Blog Archive Yale School of Management Essay Analysis, 20132014

Blog Archive Yale School of Management Essay Analysis, 2013â€"2014 As we have seen several top MBA programs do this year, the Yale School of Management (SOM) has reduced its essay requirements for the current round of applicants. During the 2011â€"2012 application season, the school asked candidates to respond to six questions using 1,600 words; in 2012â€"2013, this was condensed to four questions and 1,050 words; this season, the SOM poses just two questions, for which it allots only 750 words (300 for Essay 1 and 450 for Essay 2). This reduction should not be taken as an indication that the admissions committee is less interested in what applicants have to say, however. Instead, the school is in the process of incorporating a video component into its application in which candidates will respond orally to typical essay-style questions in a spontaneous manner, without knowing the questions in advance. We therefore encourage you to make the most of your essays, for which you will be able to take your time and carefully plan and craft your responses. Essay 1: What motivates your decision to pursue an MBA? (300 words maximum) Yale’s first essay question for this season is very similar to the one it posed last year, but the school has doubled the word count and removed the query “When did you realize that this was a step you wantedâ€"or neededâ€"to take?” The focus and tone have also changed, in that the SOM had previously asked candidates what “prompted [their] decision to get an MBA,” which essentially emphasized a past eventâ€"in other words, what happened in the past to make you realize your need for this degree. This year, however, the school’s use of the word “motivates” carries with it a sense of positive, forward momentum and progression toward a goalâ€"people are motivated to accomplish or attain things. You should therefore keep your focus forward as well and center your response on what you hope to gain from the MBA experience/education and what you plan to pursue after graduation. Identify the skills, guidance, experience and/or other factors that are key to enabling you to achi eve your goals and that business school can provide. Then explain how gaining these will prepare you to succeed in your desired post-MBA position and industry. To be most effective, you will need to provide some level of context/background for your goals to build on and to help illustrate the gaps in your skills or knowledge base that you want business school to correct. Because you have such a limited amount of space with which to work, be sure to not devote too much of the allotted word count to accomplishing this, but strive to make sure the admissions committee walks away with a solid understanding of where you are coming from in the context of where you are hoping to go. Avoid the temptation to tie your answer specifically to the SOM in this essay, because the school asks for that information in its Essay 2 question. Commit 100% of the minimal word count for Essay 1 to clearly conveying what you need from an MBA education and why earning the degree is an essential next step in your career progression. In many ways, this query encompasses the general spirit of a traditional personal statement essay, and because personal statements are similar from one application to the next, we have produced the mbaMission Personal Statement Guide , which helps applicants write this style of essay for any school. We offer this guide to candidates free of charge. Please feel free to download your copy today. Essay 2: The Yale School of Management provides leadership education for broad-minded, rigorous, and intellectually curious students with diverse backgrounds; a distinctive integrated curriculum; connections to one of the great research universities in the world; and the broad reach of an innovative and expanding global network of top business schools. What motivates you to apply to the Yale School of Management for your MBA? What will you contribute to Yale and Yale SOM? (450 words maximum) Although the introductory sentence in the SOM’s Essay 2 question is the same as it was last season, the central query has been skewed slightly to focus more overtly on what the school can provide the applicant in addition to what the candidate can bring to the school. Note that the SOM again uses the word “motivates,” this time in relation to its MBA program, asking what it offers that is particularly fitting for your needs and interestsâ€"in other words, “Why Yale?” Successfully responding to this part of the school’s prompt requires a true understanding of what the SOM has to offer, so you will need, if you have not already done so, to fully research its resources, from faculty and courses to clubs, research centers, experiential opportunities, facilities, events, initiatives and everything else specific to Yale. Remember that as an SOM student, you will also have access to the resources available in other parts of the greater university (the query itself even refers to this, saying, “Yale and the Yale SOM”), so you do not need to limit your research to the business school alone. Once your research is complete, pinpoint which offerings excite you. When you envision yourself as a student at the school, what are you most interested in experiencing and being a part of? Showing your knowledge of the school, specifying components of its program that fit your personal and professional needs and conveying a sense of enthusiasm will ensure that this portion of your essay is compelling. The second question in the prompt asks what you, in turn, will contribute to the school. Keep in mind that although the SOM wants to assemble a certain kind of incoming class overallâ€"meaning, for example, one that is diverse, mirrors the school’s values, is intelligent and accomplished and so onâ€"it is not looking for individual candidates that fit a specific mold. There is no “right” contribution, in other words, so the key here is to be honest. What strengths do you possess that would prove valuable in a business school setting? What is special about you or your background that could add a unique element to the SOM’s community? Think carefully about your distinctiveness, and ask yourself, “In what instances and in what ways have I contributed in the past?” This surprisingly simple question should unlock a few possible answers. And in addition to skills and experience, consider character traits, such as a sense of humor, honesty, dependability and the like. Showing that you understand your own abilities and strengths is key, but to be most effective, tie these components of your profile to aspects of the SOM experience, explaining that you can make unique contributions in specific classes, clubs, events, etc. Given that you have only 450 words in which to respond to both this question and the “why Yale” query, showing that your contribution would relate directly to an element of the school’s program that you have already pinpointed in the first part of your essay would make adhering to the allotted word count more manageable and your final essay more cohesive. 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The Boston Massacre Event - Free Essay Example

