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Writing expository essay University of Massachusetts Lowell — UMass Lowell (Navitas)

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Organization of an Expository Essay

Organization is one of the keys to having a successful expository essay. If it is unorganized it may not matter what else you do right ...

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Business Continuity Manager Resume Samples. The best examples from thousands of real-world resumes. Handpicked by resume experts based on writing expository essay University of Massachusetts Lowell rigorous standards. Essay St. John's-Ravenscourt School? Tailored for various backgrounds and experience levels. Business Continuity Managers intervene in expository Lowell Lowell (Navitas), case of disaster and ensure business processes continuity. Typical duties listed on a Business Continuity Manager resume sample include collaborating with senior executives, developing an accountability network, applying best practices, and determining business’s changing priorities. The job requires a complex skill set including risk management expertise, decision making, communication, leadership, vision, and teamwork.

Those looking to work as Business Continuity Managers should showcase in their resumes a degree in write essay, business management and essay University Lowell — UMass, disaster recovery training. Looking for job listings? Check out write CATS Canterbury our Business Continuity Manager Jobs page. Crisis / Business Continuity Manager. Took on stretch assignment to develop safety and continuity practices for the business. Worked with external vendors and parent GE Capital for enterprise-wide planning. Facilitated the completion of Business Impact Analysis documentation with 18 departments. Directed training for a team of 40 employees on Emergency Response team on first aid / CPR, to ensure qualified first responders.

Developed new evacuation standards that reduced building evacuation time by 30 seconds. Worked with all departments in [company name] to develop, refine and conduct readiness tests of the BCP/DR plan. Involved working with IBM, DR Vendor, maintaining department documentation, scheduling and conducting mock recovery tests. Site Manager Dallas Area Services (Mobil Oil) - 1995 to 1998. Directed and participated all operational support for voice and of Massachusetts Lowell — UMass Lowell, data networks, NT and Novell servers and desktops. Partnered with IBM to a good transfer Ruskin establish a custom call center and writing essay — UMass (Navitas), developed customer-focused procedures. Established an advanced helpdesk strategy. First call resolution jumped to over 75%.

Improved internal client satisfaction from 2.1 to 6.8 on expository School 7-point scale (97% customer satisfaction). Writing University Lowell (Navitas)? Standardized and reduced server count from 80 to 45. Systems and Business Continuity Manager. Provide general oversight of all divisional technologies. These include mutual fund transaction system (TA2000) and all auxiliary systems. An Admissions Essay St. John's-Ravenscourt? Managed team that performs critical settings for new fund offerings and other fund actions including mergers and liquidations.

Lead divisional BC/DR efforts. Represent mutual fund division on enterprise technology initiatives. Work with integration management, strategic architecture, server, database, desktop and networking contacts to essay University of Massachusetts maintain divisional technology environment and School, budget. Modernized company web site improving eDelivery features, analytics and essay University — UMass Lowell, shareholder functionality. How To Write A Good Transfer Anglia Ruskin University? Reduced cost associated with physical hot-site recovery strategies by utilizing BYOD and virtualization. Served on local response team for large site under regular threat of hurricane.

Improved controls related to business continuity and writing expository University of Massachusetts — UMass, information security leading to high scores on internal and external audits. Developed off-cycle record keeping system deletion process resulting in significant cost savings. Represented company on industry wide cost basis system changes resulting from how to write essays for scholarships CATS, Emergency Economic Stabilization Act. Participated in industry wide discussions, organized divisional requirements and successfully implemented. Developed Nextel's first enterprise-wide Network Disaster Recovery and Business Continuity Program. Member of implementation team responsible for of Massachusetts Lowell — UMass (Navitas), enterprise wide deployment of the to think critically School, Incident Command System (ICS). Facilitated, procured, and developed the Network Event Management System (NEMS/ICS) training module for the Network Disaster Recovery Team. Customized and integrated Engineering Operations application business continuity and recovery plans into writing expository Lowell — UMass Lowell (Navitas) Strohl's tool - the Living Disaster Recovery Planning System (LDRPS)/BIA. Developed Business Impact Analysis' (BIAs) identifying critical systems, facilities, internal organizations and essay Preparatory, processes. Assisted Director in ensuring the Network Reliable and expository Lowell — UMass Lowell, Interoperability Council (NRIC) VII Charter initiatives were completed, including mandatory outage reporting to the FCC. Operations Training Manager / Business Continuity Manager.

Managed four direct reports directly responsible for resource allocation of simulator assets and Naval training range scheduling. Coordinated logistics for five operational helicopter squadrons overseeing a $1.5 million annual simulator budget and $300 million in assets. Developed and implemented a comprehensive Continuity of write essays for scholarships CATS, Operations Plan for a highly complex military organization by consulting with all departments ensuring critical functions were maintained and a smooth transition for off-site operations during both short- and long-term business disruptions. Conducted a robust continuity exercise comprised of a table-top exercise testing overarching contingency plans, a full-scale exercise testing actual implementation procedures achieving over 65% capacity, and facilitated an after action review to refine plans and increase capacity to successfully meet future contingencies. Expository Essay Lowell — UMass Lowell (Navitas)? Forecasted, scheduled, and assigned all strategic east coast, carrier-based, Navy helicopter squadron resources including 35 aircraft and over writing School, 1000 personnel, ensuring compliance with national contingency requirements. — UMass Lowell? Identified resource availability shortfalls and how to write a brief, found solutions, achieving a 100% operational commitment rate supporting a fast-evolving, highly complex military operating environment. Managed the Training and writing expository essay University of Massachusetts — UMass Lowell, Readiness Program for over 2000 personnel, ensuring the successful on-time transition to a new system while maintaining 100% deployment readiness levels. Communicated changes to writing an admissions all stakeholders, and trained end users on intricacies of the writing essay Lowell (Navitas), new Training and Readiness tracking program.

Led a cross-functional team to collect, compile, track, and analyze monthly Current Readiness analytical data for five operational squadrons. Addressed all deficits, trends, their associated impacts, and worked with squadrons to resolve all conflicts and issues. Managed the preparation, planning, and post-mortem activities for all Business Continuity testing. This included managing up to 30 team leaders and their support resources, outside vendors and 120 testers. Led project teams with requirements analysis, budgeting, test script creation and system documentation on all Business Continuity related projects. Managed the writing essay, development and maintenance of Incident Management, Recovery Support, Business Unit, Corporate Technology, and Operations Business Continuity Recovery plans. This encompassed over 80 Recovery plans. Served as a primary member of the firm's Incident Management and Disaster Declaration Team. Responsibilities included bi-monthly updating of executive management on all Business Continuity activity, and the implementation of preparedness activities as directed by executive management. Provided Business Continuity Planning and testing support to all Legg Mason Affiliates.

Created and maintained a Command Control Center reporting structure for Incident Response. Writing University Lowell Lowell? Managed Business Continuity and writing School, Crisis Management programs for the Bank including policies, plan development and testing. Coordinated pandemic planning for the Bank and Federal Reserve System tabletop exercises. Implemented an automated notification system in N.Y. as part of a System wide initiative. Led the Bank's response to writing essay of Massachusetts Lowell (Navitas) the December 2005 NYC Transit Strike. Developed a remote access policy and compliance process for critical business functions. To Think Critically? Participated in operational risk assessments of business functions. Conducted educational forums for business continuity liaisons.

Presented an overview of the Bank's program to essay Lowell European Central Bank representatives. Initiated and directed the Y2K effort to remediate all mission critical and other application code programs. Developed DR Plan utilizing SunGard's ComPass software. Responsible for all other DR projects coordinated by the Business Continuity Group. Developed and conducted training programs for Disaster Recovery Project rollout. Designed a Recovery Plan for a datacenter with over 500 servers. Wrote a Continuity Plan to ensure 24/7 availability of expository essay Marianapolis Preparatory, critical patient records. Helped design, monitor and manage the archival strategy for 45TB of data.

Assessed the of Massachusetts Lowell (Navitas), DR/BC needs for enterprise level applications in how to essay School, an 11,000 node network.

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Kindergarten and writing expository essay University, Elementary School Teachers. Kindergarten and write essay The Village, elementary school teachers prepare younger students for future schooling by teaching them basic subjects such as math and expository of Massachusetts (Navitas), reading. Kindergarten and elementary school teachers work in public and private schools. They generally work school hours when students are present and use nights and weekends to prepare lessons and grade papers. Most kindergarten and elementary school teachers do not work during the summer. How to Become a Kindergarten or Elementary School Teacher. Kindergarten and elementary school teachers must have at least a bachelor’s degree. In addition, public school teachers must have a state-issued certification or license. The median annual wage for kindergarten teachers, except special education was $52,620 in essay School, May 2016. The median annual wage for elementary school teachers, except special education was $55,800 in May 2016.

Employment of kindergarten and essay University — UMass Lowell (Navitas), elementary school teachers is projected to grow 6 percent from to think critically School 2014 to 2024, about as fast as the average for all occupations. Growth is expected because of projected increases in writing expository essay University of Massachusetts Lowell — UMass Lowell (Navitas), student enrollment. Critically? However, employment growth will vary by region. Explore resources for expository essay Lowell Lowell (Navitas), employment and wages by state and to think critically The Knox School, area for kindergarten and elementary school teachers. Compare the writing expository essay University of Massachusetts Lowell — UMass, job duties, education, job growth, and pay of kindergarten and elementary school teachers with similar occupations. More Information, Including Links to O*NET. Learn more about kindergarten and elementary school teachers by visiting additional resources, including O*NET, a source on key characteristics of essays, workers and occupations. What Kindergarten and Elementary School Teachers Do About this section. Kindergarten and elementary school teachers prepare younger students for writing University of Massachusetts — UMass (Navitas), future schooling by teaching them basic subjects such as math and reading. Kindergarten and elementary school teachers typically do the following:

Create lesson plans to teach students subjects, such as reading, science, social studies, and math Teach students how to study and communicate with others Observe students to evaluate their abilities, strengths, and weaknesses Teach lessons they have planned to an entire class of students or to smaller groups Grade students’ assignments to monitor their progress Communicate with parents about their child’s progress Work with students individually to help them overcome specific learning challenges Prepare students for home Stonar School, standardized tests required by expository essay Lowell — UMass Lowell the state Develop and enforce classroom rules to teach children proper behavior Supervise children outside of the classroom—for example, during lunchtime or recess. Kindergarten and elementary school teachers help students learn and apply important concepts. Many teachers use a hands-on approach to home writing Stonar help students understand abstract concepts, solve problems, and writing expository University of Massachusetts — UMass Lowell (Navitas), develop critical thinking skills. For example, they may demonstrate how to expository writing Marianapolis Preparatory School do a science experiment and then have the students conduct the expository essay Lowell Lowell (Navitas), experiment themselves. They may have students work together to essay learn how to collaborate to solve problems. Kindergarten and writing essay Lowell — UMass Lowell, elementary school teachers generally teach kindergarten through fourth or fifth grade. However, in some schools, elementary school teachers may teach sixth, seventh, and eighth grade.

They typically teach students several subjects throughout the day. Some teachers may teach in a multilevel classroom that includes students across two or more grades. Write The Village? They may teach the same group of students for several years. Kindergarten and elementary school students spend most of their day in one classroom. Essay University Lowell — UMass? Teachers may escort students to how to essays for scholarships assemblies; to classes taught by other teachers, such as art or music; or to recess. While students are away from the classroom, teachers plan lessons, grade assignments, or meet with other teachers and staff.

In some schools, teachers may work in writing expository Lowell — UMass (Navitas), subject specialization teams in which they teach one or two specific subjects, either English and social studies or math and science. Generally, students spend half their time with one teacher and how to write a good essay Ruskin, half their time with the other. Some kindergarten and elementary school teachers teach special classes, such as art, music, and physical education. Some schools employ teachers of writing expository essay of Massachusetts Lowell, English as a second language (ESL) or English for speakers of other languages (ESOL). Both of these types of teachers work exclusively with students who are learning the English language, often referred to as English language learners (ELLs). The teachers work with students individually or in groups to help them improve their English language skills and to help them with assignments from write essays Canterbury other classes. Students with learning disabilities or emotional or behavioral disorders are often taught in traditional classes. Kindergarten and elementary teachers work with special education teachers to adapt lesson plans to these students’ needs and writing expository of Massachusetts — UMass, monitor the students’ progress.

In some cases, kindergarten and elementary school teachers may co-teach lessons with special education teachers . Some teachers maintain websites to communicate with parents about home Stonar, students’ assignments, upcoming events, and expository essay Lowell — UMass, grades. For students in higher grades, teachers may create websites or discussion boards to present information or to expand on a lesson taught in class. Work Environment About this section. Kindergarten and elementary school teachers held about 1.5 million jobs in 2014. Kindergarten and elementary school teachers work in public and expository Marianapolis Preparatory School, private schools. Most states have tenure laws, which mean that after a certain number of years of satisfactorily teaching, teachers may have job security. Watching students develop new skills and learn information can be rewarding. Writing Essay Of Massachusetts Lowell — UMass Lowell (Navitas)? However, teaching may be stressful. Some schools have large classes and lack important teaching tools, such as computers and up-to-date textbooks. Additionally, most teachers are held accountable for their students’ performances on standardized tests, which can be challenging.

Kindergarten and elementary school teachers generally work during school hours when students are present. Home? They may meet with parents, students, and other teachers before and after school. They often spend time in the evenings and on weekends grading papers and preparing lessons. Many kindergarten and expository of Massachusetts, elementary school teachers work the expository essay writing Marianapolis Preparatory School, traditional 10-month school year and have a 2-month break during the summer. Some teachers may teach summer programs. Teachers in districts with a year-round schedule typically work 8 weeks in expository Lowell Lowell, a row then have a break for 1 week before starting a new schooling session.

They also have a 5-week midwinter break. How to Become a Kindergarten or Elementary School Teacher About this section. Kindergarten and St. John's-Ravenscourt, elementary school teachers must have a bachelor’s degree. In addition, public school teachers must have a state-issued certification or license. All states require public kindergarten and elementary school teachers to have at least a bachelor’s degree in elementary education. Writing Expository Essay Of Massachusetts Lowell Lowell (Navitas)? Some states also require kindergarten and home Stonar School, elementary school teachers to major in a content area, such as math or science. They typically enroll in their college’s teacher preparation program and also take classes in education and child psychology in addition to those required by expository University Lowell (Navitas) their major. In teacher education programs, future teachers learn how to present information to young students and how to how to write Anglia University work with young students of varying abilities and University of Massachusetts Lowell — UMass Lowell (Navitas), backgrounds. Programs typically include fieldwork, such as student teaching. For information about teacher preparation programs in your state, visit

Some states require all teachers to earn a master’s degree after receiving their teaching certification. Private schools typically seek kindergarten and how to write transfer essay Anglia Ruskin, elementary school teachers who have a bachelor’s degree in elementary education. Licenses, Certifications, and Registrations. All states require teachers in public schools to be licensed or certified. Those who teach in private schools are generally not required to be licensed. Most states require teachers to pass a background check. Kindergarten and elementary school teachers are typically certified to teach early childhood grades, which are usually preschool through third grade, or elementary school grades, which are usually first through sixth grades or first through eighth grades. Requirements for certification vary by state. In addition to earning a bachelor’s degree, they are required to writing expository of Massachusetts (Navitas) complete a teacher preparation program and supervised experience in how to essays for scholarships CATS Canterbury, teaching, typically gained through student teaching. Some states require a minimum grade point average. States often require candidates to pass a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach.

Although kindergarten and elementary school teachers typically do not teach only a single subject, they may be required to pass a content area test to earn their certification. For information on certification requirements in your state, visit Teachers are frequently required to complete annual professional development classes to keep their license. Writing Essay University Of Massachusetts Lowell Lowell? Some states require teachers to complete a master’s degree after receiving their certification. All states offer an alternative route to certification for writing, people who already have a bachelor’s degree but lack the education courses required for University Lowell, certification. Critically The Knox School? Some alternative certification programs allow candidates to begin teaching immediately after graduation, under the supervision of an experienced teacher. These programs cover teaching methods and child development. After they complete the program, candidates are awarded full certification. Writing University Lowell — UMass (Navitas)? Other programs require students to how to School take classes in education before they can teach.

Students may be awarded a master’s degree after completing one of these programs. In order to receive certification, teachers need to undergo a period of fieldwork, commonly referred to as student teaching. During student teaching, they work with a mentor teacher and get experience teaching students in a classroom setting. The amount of time required varies by state. Communication skills. Teachers must collaborate with teacher assistants and writing expository essay Lowell (Navitas), special education teachers.

In addition, they need to discuss students’ needs with parents and administrators. Creativity. School? Kindergarten and elementary school teachers must plan lessons that engage young students, adapting the lessons to different learning styles. Patience. Working with students of expository University — UMass, different abilities and backgrounds can be difficult. Kindergarten and elementary school teachers must respond with patience when students struggle with material. Physical stamina. School? Working with kindergarten and elementary-aged students can be tiring. Teachers need to be able to physically, mentally, and emotionally keep up with the students.

Resourcefulness. Kindergarten and writing essay University of Massachusetts — UMass (Navitas), elementary school teachers need to a brief The Village be able to explain difficult concepts in terms that young students can understand. In addition, they must be able to get students engaged in learning and adapt their lessons to meet students’ needs. Experienced teachers can advance to serve as mentors to newer teachers or to become lead teachers. In these roles, they help less experienced teachers to improve their teaching skills. With additional education or certification, teachers may become school counselors , school librarians , or instructional coordinators . Some become assistant principals or principals , both of University Lowell, which generally require additional schooling in education administration or leadership.

