Some Factors That Lead to Success in College Essay Example for Free

Some Factors That Lead to Success in College Essay What should we do to make a good impression at a job interview? Last year, my cousin, Jake, went to a bank to apply for a job. As you know, when you apply for a job, you must be ready to answer a lot of question. Some of the questions that an interviewer may ask you include: educational background, previous jobs, and salaries you earned. The problem with Jake was that he was not prepared for the questions. The interviewer asked Jake a lot of things that he could not answer. Because Jake was not prepared for the interview, he did not get the job. If you do not want to be in that situation, you may want to follow these steps. As you can see, it is necessary to be well prepared for the job interview. Having the answer ready, being properly dressed, and being on time can all help to make a good impression on the interviewer. If you follow these steps, you will soon find yourself sitting behind the desk at that coveted job. Topic:Career you choose after leaving school October 21st, 2010Leave a comment Go to comments Career you choose after leaving school What career would you like to choose after leaving school? (Teacher) Today, it is not easy to choose a career. Hundreds of students pass various examinations every year and compete with one another for positions in the various professions which are not so many as there are applicants. I would, however, like to choose teaching as my career. There are several reasons to consider teacher an interesting job. Being a teacher, we have to learn more. If we teach History or Geography, it is important to read many books to make our teaching lessons more interesting to our students. We therefore gain more knowledge of the subjects that we teach than what we can get from the text books. A large amount of text books for the subjects we teach are not likely enough to help us to become an exciting teacher. In other words, a good teacher often reads many other books which are not related to the subjects he or she is supposed to teach. The large extent of knowledge on different fields make students admire the teacher and love the subject of which he or she is in charge. A teacher has to speak well and clearly so  that students can be able to understand instructions and lectures. This would be a motivation to improve our powers of expression. Even our pronunciation of words will be much better. Moreover, a teacher has more free time to read, learn and take some examinations to acquire more qualifications. Finally, as a teacher we are respected as educated persons. Others will show their respect to teachers and have their great regard for them and opinions that teachers give. For the reasons mentioned above, being a teacher can help me to live a happy meaningful life.