The Boston Massacre  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Boston Massacre took place in 1770 outside the Boston Customs House. More than one hundred Bostonians confronted a band of nine British soldiers near a sentry box outside the Boston Customs House (Gale, 1999). Tensions between the Bostonians and the British soldiers rose, and the British ended up fatally wounding five civilians. The five civilians were, Crispus Attucks, a former slave turned sailor; James Caldwell, another sailor; Patrick Carr, an immigrant Irishman who made leather trousers; Samuel Gray, a rope maker; and Samuel Maverick, the brother-in-law of mob leader Ebenezer Mackintosh (Gale, 1999). Additionally six other innocent bostonians were wounded. The Boston Massacre was a very important event because it had a major impact on the relations between the American and British colonists.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The seven years war left the British in financial distress which lead to taxing the colonies. The acts caused a fierce debate over whether the British Parliament had the right to tax American colonies only for raising revenue. Colonists protested that the British cannot tax as they didnt have representation in the government. The Stamp Act taxed stamps, cards, legal documents, and newspapers. Many protests took place in opposition to the stamp act. Another Act was the Townshend Act where the British put a tax on colonial imports and stationed troops at major colonial ports. To enforce the Acts, the British sent naval and military forces to Boston, which lead to the Boston Massacre. Later in 1765, delegates from American colonies came together in New York City and made petitions to British Parliament to repeal the Acts. It provided the British a taste of what would happen soon (Khan Academy).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a result of the Boston Massacre, the colonial leaders used the deaths as propaganda.   A few weeks after the massacre, Paul Revere created an engraving known as the Bloody Massacre. Online Soures https://www.khanacademy.org/humanities/us-history/road-to-revolution/the-american-revolution/a/uproar-over-the-stamp-act https://www.history.com/topics/american-revolution/boston-massacre Credible Sources (Other) https://go.galegroup.com.eznvcc.vccs.edu:2048/ps/retrieve.do?tabID=ReferenceresultListType=RESULT_LISTsearchResultsType=MultiTabsearchType=BasicSearchForm? ¤tPosition=1docId=GALE%7CEJ1667500078docType=Topic+overviewsort=RelevancecontentSegment=prodId=UHICcontentSet=GALE%7CEJ1667500078searchId=R1userGroupName=viva2_nvccinPS=true

Division Card Games for Kids

Once your child starts to get a handle on her multiplication facts, it’s time to start looking at the inverse function of multiplication--division. If your child is confident in knowing her times tables, then division may come a little bit easier to her, but she’ll still need to practice. The same card games you play to practice multiplication can be modified to practice division as well. What Your Child Will Learn (or Practice) Your child will be practicing equal division, division with remainders, and number comparison. Materials Needed You will need a deck of cards with or without the face cards removed Card Game: Two-Player Division War This game is a variation of the classic card game War, although, for the purpose of this learning activity, you will deviate a little bit from the original rules of the game. For instance, instead of asking your child to remember the number value of the face cards, it’s easier to place a small piece of removable tape (masking tape or painter’s tape works well) in the top corner of the card with the number value written on it. The values should be assigned as follows: Ace 1, King 12, Queen 12, and Jack 11. Insert the face cards back into the deck, shuffle and then deal the cards evenly and face down between the players.On a Ready, set, go! count, each player turns over two cards.Both players can use any of the four visible cards to try to find a fact family with which they can then place in sequential order to make a division problem. For example, if Player One revealed a 5 and a 3, and Player Two turned over a King (12) and a 4, either player could snatch up the 4, 3, and King to create the division sentences: King à · 4 3 or King à · 3 4.The winner of the hand is the first player who is able to recognize and lay out a division problem. Of course, the other player can check the math first!Each player should take back his unplayed cards and start an unused pile. As the game continues, each player turns up two new cards and the cards in his unused pile. This provides more opportunity for players to create division problems. If both players can create a problem using different cards, they both win the hand.The game is over when there are no more cards left, or the players are unable to make any more division problems. Card Game: Division Go Fish The Division Go Fish card game is played almost exactly the same way as the Multiplication Go Fish card game is played. The difference is that instead of creating a multiplication problem to give a card’s value, players have to come up with a division problem. For example, a player who wants to find a match for his 8 could say Do you have any 16s divided by 2s? or I’m looking for a card that is a 24 divided by 3. Deal six cards to each player and place the rest of the deck in the middle as a draw pile.When the first player says his math sentence, the player who is being asked for the card has to do the division, come up with the correct answer and hand over any matching cards. If there are no matches, the first player draws a card from the deck.When a player runs out of cards or the draw pile is gone, the game is over. The winner is the player with the most matches.