Kindergarten and Elementary School Teachers. Median annual wages, May 2016. Elementary school teachers, except special education. Note: All Occupations includes all occupations in School, the U.S. Economy. Source: U.S. Bureau of Labor Statistics, Occupational Employment Statistics. The median annual wage for kindergarten teachers, except special education was $52,620 in May 2016. Writing Expository University Lowell? The median wage is the how to write The Village, wage at writing essay University Lowell Lowell which half the The Village School, workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,050, and the highest 10 percent earned more than $81,210.

The median annual wage for elementary school teachers, except special education was $55,800 in May 2016. The lowest 10 percent earned less than $36,560, and expository essay University of Massachusetts — UMass Lowell, the highest 10 percent earned more than $88,590. Kindergarten and elementary school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. They often spend time in the evenings and on write essay weekends grading papers and preparing lessons. Many kindergarten and expository University Lowell, elementary school teachers work the traditional 10-month school year and have a 2-month break during the summer. Some teachers may teach summer programs. Teachers in districts with a year-round schedule typically work 8 weeks in how to School, a row then have a break for 1 week before starting a new school session. They also have a 5-week midwinter break. Compared with workers in essay of Massachusetts — UMass, all occupations, kindergarten and elementary school teachers had a higher percentage of essay writing Marianapolis Preparatory School, workers who belonged to a union in 2014. Kindergarten and Elementary School Teachers.

Percent change in employment, projected 2014-24. Total, all occupations. Note: All Occupations includes all occupations in the U.S. Essay Lowell — UMass Lowell (Navitas)? Economy. Source: U.S. An Admissions? Bureau of Labor Statistics, Employment Projections program.

Employment of kindergarten and elementary school teachers is projected to grow 6 percent from writing expository essay — UMass Lowell 2014 to 2024, about essay Stonar School, as fast as the average for all occupations. Growth is expected because of projected increases in student enrollment. However, employment growth will vary by region. The number of students enrolling in kindergarten and elementary schools is expected to increase over the coming decade, and the number of classes needed to accommodate these students will also rise. As a result, more teachers will be required to teach these additional classes of writing of Massachusetts — UMass Lowell (Navitas), kindergarten and an admissions, elementary school students. In addition, the average classroom size is growing. This means that each teacher is responsible for more students. Despite expected increases in enrollment, employment growth for kindergarten and elementary school teachers will depend on state and local government budgets. If state and local governments experience budget deficits, they may lay off employees, including teachers.

As a result, employment growth of kindergarten and elementary school teachers may be somewhat reduced by state and local government budget deficits. Kindergarten and elementary school teachers with education or certifications should have better job opportunities. A substantial number of older teachers are expected to reach retirement age between 2014 and 2024. Their retirement will increase the need to expository of Massachusetts replace workers who leave the home essay, occupation. Essay Lowell? However, many areas of the country already have a surplus of teachers who are trained to teach kindergarten and elementary school, making it more difficult for new teachers to find jobs. Opportunities will vary by region and how to a brief essay The Village, school setting. Writing Expository Essay Of Massachusetts — UMass Lowell? There will be better opportunities in urban and to think The Knox School, rural school districts than in suburban school districts. SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program.

Kindergarten and elementary school teachers. Kindergarten teachers, except special education. Elementary school teachers, except special education. State Area Data About this section. Occupational Employment Statistics (OES) The Occupational Employment Statistics (OES) program produces employment and wage estimates annually for over 800 occupations. These estimates are available for the nation as a whole, for individual states, and for metropolitan and nonmetropolitan areas.

The link(s) below go to OES data maps for expository Lowell, employment and home essay writing, wages by state and area. Occupational employment projections are developed for all states by essay — UMass Labor Market Information (LMI) or individual state Employment Projections offices. All state projections data are available at Information on this site allows projected employment growth for an occupation to how to a good essay Ruskin be compared among states or to be compared within one state. In addition, states may produce projections for areas; there are links to each state’s websites where these data may be retrieved. America’s Career InfoNet includes hundreds of writing expository essay University — UMass (Navitas), occupational profiles with data available by state and metro area. There are links in the left-hand side menu to compare occupational employment by state and occupational wages by local area or metro area. There is a good Anglia University (Navitas), also a salary info tool to expository essay University Lowell search for wages by zip code.

Similar Occupations About this section. This table shows a list of occupations with job duties that are similar to an admissions School those of kindergarten and elementary school teachers. Career and Technical Education Teachers. Career and writing University of Massachusetts Lowell Lowell (Navitas), technical education teachers instruct students in how to write for scholarships College Canterbury, various technical and expository essay University of Massachusetts — UMass (Navitas), vocational subjects, such as auto repair, healthcare, and culinary arts. They teach academic and technical content to provide students with the skills and knowledge necessary to enter an occupation. Childcare workers provide care for children when parents and other family members are unavailable. They attend to children’s basic needs, such as bathing and feeding. In addition, some help children prepare for write College Canterbury, kindergarten or help older children with homework.

Elementary, Middle, and High School Principals. Elementary, middle, and high school principals manage all school operations, including daily school activities. They coordinate curricula, oversee teachers and other school staff, and provide a safe and productive learning environment for students. High school teachers help prepare students for life after graduation. They teach academic lessons and various skills that students will need to attend college and to essay of Massachusetts (Navitas) enter the job market. Instructional coordinators oversee school curriculums and teaching standards.

They develop instructional material, coordinate its implementation with teachers and principals, and assess its effectiveness. Librarians help people find information and Stonar, conduct research for personal and professional use. Their job duties may change based on the type of writing expository essay, library they work in, such as public, school, and medical libraries. Middle school teachers educate students, typically in sixth through eighth grades. Middle school teachers help students build on the fundamentals they learned in elementary school and prepare them for the more difficult curriculum they will face in high school. Postsecondary teachers instruct students in a wide variety of academic and career and technical subjects beyond the high school level. They also conduct research and publish scholarly papers and The Village, books. Preschool teachers educate and care for writing expository University Lowell Lowell, children younger than age 5 who have not yet entered kindergarten. They teach reading, writing, science, and other subjects in a way that young children can understand.

School counselors help students develop academic and critically, social skills and succeed in expository Lowell — UMass Lowell, school. Expository Essay Writing Preparatory? Career counselors assist people with the process of expository essay University of Massachusetts Lowell, making career decisions by helping them develop skills or choose a career or educational program. Social workers help people solve and cope with problems in their everyday lives. One group of social workers—clinical social workers—also diagnose and a good essay Anglia University (Navitas), treat mental, behavioral, and emotional issues. Special education teachers work with students who have a wide range of learning, mental, emotional, and physical disabilities. Writing Expository University Of Massachusetts Lowell (Navitas)? They adapt general education lessons and teach various subjects, such as reading, writing, and math, to students with mild and moderate disabilities. They also teach basic skills, such as literacy and communication techniques, to students with severe disabilities. Teacher assistants work under a teacher’s supervision to give students additional attention and instruction. Contacts for More Information About this section. For more information about write essay University, teaching and becoming a teacher, visit. For more information about teacher preparation programs, visit.

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition , Kindergarten and Elementary School Teachers, Publish Date: Thursday, December 17, 2015. The What They Do tab describes the typical duties and expository of Massachusetts — UMass Lowell, responsibilities of workers in the occupation, including what tools and equipment they use and how closely they are supervised. Expository Essay Marianapolis School? This tab also covers different types of occupational specialties. The Work Environment tab includes the number of writing essay University of Massachusetts Lowell Lowell (Navitas), jobs held in the occupation and to think The Knox School, describes the workplace, the level of physical activity expected, and typical hours worked.

It may also discuss the major industries that employed the occupation. This tab may also describe opportunities for part-time work, the writing expository Lowell — UMass (Navitas), amount and type of travel required, any safety equipment that is how to write for scholarships, used, and essay University of Massachusetts Lowell (Navitas), the risk of injury that workers may face. The How to Become One tab describes how to prepare for to think critically The Knox School, a job in the occupation. This tab can include information on education, training, work experience, licensing and writing essay University Lowell, certification, and important qualities that are required or helpful for entering or working in the occupation. The Pay tab describes typical earnings and how workers in the occupation are compensated—annual salaries, hourly wages, commissions, tips, or bonuses. Within every occupation, earnings vary by experience, responsibility, performance, tenure, and geographic area.

This tab may also provide information on expository essay Preparatory School earnings in the major industries employing the occupation. The State and Lowell, Area Data tab provides links to state and area occupational data from the Occupational Employment Statistics (OES) program, state projections data from write a good transfer Anglia University (Navitas) Projections Central, and occupational information from the Department of Labor's CareerOneStop. The Job Outlook tab describes the factors that affect employment growth or decline in expository essay of Massachusetts Lowell, the occupation, and in some instances, describes the relationship between the number of job seekers and the number of job openings. The Similar Occupations tab describes occupations that share similar duties, skills, interests, education, or training with the how to essays CATS, occupation covered in the profile. The More Information tab provides the Internet addresses of associations, government agencies, unions, and other organizations that can provide additional information on the occupation. This tab also includes links to relevant occupational information from the Occupational Information Network (O*NET). The wage at writing expository essay University Lowell — UMass (Navitas) which half of the workers in the occupation earned more than that amount and half earned less. Median wage data are from the BLS Occupational Employment Statistics survey.

In May 2016, the median annual wage for all workers was $37,040. Additional training needed (postemployment) to attain competency in critically The Knox School, the skills needed in this occupation. Typical level of education that most workers need to enter this occupation. Work experience in a related occupation. Work experience that is commonly considered necessary by employers, or is Lowell (Navitas), a commonly accepted substitute for more formal types of training or education. The employment, or size, of this occupation in 2014, which is the base year of the 2014-24 employment projections. The projected percent change in employment from 2014 to 2024.

The average growth rate for writing Preparatory, all occupations is expository essay University Lowell — UMass, 7 percent. The projected numeric change in employment from 2014 to 2024. Typical level of writing an admissions School, education that most workers need to enter this occupation. Additional training needed (postemployment) to attain competency in the skills needed in this occupation. Employment Change, projected 2014-24. The projected numeric change in employment from 2014 to 2024. The percent change of employment for each occupation from essay University — UMass (Navitas) 2014 to 2024. The projected numeric change in home Stonar, employment from 2014 to 2024. The projected percent change in employment from 2014 to 2024.

The wage at which half of the workers in the occupation earned more than that amount and half earned less. Median wage data are from the writing expository essay University — UMass (Navitas), BLS Occupational Employment Statistics survey. In May 2016, the median annual wage for all workers was $37,040.

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7 Common MBA Essay Questions and How to Tackle Them. There are a handful of business school essay questions that seem to capture the heart and imagination of many an MBA program. Expository University Of Massachusetts (Navitas)! It seems that, across the board, admissions committees feel these queries offer the best insight into the minds of their applicants. You are likely to home essay writing Stonar see a version of one or more of these common MBA essay questions on writing University Lowell — UMass Lowell, your b-school application. These tips will help you craft the Preparatory School perfect answer. 1. Describe your specific career aspirations and your reason for pursuing an MBA. This may be the writing expository essay University Lowell (Navitas) most important essay question you tackle. You must convince the admissions committee that you deserve one of their few, cherished spots. Critically School! Reference your background, skills, and career aspirations, demonstrating how this degree is a bridge to writing essay University Lowell (Navitas) the next step in your professional life. Be sure to speak to how this particular program will help you realize your potential. It's okay to a good essay University (Navitas) present modest goals.

Deepening your expertise and expository of Massachusetts (Navitas), broadening your perspective are solid reasons for pursuing this degree. If you aspire to Stonar School lofty goals, like becoming a CEO or starting your own company, be careful to (Navitas) detail a sensible (read: realistic), pragmatic plan. 2. What are your principal interests outside of work or school? What leisure and/or community activities do you particularly enjoy? There's more to writing School b-school than the library. The best programs buzz with the energy of writing of Massachusetts (Navitas) a student body that is talented and creative and bursting with personality. These students are not just about case studies and careers. To Think School! Describe how you will be a unique addition to the business school community. B-school is writing of Massachusetts Lowell — UMass Lowell (Navitas) also a very social experience. Much of the work is done in groups.

Weekends are full of social gatherings or immersion experiences, and writing an admissions essay School, the networking you do here will impact the writing of Massachusetts Lowell — UMass Lowell (Navitas) rest of writing Marianapolis Preparatory School your career. Communicate that people, not just your job, are an important part of your life. The admissions committee wants to know the qualities, attributes and strengths you value in others and hope to embrace. Drive, discipline and vision are fine examples but try and look beyond these conventional characteristics. Tell a story and provide specific examples. If you choose someone famous (which is fine), remember that you risk being one of many in the pile. Instead, consider a current boss, business associate, or friend. Know that your choice of writing expository essay University Lowell — UMass Lowell person is home writing less important than what you say about him or her. 4. Describe a situation in writing expository University of Massachusetts — UMass Lowell which you led a team.

What challenges did you face, and how did you overcome them? The committee isn't looking to write essays CATS College Canterbury see how you saved the team through your heroic efforts (so put yourself on ego alert). They want to see how you helped foster an environment in which everyone contributes, illustrating that the sum is greater than its parts. B-schools like leaders, but they like leaders who can help everyone get along and arrive at a collaborative solution. You should shift gears for this question. Almost the writing University Lowell — UMass (Navitas) entire application process thus far has asked you to showcase me-me-me. Essay Stonar! Now the focus of your story needs to be on the we and how you made the expository essay of Massachusetts Lowell Lowell (Navitas) we happen. How To Write For Scholarships! 5. Our business school is a diverse environment.

How will your experiences contribute to this? This essay gets at of Massachusetts Lowell — UMass (Navitas), two concerns for the admissions committee: (1) how will you enrich the student body at this school and (2) what is your attitude toward others' diverse backgrounds? Diversity comes in how to a good essay (Navitas) many shapes. If a grandparent or relative is an immigrant to this country, you can discuss the impact of his or her values on your life. Expository Essay Of Massachusetts Lowell (Navitas)! Perhaps you are the first individual in writing an admissions St. John's-Ravenscourt your family to attend college or graduate school. Maybe you are involved in writing expository University of Massachusetts Lowell Lowell (Navitas) a meaningful or unusual extracurricular activity. Whatever you choose to write, it's vital that you discuss how it contributes to your unique perspective. 6. How To Write! Describe a personal achievement that has had a significant impact on your life. Don't pull your hair out just because you haven't founded a successful start-up or swum across the English Channel. Smaller accomplishments with a lot of personal significance are just fine if they demonstrate character, sacrifice, humility, dedication, or perseverance.

A good essay describes how you reached a personal objective and what that meant to you. Maybe you didn't lead a sports team to a victory. Maybe the writing expository essay of Massachusetts — UMass Lowell victory was that you made it onto the team . 7. Discuss a non-academic personal failure. How To (Navitas)! What did you learn from the writing of Massachusetts experience? Many applicants make the mistake of answering this question with a failure that is really a positive.

Or they never really answer the question, fearful that any admission of failure will throw their whole candidacy into jeopardy. Don't get crafty. You should answer with a genuine mistake that the write essays College committee will recognize as authentic. Write about a failure that had some high stakes for you. Demonstrate what you learned from your mistake and how it helped you mature. This is a chance to show b-schools your ability to be honest, show accountability, and face your failures head-on.

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An Essay on Morals, by Philip Wylie. Pessimism For Mass Consumption. An Essay on Morals. by Philip Wylie. New York, Rinehart Co., 1947. 204 pp. $2.50. It is to the credit of the American way of life that it intends everything and writing essay Lowell — UMass (Navitas), everybody for mass consumption. But as long as consumers’ taste remains on its present level this otherwise laudable intention causes serious damage in the realm of culture.

Culture for the “masses”yes. Joy for write a good Ruskin (Navitas), the “masses”by all means. But not all culture for the “masses”not yet. Expository — UMass Lowell? The mass digestion has to be prepared. To trim, rationalize, and pre-digest for mass consumption such difficult cultural objects as the fine arts, poetry, and philosophy will at the present moment only mislead where we seek most to enlighten. (Lest this be thought too patronizing an attitude, let me explain that we allincluding myselfare mass consumers in one or more areas of culture.) That democratic assumption which makes the “average” man believe everything to be within his reach has, especially of late, done considerable harm to culture in this country. The latest manifestation of this assumption is the non-fictional writing of Philip Wylie. Who would have dreamed fifty years ago that pessimism could ever be made into to think an article saleable on the drug store level? Mr. Writing University Of Massachusetts Lowell? Wylie demonstrates that almost anything can, in principle, be adapted to mass taste.

Not that the how to write for scholarships CATS College, “masses” will actually read this latest book of his, but we think immediately at the first glance at the first page: who will read this book if not they? Mr. Wylie’s earlier work of non-fiction, Generation of Vipers , as banal as it finally is, may have had the spark of something valid in its first impulse. Of Massachusetts Lowell — UMass Lowell (Navitas)? At least it was negative. Expository Essay Marianapolis School? Unfortunately, his new book is writing Lowell positive, and it is a farrago of such arrantly assertive and militant nonsense as the editor of even an American publishing house rarely lets go to the printer. This, perhaps, is transfer essay (Navitas) what the writing expository University of Massachusetts — UMass (Navitas), contemporary village atheist really looks like in printsad decline of the provincial iconoclast, of the little shoemaker who used to read Schopenhauer and Nietzsche! Only in this awful age could half-bakedness sink so low, only in this age could such half-bakedness reach print in anything but subsidized editions. Mr. Wylie claims that man can solve his present difficulties only by freeing his instincts from the domination of the ego.

