Complete Guide to Harvard Recommendation Letters

Complete Guide to Harvard Recommendation Letters SAT / ACT Prep Online Guides and Tips Are you applying to Harvard, or writing a letter of recommendation for someone who is? To get into Harvard or another Ivy League school, your letter of recommendation, like with all the other parts of your application, must be outstanding. Even if your grades, test scores, and other achievements are stellar, you don't want to downplay the importance of recommendation letters in the admissions decision. Read on to find out just how important rec letters are to the Harvard admissions committee, along with how exactly they can provide powerful support for an applicant. How Important Are Recommendation Letters in Harvard Admissions? To answer this question, let's go straight to thedeanhimself. Dean of admissions and financial aid, William R. Fitzsimmons, says, "Recommendation from secondary school teachers and counselors are extremely important at Harvard." Admissions committees read the recommendations "with great care, often commenting on them in writing on 'read sheets' in each application." If that doesn't give you a sense of how much attention is paid to reference letters, consider this: they often project the recommendations onto large screens so all members of the admissions committee can read them at once, both when they meet in smaller groups and all together for final review processes in February and March. With all eyes literally on your recommendations, they are looking intently at what it has to say. Why? Getting ready* to read your rec letter...no pressure!*(Not an actual representation of what it's like at all.) What's the Purpose of Letters of Recommendation? To consult the dean again, Fitzsimmons says, "Recommendations can help us to see well beyond test scores and grades and other credentials and canilluminate such personal qualities as character and leadership, as well as intellectual curiosity, creativity, and love of learning." Additionally, recommendation letters "offer evidence of an applicant's potential to make a significant difference to a college community and beyond." As discussed in Allen Cheng's detailedguide to getting into Harvard, Harvard wants candidates who are going to achieve great things at college and beyond. In this way, they are creating value in the world as a top university. Framed in this way, Fitzsimmons' last comment about a student's "potential to make a significant difference" is a very important one. Recommendation letters should express confidence in, and, in a way, serve as proof that a student's past achievements and personal qualities predict her future success, both in the "college community and beyond." Apart from that, the recommendation letters present a full, holistic picture of an applicant. While a student's transcript, test scores, involvements, and personal essay speak to her achievements and goals, the recommendation letter both complements and adds to the application. They add dimension to who a student is, her intellectual, personal, and social qualities, and how she expresses herself with others. Harvard is an extremely competitive and selective school, and they are looking for a diverse and dynamic class oftop achieverswho are going to work well with one another and their professors. Recommendation letters attest to a student's merits, speak to her ability to thrive in an academically rigorous environment, and share a vision of her future accomplishments. Considering letters of recommendation must be outstanding and powerful documents on a student's behalf, who should write them? Make sure your recommender is happy to recommend you, like these people. Who Should Write Your Letters of Recommendation for Harvard? Harvard requires two letters of recommendation from teachers and one from your school counselor. You probably don't have much choice with the counselor recommendation, since most students have the same counselor throughout their four years of high school. What you can control is trying to connect with your counselor, getting to know her, and sharing important information that she needs to write you a strong recommendation. Where you have an important decision to make is with the teacher recommendations. Who should you ask? Who's going to write you the best recommendation letter that will most impress Harvard admissions officers? First, I would suggest asking someone who knows you well. The best letters are personal, insightful, and reveal something about your character. Someone who barely knows you won't be able to accomplish that or write about you in a meaningful way. Apart from who you know well, you should choose someone in whose class you excelled (like, really excelled. This is the H, people!). Beyond impressive grades and test scores, did you go above and beyond to take on an independent project or research an area of interest? Did you join your teacher's after school club and show your interest in physics or writing outside of the classroom? If you demonstrated subject mastery, outstanding participation, or extra involvement in teacher's class, then she can speak about your exceptional efforts and achievement in her Harvard rec letter. If you're highlighting your passion for medical research, writing, or math in your application, then you should ask a teacher in that subject who can give evidence of your talent and passion. If you're not focusing on a particular academic field, then you should still ask teachers from core classes. Junior year teachers are generally best, as they had you recently and for a whole year. If the teacher had you for more than one class, all the better. Just as long as they can write deeply about who you are and what you'd bring to Harvard. It also doesn't hurt if they think you're the best thing since sliced bread. Again, this is the H! So what content is included in an exceptional recommendation letter? Besides choosing your recommenders wisely, is there anything else you can do to ensure the high quality of your letter? What Makes a Great Letter of Recommendation for Harvard? As Fitzsimmons said, a great letter doesn't just list data or repeat a student's resume. It provides a mutli-dimensional view of the applicant, including her academic skills, impressive personal qualities, and potential for future success. For Harvard, the best letters are customized both to the student and the school. Your recommender should understand Harvard's academic demands and attest to your capacity to thrive there. So how exactly can a recommendation letter accomplish all this? What do the most memorable letters say and do? They Use Anecdotes The best recommendation letters describe an observation, story, or example that illustrates something meaningful about who you are, what you value, and what motivates you to act. Stories back up what the recommender is saying about you. They also help to differentiate you from other students with similar credentials (a lot of qualified students applying to Harvard), and stick out as memorable in readers' minds. Finally, stories prove that your recommender knows you on a personal level and is therefore qualified to assess you. Consider the difference in these two sentences. Caitlin is a motivated student. When two of our writers were out sick on the day of their deadlines, editor-in-chief Caitlin sprang into action, delegating