popularized higher education by financing the higher education of thousands of adults (primarily men) who would not otherwise have
considered a college education possible (Cremin, 1988). The 1960s were a time of increasing federal legislative and financial support for adult education. The Area Redevelopment Act of 1961 and the Manpower Development and Training Act of 1962 provided training for those persons who became technologically unemployed or who were affected by shifts in labor demand. The Economic Opportunity
Act (1964) established the Adult Basic Education program to provide people eighteen years of age and older a chance to develop the reading, writing, language, and mathematical skills necessary to find employment. Administered by the U.S. Office of Education after 1966, this program provided funds to state and local educational agencies for instruction, employment and training of qualified teachers, and for development and implementation of curricula and techniques appropriate for adult students (Knowles,
1980).

In 1975 Senator Walter Mondale introduced the Lifelong Learning Act, intended to support research and development, teacher training, curriculum development, development of techniques for teaching and counseling adults, and the identification of the educational needs of the elderly population (Knowles, 1980). Mondale was elected vice-president in the next election, and Congress passed the Act. However, adequate funding for the implementation of its proposals was never approved. Governmental commitment to financial support for education decreased during the Reagan administration; only the ABE program maintained its level of funding. As a result of the redefinition of the Comprehensive Employment and Training Act (CETA) to the Job Training Partnership Act (JPTA) the balance of support for training and retraining programs shifted from the government to private industry (Stubblefield and Keane, 1989).

Institutionalization Of Adult Education
Stubblefield (1988) characterizes the period between the two World Wars as a time of institutionalization of adult education, a period during which a primary focus was to determine the direction adult education should take as a new agency in American life. The establishment of the American Association for Adult Education (AAAE), financed by the Carnegie Corporation; increased research on adult learning; and establishment of graduate programs in adult education combined to precipitate a change in direction for adult education; it was no longer "a movement oriented primarily toward social reform" but rather a "more purely educational undertakinga profession" (Cotton, 1964, p. 81). This change in focus was the source of considerable disagreement within the field. On the one side were those who, like Morse A. Cartwright and Lyman Bryson, foresaw danger in identifying adult education too closely with social action. The other side was represented by Eduard Lindeman, Alexander Meilke john, and others, who regarded adult education as a means of making adults intelligent about their situations in life in order that
they could apply what they learned to improve society (Stubblefield and Keane, 1989). Cotton (1964, p. 84) suggests that what emerged from this conflict was a "sophisticated and mature" orientation toward the goals and potentialities of adult education, an orientation which viewed the development and implementation of "socially significant", rather than social action, programs as the "ultimate objective" of adult education. That this debate remains unresolved today is evidenced by the current special topic
AEDNET forum initiated by Jack Mezirow. Mezirow characterizes adult education as a field envisioned by our founders and past leaders as one of great promise for democracy, social justice, equality, freedom and community development by helping adult learn how to more effectively participate in critical discourse on public issues and in collective efforts to improve their communities and make our social institutions more responsive to citizen needs (Mezirow, 1990, p. 1). He continues by expressing profound concern over the "drift" of the field from its early social commitment to its current "market-driven" state and calls on the professoriate of the field to actively foster a consensus on and efforts toward social goals by defining priorities and allocating resources.

The Image Of Adult Education
A reading of the standard histories of adult education gives a hint of the uphill battle facing Jack Mezirow and his supporters. While he views the social action programs of the past as "one of our proudest legacies", the historians of the field virtually ignore them. Little more than passing mention is made of women educators and their contribution to the field, of education in socialist movements, of the education of African American adults, or of worker's education (Cunningham, 1989). Additionally, programs which could be viewed from a modern perspective as culturally imperialistic or oppressive (assimilation of American Indians, Americanization of immigrants) are reported with no discussion of related ethical questions. As a result of the subjective choices made in reporting an image emerges from these standard histories of a field established, developed, and practiced almost exclusively by white, middle-class males for the purpose of implementing their view of the good society.

PART II: THE UNDERBRUSH AND THE VINES
Adult education was defined in 1936 by Lyman Bryson as "all activities with an educational purpose that are carried on by people engaged in the ordinary business of life" (Bryson, 1936, cited in Grattan, p. 3); the ethnocentric biases of adult education historians have left many of these activities unreported or undervalued, however. Examination of some of these activities and programs can provide useful perspectives on the field . What follows is merely a representative sampling of "neglected" adult education histories; no claim to comprehensiveness or cohesiveness is intended. That the people
and programs described here would have as strong a claim to a place in the history of adult education as have the "big trees" of the standard histories seems obvious. As W. E. Williams pointed out in his survey of the British adult education scene earlier in the century, "the big trees [are] far from being the only valuable parts of the forest....much of the true vitality of the forest [is] to be found elsewhere" ( Williams, 1934, cited in Grattan, 1955).

Neglected Histories
Anne Hutchinson
Anne Hutchinson was a learned reader of the Bible, mother of 12, and mid-wife who held weekly meetings in her home to discuss the minister's sermons. Sister's Anne's influence grew among the women of the Massachusetts Bay Colony, and women soon started bringing their husbands to participate in the discussions. Sister Anne's fate differed from that of Cotton Mather, a later discussion leader: male community leaders halted the talks and Hutchinson was excommunicated and banished. She was later killed by Indians (Sochen, 1974).

Adult Education Among Quakers
Quaker's have long been pioneers in women's and adult education. Among Quakers, parents were held responsible for the education of their children; for this reason the Philadelphia Yearly Meeting was, by the middle of the eighteenth century, providing schooling for poor parents whose lack of education made them unable to properly educate their children. In 1778, Anthony Benezet, a Philadelphia Quaker, established a grammar school for the purpose of educating rural women who were responsible for providing their children with a basic education. After 1790, women ministers began advocating advanced education and teacher training for women to enable them to assume responsibility for educating the poor, blacks, and women, even at advanced levels" (Schwager, 1987).

