Section Leader and Drum Major free essay sample

I am applying for both segment pioneer and drum major since I have a great deal to offer in the two situations in the band. I am an incredible pioneer, with a great deal of development and know when it’s time to be not kidding, and when it’s time to joke around. Consistently, I develop increasingly more with this band and driving this band as drum major, or driving the saxophones as area pioneer, would be an astonishing achievement for me and I realize I can carry out the responsibility well. Above all else, I will place everything that is in me into this activity, I’ve been in band for a long time, and I have developed with this band for a long time. I realize the band can arrive at new statures on the off chance that we buckle down enough. With all the progressions we are making one year from now, we are going to require solid pioneers to help the approaching green bean and to lead the whole band consistently. We will compose a custom article test on Area Leader and Drum Major or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page As drum major, leading requires a specific sort of knowledge and a comprehension of music, which is something that I have begun to create during my seven years of playing an instrument. Expansion to my involvement in music in general, I likewise have three years of walking band understanding. Second, I am resolved to succeed, and to develop myself and the band all in all. It’s not sufficient to be acceptable, I need to surpass desires. I have faith in difficult work, and never surrendering; I have faith in making a little improvement consistently, on the grounds that there’s ALWAYS opportunity to get better. We had an astonishing year this year, getting two bosses, yet we can’t simply rest. We need to continue working, flourish to be as well as can be expected be. I need to be that individual to lead this band, and push them to be the best. Ultimately, my way of thinking on initiative is basic: show others how its done, consistently help, and never quit. Stopping is impossible for me. Utilizing pardons as opposed to putting forth a strong effort, abandoning something (or somebody), or relinquishing your obligations are things I completely don't put stock in. Advancing greatness in others begins with advancing it in yourself. I have found from being in the walking band that every part needs regard. I expect to give regard first and in doing that I trust I will get it from my docks permitting this entire experience to be an ideal one.

Fools Crow Research Paper free essay sample

Blockheads Crow Research Paper They ought to have seen it coming: Irony in James Welchs Fools Crow High desires and carelessness can quite often prompt frustrate. Knowing the past inclinations shed light on the give the pieces of information and indications that caused a specific result to happen before it happened a short time later. The knowing the past predisposition is that l knew it from the start marvel that is just at any point expressed after the real factors have been introduced. The fundamental case of the knowing the past predisposition is when subsequent to seeing the result of a potential unforeseeable occasion an individual at that point accepts the individual in question knew it from the start. Authentic occasions upon profound audit all give numerous indications of the ticking bomb that gradually prompted what appeared to be an unconstrained blast that underneath have a complex far reaching rundown of thought processes that incited it. For example, Great Depression in audit wasnt one terrible financial exchange crash that spiraled into a tremendous monetary shut down yet the consequence of numerous components. We will compose a custom article test on Dolts Crow Research Paper or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Over Speculation of stock and land, overproduction of merchandise and unregulated banking were Just some of numerous variables having an effect on everything that now looking back appear evident warnings yet at the time they went unnoticed by most. World War One may appear to have been promptly brought about by the death of Archduke Franz Ferdinand however the drawn out foundation of government, militarism, patriotism and extraordinary partnerships were actually the components that hinted at war, history specialists and understudies the same can survey data from that time and insightful work and make a knowing the past one-sided of each factor and what It really prompted at this point at the time paving the way to genuine war It was a lot harder to tell on the grounds that the future as so muddled. The pulverization of Native American culture by Invading europeans and the possible adjustment and reenactment of Western culture In indsight was a totally predictable and Inevitable catastrophe that even the chance went Ignored until It was very late. James Welchs Fools Crow Is an inside and out delineation of the Native American way of life previously and during Western takeover and the different reactions of the Natives to Increasing western Involvement In their lives and on their property. Welch recounts