How to Express Exclamations in French

Exclamations are words or phrases that express a desire, an order, or a strong emotion. There are various French grammatical structures that can be used as true exclamations. All of them end in an exclamation point, and there is always a space between the last word and the exclamation mark, as there is for several other French punctuation marks. The exclamation mark is a grammatical end mark that occurs often in French, whether the sentence or phrase is a true exclamation or not. It is, thus, in many instances a softer mark than in English. Exclamation points are often added even if speakers are just a little agitated or are raising their voice even slightly; the mark doesnt have to mean that they are truly exclaiming or declaring something.   By the way, Merriam-Webster defines an exclamation as: a sharp or sudden utterancea vehement expression of protest or complaint And Larousse defines the French equivalent verb  sexclamer,  as to cry out; for example, sexclamer sur la beautà © de quelque chose  (to cry out in admiration over the beauty of something).   Here are some French grammatical structures that can be used to express exclamations where urgency or a heightened emotional state is implicit. French Imperative The imperative expresses an order, hope, or wish, as in: Viens avec nous.   Come with us. The imperative can also express urgency or an extreme emotional state, as in: Aidez-moi !  Ã‚  Help me! Que Subjunctive Que followed by the subjunctive creates a third person command or wish: Quelle finisse avant midi  !   I hope shes done by noon!Quil me laisse tranquille  !   I wish hed just leave me alone! Exclamative Adjective The exclamative adjective quel is used to emphasize nouns, as in: Quelle bonne idà ©e  !   What a good idea!Quel dà ©sastre  !   What a disaster!Quelle loyautà © il a montrà ©e  !   What loyalty he showed! Exclamative Adverbs Exclamative adverbs like que or comme add emphasis to statements, as in: Que cest dà ©licieux  !   Its so delicious!Comme il est beau  !   He is so handsome!Quest-ce quelle est mignonne!   She sure is cute! The Conjunction Mais The conjunction mais  (but) can be used to emphasize a word, phrase, or statement, like this: Tu viens avec nous  ?   Are you coming with us?Mais oui  !   Why yes!Il veut nous aider.   He wants to help us.Mais bien sà »r  !   But of course!Mais je te jure que cest vrai  !   But I swear its true! Interjections Just about any French word can be an exclamation if it stands alone as an interjection, such as : Voleur  !   Thief!Silence  !   Quiet! Quoi and comment, when  used as interjections,  express shock and disbelief, as in: Quoi  ! Tu as laissà © tomber cent euros  ?   What! You dropped a hundred euros?Comment  ! Il a perdu son emploi  ?   What! He lost his job? Indirect Exclamations All of the above are called direct exclamations  because the speaker is exclaiming his or her feelings of shock, disbelief, or amazement. Indirect exclamations, in which the speaker is explaining rather than exclaiming, differ from direct exclamations in three ways: They occur in sub-clauses, do not have an exclamation point, and require the same grammatical changes as indirect speech: Quelle loyautà © il a montrà ©e  ! Je sais quelle loyautà © il a montrà ©e.What loyalty he showed! I know what loyalty he showed.Comme cest dà ©licieux  ! Jai dit comme cà ©tait dà ©licieux.Its delicious! I said it was delicious. In addition, the exclamative adverbs que, ce que, and quest-ce que in direct exclamations always change to comme or combien in indirect exclamations: Quest-ce cest joli  ! Il a dit comme cà ©tait joli.Its so pretty! He said how pretty it was.Que dargent tu as gaspillà ©Ã‚  ! Je sais combien dargent tu as gaspillà ©.Youve wasted so much money! I know how much money youve wasted.

