Dos Donts for the Why Us College-Specific Supplemental Essay

On top of the personal statement, many universities also asks applicants to write an additional supplemental essay, specifically asking â€Å"Why Us?†.The college application process is a two-sided one. Applicants want to appeal to the university they want to attend by working hard throughout high school and writing an insightful personal statement. Similarly, colleges work on improving their facilities and boosting their academic departments to gain continued interest from applicants. With increasing competition, applicants are applying to more schools. The â€Å"Why Us† supplement helps universities distinguish those students who truly know what their institutions stand for and offers, and how those students would be able to thrive and contribute to the student body. DO NOT be vague. Each supplemental essay is an opportunity for you to demonstrate your interest in the school and tell them more about yourself. Many of these supplemental essays also have a small word limit, so be concise and straightforward about the point you’re trying to make.Here’s an example:â€Å"While lectures are informative, private discourses with the professors can be more inspiring. Probing and impromptu questions always throw more light on the original thought process and creative thinking behind the facts. Shorter idea proposition-correction cycles would also enliven the creative process that would beget still better ideas. Knowledge is critical but it’s no substitute for creative thinking. This is the reason I value accessibility to professors in Northwestern so highly.† KingCooper, Georgetown University ‘14 What did this paragraph say about the applicant or about Northwestern? Nothing. From big state universities to small liberal arts colleges, lectures and small discussion groups exists at most schools. Additionally, is the applicant then implying that professors are only accessible at Northwestern? That’s not true, and while it’s nice to hear, the admissions office at Northwestern also know that’s not true. DO your research. How can you avoid being vague? Do your research, and do it specific to what you want to study. If you’re undecided, then look into the departments that you are potentially interested in. Additionally, you can also look into the types of programs the university has put together in partnership with the city you’ll be in.Here’s an example: â€Å"Columbia is ideal for me due to its international focus, evidenced by the opportunities it affords undergraduates to study over 40 languages and study abroad in over 150 locations. Language study is a particular passion of mine; I’ve studied five languages so far and hope to continue my studies of Mandarin and Arabic, while possibly beginning to study a sixth language. Also, studying at Huna University in China was a life-changing experience which left me yearning to study abroad again. I know at Columbia this would be possible.† Lmelcher, Columbia University ‘20 In this â€Å"Why Columbia?† supplement essay excerpt, the writer shows off what she’s learned about the university and how it appeals to her. On top of demonstrating the fact she’s considered why Columbia is the right school for her, she was also able to tell the admissions office more about herself and her interests. DO NOT list out the university programs they have. While research is crucial, make sure you are able to digest the information you’ve learned. Do not just list out what you’ve read from the university website or what you learned on the campus tour. The point is how did that information make you want to apply to this school. Here’s an example: â€Å"Georgetown’s School of Foreign Service is a well-known college for students interested in studying political science. The SFS offers 8 specific majors that helps students focus on a specific track of international relations they want to explore. In addition to that, Georgetown has over 200 co-curricular clubs for students to get involved in, which will allow me to explore my interests and engage in clubs I really enjoy.† The applicant fails to share what programs or qualities of Georgetown he or she is most interested in, and why he or she wants to enroll there. Again, there’s no need to tell the admissions office what programs Georgetown have. DO tell them which university programs you’re interested in and why. Once you’ve done your research and found the programs you’re interested in, talk about why you’re interested in that program. Why is that program at the university unique? Are there courses that aren’t offered at other universities? What about internship or research opportunities? Here’s an example: â€Å"I am especially eager to work under Professor Mung Chiang who is at the top of his respective field in Electrical Engineering. With years of experience in network research and applications, Professor Chiang’s research is but one of many I wish to learn about while on my path to gaining my Bachelor’s in Engineering from Princeton. I wish to take full advantage of these many programs and bring my own unique set of skills and interests by attending Princeton.† - Justin.Tran.JT, Princeton University ‘20 How was this excerpt different? The applicant specifically shares what he’s interested in studying, Electrical Engineering, and why he wants to pursue his studies at Princeton. Additionally, he also approaches this supplement with a give-and-take attitude. It’s not all about what the university can do for you; it’s also about how you can help contribute back to the university’s community. DO NOT just talk about how great the university is. Compliments are nice, but it won’t get you accepted. Your supplemental essay can certainly include qualities of the university you admire, but remember the focus should be how it ties back to you.Here’s an example: â€Å"Harvard University is one of the best universities in the world. I want to be among the creative intellectuals that make up the Harvard student body, and learn from professors pursuing innovative research.† Don’t do it. That’s just fluff. DO talk about how well you’d fit into the student body. While it’s important to demonstrate which academic programs you’re interested in, it’s also important to share what you like about the university’s campus culture, extracurriculars, student body and more. You need to also enjoy what the city or campus has to offer, and what you can do when you’re not in class! Here’s an example: â€Å"As a student at NYU, I could continue my tutoring and mentoring work through the university’s America Reads program or explore my love for travelling while providing invaluable aid as a part of the unique option for alternative breaks. Regardless of what path I find myself taking as NYU opens my eyes to growth and change, I know that an education and an experience spent in such a special community is one that has the potential to change my life and make an everlasting impact.† – Katiedolci, New York University ‘19 Take this excerpt for example. By sharing examples of NYU extracurriculars she wants to engage in, she is also giving us more insight into who she as a person, and how NYU’s community will be able to help her achieve her goals. Ourpremium plansoffer different level of profile access and data insights that can help you get into your dream school. Unlock any of ourpackagesor search ourundergraduate profile databaseto find specific profiles that can help you make an informed choice about where to apply!

