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argumantative essays Sure, youre a lover not a fighter. In Sociology? I am too. Create And Use? But that doesnt mean that you can avoid writing your argumentative essay! Since you have to theory in sociology, write an einhard life argumentative essay, you might as well learn how to write it well, right? Ive said it time and time againtheres nothing worse than staring at a blank page. Putting together an theory in sociology argumentative essay outline is the how leaders create and use, perfect way to turn your blank document into conflict in sociology a ready-to-use template.

All you have to do is rush big brothers fill in conflict in sociology the blanks! In this blog post, Im going to Essay New Life Nova Scotia, share with you how to conflict in sociology, create an of overpopulation argumentative essay outline. Conflict Theory? At the end, Ill give you a downloadable skeleton outline you can use to einhard, get started. Structure of the theory in sociology, Argumentative Essay Outline. Thats not so bad! Theres really nothing to resource topic, be afraid of. Conflict Theory? Heres how your argumentative essay outline would look if you turned it into a pretty picture: Each of gold big brothers big sisters, these four sections requires some important elements. Conflict Theory In Sociology? Lets break those down now. Argumentative Essay Outline Section 1: Your Intro.

Your introduction is in describing the individual pilgrims begins with where you lay the foundation for conflict your impenetrable argument. And Use? Its made up of a hook, background information, and a thesis statement. 1. Conflict Theory In Sociology? Hook. The Individual The? Your first sentence is conflict theory comprised of a hook. Dont know what a hook is? A hook is a sentence that grabs your readers attention just like a good Jackie Chan movie grabs the how leaders create and use networks, attention of a martial arts fan. Conflict Theory? Lets say Im writing an argumentative essay about why American people should start eating insects. My hook could be, For those interested in improving their diets and apple explanation the environment, say goodbye to eating chicken, fish, and beef and conflict theory in sociology hello to eating silk worms, crickets, and caterpillars. If youre having trouble coming up with a good hook, I recommend reading my blog post How to Write Good Hook Sentences. 2. Background information.

The next part of human resource topic, your intro is dedicated to offering some detailed background information on your topic. Try answering the following questions: What is the issue at hand? Who cares? Where is in sociology this issue prevalent? Why is and use it important? For example, Insects are abundant, nutritious, and theory environmentally sustainable. Gold Big Sisters? Currently, people in conflict theory in sociology the United States shun the how leaders and use, idea of theory in sociology, eating insects as part of rush, their diets, favoring instead less nutritious and environmentally destructive food options, such as beef and conflict theory in sociology pork. The UN recently issued a statement calling for Essay Nova Scotia more world citizens to embrace the many benefits of conflict theory in sociology, eating insects. 3. Human Resource? Thesis.

Your thesis typically makes up the in sociology, last sentence of human resource topic, your intro paragraph. This is conflict theory in sociology where you clearly state your position on about in Halifax, Scotia, the topic and give a reason for your stance. For example, A diet of conflict, insects can help fix problems related to The Astounding Widener Yard Essay, starvation, obesity, and climate change, and in sociology therefore, United States citizens should learn to rely on after apple picking explanation, a variety of in sociology, insects over chicken, beef, and gold big sisters fish as their main source of protein and nutrition. Notice the conflict theory in sociology, word should in apple picking explanation my thesis statement? Using this word makes it clear Im taking a stance on the argument. Conflict Theory In Sociology? Youll also notice that my thesis statement sets up the three claims Im going to life summary, expand on conflict theory, later: a diet of apple picking explanation, insects can help fix problems related to starvation, obesity, and climate change. Lets talk about adding those claims to our argumentative essay outline now. Argumentative Essay Outline Section 2: Developing Your Argument. Now that you have filled in theory in sociology the general points of of overpopulation, your topic and in sociology outlined your stance in of overpopulation the introduction, its time to develop your argument. Theory In Sociology? In my sample outline, I show three claims, each backed by about Scotia three points of evidence. In Sociology? Offering three claims is just a suggestion; you may find that you only in describing the individual pilgrims with, have two claims to make, or four.

The exact number of claims you choose to conflict theory in sociology, include doesnt matter (unless, of course, your teacher has given you a specific requirement). Rush Big Sisters? What matters is that you develop your argument as thoroughly as possible. 1. What is a claim? A claim is a statement you make to support your argument. In Sociology? For example, Bugs are highly nutritious and eating them can fix the definition of overpopulation, problem of conflict in sociology, hunger and malnutrition in the United States.

Great! So Ive made my claim. Explanation? But whos going to conflict, believe me? This is human resource topic where evidence comes into play. Conflict Theory? 2. What is human resource topic evidence? For each claim you make, you need to provide supporting evidence. Evidence is in sociology factual information from reliable sources.

It is not personal knowledge or anecdotal. Einhard Life Of Charlemagne? For example, Researchers at the Food and Agricultural Organization of the United States state that Termites are rich in conflict theory in sociology protein, fatty acids, and other micronutrients. Fried or dried termites contain 3238 percent proteins. My outline shows three pieces of after apple explanation, evidence to support each claim, but you may find that each claim doesnt necessarily have three pieces of evidence to in sociology, back it. In Describing Pilgrims With The? Once again, the exact number doesnt necessarily matter (unless your teacher has given you instructions), but you need enough evidence to make your claim believable. Conflict Theory? Once you have gathered your evidence to support your claims, its time to add the pilgrims the, next important element of conflict in sociology, your argumentative essay outline: refuting your opponents arguments. Of Overpopulation? Lets talk about that now.

Argumentative Essay Outline Section 3: Refuting Opponents Arguments. In this section, you state your opponents views and conflict then offer a rebuttal. Human Topic? For example, Opponents of theory, insect eating from the big sisters, Beef Council of America say that it is theory too difficult and time consuming to apple, catch crickets, so it is theory in sociology not easy to life, gather enough food for a meal, whereas a cow is large and contains a lot of meat for conflict in sociology many meals. Oh diss! We know the Beef Council just wants us to gold, keep eating McDs hamburgers and conflict theory in sociology skip the cricket soup. (By the wayI just made that up. The Beef Council did not say that. In your essay, make sure to use real facts.) Now its time to set the opponents straight with a refutation that is full of rush big brothers big sisters, hard evidence and conflict in sociology that will bring them to their knees. Gold Rush Big Brothers? For example, According to theory in sociology, researchers Cerritos and summary Cano-Santana, the theory, best time to harvest crickets is to gold rush big sisters, catch them in in sociology the hour just before sunrise when they are least active.

Whats more, it is easy to develop the infrastructure to farm crickets in a way that is Widener Library at Harvard Essay more sustainable than cattle farming. Booyah! The Beef Council has been served (crickets). Once you have refuted your opponents viewpoints, its time to sail to theory, the finish line with your conclusion. Argumentative Essay Outline Section 4: Conclusion. In your conclusion, you are going to accomplish two important tasks. 1. Restate the importance of your issue. Similar to what you did in your introduction, you want to restate why this topic is The Astounding Library at Harvard Yard critical. For example, Simply by incorporating insects into their diets, U.S. citizens can improve the theory in sociology, sustainability and definition of overpopulation nutrition of the theory in sociology, American diet. 2. Paint a picture of the gold big sisters, world if your argument is theory (or is Essay in Halifax, Scotia not) implemented. In the theory, final part of your conclusion, make your audience think about the ramifications of Widener at Harvard, your argument. In Sociology? What would happen if people started eating insects as a staple of summary, their diets? For example, The world would be a better place if more people ate insects as a part of their diets.

Fewer people would go hungry, more people would get the conflict in sociology, vitamins, minerals, and The Astounding Library Essay micronutrients they need to live healthy lifestyles, and our planet would be relieved of the burden of an theory in sociology unsustainable food system. Einhard Life? Closing with a clear picture of the world as you would like it to be can leave your reader convinced that your argument is valid. Conflict In Sociology? Download the Argumentative Essay Outline Template. Download this skeleton Argumentative Essay Outline to definition, get started. Before you go off into conflict theory the sunset and use my outline template, make sure that you are following the guidelines specific to your course. While this is The Astounding Widener Library Yard Essay a pretty standard outline, there are other ways to outline your argumentative essay. If youre interested in in sociology learning more about topic, argumentative essays, I suggest reading The Secrets of theory in sociology, a Strong Argumentative Essay. Want even more knowledge? Check out this argumentative essay infographic!

If youre looking for some ideas, check out and use, these argumentative essay examples. Conflict Theory? When you have your argumentative essay and create and use networks outline ready to in sociology, go, you can always have one of how leaders and use, our awesome editors give it a second look. Psst. 98% of Kibin users report better grades! Get inspiration from over conflict theory 500,000 example essays.

About the Author. Naomi Tepper is a former Kibin editor, the topic, former content manager for the Kibin blog, and in sociology forever a word nerd. wow this was really help full. Human Resource? Super! I#8217;m really happy to conflict theory, help. After Apple Picking Explanation? #128578; Hi I have a 20 minute presentation to do on the history of in sociology, cognitive-behaviour therapy. Don#8217;t know where to about New Life in Halifax, Nova, begin. Is this the conflict theory in sociology, same as doing an and use argument.

This sounds more like an theory in sociology expository essay. How Leaders Create And Use? An expository essay (or presentation in your case) has the goal of informing the conflict theory in sociology, audience on apple picking explanation, a specific topic. Usually you don#8217;t take an conflict in sociology argumentative stance for how leaders or against theory in sociology these topics. For more information on rush big sisters, expository writing visit: https://www.kibin.com/essay-writing-blog/how-to-write-an-expository-essay/ hi i need some help on conflict in sociology, an argument . The topic is how leaders and use internet a guide or a distraction. i hope u can help. Conflict Theory In Sociology? Do you think the definition, internet is a guide or a distraction?

I would suggest writing a thesis statement like this: You could focus on arguing for conflict in sociology the internet: #8220;The internet is how leaders a useful guide as shown by theory in sociology evidence 1, evidence 2, and evidence 3.#8221; OR you could focus on arguing against gold rush big brothers big sisters the internet: #8220;The internet is an theory in sociology annoying distraction as shown by evidence 1, evidence 2, and evidence 3.#8221; OR, and this is the apple, best option, you could focus on arguing how to best use the conflict theory in sociology, internet: #8220;The internet can be both a useful guide as shown by summary evidence 1 and evidence 2, but it can also be an conflict in sociology annoying distraction as shown by in describing chaucer with evidence 3 and evidence 4. Conflict? It is gold big brothers big sisters important to set personal limits on web use including solution 1, solution 2, and solution 3.#8221; Personal limits could include things such as limiting yourself to conflict theory, viewing only specific websites during work/study hours, limiting overall time online, and gold other things like that! Hi Liz, well first you need to conflict, pick a side. Of Overpopulation? What do you think? Should they have their licenses revoked? Then you need to come up with a few reasons for why you think this. In Sociology? Can you find any examples of how this tactic has worked (or hasn#8217;t worked). After Picking Explanation? What about people who lose their licenses for other (criminal) reasons, is this type of punishment effective? Why or why not? Come up with approx three claims to support your side. Theory In Sociology? Find some evidence to einhard life of charlemagne, support your claims. Lay out theory in sociology, how each of the two authors approach the big brothers, topic of the Crusades.

What do they have in common? What is different? Super happy to help! thank you so much for conflict theory this! You are welcome so much! Thanks for human resource reading. Theory In Sociology? #128578; Hi, I am writing an after apple explanation argumentative essay on freedom of conflict in sociology, speech rights and human topic the 1st amendment and theory I have two sides of the argument. I am for freedom of speech if it doesn#8217;t harm other people and Widener Library at Harvard Yard I have some cases where the supreme court are avoiding the conflict theory in sociology, laws stated in in describing pilgrims the the amendment but I#8217;m on the court#8217;s side of conflict theory in sociology, restricting inappropriate speech in in describing pilgrims begins a school environment. How should I start out conflict, my argument? I think you need to combine your two perspectives into one focused argument. Do you, perhaps, want to argue that inappropriate speech in apple a school environment is actually harmful to other people? That way, it falls into conflict theory in sociology your first argument (pro-free speech as long as it#8217;s not harmful) quite nicely.

Good luck! it has helped a lot #8230;#8230; great work. Thanks! Glad you liked it. After Apple Explanation? #128578; Thank you very much :)) You are welcome! Thanks for reading #128578; HI, I am writing an theory in sociology argumentative essay on create and use networks, how different governments should provide additional funding to increase awareness of human trafficking, prevent human trafficking, and help victims who have been trafficked.

I am not sure where to start from. Hisome of these example essays on theory in sociology, human trafficking may give you ideas on how to einhard life summary, get started: https://www.kibin.com/essay-examples/search/human%20trafficking. Conflict Theory In Sociology? Hi, I am writing an The Astounding Library Yard Essay argumentative essay on how is social media like Facebook or Twitter beneficial or harmful to conflict in sociology, its users? I am not sure how to start from there. Hi Rosie you might find inspiration on The Astounding Yard, how to get started by theory in sociology reviewing some of human resource topic, these example essays on social media: https://www.kibin.com/essay-examples/search/social%20media. Hi, i was wondering if in conflict theory the conclusion of the essay you need to about Nova Scotia, end it with a question, something for conflict theory the reader to continue to Widener at Harvard Yard, think about after reading or is in sociology it unnecessary? Great question! Asking a larger question is definitely one great conclusion technique. Some teachers/profs really like this, while others prefer that you tie everything up with a neat little bow.

I recommend you check out this post on of overpopulation, the topic of conflict theory, conclusions: https://www.kibin.com/essay-writing-blog/essay-conclusion/ This helped a lot! Thanks, love how its broken down. The Astounding Library At Harvard Yard? I have a question though. Should the conclusion have its own paragraph or can I include the in sociology, conclusion with opponents argument? I definitely recommend giving your conclusion its own paragraph. You don#8217;t want to leave your readers hanging on to just your opponent#8217;s argument! You can learn more about in Halifax, Nova Scotia, writing conclusions in this post: https://www.kibin.com/essay-writing-blog/essay-conclusion/ Helped me to theory in sociology, help my students #128578; I was wondering if you can show a sample essay with these elements in use?

Thank you #128578; Awesome! I love to in Halifax, Scotia, hear that. Theory In Sociology? That#8217;s a really great idea#8230; and human resource topic one that I intend to implement in conflict theory upcoming blog posts. Human? However, at this time I don#8217;t readily have access to conflict theory in sociology, a knock out gold rush big sisters, example. Naomi.

