To enter to pharmacy school(max 4500 characters)
Your Personal Essay should address why you selected pharmacy as a career and how the Doctor of Pharmacy degree relates to your immediate and long-term professional goals. Describe how your personal, educational, and professional background will help you achieve your goals. The personal essay is an important part of your application for admission and provides you with an opportunity for you to clearly and effectively express your ideas.
Do NOT personalize your essay for a particular pharmacy degree institution. You can NOT make any edits to your Personal Essay after you have e-submitted your completed application to PharmCAS.
You are encouraged to compose your essay in a text-only word processor (e.g., Notepad), review your essay for errors, then cut and paste the final version into the text box above. Click the Save button and then return to the Personal Essay to review the formatting of your text. You are limited to approximately 1 page (4500 characters, including spaces). Some formatting characters used in programs like Word (angled quotes, accents, special characters) will not display properly. Take care to review your final text and to make the necessary corrections to the format.
Each pharmacy school reserves the right to require additional essay responses as part of the supplemental application process.Please be aware that your admission essay may be subject to submission for textual similarity review to Turnitin for Admissions for the detection of plagiarism duplication and other potential violations of the applicant code of conduct. All submitted essays and other materials will be included as source documents in the Turnitin for Admissions reference database solely for the purpose of detecting plagiarism of such documents.
To enter to pharmacy school(max 4500 characters)Your Personal Essay should address why you selected pharmacy as a career and how the Doctor of Pharmacy […]
Analytical Essay Chapter 7Paper instructions:Do you have This Book Menzel, Donald C., Ethics Management for Public Administrators, 2007 Second Edition Click here for more […]
History of Education: Do Mandatroy Flag Salutes Conflict with Freedom of Speech/Religion?10 page doubled spaced, 12 pt font, 1 inch margins
This is a paper for a History of American Education course.
The question to be addressed is “Do mandatory flag salutes conflict with freedom of speech and religion in schools?” An example of this is the Pledge of Allegiance in US schools with “one nation under God.”
Content will include such topics as the history, current state, pros/cons, etc. The focus is on American education, though this paper should look at how the situation is handled in other countries.
At least 2 primary sources and 3 secondary sources minimum. 100% original paper. Please provide progress updates on paper.
History of Education: Do Mandatroy Flag Salutes Conflict with Freedom of Speech/Religion?10 page doubled spaced, 12 pt font, 1 inch margins This is a […]
Describe Safety Culture and hot to assess it? Describe Safety Culture and hot to assess it? Click here for more on this paper……. Click […]
English and Literature
You know of course, that all of these essays have something to do with the concept of the self. But that concept alone—the self—is not an idea. Rather, each of these writers has expressed his/her ideas in the context of a conversation about the self in relation to other concepts: ethics, language, poetry, technology. And so these authors have articulated ideas that are not merely abstract but truly significant, i.e., that have broad implications for the world in which we live. Such ideas present windows into the larger world beyond ourselves and our own limited visions. Recall Goulish’s metaphorical thoughts about windows: …[W]e will treat the [essay] … not as an object in this world but as a window into another world. If we can articulate one window’s particular exhilaration, we may open a way to inspire a change in ourselves, so that we may value and work from these recognitions… But can we recognize windows to other worlds without some formal, historical, or theoretical understanding of what we are looking at? If we deepen our understanding, might we increase our chances of locating these moments? How do we deepen our understanding? (559) Deepening our understanding of an idea is the primary business of this progression. 1.) providing evidence from essays; 2.) establishing a context for what you have seen and are now trying to convey; 3.) providing thoughtful explanations about the connections and their general (and perhaps far-reaching) implications Now it is time to think more clearly and directly about how you are connected to your chosen idea, why it is important to you, why it excited you in the first place. Select a moment from your own experience that is most clearly associated with this relationship between you and the idea. Recreate that moment without feeling obligated to include your own essay work in the recreated experience or to explain what the relationship is. Your task for this exercise is simply to recall the moment and recreate it as a scene. Think of this moment of experience as a dramatic scene. Recreate the moment so that your reader can step into it, or stand back from it and watch the action. Recreate the moment so that it has drawing power. Do not write as if you are a reporter telling a story from a distance. Aim for something suggestive