How to Write a Sample Greatest Achievement Essay

How to Write a Sample Greatest Achievement EssayIf you are writing a sample greatest accomplishment essay for your graduate school admissions, this article will be very helpful. There are many different steps that you can follow in order to be sure that you will be able to write the best statement possible. Knowing how to write a great statement can make a huge difference in your chances of getting into a top graduate school.The first thing that you need to do in order to write a great statement is to choose a topic that is very personal to you. If you are not very comfortable with this, then you can choose something else like 'My Greatest Achievement.'It's important to get into each paragraph before writing the essay. This will give you the time to brainstorm for a moment. This allows you to get into your own thoughts and emotions about your topic.Once you have brainstormed all of your own thoughts, you should then brainstorm and try to relate each paragraph to what you've already w ritten. Try to be as close to each paragraph as possible so that you are more likely to come up with a coherent idea. After you have written each paragraph, go back and edit the essay. You may want to take it and edit it a bit to make sure that you've chosen the best topic.Writing your essay is a very important part of the application process. Remember that you are required to give a compelling reason for why you deserve to be admitted into the school that you are applying to. The great thing about having a sample greatest accomplishment essay is that you can just copy the entire thing.When you take this approach, you can use the sample to your advantage in terms of making sure that the essay flows correctly. As long as you can still come up with a very compelling reason, then you will be much better off than if you hadn't gonethrough the trouble of writing the essay.If you have already written an essay on your topic, but want to make sure that it flows right, then you can always ta ke another angle. It's also important to make sure that you are looking at other sources when you write your essay. You should definitely look at books, magazines, and even the internet.Writing and editing your essay is certainly going to take some time. However, if you have chosen a good topic and you are able to come up with a great statement, then you should feel confident about completing your application. After all, you will be submitting it to many different schools and admissions officers, so you will want to make sure that you have the best opportunity possible to get into the school that you want to attend.

Are Video Games Influencing Our Children Essays -

Are Video Games Influencing Our Children? Video games were first introduced in the 1970s. By the end of that decade they had become a preferred childhood leisure activity, and adults responded with concern about the possible ill effects of the games on children. Early research on these effects was inconclusive. However, a resurgence in video game sales that began in the late 1980s after the introduction of the Nintendo system has renewed interest in examining the effects of video games. Some research suggests that playing video games may affect some children's physical functioning. Effects range from triggering epileptic seizures to causing heart rate and blood pressure changes. Serious adverse physical effects, however, are transient or limited to a small number of players. Research has also identified benefits associated with creative and pro-social uses of video games, as in physical rehabilitation and oncology (Funk, 1993). Proponents of video games suggest that they may be a friendly way of introducing children to computers, and may increase children's hand-eye co-ordination and attention to detail. VIDEO GAME USE BY CHILDREN Recent studies of television watching by children have included measures of the time children spend playing video games. In 1967, the average sixth-grader watched 2.8 hours of television per day. Data from 1983 indicated that sixth-graders watched 4.7 hours of television per day, and spent some additional time playing video games. A recent study (Funk, 1993) examined video game playing among 357 seventh and eighth grade students. The adolescents were asked to identify their preference among five categories of video games. The two most preferred categories were games that involved fantasy violence, preferred by almost 32% of subjects; and sports games, some of which contained violent sub-themes, which were preferred by more than 29%. Nearly 20% of the students expressed a preference for games with a general entertainment theme, while another 17% favored games that involved human violence. Fewer than 2% of the adolescents preferred games with educational content. The study found that approximately 36% of male students played video games at home for 1 to 2 hours per week; 29% played 3 to 6 hours; and 12 percent did not play at all. Among female students who played video games at home, approximately 42% played 1 to 2 hours and 15% played 3 to 6 hours per week. Nearly 37% of females did not play any video games. The balance of subjects played more than 6 hours per week. Results also indicated that 38% of males and 16% of females played 1 to 2 hours of video games per week in arcades; and that 53% of males and 81% of females did not play video games in arcades. RATING OF VIDEO GAME VIOLENCE Ratings of video game violence have developed as an extension of ratings of television violence. Among those organizations that have attempted to rate television violence, the National Coalition on Television Violence (NCTV) has also developed a system to rate the violent content of video games. The NCTV system contains ratings that range from XUnfit and XV (highly violent) to PG and G ratings. Between summer and Christmas of 1989, NCTV surveyed 176 Nintendo video games. Among the games surveyed, 11.4% received the XUnfit rating. Another 44.3% and 15.3% received the other violent ratings of XV and RV, respectively. A total of 20% of games received a PG or G rating (NCTV, 1990). The Sega company, which manufactures video games, has developed a system for rating its own games as appropriate for general, mature, or adult audiences, which it would like to see adopted by the video game industry as a whole. The Nintendo Company, in rating its games, follows standards modeled on the system used by the Motion Picture Association of America. A problem shared by those who rate violence in television and video games is that the definition of violence is necessarily subjective. Given this subjectivity, raters have attempted to assess antisocial violence more accurately by ranking violent acts according to severity, noting the context in which violent acts occur, and considering the overall message as pro- or anti- violence. However, the factor of context is typically missing in video games. There are no gray areas in the behavior of game characters, and

literary terms for Tragic Mythic Hero Units Flashcard

literary terms for Tragic Mythic Hero Units