to the notable story of life for a Blackfeet Indian during the war for America In a manner that shed another light on the whole understanding. The book significantly and successfully overpower the peruser with an enthralling perspective on Native American culture and all the more explicitly that of the Blackfoot Indians. The Immersion Into Blackfoot culture and the psyche of the blackfoot Indians as they are gradually being assumed control over shows us the sanity and rationale that at last refuted behind the proceeded with aloof conduct and absence of response of the Natives to the pilgrims. The Blackfeet culture and lifestyle depended vigorously on the wild ox. The wild ox gave food, garments safe house and exchange for the individuals. Chasing the wild ox and finishing It;s movements the land was the manner by which the Blackfeet endure. When the pioneers began to come and assume control over terrains that the wild ox and blackfeet individuals utilized the populaces were influenced definitely As the bison crowds diminished and the white populace Increased, Blackfeet culture 2) The Buffalo was tne most focal ana esteemed dad rt tnat mace BlacKToot culture ana T II e posslDle and without it the way of life would not have the option to endure. As the white pilgrims increment and increasingly more of the Napikwans moved onto Pikuni lands. (93) the wild ox populace and examples were changed and eventually implied arm to the Blackfeet eople that depended on these creatures for endurance as they were immediately cleared out and migrated to where they could no longer help the entirety of the requirements of the Blackfeet individuals. Seth Bovey says in his glance at the utilization of Cattle Ranching in the Fools Crow that the basic clash in the plot of Fools Crow is the pulverization of Pikuni culture as brought about by the specter of their land(Bovey 2) As the pilgrims gradually came over the New World and increasingly more kept on coming their populace and nearness developed significantly. The colossal increment in new pioneer resence that caused the blackfeet to need to adjust to the loss of things, for example, the bison courses and perpetual open terrains they had been utilized to. The blackfeet had then been placed in a specific troublesome circumstance where there just genuine choices were to proceed with their life as usual yet face extraordinary constraints or embrace some of new pilgrim methods of living and fundamental lose their very own portion culture in any case, the Pikuni loses. (252) Some, for example, Darin in his glance at Intercultural Identity in Fools Crow that They dea in not many extravagances, yet for the most part these things serve to make life simpler. These connections don't show social debasement however the inescapable adjustment to new conditions and conceivable outcomes. (Darin 2) Contrary however is the way that blackfeet culture turned out to be more that adjusted through basic common adjustment of the new white ways yet that they got dependent on their merchandise and ventures in a sort of reliance that disabled their whole culture. The blackfeet once the main predominant and conspicuous individuals in the before long turned into the minority with little impact and force But you should recall that the Napikwans out number the Pikunis. (89) The communication between the blackfeet and the whites was never innocuous of straightforward and in light of the fact that it was not seen as quite a bit of a danger to the very establishment of blackfeet culture until it was unreasonably late to fix the harm it had caused the whites were effectively ready to decimate the Blackfeet culture. Not every person in Fools Crow was incognizant in regards to the assume control over that was going on subconsciously. Characters, for example, Owl Child, Fast Horse and numerous older folks of the clans see the decimation and threat for what it was going to unavoidably prompt. The Napikwans are not the same as us. They would not stop until all the Pikunis had been murdered off. (89) yet a portion of these learned people had totally different methodologies with regards to how their demolition can be forestalled. Rides-at-the-entryway trusted We should disregard them, even permit them some our chasing grounds to raise their whitehorns. (89) This thought of latent protection from maintain a strategic distance from absolute devastation too many appear the most impact and tranquil approach to dodge aggravations was in actuality the specific thing that lead most to the chance and truth of white control. Morons Crow needed to seriously to stay separated of Blackfeet culture yet at the same time have the option to confront the new condition of the white intrusion and he battles to adjust and reate an adequate future. n doing so he grounds himself in a culture personality that remaining parts devoted to conventions while adjusting to new conditions. (Darin 3) Fools crow consider that to be the main method of endurance for a large portion of the novel. Charles Ballard in his Questlon 0T endurance In tne Fools crow noe tne outllers ano tnelr vlewpolnts 0T tne circumstance and how to stop a thrashing