articles to other writers and staying up well into the night writing any missing content herself. Under her determined leadership, the school paper was ready for print by morning. The story proves her motivation and determination, as well as paints a picture of a driven Caitlin writing stories late into the night. Maybe she'll do the same for The Harvard Crimson once on campus. In addition to making the student come alive for readers, stories make the letter overall more interesting, personal, and lively. That's something that admissions officers will remember. They'll know that the student had motivated teachers and counselors on her side to spend time crafting a strong and insightful letter. The best letters also speak to a student's singular commitment or passion, a quality that impresses admissions officers and points to future achievement. "Katniss shows an unmatched commitment to archery and leading revolutions." They Highlight a Specific Commitment or Unusual Skill Harvard isn't necessarily looking for well-rounded students. Their overall class can be well-rounded, by including students with deep achievement in specific areas, like designing apps, publishing creative writing, or winning national math competitions. If this sounds like you, then you've surely told this story in the rest of your application. Your recommendation can complement this story, while adding new anecdotes and observations about you from your recommender's perspective. Maybe you've done scientific research at a local college, had your poetry published in literary magazines, or composed and performed songs for school concerts. Your recommenders can speak to how you contribute excellence to your school community and will continue to inspire and collaborate with people at Harvard. Besides corroborating and adding to your "spikes" in achievement, your recommender can rave about you with a statement of high ranking. They Give an Outstanding Ranking If your recommender considers you one of the top students she's ever had, then this statement could go a long way, as Harvard is looking for the best of the best. Saying you're "one of the top, most insightful, most creative, most talented students" she's ever taught is a remarkable statement, especially if she's taught at the school for many years. On the other hand, a lukewarm statement, like calling you "well above average," could be a red flag to admissions officers. Elitist as it may sound, Harvard isn't looking for average. They expect exceptional. Especially if they contain the letters J, Q, or Z. Or is that Scrabble points? They Use Powerful Language Besides giving a powerful ranking, the best letters are well-crafted and use impactful language. They show that your recommender took time to provide a thoughtul and well-written letter. Your letters aren't being graded, of course, but to serve their purpose they must make an impression. Weak or generic words, like a subpar ranking, could suggest mediocrity. In choosing your recommender, you may ask your counselor for advice or keep an ear to the ground for who writes good letters. A short or cliche letter definitely won't fly with the Harvard admissions committee. Check out these two examples: Sara is a great student. She is motivated and a hard worker. Sara goes above and beyond and always shoots for the stars. Sara has continuously impressed me with her innovative and creative approach to problem-solving. When she joined our school's Robotics Club in freshman year, she introduced the other students and myself to a type of programming that took our creations to the next level and resulted in our first place prize at the state competition. The second example uses more specific, powerful wording to describe specifically what's so impressive about Sara. Plus, it uses an example to prove its point. The first, well, uses the phrase "shoots for the stars." Yikes. They Are Organized Finally, the most impressive letters are well organized. They include all the pertinent information, like how the recommender knows the student and what makes her qualified to assess the student. In their introduction, they give an enthusiastic endorsement, and assess the candidate in two to three paragraphs. Finally, their conclusion reiterates the recommendation, provides a vision of the student at college and after, and invites admissions committees to follow up with any questions. For more on structure, check out our thorough guide to writing recommendation letters. Now that you have a clearer sense of what goes into a strong, Harvard-worthy recommendation letter, is there anything you can to ensure you get three great letters for your application? Student team assemble! Consider this your call to action. What Can You Do to Get Strong Letters of Recommendation? If Harvard is in your sights, then you've likely laid the groundwork for strong recommendation letters. You've shown commitment to learning, academic excellence, and a love of learning. Since the best letters come from teachers who know you well, you should push yourself to participate in class, take on an extra project, or lead the club of which your potential recommender is an advisor. Take advantage of and create opportunities to connect with your teachers and counselor and demonstrate your passions and drive to go above and beyond (didn't I just say not to use cliches? Woops). Apart from having a good relationship with your recommenders, you should provide them with a thorough and insightful "brag sheet." These documents often prompt you to answer questions like, What personal qualities do you value in yourself? What are one or two experiences that shaped your outlook or sense of identity? What do you consider to be your greatest strengths? Weaknesses? Where do you see yourself in five years? What's a significant challenge you've had to overcome and what did you learn from it? If you noticed these are similar to the Common Application essay prompts, you'd be right. Both your recommenders and admissions officers want to see your capacity for self-reflection and get a sense of how you make meaning of your experiences. Not all students are experienced at this kind of self-examination, or communicating aspects of their identities to others. Take the time to really think about these questions and give thorough answers. You can even have conversations with those close to you or ask for their input (often parents will write on these brag sheets, too). Not only will this sheet further show your recommenders who you are, but they'll also help them out with valuable material. By writing about significant experiences or challenges, you might give or remind them of stories and examples they can use in their letters. Once they have the raw material and inspiration, your recommenders will be bursting with things to say about you. There is one glaring gap in what I've been writing all this time about the importance of having recommenders who know you well. What if you simply don't have teachers or, more commonly, counselors who you know you very well? What do you do then? Friend them! But in real life. What If You Don't Have Teachers or a Counselor Who Knows You Well? Schools vary widely in terms of class sizes and counselor to student ratios. Some schools have a college counseling department, while others have school counselors balancing both students' college planning and their social-emotional