7 Things to Do the Summer Before Starting Graduate School

7 Things to Do the Summer Before Starting Graduate School Starting graduate school this fall? Like most soon-to-be grad students you’re probably both excited and anxious for classes to begin. What should you do between now and the beginning of your first semester as a graduate student? Relax Although you may be tempted to read ahead and get an early start on your studies, you should make time to relax. You’ve spent years working to get through college and make it into graduate school. You’re about to spend more years in graduate school and face more challenges and higher expectations than you encountered in college. Avoid burnout before the semester even begins. Take time off to relax or you may find yourself fried by October. Try Not to Work This may not be possible for most students, but remember that is the last summer that you will be free from academic responsibilities. Graduate students work during the summer. They do research, work with their advisor, and perhaps teach summer classes. If you can, take the summer off from work. Or at least cut back on your hours. If you must work, make as much downtime as you can. Consider leaving your job, or if you plan to continue working during the school year, consider taking a vacation two to three weeks before the semester starts. Do whatever is necessary to begin the semester refreshed rather than burned out. Read for Fun Come fall, you’ll have little to no time to read for pleasure. When you have some time off, you’ll probably find that you don’t want to read as that’s how you’ll spend large chunks of your time. Get to Know Your New City If you are moving to attend grad school, consider moving earlier in the summer. Give yourself time to learn about your new home. Discover grocery stores, banks, places to eat, study, and where to grab coffee. Get comfortable in your new home before the whirlwind start of the semester. Something as simple as having all of your belongings stored away and being able to easily find them will reduce your stress and make it easier to start fresh. Get to Know Your Classmates Most incoming cohorts of graduate students have some means of getting in contact with each other, whether through an email list, Facebook group, LinkedIn group, or some other means. Take advantages of these opportunities, should they arise. Interactions with your classmates are an important part of your grad school experience. You’ll study together, collaborate on research, and eventually be professional contacts after graduation. These personal and professional relationships can last your entire career. Clean up Your Social Profiles If you haven’t done so prior to applying to graduate school, make some time to review your social media profiles. Are they set to Private? Do they present you in a positive, professional light? Ditch the college partying pics and posts with profanity. Clean up your Twitter profile and tweets as well. Anyone who works with you is likely to Google you. Don’t let them find material that makes them question your judgment. Keep Your Mind Agile: Prep a Little The key word is little. Read a few of your advisor’s papers- not everything. If you haven’t been matched with an advisor, read a bit about faculty members whose work interests you. Do not burn yourself out. Read a little simply to keep your mind active. Do not study. Also, keep an eye out for topics that interest you. Note a stimulating newspaper article or website. Don’t try to come up with a thesis, but simply note topics and ideas that intrigue you. Once the semester starts and you make contact with an advisor, you can sort through your ideas. Over the summer your goal should simply be to remain an active thinker. Overall, consider the summer before graduate school as a time to recharge and rest. Emotionally and mentally prepare yourself for the amazing experience to come. There will be plenty of time to work and you’ll face many responsibilities and expectations once graduate school begins. Take as much time off as you can- and have fun.

Return on Investment - Education Funding Coursework

Return on Investment - Education Funding - Coursework Example Secondly, the MBA course offered has an international outlook for students. Essentially, it fosters diversity of the students within their careers across the world enabling them to tackle global and local challenges facing the businesses that they work at. Lastly, with the wide variety of students from across the world, an MBA course at the university enables students to develop lasting lifelong networks across the world. The executive MBA program in Health Administration at the University of Colorado Denver is paramount towards my career development. The MBA program gears towards imparting health care professionals with excellent health management skills. As a student of the course, I will be able to develop management skills that are practical and real time. The skills will enhance my ability to respond to developments within the workplace and health care as an industry. Being more attune to these developments as well as having the knowledge to develop solutions to the challenges occurring will enable me to optimize the performance of the workplace. Overall, the course will improve my skills, confidence and career as a health care administrator. The two-year course is offered on and off campus. Regardless of the schedule of choice, the basic costs incurred are within the same range. The total cost of tuition is $53,000. Other costs incurred include a onetime non-refundable deposit of $1,000. Additionally, food and housing will amount to $27,008 and personal expenses amount to $8672. Miscellaneous expense will amount to $2,000 for the two-year program. The total costs of the program will amount to $89,680 (University of Colorado, 2014). Given the investment of $89,960 in the Executive MBA in Health Administration, the course was able to generate a Net Present Value of $ 49,372.9. Further, the Executive MBA in Health Administration was able to deliver an internal rate of return of 14%. The internal rate of return of