h owever very late for anything to change the wheel that previously began to turn as Fools Crow at long last started to understand the brutal end in sight the expectations are now starting to occur. cap occasions are to a great extent eyond his control, however that the regular existence of the Pikunis, regardless of the alarming occasions, is proceeding to work. Other character in Fools Crow cant all the while adjust as effectively or promptly as others so they breakdown new personalities that can't incorporate with either culture. these anomalies incorporate individuals, for example, Fast Horse and Owl Child who turned to viciousness to stop the issue with the whites due to the poor outcomes that settlements and lack of involvement have appeared previously and that appear to be just to keep on appearing later on. The activities of savagery as reprisal to white rongdoings were not exclusively observed as preposterous by everybody The white ones take our territory, they give us knickknacks, at that point they take more. In the event that Owl youngster has taken a couple of their ponies, at that point he is to respected. (60) Once it is obvious to all that the whites and the blackfeet culture can not coincide in harmony and the whites are fghting for control not a quiet organization the whole mind-set and tone of the novel movements. The characters that once had confidence in the intensity of latency presently are completely mindful of the shortcoming in their manners are as yet unfit to successfully change their circumstance Gradually they rose up out of the profound bereft of disorder and passing and saw that they had become an alternate people. (371) The strain, agony and passing that the whites put on the Blackfeet culture changed not Just the lives of those that were lost yet in addition the mindset of the Blackfeet and their confident idealism and confidence in humankind and tolerability that before the whites had never really been tried. The lifestyle that used to be the Blackfeet culture had been pulverized and another more vulnerable form was the main thing that remained. The tragic completion of a once wonderful lifestyle is most solidified y the absence of culture left to go down to any people in the future expelling all desire for a recovery of what used to be l lament for our youngsters and their kids, who won't know the existence their kin once lived. (359) The Whites wiped out the Blackfeet culture, a whole people obliterated by the hands aliens to the land. In a meeting about the book James Welch expressed Their an a few things that we ought to never permit individuals to overlook. (Welch) the loss of a whole culture and lifestyle is a unique little something never to overlook particularly as an american who live on the land that was iciously bloodily and heartlessly taken from its unique occupants. Through Fools Crow Welch is recounting to the story that everybody knows except numerous never truly have comprehended or wanted to comprehend and hes so impeccably enamored the peruser into feeling as they themselves were blackfeet Indians that lost their way of life and w

Classes, a UN assistantship all in a semesters work for Ashleigh Montgomery, MIA 17 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Classes, a UN assistantship all in a semesters work for Ashleigh Montgomery, MIA 17 COLUMBIA UNIVERSITY - SIPA Admissions Blog There are so many amazing opportunities for assistantships, internships, or other extra-curricular activities at SIPA. Many students will be elected to leadership positions with the various student-run groups at SIPA, work as Teaching Assistants, Program Assistants, or Departmental Research Assistants, or even have an internship during the semester. The classes at SIPA are often time-consuming, requiring a lot of work outside of class time to complete assignments, making it difficult to balance classwork with other responsibilities. It is not an easy task to manage both, so we thought it would be useful to get a student’s perspective on how to effectively manage your time if you choose to work in any capacity during the semester. Today we will highlight one of the many SIPA superstars that somehow find time to do it all. Ashleigh Montgomery is pursuing her Master of International Affairs degree at SIPA with a concentration in Human Rights and a specialization in Gender and Public Policy. During her first year at SIPA, Ashleigh worked as the Program Assistant for SIPA’s Day at the UN initiative under Professor Lindenmayer, who served as the Assistant Secretary-General to Kofi Annan. She is the Community Outreach Officer for the Human Rights Working Group and is a Board Member for the Women in Peace and Security Working Group. This past summer, Ashleigh  spent 10 weeks as a Women, Peace, and Security intern with UN Women in Timor-Leste, where she worked on the National Action Plan for Women, Peace, and Security. As a grantee for the Womens International Leadership program at International House, she led a team that created a video, an exhibition, and a book that explores feminism in different cultural contexts. She was also awarded a Davis Projects for