Decolonizing Solidarity Dilemmas and Directions System

Question: Talk about the Decolonizing Solidarity for Dilemmas and Directions System. Answer: Presentation This discourse is review in its methodology weaving a scarcely discernible difference between close to home suppositions and the official government position on native issues. The conspicuous inability to handle the issue of separation and the disappointment of the native individuals is plainly. The PM makes no statement of regret of this reality by saying in the test which so far we have consistently fizzled. This would then make the supposition that he is alluding to the past bombed endeavors of isolation and osmosis, which were an absolute disappointment. The above affirmation is the truth of the race relations that will in general generalization and negligence the indigenous individuals of Australia. This is an affirmation that the old bigotry of savagery and boisterous attack has been supplanted by another prejudice of social mediocrity and is showed in regular dismissal for the native individuals. The media specifically have added to this disappointment by depicting the indigenous individuals as hoodlums, heavy drinkers, inclined to brutality and crooks that lead to detainment. . The arrangement approach the discourse is taking on is that of more prominent self-assurance with compromise as the bedrock of this strategy. The immediate reference to the Torres Strait Island individuals, the conspicuous and glaring separation is given a human face, as opposed to speculation of the entire point. The PM shows the intermixing of racial idea from pre-and post-evolutionist hypothesis and the converging of physical, good and social decisions normal in the nineteenth century Australia (Hollinsworth, 2006, p.100). The approach is gradually opened up by first giving an authentic outline of the chronicled base of the administration deficiencies. The discussion that focuses on the native individuals is the implicit national disgrace of the Australian individuals. The cutting edge nationhood of Australia is established by foreigner pioneers who came in and arranged the indigenous populace. The historical backdrop of Australia isn't finished without interlacing the authentic shameful acts against the Aboriginal individuals. The term native was first utilized by the British as ahead of schedule as 1820 to allude to any gathering of individuals that were not the same as the white individuals. The second 50% of the nineteenth century saw the development and naturalization of authoritative thoughts of racial selectiveness and prevalence among British pilgrims, which stay persuasive today. (Hollinsworth, 2006, p.79).The distinction depended on physical qualities just as language. The administrative work government that was driven by Gough Whitlam had received an arrangement of self-assurance for the indigenous populace during the 70 s. The issue of this arrangement was in the understanding of what self-assurance involves, with the dismissal of the possibility of power and self government. The translation that has been utilized in Australia is unique in relation to the globally acknowledged definition which is prefaced on a people choosing their own political status. This discourse is composed more from an advocated position than from the situation of a genuine compromise between the different sides which have been opposite. The logos of the discourse look great on paper, yet are powerless in the ethos, in that the individual giving the discourse is a vital part of the issue. The introduction of the paper depends on political vaulting which is propped up by broad utilization of semantics and politically right language, The intended interest group in the discourse is the world media everywhere and the discourse is planned for demonstrating the situation of the administration that it is accomplishing something on the ground. It is composed in view of tokenism, attempting to toss in odds and ends of the newly discovered liberality from the legislature. The accumulated crowd incorporated a few representatives, companions of the native and their social reason just as the bigger Australian people group. Realizing beyond any doubt the discourse would be communicated; the discourse is attempting to connect a separation of the aboriginals while simultaneously attempting to mollify the blame factor of the standard white Australian populace. Featuring the Mabo case is an activity of showing a trophy to which the victor didn't in any capacity take part in. Dispossession of land depended on bigotry on the social build of Darwinism. ( Hollinsworth, 2006).This case was a segregated case in the more noteworthy regulation of bad form by seizing the indigenous Australians of their genealogical land under the appearance of land nullius (Sarra, 2014).The timeframe that this case took of ten years is not really case for any festival yet shows the endemic and fundamental systematization of separation in Australian life. The discourse is powerless on essential expectations that can be executed into important activity. By refering to the discoveries of the Royal Commission