Entrepreneurship and Need of Achievement :: Risk-Taking, Creativity

Risk-taking is one of the chief dimensions of entrepreneurship. Entrepreneurs are found to be more risk takers than the managers and salaried employees, such that, they are willing to put their homes on mortgage, jobless and can work for years without any earning (Burns, 2011; Masters & Meier, 1988). According to (Moore & Gergen, 1985), entrepreneurs always take calculate risk and always analyse the situation. Cognitive Psychology supports that the risk taking ability is just limited to their area of expertise (Sjà ¶berg, 1978, Heath & Tversky, 1991). According to (Heath & Tversky, 1991), entrepreneurs take more risk in the area of their interest and expertise and not in those area, they have little knowledge about. But even then also, they take more risk than general population. Studies have found that there is a deep link between Entrepreneurship and Need of Achievement. According to Begley and Boyd (1987), those who have founded their own companies had a higher need for achievement than non-founders or owner managers. Also, (Stewart et al., 1998) responded that need for achievement is higher in entrepreneurs than the corporate manager and owner managers. Need for Achievement is usually high in entrepreneurs than the general population. It provides them with motivation to go ahead and achieve their next target easily. Entrepreneurs showing this tendency usually are good planners, sets their goals, always look for information and learning (Miner, 2000). They accept success and failure of their work and this need of achievement help them to overcome failure, obstacles and setbacks. Another important characteristic it measures is the locus of control. It is an ability by which an individual makes a perception about the underlying main causes of events in his life. If individual believes that he/she has control over the outcomes though their own abilities such as attributes, hard work and decision making then it is known as internal locus of control whereas, In case of external locus of control, individual believes that they don’t have any influence on the outcomes and believes in external forces such as fate and luck (Rotter 1966). According to (Rotter 1966), individual who has higher achievement motivation show more characteristics of internal rather than external locus of control. Creativity is a key part in the entrepreneurial process. It is the ability to invent something new or change something (Webster, 1976). According to (Cromie, 2000), Creative people show some particular characteristics. They find problems very interesting and are not afraid of obstacles; rather, they try to find out the solution of those problems. Entrepreneurship and Need of Achievement :: Risk-Taking, Creativity Risk-taking is one of the chief dimensions of entrepreneurship. Entrepreneurs are found to be more risk takers than the managers and salaried employees, such that, they are willing to put their homes on mortgage, jobless and can work for years without any earning (Burns, 2011; Masters & Meier, 1988). According to (Moore & Gergen, 1985), entrepreneurs always take calculate risk and always analyse the situation. Cognitive Psychology supports that the risk taking ability is just limited to their area of expertise (Sjà ¶berg, 1978, Heath & Tversky, 1991). According to (Heath & Tversky, 1991), entrepreneurs take more risk in the area of their interest and expertise and not in those area, they have little knowledge about. But even then also, they take more risk than general population. Studies have found that there is a deep link between Entrepreneurship and Need of Achievement. According to Begley and Boyd (1987), those who have founded their own companies had a higher need for achievement than non-founders or owner managers. Also, (Stewart et al., 1998) responded that need for achievement is higher in entrepreneurs than the corporate manager and owner managers. Need for Achievement is usually high in entrepreneurs than the general population. It provides them with motivation to go ahead and achieve their next target easily. Entrepreneurs showing this tendency usually are good planners, sets their goals, always look for information and learning (Miner, 2000). They accept success and failure of their work and this need of achievement help them to overcome failure, obstacles and setbacks. Another important characteristic it measures is the locus of control. It is an ability by which an individual makes a perception about the underlying main causes of events in his life. If individual believes that he/she has control over the outcomes though their own abilities such as attributes, hard work and decision making then it is known as internal locus of control whereas, In case of external locus of control, individual believes that they don’t have any influence on the outcomes and believes in external forces such as fate and luck (Rotter 1966). According to (Rotter 1966), individual who has higher achievement motivation show more characteristics of internal rather than external locus of control. Creativity is a key part in the entrepreneurial process. It is the ability to invent something new or change something (Webster, 1976). According to (Cromie, 2000), Creative people show some particular characteristics. They find problems very interesting and are not afraid of obstacles; rather, they try to find out the solution of those problems.