Peace grant to supervise Peacebuilding Workshops in Burundi this past summer, where she worked with local partner organizations to remotely project manage the workshops throughout Burundi. She has served as a volunteer for the non-profit Burundi Friends International (BFI) since 2014, and co-founded Women Vision Association, an organization working on women’s empowerment and English learning projects in Burundi. Before coming to SIPA Ashleigh worked at a group home for abused children, then served as a Peace Corps Volunteer in Botswana, where she taught life skills at the local primary school. Ever busy, heres how she says she manages it all. This interview was lightly edited for brevity and/or clarity. Where did you work and what were your responsibilities? I was the Program Assistant for SIPA’s Day at the UN initiative, working under Professor Lindenmayer. Many students apply for the initiative and after review and selection of applications with Professor Lindenmayer, students are placed in one of their top three choices of UN departments. Students then shadow this department for 1-3 days, gaining an inside look at what it means to work at the UN. I coordinated each student’s visit, liaising among myself, Professor Lindenmayer, UN staff members, and the students. I then gathered all necessary follow-up documentation for each student’s visit. The initiative culminated in a panel I helped organize, in which the UN hosts and SIPA students shared their experiences with each other and with the initiative. Why did you decide to take on extra work during the semester? I wanted to work on something I believed in and was excited about. While I love learning (like nerdy sitting in the front of the classroom love), I am inspired by application outside of a classroom setting, which working on this initiative allowed me to do. One of the reasons I chose SIPA was because of its access to opportunities and proximity to the UN, and I really wanted to take advantage of this right from the start. Working on this initiative allowed me to build relationships with UN staff, and to connect other students with the UN. What were the challenges you faced working during the semester? For me, the workload was erratic. One week two UN departments would want to schedule student visits and the next week eight departments would. So my hours were never set and the time commitment was constantly in flux. As the visits were arranged around dates that worked for both the UN departments and the students, this was something that was out of my control. Of course, midterms, papers, and finals don’t shift just because you can’t anticipate your weekly workload, so the lack of control over my shifting hours was a challenge. Another challenge was that given the nature of UN work, there were many times when I went through the entire process of scheduling a student’s visit, only to have the UN staff go on mission or be called into an international meeting right before, thus forcing me to reschedule the visit. This happened several times, and there was one student who this kept happening to over and over! How did you overcome them? In many ways the lack of control over my schedule was just something I had to learn to deal with, as it wasn’t something I could change. Setting a schedule for myself in terms of what tasks needed to be done on which days of the week allowed me to create consistency and routine, which gave me a plan to stick to even when visits were shifted around last minute. What was the most rewarding part of working during the semester? One of the commitments asked of students participating in this initiative was to submit an account of their visit. Through these accounts and by  speaking with students, I learned that some were offered internships and other possibilities because of the initiative. It was rewarding to read about their excitement about the various experiences they had (getting to sit in blue chairs in the Security Council, spending time on the 38th floor, where the Secretary-General’s office is, attending closed meetings they otherwise wouldn’t have attended, etc.) and to see what was demystified about working for the UN. Some students had dreams of working for the UN since childhood, so it was great to play a small role in them building relationships with UN staff. How did you juggle classwork and the assistantship? This might sound counter-intuitive, but I manage time better when I am involved in projects outside of just classwork. If I have ten hours to work on assignments, study, etc., chances are I will waste at least six of those hours and be productive for four  (possibly even less). However, if I only have a two-hour gap in my day, I will be productive for the entire two hours, largely because if I waste the only time I have  I won’t get anything done. What would you recommend to other students considering taking on an internship or assistantship during the semester? I would recommend that you have a clear vision of what you want to get out of your time at SIPA, and spend your time outside of the classroom pursuing this vision! Don’t take on an internship just to have an internship; make sure it aligns with your career aspirations, goals, and most importantly, with your passion. It is definitely manageable to do both during the semester but it will be challenging and there will be a time you question things like your sanity. This is normal for SIPA so embrace it! I would also recommend taking time to reflect on your successes and what you could have done better once the semester is over. Professor Lindenmayer asked me to share with her how many email exchanges I had during the initiative, and it was heartening to have concrete evidence of all the work I had put in!  [Photo courtesy of Ashleigh Montgomery, MIA 2017]