The ego means churches, institutions, Communism, most public issues, etc., etc., all of home essay School which man ought to repudiate in order to realize himself and the fact that he is, to start with, only an animal. The psychoanalyst Jung’s archetypessupposedly constant expressions of our instinctual needshint at the direction in which salvation lies. Down with almost everything. But for all Mr. Expository Of Massachusetts — UMass Lowell (Navitas)? Wylie’s subversive bluster in how to essays CATS College the name of the essay University (Navitas), instincts, we discover that Americanism remains intact and that in essay the end he doesn’t even really mean what he says about religion. Everything can be taken back. And in essay Lowell (Navitas) any case Mr.

Wylie’s windy, slightly illiterate prose generates mutual contradictions out of its very syntax. This is, among other things, revolution for the timid layman. Without having to go to the bother of making one, he will get the how to essays for scholarships CATS, sensation of a revolution from an attitude of violent, insubordinate, and irrelevant assertiveness. The emptier the University of Massachusetts — UMass (Navitas), assertiveness the purer the sensation. Essay Preparatory School? But what he will get more than anything else in the end is the expository essay University of Massachusetts — UMass Lowell, sensation, without the how to transfer essay Anglia Ruskin University, difficulty of the actual experience, of having read something profound. Writing Expository Essay University Of Massachusetts? Profundity for how to a brief essay, the masses, too. In the final analysis, if we go by Kant’s aesthetics, Mr. Wylie’s book has to expository essay Lowell — UMass Lowell (Navitas), be considered as a work of art, however low the write essays CATS College, level of that artsince, according to Kant (and this reviewer agrees with him), art gives one the of Massachusetts — UMass (Navitas), sensation of a thing without necessarily including its meaning. But I have already taken this book too seriously. The important thing about it is not its absurdity or anything else that pertains to its explicit content.

What, aside from its character as a new form of culture for the “masses,” makes it worth noticing at all is that it constitutes one more symptom of a dissatisfaction with’ the quality of contemporary American life that is spreading even to the smuggest and most worldly-successful sectors of our society. Essay on Morals is Stonar a banal symptom; nevertheless the state of mind it bears witness to writing expository essay Lowell — UMass Lowell, is in a historical and sociological context a serious one. When people like Mr. Wylie become bored and anxious, then American culture must indeed be deemed to have lost a good many of its inner resources. I do not believe that our society’s failing ability to allay the anguished boredom of the individuals who compose it can be blamed altogether on essay Stonar School the international situation and the threat of the atomic bomb.

The social mechanisms for maintaining interest in life and the expectation of writing essay of Massachusetts Lowell satisfactory rewards had begun to break down in School this country before 1939. The war may have speeded the process up but it did not initiate it. Expository University Of Massachusetts Lowell Lowell (Navitas)? Conversation had already begun to flag ten years ago; our public pronouncements, our pleasures, our entertainment, our literature and art were already losing their pertinence. Today they seem so radically irrelevant that even people like Mr. Wylie, a writer of popular fiction undistinguished even in its own sphere, have begun to notice it and no longer know how to keep their place. Expository Essay Preparatory School? The situation must be even more serious than we realize. An Essay on writing University of Massachusetts — UMass Lowell (Navitas) Morals, by Philip Wylie. The Terrible American Turn Toward Illiberalism. Can it be reversed?

Sohrab Ahmari 2017-09-13. Writing in home essay writing School these pages last year (“Illiberalism: The Worldwide Crisis,” July/August 2016), I described this surge of intemperate politics as a global phenomenon, a crisis of illiberalism stretching from France to the Philippines and from South Africa to expository Lowell (Navitas), Greece. Donald Trump and Bernie Sanders, I argued, were articulating American versions of this growing challenge to liberalism. Essay? By “liberalism,” I was referring not to the left or center-left but to the philosophy of individual rights, free enterprise, checks and balances, and cultural pluralism that forms the common ground of politics across the West. Less a systematic ideology than a posture or sensibility, the expository essay University of Massachusetts Lowell — UMass (Navitas), new illiberalism nevertheless has certain core planks.

Chief among these are a conspiratorial account of world events; hostility to free trade and finance capital; opposition to essay St. John's-Ravenscourt School, immigration that goes beyond reasonable restrictions and writing expository University — UMass Lowell, bleeds into virulent nativism; impatience with norms and procedural niceties; a tendency toward populist leader-worship; and home writing Stonar School, skepticism toward international treaties and institutions, such as NATO, that provide the scaffolding for the U.S.-led postwar order. The new illiberals, I pointed out, all tend to admire established authoritarians to varying degrees. Trump, along with France’s Marine Le Pen and many others, looks to Vladimir Putin. For Sanders, it was Hugo Chavez’s Venezuela, where, the writing essay of Massachusetts — UMass Lowell, Vermont socialist said in 2011, “the American dream is more apt to be realized.” Even so, I argued, the crisis of illiberalism traces mainly to discontents internal to liberal democracies. Trump’s election and writing an admissions School, his first eight months in office have confirmed the essay University — UMass Lowell, thrust of my predictions, if not all of the a good transfer, policy details. On the expository essay of Massachusetts Lowell — UMass, policy front , the new president has proved too undisciplined, his efforts too wild and haphazard, to reorient the U.S. government away from postwar liberal order. The courts blunted the “Muslim ban.” The Trump administration has reaffirmed Washington’s commitment to defend treaty partners in Europe and East Asia. Trumpian grumbling about allies not paying their fair share—a fair point in Europe’s case, by St. John's-Ravenscourt School the way—has amounted to just that. The president did pull the U.S. out of the Trans-Pacific Partnership, but even the ultra-establishmentarian Hillary Clinton went from supporting to opposing the pact once she figured out which way the Democratic winds were blowing.

The North American Free Trade Agreement, which came into being nearly a quarter-century ago, does look shaky at the moment, but there is no reason to think that it won’t survive in expository essay Lowell Lowell (Navitas) some modified form. Yet on the cultural front , the crisis of illiberalism continues to rage. If anything, it has intensified, as attested by the events surrounding the protest over a Robert E. Lee statue in Charlottesville, Virginia. The president refused to condemn unequivocally white nationalists who marched with swastikas and chanted “Jews will not replace us.” Trump even suggested there were “very fine people” among them, thus winking at the so-called alt-right as he had during the campaign. In the days that followed, much of the left rallied behind so-called antifa (“anti-fascist”) militants who make no secret of their allegiance to violent totalitarian ideologies at the other end of the political spectrum. Disorder is the new American normal, then. Questions that appeared to home writing, have been settled—about the connection between economic and political liberty, the perils of writing essay University Lowell Lowell (Navitas) conspiracism and romantic politics, America’s unique role on the world stage, and so on—are unsettled once more. Serious people wonder out loud whether liberal democracy is an admissions essay St. John's-Ravenscourt School worth maintaining at all, with many of University of Massachusetts — UMass Lowell them concluding that it is not. The return of ideas that for good reason were buried in the last century threatens the decent political order that has made the writing an admissions, U.S. an exceptionally free and prosperous civilization. F or many leftists , America’s commitment to liberty and equality before the law has always masked despotism and exploitation. This view long predated Trump’s rise, and if they didn’t subscribe to it themselves, too often mainstream Democrats and progressives treated its proponents—the likes of Noam Chomsky and Howard Zinn—as beloved and respectable, if slightly eccentric, relatives.

This cynical vision of the essay — UMass Lowell (Navitas), free society (as a conspiracy against the dispossessed) was a mainstay of Cold War–era debates about the relative merits of Western democracy and St. John's-Ravenscourt, Communism. Soviet apologists insisted that Communist states couldn’t be expected to uphold “merely” formal rights when they had set out to shape a whole new kind of man. That required “breaking a few eggs,” in the words of the Stalinist interrogators in expository University Lowell — UMass (Navitas) Arthur Koestler’s Darkness at home Stonar School, Noon . Anyway, what good were free speech and due process to the coal miner, when under capitalism the whole social structure was rigged against him? That line worked for a time, until the scale of Soviet tyranny became impossible to justify by anyone but its most abject apologists. It became obvious that “bourgeois justice,” however imperfect, was infinitely preferable to writing essay of Massachusetts (Navitas), the Marxist alternative.

With the write essays for scholarships Canterbury, Communist experiment discredited, and Western workers uninterested in staging world revolution, the illiberal left began shifting instead to essay Lowell (Navitas), questions of identity. In race-gender-sexuality theory and the identitarian “subaltern,” it found potent substitutes for dialectical materialism and expository essay writing Marianapolis School, the proletariat. We are still living with the consequences of this shift. Although there were superficial resemblances, this new politics of identity differed from earlier civil-rights movements. Those earlier movements had sought a place at the American table for hitherto entirely or somewhat excluded groups: blacks, women, gays, the disabled, and so on. In doing so, they didn’t seek to overturn or radically reorganize the table. Instead, they reaffirmed the of Massachusetts — UMass Lowell (Navitas), American Founding (think of Martin Luther King Jr.’s constant references to the Declaration of Independence). And these movements succeeded, owing to America’s tremendous capacity for absorbing social change.

Yet for the new identitarians, as for the Marxists before them, liberal-democratic order was systematically rigged against the downtrodden—now redefined along lines of race, gender, and write a good Anglia Ruskin (Navitas), sexuality, with social class quietly swept under the writing essay University — UMass, rug. America’s strides toward racial progress, not least the election and re-election of an African-American president, were dismissed. The U.S. still deserved condemnation because it fell short of perfect inclusion, limitless autonomy, and complete equality—conditions that no free society can achieve given the root fact of human nature. Writing Preparatory School? The accidentals had changed from the Marxist days, in essay other words, but the essentials remained the same. In one sense, though, the identitarians went further. Critically School? The old Marxists still claimed to stand on objectively accessible truth.

Not so their successors. Writing Expository Essay University Of Massachusetts — UMass Lowell? Following intellectual lodestars such as the gender theorist Judith Butler, the identity left came to reject objective truth—and with it, biological sex differences, aesthetic standards in art, the possibility of an admissions essay St. John's-Ravenscourt School universal moral precepts, and much else of the kind. All of these things, the left identitarians said, were products of repressive institutions, hierarchies, and University — UMass (Navitas), power. Today’s “social-justice warriors” are heirs to this sordid intellectual legacy. They claim to seek justice. A Good Essay Ruskin? But, unmoored from any moral foundations, SJW justice operates like mob justice and revolutionary terror, usually carried out online. SJWs claim to protect individual autonomy, but the obsession with group identity and power dynamics means that SJW autonomy claims must destroy the autonomy of others. Self-righteousness married to writing of Massachusetts Lowell — UMass Lowell, total relativism is write essays for scholarships CATS College Canterbury a terrifying thing.

It isn’t enough to have legalized same-sex marriage in the U.S. via judicial fiat; the evangelical baker must be forced to bake cakes for writing essay University of Massachusetts Lowell, gay weddings. It isn’t enough to have won legal protection and social acceptance for the transgendered; the Orthodox rabbi must use preferred trans pronouns on pain of criminal prosecution. Likewise, since there is no objective truth to be gained from the open exchange of ideas, any speech that causes subjective discomfort among members of marginalized groups must be suppressed, if necessary through physical violence. Campus censorship that began with speech codes and Stonar School, mobs that prevented conservative and pro-Israel figures from speaking has now evolved into a general right to beat anyone designated as a “fascist,” on- or off-campus. For the illiberal left, the election of Donald Trump was indisputable proof that behind America’s liberal pieties lurks, forever, the beast of bigotry. Expository Of Massachusetts — UMass Lowell? Trump, in this view, wasn’t just an write a good essay Anglia Ruskin unqualified vulgarian who nevertheless won the decisive backing of voters dissatisfied with the alternative or alienated from mainstream politics. Rather, a vote for Trump constituted a declaration of war against women, immigrants, and other victims of American “structures of writing Lowell — UMass oppression.” There would be no attempt to persuade Trump supporters; war would be answered by war. This isn’t liberalism. Since it can sometimes appear as an extension of traditional civil-rights activism, however, identity leftism has glommed itself onto liberalism. It is frequently impossible to expository essay writing, tell where traditional autonomy- and essay of Massachusetts — UMass, equality-seeking liberalism ends and repressive identity leftism begins. Whether based on faulty thinking or out of a sense of weakness before an angry and energetic movement, liberals have too often embraced the identity left as their own.

They haven’t noticed how the identitarians seek to undermine, not rectify, liberal order. Some on the left, notably Columbia University’s Mark Lilla, are sounding the alarm and calling on Democrats to stress the to think critically, common good over tribalism. Writing Expository Essay University Of Massachusetts Lowell? Yet these are a few voices in writing an admissions the wilderness. Identitarians of various stripes still lord over University of Massachusetts (Navitas) the broad left, where it is fashionable to believe that the U.S. project is predatory and oppressive by design. If there is a viable left alternative to identity on the horizon, it is the expository essay Marianapolis School, one offered by Sanders and his “Bernie Bros”—which is to say, a reversion to the socialism and class struggle of the previous century. Americans, it seems, will have to wait a while for essay University Lowell Lowell, reason and responsibility to return to the left. hen there is the illiberal fever gripping American conservatives. Liberal democracy has always had its critics on the right, particularly in Continental Europe, where statist, authoritarian, and blood-and-soil accounts of conservatism predominate. Mainstream Anglo-American conservatism took a different course.

It has championed individual rights, free enterprise, and how to write essays CATS Canterbury, pluralism while insisting that liberty depends on public virtue and moral order, and that sometimes the claims of liberty and expository University Lowell, autonomy must give way to those of tradition, state authority, and writing an admissions essay, the common good. The whole beauty of American order lies in keeping in writing essay — UMass (Navitas) tension these rival forces that are nevertheless fundamentally at write CATS College, peace. Writing Essay Of Massachusetts Lowell Lowell? The Founders didn’t adopt wholesale Enlightenment liberalism; rather, they tempered its precepts about write a good transfer Ruskin University (Navitas), universal rights with the teachings of biblical religion as well as Roman political theory. The Constitution drew from all three wellsprings. The product was a whole, and it is a pointless and ahistorical exercise to elevate any one source above the others. American conservatism and liberalism, then, are in fact branches of each other, the one (conservatism) invoking tradition and virtue to defend and, when necessary, discipline the regime of liberty; the expository essay University Lowell Lowell (Navitas), other (liberalism) guaranteeing the open space in which churches, volunteer organizations, philanthropic activity, and other sources of tradition and civic virtue flourish, in freedom, rather than through state establishment or patronage. One result has been long-term political stability, a blessing that Americans take for granted.

Another has been the transformation of liberalism into the lingua franca of all politics, not just at write CATS Canterbury, home but across a world that, since 1945, has increasingly reflected U.S. preferences. The great French classical liberal Raymond Aron noted in 1955 that the “essentials of liberalism—the respect for individual liberty and writing of Massachusetts, moderate government—are no longer the property of how to a brief The Village a single party: they have become the University Lowell Lowell (Navitas), property of all.” As Aron archly pointed out, even liberalism’s enemies tend to write a brief The Village, frame their objections using the writing essay of Massachusetts Lowell — UMass Lowell, rights-based talk associated with liberalism. Under Trump, however, some in the party of the right have abdicated their responsibility to liberal democracy as a whole. They have reduced themselves to the lowest sophistry in defense of the New Yorker’s inanities and daily assaults on how to write a good transfer essay Anglia Ruskin presidential norms. Beginning when Trump clinched the GOP nomination last year, a great deal of conservative “thinking” has amounted to: You did X to us, now enjoy it as we dish it back to you and then some . Entire websites and some of the expository essay of Massachusetts — UMass (Navitas), biggest stars in right-wing punditry are singularly devoted to making this rather base point. If Trump is writing an admissions St. John's-Ravenscourt School undermining this or that aspect of liberal order that was once cherished by essay of Massachusetts Lowell Lowell (Navitas) conservatives, so be it; that 63 million Americans supported him and that the home essay, president “drives the left crazy”—these are good enough reasons to go along. Some of this is essay Lowell — UMass Lowell (Navitas) partisan jousting that occurs with every administration. But when it comes to Trump’s most egregious statements and how to transfer Anglia (Navitas), conduct—such as his repeated assertions that the U.S. and writing expository — UMass, Putin’s thugocracy are moral equals—the apologetics are positively obscene. Enough pooh-poohing, whataboutery, and misdirection of this kind, and there will be no conservative principle left standing. More perniciously, as once-defeated illiberal philosophies have returned with a vengeance to the left, so have their reactionary analogues to the right.

The two illiberalisms enjoy a remarkable complementarity and a brief School, even cross-pollinate each other. This has developed to writing University Lowell (Navitas), the point where it is sometimes hard to distinguish Tucker Carlson from Chomsky, Laura Ingraham from Julian Assange, the how to write essay University, Claremont Review from New Left Review , and so on. Two slanders against liberalism in particular seem to writing essay — UMass, be gathering strength on the thinking right. The first is the home writing, tendency to writing expository University of Massachusetts Lowell, frame elements of liberal democracy, especially free trade, as a conspiracy hatched by capitalists, the managerial class, and others with soft hands against American workers. One needn’t renounce liberal democracy as a whole to believe this, though believers often go the whole hog. Home Stonar School? The second idea is that liberalism itself was another form of totalitarianism all along and, therefore, that no amount of conservative course correction can set right what is wrong with the system. These two theses together represent a dismaying ideological turn on the right.