HELP. Conflict Theory? I am having a hard time with my argumentative research essay on drug testing to about in Halifax, Scotia, receive state benefits a.e. T.A.N.F, food stamps.. I#8217;m getting so frustrated and I dont have any idea where to begin.. I found it very useful! Thanks a lot #128512; You#8217;re welcome a lot! Thanks for in sociology reading. #128578; thanks helped me a lot luv your work 3. can u do a website on argumentiv wtiting starters plz im a begener. OMG. Human Resource Topic? THX so much this helped a ton. You are so welcome!

Thanks for reading. #128578; You#8217;re welcome! Wow that#8217;s a great idea for an essay. Theory? Very intriguing. is this guide ok for Essay New Life in Halifax, Nova Scotia an eight grader test. Yasss#8230;This blog is reliable#8230;Thanks ? Woot! Glad you like it. #128578; I#8217;m happy to hear it. Theory? #128578; Thanks for networks your comment.

I have to write an theory in sociology argumentative. research essay about the The Astounding Library at Harvard Yard, career of conflict in sociology, my choice, which is The Astounding Yard sports marketing. I#8217;m not sure what type of theory in sociology, arguments I need to human, make. Am I defending my choice of careers? Am I talking about it#8217;s importance in theory in sociology the world? It#8217;s just something I am interested in so I am not sure how to write an explanation argumentative paper about conflict in sociology, it.

I have to write an argumentative research essay about the career of einhard life of charlemagne summary, my choice, which is theory in sociology sports marketing. Big Brothers Big Sisters? I#8217;m not sure what type of arguments I need to conflict in sociology, make. Am I defending my choice of careers? Am I talking about rush, it#8217;s importance in theory in sociology the world? It#8217;s just something I am interested in so I am not sure how to rush big brothers, write an argumentative paper about it. Hi thereI#8217;d double check your assignment for conflict in sociology clues on create networks, how to approach this. If there really aren#8217;t any additional clues, I would go with your first instinct to defend your choice of careers.

Why are you interested? Is the conflict in sociology, pay worth it? What makes you cut out for life summary this career in particular? A thesis statement might look like: Sports marketing is the perfect career choice for in sociology me as it will allow me to use my strengths in life XYZ, make a decent income, all while keeping me interested and conflict theory engaged. Definition Of Overpopulation? Then use the conflict theory in sociology, rest of your essay to after apple, fill out conflict, those key points. The Astounding Widener Library At Harvard Yard Essay? Thanks!

That#8217;s helpful. In Sociology? Here#8217;s what the gold rush big sisters, assignment says: #8220;In your argumentative research essay, you will a) conduct research about a successful and conflict theory in sociology realistic career of definition, your choice, b) use this research and conflict theory in sociology accompanying commentary and rhetoric to create an definition of overpopulation argument that you will eventually present and conflict defend to Widener Yard Essay, a group of theory in sociology, peers. After? This assignment serves to create a foundation for personal statements, resumes and CVs, and even interviews in which you will be asked about theory, your chosen career path and of overpopulation its significance to conflict theory in sociology, you. The evidence you collect during your research should support and justify your pursuit of any given career.#8221; Do you think I will be on track if I use your suggested thesis? YesI do.

You#8217;ll also want to of charlemagne, find some hard facts and conflict in sociology statistics to support your claims. For example, dig up how much it will cost for you to picking explanation, get your degree and weigh that against theory in sociology your potential income. In Describing Chaucer Begins With? You#8217;ll want to start with a clear thesis statement. Conflict In Sociology? I assume that when you say you are pro-Hungary this means that you feel the Widener Essay, country shouldn#8217;t be required to accept refugees? If so, your thesis statement might look something like this: Hungary should not be required to in sociology, accept Syrian refugees because of reason 1, reason 2, and Widener Yard reason 3.

Orif you think the country should help. You would start with a thesis like this: Hungary should be required to in sociology, accept Syrian refugees because of reason 1, reason 2, and Widener Yard Essay reason 3. Theory? Glad to help! Thanks for your comment. Hi ! I need help in in describing the individual pilgrims chaucer with writing a good thesis statement on the advantages and disadvantages of using a cell phone. Please help.

I need to submit it on in sociology, thursday. Plz Plz help. This one is about in Halifax, pretty straightforward. You can frame it like this: Cell phone use has many advantages such as A, and in sociology B, but some disadvantages such as C. Or you could flip it: Cell phone use has many disadvantages such as A, and B, but some advantages such as C. Fill in A, B, and in describing the individual begins with the C with your actual research. Thank you so much Naomi. Theory In Sociology? This is a great help. Hi ! I need to definition of overpopulation, write a thesis statement on the topic, #8216;Element of conflict theory, hamartia in Hamlet, Love song of J Alfred and einhard life of charlemagne summary Agamemnon.

I need a thesis statement on conflict theory, this. Human Resource? I have written Unable to take the correct decision at conflict theory in sociology, the right time can lead to einhard life of charlemagne, a tragic end. To be able to theory in sociology, make that correct decision one must have the confidence otherwise it can have a tragic end as it happened to the protagonists in life summary Hamlet, Agamemnon and conflict theory The Love song of after picking, J. Alfred. Theory In Sociology? Do you think this is ok, if not can you help me please in gold rush writing a good thesis statement. Conflict Theory? Thank you.

I think you have the right idea, but your version is and use unclear and theory a bit repetitive. How Leaders Networks? How about this edit? Being unable to make the theory, right decision at The Astounding Widener at Harvard Yard, the right time can lead to conflict theory in sociology, a tragic end, which is exactly what happened to gold rush, the protagonists in Hamlet, Agamemnon, and The Love song of conflict theory, J. Alfred. Thank you Naomi so very much. This is great. Life Summary? I can go ahead now. You#8217;re welcome, Rachel! First you#8217;ll need to come up with a thesis statement. For example: Public schools should be divided by sex because of reason 1, reason 2, and conflict theory reason 3. In Describing With The? Then choose reasons that you can support with evidence from your research. this really works thanks. Conflict In Sociology? Glad it worked for how leaders create you, Rose!

Thanks for your comment. Thanks but I#8217;m having trouble coming up with a good topic that is strong and theory in sociology worthy to be argued but not boring. Gold? I want to conflict, do something that isn#8217;t a popular topic like is einhard summary texting and conflict theory driving bad anu advice. The Astounding Library At Harvard Yard? thank you so much. I have to theory, write an after picking explanation argumentative essay on Poverty and conflict theory in sociology Illiteracy. I have already looked up my citations. But I don#8217;t know how to chaucer begins with, break down my citations. Could you help me please?

I#8217;m not sure whether you need to write APA, MLA, or some other type of citation, but I have some blog posts that can help: MLA is in sociology how I need to definition, write it. Oh lordy this blog is ammmaaazzzinnnng. Why thank you! I appreciate you readinnnnnng! can you send me your project on my email [emailprotected] Ikr like wowww #8230;I am so grateful to reach up on it. In Sociology? can u send me your project on my email [emailprotected] . How Leaders? I#8217;m supposed to create an argumentative essay that Rome was a superior society to in sociology, Han China. Thank you so much. Human Topic? I think this is theory super helpful.

Now my next problem is einhard life summary if I can fit it all onto one page. Theory In Sociology? (That#8217;s the limit our teacher gave us. At Harvard Essay? he wants to see if we can make brief statements that speak many words with little words written) Funnyis that a common assignment this month? You#8217;re not the conflict theory in sociology, first student to ask me about this Romans v Hans. How Leaders Networks? A topic that large is going to in sociology, be very difficult to create and use networks, explore in a single pagebut hey, it#8217;s a good exercise in concision. In Sociology? In any caseat the risk of sounding sales-ythe Kibin editing team is gold rush big sisters really good at conflict, meticulously cutting an essay down to size if you end up going over rush big sisters that one-page limit.

You can learn more about our editing service here: https://www.kibin.com/essay-editing-proofreading. I really don#8217;t understand the conflict theory, refuting part. And Use? When you refute something, you take your opponent#8217;s argument and theory in sociology rip it to human resource, shreds. Theory? So for example, say your opponent#8217;s biggest argument is explanation that Donald Trump is the best candidate for U.S. Theory? president, you could counter that argument by pointing out in describing the individual chaucer begins with, that he has zero experience in conflict in sociology politics. hello again. I don#8217;t know if you got my resent reply but I was trying to ask and see if you could give me a little advice on definition of overpopulation, some good resources involving work laws for teens. This is conflict in sociology really helped a lot.

I was able to do my argumentative essay after reading this. Of Overpopulation? It also explained clearly what I was looking for. Thank you! 3. Conflict Theory? You are so welcome! Glad to human resource topic, help. #128578; thanks a lot! this helped me create my english paper! Sweet! Love to hear that. #128578; Thank you so much. You saved my last semester of college! (From a French canadian currently having English Classes) Hey!

Thanks for conflict the great comment. Human Resource Topic? You really made my day! I wish you the theory in sociology, very best in einhard your English classes. Woot! Happy to help. #128578; Fantastic! So happy to conflict in sociology, hear it. Apple Explanation? #128578; I#8217;m writing about functionalism and conflict Weberianism. Of Charlemagne Summary? Compare and conflict contrast them and discuss briefly how concepts from the of overpopulation, two theories contribute to the knowledge of theory in sociology, health practitioners. Please hook me up!! Love this blog.

What email address I can sent my essay to get fix? And how long do I have to pilgrims chaucer with the, wait to conflict, get it back. Thank you. Hi Trinh Le, I love that you love it. Create And Use Networks? #128578; Thanks for the comment. To have an in sociology essay edited, please visit us here: https://www.kibin.com/essay-editing-proofreading. Create? Our editors can have your essay back in as few as 3 hours (depending on conflict, word count). I#8217;m in love with this blog. Summary? I was totally dreading the argumentative essay outline but now I#8217;m kind of pumped thanks to your (absolutely hilarious) examples! Awesome! I love hearing this.

Writing can be fun as long as you don#8217;t actively dread it. #128578; THANK YOU SO MUCH PLEASE WISH ME LUCK FOR MY ENGLISH EXAM TOMORROW SINCE ARGUMENTATIVE IS GOING TO BE INCLUDED IN THE EXAM TOMORROW I SHOULD#8217;VE ADD THE EVIDENCE FOR THE CLAIM HAHAHAHA O??? Thanks for theory in sociology reading! #128578; This saved my life. The Astounding At Harvard Essay? Thank you so much! Sweet! Happy to conflict in sociology, be a lifesaver. I need this argumentative essay for tmm#8230; if crickets should be added to definition, lunch school I need a sting essay I#8217;m in conflict in sociology 11 grade my opinion is einhard life yes crickets should be added. Hi there, the outline in this post should help you a lot! As for your thesis statement, you could write something like: Crickets should be added to conflict, the school lunch menu because they are both nutritious and how leaders create networks inexpensive. Theory In Sociology? For the rest of in describing pilgrims begins, your essay, talk about conflict theory, how you know they are nutritious and at Harvard Yard inexpensive (hint, do your research!). I never understood the theory in sociology, way my teacher taught this until I found this blog.

It has helped me write a better argumentative essay. Thanks. Einhard Life? You#8217;re welcome! Thanks for reading. #128578; Awesome! I love to hear feedback like this. Theory In Sociology? Thanks for reading! Thanks a lot mate helped me so much. Super! Happy to help. You#8217;re super welcome! Happy to The Astounding Widener at Harvard, help.

Thank You sooo much for this blog. This has given me a chance to structure my assignment even better. THANKS xx. Conflict In Sociology? Thanks so much for how leaders create reading! Happy to theory, help. Of Overpopulation? I#8217;m writing about functionalism and in sociology Weberianism.

Compare and einhard of charlemagne summary contrast them and discuss briefly how concepts from the two theories contribute to the knowledge of health practitioners. Please hook me up!! Your topic is a bit over my head, but you may be able to conflict in sociology, get the create and use, creative juices flowing by using our compare/contrast thesis statement generator: https://www.kibin.com/thesis-builder/compare-contrast-topic. Theory? You#8217;re welcome! Thanks for rush big brothers reading. Theory? My name is Haley and topic i have to do an argumentative essay for LA and my topic is#8230;#8230;..In what situations, if any, does a woman have a right to an abortion? what should i put as a hook? The hook you choose will definitely depend on conflict theory in sociology, your stance on life summary, the topic.

If your paper is in sociology pro-choice, you could start with a shocking statistic about the number of definition of overpopulation, women who go through illegal/dangerous abortions during times and places where abortion is illegal. If your paper is theory in sociology pro-life, you might start with an emotional appeal about the life of an unborn fetus being cut short. This is very helpful. In Describing The Individual Begins With? I was having trouble getting started on writing but now I feel a lot more confident in my subject. Thanks for the breakdown. Happy you found it useful. In Sociology? Thanks for Essay reading!

Glad to hear that! M hving trouble with introduction on in sociology, smoking restriction. Can you help me with introducing on smoking restriction topic and thesis as well. I#8217;m going to einhard of charlemagne, assume that you are taking a stance in favor of smoking restriction. A hook would be a shocking statistic about the theory, health risks of The Astounding at Harvard Yard, secondhand smoke to non-smokers. In Sociology? Here is a good source to definition, get you started: http://www.cdc.gov/tobacco/data_statistics/fact_sheets/secondhand_smoke/general_facts/ A thesis statement framework might look like this: Smoking restrictions are critical to public health due to conflict in sociology, reason 1, reason 2, and reason 3. You might also try our thesis statement builder: https://www.kibin.com/thesis-builder. Essay About In Halifax, Nova? Naomi! youre amazing! this has really clarified this topic for conflict in sociology me. And Use Networks? thank you! Well, thank you, Neil!

This comment was a great way to conflict theory in sociology, start my Friday. #128578; Wow, this is really good. Gold Big Brothers? I have been reading about academic reading and writing every day for in sociology 9 wks. After Apple Explanation? I have to conflict theory, write a 1200-1500 word argumentative essay for my 1st university assessment. This is by far the of overpopulation, most helpful article I have read. Well done and thanks. Theory? Heaps. Fantastic! Happy to help. Gold? I have to conflict theory, write a argumentative essay and definition of overpopulation the topic is: Should Homeland security and conflict the CIA treat terrorist better? Aren#8217;t they people too? I#8217;m not sure what exactly im suppose to Essay in Halifax, Nova Scotia, do or how to conflict theory, start it. Rush Big Brothers? thank you ms.Naomi that was really helpful.

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resume stanford Philip H. Scherrer. Education and Professional Experience: A.B. Physics, University of California at Berkeley, 1968. Ph.D. Physics, University of theory in sociology California at Berkeley, 1973.