Classes, a UN assistantship all in a semesters work for Ashleigh Montgomery, MIA 17 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Classes, a UN assistantship all in a semesters work for Ashleigh Montgomery, MIA 17 COLUMBIA UNIVERSITY - SIPA Admissions Blog There are so many amazing opportunities for assistantships, internships, or other extra-curricular activities at SIPA. Many students will be elected to leadership positions with the various student-run groups at SIPA, work as Teaching Assistants, Program Assistants, or Departmental Research Assistants, or even have an internship during the semester. The classes at SIPA are often time-consuming, requiring a lot of work outside of class time to complete assignments, making it difficult to balance classwork with other responsibilities. It is not an easy task to manage both, so we thought it would be useful to get a student’s perspective on how to effectively manage your time if you choose to work in any capacity during the semester. Today we will highlight one of the many SIPA superstars that somehow find time to do it all. Ashleigh Montgomery is pursuing her Master of International Affairs degree at SIPA with a concentration in Human Rights and a specialization in Gender and Public Policy. During her first year at SIPA, Ashleigh worked as the Program Assistant for SIPA’s Day at the UN initiative under Professor Lindenmayer, who served as the Assistant Secretary-General to Kofi Annan. She is the Community Outreach Officer for the Human Rights Working Group and is a Board Member for the Women in Peace and Security Working Group. This past summer, Ashleigh  spent 10 weeks as a Women, Peace, and Security intern with UN Women in Timor-Leste, where she worked on the National Action Plan for Women, Peace, and Security. As a grantee for the Womens International Leadership program at International House, she led a team that created a video, an exhibition, and a book that explores feminism in different cultural contexts. She was also awarded a Davis Projects for Peace grant to supervise Peacebuilding Workshops in Burundi this past summer, where she worked with local partner organizations to remotely project manage the workshops throughout Burundi. She has served as a volunteer for the non-profit Burundi Friends International (BFI) since 2014, and co-founded Women Vision Association, an organization working on women’s empowerment and English learning projects in Burundi. Before coming to SIPA Ashleigh worked at a group home for abused children, then served as a Peace Corps Volunteer in Botswana, where she taught life skills at the local primary school. Ever busy, heres how she says she manages it all. This interview was lightly edited for brevity and/or clarity. Where did you work and what were your responsibilities? I was the Program Assistant for SIPA’s Day at the UN initiative, working under Professor Lindenmayer. Many students apply for the initiative and after review and selection of applications with Professor Lindenmayer, students are placed in one of their top three choices of UN departments. Students then shadow this department for 1-3 days, gaining an inside look at what it means to work at the UN. I coordinated each student’s visit, liaising among myself, Professor Lindenmayer, UN staff members, and the students. I then gathered all necessary follow-up documentation for each student’s visit. The initiative culminated in a panel I helped organize, in which the UN hosts and SIPA students shared their experiences with each other and with the initiative. Why did you decide to take on extra work during the semester? I wanted to work on something I believed in and was excited about. While I love learning (like nerdy sitting in the front of the classroom love), I am inspired by application outside of a classroom setting, which working on this initiative allowed me to do. One of the reasons I chose SIPA was because of its access to opportunities and proximity to the UN, and I really wanted to take advantage of this right from the start. Working on this initiative allowed me to build relationships with UN staff, and to connect other students with the UN. What were the challenges you faced working during the semester? For me, the workload was erratic. One week two UN departments would want to schedule student visits and the next week eight departments would. So my hours were never set and the time commitment was constantly in flux. As the visits were arranged around dates that worked for both the UN departments and the students, this