During September 1803, Major General Wellesley demonstrated great leadership action by leading his men, a combined force of about 24,000 fully equipped British and Hyderabad soldiers into an overwhelmingly combat engagement against 200,000 Maratha forces (Harvey 2008). Wellesley was cited by one of his Brigadier Generals with “being in the thick of the action the whole time, and had a horse killed under him” (Harvey 2008, p. 195). During this battle Wellesley demonstrated his ability to take advantage of the enemy by controlling the timing of engagement and by devising a well-orchestrated attack, exploiting…
While attending Medgar Evers College, the opportunities I was afforded were second to none. I as able to affiliate or align myself with amazing advisors like Levar Burke, who was extremely fundamental while I trod the path of pursuing my career goals. He provided necessary support needed even if some of what he had to say was not what I want to hear. I’ve also had the opportunity to build rapports with like-minded individuals throughout my reigns as Junior Class Representative and Strategic Planner in the AAF organization on campus. Medgar Evers is overall a nurturing environment with a dynamic support system.…
Sometimes a stern warning is just what you need in order to push you to take a step back and evaluate your next move, especially when it could be a life changing one. In “Alumnus Welcomes New UC Berkeley Students with Stern Warning,” Shouak Bagchi, an alumnus of UC Berkeley, addresses the Berkeley freshmen class of 2017 with appraisal and advice for the future. Bagchi writes to the new students about what attending one of the most prestigious public universities entails. This article is rhetorically persuasive due to the fact that Bagchi is an alumnus of UC Berkeley. He references topics that the students can relate to and he mentions many of the successful alumni of the university.…
In the first chapter of The Bedford Reader, the techniques of narration and specific narratives are assessed. To begin, a definition of a narrative is clarified, “a narrative may be short or long, factual or imagined, as artless as a tale told in a locker room or as artful as a novel by Henry James” (40). The passages go in-depth into the process of storytelling, picking apart the importance of each piece, and allowing the reader to understand the simplicity of an essay, or in this case, a narrative. The passage evaluates a method of a summary with an analogy, “A summary is to a scene, then, as a simple stick figure is to a portrait in oils” (44). Simply stated, this means that a summary is as effective as a story written in complete and prolific detail. The Bedford Reader supplies the reader with examples and lectures to portray exactly what the detail of the narrative should include, and the purpose of the piece.…
Topic 1 reviews some of the major differences between undergraduate and graduate studies. How do you think your graduate educational experience will differ from your undergraduate experience? How would you describe a graduate learning community? What are the key components of a learning community and how might a graduate learning community differ from an undergraduate learning community?…
Colombo explains that college for the new incoming student, and even for the most experienced student, can be isolating, puzzling, and problematic. . The transition from high school to college can be rough and excruciating process for a student. College professors expects student to learn in a different…
The essay of John Kellmayers’ “Students in Shock” gives us examples of college students who are overwhelmed by the college experience. Kellmayer shows three very specific issues that cause many of us, who attend college, to go into the “Shock” noted in the essay. Those are financial issues, family support issues, and the choosing of a major (with too many options) issue.…
The role of faculty in academic advising dates back to 1841, when Kenyon College stipulated that each student must select a faculty member to be an advisor (Harrison, 2009) Every undergraduate student is assigned to a College advisor that they will have for the next four years while on campus. Advisors introduce and assist students with their transitions to the academic world by helping them see value in the learning process, gain perspective on the college experience, become more responsible and accountable, set priorities and evaluate their progress, and uphold honesty, encourage self-reliance, develop lifelong learning and self-management skills (Hughey, 2011). Advisors should be able to successfully communicate with students and be able to develop a positive relationship with them. They should engage students as much as possible to keep them involved and motivated in pursing their education. During your first year your Advisor should help you select your core courses and discuss your major with you. If you have already selected your major they then can help you fit in those courses you need with your core ones. Advisors should help you schedule your classes in a way that will benefit you and not overload you. Besides just your classes your advisor should also be able to help you with internships, clubs, fraternities and sororities, etc. Academic advising requires engaging students to think critically about their academic choices and make effective plans for their education (Schulenberg & Lindhorst, 2008). Advisors…
Did you perceive any differences in the academic expectations set by instructors of the college classes taken as a high school student compared to the instructors of classes taken as a full-time college student? If so, please describe.…
Where there some classes that I felt that I could’ve gained some more, definitely. I felt that I needed the right instructor to teach the right class, what I mean is the instructor has to at least act like he/she likes what their teaching. My relationship during my tenure at Westwood with instructors started with very good until midway way of my third term. A lot of the instructors started to leave or change schools and I started getting confused and not really to focused, with admissions very good all there to help, and colleagues as well. Some of the relationships did change but for the better, I got to meet some very good helpful people and a very good friend in Westwood.…
I realized that the more I have counseling advising sessions, the better I become with helping students with their process on how to go about applying for college. The biggest success out of my counseling sessions was students did not have no knowledge on college admissions and how to pay for college; I gave them information that was helpful and they can use in the future. I printed things out for them to keep, so in the future, they can use that information when it is time for them to apply for college.…
I'll be full time in the admissions office in June but got pulled in a bit early given the importance of this program. When the admissions office included a mock lecture from 12-1 on June 16 (repeat for group 2 on June 17), I initially went to the course schedule to see who was teaching during the summer – I had no idea you taught a UGS course. When I mentioned to Dr. Leonard Moore that I thought you'd be a great addition to the program, he agreed and suggested I reach out to you. Please let me know if you are available to present a modified 1 hour lecture from your course to the group of talented students and there families. We would love to partner with you in this…
When I first arrived to Richmond Early College High School, I anticipated an academic career characterized by hard work, nightly homework assignments, and incredible doses of stress that a middle school classroom could not synthesize. Although I actually landed my first college class in the second semester of my ninth grade year (ACA, which was required for all newbies and taken simultaneously by all 50 of us), I found myself still shaken. I looked forwarded to the challenges of a college experience, but merely hearing the click of my instructor's heel's as I sat in that classroom for the first time sent my bones into a furious rattle. A worrywart by nature, I was both delighted and horrified by ACA.…
Yes, in 1828 my brother and I attended Harvard University. I did enjoy my experiences there, but I struggled with one thing. I did not like that college filled our brains and handed us a degree with excess and useless facts and information, rather than teaching us about life. We were not taught the value of life, of our personal soul, or nature. We were taught book facts that could not help any of us succeed in finding who we are and our purpose in this life. Even though I did feel this way, I studied my best, trying to get as much out of it as I could absorb. I signed up for many extra classes and read many books. My favorites were those on science and language. That was my main focus.…
I was prepared for college by my high school guidance counselors, teachers, and even college students. Guidance counselors prepared numerous different college meetings with its school administers. Meetings usually consisted of useful information about each school’s admission, majors and minors, and helped students with financial aid and college applications. Getting college advice or help from my parents was somewhat difficult because they were not familiar with the process. Filling out applications and writing college essays frustrated me; however, my guidance counselor lent me a hand by showing me each step of the process of filling out college applications, registering SATs, and also providing different choices of schools based on my interests. Having a guidance counselor was a tremendous help to me because they had dealt with many seniors before, therefore they knew what I needed and had solutions to all my unanswered questions.…