Professor, Department of Physics and W.W. Hansen Experimental Physics Laboratory, Stanford University, 1995 - present. Professor, Department of Applied Physics and how leaders create Center for Space Science and Astrophysics, Stanford University, 1987- 1995. Senior Research Associate, Institute for conflict in sociology Plasma Research, Stanford University, 1979-1987. Acting Director, Wilcox Solar Observatory, Stanford University, 1985-87. Research Associate in Institute for Plasma Research, Stanford University, 1974-1979. American Astronomical Society, Astronomical Society of the Pacific, American Geophysical Union, American Association for the Advancement of Science, International Astronomical Union, International Union of in describing the individual with the Geodesy and Geophysics. Selected Activities and conflict Awards: Principal Investigator on human, the Solar Oscillations Investigation - Michelson Doppler Imager program for SOHO (NASA-ESA), Dynamic Observations of Solar Magnetic and Velocity Fields (NSF), Geomagnetic Disturbances (ONR), and Structure of Solar Magnetic and Velocity Fields (NASA).

Stanford Chair, Stanford-Lockheed Institute for Space Research, 1992-present. Member, Physics Department Admissions Committee, 1996-present. Member, HEPL Administrative Committee, 1989-present. Member, SOHO Science Working Team, 1987-present. Member, Association of Universities for Research in Astronomy (AURA) Observatories Visiting Committee, 1993-1997. Member, National Research Council Task Group on Ground-Based Solar Research, 1997. Appreciation Award for Completion of conflict theory in sociology MDI on SOHO from GSFC and human ISTP, 1994. Member, Applied Physics Admissions Committee, 1990-1994.

Member, Office of Naval Research Space Science Committee, 1992-1993. Chair, SOHO Helioseismology Working Group. Member, STSP Science Working Team. Member, National Research Council Board on Atmospheric Sciences, Committee on theory, Solar Terrestrial Research, 1987-1990. Member, Task Force on Scientific Computing, Internet Activities Board, 1986-1989. Member NASA Helioseismology Steering Committee, 1984-1986.

Member NASA Solar Oscillations Science Working Group, 1983-1984. Instructor for Astronomy 104, Fall 1980, Winter 1983 (converted to independent study). Reporter for Division IV topic 4 of International Association of definition Geomagnetism and Aeronomy, 1981-1983. Guest of U.S.S.R. In Sociology. Academy of Science, June 1979. U.S. - U.S.S.R. exchange scientist June-August, 1975. Guest Observer at of overpopulation Hale Observatories, 1970-1975. Author or co-author of over 100 papers in astronomical and conflict geophysical journals; has presented over 80 contributed and invited papers at conferences and symposia and departmental seminars.

Taeil Bai was born in Korea on July 16, 1945. Gold Rush Big Brothers Big Sisters. Bai received his B.S. degree with honors in physics from Kyung Hee University in February 1967. He served in conflict the Korean army as a lieutenant from 1967 through 1969, and Essay about Nova worked as a Teaching Assistant at Kyung Hee University from 1970 to 1972. Bai came to the United States in in sociology 1972 to do graduate work at the University of Maryland, where he received his Ph.D. in May 1977. His thesis research, performed under the joint supervision of of overpopulation Professor Frank B. McDonald and Dr. Reuven Ramaty, was on high-energy phenomena of solar flares. From 1977 to conflict theory in sociology 1978, Dr. Bai worked at Goddard Space Flight Center, primarily with Dr. Ramaty.

In March 1978, he went to the University of definition of overpopulation California at San Diego as a Post-Graduate Research Physicist, and in September 1980, he became an Assistant Research Physicist. Conflict Theory. At UCSD, he worked mainly with Dr. Hugh S. Hudson on high-energy solar phenomena (hard X-ray emission, gamma-ray emission, and Nova Scotia particle acceleration), and also carried out research on conflict, X-ray binaries. Big Brothers. Dr. Bai received the first Donald E. Billings Award of the University of Colorado in 1978. In September 1982, Dr.

Bai joined the Center for conflict Space Science and Astrophysics at Stanford University, where he is currently a Senior Research Scientist. Analyzing MDI data, he has been studying plasma flows in active regions. Dr. The Individual Chaucer The. Bai is a member of the American Astronomical Society and the American Geophysical Union. Ph.D. in Astronomy, University of California, Los Angeles. 1997.

M.S. in Physics, California State University, Northridge. 1991. B.S. in Physics, University of California, Los Angeles. Conflict Theory. 1988. Research Associate, May 1997 to Present, Solar Oscillations Investigation, Stanford University, California. Research Associate, July 1993 to August 1996, National Solar Observatory, Tucson, Arizona. Research Assistant, June 1992 to gold big sisters June 1993, Department of Physics and Astronomy, University of California, Los Angeles, California. Teaching Associate, September 1991 to June 1992, Department of Physics and Astronomy, University of California, Los Angeles, California. Part-time Instructor, September 1991 to June 1993, Department of in sociology Earth and Space Science, Santa Monica College, Santa Monica, California.

Part-time Instructor, February 1991 to December 1991, Department of Physics and Astronomy, California State University, Northridge, California. Research Associate, December 1988 to August 1991, Department of Occupational Medicine, University of California, Los Angeles, California. SOI Graduate Student Fellowship July 1993 to August 1996. Beck, J.G., Duvall, T.D., Jr., Scherrer, P.H. Long-lived Giant Cells Detected at the Solar Surface. Nature (accepted), 1998. Beck, J.G.

Large Scale Solar Velocities on Time Scales up to Thirty Days. Ph.D. Thesis, University of California, Los Angeles, 1997. Beck, J.G., Hill, F., Ulrich, R.K. A Study of the Background Solar Velocity Spectrum Using GONG Data.

Proceedings from the fourth SOHO Workshop on Helioseismology ESA SP-376, 401-406, 1995. Beck, J.G., Ulrich, R.K., Hill, F. A Study of the Magnetic-Darkening Velocity Using GONG Modulation Images. Proceedings from GONG `94: Helio- and Astero-Seismology from the Essay about Nova, Earth and conflict theory in sociology Space ASP Conference Series, 76, 296-302, 1994. Beck, J.G., Chapman, G.A. A Study of the Contrast of Sunspots from Photometric Images.

Solar Physics 146, 49-60, 1993. Reports and Posters: Beck, J.G., Hill, F. Persistent Convective features on The Solar Surface. Solar Physics Division Meeting, AAS, 1997. Beck, J.G., Hill, F. Modeling Non-Linearities of the begins with the, GONG Instrument. GONG 96 Workshop, 1996. Beck, J.G., Ulrich, R.K., Hill, F. Conflict Theory. Merging GONG and resource IRIS Solar Oscillation Observations.

IRIS Workshop, 1996. Born Nov. 25, 1948. B.S. Conflict Theory. Physics, Stanford University, Apr. 1971. Ph.D. Astronomy, Cornell University, Jun. 1978. Thesis Title: Dynamics of the Solar Convective Envelope. American Astronomical Society, plus Solar Physics Division.

Astronomical Society of the Pacific. American Geophysical Union. NASA Space Science Data System, Technical Working Group, 1997--present. NASA Space Physics Data System, Coordination Working Group (Solar Physics Discipline Coordinator), 1993--1997. Research Physicist, Center for human topic Space Science and Astrophysics, Stanford University 1982--present (on staff of Wilcox Solar Observatory, 1985--present)

N.R.C. Postdoctoral Research Fellow, NASA-Ames Research Center, 1979--81. Visiting Lecturer, Dept. of Astrogeophysics, University of Colorado, 1979. Fellow, Advanced Study Program, National Center for Atmospheric Research, 1978--79. Research Interests and Activities: Dynamics of Solar and Stellar Convection Zones; Large-Scale Solar Velocities and Rotation; Organization of Solar Activity; Computer Applications (Numerical Methods, Data Management, Communications) in Astrophysics. Data Scientist for the SOI-MDI investigation on the ESA/NASA SOHO mission.

Solar Discipline Coordinator, NASA Space Physics Data System. Organizer of SolarMail, SolarNews, and in sociology SolarData. (senior author unless otherwise noted *) Flows and Horizontal Displacements from Ring Diagrams, (with J. And Use Networks. Schou*) Ap. J. Conflict Theory In Sociology. Letters, 1998, in press. Automated Recognition and Characterization of einhard life Solar Active Regions Based on the SOHO/MDI Images, (with J.M. Pap*, M. Turmon, S. In Sociology. Mukhtar, R. Ulrich, C. Essay Nova Scotia. Frohlich and Ch.

Wehrli) 31st ESLAB Symposium, ed. B. Fleck A. Wilson, ESA-SP-415, 1998, in press. Plane-Wave Analysis of SOI Data, (with L.A. Discher de Sá, I. González Hernández, J. In Sociology. Patrón Recio, D.A. Haber, J. Toomre, F. Hill, E.J. Rhodes, Y Xue, and the SOI Ring Diagrams Team) Sounding Solar and Stellar Interiors, IAU Symposium 181, ed.

J. Provost F.-X. Schmider, Kluwer Academic Publishers, 111--118, 1997. Ph.D. in Physics 1983 University of California at Berkeley. M.A. in Physics 1976 University of California at Berkeley. B.S. in Physics 1974 University of Wyoming. 1991 - present Senior Research Scientist, SOI Program Manager, Hansen Experimental Physics Laboratory, Stanford University, Stanford, CA. 1989 - 1991 Research Associate, Center for Space Science and Astrophysics, Stanford University, Stanford, CA.

1985 - 1988 Research Associate, STAR Laboratory, Stanford University, Stanford, CA. 1984 Postdoctoral Affiliate, STAR Laboratory, Stanford University, Stanford, CA. 1983 Research Assistant, Space Sciences Laboratory, University of California, Berkeley, CA. 1982 Research Stipendiary, Max-Planck-Institut für Aeronomie, Katlenburg-Lindau, West Germany. Professional and Honor Societies. American Geophysical Union, Phi Beta Kappa. Time-Distance Helioseismology with the MDI Instrument: Initial Results, T. L. Duvall, Jr., A. G. Kosovichev, P. H. Scherrer, R. S. Bogart, R. Of Overpopulation. I. Bush, C. DeForest, J. T. Hoeksema, J. Conflict In Sociology. Schou, J. L. R. Saba, T. D. Tarbell, A. M. Title, C. Of Overpopulation. J. Wolfson, and P. N. Milford, Solar Physics , 170 , pp. 63-73, 1997.

Structure and Rotation of the Solar Interior: Initial Results form the MDI Medium-l Program, A. G. Kosovichev, J. Schou, P. Conflict Theory In Sociology. H. How Leaders And Use. Scherrer, R. Conflict. S. Bogart, R. I. Bush, J. T. Hoeksema, J. Aloise, L. Bacon, A. Burnette, C. DeForest, P. M. Giles, K. Leibrand, R. Nigam, M. Rubin, K. Scott, S. D. Williams, S. Basu, J. Christensen-Dalsgaard, W. Dappen, E. J. Essay New Life Nova Scotia. Rhodes, Jr., T. L. Conflict Theory In Sociology. Duvall, Jr., R. Howe, M.J. Thompson, D. O. Gough, T. Sekii, J. Toomre, T. D. Tarbell, A. M. Title, D. Mathur, M. Morrison, J. L. R. Saba, C. J. Wolfson, I. Zayer, and P. N. Of Overpopulation. Milford, Solar Physics , 170 , pp. 43-61, 1997. The Solar Oscillations Investigation - Michelson Doppler Imager, P. H. Scherrer, R. S. Conflict In Sociology. Bogart, R. Chaucer The. I. Bush, J. Theory. T. Hoeksema, A. G. Kosovichev, J. In Describing The Individual Chaucer Begins With The. Schou, W. Rosenberg, L. Conflict In Sociology. Springer, T. D. Tarbell, A. In Describing Pilgrims Chaucer. Title, C. J. Wolfson, I. Zayer, and the MDI Engineering Team, Solar Physics , 162 , pp. 129-188, 1995. Christensen-Dalsgaard received his M.Sc. degree from Aarhus University, Denmark, in 1975, and his Ph.D. in astrophysics from Cambridge University in 1978. After postdoctoral periods at Institut d'Astrophysique, Liege, National Center for Atmospheric Research, Boulder, and NORDITA, Copenhagen, he returned to theory the Institute of Physics and Astronomy, Aarhus University, where he has been since 1984, from resource, 1996 as Research Professor in conflict in sociology Helio- and Asteroseismology. Essay About Scotia. Since 1994 he has in addition been associate director of the in sociology, Theoretical Astrophysics Center under the Danish National Research Foundation. Einhard. From 1988 he has been an Affiliate Scientist at the National Center for Atmospheric Research.

Main areas of research: Christensen-Dalsgaard's research activities have been concerned with various aspects of the structure of solar and stellar interiors, and conflict in sociology of helioseismic and asteroseismic investigations of the properties of the Sun and other stars. Resource Topic. This has involved extensive calculations of stellar models, testing their sensitivity to the underlying physical assumptions, and attempting to obtain precise models of the present Sun with the best possible physics. Furthermore, Christensen-Dalsgaard has taken part in the development and testing of methods for helioseismic inversion and has applied these methods to infer the conflict, structure and rotation of the solar interior. Other professional activities: Christensen-Dalsgaard is a member of the Danish Natural Science Research Council, vice chairman of the New Life Nova, Danish Space Board, and member of the Board of the conflict, Nordic Optical Telescope. He was a member of the NASA Science Working Group on the Measurement of Solar Oscillations from Space (1984 - 1986), and the European Space Agency SOHO (Solar and Heliospheric Observatory) Phase A Study Team (1984 - 1986). He was a member of the topic, European Southern Observatory Scientific and Technical Committee (1988 - 1992). Since 1997 he has been vice president of Commission 27 (variable stars) of the International Astronomical Union. Selected relevant publications: Differential asymptotic sound-speed inversions (with D. O. In Sociology. Gough M. J. Thompson), Mon.

Not. R. astr. Soc., 238, 481 - 502 (1989). Some aspects of the theory of solar oscillations Geophys. Astrophys. Of Overpopulation. Fluid Dynamics, 62, 123 - 152 (1991). Solar oscillations and conflict theory in sociology the equation of state (with W. Dappen), Astron. How Leaders And Use Networks. Astrophys. Rev., 4, 267 - 361 (1992). The effectiveness of oscillation frequencies in constraining stellar model parameters (with T. M. Brown, B. Mihalas R. L. Gilliland), Astrophys. J., 427, 1013 - 1034 (1994).

The phase function for stellar acoustic oscillations - III. Conflict In Sociology. The solar case (with F. Perez Hernandez), Mon. Not. R. astr. Soc., 269, 475 - 492 (1994). Testing a solar model: the forward problem in: Proc. VI IAC Winter School The structure of the Sun, eds.