was something that was out of my control. Of course, midterms, papers, and finals don’t shift just because you can’t anticipate your weekly workload, so the lack of control over my shifting hours was a challenge. Another challenge was that given the nature of UN work, there were many times when I went through the entire process of scheduling a student’s visit, only to have the UN staff go on mission or be called into an international meeting right before, thus forcing me to reschedule the visit. This happened several times, and there was one student who this kept happening to over and over! How did you overcome them? In many ways the lack of control over my schedule was just something I had to learn to deal with, as it wasn’t something I could change. Setting a schedule for myself in terms of what tasks needed to be done on which days of the week allowed me to create consistency and routine, which gave me a plan to stick to even when visits were shifted around last minute. What was the most rewarding part of working during the semester? One of the commitments asked of students participating in this initiative was to submit an account of their visit. Through these accounts and by  speaking with students, I learned that some were offered internships and other possibilities because of the initiative. It was rewarding to read about their excitement about the various experiences they had (getting to sit in blue chairs in the Security Council, spending time on the 38th floor, where the Secretary-General’s office is, attending closed meetings they otherwise wouldn’t have attended, etc.) and to see what was demystified about working for the UN. Some students had dreams of working for the UN since childhood, so it was great to play a small role in them building relationships with UN staff. How did you juggle classwork and the assistantship? This might sound counter-intuitive, but I manage time better when I am involved in projects outside of just classwork. If I have ten hours to work on assignments, study, etc., chances are I will waste at least six of those hours and be productive for four  (possibly even less). However, if I only have a two-hour gap in my day, I will be productive for the entire two hours, largely because if I waste the only time I have  I won’t get anything done. What would you recommend to other students considering taking on an internship or assistantship during the semester? I would recommend that you have a clear vision of what you want to get out of your time at SIPA, and spend your time outside of the classroom pursuing this vision! Don’t take on an internship just to have an internship; make sure it aligns with your career aspirations, goals, and most importantly, with your passion. It is definitely manageable to do both during the semester but it will be challenging and there will be a time you question things like your sanity. This is normal for SIPA so embrace it! I would also recommend taking time to reflect on your successes and what you could have done better once the semester is over. Professor Lindenmayer asked me to share with her how many email exchanges I had during the initiative, and it was heartening to have concrete evidence of all the work I had put in!  [Photo courtesy of Ashleigh Montgomery, MIA 2017]

Classes, a UN assistantship all in a semesters work for Ashleigh Montgomery, MIA 17 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Classes, a UN assistantship all in a semesters work for Ashleigh Montgomery, MIA 17 COLUMBIA UNIVERSITY - SIPA Admissions Blog There are so many amazing opportunities for assistantships, internships, or other extra-curricular activities at SIPA. Many students will be elected to leadership positions with the various student-run groups at SIPA, work as Teaching Assistants, Program Assistants, or Departmental Research Assistants, or even have an internship during the semester. The classes at SIPA are often time-consuming, requiring a lot of work outside of class time to complete assignments, making it difficult to balance classwork with other responsibilities. It is not an easy task to manage both, so we thought it would be useful to get a student’s perspective on how to effectively manage your time if you choose to work in any capacity during the semester. Today we will highlight one of the many SIPA superstars that somehow find time to do it all. Ashleigh Montgomery is pursuing her Master of International Affairs degree at SIPA with a concentration in Human Rights and a specialization in Gender and Public Policy. During her first year at SIPA, Ashleigh worked as the Program Assistant for SIPA’s Day at the UN initiative under Professor Lindenmayer, who served as the Assistant Secretary-General to Kofi Annan. She is the Community Outreach Officer for the Human Rights Working Group and is a Board Member for the Women in Peace and Security Working Group. This past summer, Ashleigh  spent 10 weeks as a Women, Peace, and Security intern with UN Women in Timor-Leste, where she worked on the National Action Plan for Women, Peace, and Security. As a grantee for the Womens International Leadership program at International House, she led a