needs, not to mention school-wide curricula. The national average public school counselor to student ratio is 477 to 1. In California, it's an outrageous 945 to 1! With ratios this large, it's understandable if you've have a hard time getting to know your counselor at all. Dean Fitzsimmons recognizes this: "There is nothing close to a level playing field when it comes to the availability of college counseling in American high schools." In addition to the "stunningly high counselee to counselor ratios," he speaks about the "unmanageable class sizes that make it nearly impossible [for teachers] to know students well enough to write an informed recommendation." If this sounds like your school, don't despair. First, Harvard admissions officers should be familiar with the various high schools from which their students are applying. They have to account for differences in grading systems, curriculum, and stats like teacher and counselor to student ratio. They may call your counselor for more information, or simply put more weight on the other parts of your application. Something else you can do to make up for uninformed teacher recs is to provide a supplemental letter of rec from someone who knows you better, like a supervisor, coach, religious leader, summer program coordinator, or someone from the community. Dean Fitzsimmons said "one of the best letters we ever received" was from the school's custodian. He spoke about how his recommendee was a positive presence who "always made everyone around him better."At the same time, Harvard advises against sending too much supplemental material, especially if your teachers and counselor have already written effectively for you. Something else you can do to improve your letter is to set up meetings with your teachers and counselor. Talk to them about your goals and how much you want to get into Harvard. (If this feels daunting, it's good practice for your Harvard interview!) Share your detailed brag sheet and make time to discuss it together. Maybe this feels like you're telling them what to write, but if you need to, so be it. Take control of your application, and let them know what you want to go into your letter (politely, of course). Before wrapping up, let's go over the key takeaways for obtaining a great recommendation letter that will impress Harvard readers. Key Takeaways for Harvard Recommendation Letters Listen to Dean Fitzsimmons when he says that recommendation letters are "extremely important" and put as much thought and care into them as you do the rest of your application. How? By choosing your recommenders wisely, pushing yourself to get to know them well, and providing detailed self-reflections to help them as they write. What if you sense your teacher isn't used to writing recommendation letters for Harvard? It would be ideal if you could ask a seasoned writer with a reputation for helping students get into competitive schools. If that's not a possibility, perhaps you can share resources like this one with your recommender. It's up to you to feel out whether this would helpful or could unintentionally cause offense. You certainly don't want to insult the person you're hoping will sing your praises. As a driven and conscientious student with your sights set on the Ivy League, you're definitely capable of doing everything you can to ensure three strong recommendation letters. Good luck! What's Next? Not only should you be thoughtful about who you ask, you should also have a plan forhow you ask for your recommender for this important letter. Read all about how to request a letter of recommendation here. Any chance you're also applying to Dartmouth? They require an unusual recommendation - one from a peer. Read all about peer recommendations and how to get a great one for Dartmouth. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Japanese history part 2 Essay Example | Topics and Well Written Essays - 1000 words

Japanese history part 2 - Essay Example This regime was in no position to exercise control over its domains, and was incapable of defending the nation from the threat posed by the Western powers (Asia for Educators, Columbia University). Moreover, in the year 1853, the Western threat crystallized with the arrival of Matthew Perry and a US Navy squadron. Their demand was that Japan had to open its shores to commerce from the West. The weakness of the Shogunate compelled it to enter into several inequitable treaties, wherein Japan had to grant special legal and economic privileges to the Western nations (Asia for Educators, Columbia University). Another instance of the effect of Western Imperialism upon weaker Asian nations was China, which was ruthlessly exploited by the European powers. In order to prevent a similar fate, a group of middle-ranking samurai deposed the Shogun in the year 1868. Their aim was to modernize the nation, and they realized that feudalism had to be destroyed for achieving their purpose (Asia for Educators, Columbia University). In addition, this intervention served to place Japan on a course of radical modernization without any bloodshed. The change wrought by this revolution, was perhaps unrivalled in history. This fundamental change was ostensibly aimed at restoring rule to the Japanese Emperor. The latter adopted the reign name Meiji or enlightened rule. As such, the Meiji Restoration proved to be a fundamental revolution (Asia for Educators, Columbia University). Consequently, Japan underwent a transition to a capitalist production system from a pre-capitalist mode, without experiencing a social revolution. The Nipponese example demonstrated that the restructuring of social relations of production, during the shift from a feudal to a capitalist system did not necessitate the active political participation of the lower classes (Barker). However, as shown by several scholars, social revolution is not an essential

Richard Nixon-successes and failures Essay Example | Topics and Well Written Essays - 250 words

Richard Nixon-successes and failures - Essay Example Although started by the Kennedy-Johnson Administration, it was President Nixon who oversaw the peak of the war in Vietnam. This war would lead to loss of hundreds of thousands of Vietnamese lives and 50,000 American lives. Waged on grounds of ideological defense against Soviet Communism, the Vietnam War proved to be a public relations disaster for the American government and depleted its treasury. Eventually, the war was called-off by President Nixon due to mounting public pressure and escalating domestic issues. But the most embarrassing episode in the career of President Nixon was his involvement in the Watergate affair, where he used unethical and illegitimate means to cover-up his wrongdoings. He also used threats and coercive tactics to undermine the Democratic Party who were at the case. When major newspapers in the country broke the news of the Watergate scandal, Richard Nixon had little choice but to resign from office and face trial. He spent the rest of his life in politica l wilderness, only rarely making public appearances, as he was burdened with shame and guilt. In sum, the career and Presidency of Richard Nixon is a mix of limited successes and glaring failures. Reference: John Hollitz, Thinking Through the Past: A Critical Thinking Approach to U.S. History, ISBN 066933488X (0-669-33488-X), published by D C Heath & Co.