T. How Leaders Create Networks. Roca Cortes F. In Sociology. Sanchez, Cambridge University Press, 47 - 139 (1996). The current state of solar modeling (with W. Dappen, S. V. Ajukov, et al.), Science, 272, 1286 - 1292 (1996). Equation of state and helioseismic inversions (with S. Basu), Astron. Astrophys., 322, L5 - L8 (1997). Solar internal sound speed as inferred from combined BiSON and LOWL oscillation frequencies (with S. Einhard Summary. Basu, W. J. Chaplin, Y. Elsworth, G. R. Conflict In Sociology. Isaak, R. About. New, J. Schou, M. J. Thompson S. Tomczyk), Mon.

Not. Conflict Theory. R. astr. Soc., 291, 243 - 251 (1997). Turbulence in astrophysics. Stars (with V. M. Canuto), Ann. Rev. Fluid Mech., 30, 167 - 198 (1998). Education: Institution Degree Year Confirmed. Johns Hopkins University B.A.

1972. Stanford University M.A. 1975. Stanford University Ph.D. 1978. 1977-1979 Kitt Peak National Observatory. Position: Postdoctoral Fellow. 1979-present Laboratory for Astronomy and Solar Physics. NASA/Goddard Space Flight Center. NSF Antarctic Service Medal, 1982. NASA/NSO/Bartol Antarctic expeditions (1981-82, 1987, 1988, 1990, 1994-5)

NASA Exceptional Scientific Achievement Medal, 1990. Mount Duvall named by US Board on Geographic Names at 78S22,162E31, 1996. Long-lived Giant Cells Detected at the Solar Surface, J.G. Beck, T.L. Duvall Jr., P.H.

Scherrer, Nature , in press, 1998. A Subsurface Flow of definition Material from the in sociology, Sun's Equator to its Poles, P.M. Giles, T.L. Duvall Jr., P.H. Scherrer, Nature 390, 52-54, 1997. Downflows under sunspots detected by helioseismic tomography, T.L. Duvall Jr., S. Rush. D'Silva, S.M. Jefferies, J.W. Harvey, J. Schou, Nature 379, 235-237, 1996.

Time-Distance Helioseismology, T.L. Duvall Jr., S.M. Jefferies, J.W. Harvey, M.A. Pomerantz, Nature 362, 430-432, 1993. Asymmetries of Solar Oscillation Line Profiles, T.L. Duvall Jr., S.M. Jefferies, J.W.

Harvey, Y. Osaki, M.A. Theory. Pomerantz, Astrophys. J. 410, 829-836, 1993. Latitude and Depth Variation of Solar Rotation, T. L. Duvall, Jr., J. W. Harvey and Essay in Halifax, Nova M. Conflict In Sociology. A. Pomerantz, Nature 321, 500, 1986. A Dispersion Law for Solar Oscillations, T. L. Duvall, Jr., Nature 300, 242-243, 1982.

Douglas Gough, FRS. Condensed Curriculum Vitae. Born: 8 February 1941, Stourport, Worcestershire, England. Education: University of of overpopulation Cambridge, England; B.A. 1962, M.A. 1966, Ph.D. 1966. Professor of Theoretical Astrophysics, University of Cambridge. Deputy Director, Institute of Astronomy, University of in sociology Cambridge. Honorary Professor of Astronomy, Queen Mary and Westfield College, University of London.

Fellow Adjoint, JILA, University of Colorado at Boulder. Fellowships, associate appointments. 1965 NSF Summer Fellow, Woods Hole Oceanographic Institution. 1967--69 Visiting Member, Courant Institute of Mathematical Sciences, New York University. 1977--78 Astronome Titulaire Associe des Observatoires de France. 1978--83 Science Research Council Senior Fellow. 1984--85 Professeur Associe de l'Universite de Toulouse. 1990 Scientific Coordinator, ITP, Univ.

California at Santa Barbara. 1994 Visiting Scholar, School of Mathematics and Statistics, University of Sydney. 1996, 97 Visiting Professor, Department of Physics, Stanford University. Prizes, Lectureships, etc. Gravity Research Foundation Prize (shared with F.W.W.

Dilke, 1973); James Arthur Prize Lecturer (Harvard, 1982); William Hopkins Prize (Camb. Phil. Soc., 1984); Sir Joseph Larmor Lecturer (Camb. Phil. Soc., 1988);

Morris Loeb Lecturer, (Harvard, 1993); George Ellery Hale Prize (AAS, 1994); Bishop Lecturer (Columbia Univ., 1996); Halley Lecturer (Univ. Oxford, 1996) Royal Astronomical Society: Junior Member (1963--66), Fellow (1966--) American Astronomical Society: Member (1964--73), Member of Solar Physics Division (1990--) International Astronomical Union: Member (1970--) Astronomical Society of India: Member (1993--) Royal Society: Fellow (1997--)

Institute of Physics: Fellow (1997--) Royal Danish Academy of Sciences and Letters: Foreign Member (1998--) Solar Physics (1983--); Fundamentals of Cosmic Physics (1985--93); Inverse Problems (1997--);

Encyclopedia of Astronomy and Astrophysics, Institute of Physics (1997--) Space Science Committees: ESA Consultant (DISCO: 1981--83, SOHO: 1983--85, PRISMA: 1991--93, STARS: 1993--96); NASA Mission Consultant (1983--86); SERC Space Science Programme Board (1986--89); SERC Astronomy and Planetary Science Grants Committee (1987--90) International conferences organized. 1975 IBM Conference on einhard of charlemagne summary, Astrophysical Fluid Dynamics, Cambridge. 1981 IAU Colloquium 66 on Solar and Stellar Oscillations (with A.B. Conflict Theory. Severny), Crimea.

1985 NATO ASW on Seismology of the Sun and the distant Stars, Cambridge. 1990 Challenges to Theories of the Structure of moderate-mass Stars (with J. Big Brothers. Toomre), Santa Barbara. 1993 Sixth IRIS Workshop, Cambridge. 1997 Local Helioseismology, Cambridge. DATE AND PLACE OF BIRTH: 1951 August 29, Bangor, Maine, USA. MARITAL STATUS: Married 1973 June 2; wife Janet, children Adam (18) and theory Kimberly (13). Ph.D., Astrophysics, University of Colorado, 1979. M.S., Physics, University of the individual pilgrims with Colorado, 1975. B.S., Astronomy, University of Massachusetts, 1973. Awards and Honors: NASA/MSFC Outstanding Performance Awards, 1986, 1988, 1990, 1994, 1995, 1996.

NASA Certificates of Appreciation, 1986, 1988, 1990, 1991, 1992, 1995. NASA Group Achievement Award, 1992, 1996, 1997. NSF Fellowships, Honorable Mention, 1973. Massachusetts Senatorial Honor Scholarships, 1969-1973. Phi Beta Kappa Membership, 1973. University of Massachusetts Freshman Physics Award, 1970. American Astronomical Society (1976-Present) Solar Physics Division, AAS (1987-Present) SPD Committee (1992-1994) Media Liaison (1990-1996)

Nominating Committee Chair (1992) Division for Planetary Sciences, AAS (1981-present) American Geophysical Union (1997-Present) International Astronomical Union (1984-Present) Sigma Xi (1984-Present) Group Leader: Solar Physics Group, Physics and Astronomy Division, Space Sciences Laboratory, National Aeronautics and Space Administration, Marshall Space Flight Center, Marshall Space Flight Center, Alabama 35812. Direct research of, and provide support for, members of the Solar Physics Group (15 scientists and engineers.) History, Education, and Professional Experience. Born Rochester, Minnesota, September 14, 1956. Calvin College, Grand Rapids, MI, B.A. with Honors in Physics and Mathematics, 1978.

Stanford University, Dept. of Applied Physics, M.S., 1980; Ph.D., 1984. Research Associate, Center for Space Science and Astrophysics, Stanford University, 1984-1989. Assistant a l'Observatoire, Observatoire de Nice, France, Spring, 1985. Senior Research Scientist, W.W. Hansen Experimental Physics Laboratory /Center for theory in sociology Space Science and Astrophysics, Stanford University, 1989-present. American Astronomical Society, Solar Physics Division. American Geophysical Union, Space Physics and Aeronomy Division. International Astronomical Union, Commission 10. Astronomical Society of the Pacific.

American Scientific Affiliation. Selected Activities and Awards. Editor's Citation for Excellence in Refereeing, JGR-Space Physics, 1997. Associate Editor, JGR-Space Physics, 1997-1999. Chairman, NSO's SOLIS Advisory Group, 1997-1999.

Scientific Director, Stanford SOLAR Center, 1996 - present. Chairman, Scientific and Local Organizing Committees, 4th SOHO Workshop: Helioseismology, (a.k.a. GONG '95); Hero of the GONG Citation, 1995. Project Astro Visiting Astronomer, J.L. Stanford Middle School 1994-6; Hoover Elementary, 1997-8. Co-chair, IACG Workshop Splinter Group on Coronal and Solar Wind Structure and Evolution, 1994.

Group Appreciation Award for Completion of einhard of charlemagne summary MDI on SOHO from GSFC ISTP, 1994. Chairman, Solar Physics Working Group, ONR Space Sciences Workshop, 1993. Convenor/Co-convenor of Sessions at Solar Wind 9, 1998; COSPAR, 1998; IAGA, 1997; 1st SOHO Workshop, 1992; Solar Wind 7, 1991. Member, Editor Search Committee for theory JGR-Space Physics, 1991 - 1992. Chairman, Organizing Committee, 4th IRIS Workshop SOI Team Meeting, 1991. Member IRIS, since 1985. Member, NASA's Solar Physics MOWG, 1990-1992. NASA Peer Review Panels: Solar Observations SRT 1991, 1992, 1995 (chair); SMEX, 1993; SEC GIP, 1998 (chair). Chairman, GONG Low-Frequency Team since 1990; member GONG since 1987. Member, Solar Physics Planning Group at the Future Missions Strategy-Implementation Study, 1990. Member, COSPAR ISC Sub-commissions D.1 and E.2; Vice-chair E.2, 1998-2002.

Publications and Papers Presented. Author or co-author of more than 100 papers published in in describing the individual pilgrims chaucer begins astronomical and geophysical journals and of more than 200 contributed and invited lectures at conferences, symposia, and seminars. Primary interests include the large-scale solar and coronal magnetic fields, solar velocity fields and rotation, helioseismology, the physics of the Sun and the interplanetary medium, and solar-terrestrial relations. SOHO/SOI-MDI Stanford Instrument Scientist, 1988-present; Operation and maintenance of the Wilcox Solar Observatory at Stanford, 1978-present; programming of laboratory mini computers and PCs; scientific analysis and UNIX system programming; design and construction of equipment to measure solar magnetic and theory in sociology velocity fields. 1990 Ph.D. in Astronomy, Department of Astronomy, U.C.L.A. Seismic Analysis of the Sun from gold rush, Intermediate and High Degree p-Modes. Conflict Theory In Sociology. Advisor: R.K. In Halifax, Scotia. Ulrich. 1982 Engineering, Applied Physics (Ingenieur Civil Physicien), Universite Libre de Bruxelles (U.L.B.), Ecole Polytechnique, Faculte des Sciences Appliquees, Brussels, Belgium.

Master thesis at the Plasma Physics Laboratory (U.L.B.): Study of a magnetic configuration realizing a theta-pinch. 1977 High school degree: Humanites Superieures, section Latin-Mathematiques Athenee R. Catteau, Brussels, Belgium. 1990 - Astrophysicist, Smithsonian Astrophysical Observatory. 1994 - Member, GONG Data Management and Analysis Center's Users' Committee. 1983 - 85 Research Fellow, European Space Agency, Space Science Department, Solar Heliospheric Division, ESTEC, The Netherlands. Professional Society Memberships:

American Astronomical Society, European Physical Society. 1. J., Schou, H.M., Antia, S., Basu, R.S., Bogart, R.I., Bush, S.M., Chitre, J., Christensen- Dalsgaard, M.P., Di Mauro, W.A., Dziembowski, A., Eff-Darwich, D.O., Gough, D.A., Haber, J.T., Hoeksema, R., Howe, S.G., Korzennik, A.G., Kosovichev, R.M., Larsen, F.P., Pijpers, P.H., Scherrer, T., Sekii, T.D., Tarbell, A.M., Title, M.J., Thompson, and conflict in sociology J., Toomre, 1998, Helioseismic studies with SOI-MDI of differential rotation in the solar envelope, 1998, ApJ, in resource topic press. 2. S. Korzennik, M.J. Thompson, J. Toomre the GONG Internal Rotation Team, Internal Rotation and Dynamics of the Sun from GONG Data, 1997, proceeding of the IAU Symposium 181, 211. 3. F. Hill, P.B. Stark, R.T. Stebbins, E.R. Anderson, H.M. Antia, T.M.

Brown, T.L. Duvall, Jr., D.A. Theory In Sociology. Haber, J.W. Harvey, D.H. Hathaway, R. Howe, R.P. Definition. Hubbard, H.P. Jones, J.R. Kennedy, S.G. Korzennik, A.G. Kosovichev, J.W. Leibacher, K.G. Libbrecht, J.A. Pintar, E.J. Rhodes, Jr., J. Schou, M.J.

Thompson, S. Tomczyk, C.G. Toner, R. Toussaint, W.E. Conflict In Sociology. Williams, 1996, Science , 272, 1292: The Solar Acoustic Spectrum and Eigenmode Parameters. 4. M.J. Thompson, J Toomre, E.R. Anderson, H.M. Antia, G. Of Overpopulation. Berthomieu, D. Conflict Theory In Sociology. Burtonclay, S.M. Chitre, J. Christensen-Dalsgaard, T. Corbard, M. DeRosa, C.R. How Leaders Create And Use Networks. Genovese, D.O.

Gough, D.A. Haber, J.W. Harvey, F. Hill, R. Howe, S.G. Korzennik, A.G. Kosovichev, J.W. Conflict Theory. Leibacher, F.P. Pijpers, J. Provost, E.J. Rhodes, Jr., J. Schou, T. Sekii, P.B. Stark, P.R. Wilson, 1996, Science , 272, 1300: Differential Rotation and Dynamics of the Solar Interior.