Black Literary Societies
Free blacks established many literary societies in the early and mid 1800's. Some of the expressed purposes of these societies were: the stimulation of reading and the spreading of useful knowledge by providing libraries and reading rooms, the encouragement of expressed literary efforts by providing audiences as critics and channels of publication for their literary productions and the training of future orators and leaders by means of debates(Porter, 1936, p. 557).One of the most ambitious of these organizations, the Phoenix Society (1833) of New York City, was "designed to be the soul of the entire [black] population and their friends in the city." Its goal was "to promote the improvement of the colored people in morals, literature, and the mechanical arts". Projects included a library, reading room and exhibition hall; historical and scientific lectures; ward societies for mutual aid in the community; and an evening school for adults (Porter, 1936; p. 555-56).The development of these societies was necessitated by the race relations of the time. Blacks were generally unwelcome in white literary societies. In Massachusetts, for example, Charles Sumner and Ralph Waldo Emerson canceled an engagement to speak at a local Lyceum when it became known that black patrons were not granted the same privileges as whites. Although most of these societies were short-lived, they served several positive purposes during their existence: they helped to disseminate knowledge among a poorly educated population; they encouraged many Blacks to start private libraries; they trained individuals for community leadership; and they were frequently the background for the organization of schools for Blacks. In all of these activities, Black organizer provided ample evidence of an ability to develop and implement self-educative activities.

Freedmen's Schools
Following the Civil War, schools to teach the children of freed slaves were established by several public and private organizations. By 1870, over 3,000 teachers--white and black teachers from the North and white teachers from the South--were engaged in this effort. Although the overwhelming majority of the teachers were female, leadership and supervisory positions were reserved for males. This policy was strictly enforced, even in cases in which women were better suited by credentials, experience, or
temperament to lead (Jones, 1979).

Many of the teachers operated night schools for the purpose of educating the newly freed black population in the knowledge and attitudes necessary for them to be assimilated into their proper place in American society. This goal caused considerable resentment among Southern whites, who viewed these teachers as an "invasion force attempting to recreate Blacks in their own image in order to control the power of the Black vote, and thus the destiny of the South (Morris, 1981).Tuskegee Normal And Industrial Institute
Booker T. Washington founded Tuskegee in 1881 to provide industrial and teacher training to Black men and women. Other courses of study included English, reading, composition, mathematics, geography, history, government and law, bookkeeping, natural science, philosophy, music, and religion. Classes were held during the day for students able to attend full time; night classes were available for those who worked during the day (Gyant, 1988).Washington, with the assistance of George W. Carver, also established the Tuskegee Agricultural Experiment Station. This Movable School Project traveled around rural Alabama to teach men and women new agricultural methods, animal husbandry, home gardening, disease prevention, and improved methods of food preparation. Additionally, students from the school went into rural areas to teach adults to read and to understand the value of education for themselves and their children (Gyant, 1988).

Tuskegee Woman's Club
The Tuskegee Woman's Club was founded by Mrs. Washington for the purpose of promoting the "general intellectual development of women." Although as exclusive in membership as many of its white counterparts, the Club became actively involved in community affairs. A plantation settlement that included Sunday school classes, organized boys' and girls' clubs, sewing classes for girls, mothers' clubs, and newspaper reading clubs for the men was established in 1898. A public library and reading room was
started in 1901, and the Town Night School a few years later. This school provided the opportunity for many men and women to receive academic and industrial training(Neverdon-Morton, 1982).The Club served as a vehicle for community self-help, as well. Woman's Club members began to engage in home visits in Tuskegee in order to teach women how to better care for their families and maintain their homes. Mothers' meetings to discuss home management, child care, and marital concerns were held every week. When black women began increasingly to seek the right to vote, political education was added to the program to insure that they could vote as informed citizens (Neverdon-Morton, 1982).The Bryn Mawr Summer School For Women Workers In Industry The Bryn Mawr Summer School, established in 1921 through the combined efforts of women leaders in labor and education, was based not on a narrow, utilitarian view of workers' education but rather on a belief in the rights of all individuals to self development in terms of both culture and economic value. The purpose of the program was to offer young women in industry opportunities to study liberal subjects and to train themselves in clear thinking; to stimulate an active and continued interest in the problems of our economic order; to develop a desire for study as a means of understanding and of enjoyment in life. The Summer School was to be committed to no particular theory or dogma; discussion and teaching were to be free and open to enable students to gain insight into the problems of industry and into their potential to help solve those problems (Constitution of the Bryn Mawr Summer School, 1922).The statement of purpose and the original curriculum--economics, English, history, literature, hygiene, science, and music appreciation--reflected the liberal educational
philosophy of President M. Carey Thomas and the Bryn Mawr College trustees, a philosophy that placed major emphasis on the development of the intellectual powers of the mind rather than on pragmatic approaches to immediate problems. By implementing a program the purpose of which was not merely to instruct workers in identifying the sources of and solutions to their own job-related problems but also to introduce them to new fields of thought and interest" (Smith, 1929), the Summer School made a unique contribution to the field of workers' education. That the program was at least partially successful in reaching the goal of "liberating"--in the traditional educational sensethe working women who attended the School, is reflected in the words of one student, a garment worker: "It was light when my feet touched the soil of the campus. It was light again when girls of different parts of America and from various industries addressed each other in an old-friendly way. It was light when the dark heavenly bodies were pointed out and introduced. It was light when the strange sounds of foreign language became familiar and sweet. It was light when the teacher and pupils analyzed the control of wages and the means of production. "It will be light, strong, and warm, light for humanity." (quoted in Smith, 1978, p. 156).

Highlander Folk School
Many adult education activities have evolved out of community initiatives; Highlander Folk School is a good example of this type of program. Established in 1932 by Miles Horton, Highlander's purpose was to help people find their own answers to the problems which faced them and to gain greater control over their lives: in other words, to empower the common people. Early programs, which included courses in psychology, cultural geography, revolutionary literature, and current economic problems, as well as seminars on how to promote social change, were focused on labor reform; throughout the 1930's Highlander's staff and students worked to create equality of opportunity within the labor movement. By
the 1950's, general acceptance of the right of labor to organize and improving economic conditions influenced a shift in the emphasis of Highlander's efforts; "[c]onquering meanness, prejudice, and tradition" as a prerequisite to an orderly transition to an integrated South became the new focus of the Folk School's programs (Adams, 1980, p. 225).