into Aboriginal Deaths in Custody, the twofold talk expected comes out obviously in the following lines of the discourse. First he expresses that the report was pulverizing yet with a pretentious spur of the moment comment additionally says I don't accept that the report should round us with guilt.This draws out the exemplary acting that has been the sign of progressive organizations. This much discussed report isn't the first of its sort to have been embraced and given a lot of ballyhoo, however little substance in real life. He opines that blame is anything but a productive feeling, which to the opposite is a feeling that can bring change if all around utilized. The anticipated enhancements he is setting for the native individuals are generally dynamic and can't be measured or checked. This is intended to interest the feeling however an examination bereft of feeling would reveal the void of the discourse. It is logically substantial as would be anticipated from most government officials, however crude in substance. The much touted Council for Aboriginal Reconciliation is demonstrated to be the panacea for all the issues confronting the Aboriginal individuals, yet no figures are given as supporting proof of its capacity to convey. Is there a spending saved for it, what is the reason for the activity legitimately and numerous unanswered inquiries. The political portrayal of the native individuals is as yet insignificant thinking about that they represent an immaterial 3% of the all out populace of Australia. This token portrayal began in both State and regional parliaments began in 1971 with the appointment of Neville Bonner as the primary Aboriginal individual to sit in the Commonwealth parliament. ( Land, 2015).The first endeavors to build up agent structures of the Torres Islander and Aboriginal individuals began during the 70s, bringing about giving them restricted official forces. The undeniable unnatural birth cycle of equity is brought up by saying that there is nothing to fear or lose in the acknowledgment of chronicled truth The verifiable culprits of authentic bad form are being given aggregate acquittal from oppression, if the law may call for custodial condemning of such wrongdoers. The push to secure Aboriginal individuals was indifferent, traded off and insufficient. (Hollinsworth, 2006, p.99).The the state of affairs is set to proceed with the taken land and assets being everlastingly relinquished by the genuine proprietors. End This discourse has figured out how to approve verifiable cases that there was a pioneer and postcolonial strategy of victimization the Aboriginal and the Torres islanders. The affirmation that it since they are assuming responsibility for their lives is a confirmation that the status was diverse during the frontier and postcolonial Australia. The commitments to sports and culture are quieted without points of interest. This discourse being allowed very nearly 70 years after autonomy is an arraignment to the veracity of the cases of organized separation as a strategy. The regulated pioneer intrigue isn't tested and the discourse takes on a dubious and irresolute tone to this delicate territory. There is a continnum of what Hollinsworth shows is an old mentality: .The general view was that little should be possible to capture their weakening while they stayed among the homesteaders. Progressively indigenous individuals were accused for their fate.(Hollinsworth, 2006, p.97).The general view was that little an After significant pontification on how the pilgrims took the land, brought the infections, rehearsed separation forever, the discourse misses the mark in legitimately testing the personal stakes of the norm. The pilgrims intrigue isn't tested by proposing that maybe some Aboriginal tracts of land ought to be returned, realizing this is a potential minefield. The discourse is mitigated so as not to be viewed as aggressive and testing to the pioneer intrigue. The discourse offers a promise of something better to the Aboriginal individuals and the Torres islanders in reference to the ATSIC that the discourse addresses. The evidence is reinforced by bringing up that there are as of now more than 800 chose Aboriginal Regional Councilors and Commissioners working with the more prominent scope of opportunity. The line that divides self-administration and self assurance is a slim line. There is a conspicuous dim line which rises as the Aboriginal individuals are left in obscurity with respect to whether they are moving to self-assurance or self-administration. The individual purpose of the PM in his last finishing up words are most likely the main remove that the peruser will return home with, the remainder of the discourse having been a long rewinding of history from the point of view of a legislator. References Hollinsworth, D. (2006).Race and prejudice in Australia, (4) 79,97, 99,100.South Melbourne : Thomson/Social Science Press Land, C. (2015). Decolonizing solidarity: Dilemmas and headings for supporters of indigenous battles. London: Zed Books. Sarra, C. (2014). Solid and Smart-Towards Pedagogy for Emancipation: Education for First Peoples. Routledge.