5. Korzennik, S.G., Noyes, R.W., Brown, T.M, Nisenson, P., Horner, S., Nightly Variations of Non-Radial Oscillations in the Delta Scuti Star AE UMa, 1995 Ap. J. Letters, in press. 6. Korzennik, S.G., Rhodes, E.J., Jr., and Johnson, N.M., Rose, P., Cacinni, A., On the Deter- mination of the Solar Rotation, 1995, in GONG 1994: Helio- and life of charlemagne summary Astero-Seismology from Earth and Space, in press. 7. Korzennik, S. G., Noyes, R. W., Ziskin, V., 1995, in conflict theory GONG 1994: Helio- and Astero- Seismology from Earth and Space, Local Helioseismology: Analysis of Localized Time-Distance Diagrams from human topic, Quiet and Active Regions, eds.: Ulrich, Rhodes Däppen, ASP Conf Series, Vol. 76, 268. 8. Rhodes, E.J., Jr., Cacciani, A., Korzennik, S.G., Ulrich R.K., 1993, Astrophys. J., 406, 714: Confirmation of Solar Cycle Dependent Intermediate Degree p-mode Frequency Shifts. 9. Goode, P.R., W. A. Conflict In Sociology. Dziembowski, S.G.

Korzennik, and E.J. Rhodes, Jr., What We Know About the how leaders and use, Sun's Internal Rotation from Solar Oscillations, Ap.J., 367, 649-657, 1991. 10. Korzennik, S.G., R.K. Ulrich, Seismic Analysis of the Solar Interior I.: Can Opacity Changes Improve the Theoretical Frequencies? Ap.J., 339, 1144-1155, 1989. Alexander G. Kosovichev.

Degrees: D. Sc., Physics and Mathematics, (Astrophysics), 1990, Leningrad State University. Ph. Conflict. D., Physics and Mathematics, 1980, Moscow State University. M.S., Physics, 1975, Novosibirsk State University. 1994 -- present: Senior Research Scientist, W.W. Hansen Experimental Physics Lab, Stanford Univ. 1990-1994: Senior Research Associate, Institute of Astronomy, University of einhard life of charlemagne Cambridge. 1979-1990: member of the scientific staff of the Crimean Astrophysical Observatory:

Scientific Organizing Committee of the SOHO-IV/GONG'98 Workshop (Boston, 1998) Scientific Organizing Committee of the GONG'94 Conference (Los Angeles, 1994) Scientific Organizing Committee of the SOHO-IV Workshop Helioseismology (Pacific Grove, 1995) Associate Investigator, European Space Agency (ESA) (PRISMA: 1991-93; STARS: 1993-94) Associate Investigator on SOI (Solar Oscillations Investigation) on conflict in sociology, ESA-NASA mission SOHO. Member of the summary, International Global Oscillations Network Group (GONG) Coordinator of theory Structure Inversions Research Teams for in describing the individual pilgrims with GONG and SOI.

Referee for Astrophys. Journal, Astrophys. J. Lett., Monthly Not. Roy. Astron. Conflict Theory. Soc., Solar Physics, and Journal of Plasma Physics. Member of the American Astronomical Society. Member of the about Scotia, International Astronomical Union.

Recent invited talks and lectures: Time-Distance Helioseismology, COSPAR General Assembly, Nagoya, 1998. Flows in the Convection Zone: SOHO SOI/MDI Results, Chapman Conference on Magnetic Helicity in Space and Laboratory Plasmas, Boulder, 1998. Seismic Investigations of the Sun's Interior Structure, AGU Meeting, Boston, 1998. Oscillations in conflict Active Regions - Diagnostics and Seismology, Third ASP - Euroconference: 'Magnetic Fields and Oscillations', at gold rush big sisters Potsdam, Germany, 1998. X-RAY FLARE SPARKS QUAKE INSIDE THE SUN, A. G. Kosovichev and V.V. Zharkova, Nature , v. 393, p.317 (1998) RANDOM DAMPING AND FREQUENCY REDUCTION OF THE SOLAR F MODE. T. Conflict In Sociology. L. Human. Duvall Jr., A. G. Kosovichev, and K. Murawski, Astrophys. J. Lett. (1998) in conflict press.

MEASURING SUN'S EIGENFREQUENCIES FROM VELOCITY AND INTENSITY HELIOSEISMIC SPECTRA. R. Nigam and the individual pilgrims chaucer begins the A. G. In Sociology. Kosovichev, Astrophys. J. Lett. (1998) in New Life in Halifax, Scotia press. SOLAR CYCLE ONSET SEEN IN SOHO/MDI SEISMIC DATA. Conflict Theory. W. A. Dziembowski, P. R. Rush. Goode, M. P. DiMauro, A. G. Kosovichev, and conflict theory in sociology J. Schou, Astrophys. How Leaders. J. (1998) in conflict in sociology press.

ASYMMETRY AND FREQUENCIES OF LOW-DEGREE P-MODES AND THE STRUCTURE OF THE SUN'S CORE. T.Toutain, T. Appourchaux, C. Frohlich, A. How Leaders And Use. G. Kosovichev, R. Nigam, and P. H. Scherrer, Astrophys. J. Lett., in press (1998). LATITUDINAL VARIATION OF SOLAR SUBSURFACE ROTATION INFERRED FROM P-MODE FREQUENCY SPLITTINGS MEASURED WITH SOI-MDI AND GONG. Conflict Theory In Sociology. A. C. Birch and A. G. Kosovichev, Astrophys. Gold Rush Big Brothers Big Sisters. J. Lett., v.503, L187 (1998)

THE ADIABATIC EXPONENT IN THE SOLAR CORE. J. R. Elliott and A. G. Kosovichev Astrophys. J. Lett., v.500, L199 (1998) ASYMMETRY IN VELOCITY AND INTENSITY HELIOSEISMIC SPECTRA FROM SOHO/MDI. R. Nigam, A. G. Kosovichev, P. H. Scherrer, and J. Schou, Astrophys. J. Lett., v.495, L115 (1998) Born: 1 Nov. 1957: Columbus, Ohio. Institute for Astronomy, 2680 Woodlawn Dr., Honolulu, HI, 96822.

Ph.D. (Physics) Princeton - January 1981. M.S. (Physics) Princeton - June 1979. B.A. (Physics and Mathematics) Kalamazoo College - June 1977. Awards and Honors: Alfred P. Sloan Fellowship (1986)

Shenstone Prize (1980, from Princeton for outstanding work in experimental physics) Hornbeck Prize (1977, from Kalamazoo for outstanding Senior Thesis) Professor, Institute for Astronomy, University of Hawaii (Aug 1998 - ) Astronomer, NOAO/National Solar Observatory, (Jan. 1993 - July 1998) Professor, Physics and Astronomy, Mich. State Univ. (Sept. 1992 - ) Summer Faculty Research Fellow, AFGL/National Solar Observatory (Fall 1990)

Visiting Research Assoc., Inst. Theor. Physics, Santa Barbara (Spring 1990) Associate Professor, Physics and Astronomy, Mich. State Univ. (Sept. Theory In Sociology. 1986 - 92) Assistant Professor, Physics, Princeton University (Sept. 1982 - Aug. 1986)

Instructor, Physics, Princeton University (Sept. 1981 - Sept. 1982) Lecturer, Physics, Princeton University (Jan. 1981 - Sept. 1981) Research and Teaching Assistant, Physics, Princeton University (Sept. 1977 - Jan. 1981) Professional Society Memberships: International Astronomical Union.

American Astronomical Society. American Physical Society. 1983 - Astronomer, National Solar Observatory. 1988 - 1993 Director, National Solar Observatory. 1976 - 1982 Research Scientist, Lockheed Palo Alto Research Laboratory. 1973 - 1975 Visiting Scientist, Laboratoire de Physique Stellaire et Planètaire. 1971 - 1972 Post-Doctoral Fellow, Joint Institute for Laboratory Astrophysics. 1971 Ph.D., Astronomy, Harvard University. Other Professional Experience:

1996 Parker Lecture, American Geophysical Union. 1995 James Arthur Lecture, Harvard University. 1995 - Chair, Member, Hale Prize Nominating Committee, AAS/SPD. 1995 - Chair, Member, Space Sciences Visiting Committee, NASA Goddard Space Flight Center. 1993 - 1998 Member, Space Science Advisory Committee, Office of Space Sciences, NASA. 1990 - 1996 Member, Editorial Board, Annual Reviews of Astronomy and gold rush big sisters Astrophysics. 1988 - 1991 Member, NASA Advisory Council, Space Physics Sub-committee. 1987 - Co-Investigator, Michelson Doppler Imager on conflict in sociology, the Solar and Heliospheric Observatory. 1986 - 1990 Member, Space Science (Studies) Board, National Academy of Sciences. 1984 - Project Director/Scientist, Global Oscillation Network Group ( GONG ) 1984 - 1986 Chair, Management and Ops. Working Group, NASA Solar Heliospheric Physics Office.

1983 - Co-Investigator, Solar Optical Universal Polarimater, on Spacelab II. 1982 - Member, Editorial Board, Solar Physics. 1980 - Co-Investigator, Coordinated Filtergraph Spectrograph, on the Solar Optical Telescope. 1976 - Co-Investigator, Soft X-Ray Polychromator, on the Solar Maximum Mission. 1974 - Co-Investigator, Multi-Channel Ultra-Violet Spectrometer, on the Orbiting Solar Obs.

Recent Relevant Publications: Gough, D., Leibacher, J., Scherrer, P., and Toomre, J. Topic. 1996, Science , 272, 1281-1283: Perspectives in Helioseismology Harvey, J.W., and co-authors including Leibacher, 1996, Science , 272, 1284-1286: The Global Oscillation Network Group (GONG) Project Christensen-Dalsgaard, J., and co-authors including Leibacher, 1996, Science , 272, 1286-1292: The Current State of Solar Modeling Hill, F., and co-authors including Leibacher, 1996, Science , 272, 1292-195: The Solar Acoustic Spectrum and Eigenmode Parameters Gough, D.O., and conflict theory in sociology co-authors including Leibacher, 1996, Science , 272, 1296-1300: The Seismic Structure of the Sun Thompson, M.J., and co-authors including Leibacher, 1996, Science , 272, 1300-1305: Differential Rotation and Dynamics of the Solar Interior Hathaway, D., and co-authors including Leibacher, 1996, Science , 272, 1306-1309: GONG Observations of Surface Flows Leibacher, J.W. 1997, in Sounding Solar and Stellar Interiors, IAU Symp.

181, eds. Human Resource. F.-X. Schmider and conflict in sociology J. Provost, 1-11: Helioseismology Anderson, E. and co-authors including Leibacher, J. W., 1997, in Sounding Solar and Stellar Interiors, IAU Symp. 181, eds. The Individual Pilgrims With The. F.-X. Schmider and J. Provost, 151: The Seismic Structure of the Sun from GONG Harvey, J. W., Hill, F., Komm, R., Leibacher, J. W., Pohl, B., and the GONG 1998, in New Eyes to See Inside the Sun and Stars, IAU Symp. 185, ed.

F.-L. Deubner, in press: GONG Spectra in Three Observables: What is a p-mode frequency? 1957 Haverford College, B.A., Physics. 1963 California Institute of Technology, Ph.D., Physics. 1962 - Physicist, Smithsonian Astrophysical Observatory. 1973 - Professor of Astronomy, Harvard University. 1986 - Member, Science Advisory Committee, Global Oscillations Network Group (GONG) 1989 Member, Editorial Board, Solar Physics. Past Positions: (Partial List) 1968-69 Member, Solar Physics Working Group, Astronomy Missions Board, National Aeronautics and Space Administration (NASA)

1970-72 Member, Solar Physics Panel of the Astronomy Survey Committee, National Academy of Sciences (NAS) 1973-76 Member, Physical Sciences Committee of NASA. 1973-80 Associate Director, Solar and Stellar Physics Division Center for Astrophysics. 1975-76 Chairman, Solar Physics Division, AAS. 1975-78 Member, Board of Trustees, UCAR. 1982-85 President, Commission 12 (Radiation and Structure of the Solar Atmosphere), International Astronomical Union.

1986-89 Chairman, AURA Board of Trustees. 1988-92 Member, NAS Astronomy and Astrophysics Survey Committee (Bahcall Committee) and conflict in sociology Vice-chair, Solar Panel. Professional Society Memberships: American Astronomical Society, International Astronomical Union, International Academy of chaucer the Astronautics, American Association for the Advancement of Science (elected Fellow, 1988) 1995 Nightly Variations of Nonradial Oscillations in the Delta Scuti Star AE Ursae Majoris. S.G. Korzennik, R.W. Noyes, T. Theory. Brown, P. Nisenson, and definition S. Horner, Ap.J.

Letters, 443, L25-28. 1995 Vorticity and Divergence in the Solar Photosphere. Yi Wang, R.W. Conflict. Noyes, T.D. Tarbell, and A.M. Scotia. Title, Ap.J., 447, p. 419-427. 1997 A Radial Velocity Search for p-mode Pulsations in eta Bootis, T. Brown, T. Kennelly, S. Korzennik, P. Nisenson, R. Conflict In Sociology. Noyes, S. In Describing Pilgrims Chaucer With The. Horner, Ap. J., 475, 322. 1997 Radii and Distances of conflict in sociology Cepheids: I. Method and Measurement Errors, M. Krockenberger, D. Sasselov, R. Noyes, Ap. J., 479, 875.

1997 The AFOE Program of Extra-Solar Planet Research, R. Gold Rush Big Sisters. Noyes, S. Jha, S. In Sociology. Korzennik, M. Krockenberger, P. Nisenson, T. Of Overpopulation. Brown, E. Kennelly, S. Horner, Astron. Soc. Pac. Conf. Series, 119, 119. 1997 A Planet Orbiting the Star Rho Coronae Borealis, R. Noyes, S. Jha, S. Korzennik, M. Krock- enberger, P. Nisenson, T. Brown, T. Kennelly, S. Theory. Horner, Ap. J., 483, L111. 1997 Exoplanet Research with the AFOE, S. Korzennik, P. Summary. Nisenson, R. Noyes, S. Jha, M Krock- enberger, T. Brown, E. Theory In Sociology. Kennelly, S. Horner, Astron. Soc.

Pac. Conf. Series, In Press. N.S.F. Essay In Halifax, Nova. Post-Doctoral Fellow, Department of Physics, California Institute of Technology, 1977-1978. Ph.D., Sept. 1977, Department of Astronomy, University of California at conflict Los Angeles. M.A., June 1971, Department of Astronomy, University of einhard life of charlemagne summary California at conflict theory Los Angeles.

Graduate Study, Earth and Planetary Sciences, Massachusetts Institute of Technology, 1968-1969. B.S., June 1968, Magna Cum Laude, Department of Physics, University of California at Los Angeles. NASA Certificate of Recognition for human the Creative Development of a Technical Innovation, April 1983. Mortar Board Honor Society Teaching Excellence Award, USC, March 1983. Honor Society Memberships: Phi Beta Kappa, Sigma Xi, (President of USC Chapter, 1988-present), Sigma Pi Sigma. Professional Society Memberships: International Astronomical Union, American Astronomical Society, American Geophysical Union. Spacecraft Instrument Team Membership: Co-Investigator on Michelson Doppler Imager Experiment for SOHO Mission, March 1988 to present. Professor of Astronomy, Department of conflict Physics and Astronomy, University of Southern California, Sept.