Temperament and Social Development

Temperament and Social Development Introduction The literature review is accurately represented by the research paper. It has explored various theories and presented hypotheses to explain how children react to victimisation. First, it assumes that temperament and sex determine the contribution of peer victimisation to a child’s aggression and depressive symptoms (Sugimura and Rudolph 2012). This assumption helps to develop intervention programmes to alleviate the effects of peer victimisation.Advertising We will write a custom critical writing sample on Temperament and Social Development specifically for you for only $16.05 $11/page Learn More The reviews include theoretical perspectives from previous researches conducted by other people to explain the impacts of sex in determining children’s reactions to victimisation. This includes researches done by scholars like Stephen G. West and Leona S. Aiken on how to test and interpret interactions amongst teenagers that experience pee r victimisation (Aiken and West 1991). The authors have used research findings and reports from other scholars like John Archer to explain how sex determines aggression levels in children. The data review prepares audiences for what is to be covered in the research paper. The author cites quotes from researches done by other people and this shows that the issues being covered are not new in this field. This enables readers to link this paper to other research findings that were done to understand various issues that affect the reactions of children to peer victimisation. It is important to explain that a good introduction must ensure that the reader is directed from a general subject to a specific topic covered in a paper. This research paper explored various issues that determine the outcome of children’s reactions to peer victimisation. In addition, it narrowed its scope and focussed on sex as a key determinant of the reactions of children to peer victimisation. This enable s the reader to concentrate on the issues covered by the research and thus understand the relationship between different variables explored by the researcher. On the other hand, this has enabled the researcher to focus on a single issue to avoid wasting time and presenting unguided findings. The research focus enables the researcher to plan and know what to do to avoid conducting a research that does not have a schedule. It is necessary to explain that this focus ensures the researcher plans his time properly to avoid giving some issues a lot of concentration and ignoring others. Therefore, this research focus ensures there is adequate time allocated to all activities to make the project successful. The research questions and hypotheses of the paper have been clearly stated and this enables readers to know what the researcher intends to do. The paper has clearly stated its hypothesis that temperament and sex moderate the contribution of peer victimisation to children’s subseq uent adjustment. It seeks to answer questions related to child development; for instance, it examined whether the effects of victimisation are determined by children’s temperament or other factors like parental care and social groups (Sugimura and Rudolph 2012). The paper defines technical terms used in the research to ensure readers understand their meanings. This paper has been cited and used by other scholars and institutions, including the Journal of Clinical Child and Adolescent Psychology.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Methods This involves the procedures the researcher has used to collect data from various sources. The designs used by the researcher are effective because they represent the actual data on the ground. It is necessary to explain that the researcher sampled his respondents before collecting data. The research involved 283 participants (158 girls and 125 boys) from different towns in Midwestern to increase the chances of getting varied outcomes. In addition, those children were from different racial and ethnic backgrounds (13.9% African-Americans, 77.7 % whites and 8.4% from other races) to ensure all groups were represented proportionally (Sugimura and Rudolph 2012). These groups involved participants from different economic backgrounds and some were given subsidised school lunch to persuade them to participate in the research. Parents were requested to allow their children to participate in the research to ensure there was consent from all participants. Questionnaires were used twice to ensure there was consistency and accuracy of the data provided by participants. That is why the research allowed them to provide feedback twice with an interval of one year between the first and second responses. Mails and home visits were used to collect surveys from parents while teachers returned their responses through locked boxes (Sugimura and Rudolph 2012). The researchers saw it necessary to involve the University of London’s Institutional Review Board to approve the procedures used in the research. The experimental and control groups were well matched to ensure the research achieved a high level of accuracy. A perfect research develops two sets of data for the actual and control experiments. Children were classified into two broad categories that included the majority and minority groups. Those in the majority group were the main subjects in the experiment while those in the minority were used as control samples. They provided parallel data that enabled researchers to compute and record findings in two sets. The data obtained from these sets did not show major differences in the behaviour of children towards peer victimisation (Sugimura and Rudolph 2012). Therefore, the standard deviation obtained did not show major disparities from the theorised data. Even though, the control and experiment al groups were randomly selected they were well matched to ensure the experiment had a reference set. The data collection