team that created a video, an exhibition, and a book that explores feminism in different cultural contexts. She was also awarded a Davis Projects for Peace grant to supervise Peacebuilding Workshops in Burundi this past summer, where she worked with local partner organizations to remotely project manage the workshops throughout Burundi. She has served as a volunteer for the non-profit Burundi Friends International (BFI) since 2014, and co-founded Women Vision Association, an organization working on women’s empowerment and English learning projects in Burundi. Before coming to SIPA Ashleigh worked at a group home for abused children, then served as a Peace Corps Volunteer in Botswana, where she taught life skills at the local primary school. Ever busy, heres how she says she manages it all. This interview was lightly edited for brevity and/or clarity. Where did you work and what were your responsibilities? I was the Program Assistant for SIPA’s Day at the UN initiative, working under Professor Lindenmayer. Many students apply for the initiative and after review and selection of applications with Professor Lindenmayer, students are placed in one of their top three choices of UN departments. Students then shadow this department for 1-3 days, gaining an inside look at what it means to work at the UN. I coordinated each student’s visit, liaising among myself, Professor Lindenmayer, UN staff members, and the students. I then gathered all necessary follow-up documentation for each student’s visit. The initiative culminated in a panel I helped organize, in which the UN hosts and SIPA students shared their experiences with each other and with the initiative. Why did you decide to take on extra work during the semester? I wanted to work on something I believed in and was excited about. While I love learning (like nerdy sitting in the front of the classroom love), I am inspired by application outside of a classroom setting, which working on this initiative allowed me to do. One of the reasons I chose SIPA was because of its access to opportunities and proximity to the UN, and I really wanted to take advantage of this right from the start. Working on this initiative allowed me to build relationships with UN staff, and to connect other students with the UN. What were the challenges you faced working during the semester? For me, the workload was erratic. One week two UN departments would want to schedule student visits and the next week eight departments would. So my hours were never set and the time commitment was constantly in flux. As the visits were arranged around dates that worked for both the UN departments and the students, this was something that was out of my control. Of course, midterms, papers, and finals don’t shift just because you can’t anticipate your weekly workload, so the lack of control over my shifting hours was a challenge. Another challenge was that given the nature of UN work, there were many times when I went through the entire process of scheduling a student’s visit, only to have the UN staff go on mission or be called into an international meeting right before, thus forcing me to reschedule the visit. This happened several times, and there was one student who this kept happening to over and over! How did you overcome them? In many ways the lack of control over my schedule was just something I had to learn to deal with, as it wasn’t something I could change. Setting a schedule for myself in terms of what tasks needed to be done on which days of the week allowed me to create consistency and routine, which gave me a plan to stick to even when visits were shifted around last minute. What was the most rewarding part of working during the semester? One of the commitments asked of students participating in this initiative was to submit an account of their visit. Through these accounts and by  speaking with students, I learned that some were offered internships and other possibilities because of the initiative. It was rewarding to read about their excitement about the various experiences they had (getting to sit in blue chairs in the Security Council, spending time on the 38th floor, where the Secretary-General’s office is, attending closed meetings they otherwise wouldn’t have attended, etc.) and to see what was demystified about working for the UN. Some students had dreams of working for the UN since childhood, so it was great to play a small role in them building relationships with UN staff. How did you juggle classwork and the assistantship? This might sound counter-intuitive, but I manage time better when I am involved in projects outside of just classwork. If I have ten hours to work on assignments, study, etc., chances are I will waste at least six of those hours and be productive for four  (possibly even less). However, if I only have a two-hour gap in my day, I will be productive for the entire two hours, largely because if I waste the only time I have  I won’t get anything done. What would you recommend to other students considering taking on an internship or assistantship during the semester? I would recommend that you have a clear vision of what you want to get out of your time at SIPA, and spend your time outside of the classroom pursuing this vision! Don’t take on an internship just to have an internship; make sure it aligns with your career aspirations, goals, and most importantly, with your passion. It is definitely manageable to do both during the semester but it will be challenging and there will be a time you question things like your sanity. This is normal for SIPA so embrace it! I would also recommend taking time to reflect on your successes and what you could have done better once the semester is over. Professor Lindenmayer asked me to share with her how many email exchanges I had during the initiative, and it was heartening to have concrete evidence of all the work I had put in!  [Photo courtesy of Ashleigh Montgomery, MIA 2017]