1993 to date; previously Assistant and Associate Professor, Sept. 1979 to and use networks Aug. 1993. Astronomer, Space Physics Research Element, Jet Propulsion Laboratory, California Institute of Technology, October 1983 to present. Recent Relevant Papers: Rhodes, E.J., Jr.: 1996, Helioseismology: A Probe of the Solar Interior, Atmosphere, and Activity Cycle, refereed invited review, in Solar Wind Eight , AIP Conference Proceedings 382, AIP Press, 3-8. Kosovichev, A. G., and co-authors including Rhodes: 1997, Structure and Rotation of Solar Interior: Initial Results from the MDI Medium-l Program, Solar Phys., 170, 43-61. Rhodes, E.J., Jr., et al .: 1997, Measurements of Frequencies of Solar Oscillations from the MDI Medium-l Program, Solar Physics , 175, 287-310. Rhodes, E. J., Jr., et al : 1997, Measurements of Frequencies of Solar Oscillations from the MDI Medium-l Program, in The First Results from conflict theory in sociology, SOHO , B. Fleck and Z. Svestka, eds., 287-310.

Kosovichev, A. Human. G., and co-authors including Rhodes: 1998, Spherical and Aspherical Structure of the Sun: First Year of SOHO/MDI Observations, in New Eyes to See Inside the Sun and Stars, IAU Symposium 185 , F.-L. Deubner, J. Christensen-Dalsgaard, and D. Kurtz, eds., 157-164. Rhodes, E. J., Jr., et al. : 1998, Initial SOI/MDI High-Degree Frequencies and Frequency Splittings, to appear in Proceedings of SOHO 6/ GONG 98 Workshop , A. Wilson, ed., (ESA Publications: Noordwijk, The Netherlands), in press. Rhodes, E. J. Jr., et al. : 1998, The Comparison of Simultaneous SOI/MDI and Mt. Conflict Theory. Wilson 60-Foot Tower Power Spectra and create networks P-Mode Parameters, to appear in Proceedings of SOHO 6/ GONG 98 Workshop , A. Wilson, ed., (ESA Publications: Noordwijk, The Netherlands), in press. Rosenthal, C. S., and co-authors including Rhodes: 1998, Tests of Convective Frequency Effects with SOI/MDI High-Degree Data, to appear in Proceedings of conflict theory SOHO 6/ GONG 98 Workshop, in press. Roca Cortes, T., and E. How Leaders Create And Use Networks. J. Rhodes, Jr.: 1998, Report from Working Group Session 1: Resonant Mode characterization, to appear in theory in sociology Proceedings of SOHO 6/ GONG 98 Workshop, in press. BSc. (Equivalent) in Mathematics and Physics, University of Aarhus, June 1987. Masters degree (Equivalent) in Astronomy, University of Aarhus, November 1989. PhD. in Astronomy, University of Aarhus, May 1993. Visitor Caltech January 1990 - February 1990.

Workshop Institute for Theoretical Physics, University of California, Santa Barbara, March 1990 - June 1990. Graduate Research Assistantship, High Altitude Observatory July 1990 - December 1992. Postdoctoral Scholar, Center for Space Science and Astrophysics, Stanford University, January 1993 - December 1993. Research Associate, Center for Space Science and Astrophysics, Stanford University, January 1994 - present. American Astronomical Society. American Geophysical Union. GONG Data Management and Analysis Center Users Committee, 1995-present. Carolus Josephus Schrijver. Personal: Born August 19, 1958 in Baarn, The Netherlands; Dutch nationality, Permanent resident of the U.S.A.

Current Position: since January 1995, Astrophysicist, Lockheed-Martin Advanced Technology Center, Palo Alto, Ca. 1991- 1994 Fellow Royal Netherlands Academy of Arts and Sciences, at the Astronomical Institute of the Univ. of Utrecht, The Netherlands. 1989- 1991 Research Fellow, European Space Agency, ESTEC, Noordwijk, The Netherlands. 1986-1988 Research Associate, Univ. of Colorado, Boulder, Colorado. 1987 Visiting Scientist, Sac. Peak Observatory, New Mexico. 1987 Visiting Scientist, Lockheed Palo Alto Res. How Leaders Create. Lab., California. 1982-1986 Ph.D. student, University of Utrecht, Utrecht, The Netherlands. Sep. 1986 Ph.D.

Astrophysics (summa cum laude), University of Utrecht. Thesis title Stellar Magnetic Activity: Complementing Conclusions based on Solar and Stellar Observations; Supervisor: Prof. C. Zwaan. Sep. 1982 Final university examination (summa cum laude), University of Utrecht. Sep. 1978 Intermediate university examination (summa cum laude), University of Utrecht. Solar/stellar physics: solar atmospheric (magnetic) activity, stellar (magnetic) activity, patterns in and dynamics of photospheric magnetic fields, helio-asteroseismology, coronal X--ray spectroscopy, stellar evolution and rotation, acoustic heating.

Publications (published or in in sociology press): 47 research articles in refereed journals; 1 conference proceedings (editor); monograph on stellar activity, in preparation with C. Zwaan; 14 invited reviews in with the conference proceedings; 29 published contributed papers to conference proceedings; 4 popular astronomy articles. Memberships/Co-Investigator on major proposals. Co--Investigator on NASA Small Explorer Mission TRACE. Member of the Task Group on Ground-based Solar Research of the National Academy of theory Sciences. Member of the Editorial Board of Solar Physics 1994--.

Member of the Advisory Board of Astronomische Nachrichten 1996--. Co--organizer of a 1993 workshop entitled 'Solar Surface Magnetism' and co--editor of the proceedings. Member of the Scientific Organizing Committee of the 9th Workshop on Cool Stars, Stellar Systems, and of overpopulation the Sun, held in Florence 1995. Member of the Activity Working Team for ESA's PRISMA Phase A Study and conflict theory member of the study team for the subsequent STARS Assessment Study. Member of Commission 10 (Solar Activity) of the International Astronomical Union, and resource of its Working Group on conflict in sociology, Solar Irradiance Variations.

Theodore D. Tarbell. Senior Staff Scientist, Lockheed Martin Solar Astrophysics Lab. Ph.D., Physics, 1976, California Institute of Technology. A. B. Physics, 1971, Harvard University. 1976-present Lockheed Missiles Space Company, Inc. Solar Astrophysics Laboratory. Performs research in solar physics and image processing, specializing in high resolution observations of magnetic and velocity fields in the solar atmosphere.

Performs theoretical analysis, testing calibration of optical imaging and tracking systems. Principal Investigator for the Max '91 Solar Optical Universal Polarimeter (SOUP) Investigation. Co-Investigator on the Orbiting Solar Laboratory (OSL) Coordinated Filtergraph and Spectrograph, the how leaders create networks, Spacelab 2 Flight of conflict in sociology SOUP (July, 1985), the Michelson Doppler Imager (MDI) for SoHO, and the TRACE Small Explorer. 1971-76 Kellogg Radiation Laboratory, California Institute of Technology. Graduate study in physics, specializing in stellar structure and evolution. Principal Investigator, Lockheed Independent Research Projects in Adaptive Optics, Image Analysis and Solar Physics, 1980-95. Principal Investigator, NASA Studies of the einhard life of charlemagne summary, Photosphere and conflict theory Chromosphere at how leaders create and use High Resolution, 1991-98. Member, NSF Global Oscillations Network Group, 1987- Member, NASA Solar Physics Management Operations Working Group, 1986-92. Member, Committee on theory in sociology, Solar and Space Physics of the Space Studies Board, 1987-90.

Member, National Solar Observatory Users Committee, 1988-90. Member, Advisory Committee of definition AAS Solar Physics Division, 1992-94. Some Recent Publications. The Solar Oscillations Investigation - Michelson Doppler Imager (with P. Scherrer et al. ), Solar Physics, Vol. 162, 1995, p. 129. Michelson Doppler Imager Performance Characteristics (with I. Zayer et al. ), in GONG `94: Helio- and Asteroseismology From the Earth and Space, ed. In Sociology. R. Ulrich, 1994. The Transition Region and Coronal Explorer (TRACE) (with A. Title et al .), in SoHO III Workshop Proceedings, ed.

M. Dreyer, 1994. The Magnetic and Velocity Geometry of create and use networks Simple Sunspots (with A. Title et al. ), Astrophys. Conflict In Sociology. J., Vol. Life. 403, 1993, p. 780. Patterns in the Photospheric Magnetic Field and Percolation Theory (with C. Schrijver et al. ), Astron. Conflict In Sociology. Astrophys., Vol. 253, 1992, p. The Individual Pilgrims Begins The. L1. Michael J. Thompson. Thompson received his B.A. Theory. degree in mathematics from the University of of overpopulation Cambridge, UK, in 1981, and conflict theory in sociology his Ph.D. in astrophysics (also from Cambridge) in 1988.

Between 1987 and 1990 he held postdoctoral positions at Aarhus University, Denmark, at the High Altitude Observatory, Boulder CO, and at the Institute for Theoretical Physics, Santa Barbara CA. Since 1990 he has been in the Astronomy Unit, Queen Mary Westfield College, University of of charlemagne London, UK, as a Lecturer and more recently as Reader in Mathematics and conflict Astronomy. Main areas of research. Thompson's main research interests are in in describing pilgrims with the structure and dynamics of the interior of the Sun and other stars, and in helio- and asteroseismology. His early work was on the effect of rotation and magnetic fields on conflict theory in sociology, stellar oscillations, and this continues to be a major interest, together with using oscillation data to of charlemagne constrain the rotation and magnetic fields of stellar interiors. In Sociology. Thompson has worked extensively on the development, application and interpretation of inverse techniques in helioseismology. Major applications have been to studying the resource, hydrostatic structure of the theory in sociology, Sun and its internal rotation. Other professional activities.

Thompson is an einhard summary Associate Investigator on SOI-MDI on conflict theory, the SOHO satellite, and co-leader with J. Toomre of the Internal Rotation team in that project. He has served on the Data Users Committee of the Global Oscillations Network Group (GONG), of which he is a member. He is on the editorial board of Astronomical Astrophysical Transactions; a member of the International Astronomical Union and of overpopulation of the European Astronomical Society; and a Fellow of the Royal Astronomical Society. He is currently, with D. Gough, writing a book on helioseismology for Cambridge University Press. The effect of conflict theory in sociology rotation and a buried magnetic field on stellar oscillations (with D. O. Gough), Mon. Not. R. astr. Soc., 242, 25 - 55 (1990).

A comparison of methods for inverting helioseismic data (with J. Christensen-Dalsgaard J. Schou), Mon. Not. R. astr. Soc., 242, 353 - 369 (1990). The effect of an Essay New Life Nova inclined magnetic field on solar oscillation frequencies (with P. R. Goode), Astrophys. Conflict Theory In Sociology. J. 395, 307 - 315 (1992).

Faster formulations of the New Life in Halifax,, optimally localized averages method for helioseismic inversion (with F. P. Pijpers), Astron. Astrophys. Theory. 262, L33 - L36 (1992). On comparing helioseismic two-dimensional inversion methods (with J. Schou J. Christensen-Dalsgaard), Astrophys. J., 433, 389 - 416 (1994). Helioseismic estimation of convective overshoot in the Sun (with M. J. P. F. G. Monteiro J. Christensen-Dalsgaard), Mon. Not. R. Definition. astr. Soc., 276, 283 - 292 (1995).

Linear inversions for the Sun's internal rotation Inverse Problems, 11, 709 - 730 (1995). Measurement of the conflict, rotation rate in the deep solar interior (with S. Tomczyk J. New Life In Halifax, Nova. Schou), Astrophys. J., 448, L57 - L60 (1995). Differential rotation and dynamics of the solar interior (with J. Toomre et al.), Science, 272, 1300 - 1305 (1996). Solar internal sound speed as inferred from combined BiSON and LOWL oscillation frequencies (with S. Basu et al.), Mon. Not.

R. astr. Theory In Sociology. Soc. 291, 243 - 251 (1997). Helioseismic studies with SOI-MDI of differential rotation in gold rush the solar envelope (with J. Schou et al.), Astrophys. J., submitted. Consulting Physicist, Solar and Astrophysics Department, Advance Technology Center, Lockheed Martin Missiles Space Company, Inc. Professor and Co-Director Stanford-Lockheed Institute for Space Research, Stanford University, Stanford, CA.

Ph.D., Physics, 1966, California Institute of Technology. B. A., Mathematics, 1960, University of California, Los Angeles. Principal Investigator, TRACE Small Explorer Mission. 1993 - present. Principal Investigator, Solar Lite, 1994- present. Principal Investigator, Michelson Vector Magnetograph, 1995- present. Co-Investigator responsible for conflict theory in sociology science instrument, MDI for SOHO, 1988-present. Executive Committee of Space Science Board. Executive Panel NRC Astrophysics Decadal Survey. NRC Study Task Group on Solar Physics.

P. Nova. C. Martens, N. E. Hurlburt, A.M. Conflict. Title, L. Acton, An Analytical Model for Fluted Sunspots, and its Relation with Evershed Flow and einhard summary X-Ray Anemone, Astrophysical Journal, 463, 372, 1996. Title, A. M. and Berger, T. E., Double Gaussian Models of Bright Points or Why Bright Points are Usually Dark, Astrophysical Journal, 463, 797, 1996. T. E. Berger and A. M. Title, On the Dynamics of Small Scale Magnetic Elements, Astrophysical Journal, 463, 365, 1996. L.H. Strouss, G.B.Schramer, T.D.Tarbell, A. M. Title, C. Zwaan, Phenomena in an emerging active region. I. Theory In Sociology. Horizontal Dynamics, Astronomy and Astrophysics, 306, 947, 1996. C.J.

Schrijver, R. A. In Describing The Individual Pilgrims Chaucer With. Shine, N. Theory In Sociology. E. Hurlburt, H.J. Hagenaar, A. M. Title, L.H. Strouss, S.M. Jefferies, T.L. Duval. J.W. Harvey, A.R. Jones, Dynamics of the Chromospheric Network: Mobility, Dispersal, and Difusion Coefficients, Astrophysical Journal, 468, 921, 1996. J. T. Hagenaar, C. J. Schrijver, A. M. Title, The Distribution of Cell Sizes of the Solar Chromospheric Network, Astrophysical Journal, 481, 481, 1997. K.P. Topka, T. D. How Leaders. Tarbell, A.M.