National Park Assignment Example | Topics and Well Written Essays - 750 words

National Park - Assignment Example To that effect, the paper will discuss the geologic details of the location of the Great Basin. Pizarro (115) shares the evidence that the Great Basin National Park is the only national park in the entire state of Nevada and does not charge entrance fees. However, the tours in the caves can cost up to $10 for every individual. The Great Basin National Park also includes the Mojave Desert together with the Death Valley. The Great Basin National Park is often accessed via the Nevada State Route 488 that is connected to the U.S Routes 6 as well as 50. The park gets its name from dry along with mountainous region between the Wasatch Mountains and Sierra Nevada. The park covers a total of 31,230 hectares (Baker 14) Topography is the first indicator of geology (Decelles 106). The Great Basin National Park has been inhabited by humans for a very long time. The Great Basin is among the most geologically young and tectonically active areas in North America. The generally rugged and mountainous landscape of this region provides evidence continuing mountain-building. The interplay between tectonics and topography is shown in the evolution of the Great Basin (Jones, Farmer, and Unruh, 1409). Oligocene-ash flow tuffs erupted from the calderas and flowed westward and form what is now the Great Basin (Faulds, Henry, Hinz, 505-6). Most of the rocks at the Great Basin were formed during the Cambrian, when the area was situated at the edge of the continental landmass known as the Laurentia. Collette, Gass, and Hagadorn (442) argue that the Cambrian is the first geological period of the Paleozoic Era. It lasted from 540 to about 485 million years. The period is associated with a high amount of lagerstatte sedimentary deposits. The rocks at Great Basin National Park include the Cambrian strata. As the Paleozoic era progressed, various

Incidnets In The Life of a Slave Girl by Harriet Jacobs Essay

Incidnets In The Life of a Slave Girl by Harriet Jacobs - Essay Example Due to the efforts of Jacobs’ autobiographer Yellin and the discovery of Jacobs’ letters with many abolitionists, the authenticity was established. Harriet Jacobs was not a proficient writer indeed. However, she had a story to tell and she worked at developing writing skills. In already 1858 she finished the manuscript of the book which was further proofread by L. Maria Child and published. The first sentence of the narrative makes us aware that the story is autobiographic. The personal story of the author served the basis of Incidents in the Life of a Slave Girl. The Jacobs’s autobiographer Yellin confirmed that events of the Incidents by Linda Brent coincided with the key events of Jacobs’ life - the suggestion earlier voiced by Amy Post. The facts of life of the main character and the author are identical and one can easily track them. The similarities of Linda’s early childhood in the Incidents and Harriet Jacobs’s childhood are the death of the mother which makes her aware of the slave status, then the death of the mistress who cared for her, her purchase by the mistress’ sister for five-year-old daughter, the death of the father, etc. Later when Linda Brent’s mistress was married to Dr. Flint (Dr. James Norcom in real life), Linda was haunted by him. She desperately tried to escape Dr. Flint and entered intimate relations with Samuel Tredwell Sawyer (Mr. Sands in the narrative) and bore two children for him - Joseph and Louisa Matilda (Ben and Ellen in the narrative). The other vivid biographic feature depicted in the story is 7 years ‘imprisonment’ of Linda in her grandmother’s attic to avoid abuse of Dr. Flint. Incidents in the Life of a Slave Girl is fundamental work which changed the traditional view about the slave narrative which had been primarily written by male authors. This shift allowed emphasizing issues of family, womanhood and sexuality in a different light. The standards of womanhood which