Stubblefield and Keane (1989) suggest that the most important contribution made by Highlander was the development of citizenship schools to teach Blacks literacy and an understanding of the white power structure and their rights in a democracy. In the tradition of helping oppressed people help themselves, operation of the schools was turned over to the Southern Christian Leadership Conference in 1961.

An Alternative Image Of The Field
Awareness of the "neglected" histories of adult education results in a picture of the field quite different from that projected by traditional histories; the resulting image is not one of practitioners striving for professional maturity and sophistication but rather one of ordinary people striving together for individual and societal improvement. By looking "beyond institutions to the popular social movement, grass roots education, voluntary associations, and communities producing and disseminating knowledge as a human
activity" (Cunningham, 1989, p. 34), adult education can be perceived as a field more concerned with the ends than the means.

PART III: THE NEED FOR A BALANCED HISTORY OF ADULT EDUCATION
In 1964 Webster Cotton wrote about periods in the development of the field of adult education in which consderable "intellectual ferment" was aroused among educators by contemplation of questions "as to where adult education should be going, why and how best to get there" (p. 80). Twenty-five years later, adult educators are still asking these questions; however, adequate answers depend on the answer to another question: where have we been? Questions regarding goals, ethics, philosophies, and policies need to be answered by individuals and by groups in the field, but the answers must be informed not only by
current theory and practice but also by a knowledge of the history of the field. Any attempt at planning--"a systematic attempt to shape the future"--must involve knowledge of and a shaping of the trends and events which emanate from the past (Rothwell, 1951, cited in Johnson, 1973). Writing a history involves selecting and arranging evidence to interpret and explain the past. The process of selection is essentially a subjective one, although our sincere goal may be "scholarly objectivity"; who we are, where we have been, and where we hope to go influences us, consciously or unconsciously, in any such evaluative process. Two factors make standard histories of adult education inadequate for the purpose of informing present policy construction, decision making, and action. First, their authors, in the process of selecting and arranging events, have omitted or undervalued populations whose activities and achievements should have earned them recognition equal to that afforded the field's heroes. To revere Franklin's twelve-member Junto while ignoring Black literary societies, which were more extensive in both size and goals, for example, leaves standard historians open to a charge of ethnocentric bias which should have no place in a field which prides itself on reflecting a universal human activity. Second, standard histories have consistently ignored the ethical questions involved in the "forced" adult education of groups such as Native Americans and immigrants. Respect for and pride in the past should not preclude recognition and discussion of such questions. To ignore the successes of minority or counter-hegemonic groups and to overlook the failures of the prevailing hegemony robs the field of information and perspectives necessary to make informed decisions in the present. The standard histories and the neglected histories project different images of adult education; both are necessary for a complete understanding of the field. Once we have a clearer understanding of where we all have been, we will be better prepared to address the questions of where we should be going and how best to get there.

please answer the interview questions below according to my essays(student proposal and Personal statement) and resume that I will be sending and according to the program called Graduate Diploma Fashion Management in London. The link is below.

http://www.arts.ac.uk/fashion/courses/graduate-school/business-and-management/graduate-diploma-fashion-management/

1) Why did you choose this program? What will be the benefits? (here you can explain the course content according to the personal statement that I will be sending + also you can explain the advantages of London, and LCF(the school))
2)Open the work experiences more in the resume and explain them a little bit more(like what was it like to do that work and what a person can gain doing these.. (you can open them a little bit more according to the resume that I will be sending )
3) Explain the the Design and Management program in Parsons university in NYC and what are the benefits that a person can gain from it)
4)Summary of the study proposal that I will be sending and why would a person would be interested in it. You can explain by saying that it is a fast moving sector before there was only summer and winter seasons, trends were launching only 2 times a year but now it's 4. People now need to launch a collection for autumn and spring, so that we need to keep up with it. It is also challenging in marketing and financial aspects.
5) if you had a question to ask to the person that you are interviewing with what would it be? Think 2 good questions to ask please. Thanks

Personal Statement
As a person who has studied BA Design and Management at Parsons, NY and with some international business experience, I realized the need to deepen my knowledge and skills about the fashion industry by a graduate degree. The Graduate Diploma in Fashion Management at London College of Fashion, will offer me the chance to build upon my background, providing the necessary tools, skills and network to accomplish my future goal of a career in fashion management.

My undergraduate study at Parsons, The New School for Design helped me learn academically about the creative side of fashion and design. Moreover, my experiences working at Park Avenue Ralph Lauren Furniture Department in Moscow, Russia and my job at Rethinking and Redesigning Space in Istanbul, Turkey, and my current work at C24 Gallery in New York, as a public relations assistant, have allowed me to gain insight into the business side of design.

I feel that many people can invent a new product, design a new clothing line and so forth, but the inability to manage and market their creations is a risk. To be successful in a specific sector, one needs a solid understanding of that industry and the necessary skills to effectively manage that business. I believe that the Graduate Diploma Fashion Management program will offer a great opportunity to learn in depth about the fashion industry, factors that influence it, while gaining a network of relations within that industry via the professional partners of the university from the fashion industry and the guest lecturers. Moreover, the international student body from various backgrounds will share their global understanding and experience of the fashion industry. The success of learning, while mostly based on instructors and assignments, also results from students sharing their work and educational experiences. While the inter-disciplinary nature of the course will be an enriching learning experience, the chance to specialize in one of the three areas for the Final Business Project will be very beneficial. Working on live projects from the industry, as a part of the program, will be perfect to get prepared for a managerial position in the sector. Thus, this program will be very suitable for me to obtain the sound knowledge, skills and experience required for a successful career as a manager in fashion business.

While I believe that I will benefit a lot from the program, I am also the type of student who believes in giving back. As an international student with numerous global education and work experiences, I hope to contribute to the academic and social community by sharing my experiences and knowledge with others just as I expect them to do the same as well. As the program and school are known for learning based on collaboration, I feel that my personality and my approach to education are a strong fit.
I look forward to the chance of studying in London, a complex, dynamic and truly global city which is an important center for the fashion industry as well. Most of all, it will be very challenging and motivating to be a part of one of the best graduate programs in UK as a great preparation for successful employment opportunities in the future..