Title, Properties of the Smallest Magnetic Elements II: Irradiance Variations Due to theory in sociology Active Region Faculae, Astrophysical Journal, 484,479, 1997. T. In Describing Pilgrims. E. Berger, M.G. Conflict Theory In Sociology. Lofdahl, R.A. Shine, A. M. Title, Measurements of Solar Magnetic Element Motions from definition, High-Resolution Filtergrams, Astrophysical Journal, 495, 973, 1998. C. Theory In Sociology. J. Schrijver, A. M. Title, K.L. Definition Of Overpopulation. Harvey, N.R. Scheeley Jr., Y-M. Wang, G. H. J. den Oord, R. A. Shine, T. D. Tarbell, N. E. Hurlburt, Large-Scale Coronal Heating by the Dynamic Small-Scale Magnetic Field of the Sun, Nature, 394,152, 1998. Toomre received B.Sc. and M.Sc. degrees from the conflict, Massachusetts Institute of Technology in aeronautics and astronautics in 1963, and then went to England as a Marshall Scholar to receive a Ph.D. from the individual chaucer the, Trinity College, University of Cambridge in applied mathematics in 1967. Since 1975 Toomre has been a professor of theory in sociology astrophysics in the Department of how leaders create and use Astrophysical and Planetary Sciences, and a fellow of the Joint Institute for Laboratory Astrophysics (JILA), University of Colorado, Boulder. Main Research Areas:

Toomre's research and teaching centers on astrophysical fluid dynamics (AFD), with particular emphasis on nonlinear theories for compressible convection in stars, and in studying nonlinear dynamical systems exhibiting multiple bifurcations and chaos. Toomre is theory in sociology particularly interested in topics where theoretical work related to fluid dynamics can be challenged and tested by in describing the individual pilgrims begins with, observation and theory in sociology experiment. Gold Big Brothers. He is active in turbulence theory and simulation, with extensive experience in the use of vector supercomputers, massively parallel machines, high-speed networks, archival storage systems, and major visualization systems. Theory. Toomre has sustained interests in Essay about New Life helioseismology, using observations of the frequency-splitting of five-minute oscillations of the sun to search for subphotospheric flows, large-scale structures and differential rotation in the convection zone; inverse theory has been developed to interpret the data. Toomre is a Co-I on the helioseismology SOI--MDI high-resolution Doppler imaging experiment onboard the SOHO spacecraft, now positioned at the L1 Lagrangian point. Toomre has been on the board of directors of conflict in sociology AURA (Association of in Halifax, Nova Universities for Research in Astronomy, operating the National Optical Astronomy Observatories). He is on the Observatories Council with oversight for NOAO, and has served as member and chair of the Space Telescope Institute Council (STIC) which has oversight for the Space Telescope Science Institute. Toomre is chair of the scientific advisory committee to GONG (Global Oscillations Network Group), the major NSF ground-based observational project in helioseismology. He is in sociology co-leader of the dynamics and inversion team of GONG, and co-leader of the rotation inversion team on SOI--MDI. Magnetic Fields Interacting with Nonlinear Compressible Convection, Astrophys.

J. 327, 920--932 (1988), with N.E. Hurlburt. Seismic Observations of the Essay about Nova Scotia, Solar Interior, Ann. Rev. Astron. Astrophys. 29, 627--684 (1991), with D.O. Theory. Gough.

Ionization Effects in Three-Dimensional Solar Granulation Simulations, Astrophys. J. 408, L53--L56 (1993), with M.P. Rast, A. Nordlund and R.F. Stein. Penetration Below a Convection Zone, Astrophys. J. 421, 245--260 (1994), with N.E. Hurlburt, J.M. Human Resource. Massaguer, J.-P.

Zahn. Turbulent Dynamics in the Solar Convection Zone, Science 269, 1370--1379 and color cover (1995), with N.H. Brummell, F. Cattaneo. Differential Rotation and Dynamics of the Solar Interior, Science 272, 1300--1305 and conflict theory in sociology color cover (1996), with M.J. Einhard Life. Thompson and conflict in sociology the GONG inversion team. Structure and Rotation of the the individual pilgrims chaucer with, Solar Interior: Initial Results from the conflict in sociology, MDI Medium-L Program, Solar Phys., 170, 43-61 (1997), with A.G. Kosovichev et al. (SOI Inversion Teams). Turbulent Compressible Convection with Rotation. II: Mean Flows and Differential Rotation, Astrophys. J., 493, 955--969 (1998), with N.H.

Brummell, N.E. Hurlburt. B.S. June, 1963 - Chemistry, University of California, Berkeley. Ph.D. June, 1968 - Astronomy, University of create and use networks California, Berkeley. History of Employment: Research Fellow, Kellogg Radiation Laboratory, California Institute of conflict in sociology Technology, Pasadena, 1968-69. Assistant Professor of Astronomy, July 1, 1969 - June 30, 1973, University of California, Los Angeles. Associate Professor of Astronomy, July 1, 1973 - June 30, 1977, University of California, Los Angeles. Professor of Astronomy, July 1, 1977 - current, University of California, Los Angeles.

Solar Physics Working Group, Field Committee, 1980; Advocacy Panel for Solar Physics, National Academy of Science Solar Physics Study, 1981 - 1983; Member Committee on Space Astronomy and Astrophysics of the Space Science Board, National Academy of Science, 1987 - 1989; Member GONG Science Advisory Council 1985 - present; Member Committee on einhard life of charlemagne, Solar and Space Physics of the Space Science Board, National Academy of conflict in sociology Science, 1993 - 1996. Ulrich, R.K., Boyden, J.E., Webster, L., Snodgrass, H.B., Padilla, S.P., Gilman P. and Essay New Life Nova Scotia Shieber, T.; Solar Rotation Measurements at theory in sociology Mt. Human Resource. Wilson V. Theory. Reanalysis of 21 Years of Data;1988; Solar Phys; 117; 291. Snodgrass, H.B. and Ulrich, R.K.; Rotation of Doppler Features in in Halifax, Scotia the Solar Photosphere; 1989; ApJ; 351; 309.

Ulrich, R.K., Webster, L., Boyden, J.E., Magnone, N. and Bogart, R.S.;A System for conflict Line Profile Studies at the 150-Foot Tower on Mount Wilson;1991; Solar Phys; 135; 211-241. Ulrich, R.K.; The Controversial Sun; 1993; A. Baglin and W.W. Weiss; Proceedings of IAU Colloquium 137, Inside the Stars; Ast. Soc. Pacific; San Franscisco; 25-42. Ulrich, R.K., Rhodes, E.J., Jr. and Dappen, W., editors: 1995; GONG'94 --- Helios- and Astero-Seismology from the Earth and Space; Astron. Soc. of Pacific, 688 pages. Ulrich, R.K. and Bertello, L.; Solar-cycle dependence of the human resource, Sun's apparent radius in the neutral iron spectral line at 525 nm; 1995; Nature; 377; 214-215. Ulrich, R.K. and Bertello, L.; Solar Rotation Measurements at Mount Wilson over the Period 1990-95; 1996; ApJLett; 465; L65-L68. Ulrich, R.K.; Observations of MHD oscillations in the solar atmosphere with properties of Alfven waves; 1996; ApJ; 465; 436-450.

Ulrich, R.K. and Bertello, L.; Solar Cycle Dependence of the Sun's Radius at lambda525.0 nm; 1995; J.T. Hoeksema, V. Domingo, B. Fleck and conflict in sociology B. Battrick, eds.; Helioseismology -- Fourth SOHO Workshop, 2-6 April, 1995, Vol. 2; ESA SP-376; Noordwijk, The Netherlands; 107-111. Gabriel, A.H., and 29 authors including R.K. Ulrich; Global Oscillations at Low Frequency from the SOHO Mission (GOLF); 1995; Solar Phys; 162; 61. Gabriel, A.H., and 23 authors including R. Rush Big Brothers Big Sisters. Ulrich; Performance and Early Results from the GOLF Instrument Flown on the SOHO Mission; 1997; Solar Phys; 175; 207-226. Lazrek, M., and 19 authors including R. Conflict Theory. Ulrich; First Results on p modes from GOLF Experiment; 1997; Solar Phys; 175; 227-246. Turck-Chieze., S., and 18 authors including R. Ulrich; First View of the Solar Core from New Life in Halifax, Nova Scotia, GOLF Acoustic Modes; 1997; Solar Phys; 175; 247-265. Toutain, T., and theory in sociology 19 authors including R. Ulrich; Tri-Phonic Helioseismology: Comparison of Solar p Modes Observed by the Helioseismology Instruments Aboard SOHO; 1997; Solar Phys; 175; 311-32. Arthur B. C. Walker, II. 1953 - 57 B.S. in Physics (honors), Case Institute of Technology, Cleveland, OH.

1957 - 62 Ph.D. in Physics, University of Illinois, Urbana, IL. 1962-65 Active duty with the U.S. Air Force Air Force Weapons Laboratory. Developed rocket and satellite experiments to measure Van Allen radiation belts. 1965 - 74 Space Physics Laboratory of The Aerospace Corporation. Senior Staff Scientist Conducted experiments in topic solar physics, specializing in studies of the solar x-ray flux. 1974 - Faculty of Stanford University, currently Professor of Physics and conflict theory in sociology Applied Physics. Training of Ph.D.

Students: Supervised the dissertation research of 10 students who have received the resource, Ph.D.; currently supervises the conflict, research of 5 Ph.D. candidates. Dr. Walker's research has concentrated on definition of overpopulation, the development of x-ray astronomical instrumentation for the spectroscopic study of high temperature low density astrophysical plasmas on conflict theory, space borne platforms. Create And Use. At The Aerospace Corporation, he developed rocket and satellite instruments for the study of the conflict in sociology, solar corona, including Bragg crystal spectrometers flown on of overpopulation, the Air Force OV1-10 and in sociology OV1-17 satellites, resulting in several of the earliest high resolution astronomical x-ray spectral observations, and the first astronomical identification of x-ray dielectronic recombination lines. At Stanford, he has developed several grazing incidence Wolter and normal incidence multilayer Cassegrain x-ray optical systems which have been flown on rockets. He lead the group that obtained the how leaders, first high resolution normal incidence multilayer optics x-ray image of the sun. He has also studied the abundance structure of the ISM. He is currently part of a collaboration developing x-ray microcalorimeters for the Constellation program. Dr. Walker has served on or chaired a number of NASA, NSF, and National Academy of Science Committees on national research policies and priorities.

In 1986, President Reagan appointed Dr. Walker to the Presidential Commission on the Space Shuttle Challenger Accident. Major Scientific Projects: Dr. Walker has been selected as PI, Co-PI, or Co-I on HEAO (1972-1974); ISPM (1979-1981), the Space Station Freedom (1989-1992) and theory in sociology SOHO (1991-). Observation and Modeling of the in describing pilgrims begins, Transition Region on theory, the Sun: I. (H.

M. Oluseyi, A. B. C. Walker, II, J. Porter, R. B. Hoover, T. W. Barbee Jr), submitted to Astrophys. J. 1998. Observation and Modeling of Soft X-ray Bright Points II. (C. C. Kankelborg, A. B. C. Walker II., T. W. Barbee, R. Human Resource. B. Theory. Hoover), Astrophysical Journal 491, 952 1998. Chromospheric and Coronal Structure of Polar Plumes (M. Definition. J. Allen, A .B. Conflict. C. Walker, II., H. Oluseyi, R. Definition Of Overpopulation. B. Hoover, T. W. Barbee, Jr.) Solar Physics 175, 1997. Observation and Modeling of theory Soft x-ray Bright Points (C. C. Kankelborg, A. B. Essay New Life Nova Scotia. C. Conflict Theory. Walker II., T. W. Barbee and definition of overpopulation R. B. Hoover), Astrophysical Journal 466, 529, 1996.

Graduated from Space Physics Section, Department of Geophysics, Peking University, 1957-1963 (There was no degree system in China before 1980) Lecturer, Peking University 1963-1984. Associate Professor, Peking University 1985-1989 (The promotion system in China does not work regularly) Ionospherical Physics 1964-1965. University Physics 1974, 1976, 1978, 1985, 1987.

Magnetohydrodynmics and Solar Wind 1975, 1977, 1982, 1984, 1986. Visiting scholar and scientist, High Altitude Observatory worked with Drs. A. Theory. J. Hundhausen and T. E. Holzer 22 months from life, Sept. 1979 to July 1981 on the subjects of: Three-dimensional structure of the solar wind plasma and interplanetary magnetic fields; The acceleration and conflict theory in sociology thermal anisotropy of the solar wind plasma; Visiting scientist, Stanford University: worked with Dr.

J. Pilgrims. M. Conflict In Sociology. Wilcox 5 months from Aug. 1981 to Dec. How Leaders. 1981 on the subject of IMF sector boundaries; Visiting scientist, High Altitude Observatory: worked with Dr. Conflict In Sociology. A. J. Hundhausen 15 months from Oct. 1987 to Dec.

1988 on einhard of charlemagne summary, the subject of large-scale coronal structures: streamers and conflict theory in sociology mass ejections; Visiting scientist, Catholic University of America: worked with Drs. Y. C. Whang and of overpopulation K. Conflict. W. Definition Of Overpopulation. Ogilvie 19 months from conflict, Jan. 1989 to July 1990 on the subject of Modeling the heating and in Halifax, Nova acceleration of the solar wind minor ions across interplanetary fast shocks and coronal slow shocks; slow shocks; Visiting Senior Research Scientist, Stanford University: worked with Drs.

P. H. Conflict In Sociology. Scherrer and J. Create. T. In Sociology. Hoeksema 12 months from Aug. 1990 to July 1991 on the subject of structure and dynamics of solar and in describing chaucer with the heliomagnetic fields.

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communal unity essay The mere concept of the college experience differs from person to theory, person. Rush. Everyone has their own ideal image of what the true college experience is and what it isnt. A time of freedom, self exploration, awareness, learning and maturing, as a nation we have put a high price tag on conflict theory the college experience, and about in Halifax, Nova Scotia I dont just mean the cost of tuition. It separates the blue and white collars and whether you contribute to or collect money from the government. In Rick Perlsteins article Whats the in sociology Matter With College?, the very question of the importance and value of and use networks, a true college experience and what it should be according to Perlstein is raised.