An Overview Of Wildlife Tourism

An Overview Of Wildlife Tourism It may be high volume mass tourism or low volume and low impact tourism. It may generate high economic returns or low economic returns, be sustainable or unsustainable, domestic or international, and based on day visits or longer stays (Roe et al., 1997). Wildlife tourism includes activities such as bird watching, whale watching, reef diving, gorilla tourism and photographic safari. Wildlife tourism can include interaction with animals in captivity but for the purposes of this paper the narrower definition of wildlife tourism as denoting only human contact with animals in the wild is used. Wildlife tourism is a holiday with a difference. A wildlife tourism holiday offers a different experience for each traveller on each occasion, as the major component of the holiday, the wildlife, is unpredictable. Tourists often feel that they, and they alone, have experienced a particular aspect of an animals behaviour. Wildlife tourism often involves not only seeing rare or exciting animals in their natural habitat, but visiting areas that are difficult to travel to and hence not visited by many tourists. This perceived exclusivity adds to the appeal of wildlife tourism. In the a study reported in the Times, three of the top five Things to Do Before You Die involved an aspect of wildlife tourism (swim with dolphins, whale watching and swim with sharks respectively). For many participants a wildlife holiday will be remembered for many years to come as a holiday with a difference. Trends in Consumer Behaviour that are Catered for by Wildlife Tourism Public interest in conservation and environmental matters is growing. 85% of industrialised world citizens believe that the environment is the most important public issue (Carson and Moulden, 1991). This socio-cultural trend has led to an increase in the demand for ecotourism. Ecotourism is nature-based tourism that involves ecologically sustainable management of natural areas and an interaction with or observance of either flora or fauna. This is precisely what wildlife tourism provides. There has also been a trend towards experiential tourism; that is active, rather than passive travel. People increasingly want to feel that they are participating in and influencing the area they travel to. Wildlife tourism caters for this trend in that tourists often feed or otherwise interact with the wildlife they visit. The major world tourism markets, Europe and North America, are affected by an increase in the proportion of older people in the population. In addition, changes in working practises have meant that people have more flexibility to get longer periods of time off work. The days when gap years were restricted to students are gone. More mature people than before are taking sabbaticals from work or travelling after retirement. Wildlife tourism caters well for these grown up gappers as a longer time frame will allow remote geographical areas to be accessed and increase the chances of a successful wildlife encounter. Management Issues Facing Wildlife Tourism The management issues facing wildlife tourism are twofold, identifying methods of minimising the impact on the wildlife resource itself and ensuring that the tourists receive a valuable experience from the holiday. Sometimes these two aims are mutually exclusive. There are many direct impacts of wildlife tourism on wildlife. They can be divided into categories such as habitat destruction, disturbance of feeding and disease transmission. Each of these categories will now be illustrated with an example. Tourism can contribute to the destruction of wildlife habitat. In the Norfolk Broads, UK, large volumes of boat traffic, especially motor boats, result in considerable boat wash and river bank erosion and undermine on-going efforts to improve the Broads severely impaired water quality and threatened aquatic wildlife (Brouwer et al, 2001). The consequences of erosion can lead to important habitats being lost and the silt from the disappearing banks clogging up the waterways, which further deteriorates water quality. In the Yacatan Peninsula, Mexico, boatloads of tourists were driven into groups of feeding flamingos to make them take flight (Long, 1991, cited in Chin, Moore, Wallington Dowling, 2000). This type of disturbance during feeding can have several effects depending on the magnitude of the disruption. Some birds may take flight temporarily, but return after the disturbance ends. Other birds may modify their feeding habits and desert the site of tourism disturbance permanently. When a bird is unexpectedly forced to take flight during feeding, energy intake terminates and energy expenditure significantly increases. Where disturbance causes a bird to desert a particular site, the availability of suitable alternative sites is critical for the birds survival. Furthermore, the site in which it settles may already be populated or may be of lower quality resulting in lower rates of energy intake. The possible transmission of diseases from humans to animals is a serious threat resulting from the close contact between species that many wildlife tourism experiences involve. It is though that the mountain gorillas of Rwanda are particularly affected. Humans and gorillas share about 97% of their genetic makeup and they are therefore susceptible to many of the same diseases. These include tuberculosis, influenza, measles, polio and intestinal parasites (Cameron). The single population of 300 mountain gorillas in the Virunga Volcanoes is particularly badly affected. More than seventy tourists and a similar number of guides, porters, rangers and researchers visit seventy percent of the gorillas in this population daily. There have been several outbreaks of disease that can probably be attributed to humans. This includes an epidemic in 1988 in which six habituated gorillas died of respiratory illness and twenty-seven more became ill. Methods of managing these and other negative effects on wildlife caused by wildlife tourism include restricting the number of tours allowed, education and finally licensing, and thereby controlling, the activities of tour groups. The most popular example of restricting the number of tours allowed is that of the Galapagos Islands in Ecuador, which were protected in 1934. In the Galapagos Islands parts