Why Almost Everything Youve Learned About Gcc 141 English Essay Samples Is Wrong and What You Should Know

Why Almost Everything You've Learned About Gcc 141 English Essay Samples Is Wrong and What You Should Know Things You Should Know About Gcc 141 English Essay Samples The organization has been in a position to get a huge section of the market due to the strategies it has formulated in the past couple of decades. As a promotion strategy it's important to grasp the culture where the company is operating. The service delivery to the clients plays an essential part in building the reputation of the institution in the business. The customers have test for unique services which are provided by the organization. The subject of your essay is vital. The moment the essay itself should consist of 3 parts, it's desirable to generate an outline for every one of them. What's a persuasive essay. Such sample essays can be very helpful, as they can give a complete picture of what a wonderful essay is. Essay writing is usually practiced is schools. Essays don't need to be difficult! 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The Evolution of the Modern Family - 927 Words

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Analysis Of The Film Beneath Clouds ( 2002 ) Directed...

Australia’s Identity plays an important part in the stereotypes identified in the film Beneath Clouds, (2002) directed by Ivan Sen presented through violence, racism and a less than adequate education. Through Drover s Wife (1892) written by Henry Lawson characters are depicted through one mother s hardships and the way she raises her family in the absence of her husband. Both Beneath Clouds and Drover’s Wife explore Australian identity and what makes it, along with the integral part of any culture in a diverse way. Ivan Sen illustrates racism towards the indigenous community previously stereotyped in Australia’s identity. The way Vaughn is poorly treated is most evident in the film and through the use of different techniques. As an intimidating young Aboriginal male, Vaughn’s appearance depicts the character he is and the way different individuals categorise him. Racism is highly elaborated throughout the film through the contrast between Vaughn as a dark skinned youth and Lena a half-cast, lighter in skin female explored through racial stereotypes in rural Australia. As scene in the film, Vaughn and Lena are hitchhiking towards the city, a white older lady drives straight past Vaughn, whereas she stops and offers Lena a lift. â€Å"Are you right love.† As Vaughn approaches the car a close up shot is used to display the emotion on the ladies face as she rolls her eyes and drives off. Diegetic music is used in the background to give the viewers a better insight into the scen eShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslamentable. Taken together, the key themes and processes that have been selected as the focus for each of the eight essays provide a way to conceptualize the twentieth century as a coherent unit for teaching, as well as for written narrative and analysis. Though they do not exhaust the crucial strands of historical development that tie the century together—one could add, for example, nationalism and decolonization—they cover in depth the defining phenomena of that epoch, which, as the essays demonstrate

Research on the Internet and books Essay Example For Students

Research on the Internet and books Essay In order for all of us to try and develop a Liverpool accent we recorded our voices and then listened to them back to try and improve our accents. We as a group found this method very helpful as we all were playing young children and we had to try and develop Liverpool childrens accents for both the upper and lower class as Mickey and Sammy came from a lower class family whereas Edward came from an other class family. When we played our voices back we were able to hear how they sounded and the next time we could try and develop our accents further to try and make our performance sound even more realistic. Mirror Work: I played some very important parts in the performance. My performance required a lot of facial expression and I had to try and develop it. An example of a line where my facial expression was very important was when I asked Edward for a sweet and he replied yes and then offered me the bag. As you can imagine I had to be very shocked as Mickey was very poor and never really got any sweets before and if he did there was usually a catch. In order for me to try and create a childs shocked face I tried my lines in front of a mirror noticing my facial expression. I then was able to try and develop my facial expression and make it seem more like that of a shocked child. The rest of my group also found mirror work very helpful for the same reasons and I found that mirror work helped develop our facial expression dramatically and enhanced our final performance greatly. Research on the internet: As we were playing a scene set in Liverpool in the 1970s we had to do some research to try and help us get an idea of Liverpool in the 1970s, clothing etc. Before we preformed the play we took some time as a group to look up Liverpool and appropriate clothing on the Internet. This gave us a very clear image of the surroundings and of the clothing worn in the 1970s in Liverpool by both the upper and lower class. This then therefore enabled us to get clothing to match our characters and create a good picture the characters and of the times. Watched a film by Willie Russell also set in Liverpool: As a class we watched a film Shirley