Developing Managers in Business Essay Example for Free

Developing Managers in Business Essay Success in the knowledge economy comes to those who know themselves, their strengths, their values, and how they best perform (Peter Drucker) The main aim of this report is to focus on a particular management development programme and by identifying how it works to determine whether it has been effective in developing the manager for its business. The report looks at how certain management development programmes have been used to become shift/duty manager for a particular organisation. It identifies a range of formal and informal approaches that have been used to ensure effective outcomes. It also includes examining the main external and internal factors that have influenced management development. Furthermore the report identifies any shortcomings and changes that are required to improve the process of developmental management. The main method used to conduct this report was obtaining first hand information from a shift/duty manager at a local food industry; however, relevant literature resources have also been used to support views, evaluations and recommendations made. Rosemary Stewart who has been noted for studies of organisations and managers in action. Based on: Managers and their Jobs, (1967/1987) identified four approaches to defining the term management. Theses are as follows: 1. Theoretical approach: this is based on the development of theories of management, using approaches focused on political, economical, sociological, psychological or anthropological theory and philosophy. 2. Descriptive approach: has been given a very simple definition, the job that managers and supervisors do. 3. Comparative approach: based on the hierarchical organisation and structure within an organisation, also focused on comparison and evaluation methods: 4. Action-based approach: this focuses more on the way that those defined as managers spend their time: management as the activities carried out by managers What is management development? According to Lessem, R (1990) developmental management is humanistic in essence in other words the developmental manager values the whole team and values them for their inter-dependence. In order to fully understand the concept of management development it is essential to know of its historical roots. In the workplace individuals and managers unaware of certain behaviour patterns will unintentionally damage their personal effectiveness. When a manager understands the unique differences between individuals then they are in a more powerful position. They are better able to manage, understand, and lead people towards higher level of productivity, lower frustration, higher morale, and better retention rates. The type of management development programme focused on in this report is basic management training from shift/duty managers. The course itself was split into residential and in-store training with a mentor. The total residential training lasted for eight days at a national training centre and head office. The time limit given to complete the modules specified for this particular programme was twelve weeks, in-store with a mentor. However, twelve weeks being a rough guide as some required more time and candidates regularly completed the modules outside this limit. The course was tailored not only for people with experience but also for example graduates who would have had little or no experience in managing a shift. However, as this particular programme was centred towards the duty manager level its main focus was around people management, whereby it would deal with; staff motivation levels, training, receiving and giving feed back, appraisals etc, rather than actual business management i.e. managing a profit and loss account. There were seventeen modules that needed to be completed, below is a table explaining briefly what these modules were: Modules: Programme: 1-3 Orientation and Getting Started. (was completed during residential) 4-5 Cleanliness, Sanitation and Food Safety. Begins by basic training as would be for all members of staff within the organisation, then becomes more involved in how to effectively manage a team to ensure food safety and cleanliness standards are high as they are constantly observed and monitored. 6-7 Safety, Security and Crisis Management. How to ensure the safety of staff and customers on shift, including health and safety. Basically teaches the manager how to deal with anything from a power cut to an armed robbery. 8-9 Product Excellence. Begins quite basic as to how to identify an out of date product, then becomes more in depth regarding basic stock control, ordering procedures etc. 10-12 Basic Human Resource and Labour Management. Dealt with how to effectively manage a team, including exercises on legal responsibilities of a manager with regards to discrimination, grievance procedures and disciplinary action as well as staff training issues, coaching, how to motivate a team and managing cost of labour on a shift-to-shift basis. 13 Service Recovery. How to prevent, anticipate and deal with customer complaints and how to effectively observe and analyse team member performance to reduce the risk of a complaint. 14 Opening the Restaurant. 15 Shift Change. 16 Closing the Restaurant. The above three points (14-16) are self explanatory. Trainee managers were expected to work through these whilst observing the mentor complete the tasks in order to see how the aspect of previous modules were put into practice for example; stock control, security, cost of labour etc. 17 Floor Management. Dealing with problems prior to them becoming formal complaints or even accidents. This included the figure of eight walk, prioritising new unexpected tasks and team member recognition. The modules were very general, however, before putting theory into practice observation played a vital role, whereby trainees were to observe their mentors completing certain tasks in order to learn how to tailor tasks to suit the environment. Upon completing the training there was a test followed by an interview with the Area Manager in which the test results were discussed and the standards of completed modules were assessed. The informal approaches used whilst completing the management development programme was the mentor advising best practices for within the restaurant. The formal approaches used were the completion of modules and work books as well as observations where both candidates were observing the mentor and the mentor observing the candidate. The programme in itself prepared