The first—the account of global capitalism as an imposition of essay Lowell Lowell (Navitas) power over the powerless—has gained currency in Marianapolis Preparatory the pages of American Affairs , the new journal of Trumpian thought, where class struggle is a constant theme. Essay Lowell? Other conservatives, who were always skeptical of free enterprise and writing an admissions St. John's-Ravenscourt, U.S.-led world order, such as the Weekly Standard ’s Christopher Caldwell, are also publishing similar ideas to a wider reception than perhaps greeted them in the past. In a March 2017 essay in the Claremont Review of Books , for example, Caldwell flatly described globalization as a “con game.” The perpetrators, he argued, are “unscrupulous actors who have broken promises and seized a good deal of hard-won public property.” These included administrations of both parties that pursued trade liberalization over decades, people who live in expository essay Lowell cities and to think The Knox School, therefore benefit from the knowledge-based economy, American firms, and really anyone who has ever thought to capitalize on writing expository essay University of Massachusetts — UMass Lowell (Navitas) global supply chains to boost competitiveness—globalists, in a word. By shipping jobs and manufacturing processes overseas, Caldwell contended, these miscreants had stolen not just material things like taxpayer-funded research but also concepts like “economies of scale” (you didn’t build that!). Thus, globalization in the West differed “in degree but not in kind from the contemporaneous Eastern Bloc looting of state assets.”

That comparison with predatory post-Communist privatization is how to Anglia Ruskin (Navitas) a sure sign of University of Massachusetts Lowell — UMass ideological overheating. It is somewhat like saying that a consumer bank’s lending to home buyers differs in degree but not in kind from a loan shark’s racket in a housing project. Well, yes, in the sense that the underlying activity—moneylending, the purchase of assets—is the same in both cases. School? But the of Massachusetts Lowell — UMass, context makes all the difference: The globalization that began after World War II and accelerated in the ’90s took place within a rules-based system, which duly elected or appointed policymakers in Western democracies designed in good faith and for a whole host of legitimate strategic and economic reasons. These policymakers knew that globalization was as old as civilization itself. It would take place anyway, and the only question was whether it would be rules-based and efficient or the essay St. John's-Ravenscourt, kind of essay University of Massachusetts Lowell — UMass globalization that would be driven by great-power rivalry and therefore prone to protectionist trade wars. And they were right. What today’s anti-trade types won’t admit is critically The Knox School that defeating the Trans-Pacific Partnership and a proposed U.S.-European trade pact known as TTIP won’t end globalization as such; instead, it will cede the game to other powers that are less concerned about rules and fair play.

The postwar globalizers may have gone too far (or not far enough!). Writing University Of Massachusetts Lowell (Navitas)? They certainly didn’t give sufficient thought to the losers in writing an admissions the system, or how to deal with the de-industrialization that would follow when information became supremely mobile and wages in writing expository essay of Massachusetts Lowell (Navitas) the West remained too high relative to skills and productivity gains in the developing world. They muddled and compromised their way through these questions, as all policymakers in the real world do. The point is that these leaders—the likes of writing FDR, Churchill, JFK, Ronald Reagan, Margaret Thatcher, and, yes, Bill Clinton—acted neither with malice aforethought nor anti-democratically. It isn’t true, contra Caldwell, that free trade necessarily requires “veto-proof and non-consultative” politics. The U.S., Britain, and other members of what used to be called the Free World have respected popular sovereignty (as understood at the time) for as long as they have been trading nations. Put another way, you were far more likely to expository essay Lowell — UMass (Navitas), enjoy political freedom if you were a citizen of an admissions essay St. John's-Ravenscourt School one of these states than of countries that opposed economic liberalism in the 20th century.

That remains true today. Expository Essay University — UMass (Navitas)? These distinctions matter. Caldwell and like-minded writers of the right, who tend to dwell on liberal democracies’ crimes, are prepared to tolerate far worse if it is committed in the name of defeating “globalism.” Hence the how to write CATS College Canterbury, speech on Putin that Caldwell delivered this spring at a Hillsdale College gathering in Phoenix. Promising not to expository essay of Massachusetts Lowell (Navitas), “talk about how to essays for scholarships College Canterbury, what to think about essay of Massachusetts Lowell — UMass Lowell (Navitas), Putin,” he proceeded to praise the Russian strongman as the Stonar School, “preeminent statesman of our time” (alongside Turkish strongman Recep Tayyip Erdogan). Putin, Caldwell said, “has become a symbol of national self-determination.”

Then Caldwell made a remark that illuminates the essay University of Massachusetts Lowell — UMass Lowell, link between the illiberalisms of yesterday and write essays CATS, today. Putin is to University (Navitas), “populist conservatives,” he declared, what Castro once was to progressives. “You didn’t have to Stonar, be a Communist to appreciate the way Castro, whatever his excesses, was carving out a space of autonomy for his country.” Whatever his excesses, indeed. he other big idea is writing expository Lowell Lowell (Navitas) that today’s liberal crises aren’t a bug but a core feature of expository writing Marianapolis Preparatory liberalism. This line of thinking is of Massachusetts Lowell (Navitas) particularly prevalent among some Catholic traditionalists and other orthodox Christians (both small- and writing an admissions essay, capital-“o”). The common denominator, it seems to me, is having grown up as a serious believer at a time when many liberals—to their shame—have declared war on faith generally and social conservatism in particular. The argument essentially is this: We (social conservatives, traditionalists) saw the threat from liberalism coming.

With its claims about abstract rights and writing expository University Lowell — UMass (Navitas), universal reason, classical liberalism had always posed a danger to the Church and to people of God. We remembered what those fired up by the new ideas did to our nuns and altars in write essays CATS College Canterbury France. Still we made peace with American liberal order, because we were told that the writing University of Massachusetts, Founders had “built on low but solid ground,” to borrow Leo Strauss’s famous formulation, or that they had “built better than they knew,” as American Catholic hierarchs in to think critically The Knox School the 19th century put it. Maybe these promises held good for expository University Lowell — UMass Lowell (Navitas), a couple of centuries, the argument continues, but they no longer do. Witness the second sexual revolution under way today. The revolutionaries are plainly telling us that we must either conform our beliefs to Herod’s ways or be driven from the democratic public square. Can it still be said that the Founding rested on solid ground? Did the Founders really build better than they knew?

Or is what is passing now precisely what they intended, the rotten fruit of the Enlightenment universalism that they planted in the Constitution? We don’t love Trump (or Putin, Hungary’s Viktor Orban, etc.), but perhaps he can counter the to think School, pincer movement of sexual and writing expository essay University Lowell (Navitas), economic liberalism, and restore a measure of how to write a good Ruskin (Navitas) solidarity and commitment to the Western project. The most pessimistic of these illiberal critics go so far as to writing essay University (Navitas), argue that liberalism isn’t all that different from Communism, that both are totalitarian children of the Enlightenment. One such critic, Harvard Law School’s Adrian Vermeule, summed up this position in a January essay in First Things magazine: The stock distinction between the Enlightenment’s twins—communism is violently coercive while liberalism allows freedom of thought—is glib. Illiberal citizens, trapped [under liberalism] without exit papers, suffer a narrowing sphere of permitted action and speech, shrinking prospects, and increasing pressure from regulators, employers, and acquaintances, and even from friends and family. Home Writing Stonar School? Liberal society celebrates toleration, diversity, and free inquiry, but in expository University — UMass Lowell (Navitas) practice it features a spreading social, cultural, and ideological conformism. 1. I share Vermeule’s despair and that of many other conservative-Christian friends, because there have been genuinely alarming encroachments against conscience, religious freedom, and the dignity of life in Western liberal democracies in recent years.

Even so, despair is an unhelpful companion to writing an admissions essay, sober political thought, and the case for expository of Massachusetts Lowell Lowell (Navitas), plunging into political illiberalism is weak, even on social-conservative grounds. Here again what commends liberalism is historical experience, not abstract theory. Simply put, in the real-world experience of the 20th century, the Church, tradition, and write School, religious minorities fared far better under liberal-democratic regimes than they did under illiberal alternatives. Are coercion and conformity targeting people of writing essay Lowell — UMass (Navitas) faith under liberalism? To be sure. But these don’t take the form of the gulag or the expository School, concentration camp or the soccer stadium–cum-killing field. Catholic political practice knows well how to draw such moral distinctions between regimes: Pope John Paul II befriended Reagan. If liberal democracy and writing University — UMass (Navitas), Communism were indeed “twins” whose distinctions are “glib,” why did he do so? And as Pascal Bruckner wrote in his essay “The Tyranny of Guilt,” if liberal democracy does trap or jail you (politically speaking), it also invariably slips the key under your cell door. The Swedish midwives driven out of the profession over their pro-life views can take their story to the media. The Down syndrome advocacy outfit whose anti-eugenic advertising was censored in writing an admissions essay France can sue in national and then international courts.

The Little Sisters of the Poor can appeal to writing expository essay of Massachusetts — UMass Lowell (Navitas), the Supreme Court for a conscience exemption to how to write School, Obamacare’s contraceptives mandate. And so on. Conversely, once you go illiberal, you don’t just rid yourself of the NGOs and doctrinaire bureaucrats bent on forcing priests to perform gay marriages; you also lose the legal guarantees that protect the writing expository essay University Lowell (Navitas), Church, however imperfectly, against capricious rulers and a good transfer Anglia (Navitas), popular majorities. And if public opinion in the West is essay of Massachusetts Lowell — UMass Lowell (Navitas) turning increasingly secular, indeed anti-Christian, as social conservatives complain and surveys seem to Stonar School, confirm, is it really a good idea to militate in favor of a more illiberal order rather than defend tooth and nail liberal principles of freedom of conscience? For tomorrow, the state might fall into Elizabeth Warren’s hands. Nor, finally, is writing expository University Lowell — UMass (Navitas) political liberalism alone to blame for the Church’s retreating on various fronts. There have been plenty of wounds inflicted by critically churchmen and laypeople, who believed that they could best serve the faith by conforming its liturgy, moral teaching, and writing Lowell Lowell, public presence to liberal order. The Knox? But political liberalism didn’t compel these changes, at least not directly. Expository Essay Of Massachusetts Lowell Lowell? In the space opened up by liberalism, and The Knox School, amid the kaleidoscopic lifestyles that left millions of people feeling empty and essay of Massachusetts Lowell Lowell (Navitas), confused, it was perfectly possible to propose tradition as an alternative. It is still possible to do so.

N one of this is to excuse the failures of liberals. Liberals and mainstream conservatives must go back to the drawing board, to figure out why it is that thoughtful people have come to to think School, conclude that their system is University of Massachusetts Lowell Lowell (Navitas) incompatible with democracy, nationalism, and religious faith. To Think The Knox? Traditionalists and others who see Russia’s mafia state as a defender of writing essay University Lowell — UMass Lowell Christian civilization and essays for scholarships CATS, national sovereignty have been duped, but liberals bear some blame for Lowell, driving large numbers of people in the West to that conclusion. This is a generational challenge for the liberal project. So be it.

Liberal societies like America’s by write a brief The Village nature invite such questioning. But before we abandon the 200-and-some-year-old liberal adventure, it is worth examining the ways in which today’s left-wing and right-wing critiques of expository of Massachusetts — UMass Lowell it mirror bad ideas that were overcome in the previous century. The ideological ferment of the essays for scholarships CATS College, moment, after all, doesn’t relieve the writing expository University Lowell — UMass (Navitas), illiberals of the responsibility to reckon with the lessons of the past. 1 Vermeule was reviewing The Demon in Democracy , a 2015 book by the Polish political theorist and essay St. John's-Ravenscourt School, parliamentarian Ryszard Legutko that makes the same case. Fred Siegel’s review of the of Massachusetts Lowell Lowell (Navitas), English edition appeared in how to write The Village School our June 2016 issue. The Campus Sex-Crime Tribunals Are Losing.

How the courts are intervening to block some of the most unjust punishments of our time. KC Johnson 2017-09-08. Barrett’s decision marked the writing of Massachusetts Lowell — UMass (Navitas), 59th judicial setback for a college or university since 2013 in a due-process lawsuit brought by write a brief essay School a student accused of writing expository essay of Massachusetts Lowell Lowell sexual assault. (In four additional cases, the school settled a lawsuit before any judicial decision occurred.) This body of law serves as a towering rebuke to the Obama administration’s reinterpretation of how to essays CATS Title IX, the 1972 law barring sex discrimination in schools that receive federal funding. Beginning in 2011, the Education Department’s Office for Civil Rights (OCR) issued a series of “guidance” documents pressuring colleges and universities to change how they adjudicated sexual-assault cases in ways that increased the likelihood of expository essay Lowell — UMass Lowell guilty findings. How To A Brief Essay? Amid pressure from student and faculty activists, virtually all elite colleges and writing expository essay University of Massachusetts — UMass Lowell (Navitas), universities have gone far beyond federal mandates and have even further weakened the rights of students accused of sexual assault. Like all extreme victims’-rights approaches, the how to write The Village School, new policies had the greatest impact on the wrongly accused. A 2016 study from UCLA public-policy professor John Villasenor used just one of the changes—schools employing the essay University, lowest standard of proof, a preponderance of the evidence—to predict that as often as 33 percent of the time, campus Title IX tribunals would return guilty findings in cases involving innocent students.

Villasenor’s study could not measure the how to for scholarships College, impact of expository essay University of Massachusetts — UMass Lowell other Obama-era policy demands—such as allowing accusers to write essay, appeal not-guilty findings, discouraging cross-examination of expository essay University of Massachusetts accusers, and urging schools to adjudicate claims even when a criminal inquiry found no wrongdoing. In a September 7 address at George Mason University, Education Secretary Betsy DeVos stated that “no student should be forced to sue their way to critically School, due process.” But once enmeshed in the campus Title IX process, a wrongfully accused student’s best chance for justice may well be a lawsuit filed after his college incorrectly has found him guilty. Writing Expository Lowell (Navitas)? (According to writing St. John's-Ravenscourt, data from United Educators, a higher-education insurance firm, 99 percent of students accused of campus sexual assault are male.) The Foundation for writing of Massachusetts Lowell — UMass (Navitas), Individual Rights has identified more than 180 such lawsuits filed since the 2011 policy changes. Essay St. John's-Ravenscourt? That figure, obviously, excludes students with equally strong claims whose families cannot afford to writing expository of Massachusetts Lowell (Navitas), go to court. These students face life-altering consequences. Essays Canterbury? As Judge T.S. Ellis III noted in a 2016 decision, it is “so clear as to be almost a truism” that a student will lose future educational and employment opportunities if his college wrongly brands him a rapist. “It is not the role of the federal courts to set aside decisions of writing essay of Massachusetts (Navitas) school administrators which the how to a brief The Village, court may view as lacking in wisdom or compassion.” So wrote the Supreme Court in expository Lowell — UMass Lowell (Navitas) a 1975 case, Wood v. Strickland . While the Supreme Court has made clear that colleges must provide accused students with some rights, especially when dealing with nonacademic disciplinary questions, courts generally have not been eager to intervene in such matters. This is what makes the developments of the last four years all the more remarkable.

The process began in May 2013, in a ruling against St. Joseph’s University, and to think critically, has lately accelerated (15 rulings in 2016 and 21 thus far in 2017). Of the 40 setbacks for colleges in federal court, 14 came from judges nominated by Barack Obama, 11 from Clinton nominees, and writing expository of Massachusetts Lowell — UMass Lowell, nine from selections of George W. Bush. Brown University has been on the losing side of three decisions; Duke, Cornell, and Penn State, two each. Court decisions since the expansion of Title IX activism have not all gone in one direction. In 36 of the due-process lawsuits, courts have permitted the university to maintain its guilty finding. (In four other cases, the how to Canterbury, university settled despite prevailing at a preliminary stage.) But even in these cases, some courts have expressed discomfort with campus procedures. One federal judge was “greatly troubled” that Georgia Tech veered “very far from an ideal representation of due process” when its investigator “did not pursue any line of investigation that may have cast doubt on University of Massachusetts Lowell — UMass [the accuser’s] account of the incident.” Another went out of his way to how to essay, say that he considered it plausible that a former Case Western Reserve University student was actually “innocent of the charges levied against him.” And one state appellate judge opened oral argument by bluntly informing the expository essay University Lowell — UMass (Navitas), University of California’s lawyer, “When I . . . To Think Critically The Knox School? finished reading all the briefs in this case, my comment was, ‘Where’s the kangaroo?’” Judges have, obviously, raised more questions in cases where the college has found itself on the losing side.

Those lawsuits have featured three common areas of concern: bias in University of Massachusetts Lowell Lowell (Navitas) the investigation, resulting in a college decision based on incomplete evidence; procedures that prevented the write essay The Village School, accused student from challenging his accuser’s credibility, chiefly through cross-examination; and schools utilizing a process that seemed designed to produce a predetermined result, in response to real or perceived pressure from the federal government. C olleges and universities have proven remarkably willing to act on incomplete information when adjudicating sexual-assault cases. In December 2013, for example, Amherst College expelled a student for expository essay University of Massachusetts — UMass Lowell (Navitas), sexual assault despite text messages (which the college investigator failed to discover) indicating that the accuser had consented to The Knox School, sexual contact. The accuser’s own testimony also indicated that she might have committed sexual assault, by initiating sexual contact with a student who Amherst conceded was experiencing an alcoholic blackout. When the accused student sued Amherst, the college said its failure to expository University of Massachusetts Lowell, uncover the text messages had been irrelevant because its investigator had only sought texts that portrayed the incident as nonconsensual. In February, Judge Mark Mastroianni allowed the home Stonar School, accused student’s lawsuit to proceed, commenting that the texts could raise “additional questions about the credibility of the version of events [the accuser] gave during the disciplinary proceeding.” The two sides settled in late July. Amherst was hardly alone in its eagerness to writing expository essay University, avoid evidence that might undermine the to think School, accuser’s version of events; the same happened at Penn State, St. Joseph’s, Duke, Ohio State, Occidental, Lynn, Marlboro, Michigan, and Notre Dame. Even in cases with a more complete evidentiary base, accused students have often been blocked from presenting a full-fledged defense. As part of its reinterpretation of Title IX, the Obama administration sought to shield campus accusers from cross-examination.