Valentine by Willie Russell as well. It was also set in Liverpool in the 1970s. We watched this film to try and create a better image in our head of Liverpool and the clothing worn and the way people acted in the 1970s. We also watched the film to try and develop our accent further by listening to fluent Liverpool speakers. The play helped us a lot to develop both our image and our accents around Liverpool. Along with recording after watching the film our group found that we had all definitely developed better Liverpool accents and we had all got a better idea of what clothes to wear and how people talked to each other in the 1970s. We found that the film helped us get into character as we did not really have t worry much about accents after watching the film as our accents had improved greatly. Therefore we had more time to concentrate on other factors of our performance such as facial expression. Trying to get into character: As a group we tried to use different ways to get into character. A useful way we found was to play childish games. We as a group found that playing games from our youth helped us greatly to get into the mind of a seven year old. We found that from playing games we were really in character and got a great feeling of being seven again. Playing games helped us to create an image of what it was like to be seven and this then helped us when we were performing our drama piece. .uc3b722bf91a7ec6d368b42153341f6be , .uc3b722bf91a7ec6d368b42153341f6be .postImageUrl , .uc3b722bf91a7ec6d368b42153341f6be .centered-text-area { min-height: 80px; position: relative; } .uc3b722bf91a7ec6d368b42153341f6be , .uc3b722bf91a7ec6d368b42153341f6be:hover , .uc3b722bf91a7ec6d368b42153341f6be:visited , .uc3b722bf91a7ec6d368b42153341f6be:active { border:0!important; } .uc3b722bf91a7ec6d368b42153341f6be .clearfix:after { content: ""; display: table; clear: both; } .uc3b722bf91a7ec6d368b42153341f6be { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc3b722bf91a7ec6d368b42153341f6be:active , .uc3b722bf91a7ec6d368b42153341f6be:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc3b722bf91a7ec6d368b42153341f6be .centered-text-area { width: 100%; position: relative ; } .uc3b722bf91a7ec6d368b42153341f6be .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc3b722bf91a7ec6d368b42153341f6be .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc3b722bf91a7ec6d368b42153341f6be .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc3b722bf91a7ec6d368b42153341f6be:hover .ctaButton { background-color: #34495E!important; } .uc3b722bf91a7ec6d368b42153341f6be .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc3b722bf91a7ec6d368b42153341f6be .uc3b722bf91a7ec6d368b42153341f6be-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc3b722bf91a7ec6d368b42153341f6be:after { content: ""; display: block; clear: both; } READ: A Good Man Is Hard To Find EssayHot Seating: When we all felt that we were in our characters we done some hot seating just to see how much we really were in character and to get us into more like of our characters. After doing a practice performance while we were still in character we chose to do the hot seating. The hot seating I found helped me to think more about the character I played and get a more in-depth view of him and what he was thinking. We were really put on the spot when we were hot seating and we had to make up an answer relating to our character very quickly. Improvisation: We also used improvisation to try and help our performance. We found improvisation to be a bit like hot seating as we had to do thing in character on the spot. When we were finished our performance we had to carry it on making it up as we went along. We found this very helpful as it helped develop our performance of the character we were acting. The improvisation we found was one of the best ways to help develop our character and we spent most of our free group time doing improvisation.

All 104 Need-Blind Colleges in the US A Complete Guide

All 104 Need-Blind Colleges in the US A Complete Guide SAT / ACT Prep Online Guides and Tips When universities go through admissions applications, they take many factors into consideration, like your grades, your extracurriculars, and even your personality! But many college applicants don’trealizethat some universities also consider youand your family’sability to pay tuition as well. The hard truth is that some universities use an applicant’s ability to pay tuition without financial aid as a factor in the admissions process. This became the subject of a 2015 article from Time Magazine, which explains that many universities consider how students can contribute to their institution financially when they make admissions decisions. This sounds like scary news. But don’t worry! Many schools are addressing the issue by transitioning to need-blind admissions policies, which remove economic status as an admissions criteria. In this guide, we’ll give you a complete list of need-blind colleges in the United States and answer all of your burning questions, including: What is need-blind admission? How do need-blind policies affect tuition costs? What should you look for in a need-blind school? So let’s get started! What Are Need-Blind Colleges and Universities? Simply put, need-blind colleges are schools where a student’s ability to pay tuition costs is not factored into the admissions decision. Yes, it’s really that simple! These universities only consider the non-financial parts of your applicationlike your essays, transcript, and letters of recommendationwhen deciding whether to offer you admission. But