Personal Statement Essay Example for Free

Personal Statement Essay My name is Chi Chen Hsieh from Taiwan. In my whole life i never be a super-student who is academically ingenious. I’m more proud about what I’ve achieved, and I take pride in my success. When you take a look at the world I come from, maybe you’d be impressed by me, the student who has came from very far away from the United state, the boy who spends his whole high school years learn how to speak English and completes an honest number of volunteer hours. The world I come from is much different than what the numbers and letters may portray because those numbers are relative to everyone around me. But my world is unique and my success is genuine. Since the beginning of high school, I’ve had to shape most of my path on my own while breaking down academic barriers. I graduated from a middle school at Taiwan and I did not do well on the high school entrance exam over there so i decided to study in America. Obviously I was underprepared for high school compared to other international students. Nonetheless, when given the option to challenge myself as a freshman, I did. I struggled through every courses and even had to repeat a half of semester of Old Testament ( an religious course) because I could not speak any English. I had been home sick for a lot of time in a year and my parents and teachers were very upset about my performance at school. So by the time I changed my high school in my sophomore year, I was really happy that I did change to another boarding school, because it is a smaller school and have a lot of people from all over the world. I start working hard and social with a lot of people from different countries. At the end of my junior year, I become the International students prefect by the head of the school. Receiving this honor w as meaningful because it showed that I had taught myself how to succeed. My situation at home was different as well. All of my family went to the top colleges in Taiwan, and though they have always encouraged me to attend to the top colleges in USA. The process has been very challenging as I’ve needed to find the resources and information about colleges mostly on my own because the application system is different from Taiwan . At my high school, being the first generation in your family to go to college in USA immediately makes you the minority, regardless of ethnicity. But i found a lot of support from my school, I asked a lot of teachers about colleges. They all gave me a lot of suggestion so I finally decide what colleges I am interesting and study business as a measure. I am really happy that I can graduate from this high school because, I understand that my high school teaches more than just English, they teaches me how to challenge myself and be successful. The academic struggles I’ve faced in my world have geared me toward attending college and pursuing a career thereafter. Good things are given to those who work hard, like the International prefect spot I received. I know that difficulties and challenges arise, but I also know that there’s always a way to break the barrier. Wherever I go, I’ll take advantage of every opportunity I’m given because I’ve already proven to myself that I can be successful, even if the odds are against me.

Anne Hutchinson and the Consequences of Misreading :: Anne Hutchinson Essays

Anne Hutchinson and the Consequences of Misreading METHODOLOGY Literary historicism, in the context of this discussion, describes the interpretation of literary or historical texts with respect to the cultural and temporal conditions in which they were produced. This means that the text not only catalogues how individuals respond to their particular circumstances, but also chronicles the movements and inclinations of an age as expressed in the rhetorical devices of its literature. Evaluating the trial of Anne Hutchinson within such a theoretical framework means speculating on the genesis of her theological beliefs with recourse to prevailing theories of gender, class, and interpretation. Because texts are self-contained spheres of discourse, nuanced interpretations of them can be undertaken with greater assiduity than in the case of individuals whose private experiences remain largely concealed from the interpreter's knowledge. A historical analysis of Anne Hutchinson herself is hence, in the present discussion, secondary to the analysis of ho w she comes across in textual discourse as a palimpsest of seventeenth century gender controversy. According to David M. Carr, the history of Scriptural interpretation indicates that religious texts are popular candidates for reinterpretation and, as such, are spaces wherein the personal identity of the reader frequently inscribes itself at length: It is the reader and his or her interpretive community who attempts to impose a unified reading on a given text. Such readers may, and probably will, claim that the unity they find is in the text, but this claim is only a mask for the creative process actually going on. Even the most carefully designed text can not be unified; only the reader's attempted taming of it. Therefore, an attempt to use seams and shifts in the biblical text to discover its textual precursors is based on a fundamentally faulty assumption that one might recover a stage of the text that lacked such fractures (Carr 23-4). I do not so much wish to emphasize the deconstructive rhetoric of this approach as the fact that religious texts lend themselves to creative readings that originate in the reader's experiences or historical circumstances. In other words, the history of Scriptural interpretation exemplifies the text's role as a space where emerging ideologies may be refigured and incorporated into an authoritative cultural tradition. One may think of the genesis of such readings in terms of Harold Bloom's notion of literary succession as "an act of creative correction," the difference in this case being that Anne Hutchinson's creative act involves reviewing the Scripture itself and deriving spiritual knowledge from a finite textual canon (Bloom 30).

A Brutal Choice Essay

â€Å"Don’t leave me here to die† â€Å"Do you agree that Cathy O’Dowd and here fellow mountaineers had no choice but to leave Fran â€Å"to die†?† In the newspaper article Cathy O’Dowd clearly tries to make the reader believe that she did the right thing. She identifies this in the sub heading â€Å"she faced a brutal choice: to risk her own life in a doomed rescue†, noticeably the word â€Å"doomed† shows there was a severe risk of danger in any rescue attempt. I believe that in a way writing this article has allowed Cathy O’Dowd to exorcise some of her guilt, Cathy wants to explain her experience in full and get the reader to empathise with her. Finally, it may also be possible that Cathy wants to show the story in a feminine perspective. The article does undoubtedly give many good reasons why not to attempt to save Fran. But I am not completely shore that they had â€Å"no choice but to leave Fran†. The fact that there were nine people on the mountain and that together they couldn’t even try to help rescue Fran is rather peculiar. I don’t know what others would do, but I would at least try to help, rather than to just leave her â€Å"to die†. Also, Cathy states that they had been with Fran â€Å"for nearly an hour† pondering over what to do, this completely wastes time and any chances of saving her. Cathy is in a moral dilemma, and I believe the moral thing to do would be to attempt a rescue. The three Uzbek climbers that left her oxygen and supposedly â€Å"tried to help† saw Fran the day before this incident. She must have been in a better state then, and all they do is just leave a canister of oxygen. The Uzbek climbers then stay with the rest of the group and Fran, and help to â€Å"watch Ian and Jangbu to see what decision they took†, this is just more evidence of time being wasted and therefore lowering Fran’s chances of survival. In conclusion I believe that to live Fran â€Å"to die† was not the only choice they had. As I said, the morally correct thing to do would be to of least attempted a rescue, rather than to fritter away time.