methods were well operationalised to ensure the outlined constructs were covered. For instance, the focus of this research was on obtaining different results from children regarding their responses to peer victimisation. This was achieved by using samples from different schools and homes. In addition, the research questions were well answered using questionnaires that were given to children, parents, and teachers (Godleski and Ostrov 2010).Advertising We will write a custom critical writing sample on Temperament and Social Development specifically for you for only $16.05 $11/page Learn More The research hypothesis was proved to be correct and this was shown in the results obtained and the information collected from different literature reviews. Reliability and validity were reported in a cumulative representation in various forms, includ ing tables and questionnaires to record quantitative measures. Moreover, the process of the construction of the interview passed the research requirements regarding quantitative measures. The research process enabled replication of the procedures used. The procedures were outlined in the methodology and it is easy for a different researcher to conduct this research and find the same answers as provided in the paper. Therefore, the procedures outlined in the research paper have sufficient details that will allow other researchers to understand what has been done. This enables them to conduct this research and find similar answers; therefore, the procedures described are adequate to enable replication. Moreover, there are no obvious flaws in the data presented in this research. Ethical issues were appropriately addressed in the research. For instance, the researcher obtained consent from parents before involving their children in the research. In addition, relevant bodies were consult ed before the research started. This shows that the researchers fulfilled all research requirements that guide participants, samples, methods and ethical concerns. Results/Findings The researcher described the sample and context of various issues in the study to ensure the recipients understand the relationship between sex and response to peer victimisation amongst children (Sugimura and Rudolph 2012). The researcher described different methods that were used to select samples. They include sex, race and economic status to ensure all groups were represented in the research. This was important in ensuring that the data collected represented the actual events in the context of the research (Lau and Eley 2008). In quantitative research, all hypotheses and questions were tested and the results obtained were recorded in tables. Inferential tests were used where the researcher was required to direct the research and enable other people to compare their findings with what they expected bef ore conducting this exploration (Card and Hodges 2008). These tests are correct because they provided accurate and appropriate results that enabled the researcher to compute the data obtained and record it without confusing the audience.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The need to obtain credible results compels all researchers to use inferential tests to guide them and ensure they do not deviate from their objectives. Researchers may be influenced by research outcomes, participants or other factors and this may affect the results of their projects. Therefore, inferential tests are used to determine whether researchers are on track or have missed some important steps. The sample size collected may not have been sufficient to support the research analysis because the researcher used a small population. However, it is necessary to explain that research samples are obtained depending on the size of the targeted population (Lengua, Bush, Long, Kovacs and Trancik 2008). Therefore, it is not necessary to use a large sample size if a small one can provide the information required by the researcher. This means that sample sizes may be small but suitable to represent the entire population targeted by a researcher. T-tests are used to compare data of large sample sizes, but they are sometimes applied in researches that involve a small population. Therefore, the researcher cannot be condemned for using this test to compare the sets of data obtained in this experiment. It is necessary to explain that the methods of collecting or analysing data should be evaluated depending on their accuracy and how the user understands them (Graham, Bellmore, Nishina and Juvonen 2009). The write-up does not evoke a real picture regarding the process of analysing data collected in this experiment. The researcher has not provided information to support the validity, reliability and accuracy of the research finding. For instance, the coding system used does not represent the differences between the categories of samples used. Discussion The research results were clearly summarised and the author has presented pertinent issues in a clear manner. It is necessary to explain that this research involved a lot of experiments and data and this made it difficult t o summarise its findings. However, the most important issues in the research were presented without interfering with their qualities and quantities. The research findings were summarised properly and this enables the audience to know what the project was about without necessarily going through the whole paper. The researcher answered all questions and this shows that the paper has achieved its objectives. For instance, the researcher wanted to know if there was a relationship between sex and reactions of children to peer victimisation (Sugimura and Rudolph 2012). In addition, it explored the possibilities of age, race and economic effect on children’s victimisation. The data collection and analysis methods support the interpretations of the information presented by the researcher. It is necessary to explain that the findings of this research were presented in a qualitative