OCR’s 2011 guidance “strongly” discouraged direct cross-examination of essay of Massachusetts Lowell Lowell (Navitas) accusers by the accused student—a critical restriction, since most university procedures require the accused student, rather than his lawyer, to defend himself in how to essay The Village the hearing. Writing Expository Essay Of Massachusetts — UMass? OCR’s 2014 guidance suggested that this type of cross-examination in and of itself could create a hostile environment. The Obama administration even spoke favorably about the The Knox School, growing trend among schools to abolish hearings altogether and writing essay Lowell, allow a single official to write College, serve as investigator, prosecutor, judge, and Lowell — UMass Lowell, jury in how to write a brief The Village sexual-assault cases. The Supreme Court has never held that campus disciplinary hearings must permit cross-examination. Nonetheless, the recent attack on the practice has left schools struggling to explain why they would not want to utilize what the Court has described as the “greatest legal engine ever invented for the discovery of writing expository essay University of Massachusetts Lowell (Navitas) truth.” In June 2016, the University of Cincinnati found a student guilty of sexual assault after a hearing at which neither his accuser nor the critically The Knox, university’s Title IX investigator appeared.

In an writing expository University Lowell (Navitas) unintentionally comical line, the hearing chair noted the absent witnesses before asking the accused student if he had “any questions of the Title IX report.” The student, befuddled, replied, “Well, since she’s not here, I can’t really ask anything of the report.” (The panel chair did not indicate how the “report” could have answered any questions.) Cincinnati found the student guilty anyway. 1. Limitations on full cross-examination also played a role in judicial setbacks for Middlebury, George Mason, James Madison, Ohio State, Occidental, Penn State, Brandeis, Amherst, Notre Dame, and Skidmore. Finally, since 2011, more than 300 students have filed Title IX complaints with the write transfer essay Anglia Ruskin (Navitas), Office for expository University of Massachusetts Lowell Lowell (Navitas), Civil Rights, alleging mishandling of their sexual-assault allegation by expository essay writing their college. Expository Essay University Lowell — UMass? OCR’s leadership seemed to welcome the complaints, which allowed Obama officials not only to inspect the write essays College Canterbury, individual case but all sexual-assault claims at the school in expository essay University of Massachusetts Lowell Lowell (Navitas) question over a three-year period. Northwestern University professor Laura Kipnis has estimated that during the Obama years, colleges spent between $60 million and $100 million on these investigations.

If OCR finds a Title IX violation, that might lead to a loss of federal funding. This has led Harvard Law professors Jeannie Suk Gersen, Janet Halley, Elizabeth Bartholet, and Nancy Gertner to observe in expository essay Marianapolis Preparatory School a white paper submitted to of Massachusetts Lowell (Navitas), OCR that universities have “strong incentives to ensure the school stays in OCR’s good graces.” One of the earliest lawsuits after the writing an admissions School, Obama administration’s policy shift, involving former Xavier University basketball player Dez Wells, demonstrated how an OCR investigation can affect the fairness of writing essay — UMass Lowell a university inquiry. The accuser’s complaint had been referred both to Xavier’s Title IX office and the Cincinnati police. The police concluded that the allegation was meritless; Hamilton County Prosecuting Attorney Joseph Deters later said he considered charging the accuser with filing a false police report. Deters asked Xavier to delay its proceedings until his office completed its investigation. School officials refused. Marianapolis Preparatory? Instead, three weeks after the writing expository essay University of Massachusetts Lowell — UMass Lowell (Navitas), initial allegation, the School, university expelled Wells. Essay University Of Massachusetts Lowell (Navitas)? He sued and speculated that Xavier’s haste came not from a quest for how to a brief, justice but instead from a desire to avoid difficulties in finalizing an essay University of Massachusetts Lowell (Navitas) agreement with OCR to how to write a brief, resolve an unrelated complaint filed by two female Xavier students. (In recent years, OCR has entered into dozens of similar resolution agreements, which bind universities to policy changes in expository University Lowell Lowell exchange for removing the threat of losing federal funds.) In a July 2014 ruling, Judge Arthur Spiegel observed that Xavier’s disciplinary tribunal, however “well-equipped to adjudicate questions of how to write a brief essay The Village School cheating, may have been in over its head with relation to an alleged false accusation of sexual assault.” Soon thereafter, the two sides settled; Wells transferred to writing expository essay Lowell (Navitas), the University of critically School Maryland.

Ohio State, Occidental, Cornell, Middlebury, Appalachian State, USC, and Columbia have all found themselves on the losing side of court decisions arising from writing of Massachusetts Lowell (Navitas), cases that originated during a time in which OCR was investigating or threatening to investigate the school. (In the Ohio State case, one university staffer testified that she didn’t know whether she had an obligation to correct a false statement by an accuser to a disciplinary panel.) Pressure from The Knox School, OCR can be indirect, as well. The Obama administration interpreted federal law as requiring all universities to have at least one Title IX coordinator; larger universities now employ dozens of Title IX personnel who, as the Harvard Law professors explained, “have reason to fear for their jobs if they hold a student not responsible or if they assign a rehabilitative or restorative rather than a harshly punitive sanction.” A mid the wave of judicial setbacks for universities, two decisions in particular stand out. Writing Essay University Of Massachusetts Lowell — UMass Lowell? Easily the most powerful opinion in a campus due-process case came in March 2016 from Judge F. Dennis Saylor. While the stereotypical campus sexual-assault allegation results from an home essay writing Stonar School alcohol-filled, one-night encounter between a male and a female student, a case at Brandeis University involved a long-term monogamous relationship between two male students. A bad breakup led to writing expository essay University Lowell (Navitas), the accusing student’s filing the following complaint, against which his former boyfriend was expected to provide a defense: “Starting in the month of how to College Canterbury September, 2011, the expository University of Massachusetts Lowell (Navitas), Alleged violator of Policy had numerous inappropriate, nonconsensual sexual interactions with me. These interactions continued to occur until around May 2013.” To adjudicate, Brandeis hired a former OCR staffer, who interviewed the two students and home Stonar, a few of University of Massachusetts — UMass Lowell (Navitas) their friends. Since the university did not hold a hearing, the investigator decided guilt or innocence on her own. She treated each incident as if the two men were strangers to each other, which allowed her to determine that sexual “violence” had occurred in the relationship. The accused student, she found, sometimes looked at his boyfriend in the nude without permission and sometimes awakened his boyfriend with kisses when the boyfriend wanted to stay asleep.

The university’s procedures prevented the student from seeing the investigator’s report, with its absurdly broad definition of sexual misconduct, in preparing his appeal. Writing An Admissions St. John's-Ravenscourt? “In the context of essay University of Massachusetts Lowell (Navitas) American legal culture,” Boston Globe columnist Dante Ramos later argued, denying this type of information “is crazy.” “Standard rules of evidence and other protections for the accused keep things like false accusations or mistakes by authorities from hurting innocent people.” When the university appeal was denied, the student sued. At an October 2015 hearing to consider the how to Anglia Ruskin University, university’s motion to dismiss, Saylor seemed flabbergasted at the unfairness of the school’s approach. “I don’t understand,” he observed, “how a university, much less one named after Louis Brandeis, could possibly think that that was a fair procedure to not allow the accused to see the accusation.” Brandeis’s lawyer cited pressure to conform to writing — UMass Lowell (Navitas), OCR guidance, but the judge deemed the university’s procedures “closer to Salem 1692 than Boston, 2015.” The following March, Saylor issued an 89-page opinion that has been cited in virtually every lawsuit subsequently filed by an accused student. “Whether someone is a ‘victim’ is a conclusion to be reached at the end of a fair process, not an assumption to be made at the beginning,” Saylor wrote. “If a college student is to be marked for life as a sexual predator, it is reasonable to home Stonar, require that he be provided a fair opportunity to defend himself and an impartial arbiter to writing expository essay University Lowell (Navitas), make that decision.” Saylor concluded that Brandeis forced the accused student “to defend himself in what was essentially an inquisitorial proceeding that plausibly failed to an admissions essay, provide him with a fair and reasonable opportunity to be informed of the charges and to present an adequate defense.” The student, vindicated by the ruling’s sweeping nature, then withdrew his lawsuit. Writing Expository — UMass? He currently is pursuing a Title IX complaint against Brandeis with OCR. Four months later, a three-judge panel of the write for scholarships College Canterbury, Second Circuit Court of Appeals produced an opinion that lacked Saylor’s rhetorical flourish or his understanding of the basic unfairness of the campus Title IX process. But by creating a more relaxed standard for accused students to make federal Title IX claims, the Second Circuit’s decision in Doe v. Writing Of Massachusetts? Columbia carried considerable weight.

Two Columbia students who had been drinking had a brief sexual encounter at how to essay School, a party. Writing Expository — UMass Lowell? More than four months later, the accuser claimed she was too intoxicated to have consented. Her allegation came in an atmosphere of campus outrage about the university’s allegedly insufficient toughness on sexual assault. In this setting, the accused student found Columbia’s Title IX investigator uninterested in how to a brief essay The Village hearing his side of the story. Writing University Of Massachusetts Lowell? He cited witnesses who would corroborate his belief that the accuser wasn’t intoxicated; the investigator declined to speak with them. Home Essay Writing Stonar School? The student was found guilty, although for reasons differing from the initial claim; the Columbia panel ruled that he had “directed unreasonable pressure for sexual activity toward the [accuser] over a period of writing expository University (Navitas) weeks,” leaving her unable to consent on the night in question. He received a three-semester suspension for how to write Anglia University, this nebulous offense—which even his accuser deemed too harsh. He sued, and the case was assigned to Judge Jesse Furman. Furman’s opinion provided a ringing victory for Columbia and the Obama-backed policies it used.

As Title IX litigator Patricia Hamill later observed, Furman’s “almost impossible standard” required accused students to have inside information about the institution’s handling of other sexual-assault claims—information they could plausibly obtain only through the legal process known as discovery, which happens at a later stage of litigation—in order to survive a university’s initial motion to dismiss. Furman suggested that, to prevail, an accused student would need to show that his school treated a female student accused of sexual assault more favorably, or at least provide details about how cases against essay University of Massachusetts Lowell Lowell (Navitas) other accused students showed a pattern of bias. But federal privacy law keeps campus disciplinary hearings private, leaving most accused students with little opportunity to writing Stonar School, uncover the information before their case is writing Lowell dismissed. At the same time, the opinion excused virtually any degree of unfairness by home essay School the institution. Furman reasoned that taking “allegations of writing essay rape on campus seriously and . . How To CATS College Canterbury? . treat[ing] complainants with a high degree of sensitivity” could constitute “lawful” reasons for university unfairness toward accused students. Samantha Harris of the Foundation for Individual Rights in Education detected the decision’s “immediate and nationwide impact” in several rulings against accused students.

It also played the same role in university briefs that Saylor’s Brandeis opinion did in filings by accused students. The Columbia student’s lawyer, Andrew Miltenberg, appealed Furman’s ruling to writing essay Lowell, the Second Circuit. How To Write? The stakes were high, since a ruling affirming the lower court’s reasoning would have all but foreclosed Title IX lawsuits by accused students in writing University Lowell (Navitas) New York, Connecticut, and expository Preparatory School, Vermont. But a panel of three judges, all nominated by Democratic presidents, overturned Furman’s decision. Writing Expository Of Massachusetts Lowell — UMass? In the opinion’s crucial passage, Judge Pierre Leval held that a university “is not excused from liability for how to write a good Anglia (Navitas), discrimination because the discriminatory motivation does not result from a discriminatory heart, but rather from a desire to avoid practical disadvantages that might result from unbiased action. A covered university that adopts, even temporarily, a policy of bias favoring one sex over the other in a disciplinary dispute, doing so in order to avoid liability or bad publicity, has practiced sex discrimination, notwithstanding that the motive for the discrimination did not come from ingrained or permanent bias against that particular sex.” Before the essay of Massachusetts Lowell (Navitas), Columbia decision, courts almost always had rebuffed Title IX pleadings from accused students. More recently, judges have allowed Title IX claims to how to write essays Canterbury, proceed against Amherst, Cornell, California–Santa Barbara, Drake, and Rollins. After the Second Circuit’s decision, Columbia settled with the accused student, sparing its Title IX decision-makers from having to testify at a trial.

James Madison was one of the few universities to expository of Massachusetts Lowell Lowell, take a different course, with disastrous results. A lawsuit from an accused student survived a motion to essays CATS College, dismiss, but the expository of Massachusetts Lowell (Navitas), university refused to critically, settle, allowing the student’s lawyer to expository Lowell — UMass Lowell (Navitas), depose the three school employees who had decided his client’s fate. One unintentionally revealed that he had misapplied the university’s own definition of writing an admissions consent. Another cited the importance of the accuser’s slurring words on a voicemail, thus proving her extreme intoxication on the night of the alleged assault. It was left to the accused student’s lawyer, at a deposition months after the decision had been made, to note that the voicemail in of Massachusetts Lowell (Navitas) question actually was received on a different night. In December 2016, Judge Elizabeth Dillon, an Obama nominee, granted summary judgment to the accused student, concluding that “significant anomalies in the appeal process” violated his due-process rights under the Constitution. niversities were on the losing side of expository Marianapolis 36 due-process rulings when Obama appointee Catherine Lhamon was presiding over the Office for Civil Rights between 2013 and 2016; no record exists of her publicly acknowledging any of them.

In June 2017, however, Lhamon suddenly rejoiced that “yet another federal court” had found that students disciplined for sexual misconduct “were not denied due process.” That Fifth Circuit decision, involving two former students at the University of Houston, was an odd case for her to expository essay University — UMass, celebrate. Essay Writing School? The majority cabined its findings to the “unique facts” of the case—that the writing expository of Massachusetts Lowell Lowell (Navitas), accused students likely would have been found guilty even under the fairest possible process. And the critically School, dissent, from Judge Edith Jones, denounced the essay Lowell, procedures championed by Lhamon and other Obama officials as “heavily weighted in favor of expository essay Preparatory School finding guilt,” predicting “worse to come if appellate courts do not step in to protect students’ procedural due process right where allegations of quasi-criminal sexual misconduct arise.” At this stage, Lhamon, who now chairs the U.S. Commission on Civil Rights, cannot be taken seriously when it comes to questions of campus due process. But other defenders of the current Title IX regime have offered more substantive commentary about the university setbacks. Legal scholar Michelle Anderson was one of the few to even discuss the due-process decisions. “Colleges and universities do not always adjudicate allegations of sexual assault well,” she noted in expository essay of Massachusetts (Navitas) a 2016 law review article defending the Obama-era policies. Anderson even conceded that some colleges had denied “accused students fairness in disciplinary adjudication.” But these students sued, “and campuses are responding—as they must—when accused students prevail. So campuses face powerful legal incentives on write a good Ruskin (Navitas) both sides to address campus sexual assault, and to do so fairly and impartially.” This may be true, but Anderson does not explain why wrongly accused students should bear the financial and emotional burden of inducing their colleges to implement fair procedures. Writing Expository Essay University Of Massachusetts Lowell — UMass? More important, scant evidence exists that colleges have responded to the court victories of wrongly accused students by creating fairer procedures.

Some have even made it more difficult for wrongly accused students to sue. After losing a lawsuit in to think School December 2014, Brown eliminated the right of students accused of sexual assault to of Massachusetts — UMass, have “every opportunity” to essay writing Stonar School, present evidence. Expository University Of Massachusetts Lowell — UMass Lowell? That same year, an accused student showed how Swarthmore had deviated from its own procedures in his case. The college quickly settled the lawsuit—and then added a clause to its procedures immunizing it from writing essay St. John's-Ravenscourt, similar claims in the future. Expository Essay Of Massachusetts Lowell? Swarthmore currently informs accused students that “rules of evidence ordinarily found in legal proceedings shall not be applied, nor shall any deviations from any of write a good transfer (Navitas) these prescribed procedures alone invalidate a decision.” Many lawsuits are still working their way through the judicial system; three cases are pending at University Lowell — UMass Lowell (Navitas), federal appellate courts. Of the two that address substantive matters, oral arguments seemed to reveal skepticism of the university’s position.

On July 26, a three-judge panel of the First Circuit considered a case at Boston College, where the accused student plausibly argued that someone else had committed the sexual assault (which occurred on a poorly lit dance floor). Judges Bruce Selya and William Kayatta seemed troubled that a Boston College dean had improperly intruded on how to a good transfer Ruskin the hearing board’s deliberations. At the Sixth Circuit a few days later, Judges Richard Griffin and Amul Thapar both expressed concerns about the University of Cincinnati’s downplaying the University Lowell — UMass (Navitas), importance of cross-examination in campus-sex adjudications. Judge Eric Clay was quieter, but he wondered about the tension between the university’s Title IX and truth-seeking obligations. In a perfect world, academic leaders themselves would have created fairer processes without judicial intervention.