Competition and Happiness by Theodore Rubin Free Essay Example, 1750 words

According to Rubin, the central point of focus in one s life during a competition is fundamentally from without one s self. It is our competition and not us and our exact needs that determine how we spend our energy and time. As a result, our sense of personality gets weakened, and to make up for this ever-rising feeling of worthlessness and susceptibility we continue competing, inculcating a self-depleting cycle (Rubin 1). After enough depletion has occurred to rule out any possibility of more successful competition, one is hit by the feeling of hopelessness and futility, and then the individual s life appears purposeless. Rubin goes ahead to state that race originated and can be traced back to a primitive past and cannot be in any way claimed to be genetic leftover (Rubin 1). It is handed down to us by means of training within the society from one generation to the other. The training is always initiated at very early stages in the members of the society, which is evidently see n from the sibling rivalry that starts at very tender ages. Sibling rivalry, as is proposed by Rubin, is not instinctual, rather it is instigated by the parents who themselves are caught in a similar trap spending large amounts of energy and time trying to outdoor others. We will write a custom essay sample on Competition and Happiness by Theodore Rubin or any topic specifically for you Only $17.96 $11.86/pageorder now It has even been observed that several children are forced into the Little League, or any other comparable competitive structures with the excuse that such activities will encourage the self-development of the children, their well-being, and their general health (Rubin 1). In the real sense, these organizations and activities virtually always act as vicarious channels set to satisfy the parental desire for competitive success. Individuals raised up in this manner would feel left out if they are unexpectedly plunged into such situations where there is a little competitive tension (Rubin 1). Owing to the fact that they are brought up just to compete and have lost their sense of living, when presented with the new situation, they make up hierarchies and gimmicks to supply the incentives they require going on with life, even if such inventions are in the end disparaging to the inner peace and individual health.

The Importance Of Childhood Experiences Of Children And...

This essay discusses Importance of childhood experience to later life emotional, social and cognitive development into adulthood in the Uk, using the attachment and behaviorism theory to examine childhood experiences, as it forms parts of child’s development. I will be looking into the factors affecting social, emotional and cognitive development of children, strategies to improving service delivery of early intervention in children and the Social and economic benefits of early intervention. Attachment theory is a concept in developmental psychology which according to Bowlby, (1969) is â€Å"a deep and enduring emotional bond that connects one person to another across time and space†. The ability for an individual to form an emotional and physical attachment to another person gives a sense of stability and security necessary to take risks, branch out, and grow and develop as a personality. Bowlby believed that attachment process were important across the entire lifespan â€Å"from the cradle to the grave† in an oft-quoted phrase basically early attachment and the internal working model (IWMs) of attachment developed early on. Ainsworth et al (1978) came up with three attachment types to support Bowlby and they are; secure, insecure/avoidant and insecure/resistant. They argued that the attachment type developed by children depends on the quality of care they have previously received. Main, M. and Solomon, J(1986) founded a fourth attachment type calledShow MoreRelatedShould the Government Fund Public Preschools?1739 Words   |  7 Pagescountry of ours, education is not a privilege it is a right. All children are given the opportunity to a free education. An education that should allow them to become high school graduates, 21st Century scholars, and prepare them as leaders to sustain this nation. What happens though when this is not the future for all children? 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