and quantitative manner and this is important in ensuring the audience understands various issues about children’s reactions to victimisation (Ostrov 2010). However, some claims were not supported by the sample design used by the researcher. For instance, the criteria used to select participants were applied to children and not their teachers, parents or caretakers. Therefore, this means that the sample was biased since it did not follow similar criteria in all cases (Benjet, Thompson and Gotlib 2010). The researcher made comments, hypotheses and assumptions based on co-relational designs and forgot that the cases used were broad and thus required complicated criteria to select participants. The findings are linked to previous researches and theories advanced by other people, including Stephen West, Leona Aiken and John Archer. The researcher identified key limitations like poor support and ineffective schedules by participants. However, these were not influential in determining the outcome of the research findings because the researcher had expected and planned to manage any c omplication that could have occurred during the study. The paper discuses future implications and recommendations that may affect children’s reactions to peer victimisation. The researchers observed that low inhibitory control puts girls at risk of becoming more aggressive after victimisation. Therefore, it recommends that it is necessary to strengthen their abilities to participate in organised responses to discourage victimisation. In addition, it presents that it is necessary for teachers and parents to teach children the importance of regulating their emotions to prevent them from blaming themselves or having a low self esteem (Keenan, Hipwell, Feng, Rischall, Henneberger and Klosterman 2010). The findings of this paper will help scientists, teachers and parents to understand the causes and effects of peer victimisation. This will help educators and scientists to develop effective programmes that target children according to their needs (Sugimura and Rudolph 2012). Refere nces Aiken, L. S. and West, S. G. (1991). Multiple Regression: Testing and Interpreting  Interactions. California: Sage Publications. Benjet, C., Thompson, R. J. and Gotlib, I. H. (2010). 5-HTTLPR moderates the effect of relational peer victimization on depressive symptoms in adolescent girls. Journal of Child Psychology and Psychiatry, 51, 173–179. Card, N. A. and Hodges, E. V. E. (2008). Peer victimization among school children: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23, 451–461. Godleski, S. A. and Ostrov, J. M. (2010). Relational aggression and hostile attribution biases: Testing multiple statistical methods and models. Journal of Abnormal Child Psychology, 38, 447–458. Graham, S., Bellmore, A., Nishina, A. and Juvonen, J. (2009). ‘‘It must be me’’: Ethnic diversity and attributions for peer victimization in middle school. Journal of Youth and Adolescence , 38, 487–499. Keenan, K., Hipwell, A., Feng, X., Rischall, M., Henneberger, A. and Klosterman, S. (2010). Lack of assertion, peer victimization, and risk for depression in girls: Testing a diathesis–stress model. Journal of Adolescent Health, 47, 526–528. Lau, J. Y. F. and Eley, T. C. (2008). Attribution style as a risk marker of genetic effects for adolescent depressive symptoms. Journal of Abnormal Psychology, 117, 849–859. Lengua, L. J., Bush, N. R., Long, A. C., Kovacs, E. A. and Trancik, A. M. (2008). Effortful control as a moderator of the relation between contextual risk factors and growth in adjustment problems. Development and Psychopathology, 20, 509–528. Ostrov, J. M. (2010). Prospective associations between peer victimization and aggression. Child Development, 81, 1670–1677. Sugimura, N. and Rudolph, D. K. (2012). Temperamental differences in children’s reactions to peer victimization. Journal of Clinical Child and Adoles cent Psychology, 41:3, 314-328.

Assignment Example | Topics and Well Written Essays - 750 words - 25

Assignment Example However, there are also a number of similarities like acculturation process and the styles and patterns of communication. It was found that genderlect and cross-national aspects were similar in some ways and different in others. The differences in cross-national and intra-national management were different due to legislation, magnitude and time horizon. This was because different countries follow a different constitution or a set of rules, are going forward with a different goal in mind and their time-frame also may vary from each other. Training programs designed for cross-national and intra-national differences management are; programs implemented to increase awareness and develop communication channels. Both these programs can help in further advancement and achievement in the field by the help of education and easy and effective ways to communicate. The implications include implementing the research and the results drawn. This can be done by selection, ability to get accustomed to changes. Second implication may be by management of differences between various backgrounds with the help of acculturation process. Third method includes training the individuals by developing communication proficiency. The article gives wide range of knowledge regarding management, when it comes to differences between countries and their inhabitants. Business firms and organizations need to establish certain qualities which help them to withstand barriers which usually arise in the course of international dealings. These similarities and differences, when studied and focused on, and implemented through out the world, can help improve management in cross-national and croos-0cultural as well as intra-national environments. The purpose of this article is to learn how to build effective networks which may be social, digital or organizational. Our lives are surrounded by many such networks; like social, professional etc. Some important networks have a great impact