Visa para jóvenes para trabajar como staff campamento

Una de las mejores opciones para jà ³venes para trabajar  en Estados Unidos y practicar inglà ©s con una visa de intercambio J-1 en el programa de staff de un campamento de verano. En este artà ­culo se explican cuà ¡les son los requisitos para disfrutar de esta oportunidad de trabajar como monitor (staff) en un campamento de verano, cuà ¡les son las precauciones que deben tomarse para evitar problemas migratorios y cuà ¡les son otras posibles opciones en programas similares.  ¿Quià ©nes Pueden Aplicar Por Visa J-1 Para Trabajar Como Staff de Campamento? Pueden trabajar en campamentos de verano como staff los extranjeros con una visa J-1 de intercambio los extranjeros que viven habitualmente fuera de Estados Unidos y  que reà ºnan todos los requerimientos siguientes: Tener al menos los 18 aà ±os cumplidosSer estudiante universitario o de un programa acadà ©mico semejante. O ser un trabajador joven o un maestro o una persona adulta con habilidades adecuadas para este trabajo  Tener conocimientos de inglà ©s suficientes para poder supervisar y relacionarse con adolescentes y nià ±os americanos Pasos  Para Trabajar Como Monitor de Campamento en USA Antes de pedir  esta modalidad de la visa J-1 de intercambio en la Embajada o consulado que corresponda es necesario encontrar un patrocinador para ese trabajo. Para ello hay que contactar con una de las organizaciones autorizadas por el Departamento de Estado para patrocinar  extranjeros para este programa.   Este es el listado de organizaciones designadas para patrocinar. Encontrarà ¡s el nombre de la organizacià ³n, pà ¡gina web, su ubicacià ³n (ciudad y estado) y nà ºmero de telà ©fono. Puedes contactar a los que quieras y es posible que tengan un colaborador en tu paà ­s. Pero verifà ­calo por correo electrà ³nico o por telà ©fono con la organizacià ³n en Estados Unidos. Cuando una de estas organizaciones decida patrocinar  te enviarà ¡ un documento que se conoce con el nombre DS-2019. A  partir de lo  cual puedes iniciar a tramitar la visa por internet llenando el formulario DS-160 y pagando la cuota correspondiente. Y sà ³lo mà ¡s tarde tendrà ¡s que ir al consulado o a la Embajada a la entrevista.   Si tu solicitud es aprobada, se te darà ¡ la visa. Si la solicitud es negada no podrà ¡s recuperar el dinero pagado al aplicar por el visado. Cà ³mo Evitar Problemas Migratorios Con Visa de Intercambio Aà ºn cuando se te entregue la visa, no puedes utilizarla para ingresar a Estados Unidos sino hasta que falten 30 dà ­as o menos para la iniciacià ³n del programa de campamento en el que se va a participar. La fecha exacta de comienzo es la que establece el documento DS-2019 que te entregà ³ la institucià ³n que te patrocina. Una vez que finaliza el programa tienes 30 dà ­as para salir de Estados Unidos. A menos que hayas pedido a tiempo una extensià ³n y se haya aprobado. Otros Programas de Intercambio J-1 Que Quizà ¡ Te Puedan Interesar Si eres joven y buscas mejorar tu inglà ©s y conocer Estados Unidos y la cultura americana de primera mano puede que te interesen programas similares al de monitor de campamento y que tambià ©n requieren de una visa J-1, puede que consideres de interà ©s los siguientes programas. Por ejemplo, la visa para  trabajar  y viajar en verano, tambià ©n conocida como SWT, por sus siglas en inglà ©s, o la de  Au-pair, tambià ©n conocido en algunos paà ­ses como nià ±era o canguro. Finalmente, los muchachos que han finalizado sus estudios universitarios pueden estar interesados en programas de prà ¡cticas profesionales, que està ¡n disponibles para distintos campos de trabajo, como salud, arquitectura, arte, ciencias, etc. Es muy importante entender que cada programa dentro de la visa J-1 tiene sus propias reglas. De hecho, pueden tener requisitos muy diferentes. Lo fundamental es cumplir con los requerimientos del programa al que se aplica. Las Visas de Estudiantes Como una Excelente Opcià ³n Para Jà ³venes Para los muchachos interesados en estudiar en Estados Unidos està ¡n a su disposicià ³n las visas F-1 para estudiantes de idiomas o en instituciones acadà ©micas  y las visas M-1 para estudios vocacionales o en escuelas no acadà ©micas. Ademà ¡s, para los mexicanos y canadienses transfronterizos està ¡ a su disposicià ³n la visa F-3. En la actualidad Estados Unidos es el paà ­s del mundo con mayor nà ºmero de estudiantes internacionales. Los 3 estados preferidos de los alumnos internacionales son, por orden de mayor a menor, California, Nueva York y Texas. En cuanto a las universidades mà ¡s populares son New York University, University of South California y Columbia University. Para los que desean estudiar en una universidad estadounidense, sin duda el primer paso es hacerse una idea completa de los requisitos que se necesitan para aplicar con à ©xito a la institucià ³n elegida. Este es un artà ­culo informativo. No es asesorà ­a legal.