of the islands are designated as Intensive Visitor Zones, where a maximum of ninety people are allowed simultaneously on shore. The Extensive Visitor Zones are open to groups of less than twelve individuals (de Groot, 1983). Education of operators and tourists about appropriate behaviour to adopt in the presence of wildlife is another method of managing the negative impacts of wildlife tourism on the animals involved. A code of conduct can be distributed to tour operators and publicly displayed in the local area. Tourist education can develop a demand-lead requirement for responsible tour groups. Licensing of tour companies is a method of minimising the impact of wildlife tourism. Licensing is often dependent on compliance with particular regulations, such as minimum approach distances. Many whale watching regulations specify a minimum approach distance of 100m (Brouwer et al, 2001). The choice of type of management depends on the nature of the target species and the severity of the impacts on them. An analysis of the impacts of the specific wildlife tourism would be required before a management method was selected. As well as managing the needs of the wildlife by minimising wildlife tourisms impact on them, tourism managers, of course, need to consider the needs of the tourists. Tourists want a wildlife watching experience that is both enjoyable and informative. The skills and knowledge of tour operators add to the experience of wildlife tourists and so should be maximised. Wildlife tourism is inherently seasonal. Most species act differently according to the season. The best example of this is migration. The Great Migration is the movement of over a million wildebeest between the Masai Mara and the Serengeti plains. There are numerous wildlife tourism opportunities presented by this, but there are of course dependent on the timing of the migration. The migration usually occurs May to June, but this can be affected by rainfall, which in turn affect availability of vegetation. Wildlife tourism management involves understanding the environmental influences on species behaviour and how this will affect tourism opportunities. Wildlife tourists also want to get close up to the wildlife (Orams, 2000). Managers of wildlife tourism need to attempt to ensure predictable occurrence of species within a relatively restricted area. Managers of wildlife tourism need to carefully integrate visitors and wildlife through management of their interactions whilst still ensuring damage to the species is limited. Managers of wildlife tourism also need to ensure that there are other activities to keep tourists amused for times when wildlife does not co-operate with tour schedules. There needs to be an awareness of either other geographical locations that can be utilised to view the same wildlife or other species that can be more easily located. Back to: Essay Examples Conclusion Wildlife tourism offers a holiday with a difference. It caters for emerging tourism trends, particularly ecotourism, experiential tourism and longer duration holidays. There are two main management issues facing wildlife tourism. These are minimising the impact of tourism on the species involved and ensuring that wildlife tourists receive a quality experience. The particular management strategies that can be utilised depend upon the species involved and the severity of the impacts upon that species. Bibliography Akama, J. (1996). Western environmental values and nature-based tourism in Kenya, Tourism Management, 17, (8), p567-574. An overview of apes in Africa Gorilla Taxonomy. 2000. http://www.berggorilla.de/english/gjournal/texte/21butyn.html (25 Mar. 2005) Boo, E. (1990). Ecotourism: the potentials and pitfalls. Washington D.C: World Wildlife Fund. Brouwer, R, Turner R.K Voisey, H. (2001) Public perception of overcrowding and management alternatives in a multi-purpose open access resource Journal of Sustainable Tourism, 9, (6), p471-488. Caalders, J van de Duim, R. (2002). Biodiversity and tourism: impacts and interventions, Annals of Tourism Research, 29, (3), p743-761. Cameron, K. Providing healthcare to a wild gorilla population The Mountain Gorilla Veterinary Project. http://www.azadocents.org/The_Mountain_Gorilla_Veterinary_Project.pdf (27 Mar. 2005) Carson, P Moulden, J. (1991). Green is Gold: Business Talking to Business About the Environmental Revolution, Toronto, Harperbusiness. Chin, C et al. (2000). Ecotourism in Bako National Park, Borneo: visitors perspectives on environmental impacts and their management, Journal of Sustainable Tourism, 8, (1), p20-35. Curry, B et al. (2001). Modelling impacts of wildlife tourism on animal communities: a case study from Royal Chitwan National Park, Nepal, Journal of Sustainable Tourism, 9, (6), p514-529. de Groot, R.S. (1983). Tourism and conservation in the Galapagos Islands. Biological Conservation 26, p291-300. Gorillas are my patients BBC Science. 2002. http://www.bbc.co.uk/radio4/science/gorilla.shtml (27 Mar. 2005) Ingham, R and Summers, D. (2000). Cruise ship tourism in the Falkland Islands UK Overseas Territories Conservation Forum. http://www.ukotcf.org/pdf/calpe/calpe106-124.pdf (25 Mar. 2005) MaLellan, L. (1999). An examination of wildlife tourism as a sustainable form of tourism development in North West Scotland, International Journal of Tourism Research, 5, p375-287. Mathieson, A Wall, G. (1992). Tourism: economic, physical and social impacts. Harlow: Longman. Murphy, P. (1991). Tourism: a community approach. New York and London: Routledge. Orams, M. (2002). Feeding wildlife as a tourism attraction: a review of issues and impacts, Tourism Management, 23, p281-293. Orams, M. (1999). Marine tourism: developments, impacts and management. New York and London: Routledge. Priskin, J. (2001). Assessment of natural resources for nature-based tourism: the case of the Central Coast Region of Western Australia, Tourism Management, 22, p637-648. Reynolds, P Braithwaite, D. (2001). Towards a conceptual framework for wildlife tourism, Tourism Management, 22, p31-42. Shackley, M. (1995). The future of gorilla tourism in Rwanda, Journal of Sustainable Tourism, 3, (2) p61-73 Shackley, M. (1996). Wildlife Tourism. London: International Thompson Business Press. UK background factsheet The Orangutan Foundation. http://www.orangutan.org.uk/history/ (10 Mar. 2005)