just because a university uses need-blind admissions processes doesn’t mean the school won’t ask you about your family’s finances. You will still have to submit your financial information through documents like the FAFSA, the College Board’s CSS profile, or university-specific forms. At a need-blind college, this information will only be used to calculate your aid package after you’ve been admitted. (More on that later.) Through need-blind admission, colleges are trying to level the playing field. The idea is that the admittance system becomes more merit-based: each student stands on their own achievement in high school, not on the wealth (or lack thereof) of their parents. For example, let’s say that Emma graduates in the top 5% of her class, serves as the student body treasurer, and scores a 34 on her ACT. But Emma also comes from a single-parent household where finances are tight. A need-blind university would only consider Emma’s stellar academicsnot her family’s incomewhen deciding whether to accept her. In other words, need-blind policies help admissions counselors evaluate each applicant on the basis of merit rather than economic class. As a result, need-blind policies tend make the admissions process a little more competitive. But Aren’t All Colleges Need-Blind? While it’s true that all universities are looking for excellent candidates that are good academic, intellectual, and cultural fits for their institutions, many universities weigh whether a student can pay for tuition during the application process. As Andrew Belasco, CEO of College Transitions explains, not all institutions have access to the same amount of financial aid funding. He says: â€Å"Reduced appropriations, rising costs and budget crunches have forced many institutions to increasingly rely on tuition revenue to meet expenses†¦ [and] in the case of two students with similar credentials, many colleges are likely to give preference to the student who is able to pay more out-of-pocket.† That is not to say that most universities only consider your financial ability to pay, or that it is even a top-tier consideration! But when it comes to making decisions on students who are on the borderline, familial finances can made the difference between an acceptance and a rejection letter. Tim Gouw/Unsplash How Do Need-Blind Policies Affect Tuition Costs? There is a common misconception that colleges that are need blind also offer students who cannot pay a full ride. That is not true: just because a university is need-blind does not mean that tuition is free! Just because you get into a need-blind college does not mean you are guaranteed a free ride. For example, take a look at Brown University need-blind admissions policy. It starts like this: Need-blind admission simply means that an applicant's ability to pay for their education will not be a factor in the admission decision. In other words, a candidate's financial need will not be taken into consideration when deciding to admit, wait list, or deny an applicant. Sounds pretty good, right? Just like any need blind school, Brown does not consider a student’s ability to pay when deciding whether to admit them or not. But the statement doesn’t end there. It also clarifies how this affects Brown’s financial obligations to admitted students, and vice versa. The rest of the policy says: Need-blind admission does not require that an applicant with demonstrated financial need be awarded financial aid, nor does it require that 100% of the applicant's demonstrated need be met. Okay, let’s break this second statement down. What Brown is saying is that although they don’t look at finances to decide whether to grant a student admission, the school doesn’t guarantee that anyoneincluding lower-income studentswill be awarded financial aid. That means you will still be on the hook to cover your tuition costs through grants, scholarships, and loans. The truth is that most need-blind schools are also top-tier institutions that will offer a financial aid package to students who demonstrate need. But that isn’t guaranteed funding, and it certainly isn’t a full ride! So be aware that you might have to pay some of your tuition out of pocket even if you are accepted into a need-blind university. Ryoji Iwata/Unsplash The 3 Types of Need-Blind Financial Aid Policies So what kind of financial aid can you expect from a need-blind university? As with most things, it changes from case to case. While every need-blind university has its own policies on financial aidcheck with each individual school to get the details!we have found that in general, need-blind universities fall into one of three categories when it comes to financial aid. Category 1: Full Need, No Loans Schools So what exactly does it mean for a school to be â€Å"full need, no loans†? Full need schools are universities that promise to make sure that a student’s demonstrated financial need will be covered through financial aid opportunities without requiring student loans. Put another way, a full need, no loans school will offer a 100% financial aid package that does not include loans! This is awesome, especially since the average college student graduates with $37,172 in student debt. Need-blind schools with no loans policies are committed to helping provide students with excellent educations without burdening them with loan repayments after graduation. This is really important for moderate- to low-income students whose loan burdens might be disproportionately large compared to their more affluent counterparts. The one caveat to full need, no loans schools is that they only