Scholarship With No Essay
Crafting an essay on the subject of "Scholarship With No Essay" poses a unique challenge, as it
inherently involves a paradoxical concept. The difficulty lies in navigating the paradox and
presenting a coherent and convincing argument on the feasibility and legitimacy of scholarships that
require no essays. On one hand, one must delve into the potential benefits of such scholarships,
emphasizing accessibility and inclusivity. However, on the other hand, it is essential to critically
assess the potential drawbacks, such as the risk of devaluing the scholarship process, the lack of
opportunity for students to showcase their skills, and the potential for superficial selection criteria.
The essay would require a delicate balance between advocating for increased access to education and
scrutinizing the potential consequences of eliminating the traditional essay requirement. It demands
thorough research into existing scholarship models, statistical data on the effectiveness of essay-free
scholarships, and an exploration of alternative methods for evaluating deserving candidates.
Addressing the topic also necessitates discussing the broader implications for education and the
scholarship landscape. A well-rounded essay would likely touch upon the role of essays in assessing
critical thinking, communication skills, and a candidate's unique qualities. Simultaneously, it must
examine whether alternative evaluation methods, such as interviews, portfolios, or standardized tests,
could effectively substitute for the essay component.
Concluding such an essay would involve summarizing the key arguments, weighing the pros and
cons, and potentially proposing a balanced approach that combines accessibility with the need for
holistic assessment. Crafting a coherent and compelling essay on this paradoxical topic requires
meticulous research, critical thinking, and a nuanced understanding of both the benefits and potential
pitfalls associated with scholarships that do not require essays.
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Scholarship With No EssayScholarship With No Essay
Comparing John Travolta s Characters In Saturday Night
Fever
John Travolta stars in Saturday Night Fever while Jennifer Grey stars in Dirty
Dancing. Saturday Night Fever is about Travolta s character Tony, going through life
in the 70 s with his unimpactful friends. Tony goes through a change in himself when
he wants to start surrounding himself with individuals that will impact his life in a
positive way. Thus, at the end of the film, he concludes to move out of his parents
house to start his life changing process. Grey plays Baby in Dirty Dancing which is
about Baby and her family going to a summer camp. Released in the late 80 s, we see her
character falling for a danceinstructor, Johnny. They both end up together at the end of
the film. Both actors can be compared on their physicality and... Show more content on
Helpwriting.net ...
The actors both showed confidence in their movements with their dance partners. For
example, Grey connected with Johnny s character with joyous facial expressions and her
defined stage presence when on stage. This confidence was mostly seen by the
audience when her character had a deeper connection with Johnny at the end of the
film. Travolta did the same throughout the film by dancing within his whole body. This
includes abdominal isolations and movements of his arms and legs. Also, through his
facial expressions and expressive body language. Travolta and Grey both showed
expressions of passion and happiness when dancing as well as eye contact with their
partners. However, the types of expressions shown by the actors were different. For
example, Grey had to portray Baby as a scared dancer due to her character not being
used to dirty dancing at the beginning of the film. She did this through tense body
language and scared eyes that can be seen by the audience. Grey needed these
expressions to be seen by the audience for the viewers to understand how her character
was unsure of her performance and had some insecurities. Travolta showed sassy facial
expression within his dancing to show the characters confidence. For example, he would
make kissy faces and bite his tongue when dancing with his partners. Because of the
facials expressed by the actors, the audience can see the characters
Exploring the Relationship and Influence between Teacher...
The main purpose of this study was to explore the relationship and influence between a
teacher expectations and student achievements in class. Does that student whom the
teacher is always giving extra lessons and is always more patient with or whom always
takes the longest to answer a question, and is always called on, is he the one who is
getting the most out of that class? According to several studies and experiments they all
say yes and student does achieve to be more successful if their teacher takes a little of
their time to help the student and let them answer that hard question with more time than
the other students. Studies have shown that teachers expectations are more likely to
influence the student s performance. The attitude of the teacher can change how they see
the actions of a student and allow them to make different opinions. As shown in Elisha
Babad, Frank Bernieri, and Robert Rosenthal s study (1991) from the book Social
Psychology written by David G Myers, students are very sensitive to teachers facial
expressions and body movements (111; bk.ch3). A teacher s attitude can influence their
judgment of a student in class room behavior; namely, their own attitudes can cause the
fundamental attribution error to occur as well as the Self fulfilling prophecy, as reflected
in a student s performance.
Psychologist Robert Rosenthal and Principle Lenore Jacobson performed an experiment
in which they told teachers that a handful of students were diagnosed as a
English Essay
English Essay Mister Pip
Analyse how contrast between characters helped the author communicate an important
message or idea.
Mister Pip written by Lloyd Jones is a novel recounted by the protagonist Matilda. Set
in 1990 s Bougainville, we see Matilda begin to question her Mother s traditional idea s
about life as a civil war rages between the rebels and the Redskins in her homeland. Mr.
Watts or Pop eye is given the role teaching the village children, being the only educated,
and consequentially, white man left on the island. He begins reading Great Expectations
to the children and Matilda finds herself becoming entranced in white civilisation. She
gets immersed in the story of the white boy Pip living in London in the 1800 s, ... Show
more content on Helpwriting.net ...
She continues to try and save her daughter, the power of unconditional love overcoming
their even more obviously marked differences.
Dolores then tries to impose her faith on Matilda in hope she will begin to value God
over Great Expectations to lead her away from the white world. Dolores comes
unannounced to Matilda s class and tries to educate the children on the only thing she
knows well: the importance of faith she didn t know anything outside what she knew
from the bible but as Mr. Watts gets further through the novel Pip becomes yet even
more important to Matilda. Dolores never stops in trying to steer Matilda away from
the white world. The world she knows barely anything about, the world she thinks is
evil. Despite their ever increasing differences Dolores will always continue to protect
Matilda from what she believes is bad.
We see the power of unconditional love shown again through Matilda and Dolores s
contrast when Matilda discovers Great Expectations to have been stolen by her
Mother. When Dolores hides Great Expectations much strife is caused. The Red Skins
visit Matilda s island, threatening to burn all of their possessions unless they give up
Pip who is only a character from a book and cannot be given up. Because the book is not
where it is supposed to be Pip cannot be explained. The redskins burn the whole villages
possessions because Dolores fails to come forward and admit to what she had done in
order to retrieve