But in the current campus environment, such an approach is to think critically The Knox impossible. So, at least for the short term, the courts remain the best, albeit imperfect, option for expository, students wrongly accused of sexual assault. Meanwhile, every year, young men entrust themselves and their family’s money to institutions of higher learning that are indifferent to expository essay writing Marianapolis Preparatory, their rights and unconcerned with the injustices to which these students might be subjected. 1 After a district court placed that finding on Lowell — UMass Lowell hold, the university appealed to the Sixth Circuit. Review of 'Terror in France' By Gilles Kepel. James Kirchick 2017-09-13. Kepel is particularly knowledgeable about the history and process of radicalization that takes place in his nation’s heavily Muslim banlieues (the depressed housing projects ringing Paris and other major cities), and Terror in transfer Ruskin University France is informed by decades of writing essay (Navitas) fieldwork in how to a brief School these volatile locales. What we have been witnessing for more than a decade, Kepel argues, is the writing expository essay of Massachusetts (Navitas), “third wave” of how to essays for scholarships Canterbury global jihadism, which is not so much a top-down doctrinally inspired campaign (as were the 9/11 attacks, directed from writing essay University — UMass Lowell, afar by the oracular figure of Osama bin Laden) but a bottom-up insurgency with an “enclave-based ethnic-racial logic of violence” to how to The Village, it. Kepel traces the phenomenon back to 2005, a convulsive year that saw the second-generation descendants of France’s postcolonial Muslim immigrants confront a changing socio-political landscape.

That was the year of the greatest riots in modern French history, involving mostly young Muslim men. Writing Expository Of Massachusetts Lowell (Navitas)? It was also the home Stonar School, year that Abu Musab al-Suri, the Syrian-born Islamist then serving as al-Qaeda’s operations chief in Europe, published The Global Islamic Resistance Call . Expository Essay University — UMass (Navitas)? This 1,600-page manifesto combined pious imprecations against the West with do-it-yourself ingenuity, an Anarchist’s Cookbook for Stonar, the Islamist set. In Kepel’s words, the manifesto preached a “jihadism of proximity,” the expository of Massachusetts — UMass, brand of civil war later adopted by the Islamic State. It called for ceaseless, mass-casualty attacks in Western cities—attacks which increase suspicion and regulation of Muslims and, in turn, drive those Muslims into the arms of violent extremists. The third-generation jihad has been assisted by two phenomena: social-networking sites that easily and widely disseminate Islamist propaganda (thus increasing the a good essay Anglia, rate of essay of Massachusetts Lowell Lowell (Navitas) self-radicalization) and the so-called Arab Spring, which led to state collapse in Syria and how to a brief essay School, Libya, providing “an exceptional site for military training and propaganda only a few hours’ flight from Europe, and at a very low cost.” Kepel’s book is not just a study of the ideology and University of Massachusetts Lowell Lowell (Navitas), tactics of Islamists but a sociopolitical overview of how this disturbing phenomenon fits within a country on essay writing Stonar School the brink. Writing Of Massachusetts — UMass Lowell (Navitas)? For example, Kepel finds that jihadism is emerging in conjunction with developments such as the essay Stonar, “end of industrial society.” A downturn in work has led to an ominous situation in which a “right-wing ethnic nationalism” preying on the economically anxious has risen alongside Islamism as “parallel conduits for expressing grievances.” Filling a space left by the French Communist Party (which once brought the ethnic French working class and writing University of Massachusetts — UMass Lowell, Arab immigrants together), these two extremes leer at each other from opposite how to a good Anglia Ruskin (Navitas) sides of University — UMass Lowell a societal chasm, signaling the potentially cataclysmic future that awaits France if both mass unemployment and an admissions essay School, Islamist terror continue undiminished. The French economy has also had a more direct inciting effect on jihadism.

Overregulated labor markets make it difficult for expository essay Lowell (Navitas), young Muslims to get jobs, thus exacerbating the conditions of social deprivation and exclusion that make individuals susceptible to how to, radicalization. The inability to expository essay of Massachusetts Lowell (Navitas), tackle chronic unemployment has led to widespread Muslim disillusionment with the to think critically, left (a disillusionment aggravated by another, often glossed over, factor: widespread Muslim opposition to the Socialist Party’s championing of same-sex marriage). Expository University Of Massachusetts — UMass (Navitas)? Essentially, one left-wing constituency (unions) has made the unemployment of another constituency (Muslim youth) the mechanism for maintaining its privileges. Kepel does not, however, cite deprivation as the sole or even main contributing factor to Islamist radicalization. One Parisian banlieue that has sent more than 80 residents to fight in how to a brief The Village School Syria, he notes, has “attractive new apartment buildings” built by essay of Massachusetts — UMass the state and features a mosque “constructed with the backing of the writing Stonar, Socialist mayor.” It is writing expository Lowell (Navitas) also the how to write a good transfer essay Anglia University (Navitas), birthplace of well-known French movie stars of Arab descent, and thus hardly a place where ambition goes to die. “The Islamophobia mantra and the victim mentality it reinforces makes it possible to University of Massachusetts Lowell Lowell (Navitas), rationalize a total rejection of France and a commitment to jihad by making a connection between unemployment, discrimination, and French republican values,” Kepel writes. Indeed, Kepel is refreshingly derisive of the term “Islamophobia” throughout the book, excoriating Islamists and their fellow travelers for “substituting it for anti-Semitism as the West’s cardinal sin.” These are meaningful words coming from Kepel, a deeply learned scholar of Islam who harbors great respect for the faith and its adherents. Kepel also weaves the saga of jihadism into the ongoing “ kulturkampf within the French left.” Arguments about Islamist terrorism demonstrate a “divorce between a secular progressive tradition” and the children of the Muslim immigrants this tradition fought to defend.

The most ironically perverse manifestation of this divorce was ISIS’s kidnapping of Didier Francois, co-founder of the civil-rights organization SOS Racisme . Kepel recognizes the how to a brief The Village, origins of this divorce in essay University of Massachusetts Lowell (Navitas) the “red-green” alliance formed decades ago between Islamists and elements of the French intellectual left, such as Michel Foucault, a cheerleader of the Iranian revolution. Though he offers a rigorous history and expository essay writing Preparatory, analysis of the jihadist problem, Kepel is essay University of Massachusetts — UMass Lowell generally at a loss for solutions. Essays For Scholarships College? He decries a complacent French elite, with its disregard for genuine expertise (evidenced by writing essay of Massachusetts — UMass Lowell the decline in School institutional academic support for Islamicists and Arabists) and writing of Massachusetts — UMass Lowell (Navitas), the narrow, relatively impenetrable way in which it perpetuates itself, chiefly with a single school (the Ecole normale superieure) that practically every French politician must attend. Expository Essay Writing Preparatory? Despite France’s admirable republican values, this has made the expository essay University (Navitas), process of assimilation rather difficult. But other than wishing that the public education system become more effective and inclusive at Preparatory, instilling republican values, Kepel provides little in the way of suggestions as to how France emerges from expository of Massachusetts Lowell — UMass, this mess. That a scholar of such erudition and humanity can do little but throw up his hands and issue a sigh of despair cannot bode well. The third-generation jihad owes as much to the political breakdown in France as it does to the meltdown in the Middle East. Defeating this two-headed beast requires a new and comprehensive playbook: the expository Preparatory, West’s answer to The Global Islamic Resistance Call. That book has yet to be written.

Matthew Continetti 2017-09-13. resident Trump, in writing expository essay University — UMass case you haven’t noticed, has a tendency to exaggerate. Nothing is “just right” or “meh” for him. Buildings, crowds, election results, and how to a good essay Anglia (Navitas), military campaigns are always outsized, gargantuan, larger, and more significant than you might otherwise assume. “People want to believe that something is the expository of Massachusetts Lowell — UMass Lowell, biggest and the greatest and the most spectacular,” he wrote 30 years ago in The Art of the Deal . “I call it truthful hyperbole. It’s an innocent form of exaggeration—and a very effective form of essay promotion.” So effective, in fact, that the press has picked up the habit.

Reporters and editors agree with the president that nothing he does is ordinary. After covering Trump for more than two years, they still can’t accept him as a run-of-the-mill politician. And while there are aspects of Donald Trump and expository of Massachusetts Lowell (Navitas), his presidency that are, to say the least, unusual, the essays for scholarships CATS College Canterbury, media seem unable to distinguish between the abnormal and significant—firing the FBI director in the midst of an investigation into one’s presidential campaign, for example—and the commonplace. Consider the fiscal deal President Trump struck with Democratic leaders in early September. On September 6, the writing expository essay of Massachusetts — UMass Lowell, president held an Oval Office meeting with Vice President Pence, Treasury Secretary Mnuchin, and expository writing Marianapolis, congressional leaders of both parties. He had to find a way to (a) raise the debt ceiling, (b) fund the federal government, and (c) spend money on hurricane relief. The problem is that a bloc of House Republicans won’t vote for expository essay, (a) unless the increase is accompanied by significant budget cuts, which interferes with (b) and (c). To raise the debt ceiling, then, requires Democratic votes. And the debt ceiling must be raised. How To The Village? “There is zero chance—no chance—we will not raise the writing essay University of Massachusetts Lowell, debt ceiling,” Senate Majority Leader Mitch McConnell said in August. The meeting went like this. How To Write Essay The Village School? First House Speaker Paul Ryan asked for an 18-month increase in the debt ceiling so Republicans wouldn’t have to vote again on the matter until after the of Massachusetts Lowell — UMass, midterm elections.

Democrats refused. The bargaining continued until Ryan asked for how to Anglia University, a six-month increase. The Democrats remained stubborn. So Trump, always willing to kick a can down the road, interrupted Mnuchin to offer a three-month increase, a continuing resolution that will keep the government open through December, and writing expository (Navitas), about $8 billion in hurricane money. The Democrats said yes. That, anyway, is what happened. But the media are not satisfied to report what happened.

They want—they need —to tell you what it means. And what does it mean? Well, they aren’t really sure. Writing? But it’s something big. Writing Expository University Of Massachusetts Lowell — UMass Lowell? It’s something spectacular. For example:

1. “Trump Bypasses Republicans to Strike Deal on how to transfer Anglia University Debt Limit and Harvey Aid” was the headline of a story for the New York Times by Peter Baker, Thomas Kaplan, and Michael D. Shear. “The deal to essay University of Massachusetts, keep the government open and paying its debts until Dec. 15 represented an extraordinary public turn for the president, who has for much of his term set himself up on the right flank of the write transfer Anglia Ruskin (Navitas), Republican Party,” their article began. Fair enough. But look at essay Lowell (Navitas), how they import speculation and opinion into the following sentence: “But it remained unclear whether Mr. To Think Critically School? Trump’s collaboration with Democrats foreshadowed a more sustained shift in strategy by a president who has presented himself as a master dealmaker or amounted to just a one-time instinctual reaction of writing expository of Massachusetts — UMass a mercurial leader momentarily eager to poke his estranged allies.” 2. “The decision was one of the most fascinating and how to transfer Anglia University, mysterious moves he’s made with Congress during eight months in office,” reported Jeff Zeleny, Dana Bash, Deirdre Walsh, and Jeremy Diamond for CNN. Thanks for essay of Massachusetts Lowell — UMass Lowell (Navitas), sharing! 3. “Trump budget deal gives GOP full-blown Stockholm Syndrome,” read the headline of Tina Nguyen’s piece for Vanity Fair . “Donald Trump’s unexpected capitulation to new best buds ‘Chuck and Nancy’ has thrown the Grand Old Party into write a frenzy as Republicans search for explanations—and scapegoats.” 4. Expository Essay University Lowell Lowell (Navitas)? “For Conservatives, Trump’s Deal with Democrats Is Nightmare Come True,” read the headline for a New York Times article by write essays CATS Canterbury Jeremy W. Writing Expository University — UMass Lowell (Navitas)? Peters and Maggie Haberman. “It is the scenario that President Trump’s most conservative followers considered their worst nightmare, and on Wednesday it seemed to come true: The deal-making political novice, whose ideology and loyalty were always fungible, cut a deal with Democrats.” 5. “Trump sides with Democrats on writing essay St. John's-Ravenscourt fiscal issues, throwing Republican plans into chaos,” read the Washington Post headline the day after the deal was announced. Writing Expository? “The president’s surprise stance upended sensitive negotiations over the debt ceiling and other crucial policy issues this fall and further imperiled his already tenuous relationships with Senate Majority Leader Mitch McConnell and House Speaker Paul Ryan.” Yes, the negotiations were upended. Then they made a deal.

6. “Although elected as a Republican last year,” wrote Peter Baker of the Times , “Mr. Trump has shown in the nearly eight months in office that he is, in many ways, the first independent to an admissions essay School, hold the presidency since the advent of the two-party system around the time of the Civil War.” The title of Baker’s news analysis: “Bound to No Party, Trump Upends 150 Years of Two-Party Rule.” One hundred and fifty years? Why not 200? The journalistic rule of thumb used to be that an article describing a political, social, or cultural trend requires at expository University Lowell Lowell (Navitas), least three examples. Not while covering Trump. If Trump does something, anything, you should feel free to inflate its importance beyond all recognition. And stuff your “reporting” with all sorts of dramatic adjectives and frightening nouns: fascinating , mysterious , unexpected , extraordinary , nightmare , chaos , frenzy , and scapegoats . It’s like a Vince Flynn thriller come to life. The case for the significance of the budget deal would be stronger if there were a consensus about how to write CATS Canterbury, whom it helped. Writing University — UMass? There isn’t one. At first the press assumed Democrats had won. Essay Writing Stonar? “Republicans left the Oval Office Wednesday stunned,” reported Rachael Bade, Burgess Everett, and Josh Dawsey of Politico . Another trio of Politico reporters wrote, “In the aftermath, Republicans seethed privately and distanced themselves publicly from the deal.” Republicans were “stunned,” reported Kristina Peterson, Siobhan Hughes, and Louise Radnofsky of the Wall Street Journal . “Meet the swamp: Donald Trump punts September agenda to December after meeting with Congress,” read the headline of Charlie Spiering’s Breitbart story. By the following week, though, these very outlets had decided the GOP was looking pretty good. “Trump’s deal with Democrats bolsters Ryan—for now,” read the Politico headline on September 11. Writing Expository Essay University Lowell Lowell? “McConnell: No New Debt Ceiling Vote until ‘Well into 2018,’” reported the Washington Post . “At this point…picking a fight with Republican leaders will only help him,” wrote Gerald Seib in the Wall Street Journal . Marianapolis School? “Trump has long warned that he would work with Democrats, if necessary, to fulfill his campaign promises.

And Wednesday’s deal is a sign that he intends to follow through on that threat,” wrote Breitbart’s Joel Pollak. The sensationalism, the conflicting interpretations, the visceral language is dizzying. We have so many reporters chasing the same story that each feels compelled to gussy up a quotidian budget negotiation until it resembles the Ribbentrop–Molotov pact, and none feel it necessary to apply to their own reporting the expository essay of Massachusetts Lowell (Navitas), scrutiny and incredulity they apply to Trump. The truth is that no one knows what this agreement portends. How To Write A Brief? Nor is it the job of a reporter to divine the meaning of current events like an augur of Rome. Sometimes a cigar is just a cigar. And a deal is just a deal. Remembering something wonderful.

Terry Teachout 2017-09-13. Not surprisingly, many well-established performers were left in the lurch by essay Lowell — UMass Lowell (Navitas) the rise of the new media. Moreover, some vaudevillians who, like Fred Allen, had successfully reinvented themselves for radio were unable to make the transition to TV. Home Essay Writing Stonar School? But a handful of exceptionally talented performers managed to move from vaudeville to radio to TV, and none did it with more success than Jack Benny, whose feigned stinginess, scratchy violin playing, slightly effeminate demeanor, and preternaturally exact comic timing made him one of the world’s most beloved performers. After establishing himself in vaudeville, he became the star of essay — UMass (Navitas) a comedy series, The Jack Benny Program , that aired continuously, first on radio and then TV, from 1932 until 1965. An Admissions St. John's-Ravenscourt School? Save for Bob Hope, no other comedian of his time was so popular. With the demise of nighttime network radio as an entertainment medium, the 931 weekly episodes of The Jack Benny Program became the expository University of Massachusetts — UMass Lowell (Navitas), province of comedy obsessives—and because Benny’s TV series was filmed in black-and-white, it is no longer shown in syndication with any regularity.

And while he also made Hollywood films, some of which were box-office hits, only one, Ernst Lubitsch’s To Be or Not to Be (1942), is writing essay St. John's-Ravenscourt School today seen on TV other than sporadically. Nevertheless, connoisseurs of comedy still regard Benny, who died in 1974, as a giant, and numerous books, memoirs, and writing expository essay of Massachusetts — UMass, articles have been published about his life and art. Most recently, Kathryn H. Fuller-Seeley, a professor at the University of Texas at Austin, has brought out Preparatory Jack Benny and the Golden Age of Radio Comedy , the first book-length primary-source academic study of The Jack Benny Program and its star. 1 Fuller-Seeley’s genuine appreciation for writing expository essay University of Massachusetts — UMass Lowell, Benny’s work redeems her anachronistic insistence on viewing it through the fashionable prism of gender- and race-based theory, and her book, though sober-sided to the point of occasional starchiness, is often quite illuminating. Most important of all, off-the-air recordings of 749 episodes of the radio version of The Jack Benny Program survive in whole or part and can easily be downloaded from the Web. As a result, it is possible for people not yet born when Benny was alive to to think The Knox School, hear for themselves why he is still remembered with admiration and affection—and why one specific aspect of his performing persona continues to fascinate close observers of the American scene. B orn Benjamin Kubelsky in Chicago in 1894, Benny was the son of Eastern European emigres (his father was from Poland, his mother from Lithuania). He started studying violin at six and had enough talent to pursue a career in music, but his interests lay elsewhere, and by the time he was a teenager, he was working in vaudeville as a comedian who played the violin as part of his act.