guarantee to cover a student’s â€Å"demonstrated financial need,† which refers to the difference between the cost of tuition and what your family can pay. So let’s look at Emma once again. She has been admitted to a full need, no loans school that costs $48,000 a year in tuition. After looking Emma’s FAFSA form, the school calculates that Emma’s family should be able to contribute $5,000 a year to her education. That means that Emma’s demonstrated financial need is the difference between those two numbers, or $42,000 a year. Because Emma’s school is full need, they provide a financial aid package that covers every penny of that $42,000 through a combination of scholarships, grants, and work study opportunities with no federal or private loans! As you can imagine, full need, no loans schools are pretty rare. In fact, as of 2017 there are only 18 universities in the U.S. that meet full financial need for each student with a no-loans policy. We’ve bolded their names in our master list of need-blind universities below, so be sure to check whether your dream school offers this opportunity. Category 2: Full Need With Loans Schools A need-blind university that is full need with loans is very similar to their â€Å"no loans† counterparts. These schools also guarantee to cover 100% of a student’s demonstrated financial need through a financial aid packagethe only difference is that this package might include loans alongside grant, scholarship, and work opportunities. Let’s see how this might affect Emma, who has also been accepted into a â€Å"full need with loans† school with an annual tuition rate of $43,000. Since this university also uses the FAFSA to determine a student’s demonstrated financial need, they also calculate that Emma’s family can contribute $5,000 a year to her education. That means Emma’s demonstrated financial need comes to $38,000 a year. The school offers Emma a financial aid package that covers the full $38,000...only unlike the first school, this financial aid package contains a Stafford Loan, too. That means when Emma graduates from a full need with loans university, she will have a small amount of student debt to repay unlike at a no loans school. Category 3: No Guaranteed Financial Aid Schools The third category of need-blind universities are schools that use need-blind policies for admissions but offer no guarantee for financial aid. As we mentioned before, most students can expect to receive some amount of financial aid from a need-blind university. But in this case, the financial aid is not guaranteed to cover a student’s demonstrated financial need, and it will often leave a gap that a student will have to fill beyond their already-determined family contribution. We know this sounds complicated, so let’s try to simplify it a bit. Take Cody for example. He has been accepted to a need-blind school that is not full need. The yearly tuition is $40,000 a year, and the school calculates that Cody’s family can contribute $15,000 a year to his education. That makes Cody’s demonstrated financial need $25,000. The school also offers Cody a financial aid package upon admission made up of scholarships and loans that covers $20,000, or 80%, of his demonstrated financial need. That leaves $5,000 uncovered, so Cody will have to find another way to make up that cost, such as private loans or outside employment. Like we mentioned earlier, your need-blind school might have a financial aid policy that differs slightly from the three we’ve talked about above. That’s why it’s important to check with your school’s admissions and financial aid offices to understand what options are available to you! What Should You Look for in a Need-Blind College? Now that you understand what a need-blind university is and how that translates to your pocketbook, here are three things you should look for when considering a need-blind college. #1: Make Sure the School Is the Right Fit for You Need-blind colleges are great institutions that often offer generous financial packages to qualified students. But it is most important that you choose a school that’s a good fit for you. A need-blind college might sound great on paper, but if it doesn’t offer the major or opportunity you have your heart set on, it’s probably worth applying to other institutions as well. #2: Check the School’s Financial Need Calculator Every school has its own tuition calculator to help you understand what the actual cost of tuition will be. Here are the tuition calculators for two need-blind schools: Yale University and Tulane University. While these will not predict the exact makeup of your potential financial aid package, a tuition calculator will clarify what you will have to pay out of pocket to attend. It is critical that you use the tuition calculator for each university when trying to determine your financial need. Your FAFSA will give you a general idea of your financial contribution, but many schoolsespecially elite institutionsuse their own proprietary formula to calculate your demonstrated financial need. The only way to get an accurate idea is to type your numbers into each calculator and see what comes out. #3: Don’t Let the Potential Aid Package Keep You From Applying to Your Dream School Remember: your FAFSA and a tuition calculator do not a financial aid package make! Don’t get discouraged if the number the forms spit out is higher than you can pay. Universities look at student need on a case-by-case basis, so your financial aid package might be more generous than you would think! Also keep in mind that the calculators don’t account for outside scholarship