the trainees for a position as duty manager. The programme was learner centred and in some cases lack of motivation or resources meant that it lasted longer than the original given deadline of twelve weeks. There were both external and internal factors that influenced the development of duty/shift managers working. The main external factors were that being a food preparation industry, there were many laws and government regulations pertaining to food, safety and obviously regulations for health and safety and employment laws that needed to be learned and put into practice. The main internal factors that influenced management development were the standards set by the company which every manager and team member were expected to have extensive knowledge of. This covered every aspect of the business from the way tables were set to uniform standards to dealing with complaints in a professional manner, which involved more in depth training for management trainees. Although the training provided to trainee managers was quite extensive, practical experience gained via mentors seemed more knowledgeable, as stated quite clearly in the quote below from a previous trainee manager: I feel that I learned a lot from the course, the modules and the work books as it introduced me to a lot of legal aspects of the food industry which I would not have learned otherwise, but I found that I learned more from the time spent with my mentor about how to be a manager that team members respected. As recognised by A.Mumford (1993) there are five stages in the evolution of thought about what managers do; these are [1] The generalisation stage [2] The scientific stage [3] The management by objective stage [4] The contingency/ realistic stage [5] The competency stage .. Many organizations are turning to behaviour assessments and personality trait testing for both hourly workers and managers. Back in the late 90s, only 5 percent of 500 companies used some type of assessment. Today, that figure is climbing to 65 percent. A year 2000 study by American Management Association showed nearly half of 1,085 employers polled use at least one assessment in their interviewing process. Assessments can help: * Individuals identify their strengths, know which jobs they are best suited for, and design a development plan to overcome shortcomings. * HR managers predict a job applicants success before they are hired. * Business owners understand the temperament and work style of individual employees and managers. * Supervisors can give performance feedback to people in a style they understand and accept for improving performance and accelerating professional development. * People enhance communication, understanding, and improve personal relationships. * Sales managers select, hire, develop, and motivate super sales people. For example a company would use the assessment process to improving their hiring and recruitment process. If for instance, previously they made decisions based on the candidates resume and then hired the person based on their gut reaction. Once hired, many of these new people created friction, had bad work ethics, and their attitudes had a negative impact on their co-workers. Conclusion: Developing people is less expensive than firing them. By understanding behaviour differences an organization can align an employees motivations with the companys mission. Assessments also help individuals reduce conflict and get along better. Furthermore, co-workers appreciate each persons unique strengths and abilities. With this knowledge organizations and managers can maximize the abilities of their workforce in ways to help make all employees star performers. References: Lessem, R. (1990) Developmental Management: principles of holistic business Oxford, Basil Blackwell Managers and their Jobs (Penguin, 1977, new edition 1988); The Reality of Organisation (Penguin, 1972, new edition 1986); The Diversity of Management 1994.

Essay on Camus’ The Stranger (The Outsider): Parallels Within

Parallels Within The Stranger (The Outsider) The Stranger by Albert Camus is a story of a sequence of events in one man's life that cause him to question the nature of the universe and his position in it. The book is written in two parts and each part seems to reflect in large degree the actions occurring in the other. There are curious parallels throughout the two parts that seem to indicate the emotional state of Meursault, the protagonist, and his view of the world. Meursault is a fairly average individual who is distinctive more in his apathy and passive pessimism than in anything else. He rarely talks because he generally has nothing to say, and he does what is requested of him because he feels that resisting commands is more of a bother than it is worth. Meursault never did anything notable or distinctive in his life: a fact which makes the events of the book all the more intriguing. Part I of The Stranger begins with Meursault's attendance at his mother's funeral. It ends with Meursault on the beach at Algiers killing a man. Part II is concerned with Meursault's trial for that same murder, his ultimate sentencing to death and the mental anguish that he experiences as a result of this sentence. Several curious parallels emerge here, especially with regard to Meursault's perception of the world. In Part I, Meursault is spending the night next to his mother's coffin at a sort of pre-funeral vigil. With him are several old people who were friends of his mother at the home in which she had been living at the time of her death. Meursault has the strange feeling that he can see all of their faces really clearly, that he can observe every detail of their clothing and that they will be indelibly impr... ...r has not done makes no essential difference at the end. The nurse at the funeral tells him, "if you walk too slowly, you'll get heat exhaustion, but if you walk too fast, then the cool air in church will give you a chill.† As he kills the Arab, he thinks, "Whether I fire or don't fire is irrelevant; the ending will be the same.† And at the trial, Meursault tells the prosecutor, "I have lived my life thus and did x, but if I had done y or z instead, it wouldn't have mattered.† And, ultimately, Meursault turns out to be correct; he discovers that when death approaches, all men are equal, no matter what their ages or previous lives. Meursault views death as an escape: you can't escape from it, but you can escape into it, and he prepares himself to do so, bit by bit. Each parellel incident is just one more winding round of the rope that will bind him completely.