and nuanced. Now, step back from that preliminary work and consider how you might write a more thoughtful essay. Take that idea from the essay you read and chose to work with during this progression, and analyze it in light of these questions: 1.) What are the larger implications of the idea? 2.) How do other texts you have read in the course or in other courses, change the way you think about the idea? 3.) How does your own experience influence your thinking? What do you actually think about the borrowed idea? That is ultimately what readers should learn from your essay. We want you to deepen our understanding of the idea as you pass it through the filter of your own mind. To do that well you will have to play out your idea against the backdrop of the selected essay that set this whole process in motion. That essay must provide the foundation for your ruminations, so your reader will have to understand that essay. But the deepening will come through your own thinking, aided by the connections you make between the idea you borrowed from the initial essay and one or two other written texts—and connections between the evolving idea and your recreated experiences (if you choose to use them). Good beginnings do several things: o they establish the central inquiry or “problem” the writer is thinking through in the essay; o they establish key terms and concepts – the “vocabulary” of the essay, but do not announce or hit us over the head with this “vocabulary” (see the Mercer Street essays for examples of not announcing or hitting us over the head); o they indicate the kind of essay that will follow; o they indicate or gesture toward the idea of the essay. The middle of your draft. (Recall: you cannot write the ending until you know the middle, and you cannot write the beginning until you know the end.) The middle of the draft is the part that takes up specific, particular pieces of evidence (written texts, scenes from your own experience) and then thinks-in-writing about that evidence — analyzing, interpreting, questioning, reflecting on that evidence. You are writing the middle of the draft with the aim of developing your own idea – something you, and only you, can say, given the evidence you have presented, and the work you have done thinking-in-writing about that evidence. For this middle, you should think-in-writing about at least two written texts. You must make use of your first, chosen text, and at least one other, “ancillary” written text from Occasions. You may also use other written texts, not in Occasions, but these should be in addition, not a substitute for the texts from Occasions. Remember that you are – always – assuming that your reader has no knowledge of the texts you are using. This means you will need to represent the texts as a whole and in part – working with specific quotes from the text. You may also use scenes from your own experience, but remember that you are using those scenes in service of the development of your idea. Your final draft should have a beginning that pulls readers in, introduces us to and establishes the central inquiry of the essay and the key conceptual terms (the “vocabulary” of the essay), and indicate the kind of essay that will follow – all the while considering how to make these things clear to us without “announcing” them to us. In the middle of the essay, your draft should engage evidence as a way of developing and complicating our understanding of your inquiry. For this essay, you are aiming to create a conversation among the texts you are using from Occasions and the texts you are using to present a current, public issue – something reasonable people are arguing about and trying to resolve, out there in the world today. Remember the mantra, that each piece of evidence, and your thinking about that evidence, needs to bring us to some new, deeper insight: essays work in series, not in parallel. In the ending of your essay, your draft should show us what you have discovered, through your engagement with the evidence presented – the ideayou have come to understand, through the writing and construction of the essay. ○ This essay should be 5-7 pages long, typed and double-spaced [the essay must not exceed 7 pages!]. ○ This essay calls for documentation: when you quote key phrases from the essay, parenthetical documentation is required; a “Works Cited List” should be included at the end of the essay [it does not need to be on a separate sheet of paper]. During this progression, we will have discussed documentation in class, but you should dig out the essential information on your own. There is nothing mysterious or complicated about MLA documentation. Familiarity and consistency remain the key. Consult the LBH pgs 147-191. ○ Submit this essay in your portfolio binder; the essay, along with all of your drafts should be on top of the exercises that you have already put in the portfolio. [I will NOT accept a loose leaf portfolio; NOR will I accept plastic covers. The portfolio must lie flat when assembled so that I can carry it around without losing pages]. ○ KEEP COPIES OF EVERYTHING YOU SUBMIT TO ME.
English and Literature Essays Link: Didion: http://profacero.wordpress.com/2010/11/29/joan-didion-on-self-respect/ Rodriguez: https://sjsucompprogram.pbworks.com/w/file/fetch/47456714/1A%20richard%20rodriguez%20reading.pdf Birkerts: http://new.bostonreview.net/BR16.5/birkerts.html You know of course, that all of these essays have something to do […]