Over time he developed into a “monologist,” the period term for writing expository essay University (Navitas), what we now call a stand-up comedian, and he began appearing in films in 1929 and on network radio three years after that. Radio comedy, like silent film, is now an obsolete art form, but the program formats that it fostered in the ’20s and ’30s all survived into writing an admissions essay St. John's-Ravenscourt School the era of expository essay University of Massachusetts Lowell — UMass Lowell (Navitas) TV, and some of them flourish to this day. Write CATS? One, episodic situation comedy, was developed in large part by Jack Benny and his collaborators. Benny and essay of Massachusetts, Harry Conn, his first full-time writer, turned his weekly series, which started out as a variety show, into a weekly half-hour playlet featuring a regular cast of characters augmented by guest stars. How To Essay Anglia Ruskin? Such playlets, relying as they did on a setting that was repeated from week to week, were easier to write than the free-standing sketches favored by expository University Allen, Hope, and other ex-vaudevillians, and by the late ’30s, the sitcom had become a staple of radio comedy. The process, as documented by Fuller-Seeley, was a gradual one. The Jack Benny Program never broke entirely with the variety format, continuing to Marianapolis Preparatory, feature both guest stars (some of whom, like Ronald Colman, ultimately became semi-regular members of the show’s rotating ensemble of players) and essay — UMass Lowell, songs sung by Dennis Day, a tenor who joined the a good transfer Anglia Ruskin (Navitas), cast in University of Massachusetts Lowell (Navitas) 1939.

Nor was it the first radio situation comedy: Amos Andy , launched in 1928, was a soap-opera-style daily serial that also featured regular characters. Nevertheless, it was Benny who perfected the form, and his own character would become the prototype for how to write School, countless later sitcom stars. The show’s pivotal innovation was to turn Benny and the other cast members into fictionalized versions of themselves—they were the stars of University of Massachusetts Lowell Lowell (Navitas) a radio show called “The Jack Benny Program.” Sadye Marks, Benny’s wife, played Mary Livingstone, his sharp-tongued secretary, with three other characters added as the self-reflexive concept took shape. Writing An Admissions St. John's-Ravenscourt? Don Wilson, the stout, genial announcer, came on board in 1934. He was followed in 1936 by Phil Harris, Benny’s roguish bandleader, and, in 1939, by Day, Harris’s simple-minded vocalist. Writing Expository Essay Of Massachusetts Lowell (Navitas)? To this team was added a completely fictional character, Rochester Van Jones, Benny’s raspy-voiced, outrageously impertinent black valet, played by Eddie Anderson, who joined the cast in 1938. As these five talented performers coalesced into an admissions School a tight-knit ensemble, the jokey, vaudeville-style sketch comedy of the early episodes metamorphosed into sitcom-style scripts that portrayed their offstage lives, as well as the making of the show itself. Scarcely any conventional jokes were told, nor did Benny’s writers employ the topical and political references in of Massachusetts Lowell (Navitas) which Allen and Hope specialized.

Instead, the show’s humor arose almost entirely from the how to write a good Ruskin, close interplay of writing expository essay character and situation. Benny was not solely responsible for the creation of this format, which was forged by Conn and perfected by his successors. Instead, he doubled as the star and to think The Knox, producer—or, to expository essay, use the modern term, show runner—closely supervising the how to write The Village, writing of the scripts and directing the performances of the other cast members. In addition, he and Conn turned the character of Jack Benny from a sophisticated vaudeville monologist into the hapless butt of the writing expository of Massachusetts, show’s humor, a vain, sexually inept skinflint whose character flaws were ceaselessly twitted by his colleagues, who in turn were given most of the biggest laugh lines. This latter innovation was a direct reflection of an admissions Benny’s real-life personality. Legendary for his voluble appreciation of other comedians, he was content to respond to the wisecracking of his fellow cast members with exquisitely well-timed interjections like “Well!” and “Now, cut that out,” knowing that the comic spotlight would remain focused on the man of writing expository essay University of Massachusetts Lowell — UMass (Navitas) whom they were making fun and secure in the knowledge that his own comic personality was strong enough to let them shine without eclipsing him in the process. And with each passing season, the fictional personalities of Benny and his colleagues became ever more firmly implanted in the minds of their listeners, thus allowing the writers to get laughs merely by alluding to their now-familiar traits. At the same time, Benny and his writers never stooped to coasting on their familiarity. Even the funniest of the writing essay St. John's-Ravenscourt School, “cheap jokes” that were their stock-in-trade were invariably embedded in carefully honed dramatic situations that heightened their effectiveness. A celebrated case in essay Lowell (Navitas) point is the best-remembered laugh line in the history of The Jack Benny Program , heard in a 1948 episode in which a burglar holds Benny up on the street. “Your money or your life,” the burglar says—to which Jack replies, after a very long pause, “I’m thinking it over!” What makes this line so funny is, of course, our awareness of Benny’s stinginess, reinforced by a decade and a half of constant yet subtly varied repetition. What is write Anglia University not so well remembered is expository — UMass Lowell that the line is heard toward the expository writing Marianapolis, end of an episode that aired shortly after Ronald Colman won an writing University Lowell Lowell Oscar for his performance in A Double Life . Inspired by this real-life event, the writers concocted an elaborately plotted script in which Benny talks Colman (who played his next-door neighbor on the show) into letting him borrow the Oscar to show to Rochester.

It is on his way home from this errand that Benny is home essay writing Stonar School held up, and the burglar not only robs him of his money but also steals the writing Lowell, statuette, a situation that was resolved to Ruskin, equally explosive comic effect in the course of two subsequent episodes. No mere joke-teller could have performed such dramatically complex scripts week after week with anything like Benny’s effectiveness. The secret of The Jack Benny Program was that its star, fully aware that he was not “being himself” but playing a part, did so with an actor’s skill. Writing Essay University Of Massachusetts Lowell? This was what led Ernst Lubitsch to cast him in To Be or Not to Be , in which he plays a mediocre Shakespearean tragedian, a character broadly related to to think critically The Knox, but still quite different from the one who appeared on writing University Lowell — UMass Lowell (Navitas) his own radio show. As Lubitsch explained to Benny, who was skeptical about a good transfer essay Anglia Ruskin, his ability to carry off the part: A clown—he is a performer what is doing funny things. Writing Expository Essay — UMass Lowell? A comedian—he is a performer what is saying funny things. But you, Jack, you are an actor, you are an actor playing the part of a comedian and this you are doing very well. To Be or Not to transfer (Navitas), Be also stands out from the rest of Benny’s work because he plays an identifiably Jewish character.

The Jack Benny character that he played on radio and TV, by of Massachusetts Lowell (Navitas) contrast, was never referred to or explicitly portrayed as Jewish. To be sure, most listeners were in no doubt of his Jewishness, and write a brief essay The Village, not merely because Benny made no attempt in real life to conceal his ethnicity, of which he was by all accounts proud. The Jack Benny Program was written by Jews, and the ego-puncturing insults with which their scripts were packed, as well as the schlemiel-like aspect of writing expository of Massachusetts Lowell — UMass Lowell (Navitas) Benny’s “fall guy” character, were quintessentially Jewish in style. As Benny explained in a 1948 interview cited by Fuller-Seeley: The humor of my program is this: I’m a big shot, see?

I’m fast-talking. St. John's-Ravenscourt School? I’m a smart guy. University — UMass Lowell (Navitas)? I’m boasting about a good transfer essay Anglia Ruskin (Navitas), how marvelous I am. Expository University Of Massachusetts Lowell — UMass (Navitas)? I’m a marvelous lover. I’m a marvelous fiddle player. Then, five minutes after I start shooting off my mouth, my cast makes a shmo out of me. Even so, his avoidance of specific Jewish identification on the air is noteworthy precisely because his character was a miser. At a time when overt anti-Semitism was still common in America, it is remarkable that Benny’s comic persona was based in large part on an anti-Semitic stereotype—yet one that seems not to have inspired any anti-Semitic attacks on Benny himself. When, in School 1945, his writers came up with the idea of an “I Can’t Stand Jack Benny Because . Essay Lowell? . . Write The Village School? ” write-in campaign, they received 270,000 entries.

Only three made mention of his Jewishness. As for the winning entry, submitted by a California lawyer, it says much about what insulated Benny from such attacks: “He fills the air with boasts and brags / And obsolete, obnoxious gags / The way he plays his violin / Is music’s most obnoxious sin / His cowardice alone, indeed, / Is matched by his obnoxious greed / And all the things that he portrays / Show up MY OWN obnoxious ways.” It is clear that Benny’s foibles were seen by essay University Lowell — UMass (Navitas) his listeners not as particular but universal, just as there was no harshness in the razzing of his fellow cast members, who very clearly loved the Stonar, Benny character in spite of his myriad flaws. So, too, did the American people. Expository Of Massachusetts Lowell — UMass Lowell (Navitas)? Several years after his TV series was cancelled, a corporation that was considering using him as a spokesman commissioned a national poll to writing Preparatory School, find out how popular he was. It learned that only 3 percent of the respondents disliked him. Therein lay Benny’s triumph: He won total acceptance from the American public and did so by embodying a Jewish stereotype from which the sting of expository essay Lowell Lowell prejudice had been leached. Far from how to essays CATS College Canterbury, being a self-hating whipping boy for anti-Semites, he turned himself into WASP America’s Jewish uncle, preposterous yet lovable. W hen the bottom fell out of network radio, Benny negotiated the move to writing expository University of Massachusetts Lowell, TV without a hitch, debuting on the small screen in 1950 and bringing the radio version of The Jack Benny Program to writing School, a close five years later, making it one of the very last radio comedy series to shut up shop. Even after his weekly TV series was finally canceled by CBS in 1965, he continued to star in well-received one-shot specials on NBC.

But Benny’s TV appearances, for all their charm, were never quite equal in quality to his radio work, which is why he clung to the radio version of The Jack Benny Program until network radio itself went under: Better than anyone else, he knew how good the show had been. For the rest of his life, he lived off the accumulated comic capital built up by 21 years of weekly radio broadcasts. Now, at long last, he belongs to the ages, and The Jack Benny Program is a museum piece. Yet it remains hugely influential, albeit at one or more removes from the original. From The Dick Van Dyke Show and The Danny Thomas Show to Seinfeld , Everybody Loves Raymond , and The Larry Sanders Show , every ensemble-cast sitcom whose central character is a fictionalized version of its star is based on Benny’s example. And now that the ubiquity of the Web has made the radio version of Lowell his series readily accessible for the first time, anyone willing to make the modest effort necessary to seek it out is in home essay writing Stonar School a position to discover that The Jack Benny Program , six decades after it left the air, is still as wonderfully, benignly funny as it ever was, a monument to the talent of the man who, more than anyone else, made it so.

Review of 'The Transferred Life of George Eliot' By Philip Davis. Thomas L. Jeffers 2017-09-13. The Transferred Life of George Eliot. Not that there’s any danger these theoretically protesting students would have read George Eliot’s works—not even the writing of Massachusetts — UMass Lowell (Navitas), short one, Silas Marner (1861), which in to think School an earlier day was assigned to writing expository University of Massachusetts Lowell, high schoolers. School? I must admit I didn’t find my high-school reading of Silas Marner a pleasant experience—sports novels for boys like John R. Tunis’s The Kid from Tomkinsville were inadequate preparation. I must confess, too, that when I was in graduate school, determined to study 17th-century English verse, my reaction to expository University Lowell Lowell, the suggestion that I should also read Middlemarch (1871–72) was “ What?! An 800-page novel by the guy who wrote Silas Marner ?” A friend patiently explained that “the guy” was actually Mary Ann Evans, born in 1819, died in 1880. Partly because she was living in sin with the literary jack-of-all-trades George Henry Lewes (legally and irrevocably bound to his estranged wife), she adopted “George Eliot” as a protective pseudonym when, in her 1857 debut, she published Scenes from Clerical Life . I did, many times over and with awe and delight, go on to read Middlemarch and the seven other novels, often in order to teach them to an admissions essay School, college students. Students have become less and less receptive over the years. Forget modern-day objections to George Eliot’s complex political or religious views. Adam Bede (1859) and expository of Massachusetts (Navitas), The Mill on the Floss (1860) were too hefty, and the triple-decked Middlemarch and essay, Deronda , even if I set aside three weeks for them, rarely got finished.

The middle 20th century was perhaps a more a propitious time for appreciating George Eliot, Henry James, and other 19th-century English and American novelists. Influential teachers like F.R. — UMass (Navitas)? Leavis at Cambridge and writing Preparatory, Lionel Trilling at Columbia were then working hard to persuade students that the study of literature, not just poetry and expository essay — UMass (Navitas), drama but also fiction, matters both to their personal lives—the development of their sensibility or character—and to their wider society. The “moral imagination” that created Middlemarch enriches our minds by dramatizing the to think School, complications—the frequent blurring of good and evil—in our lives. Great novels help us cope with ambiguities and make us more tolerant of one another. Many of Leavis’s and Trilling’s students became teachers themselves, and for several decades the feeling of cultural urgency was sustained. Expository Essay — UMass Lowell? In the 1970s, though, between the leftist emphasis on literature as “politics by other means” and the deconstructionist denial of the writing, possibility of any knowledge, literary or otherwise, independent of political power, the high seriousness of Leavis and Trilling began to fade. The study of George Eliot and expository essay University Lowell — UMass Lowell, her life has gone through many stages. Directly after her death came the sanitized, hagiographic “life and letters” by J.W. Cross, the much younger man she married after Lewes’s death.

Gladstone called it “a Reticence in three volumes.” The three volumes helped spark, if they didn’t cause, the long reaction against the Victorian sages generally that culminated in how to write essays for scholarships CATS Canterbury the dismissively satirical work of the writing expository University of Massachusetts — UMass Lowell (Navitas), Bloomsbury biographer and critic Lytton Strachey in his immensely influential Eminent Victorians (1916). Strachey’s mistreatment of critically The Knox his forbears was, with regard to George Eliot at essay University of Massachusetts Lowell Lowell (Navitas), least, tempered almost immediately by to think critically The Knox Virginia Woolf. It was Woolf who in 1919 provocatively said that Middlemarch had been “the first English novel for expository essay of Massachusetts Lowell Lowell (Navitas), adults.” Eventually, the critical tide against George Eliot was decisively reversed in the ’40s by Joan Bennett and Leavis, who made the inarguable case for her genuine and lasting achievement. Essay School? That period of correction culminated in the 1960s with Gordon S. Haight’s biography and with interpretive studies by Barbara Hardy and W.J. Harvey. Books on George Eliot over essay University Lowell (Navitas) the last four decades have largely been written by specialists for specialists—on her manuscripts or working notes, and on her affiliations with the scientists, social historians, and competing novelists of her day. The same is true, only more so, of the books written, with George Eliot as the ostensible subject, to promote deconstructionist or feminist agendas.

Biographies have done a better job appealing to the common reader, not least because the a brief essay The Village, woman’s own story is writing expository University of Massachusetts Lowell — UMass inherently compelling. The question right now is whether a book combining biographical and interpretive insight—one “pitched,” as publishers like to say, not just at experts but at the common reader—is past praying for. Philip Davis, a Victorian scholar and an editor at Oxford University Press, hopes not. His The Transferred Life of George Eliot —transferred, that is, from her own experience into her letters, journals, essays, and novels, and how to essay (Navitas), beyond them into us—deserves serious attention. Davis is conscious that George Eliot called biographies of writers “a disease of English literature,” both overeager to expository essay of Massachusetts Lowell, discover scandals and too inclined to substitute day-to-day travels, relationships, dealings with publishers and how to write The Village, so on, for critical attention to the books those writers wrote.

Davis therefore devotes himself to George Eliot’s writing. Alas, he presumes rather too much knowledge on writing essay University Lowell Lowell (Navitas) the reader’s part of the day-to-day as charted in home Stonar Haight’s marvelous life. (A year-by-year chronology at the front of the book would have helped even his fellow Victorianists.) As for writing expository essay University Lowell (Navitas), George Eliot’s writing, Davis is how to write essay determined to refute “what has been more or less said . Writing Expository Essay Lowell Lowell (Navitas)? . . in the schools of home School theory for the last 40 years—that 19th-century realism is conservatively bland and unimaginative, bourgeois and parochial, not truly art at all.” His argument for expository (Navitas), the richness, breadth, and essays CATS College, art of writing essay University — UMass Lowell George Eliot’s realism—her factual and essay writing Preparatory School, sympathetic depiction of poor and middling people, without omitting a candid representation of the writing expository University of Massachusetts — UMass Lowell (Navitas), rich—is most convincing. School? What looms largest, though, is the realist, the expository Lowell, woman herself—the Mary Ann Evans who, from the letters to home essay Stonar, the novels, became first Marian Evans the translator and essayist and then later “her own greatest character”: George Eliot the novelist. Davis insists that “the meaning of that person”—not merely the voice of her omniscient narrators but the omnipresent imagination that created the whole show—“has not yet exhausted its influence nor the larger future life she should have had, and may still have, in the world.” The transference of George Eliot’s experience into her fiction is expository of Massachusetts Lowell unquestionable: In The Mill on expository essay School the Floss , for example, Mary Ann is Maggie, and her brother Isaac is Tom Tulliver. Davis knows that a better word might be transmutation, as George Eliot had, in Henry James’s words, “a mind possessed,” for “the creations which brought her renown were of the expository essay University of Massachusetts Lowell, incalculable kind, shaped themselves in mystery, in some intellectual back-shop or secret crucible, and were as little as possible implied in the aspect of how to a good Anglia her life.” No data-accumulating biographer, even the most exhaustive, can account for that “incalculable . . . mystery.” Which is why Davis, like a good teacher, gives us exercises in “close reading.” He pauses to consider how a George Eliot sentence balances or turns on expository University of Massachusetts Lowell (Navitas) an easy-to-skip-over word or phrase—the balance or turn often representing a moment when the an admissions St. John's-Ravenscourt School, novelist looks at what’s on the underside of the cards. George Eliot’s style is subtle because her theme is subtle. Take D.H. Lawrence’s favorite heroine, the adolescent Maggie Tulliver.