Following Conditional Construction Following Conditional Construction

ZERO CONDITIONAL A. Sample sentences If interest rates fall, company profits rise. If prices don't go up, people buy more. B. Form (condition)(result) If sales increase,we make more profit. ZERO CONDITIONAL C. Uses The sentences of Zero conditional are general facts or things that are always true, i. e. the consequence always follows the event. Statements in this form commonly appear in factual discussions or scientific and technical material. In the condition clause there can be a variety of present forms. †¢When you fly business class, you get much more legroom. present simple)   Ã¢â‚¬ ¢If interest rates are rising, bank loans become more expensive. (present continuous) †¢When you’ve finished the course, you get a certificate. (present perfect). ZERO CONDITIONAL In the result clause there can be a present simple (last examples) or an imperative. †¢When you fly business class, don’t drink too much of the free alcohol. Notice that we can use either if o r when(ever) where the meaning is every time. CONDITIONAL   I A. Sample sentences †¢If I do an MBA, I’ll improve my job prospects. †¢If our main competitor goes bankrupt, we’ll increase our market share.B. Form (condition) (result) †¢If you increase your order,we’ll give you a bigger discount. †¢If anyone from Head Officesay I’m in a meeting. calls, CONDITIONAL   I C. Uses 1. In Conditional I the speaker sees the event as a real possibility, i. e. , if-clause is used to talk about future events that are reasonably likely and their results. The if-clause states the condition, and the other clause states the result: †¢If sales don't go well this year (condition), we won't increase our profits. (result) With all types of conditionals the if-clause can come second. We’ll make more profit if sales increase. CONDITIONAL   I 2. if and unless Unless often replaces if †¦+ negative expression:†¢If you don’t wea r a suit and tie, you won’t be allowed into the club. †¢You won’t be allowed into the club unless you wear a suit and tie. Conditional statements can function as either promises, warnings or threats. But note that unless cannot be used to make a promise. †¢If you order now, you’ll get a free gift. (promise) †¢We won’t be able to do business with you unless you comply with our ethical policy. warning) †¢Unless we receive payment by the end of the week we will be forced to consider legal action. (threat) CONDITIONAL   I 3. In Conditional I, the imperative, or modal verbs can be used in the main clause, e. g. may, can or must, instead of will + infinitive: †¢If you hear from Anne today, tell her to give me a call. †¢If the traffic is bad, I may miss the appointment with our supplier. †¢If we sign the contract today, we can start production at the end of next week. †¢If Mr. Porter rings, you must ask him to leave his number.CONDITIONAL   I 4. We do not use will in the if part of the sentence even when the meaning is future: †¢If the goods will arrive tomorrow, I will collect it. (? ) †¢If the goods arrive tomorrow, I will collect it. (? ) Will is only possible in such cases if it is used to express not future time but willingness or invitations (the style is formal), e. g. †¢If you will sign this agreement, I will let you have the money at once. †¢If you will come this way, Mr. Jones will see you now.CONDITIONAL   I 5. In formal written documents, e. g. egal contracts or agreements, one may find the following conditional construction in Conditional I: †¢Should the agent default on the contract, we will take legal action. †¢Should the unions accept new productivity agreements, the employers will meet their wage demands. †¢Should + infinitive is an inverted construction in place of â€Å"If the agent defaults†¦Ã¢â‚¬  or, â€Å"If the unions acceptâ₠¬ ¦Ã¢â‚¬ . †¢!!! Note that only should, never would, is used in this way. CONDITIONAL   II †¢Sample sentences †¢If trains were more reliable, more people would use them. †¢If I had as much money as Bill Gates, I would retire.B. Form †¢If you wanted a quantity    you would have to order discount,    at least 1,000 units. †¢If I knew her number,      I would send her a fax. CONDITIONAL   II C. Uses 1. We use the Conditional II to refer to an action or state we imagine, i. e. , the speaker sees the event as a remote possibility: †¢If these machines were not so expensive, we would buy them. (But they are expensive, and we are not going to buy them. ) †¢If he lost his job tomorrow, he would move to London to find another one. (He doesn't think he will lose his job, but he understands the possible consequences.CONDITIONAL   II 2. It is also possible to use could or might instead of would: †¢If we hired a factoring agency, we coul d recover our debts more easily. †¢If every piece of mail was personalised with your company logo or message, your customers might be very impressed. CONDITIONAL   II 3. We do not use would in the if part of the sentence: †¢If trains would be more reliable, more people would use them. (? ) †¢If trains were more reliable, more people would use them. (? ) But, in the sentences †¢We would be very grateful if you would send us the information as soon as possible. I would be very grateful if you would put your address on the back of the cheque. would is not part of a conditional tense here. It is a modal verb, and represents a more polite form of will as used in conditional clauses in Conditional I. It introduces the idea of â€Å"yourâ€Å" agreeing, or being willing, to do what is suggested.CONDITIONAL   II 4. In formal written documents, e. g. legal contracts or agreements, one may find the following conditional construction in Conditional II: †¢Were the agent to default on the contract, we would take legal action. Were Alice to apply for the post, she would get it. †¢Inverted constructions are in place of â€Å"If the agent defaulted†¦ † and â€Å"If Alice applied for†¦Ã¢â‚¬ . Conditional II ?What would you say to a friend who asked you which faculty to go to? ?What would you do if you were ?the Prime Minister ?the Dean of the Faculty of Economics? CONDITIONAL   III †¢Sample sentences †¢If I had done an MBA, I would have had more opportunities. †¢If we had anticipated the crash, we wouldn’t have lost so much money. B. Form If the price had been lower,sales would have been higher.If we had made a better offer,we would have won that contract.CONDITIONAL   III C. Uses †¢We use Conditional III to imagine the opposite situation. If what actually happened was negative, we use a positive form, and vice versa. If what actually happened was positive, we use a negative form: ?We didn't put up our prices (-), so we kept our market share (+). ?If we had put up our prices (+), we would not have kept our market share (-). ?We promoted him (+) and he didn't give his notice (-). ?If we hadn't promoted him (-), he would have given his notice (+).CONDITIONAL   III . In Conditional III the speaker recognizes that the event is an impossibility, i. e. cannot be fulfilled: †¢If we had waited a few more months, we would have saved a great deal of money on the new faxes. (But we didn't wait a few more months; so, we didn't save money on the faxes). †¢If you had sent the letter by airmail, it wouldn't have been delayed. (But, you didn't send the letter by airmail, so it was delayed). CONDITIONAL   III 3. We can use could or might instead of would: †¢The merger could have succeeded if the management styles hadn’t been so different. The presentation might have been better if she had felt more confident.CONDITIONAL   III 4. You may find the following con ditional construction in Conditional III: †¢Had we made a better offer, we would have won that contract. †¢Had the shop packed the goods properly, they wouldn't have got damaged. Inverted past perfect is in place of â€Å"If we had made †¦Ã¢â‚¬  and â€Å"If the shop had packed †¦Ã¢â‚¬ . !!! We do not use would in the if-clause. †¢If the interview wouldn't have been a success, they would not have given me the job. (? ) †¢If the interview had not been a success, they would not have given me the job. (? )