Student Proposal
Personal Shopper Profile: Revolutionizing E-Tailing



Rationale
The rationale for the project, about a planned online fashion retailer website, is based on the goal for creating a website that would become a profitable and sustainable business with a competitive advantage. This competitive advantage is the use of 3D modeling software application on the company servers, as well as consumers entering extensive preference based information to the site, that is analyzed to match preferences with products. The data is used to create a real working model based on that consumers data. Thus, Your Mannequin feature is created. The customer has the choice to upload real images of herself or to leave Your Mannequin in an animated form. The customer can customize the mannequin with hair color and other elements, and can change the mannequins outfits as much as desired. Inputs into the system will include a robust, and daily-changing database of information directly from the labels themselves.

In addition to the measurements data, each designer or merchandising company uploads a database of colors and patterns. This database is matched with an actual swatch system that subscribers to our service have access to, allowing them to receive in the mail a swatch of clothes if they are contemplating a purchase. This will help the company save
money by reducing the number of returns, while encouraging sales due to confidence in the quality of the swatches and their being used as a marketing technique. The personal shopper website will also have some social media functions and social media platform integration. Users can buy gifts for their friends who are registered on the website, for once being able to buy outfits that fit the recipient rather than making a guess about the size. Similarly, users can create and continually maintain a fashion wish list.
Through the research, more knowledge with regards to online retailing, in terms of the web site and operations as well as the customers, can be gained and subsequently used by other researchers and/or other audiences interested in the information and findings of the research.

Overall Aim of Research
The overall aim of the research is to learn more about e-brands, e-tailing and customer behavior as related to an e-commerce/e-tail web site that promotes international fashion brands in Turkey and potentially in other countries.

Brief Outline of Methodology
The methodology that will be used, to gain the information needed to achieve the overall aim of the research, includes several approaches. Information on e-brands such as Amazon, Zappos, Net-a-Porter and others will be gathered through scholarly and non-scholarly articles while surveys will also be used. To gain information about online e-tailing, a similar approach will be used via literature and survey research. Also, to get information on consumer behavior with e-tailing sites, surveys and in-depth interviews will be conducted. The surveys and interviews will be carried out with Americans to gather information on best practices of online e-tailers. In addition, surveys and interviews with Turkish customers will be conducted to get a better understanding of the specific buyer behavior of Turkish consumers.

Project Outcome
The outcome of the project is a compete report that offers information and findings of the research conducted on e-brands, e-tailers and consumer behavior. The data collected, as well as the analysis, can be used to create a viable website to sell clothing to Turkish customers.



Bibliography

Betts, Mitch. "Brands Still Matter, Even for Shopbots." MIT Sloan Management Review
42.2 (2001): 9. Expanded Academic ASAP. Web. 1 Mar. 2014.

James, Susan, and Lavanya Rajendran. "Effect of public relation on customer loyalty
with special reference to e-commerce portals." Journal of Multidisciplinary Research 5.2 (2013): 87+. Expanded Academic ASAP. Web. 1 Mar. 2014.

Paradice, David B., and Catharina M. Stoecklin-Serino. "An examination of the impacts
of brand equity, security, and personalization on trust processes in an e-commerce environment." Journal of Organizational and End User Computing Jan.-Mar. 2009: 1+. Expanded Academic ASAP. Web. 1 Mar. 2014




Resume

EDUCATION
Parsons The New School for Design New York, NY 2010 ??" 2014
Bachelor of Business Administration in Design and Management , GPA 3.3

EXPERIENCE
C24 Galley New York, USA 02/2014 ??" Present
Sales and Pr Assistant
Organized and gained management skills while helping during art exhibitions
Brainstormed ideas for possible PR strategies
Set up interviews with journalists about the exhibitons
Distributing the news for the big events ahead of the exhibition
Gathering feedback after the exhibitions
Park Avenue Ralph Lauren Furniture Department Moscow, Russia 06/2013 ??" 07/2013
Assistant
Assisted in managing in-store marketing programs
Organized retail events which led to an increase in participation
Assisted the shipping and receiving department
Gained business and communication skills while helping customers make design choices
Helped process purchase orders, prepared customer files

Master?s Prepared Nurse Interview Guide
Introduction
In this section, provide the general purpose of the paper. State the reasons for selecting this individual as an interviewee. Do not use the actual name of individual.
Overview of Career
In this section, describe the interviewee?s career. Start with their pre-licensure education. It is appropriate to include geographical location, type of institutions(s), and type of position(s) held. In addition, include interesting facts, examples of practice, etc. Place information regarding their graduate program in the Graduate Education section. If the interviewee shared interesting and relevant personal information, this can be included as well.
Graduate Education
In this section, provide information about the graduate program: institution and type of program. Start by providing the reason why the interviewee chose to attend graduate school. Describe additional information that the interviewee may have shared about the graduate program.
Present Position
In this section, describe the interviewee?s present position. Identify specific competencies that the interviewee described as important to this position that were gained from the graduate program. Include other interesting information that the interviewee provided regarding the present position. Mention certification(s) if appropriate to present position.
Pearls of Wisdom
In this section, share special information about the interviewee, including lessons learned and any suggestions/advice the interviewee gave for individuals starting a graduate program.
Conclusion
In this section, summarize what was gained from the interview: what was learned about the effects of graduate education in regards to change in knowledge, skills, and attitudes; and perhaps how this fits with the program outcomes for a specialty. Describe what else may have been learned from the interview. End the conclusion with general comments about the selection of an interviewee and whether the interview developed a clearer idea as to what to expect from graduate education.


please use APA format, thanks

I want the same writer to write my sop continously and Plese, before writing about my sop, read TEP program in UCLA first. The link is http://centerx.gseis.ucla.edu/teacher-education/pathways/two-year-graduate-program . I really appreciate your help:-)


For social justice, TEP program is aiming for improving the disadvantaged children?s welfare just same as Rafe Esquithe?s purpose of his teaching. This is what I most interested in TEP program. Like him, I would like to work in small urban city since I was born in undeveloped region where children would get insufficient and unsatisfactory atmosphere for education. ?