10th (or 11th) Grade Reading List American Literature

Familiarity with the classics of U.S. literature helps students maintain fluency and their reading level, and encourages independent reading. Certain titles appear frequently on high-school reading lists for 10th grade (or 11th) American literature study.   Adventures of Huckleberry Finn - Mark TwainAutobiography - Benjamin FranklinCatch 22 - Joseph HellerThe Catcher in the Rye - JD SalingerThe Crucible - Arthur MillerDeath of a Salesman - Arthur MillerFahrenheit 451 - Ray BradburyFor Whom The Bell Tolls - Ernest HemingwayGrapes of Wrath - John SteinbeckThe Great Gatsby - F. Scott FitzgeraldMoby Dick - Herman MelvilleMy Antonia - Willa CatherNarrative of the Life of Frederick Douglass - Frederick DouglassOf Mice and Men - John SteinbeckOur Town - Thornton WilderThe Red Badge of Courage - Stephen CraneThe Scarlet Letter - Nathaniel HawthorneThe Sun Also Rises - Ernest HemingwayTo Kill a Mockingbird - Harper LeeUncle Toms Cabin - Harriet Beecher StoweWalden - Henry David Thoreau Literature programs vary by school district and relative reading level, but these titles occur regularly across the country. Most general-literature programs include literature from other cultures and time periods; this list focuses exclusively on authors considered representative of American writers. Besides being a solid reading list for high-school students, these American classics offer insight into American character and offer a shared cultural language even for adults. A well-read U.S. citizen will be familiar with most or all of these great books.

A Study on Opportunity,Total, and Marginal Costs - 869 Words

Opportunity costs, total costs and marginal costs What are opportunity costs? How do explicit and implicit costs relate to opportunity costs? Opportunity cost is the value of the best alternative that one gives up for the current choice or decision. It is an important concept in economics and is used for emphasizing the relationship between scarcity and choice. It is the cost sacrificed or foregone in any decision. These opportunity costs extend to all aspects of production and consumption. Two costs related to opportunity costs are explicit and implicit costs. Explicit costs is the direct monetary payment or expense that a producer incurs by choosing one option over another. For example, a firm incurs $1000 as wages for workers when it decides to produce steel pans instead of cast-iron pans and this $1000 is considered as the explicit opportunity cost for the production of steel pans. Implicit costs, on the other hand, are those that cannot be measured directly and do not involve any monetary payments. A good example is when someone chooses between working and staying at home for personal reasons. The implicit opportunity cost is the salary that is lost by not working and staying at home to pursue a passion.  If the average total cost curve is falling, what is necessarily true of the marginal cost curve? If the average total cost curve is rising, what is necessarily true of the marginal cost curve? 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Poverty Is A Cause Of Instability And Violence Throughout...

Poverty is a cause of instability and violence throughout the world. It leads people to seek violent solutions to social problems and fosters hatred. It holds back all of society from the full development of our potential. Poverty is an indicator of government effectiveness. The elimination of poverty requires a united effort by governments, non-governmental organizations and individuals. Development projects, investment, education, and direct aid are all part of the solution. In order to combat this epidemic, it is imperative to assess the needs of the citizens and provide communal support in addition to monetary aid. Putting an end to poverty is possible, but such a venture may only be achieved—with patience—over time. By improving the†¦show more content†¦However, only the government has the scope of operation, the legal means and the resources to ensure that all citizens enjoy an adequate standard of living, and that those who can contribute to this actually do so. Unfortunately, there has been a decline in the practice. of government officials. The deterioration of public education and health care are major indicators of this calamity. The same goes for public services such as drinking water supply and sanitation. [provide examples.] For the destitute poor, the failure of governments to satisfy the citizens’ most basic needs further decreases their chance to improve their situation. Eradicating poverty should, therefore, start with an all-out effort to provide every man, woman and child with the essentials for one’s well-being and development: education, health care, drinking water, and adequate nutrition. Special attention should be given to the most vulnerable groups: children, women, and the elderly. The main priority should be to ensure that children receive the care and assistance needed to develop their full physical and mental potential. Although this may require a reorientation of economic, fiscal and developmental policies, it is by no means impossible. All it requires is, in rich as well as poor countries, the political will to foot the bill and get to work. Citizen Development: Education and