The external event in expository University Lowell The Mill on the Floss may be the girl’s impulsive cutting off her unruly hair to spite her nagging aunts, or the young woman’s drifting down the river with a superficially attractive but truly impossible boyfriend. But the real “action” is Maggie’s internal self-blame and self-assertion. No Victorian novelist was better than George Eliot at tracing the psychological development of, say, a husband and wife who realize they married each other for shallow reasons, are unhappy, and now must deal with the ordinary necessities of balancing the domestic budget—Lydgate and Rosamund in Middlemarch —or, in the same novel, the religiously inclined Dorothea’s mistaken marriage to the old scholar Casaubon. That mistake precipitates not merely disenchantment and essay School, an unconscious longing for love with someone else, but (very finely) a quest for a religious explanation of and guide through her quandary. It’s the religio-philosophical side of writing of Massachusetts Lowell — UMass Lowell George Eliot about which Davis is strongest—and weakest. Her central theological idea, if one may simplify, was that the God of the critically The Knox, Bible didn’t exist “out there” but was a projection of the imagination of the people who wrote it. Jesus wasn’t, in writing expository essay University — UMass Davis’s characterization of her view, “the impervious divine, but [a man who] shed tears and suffered,” and died feeling forsaken. Home Essay? “This deep acceptance of so-called weakness was what most moved Marian Evans in her Christian inheritance. It was what God was for.” That is, the character of Jesus, and the dramatic play between him and his Father, expressed the human emotions we and George Eliot are all too familiar with. Writing Essay Of Massachusetts Lowell — UMass? The story helps reconcile us to how to write a brief, what is, finally, inescapable suffering.

George Eliot came to writing University of Massachusetts Lowell (Navitas), this demythologized understanding not only home Stonar School of Judaism and Christianity but of all religions through her contact first with a group of writing expository essay Lowell — UMass (Navitas) intellectuals who lived near Coventry, then with two Germans she translated: David Friedrich Strauss, whose 1,500-page Life of Jesus Critically Examined (1835–36) was for her a slog, and Ludwig Feuerbach, whose Essence of Christianity (1841) was for her a joy. Also, in the search for the universal morality that Strauss and Feuerbach believed Judaism and critically, Christianity expressed mythically, there was Spinoza’s utterly non-mythical Ethics (1677). It was seminal for her—offering, as Davis says, “the intellectual origin for freethinking criticism of the Bible and for the replacement of religious superstition and dogmatic theology by pure philosophic reason.” She translated it into English, though her version did not appear until 1981. I wish Davis had left it there, but he takes it too far. He devotes more than 40 pages—a tenth of the whole book—to her three translations, taking them as a mother lode of ideational gold whose tailings glitter throughout her fiction. These 40 pages are followed by 21 devoted to writing essay of Massachusetts Lowell, Herbert Spencer, the Victorian hawker of theories-of-everything (his 10-volume System of Synthetic Philosophy addresses biology, psychology, sociology, and ethics).

She threw herself at the feet of this intellectual huckster, and though he rebuffed her painfully amorous entreaties, she never ceased revering him. Alas, Spencer was a stick—the kind of philosopher who was incapable of home writing Stonar emotion. Writing Expository Of Massachusetts Lowell (Navitas)? And she was his intellectual superior in writing an admissions essay every way. The chapter is largely unnecessary. The book comes back to life when Davis turns to George Henry Lewes, the man who gave Mary Ann Evans the confidence to become George Eliot—perhaps the greatest act of loving mentorship in all of literature. Like many prominent Victorians, Lewes dabbled in all the arts and sciences, publishing highly readable accounts of them for a general audience. His range was as wide as Spencer’s, but his personality and writing had an irrepressible verve that Spencer could only have envied. Lewes was a sort Stephen Jay Gould yoked to Daniel Boorstin, popularizing other people’s findings and concepts, and expository essay of Massachusetts Lowell, coming up with a few of his own. He regarded his Sea-Side Studies (1860) as “the book . . . which was to me the most unalloyed delight,” not least because Marian, whom he called Polly, had helped gather the data. She told a friend “There is so much happiness condensed in it! Such scrambles over rocks, and how to write essays for scholarships CATS, peeping into clear pool [sic], and strolls along the writing expository essay University — UMass, pure sands, and fresh air mingling with fresh thoughts.” In his remarkably intelligent 1864 biography of Goethe, Lewes remarks that the poet “knew little of the companionship of two souls striving in emulous spirit of loving rivalry to transfer essay Anglia Ruskin University (Navitas), become better, to become wiser, teaching each other to soar.” Such a companionship Lewes and George Eliot had in spades, and some of Davis’s best passages describe it.

Regrettably, Davis also offers many passages well below the standard of his best—needlessly repeating an expository essay Lowell already established point or obfuscating the obvious. Still, The Transferred Lives is the how to write for scholarships CATS Canterbury, most formidably instructive, and certainly complete, life-and-works treatment of George Eliot we have. Win two free tickets to Commentary’s roast of Jonah Goldberg! Click Here.

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SAT / ACT Prep Online Guides and Tips. The dreaded DBQ, or “document-based question,” is an writing expository essay of Massachusetts — UMass essay question type on how to write essays College the AP History exams (AP US History, AP European History, and AP World History). For the DBQ essay, you will be asked to essay University Lowell Lowell, analyze some historical issue or trend with the how to write College, aid of the provided sources, or documents, as evidence. The DBQ is an unfamiliar type of in-class essay for many students, but it does not need to be a source of dread or panic. In this guide I'll go over the DBQ's purpose and format, what the documents are and writing essay University — UMass Lowell, how to use them, how this type of essay is home scored, and how to essay University Lowell — UMass Lowell (Navitas), prepare. I'll tell you everything you need to rock this unique type of to think The Knox, essay! Note: The rubric, guidelines, and skills tested for all of the History APs are identical; only the historical source material is different. As a veteran of the writing of Massachusetts Lowell — UMass Lowell (Navitas), DBQ, I'm here to answer all your questions. Why do the AP History exams even have a document-based question? What will it look like on the exam? What are these documents, anyways?

Let's dive right in. This baby is too young to be diving into the DBQ! The point of the document-based question is how to essays for scholarships CATS not to torment you but actually to put you in writing expository essay (Navitas), the historian’s shoes as an interpreter of historical material. Cool, right? The DBQ is testing your ability to: create a strong thesis and support that thesis with the aid of the documents provided analyze sources for characteristics such as author’s point of view, the author's purpose, the a brief essay The Village, audience, and context make connections between the documents bring in outside knowledge to strengthen the writing University Lowell (Navitas), argument. This may sound like a tall order, but you probably already use all these skills all the time.

Suppose your friend asks for a brief essay School your help in deciding whether to buy a particular new brand of soccer ball. Writing Expository University Of Massachusetts (Navitas)? You have used the soccer ball, so you have personal knowledge about it, but he doesn’t just want your opinion—he wants evidence! (Your friend takes buying soccer balls very seriously). So first, you collect information (your “documents”). These could include: online reviews of the soccer ball your brother’s opinion the price at how to a good Anglia Ruskin the store the cost of other soccer balls ads for the soccer ball. Next, you'll analyze these documents to make a decision about whether the writing expository essay University Lowell — UMass, ball is a good purchase for your friend or not. For that, you might: Assess bias (also known as the writing an admissions essay School, author’s point of view): Maybe the soccer ball ad isn’t the most objective measure of the ball’s quality.

Maybe your brother hates soccer. Consider the author’s audience: Maybe that review of the soccer ball was written for professional soccer players, and you want to know how it is for casual players! Think about the context of writing expository essay of Massachusetts Lowell, your friend's decision: What time of year is it? If it’s right around Christmas, maybe your friend’s mom will get it for him as a present. What you already know about soccer is part of the write transfer Anglia Ruskin, context as well--you know your friend won’t want a ball that’s too bouncy, for example. Buying the right soccer ball might have higher stakes than the AP exam. If you were going to go back and write an essay for writing University of Massachusetts Lowell — UMass your friend about this after you've reviewed your documents, your thesis might be something like one of these examples: “This soccer ball is a good purchase for my friend because it has all the elements of a good soccer ball at a great price point.” “This soccer is write essays College Canterbury not a good purchase for my friend right now because even though it looks amazing, I know my friend’s birthday is in a week and of Massachusetts Lowell (Navitas), his sister might buy it for him.”

Then you would use the “documents” and your outside knowledge (for example, your experience with the soccer ball and your knowledge about soccer) to support that claim. That's a document-based question! In fact, I would assert that the essay Preparatory, DBQ is the easiest essay to score highly on in the University Lowell Lowell, AP History exams. How To Essays For Scholarships? As overwhelming as it might be now to — UMass, think about all of that information getting thrown at critically School you at writing expository essay University Lowell (Navitas) once, think of it this way: Instead of writing an admissions St. John's-Ravenscourt School, relying primarily on your knowledge, the DBQ gives you a bunch of sources to use in your analysis. This means you don’t have to be worried you’ll waste five minutes racking your brain trying to remember the name of that guy who did that thing. It’s important to bring in some outside information for a top score, but the main thing you need to do is analyze . 95% of the info you really need is there.

You just have to learn how to use it. Let's move on to test formatting so you know what to expect from writing expository essay University of Massachusetts Lowell — UMass document-based questions. What Does the DBQ Format Look Like? Each of the AP history tests has one DBQ, and it is always the first question in the test booklet for the writing section (Part II of the how to write a brief, exam). When you open your booklet and turn to the DBQ, you will see the instructions, the prompt, and then the documents. You will have a 15-minute reading period, with a recommended 40 minutes of writing time. Essay University Lowell (Navitas)? The test has two essays, and you will have 90 minutes total to plan and expository writing Marianapolis Preparatory, write them. You won't be forced to move on from one essay to the other, so be sure to budget your time carefully.

You are not required to use the entire reading/planning period. You can begin writing whenever you wish. However, be sure you plan carefully because the writing will go much faster if you have a good outline. That covers the general format, but no doubt you want to expository essay University of Massachusetts Lowell — UMass Lowell, hear more about these mysterious documents. Write Essays For Scholarships College Canterbury? Stay tuned! What's the Deal With These Documents? You will receive up to seven sources. These could be primary or secondary, and they could take almost any form: l etters, newspaper articles, maps, pictures, cartoons, charts, and writing essay Lowell — UMass Lowell (Navitas), so on. You will need to use all or all but one of the documents in your essay. You should go further in-depth on at least four of the documents. (See the rubric breakdown section below for more details).

For US History, no DBQ will focus exclusively on the time period prior to 1607 or after 1980, although they may focus on write essays for scholarships CATS a broader time period that includes one of those time periods. Don't worry, they won't be original copies. Now that we've discussed the purpose, format, and document protocol of the DBQ, we need to writing expository University of Massachusetts Lowell Lowell, discuss scoring. How much is the DBQ worth on your exam? And how do those pesky AP graders even score it? How Much Is the Document-Based Question Worth? The DBQ is 25% of your total grade.

The entire second section of exam is 50% of your grade, and there are two equally weighted essays. The rubric the graders use is freely available to Anglia University (Navitas), you on the College Board website. Don't worry if these look like gibberish to you. I'll break it down briefly here, and go even more in-depth on of Massachusetts (Navitas) my article about how to prepare for and write a DBQ. There are four categories in this rubric: thesis, analysis of the document, using outside evidence, and synthesis. You can score up to seven points. One point for having a clear, historically plausible thesis that is located in the introduction or conclusion. You can get another point here for having a particularly good thesis that presents a nuanced relationship between historical factors, and doing a good job supporting that thesis in your essay.

One point for using 6-7 of the how to write a good transfer essay Anglia Ruskin University, documents in your essay. Easy-peasy. One point for doing further analysis on writing essay Lowell Lowell four of the how to write a brief essay School, documents. This further analysis could be on any of the Lowell, following points: author’s point of view author’s purpose historical context audience. Just be sure to tie any further analysis back to your main argument! One point is just for context - if you can locate the issue within its broader historical situation.

You do need to write several sentences about expository essay Marianapolis it but the contextual information can be very general. Expository (Navitas)? One point is for to think critically being able to writing University of Massachusetts — UMass (Navitas), name an additional specific example relevant to essay Marianapolis, your argument that is essay of Massachusetts — UMass not mentioned in the documents. Don't stress if you freeze up and can't remember one on test day. This is how to write a good essay Anglia Ruskin only one point and it will not prevent you from writing expository University of Massachusetts Lowell — UMass (Navitas) getting a 5 on the exam. All you need to essay The Village, do for synthesis is relate your argument about this specific time period to a different time period, geographical area, historical movement, etc.

It is probably easiest to do this in the conclusion of the essay. Still with me? Just remember: the most important thing is having a strong thesis that is writing essay of Massachusetts — UMass (Navitas) supported by the information in the documents and whatever other related information you have around in your brain. If you are an auditory learner, I recommend the following video, which breaks down all the writing essay St. John's-Ravenscourt, components you need to get a seven . If this seems like a lot to take in, don't worry. Expository University Of Massachusetts? You don’t have to writing School, get a perfect score on the DBQ to writing of Massachusetts Lowell — UMass Lowell (Navitas), get a five on the AP. Somewhere in the 5-6 range can definitely get you there.

To get a 3 on the exam (which still gives you course credit at a lot of colleges), you only need a 3 on the DBQ. (See page eight of write a brief, this document.) Additionally, overall historical accuracy is important but not 100% necessary for every tiny detail of the essay. Anything that is in the documents should be correct, but when you start to bring in outside sources for your DBQ essay on unionization and working conditions and you can’t remember if the Triangle Shirtwaist Factory Fire was in 1911 or 1912, just pick one and don’t sweat it. If minor details are incorrect and don’t detract from the overall meaning of the essay, you won’t lose points. Now that you understand the purpose, format, and rubric for document-based questions, I'll give you some tips on how to get the score you're aiming for. Two things will help you crush the writing expository University Lowell — UMass (Navitas), DBQ: prepping beforehand, and hitting all the right notes on test day! Rock the DBQ like Jimi rocked the 1960s. Try out the practice DBQs available online at the College Board website: look here for writing an admissions essay St. John's-Ravenscourt AP US History (and here for a complete APUSH practice test), here for AP European History, and here for AP World History.

You don’t necessarily have to write an entire essay every time you practice—it’s also helpful to read the question and texts and then create outlines with a thesis. Ask a trusted teacher or advisor to look over your practice drafts and/or outlines with the rubric and expository essay of Massachusetts Lowell — UMass (Navitas), advise what you might be missing. Make sure you know general historical trends/periods so you can get that point for context. You can find more prep tips in my article on how to write a DBQ. Read the critically The Knox, question carefully . University — UMass? Make sure you know what is being asked before you start trying to answer. While you read the documents, take notes on what they mean, who is writing, etc.

Come up with your thesis before you start writing, or your essay will be a sad, directionless mess, like a boat with no rudder, lost at sea forever. If you aren’t sure of your thesis yet, brainstorm in your notes — not while you are writing. Once you have a thesis, stay on topic. If you’re writing about how Smaug wrecked the Forbidden Mountain, don’t start talking about how amazing and clever Bilbo is, even if it’s true. Home Stonar School? Make sure you use all the documents —doing so gets you easy points. However, don’t simply regurgitate sources with no analysis. If you find yourself doing a lot of “Source A says blah, and Source B says blah, and Source C says blah. ” make sure you are using the documents to make a point , and not letting the writing Lowell Lowell (Navitas), documents use you. Home Essay School? A great way to Lowell — UMass Lowell (Navitas), analyze the documents is to how to essay The Village, make connections between them!

Who agrees? Who disagrees? Why? Don’t forget to provide context, one outside example, and a connection to another period/area/historical theme if you can! That’s three points right there. And there you have it! You are ready to writing expository of Massachusetts Lowell — UMass Lowell, start prepping for success.

Abraham Lincoln believes in you! I know I just threw a lot of information at you. So here are some key takeaway points: The document-based question is a way for the AP to test your skills as a historian! Don’t panic!

It doesn’t have to be overwhelming, even though you are getting tons of information thrown at you in a short time. The DBQ is based on an admissions essay St. John's-Ravenscourt School skills that you can learn and practice : writing a strong thesis, using given evidence to support an argument, making connections between different documents and essay — UMass, pieces of evidence, placing specific information in a broader context, analyzing an author’s intent, bias, audience, etc. Need more study resources for AP World History ? See our Best AP World History Study Guide or get more practice tests from how to essays for scholarships CATS College our complete list. Need more resources for AP US History ? Try this article on the best notes to writing expository essay — UMass Lowell (Navitas), use for studying from one of Marianapolis School, our experts. Writing Expository Essay University — UMass (Navitas)? Also check out write a good Ruskin (Navitas) her review of the best AP US History textbooks!

Or just looking for expository — UMass general information about your upcoming APs ? See here for expository School instructions on how to essay University, register for AP exams, complete 2016 test dates, and information on how much AP tests cost (and how to get AP financial aid). Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. An Admissions Essay St. John's-Ravenscourt? Download it for free now: Have friends who also need help with test prep?

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