Introduction for TEP program(This part is exexcerpts[abstracts] from the UCLA website); For aspiring teachers interested in a university-based course of graduate study, the two year graduate program offers specialized urban teacher preparation in the form of a two-year intensive Master of Education (M.Ed.) program in teaching for social justice in urban communities. This work is guided by our mission to ?provide high quality pre-service education and to radically improve urban schooling for California?s racially, culturally, and linguistically diverse children.? We substantiate our vision of educational change through teaching and learning that provide students the skills, dispositions, and insights they need to recognize and subvert social injustice across their academic and life trajectories. Thus, we advocate approaches to teaching and learning that recognize and value students? assets, provide them multiple forms of participation, facilitate critical thinking, motivate them to learn, reveal high academic and personal expectations, and reflect culturally relevant pedagogies. In sum, TEP ?strives to prepare teachers to have the commitment, capacity, and resilience to promote social justice, caring, and instructional equity in low-income, urban schools and communities.?


In 2002, I was accepted in UCLA extension ESL program. However, I had to give up my approval due to taking care of my infant son. But now I?m here to apply for this school again with my teenage children. To be much more inspiring and motivating teacher like Rafe Esquithe, I need more sophisticated and profound study because I studied Education and English Language and Literature by myself in Open University system through online. UCLA is the most worldwide famous school in many aspects of fields: superb reputation, excellent faculties, facilities alumni and researches. ?


Deepen study toward a doctoral degree, researching more intensively in domestic upbringing which affects children?s intelligential and mental development. Personally, I think the most difficult but important job is nurturing children properly as a responsible and helpful human being in this society. Especially, most social disadvantaged children intend to be improper adults when they grew up due to their poor background in domestic education. I was involved in a carjacking on Monday January 10, 2011. I felt most fearful as robbers pointed at me with a gun in my car while making me drive. However, ironically, at the same time I felt sympathy on them, thinking about they?ve got something from their parents? indifference. That?s because the robbers looked like teenagers. If they had got enough affection from their parents, they could have been good human beings. In addition, I hope to devote myself to urban education as an ordinary teacher doing missionary work all my life as possible as I can??


Failure in the college entrance examination made me have an inferiority complex about my level of education from the age of twenty. At that time I felt lost and adrift, thinking who I am, where I am from and what I suppose to be. Through my long-term life journey, I made a decision to be a teacher as a blessed human being sharing my properties with others. Teaching job is not only a vocational job but also a missionary job to me. While studying Keirsey temperament sorter, I found out my temperament is a teacher type: born to be a teacher. At that time,I could understand why I felt so thirsty about teaching even though I had another settled job-medical technician. ?even if I fail to attend this school, I?ll keep trying to challenge until I pass because it?s my American dream which I pursue regardless of being threatened by gunmen ?

Please answer the following questions and follow the directions below. There are three questions relating to management and healthcare
Briefly sketch the responses to questions before writing. Double spaced pages, Font size is the equivalent of 12 point pica
2. The manager's essential job is to solve organizational problems and fulfill human needs through people working cooperatively. Unfortunately, schools, professors, and books can help you prepare yourself for the job but can't make you a manager. As you reflect at the completion of your graduate program, what are the most effective skills and personal attributes that you most need to develop in the next 3 to 5 years?
3. Assume that you (as a newly minted graduate of a health care program) have been invited to give a presentation to a local civic association on the major issues facing the health care industry over the next 5 years. Identify and rank order the five (5) key points that you would emphasize to the group. Briefly indicate your rationale for choosing and emphasizing each point.
4. Given the very wide range of information that you have been exposed to throughout your graduate program, develop a question that allows you to explore a topic related to leadership that is important to you (it could be something that you have learned a good deal about and need to organize your thinking, or it could be something that interests you but needs some research and/or thought). You must also answer the question.

This is the criteria for the admissions essay,it's pretty simple:

Admissions Essay Questions (Graduate): Please thoroughly answer the questions below in an essay with a minimum of 500 words. The admissions committee is looking for the following things: 2-3 paragraphs per question; examples to illustrate your points; correct grammar, punctuation, and sentence structure. The admissions committee looks at these essay questions carefully when considering your application to our programs. If you have any questions about these questions or the application process, please contact your recruiter or the Graduate & Adult Studies department at (800) 995-3199.
1. Describe the most significant position you have held, the responsibilities involved, the knowledge and skills required, and your own estimation of the degree of competence with which you met your responsibilities.
2. What are your current career aspirations? How will a master's degree help? Specifically, how will a William Woods University master's degree assist you?
3. What personal skills and personal characteristics will you bring to a William Woods University graduate program?
4. What teamwork experiences will you bring to a William Woods University graduate program?

Information you will need:

*Question #1-my resume will give you info about my most significant position- sales associate/manager in training

*Questions #2- my career aspirations are to find a job in some type of sales/management. I'm not really sure what exactly I want to do right now but you can elaborate on that, say anything you want.Also for this question you can use the school's website: www.williamwoods.edu- You can look under the Graduate and Adult Studies portion to learn more about the type of program it is and what they are looking for. I am applying for the direct admissions (start the program straight out of college rather than meet the age or experience requirement) Master of Business Administration program.

*Question #3 and #4-my "qualifications profile" on my resume as well as my "professional experience" section will give you material for these questions.

I don't beleive the content of the essay is extremely important, it just needs to be well-written,so the answers to the questions about myself don't have to be 100% accurate. I will e-mail my resume immediately.

There are faxes for this order.

I need a personal statement why i want to attend UTSA business business graduate program after I graduate in may 2012 I'm and international management major. I love traveling and want to peruse doing so with my job. hopefully getting a good one. I lived overseas in Indonesia and Australia till i was in the forth grade so i would like to go overseas again. also the essay needs to include what are my goal for graduate school at utsa.

The following needs to be included in my paper:
physical location(city, state);type of setting (rural,urban,suburban--how many acres); makeup of the student population(ethnic groups represented);what is required for entrance(mininum ACT or SAT score, foreign language requirements, etc);list a representative sampling of different four year degree programs offered;is the school on a semester, tri-mester, or quarter system;how much will tuition be per semester or per sememster hour of credit;how much money will room and board cost;are freshman required to live on campus;what kinds of tuition aid are availabe;is there a possibility of an on-campus job;is there a Bachelor of Arts or Bachelor of Science (or Bach. of fine arts) offered in a field I might be interested in; what graduate programs are offered (leading to Master of Arts, a Master of Science, a Master of Business Administration, etc.);is there a law school, medical school or dental school affiliated with this university; what percentage of four year degree graduates are accepted into medical schools, dental schools, law schools, or other graduate schools; are freshmen allowed to have a car on campus; what is the social life like on compus and around the town.