Ideas the Writer Conveys Through Silas Marner :: George Elliot Silas Marner Literature Essays

Ideas the Writer Conveys Through Silas Marner The writer of Silas Marner, George Elliot was born Mary Ann Evans in 1819 in Warwickshire. She had two older siblings, Christiana and Isaac who she got on especially well with. She also had two stepsiblings from her father's first marriage. She was a precocious child and was sent to boarding school with her sister where she suffered from homesickness and nightmares. At the age of nine she began being taught by a strict evangelical Maria Lewis who greatly influenced Evan's religious and moral beliefs. She had a very strong moral code. When Mary was sixteen her mother died, and her father, whom she was very close to, was left bringing her up. When her father died in 1849 she felt completely alone. Mary Ann Evans wrote under the pen name George Elliot because of her status (she was living with a married man) and she thought she wouldn't get published if she were known to be a women. She was a very intellectual woman and love and relationships were important to her. George Elliot wrote Silas Marner in 1861. It is a moral fable, not an autobiographical novel but it is influenced by parts of Elliot's life experience. For example, in the character Eppie, she has created someone who must live without a mother, as Elliot did from the age of sixteen. Elliot was highly inspired by the works of the poet William Wordsworth, and a quotation from his poem 'Michael', seems to be a kind of basis to the novel. In Silas Marner we are asked to take pity on a man who is outcasted by society. Silas is set up by his friend and wrongly accused of theft causing him to lose his faith in God and trust in people. Silas Marner was born and brought up in the large northern industrial town of Lantern Yard. The people living there are strictly religious and hard working. It is community based around a church. Silas Marner was a gentle young man with a pale face and "large brown protuberant eyes" and a "defenceless, deer-like gaze." His appearance makes him seem a very likeable and approachable character; he has "the expression of trusting simplicity". He is a very trusting man and honest man "Silas was both Sane and honest" and extremely hard working but he is also naÃÆ'Â ¯ve and vulnerable and his cataleptic fits make him even more vulnerable to criticism and accusations. His best friend William Dane, used in the story as a contract to Silas, on the other hand is arrogant and conceited. He has 'menacing' "narrow slanting eyes" and "compressed lips".

Andress Bonifacio Life Essay

Name: Andress Bonifacio y de Castro Birth Date: November 30, 1863 Birth Place: Ilaya,Tondo, Manila Mother’s Name: Catalina de Castro Father’s Name: Santiago Bonifacio EDUCATIONAL ATTAINMENT: Bonifacio’s normal schooling was cut short when he dropped out to support his siblings after both their parents died of illness. He did Not finishing his normal education, Bonifacio was self-educated. He read books about the French Revolution, biographies of the Presidents of the United States, books about contemporary Philippine penal and civil codes, and novels such as Victor Hugo’s Les Misà ©rables, Eugà ¨ne Sue’s Le Juif errant and Josà © Rizal’s Noli Me Tà ¡ngere and El Filibusterismo. NOBLE CHARACTERISTIC 1. The father of Philippine Revolution 2. He was a founder and later Supreme (â€Å"Supreme Leader’) of the katipunan movement which sougth the independence of the Philippines from Spanish Colonial Rule and started the Philippine Revolution. 3. He is considered a de facto national hero of the Philippines. 4. He considered by some Filipino historian to be the first President, but officially he is not recognize a such. ANSALYSIS: ANDRES BONIFACIO (full name: Gat Andres Bonifacio y de Castro) was born in Ilaya, Tondo, Manila and was the oldest child of Santiago Bonifacio and Catalina de Castro. His early education started in Tondo but was forced to drop out because of his parents’ death and that he had to work for his siblings. Despite not finishing formal education, Bonifacio was self-educated. Andres Bonifacio became a passionate Filipino nationalist and when Jose Rizal had established the La Liga Filipina, Andres Bonifacio was a member. When Jose Rizal was deported to Dapitan, he immediately organized the KKK or the â€Å"Kataastaasang Kagalanggalangang Katipunan ng mga anak ng bayan†. In Pugad Lawin, Caloocan, Andres Bonifacio together with the thousands of Katipuneros assembled and tore their cedulas.