Review of “Decision Threshold Control Method for the Optical Receiver of a WDM-PON”

Review of â€Å" Decision Threshold Control Method for the Optical Receiver of a WDM-PON † Introduction In order to get by with theexplosive growing of informations communications, the wavelength division multiplexing inactive optical web ( WDM-PON ) has been extensively investigated as one of the cardinal engineerings for next-generation entree web. This critical reappraisal examines an article that proposes a simple method to better the receiving system public presentation for the WDM-PON based on a wavelength-locked Fabry–Perot optical maser rectifying tube ( F-P LD ) with an injected spectrum-sliced amplified self-generated emanation ( ASE ) visible radiation. The article, â€Å"Decision Threshold Control Method for the Optical Receiver of a WDM-PON, † foremost proposed and demonstrated a simple determination control method to set the determination threshold linearly harmonizing to the detected mean power. The writers successfully demonstrated the receiving system public presentation betterment at 1.25 Gb/s transmittal in back-to-back system with the proposed method. Drumhead First, the writers illustrated the noise features of the wavelength-locked F-P LD with simulation consequences. Since the spectrum-sliced injected ASE induces an ASE-ASE whipping noise, the ‘1 ‘ degree noise is much larger than the noise in ‘0 ‘ degree. Therefore, the optimal determination threshold degree lessenings with increasing norm received power and seting the determination threshold linearly with standard power could better the receiving system public presentation. Then the writers demonstrated the determination threshold control circuit, which consists of a conventional receiving system portion, a power monitoring portion and a determination threshold control portion. Harmonizing to the simulation consequences, the determination threshold of the proposed method is a liner estimate of the optimum determination threshold for the worst instance. Third, the writers compared the receiving system public presentation with the optimum determination threshold for the worst-case, the determination threshold with the proposed determination control circuit and the determination threshold in the centre of ‘1’ degree and ‘0’ degree without determination control through simulation and experiment. As seen in the simulation and experimental consequences, the determination control circuit could better the receiving system public presentation dramatically and eliminated the mistake floor in the conventional receiving system. Furthermore, the writers simulated the optimum determination threshold as a map of extinction ratio ( ER ) relative strength noise ( RIN ) . The consequences shows that the ( 1 ) with fixed RIN ( -111 dB/Hz ) optimum determination threshold addition as the ER lessenings due to the decreased ‘1’ degree and ( 2 ) with the fixed ER ( 10 dubnium ) optimum determination threshold decreases with the increasing RIN due to the increased whipping noise. Furthermore, the writers measured the power punishment as a map of the signal conditions ( ER and RIN ) compared with the mention signal status ( 10-dB ER and -111dB/Hz RIN ) at 10-10BER by simulation and experiment. The consequences indicates that with a power punishment less than 1 dubnium, the proposed receiving system could run when the RIN & A ; lt ; -109 dB/Hz and ER & A ; gt ; 8.7 dubnium for 1.25-Gb/s transmittal. Then the writers demonstrated the proposed method in WDM-PON application through the transmittal of five channels over 20-km standard single-mode fibre ( SSMF ) . Unlike the conventional receiving system, with the determination threshold control circuit all of these five channels exhibit error-free transmittal. And the sensitiveness difference between five channels is less than 0.8 dubnium. Finally, the writers besides simulated the optimum determination threshold and the power punishment as a map of ER/RIN for 10-Gb/s transmittal with the premise that the RIN could be reduced every bit low as -120 dB/Hz through noise suppression. Reviews Strengths: ( 1 ) Compared with the old determination control method [ 1 ] – [ 2 ] , the proposed determination control method is more simple and cost-efficient for WDM-PON applications. In the proposed method, the receiving system merely consists of three parts: a conventional receiving system, a power proctor and a determination threshold accountant. The conventional receiving system is composed of a PIN photodiode, a transimpedance amplifier ( TIA ) , a restricting amplifier ( LA ) , and clock and informations recovery ( CDR ) . A opposition ( R ) is operated as the power proctor. And the determination threshold accountant comprises an adder, a dc electromotive force control circuit ( VC ) , an electrical linear amplifier ( K ) , and a low-pass filter ( LPF ) . On the contrary, the old determination control methods [ 1 ] – [ 2 ] based monitoring oculus gap or information correlativity. Thus the old methods require digital processing faculty, precise addition and stage matching, which increases the receiving system complexness and cost. Based on the merely receiving system, the writers successfully eliminated the mistake floor in conventional receiving system for 1.25-Gb/s transmittal over 20-km SSMF. ( 2 ) This proposed determination