The field I may pursue is Nursing or education. I found the following web sites (sources) helpful:
The original New American University document was authored by Michael M.
Crow in November, 2002
http://www.asu.edu/ia/inauguration/address/

The latest version of the New American University:
http://www.asu.edu/president/newamericanuniversity/index.html
was authored by the Office of University Initiatives in August, 2004

Other resources that might be helpful to you are:

One University in Many Places
http://www.asu.edu/president/udt/
http://www.asu.edu/president/udt/UDTwhitepaper.pdf

Annual Report
http://www.asu.edu/president/annualreport/index.html

President Crow's web site also has many resources
http://www.asu.edu/president/

Research and Economic Affairs
http://ovprea.asu.edu/

About ASU
http://www.asu.edu/about/

Quick facts
http://www.asu.edu/uoia/quickfacts.html

Describe your reasons for pursuing a master''s degree. And for choosing the program at Columbia. The statement should relate your workplace experiences and background to your goals.

I have considerable professional experience through internships with professional organizations. My overall GPA is poor, I worked full time throughout my studies and it is reflected in my grades. But as I matured and started to focus as well as find my niche, my grades improved. I attribute that too my new found love for the sports industry and that is reflected in my major index. I now value the academic side of education and am very confident in my ability to prosper academically in there Graduate program. It is important that this issue is adddressed in the paper.

I have to write about my internship over the summer.
I did work in Standard Chartered Bank(British Based Bank) in Seoul for 2 month from 9:30 to 6:30. (Monday through Friday)
My writer must follow these requirements below; I will write down some explanation so you can write the paper base on that.

3) Paper of at least 10 pages (double spaced) describing the agency and three or more defining experiences. Respond to these questions:

a) Describe the organization, where you performed your internship including its industry, mission, size, its products, the organizational culture, history, etc. ( I worked in Standard Chartered First Bank in Seoul, Korea. Where I worked was Headquarter in Korea, I work in Risk Finance Department. If you go to www.scfirstbank.co.kr, you will see English button on the right top corner, click that button, you will be able to read it in English. You will see About Us button in English, click it
you will see all the information you need, I want my writer to use I/R section as well to fill in some financial information.
b) How did you get the internship? I saw advertisement in online newspaper and I applied my resume and cover letter through Human Resource department in SCFB.
c) Who trained or oriented you? On the first day, my executive director explained me about what his team does. From second day, my senior officer took care of me and oriented and explain me about my job in detail.
d) What activities/ responsibilities did you perform? What I involved in is to assist RWA and RORWA analysis.( I will post my power point slide about my RWA and RORWA slides Later you can use them to get idea on what it is). I drew these charts through excel and power point slide. Attended meeting with other department which involved in Risk Finance department.
e) How did your responsibilities relate to your major? My major is Finance. I want my writer to write well about this.
f) Describe 3-5 defining moments in your internship. My first defining moment was when I finished my Consumer bank and Wholesale bank RWA and RORWA analysis. My second defining moment was when my executive director and CFO had a conflict. Korean Financial Supervision Institute required using Economic Capita method in Internal Capital Adequacy Assessment Process (ICAAP).My Executive director, Korean, wanted to keep using Economic Capital. However, my CFO, British, wanted to change using regulatory capital Method in ICAAP because British Financial Supervisory Authority require regulatory capital in ICAAP process. Eventually, they compromised to use varied Economic Capital in ICAAP in Korea. So it can satisfy local Financial Supervision Institution requirement and some of requirement in Britain. Also, they agreed to prove and report the difference in value between Economic Capital method and regulatory capital method. So later, when it varied again in regulatory capital to report in British FSA, Standard Charted Bank will be able to use it to vary in Regulatory capital. (Head CEO in Britain allowed using Economic Capital in Korea to satisfy local regulation.) My third defining moment which was the most important moment was when I observed strikes. It is still a big issue in Korean finical institute. I will post articles later. I want my writer to read them and write about strikes.

g) How would you recommend the organization to others? Would you like to work there after graduation? Yes, I am interested to apply their after graduation. Especially, International graduate program.

h) Do you think required internship is a good idea for WSOM students? Why or why not?
Yes, It helps to understand and to chose what department you want to go in that industry.

*****What you must do; you must use website I posted above to write question a). You must answer every part in question such as history and culture.
****Use power point slide to help to answer question d)
*****Use new paper article word file to answer question f)

Do not copy and paste newspaper article to fill in the page.
Paper should be written in writes own word. Do not try to just use citation from newspaper article or website. I will request refund if writer try to just fill in the pages with citation summarize news paper article.

The most important part of this paper is question D and F. Writer should write more on these two questions. Writer should answer every question but do not concentrate too much on other questions except those two.

There are faxes for this order.

Essay Request: I need an essay for 1- Ed Gold Scholarship and 2-Walter H. Diamond and Dorothy B. Diamond Scholarship. 250 words for each essay using information below that can be found in my bio, essay a, essay b, and writing sample.

1- Ed Gold Scholarship

The Ed Gold funds provides financial assistance to international students from developing nations who are interested pursuing a career in print journalism, and who demonstrates financial need, superior academic and journalistic achievement.

2- Walter H. Diamond and Dorothy B. Diamond International Business Journalism Fellowship

The Walter H. Diamond and Dorothy B. Diamond International Business Journalism fund provides fellowships to students who are interested pursuing a career in international business journalism, and who demonstrates financial need, superior academic and journalistic achievement.