money, so additional awards can help bring down costs. Joey Csunyo/Unsplash A Complete List of Need-Blind Colleges in the United States Here is a complete list of need-blind universities in the United States in 2018. We’ve also bolded the names of full-need, no-loans schools to help you in your decision-making process. The colleges are: Adrian College Harvard University SUNY College of Environmental Science and Forestry Amherst College Harvey Mudd College Swarthmore College Babson College Haverford College Syracuse University Barnard College Hiram College The College of New Jersey (TCNJ) Baylor University Jewish Theological Seminary Thomas Aquinas College Biola University Johns Hopkins University Trinity University Boston College Julliard Tufts University Boston University Kenyon College Tulane University Bowdoin College Lawrence University University of Chicago Brandeis University Lehigh University University of Illinois at Chicago Brown University Lewis Clark College University of Maryland Robert H. Smith School of Business Cal Poly San Luis Obispo Marist College University of Miami California Institute of Technology (Caltech) Marlboro College University of New Hampshire Carnegie Mellon University Massachusetts Institute of Technology (MIT) University of North Carolina at Chapel Hill Chapman University Middlebury College University of Notre Dame Claremont McKenna College Mills College University of Pennsylvania Columbia University Mount St. Mary’s College University of Richmond Cooper Union for the Advancement of Science and Art New York University (NYU) University of Rochester Cornell College North Carolina State University (NCSU) University of Southern California (USC) Cornell University North Central College University of Vermont Dartmouth College Northeastern University University of Virginia Davidson College Northwestern University University of Washington Denison University Penn State Ursuline College DePaul University Pomona College Vanderbilt University Duke University Princeton University Vassar College Elon University Providence College Wabash College Emory University Randolph College Wake Forest University School of Medicine Fairleigh Dickinson University (FDU) Rice University Washington University in St. Louis (WashU) Florida State University Salem College Wellesley College Fordham University San Jose State University (SJSU) Wesleyan University Franklin W. Olin College of Engineering Soka University of America Williams College Georgetown University St. John’s College Yale University Grinnell College St. Olaf College Yeshiva University Hamilton College Stanford University What’s Next? The idea behind need-blind admissions is that it focuses on merit rather than financial status. This is a great thing, but it also makes getting admitted a little more competitive. Get the inside scoop on the people who will be reading your essay, and learn what admissions officers are looking for in top applications. Regardless of whether your top university is on the need-blind admissions list, most students need to know how much financial aid they qualify for before they commit to a school. Here’s our comprehensive list of every college that offers 100% financial aid. Many financial aid packages offer students work study opportunities. Learn more about work study and how it can help you pay for your education. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Online Course Proposal Essay Example

Online Course Proposal Essay Example Online Course Proposal Essay Online Course Proposal Essay Online Course Proposal BY ajones7874 Global Citizenship Across the Curriculum Chapter 1 Draft Andrea Peterson-Jones October 21, 2013 California State University East Bay Background In the not so distant past, citizenship or civics education in the United States embraced an assimilation ideology, focused on Anglo-protestant conformity effectively eradicating the cultures and languages of diverse groups. During assimilation, when members of identifiable racial groups began to acquired the language and culture of the Anglo mainstream, they were often denied inclusion and ull participation in the community because of their racial characteristics. Anglo- Saxon Protestant tradition was for two centuries, and in crucial respects still is, the dominant influence on American culture and society(Schlesinger, 1992, p. 28). This approach to civic education created conflict, anxiety, demoralization, and resentment in those forced to disconnect from their culture and belief systems. Today, the term Civics is rarely used, having been replaced with Global Education or Global Citizenship. In an ever increasing interdependent world, educators are emonstrating a growing interest in educating for global citizenship. Because of growing ethnic, cultural, racial, language and religious diversity throughout the world, global citizenship education is imperative to properly prepare students to function effectively in the 21st century Global Economy. Citizens in this century need the knowledge, attitudes, and skills required to function not only in their own cultural community, but beyond cultural borders and divides. As educators, it becomes our responsibility to incorporate student strategies for acquiring these skills into our everyday curriculum. According to Cushner and Brennan (2007), cultural competence is required to be an effective educator. Teachers who are culturally competent, they argue, understand cultural traditions that extend beyond the borders of the United States, can communicate across cultures, and have the expertise to prepare learners for living