control method is robust to temperature discrepancy. The writers measured the BER curves of 1.25-Gb/s transmittal over 20-km SSMF for the worst instance ( the injection wavelength aligned at the centre of two neighborhood F-P LD lasing wavelength, highest RIN ) at 45 oC and the best instance ( the injection wavelength aligned to an F-P LD lasing wavelength, lowest RIN ) at 48OC. Fig. 5 in this paper shows that with the proposed determination method the sensitiveness difference between the worst instance and best instance is less than 0.6 dubnium for BER & A ; gt ; 10-13. Since temperature could bring on wavelength impetus of the F-P LD and changes the whipping noise distribution [ 3 ] , this proposed determination control method could extenuate the temperature induced power punishment [ 4 ] . ( 3 ) Since proposed method is executable for a broad signal conditions, the proposed determination control method is practical. The writers demonstrated the power punishment as a map of ER and RIN for BER bing 10-10in Fig. 7. With a power punishment less than 1 dubnium, the proposed receiving system could run when the RIN & A ; lt ; -109 dB/Hz and ER & A ; gt ; 8.7 dubnium for 1.25-Gb/s transmittal. After 20-km transmittal the RIN and ER of signal merely changes to -110.8 and 9.7 dubnium, severally. Therefore after 20-km transmittal, the power punishment is less than 0.3 dubniums compared with the back-to-back system. In practical execution, the proposed determination threshold method is working under a fixed electromotive force mention ( VReferee) of expected power degree to foretell the threshold degree and the input power depends on variable length SSMF. However, due to the border of signal conditions as confirmed in this paper, the proposed determination threshold control method could run in practical applications. ( 4 ) The writers confirmed the feasibleness of proposed determination threshold control circuit in WDM-PON applications through the 51.25-Gb/s transmittal, which has 100-GHz channel spacing, over 20-km SSMF. In the conventional receiving system there exists an mistake floor ( BER & A ; gt ; 10-7) ; on the contrary, these five channels with proposed receiving system could convey with BER lower than 10-14. The sensitiveness difference of these five channels is less than 0.8 dubnium. Failing: ( 1 ) The writers illustrated the feasibleness of the proposed method in high informations rate ( 10 Gb/s ) transmittal through simulation in Fig. 9 and 10. In this simulation, the writers assume the RIN could be suppressed every bit low as -120 dB/Hz by infixing an extra F-P LD [ 5 ] . In [ 5 ] , the suppression of the strength noise achieved by an extra concentrated F-P-LD [ 5 ] is similar as the noise suppression through the nonlinearities of a concentrated SOA [ 6 ] . The concentrated F-P LD induced a correlativity between different frequence constituents and the strength is good suppressed [ 6 ] .Therefore, the optical filtering and scattering could deteriorate this noise suppression due to the stage decorrelation [ 5 ] [ 6 ] [ 7 ] . Although utilizing the saturated F-P LD the RIN could be suppressed lower than -117.5 dB/Hz over 10-km SSMF [ 5 ] , the RIN would be deteriorated and be higher than -117 dB/Hz with the increasing transmittal distance. Furthermore, in [ 5 ] as the F- P LD operates in impregnation part, the ER of signal could be reduced from 12 dubnium to 8 dubnium for 2.5-Gb/s transmittal while the F-P LD injection power is -18 dBm. Therefore even after this noise suppression, the signal status of the 10-Gb/s transmittal is still a challenge for the determination threshold control method. Therefore in order to show the feasibleness of proposed determination control method, it is necessary to look into the 10-Gb/s transmittal public presentation by experiment. As the noise stamp downing method in [ 5 ] are sensitive to optical filtering and scattering and decreases the signal ER, we could seek to use other noise suppression method such as optical pre-filter [ 8 ] , reciprocally injected F-P LDs [ 9 ] or ultra-narrow injected ASE [ 10 ] . ( 2 ) In Fig. 8 the channel spacing of channels is 100 GHz. In the system utilizing spectrum-sliced light beginning, the signal–crosstalk round noise is dramatically reduced compared with the conventional optical maser beginning due the broad set of spectrum-sliced light beginning [ 11 ] . Thus it is possible to convey 2.5-Gb/s informations in multiple channels with 50-GHz channel spacing. 50-GHz channel spacing could duplicate the system capacity. Furthermore, as the transmittal distance additions, the increasing scattering non merely induces the inter-symbol intervention but deteriorates the noise suppression dramatically every bit good. Thus narrower spectrum-sliced visible radiation beginning could has a stronger robust to dispersion [ 10 ] . Although narrower channel spacing would deteriorate the system public presentation with intra-channel XT, we could unite with the determination threshold control circuit with the forward mistake rectification ( FEC ) codification whic h could loosen up the BER threshold to[ 12 ] . Decision This paper proposed a practical and effectual determination control method to better the receiving system public presentation. The writers demonstrated that this determination control circuit has a strong robust to