>>Biography
Eunice Omole graduated from the University of Virginia with a bachelor's degree in economics. She then completed her master's degree in real estate at Cornell University. Eunice currently works at FactSet Research Systems as an institutional sales executive and contributing writer for Applause Africa Magazine in New York City. Soon after her appearance on The Apprentice: Africa in 2008, she met with fascinating entrepreneurs, designers, writers and politicians while touring Sub-Saharan and South Africa. Their unique stories inspired her to launch O&M Media Ltd. where she produced a new Pan-African television series, called Africa's Top 100 Entrepreneurs, through which she hoped to connect the showcased entrepreneurs with the many young men and women who aspire to be like them. Her interest in journalism stems from her desire to share the rich cultural experiences she has had while in Africa. She looks forward to attending the Journalism School at Columbia University, which will allow her to develop an effective reporting style that can be used to deliver stories that shape the public opinion of African fashion and entrepreneurship. Columbia will provide an enriching and essential testing ground where she can pursue her short- and long-term goals in fashion and entrepreneurship, and give back to Africa. After graduation, her goal is to join the staff of a large news publishing and media organization.



>>Essay A: Autobiographical essay
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I possess an abiding entrepreneurial spirit and drive to succeed, which came naturally from being the eldest child of two Nigerian immigrants. Today, this spirit translates into a strong belief in market opportunities and willingness to accept a high level of risk.

Growing up with knowledge of my fathers arduous journey from a Nigerian village to U.S. medical school and ultimately a successful career in orthopedic surgery, determination, hard work, and a thirst for learning were instilled in me from the start. I got to test out these values as a nine year-old when I didnt make first chair during a violin audition. Instead of giving up, I pushed myself to practice harder until I was finally selected to be the concert soloist. Though many years have passed, I remember well the confidence and pride this success inspired; it is pursuit of this accomplished feeling and the certainty that hard work can make anything possible that has propelled me through the incredible journey I have taken to discover my passion for journalism.

Having made Deans List twice during my economics studies at UVA, I joined the New York Investment Banking Consulting team at FactSet Research Systems in September 2001. Hard work earned me fast promotions to Senior Consultant and Account Executive. Not wanting to miss out on any opportunities for learning, I simultaneously enrolled in evening statistics classes at NYU and joined Weichert Realtors as a real estate agent. These varied commitments forced me to quickly learn work-life balance and brought my first surprise: with the purchase of my first property, I fell in love with real estate and enrolled in the graduate program at Cornell.

The real estate program brought opportunities to study emerging real estate markets, taking me to live and work in Nigeria and China, two of the most populous countries in the world. Their rich cultures and traditions inspired me to explore my own, and I became more involved in African organizations, events, and causes at Cornell. I earned second runner-up in the Miss Nigeria in America Beauty Pageant among 50 contestants, using my newfound voice to raise positive awareness of Nigerians in America and assist organizations and causes.

I maintained my involvement in African organizations as an MBA student at Cornell. In 2008, I was selected as one of 18 contestants from across Africa and the Diaspora to compete on The Apprentice: Africa. Though it meant taking a leave of absence from business school, I knew I couldnt pass on this opportunity to gain a voice to enact change within Africa.


After placing 1st runner-up, I made a promotional tour through Sub-Saharan and South Africa and met successful African entrepreneurs who inspired me to stay in Nigeria. I was determined to utilize my status, network, and experience to produce a new television program, Africas Top 100 Entrepreneurs, to fill an entrepreneurship vacuum on the continent by highlighting the accomplishments of the founders of Africas most tenacious companies and the potential of Africas business landscape. To produce the show, I founded O&M Media Ltd., which serviced multiple television programs, including Africas Top 100 Entrepreneurs. However, the global recession bred fear in the marketplace, and I was ultimately forced to close O&M two years later.

Rather than give up, I drew upon my fathers inspiration and headed to his hometown, Ere Village, founding its first microfinance bank. I lobbied Eres elders for support, fighting to raise residents out of poverty. I worked tirelessly with the Central Bank of Nigeria and established management and operations, becoming one of five inaugural members of the Board of Directors and the Chair of the Audit committee from 2009-2011. The material benefits of microfinance took root and expanded beyond Ere, and our initiative was adopted by other states. I am extremely proud of the successful launch of eight bank projects, including a waterworks project, complete with a pipeline network and faucets for the whole village and an energy center, which will buy power in bulk from the Power Holding Company of Nigeria for distribution to every house and generate its own power during outages.

My experiences abroad brought tremendous professional and personal growth, as well as another surprise discovery: my passion for writing about the rich culture abroad as a means of effecting change there. I have begun exploring this interest as a contributor to Applause Africa Magazine, and I feel as confident and inspired as ever to pursue a career in journalism with a focus on business and fashion.


>>Essay B: Professional essay
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My interest in journalism stems from my desire to share the rich cultural experiences I have had in Africa. Soon after my appearance on The Apprentice: Africa, I met fascinating entrepreneurs, designers, writers, and politicians during my tour across Sub-Saharan and South Africa. Their unique stories inspired me to create a platform for sharing these tales, and I launched O&M Media and produced a new Pan-African television series, called Africas Top 100 Entrepreneurs, through which I hoped to connect the showcased entrepreneurs with the many younger men and women who aspire to be like them. In preparation for the show, I co-wrote the treatment and production bible, conducted detailed interviews, and contributed stories about the entrepreneurs to local print media to attract sponsors. Despite the grueling work of launching a company and show from scratch, I found myself thoroughly enjoying every aspect of gathering inspirational stories and shaping them into a screen production.

Unfortunately, after over two years, the market downturn forced me to close O&M. Upon returnin to New York City, I found myself yearning to share the remarkable stories I had gathered abroad. It is this desire that convinced me of my passion for journalism. By cultivating my writing skills, I realized I may be able to once again establish a platform for the many inspiring stories hidden under the surface.

To explore my interest, I began contributing to Applause Africa magazine in New York, composing pieces on topics such as high-demand African fashion designers. Perhaps even more rewarding than getting to share my stories is reading the feedback from my diverse readers. My experience with O&M Media and Applause Africa magazine has not only reinforced my interest in journalism, but also made me aware of a higher purpose to my writing. Through my reporting, I want to teach readers about todays Africa, hoping to cultivate positive opinion and ultimately benefit its hard-working, inspiring entrepreneurs. Becoming a journalist means accepting both the privilege and responsibility of establishing and presenting the facts to the public.