and working in the global community ( p. 10). We live in one of the worlds most diverse countries, and we are experiencing a time of dramatic change. We must recognize the rapid pace of globalization and the increasing competition and changing workplace that our Nations graduates will face in their future. Nussbaum, 1997) The source of Americas prosperity has never been merely how ably we accumulate weal tn, out now well we educate our people . Inls nas never Deen more true than it is today. In a 21st-century world where Jobs can be shipped wherever theres an Internet connection, where a child born in Dallas is now competing with a child in New Delhi, where your best Job qualification is not what you do, but what you know. Education is no longer Just a pathway to opportunity and success, its a prerequisite for success. Our children will compete for Jobs in a global economy that oo many of our schools do not prepare them for. In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer Just a pathway to opportunity it is a prerequisite. The world is changing rapidly. American students need to graduate from school not only ready for college, but globally competent. We must prepare the rising generation to connect, compete and cooperate with their peers around the world. This is a prescription for economic decline, because we know the countries that out-teach us today will out-compete us tomorrow. President Barack Obama, 2010 Needs Statement Americas K-12 educational system must graduate students who are well prepared in not only literature, mathematics and science, but also in their knowledge and understanding of global issues, foreign languages and world cultures (Lewin Schattle, 2009) . Rapid globalization and increasing competition in a changing workplace are the realities graduates will face in their future. According to Altinay and Brookings Institution (2007) students in their final years of high school are not being offered enough opportunities in the conventional curriculum to develop those ard and soft skills that they will need to meet the challenges already present in the world. Americas future economic strength and national security depend on its ability to prepare young people to meet the challenges of the twenty-first century and be leaders in the global society (Olson, Evans, Shoenberg, 2007). The course proposed, Global Citizenship Across the Curriculum, is designed to provide educators from all grade levels and disciplines, practical methodologies for the global enrichment of their courses (K-12), and evaluation strategies which ensure authentic cross-cultural experiences (Olson, Evans, Shoenberg, 2007). The course content contains opportunities for educators to connect collaborate with other educators around the globe using various technologies including Skype in the classroom. Participants are introduced to pedagogies that help students build critical thinking and problem- solving skills through interactions with global issues and the perspectives of the people experiencing them. (Nussbaum, 1997) . When educators learn best practice methodologies to instill leadership skills in their students, they help them construct avenues for responding to global conflict, simultaneously developing their cross- ultural competency as 21st Century critical thinkers and leaders. Course participants learn ways to infuse their curriculum with global project-based learning experiences that help them develop the global competence they need for success in a global economy. They learn to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between their students and the world (Lewin Schattle, 2009). Global Citizenship Across the Curriculum is delivered 100% online and the internet serves as a fundamental learnlng, researcn, ana communlcatlons tool Tor teacners ana students Ine DeneTlts of distance learning become evident as course participants apply newly learned skills using online tools and collaborative forums to confront and reflect on a variety of global issues. Graduates leave the course with an expanded knowledge base to actively engage students and articulate global citizenship and real world skills across the curriculum. Key Definitions Assimilation: to cause (a person or group) to become part of a different society, country, etc. Anglo-Saxon: a person whose ancestors were English. Cross-cultural: dealing with or offering comparison between two or more different cultures or cultural areas . -Technologies: the use of the internet in industry, engineering, etc. , to invent useful things or to solve problems. Global Citizenship: aims to empower pupils to lead their own actions with the knowledge and values that they have gained from learning about global issues. Ideology: a systematic body of concepts especially about human life or culture; a manner or the content of thinking characteristic of an individual, group, or culture; The integrated assertions, theories and aims that constitute a sociopolitical program. Pedagogy: the art, science, or profession of teaching young people. References Altinay, H. Brookings Institution (2010). The case for global civics. Washington, D. C: Brookings Institution, Global Economy and Development. Lewin, R. Schattle, H. (2009). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. New York: Routledge. Nussbaum, M. C. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, Mass: Harvard University Press. Olson, C. L. , Evans, R. , Shoenberg, R. E. (2007). At home in the world: Bridging the gap between internationalization and multicultural education. Washington, DC: American Council on Education.