Politics and Stem Cell Research Essay examples - 850 Words

Politics and Stem Cell Research The President’s Council on Bioethics published â€Å"Monitoring Stem Cell Research† in 2004. This report was written in response to President Bush’s comments regarding research of human stem cells on August 9, 2001. President Bush announced that he was going to make federal funding available for research that involved existing lines of stem cells that came from embryos. He is the first president to provide any type of financial support for the research of human stem cells. A Council was created with people who are educated in the field of stem cells to help monitor the research and to recommend guidelines and consider the ethical consequences that this research could create. This report is an â€Å"update† given†¦show more content†¦Stem cell derivatives may be a beneficial source of transplantable cells that may be able to repair and regenerate certain tissues. If this could be accomplished, the medical benefits would be enormous, such as helpin g Parkinson disease, MS, diabetes, and muscular dystrophies. Although, this could be an extremely important advancement in the field of medicine, there exist many ethical and religious issues that look down upon destroying embryos for research. The stem cells that are focused on in this report are embryonic stem cells. However, adult stem cells may also be used to give rise to lineages of cells that are more specialized than themselves. They are more differentiated than embryonic stem cells. Research using adult stem cells is much less controversial since they can be obtained without destroying an embryo. There is also a strong political aspect that has been brought up in recent discussions regarding groups who try to push adult stem cell research over embryonic stem cell research since they consider it a more permissible option. In contrast, people in favor of embryonic stem cell research try to discredit the potential of adult stem cell studies. This report describes how ethics involving embryos has been ongoing for 25 years but has significantly increased with the stem cell controversy. Another issue brought up by this report is whether or not federal funds should be spent on an issue that is so ethicallyShow MoreRelatedStem Cell Research in America: A Perfect Storm of Ideology, Politics, Science, and Religion1818 Words   |  7 Pagesï » ¿Stem Cell Research in America: A Perfect Storm of Ideology, Politics, Science, and Religion By: Me March 30, 2012 Abstract This paper discusses the recent history of stem cell research in the United States, tracking the controversies, politics, and promise of new technology that comes with a moral price. Starting in August of 2001, with President Bushs request that Stem Cell Research not be paid for with federal funding, the battle of science against religion began. 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