My journalistic experiences thus far have also demonstrated that the diligence and perseverance I have applied to my prior endeavors translates to reporting. I pursue the necessary facts with unwavering determination and am not easily discouraged by seemingly inapproachable, high-profile sources. Through my previous accomplishments, I have demonstrated leadership and entrepreneurial skills which have resulted in rapid promotions at FactSet and allowed me to successfully launch a microfinance model in Nigeria that serves as an example to neighboring states in Africa. I have no doubt that these skills will continue to serve me as I pursue my passion for journalism.

I understand that pursuing a degree in journalism will challenge me in new ways. However, I have encountered challenges before. During my first two years at UVA, I struggled to find focus and develop time management and study skills. However, my strong motivation to excel drove me to overcome these challenges, and my academic performance improved significantly in the junior and senior years, when I made Deans List twice in two years. Through these experiences, I also learned about the need to take time to adjust in order to optimize my future performance; that is why, upon returning to New York City after closing O&M Media, I elected to take four months off to focus on family, friends, and networking after years of living abroad.

A degree in journalism will allow me to develop crucial skills and apply my international experience to the pertinent issues in my industry focus and my country. The Columbia Graduate School of Journalism will provide the strong foundation I need to achieve my aspirations. Having visited the campus, I am particularly impressed by the faculty, many of whose academic interests closely mirror my own, as well as the programs team-oriented, cooperative culture and sense of social responsibility. Speaking with current students has convinced me that Columbia will provide me with an enriching and challenging environment where I can transform myself into an effective journalist to pursue my broader goals in public opinion and, ultimately, give back to Africa. The part-time MS program at Columbia will allow me to balance academic success with continued achievements in the workplace and at home. I believe I will be an asset to Columbia by contributing my passion for writing and my experiences both inside and outside of the classroom. I look forward to joining Columbia and am certain that I will be a valuable member of the community.



>>Writing Sample
The first link is the promotional version of Africas Top 100 Entrepreneurs, which features as its principal subject Otunba Subomi Balogun, Group Chairman of the First City Group Limited. Balogun virtually established the model for the banking industry in Nigeria, and he continues to assert great influence over a financial institution of international repute and garner for his various companies international respect. The five-minute Its Happening segment is a fast-cut, energetic profile of young Africans who are doing things of significance throughout the continent. The program closes by featuring Deji Akinyanju, CEO of Food Concepts Limited -- a young Nigerian on the sure road to success and creating excitement already with his innovative ways of doing business. The second link is an approximately two-minute clip of the promotional version of the episode used for TV commercials and promotional purposes.

My role as presenter was to uncover the accomplishments, hardships and lessons learned from the founders, CEOs, and presidents of some of Africas most tenacious companies. This program provides viewers with relevant insights into the African business landscape and its major movers. Instead of promoting theories, it provides real-life stories of how businessmen and women were able to become successful, highlighting the challenges and triumphs they encountered along the way. I interviewed and provided in-depth profiles of Otunba Balogun and Deji Akinyanju. As the first in the initial series of 13 episodes of Africas Top 100 Entrepreneurs, Otunba Baloguns profile indicated the standard for selection for the entire series. As the Its Happening guest, Deji Akinyanju was interviewed on location. We got to see much of his Chicken Republic and other business operations through interviews with managers, partner/directors, and other people close to him.

As part of my behind-the-scenes role in the production of the video, I researched the interviewees and wrote the treatment, script, and interview questions.

The videos purpose is to give young, upcoming African entrepreneurs insight into what informed the really great entrepreneurial successes in Africa -- what we want to know, in the Balogun example, is: how did he make it happen? What did he see as the opportunity? What were the business tactics, strategies and principles involved, including attracting of investors? What were the stepping stones or building blocks that amounted to not just success, but phenomenal success? What were the stumbling blocks along the way? How and why did he pick himself up, dust himself off, redesign his strategies and forge ahead with a redefined vision? How did timing factor in? How did he get others, including his family, to share the vision and go along with what seemed to be a hunch? Was First City a choice? Were there alternative directions he might have taken? As a manager, how did he forge uncharted territory? Was marketing acumen the key to success, or was he a banking genius?! Or was Nigerian business just ready for leadership and courage, and Otunba Balogun supplied it?

I asked those particular questions because I wanted to get to the heart and mind of the entrepreneur, hoping to understand the way he thought and felt every step of the way. What makes a good journalist is curiosity about everything. I didnt want to just regurgitate what was already documented; I wanted to be the storyteller getting the information directly from the source. It took a lot of resourcefulness to get access to these high-profile entrepreneurs; I only had one shot to make my pitch in order for them to agree to meet with me and then to agree to be part of the program. Since a lot of the subjects wouldnt take my phone calls, my letters had to be concise and clear about the advantages of participating in the show and the value the subjects would create for the program and viewers.

I started O&M Media to produce the TV show. After a year of going to friends, family, banks, and sponsors I was able to raise enough seed capital from individual investors to produce the promotional video. I spent my own money sending articles to local newspapers and scheduling promotional events to get people to listen to what I had to say and to get the company and program off the ground. I was committed to the entire process of learning and understanding what it means to do business in Africa from those entrepreneurs, all the while doing it myself. Despite thegrueling work of launching a company and show from scratch, I am proud of what I was able to accomplish. Even though the market downturn forced me to close O&M, I am still working on getting the program out there.

Journalists have to sacrifice a lot, not only in terms of time but also their personal lives. In that 2-3 year span, I sacrificed school, money, and family. I took a leave of absence from the MBA program to work on setting up O&M Media. I spent all of my savings and begged people I knew and had volunteers work for free so I could peddle the show to networks. I missed out on the births of my niece and nephew. As a journalist, you have to have thick skin and deal with stress and keep going in order to get the story you want. I have the potential to be a great journalist because I have demonstrated the strength to take that extra step.

Africas Top 100 is about showcasing the successes and achievements of the African people to the rest of the world. It is about changing lives, making dreams come true, and inspiring and motivating viewers to achieve goals and objectives within and outside Africa. It is about lasting change in the areas of mentorship, leadership, entrepreneurship, education, development and empowerment. It is about positively affecting African youth.

Why should i be accepted in the graduate program? The essay should be something that pertains to my field of studies....Accounting. What makes me decide going to graduate school and what would my contributions be in the field and in society as a whole. This essay is a words minimum. Please help.

Bowie