temperature fluctuation and signal status devolution ( including ER decrease and RIN increasing ) . In add-on to these virtues, we could widen this undertaking by ( 1 ) Uniting the proposed threshold control method with appropriate noise-suppression method for 10-Gb/s transmittal in experiment ( 2 ) combing proposed method with FEC to convey 2.5-Gb/s signals in channels with 50-GH/z channel spacing. Mention: [ 1 ] Y. Matsumoto, T. Kuriyama, D. Inami, and M. Ohta, â€Å" An adaptative determination threshold control of the optical receiving system for multigigabit tellurian DWDM transmittal system s, † inOpticalFiber Communication Conf. and the Nat. Fiber Ocular Engineers Conf. , Anaheim, CA, 2001, paper TuR2. [ 2 ] M. Kawai, H. Watanabe, T. Ohtsuka, and K. Yamaguchi, â€Å"Smart optical receiving system with automatic determination threshold scene and retiming stage alliance, †IEEEJ. Lightwave Technol. , vol. 7, no. 11, pp. 1634–1640, Nov. 1989. [ 3 ] H.-D. Kim, S.-G. Kang, and C.-H. Lee, â€Å"A low-cost WDM beginning with an ASE injected Fabry-Perot semiconducting material optical maser, †IEEEPhoton. Technol. Lett. , vol. 12, no. 8, pp. 1067–1069, Aug. 2000. [ 4 ] A. A. Al-Orainy and J. J. O’Reilly, â€Å"Optimized threshold scene for public presentation sweetening of spectrum sliced WDM systems, † in LEOS ’95.IEEE Lasers Electro-Optics Soc. 1995 Annu. Meeting. 8th Annu. Meeting. Conf. Proc. , San Francisco, CA, USA, 1995, vol. 2, pp. 63–64. [ 5 ] J.-S. Jeong and C.-H. Lee, â€Å"Optical noise suppression techniques for wavelength-locked Fabry-Perot optical maser rectifying tube, † in Proc. of the fifteenth Asia-Pacific Conf. on Communications, Shanghai, China, 2009, paper 142. [ 6 ] H. Kim, S. Kim, S. Hwang, and Y. Oh, â€Å"Impact of scattering, PMD, and PDL on the public presentation of spectrum-sliced incoherent visible radiation beginnings utilizing gain-saturated semiconducting material optical amplifiers, †IEEE J. Lightwave Technol. , vol. 24, no.2, pp: 775-784, 2006. [ 7 ] S. Kim, J. Han, J. Lee, and C. Park, â€Å"Intensity noise suppression in spectrum-sliced incoherent light communications systems utilizing a addition concentrated semiconducting material optical amplifier, †I [ EEE Photon. Technol. Lett. , vol. 11, no. 8, pp. 1042–1044, Aug. 1999. [ 8 ] K.-Y. Park, J.-S. Baik, T.-W. Oh, and C.-H. Lee, â€Å" Intensity noise suppression and 1.25 Gb/s transmittal utilizing a wave-length locked Fabry-Perot optical maser rectifying tube with filtered ASE injection, †Optoelectronics and Communication Conferencepp.200-201, 2004. [ 9 ] S.-H. Yoo, J.-Y. Kim, B.-Il Seo, and C.-H. Lee, â€Å" Noise-suppressed reciprocally injected Fabry-Perot optical maser rectifying tubes for 10-Gb/s broadcast signal transmittal in WDM inactive optical webs, † Optics Express, Vol. 21, Issue 5, pp. 6538-6546, 2013. [ 10 ] Z. Al-Qazwini and H. Kim, â€Å"Ultra-narrow spectrum-sliced incoherent visible radiation beginning for 10-Gb/s WDM PON, †IEEE J. Lightwave Technol. , vol. 30, no. 19, pp: 3157–3163, 2012. [ 11 ] Y. S. Jang, C. H. Lee, and Y. C. Chung, â€Å"Effects of XT in WDM systems utilizing spectrum-sliced visible radiation beginnings, † IEEE Photon. Technol. Lett. , vol. 11, no. 6, pp.715–717, Jun. 1999. [ 12 ] 2004ITU-T G.975.1, Forward mistake rectification for high bit-rate DWDM pigboat systems, 2004.

Critically Discuss the Role of the Core Curriculum...

Module Title: Core Curriculum Assignment One Critically discuss the role of the core curriculum subjects in developing children’s learning in Key Stage One. As part of this discussion critically consider the relationship between learning approaches within the core subjects and individual learning needs in these subjects for children. Elizabeth Mc Grath Contents Page Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Main Content †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ English †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 4 Maths †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Science †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦10 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦............13 Reference List †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Bibliography†¦show more content†¦Having observed the teaching of different phonic programmes, it was evident that simple rhymes, repetition, games, aural, oral and visual patterns helped developed children’s familiarity with sounds of language. In order to ensure all children understand, adapting your teaching style to suit their learning is the key to an effective lesson. Learning styles have an impact upon the rate of learning. One of the most clearly interpreted theories of learning styles are that of Kolb (1995) suggested that, â€Å"Different learning styles as a cycle through which all learners should move over time.† The cognitive learning theorist Vygotski,Show MoreRelatedSpiritual Formation Across the Lifespan Essay7723 Words   |  31 PagesHope Haslam Straughan Within the social work profession, there is a growing movement affirming that spirituality and religious beliefs are integral to the nature of the person and have a vital influence on human behavior (Hugen, 1998). Canda (1988) identifies spirituality as a basic aspect of human experience, both within and outside the context of religious institutions. 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