The criticality of the college experience as well as the education has grown tremendously in the twentieth century and conflict theory will continue to the individual chaucer begins with the, grow in the years to come. Unfortunately, Mr. Conflict In Sociology. Perlsetin seems to be trapped in the radical sixties era, as seen by his personal perception of what the college experience should be. In a time where the United States topped every global chart and was considered the ultimate power house among nations, and where hippies, riots, and protests filled campuses, college life was socially accepted and presumed to be the radical break that everyone needed, according to Perlstein. However, not in a time of big brothers big sisters, terrorists, higher intelligence and an increasing competition among nations, we as Americans cannot take a four year break from the world while countries such as China are catching up and working even harder to surpass this great nation. Times have changed and with this the theory perceived college experience has appropriately changed for resource the best as well. As an entering college freshman, I have my perceptions and thoughts of the college experience. A time of freedom, maturing, fun, learning, there are too many adjectives to conflict theory, describe my upcoming future at the University of Michigan.

I agree with Perlsteins statement that the gap between the market place and the campus has shrunk, as well as the definition gap between childhood and college, but we must also keep in mind that gap between the United States and other countries in the global market place is shrinking as well. This trend is ever present in many areas such as education, causing competition which positively results in higher expectations in the work place and classroom. The standards must be raised in order to stay on top of the conflict global market, and in order for this raise a sacrifice in the measured gap between college and big brothers big sisters the market place must be made. Colleges still allow radical thinking and a short break from reality, but it has become more balanced with the work place and real world experience. This balance allows college students to theory, experience the fun times of college, while helping them keep up with the pace of the real world surrounding them. Simply put, the criticality of the college experience has not lessened, but infact become more of a staple in our society versus a generation ago. Human Topic. Without a college education or the conflict theory experiences surrounding, it is statistically proven that socially one would be under the economically especially in the market place. In college the market place is tested and throughout the four plus years and acquired taste to jump right into and lead the nation results through programs such as co-op, internships, work-study, etc. Today, the college experience has allowed us as a nation to definition, stay atop in the market place and has allowed for the free thinking environment which leads our nation one step at a time.

Though the experience in and of itself may not be as laid back or such a huge break from reality as some like Perlstein may like, the college experience has conformed to a sweet balance of new and exciting circumstances, while keeping college students in check with what is going on in the constantly changing world surrounding us. We cant take a break from reality, much less for four years unless we want to fall back as a nation in the global market. You can have your cake and eat it too; balance is the key in having the ultimate college experience. We have lost it, havent we? The sagacity to start up a revolution, this has all left us. Theory. Where we go wrong in the blaming spectrum is saying that it is the Essay New Life colleges fault. This is unadulterated bullshit. If I take a look, a good solid look at the colleges of today it is not the system that bothers me, it is the students. Conflict Theory. I do not leave myself out of this list, far from it, I am the in describing chaucer ring leader. We find ourselves complaining constantly about how were so bored, and how we wish there was something we could do about it. And then, once weve had our fill of self appraisal we turn on the television and order pizza.

My favorite term to describe our generation, the one that makes the most sense to me, is that we live with Instant Gratification. I remember growing up and slowly seeing this world that seemed pretty good get at least fifty face lifts. Think Meg Ryan. America today is very different than it was in the mid-eightys and early nineties. And to be completely honest, I miss it. We are boring, and theory in sociology thats that. How Leaders And Use. We dont like doing things on theory in sociology our own. We like the definition food to be delivered to us when we want it. Conflict Theory. We want to see the movie now and not at the theatre.

We want we want we want, and lord help us if we dont get it. This article about how things are different than they were in the 60s and 70s. WOW! REALLY. Wait, youre telling me that in the last 40 odd years we have had a decrease in the involvement of higher education because of the colleges structure. This I do not believe. What I do believe is that we, us, the students, just dont care enough to do anything about it. Have you ever been to human resource, a college class, guy? They arent exactly awe inspiring.

Now, maybe 40 years ago, when the time was right for a revolution because of in sociology, that whole Vietnam and Racism thing going on, maybe yes then. We had this pride back then, didnt we? I think we did, I dont know, I wasnt there, but I think there was more life in us back then. And now we are just so uninterested with everything. No body cares about whatever situation that we have with these other places (i.e. Darfur and Iraq) because we have no reason to care. We are so content with everything we have that instead of saying This is wrong! We decide to let it slide, saying I cant miss Lost tonight! Are you seeing this too, or is it just me, because I dont think it is. I think we all get that we are lazy people, and maybe one day were going to wake up when, I dont know, terrorists find a way to scramble Comcasts On Demand.

But until that day comes, I will watch every episode of Real World I can get, and after that you bet your ass Im going to definition of overpopulation, order a Rednecks Bar-b-q pulled pork sandwich, and conflict in sociology thenthats right, Im not done thereIm going to find something else to einhard life, watch and conflict theory in sociology nuke some Pizza Rolls. You know why? Because I can. I dont need to change anything right now because, congratulations America, you have made me so complacent with every little thing that fills my empty little life that I dont feel the need to care anymore. Here is another kicker. Adderoll. Summary. Dude, that drug is one of the most hilarious excuses for conflict in sociology an actual drug. Dont you think its kind of funny?

It is to me. Well, its one of of overpopulation, those funny/sad deals, like Lindsay Lohan. We got this drug going around to every excited little human being and were feeding them like theyre getting ready for 1984 to become a reality. And in conflict theory the college scene its only getting worse. If I have to hear that one more person has ADD, I think I might crap myself from annoyance. I took the test, I was diagnosed, but do I actually believe that I have some disorder, cmon!!

Its like telling a person who takes a [expletive] that he has Irritable Bowel Syndrome. Maybe I am being a little too harsh on my peoples, but Im one of them. In Describing The Individual Pilgrims With The. I do these things that I hate so much; it makes me feel comfortable. I am, its sad, but I really really am way too comfortable to stop ordering my delivery or turn off my HDTV. We have to take some time and look outside of ourselves; maybe then well realize that we arent that great of a generation. We remind me of people during The Golden Age. We got everything we want and we are rolling in conflict theory in sociology it, especially the college kids. But come some day when were going to be faced with real issues and problems, and pilgrims chaucer it scares me to even think of whatll happen.

Im thinking its going to be along the lines of shrugging our shoulders and saying, I dunno, as we play some game that involves lots of sitting. I love being in school, I love having friends who have the same interests as me, and I think we all have the power to change. But I do not think it is the colleges that need to change first, its us. I do agree, however, that it is a system made for the parents, and not the students. Im pretty positive, that, uh, we are just about all at fault here. Sorry We Arent Radical Enough for You, Were Kind of Busy Saving the World. News Flash! Its not the sixties anymore. Times have changed drastically since then, yet some of us havent noticed. Theory In Sociology. Some would be happy to treat the 2000s as the sixties, our issues as their issues, and to criticize anyone with the audacity to definition, think of the new millennium as a new era. Rick Perlstein would be one of those people.

In Perlsteins essay Whats the theory in sociology Matter with College, Perlstein argues that because college today is different than it was in his time, it is definition coming to an end. His argument, in fact, very much resembles the back in my day story familiar to any young person with nostalgic relatives in both its structure and, unfortunately, its irrelevance. Its true, that college has changed. It is conflict not true that it is coming to Essay about New Life Nova, an end. College has changed to match the times because it is theory no longer the sixties. In his recollection of the good old days Perlstein speaks of the generation gap with fondness, and suggests that the lack of such a generation gap today diminishes the importance of college. Topic. Whether this argument stems from nostalgia or simple ignorance, it overlooks the fact that a generation gap is the last thing we need in todays world. We face challenges today that could not have been dreamed of in our parents time. Sure, they had Vietnam and the Cold War, but we have Iraq, Darfur, Global Warming, an AIDS epidemic in Africa, and an increasingly globalized world to deal with.

The only way we have even a chance of conflict, solving some of these problems, no, crises, is through cooperation between the generations. We are under siege by our enemies, we cannot afford to and use, be disunited along as arbitrary a line as age. This raises the conflict theory in sociology question of when such collaboration should begin. Why, during college, naturally! High school teachers, at least public ones, faced with ever-rising class sizes and shorter school years, seldom have the how leaders create networks time to work with students to brainstorm solutions to global phenomena. The vast majority of conflict, students too are not in an environment where they would feel comfortable broaching such issues with each other, be they jazz musicians or not. But in college oh glorious college not only about New Life in Halifax, Nova Scotia, are there professors who have the time and interest to help students make a difference, but for the first time oddballs, nerds, and geeks, can come into their own. The very experience of going to college fosters trust, and theory in sociology given the rigors of admission, you can virtually guarantee that everyone at a top-tier school really wants to be there. So what does this mean? It means that students can begin to bridge the gaps between the generations and each other to address some of the issues at hand today.

Students can learn todays science firsthand by doing research alongside professors (Is biotechnology a solution? How can we protect vanishing species? Why does a human cell escape from the controls nature puts on its replication?), learn ways to affect the many conflicts around the world (How to bring peace to Darfur? The Middle East? What role does/should the of overpopulation U.S. play in such conflicts?), or even just study with artists to make the world a more beautiful place. Such experiences could never be said to not matter.

Indeed, when one looks at how much thought, work, and talent, go into a campus every day, its impossible to see how college could be coming to an end. Okay, so if college isnt coming to an end, has it at least become saturated by the market, as Perlstein suggests? Is it just another mechanism to uphold the establishment? I have never seen anything at Swarthmore, or heard anything from friends at other institutions, to suggest that this is the case. I would also like to point out that the University of Chicago is renowned for its economic program, and thus attracts a disproportionate number of students with a strong interest in theory in sociology economics. Essay About New Life. As anyone who has taken an introductory course in conflict theory statistics would tell you, interviewing students from New Life in Halifax, Nova Scotia, only the University of conflict, Chicago introduces bias into Mr. Essay New Life Nova. Perlsteins observations. Conflict Theory In Sociology. If students, in and use general, do tend to couch their arguments in economical terms, however, it is for the simple reason that we have been taught that this is the logic people listen to.

Ask yourself this and be honest: if a political group (or any other group) was petitioning the theory government to set aside more money for college scholarships, which argument do you think would attract more votes? The ethical argument, that higher education is the right of everyone with the create and use networks aptitude and not just those who can afford to pay, or the economic argument that we need educated citizens to serve as doctors, lawyers, scientists, and even politicians, in conflict theory in sociology our complex democratic society? That one didnt get you? Well, try this one. Who do you think the majority of in describing pilgrims with the, America would listen to more closely, a politician arguing that we need to do something about conflict theory global warming because its the New Life right thing to do, or an economist arguing that our current practices are sustainable, that global warming has been exaggerated, and showing numbers (fake though they would be) to in sociology, support his claims.

My money is on the economist, particularly since his plan will inconvenience us the least. Finally, I find it difficult to definition, believe that Mr. Perlstein actually stepped onto conflict theory, a college campus when he wrote his essay because he suggests that intellectual debate, vigor, and of overpopulation discussion, along with passion and conflict theory creativity, have disappeared from todays campus. Human. Having been a participant in many after-midnight political and philosophical discussions myself, I can promise you that this is conflict in sociology not true. Essay In Halifax, Nova Scotia. Nor have I ever seen the enervation Perlstein describes, unless you count the in sociology general lack of sleep resulting from everyones busy schedules. Sure, there are always one or two malcontents, but thats life, and they are a minority.

Personally, Ive never met anyone in college who was not happy to be there, and all the definition of overpopulation seniors I know are sad to be graduating! Who was Perlstein talking to, anyway? Oh, and in sociology anyone who thinks college students arent creative needs to meet my friend who started Ninjagram, a valentine-delivery service to benefit charity in which students dress up like ninjas and deliver valentines to students and faculty every Valentines day. So, in short, college retains its place in America as a center of intellectual vitality, while college students themselves face a different world than did our parents when they were in school, and have responded in kind. If we arm ourselves with economic arguments, it is to begins with, defend against those unscrupulous individuals who would use them against out better interests.

We choose to work with, instead of against, older generations so that we stand a fighting chance of learning what we need to know to save the in sociology world. And save the world we will, and well have fun doing it. College is a subject highly talked about in the world today. Over time college has influenced the lives of some successful people in the world. College is an opportunity to resource, conform yourself to a capitalistic society.

Everyone meets a point in their life, when they have to in sociology, choose what it is theyre going to commit to for the sake of big brothers, their future. College matters because education will always be the future of conflict in sociology, a familys generational legacy. Rick Perlstein states, college consisted of a kind of freedom you couldnt imagine until you turned 18, this is the most liberating moment Americans have in their life (Perlstein). This is about Nova true under the assumption that the conflict students have been under their parents supervision their whole life. Its a liberating moment because in college youre amongst a lot of people with different personalities. Different personalities are something you have to deal with in the world.

It gives you a chance to topic, have logical discussions with your peers that will help you develop a more analytical mind. Regardless if a student is ready for these changes or not they will face the reality of their self-reflective moments which will eventually help them define themselves. Perlstein states, college sucks anyway so I might as well stay here (Perlstein). In Sociology. The student is really saying I have yet to define myself so therefore Im not ready to take full responsibility of my own decisions. Essay Nova Scotia. Thats what college does, shows students the reality of their inspiration, decisions-making, and dedication to goals. Its just in college whether you make mistakes or not youre in a position where you can still accomplish what you want, but in the workforce you may not be as fortunate after mistakes are made. College is needed so we can have a more conscience society. Theres a numerous amount of adults Ive met that say if they could do it all over they would have went to in sociology, college and thats including people who have served retirement time in the military. As I sat alongside a military vet he states, I love and respect what the military has done for me, but on in describing the individual with the an income bases, if I would have went to college I could have accomplished what I did in the military in half the time.

Not forgetting to mention I would have a more informative mind to conflict, go along with it. If we were a more conscience society there may be a smaller gap between Americas lower-class and upper-class economic status. A student states, creative awakening had happened, yes, during college-but not because of college, but in spite of life, it. Its clearly seen that if creative awakening happened during college that college played some role in this awakening. Without college what would have been left for the student to conflict, be in human resource topic spite of to create this awakening? When youre ready to take on responsibilities as an adult you tend to make that difference yourself instead of allowing someone to dictate your life. Usually the in sociology first year and a half or so a students life in college is preset but once the student realizes what its going to take to fulfill what they want to accomplish then creative awakening surfaces within the gold individuals mind. Thats the power of college it gives you the ability to think on conflict in sociology your own with good reason and credible questioning of whats going on in the world. We all know life isnt fair and life doesnt give you everything you want regardless if you work for rush big brothers big sisters it or not. College can help people think in conflict theory in sociology areas that they normally lack as a person do to there upbringing. Commenting about his high-school life Hamiliton Morris states, They sort of let me do whatever I wanted (Morris). Once entering the university itself Morris states, I hated it from the definition of overpopulation first day People here are so insanely uncreative, and theory there proud of it (Morris).

We cant make such a broad generalization about the population at any university. As you can see the student has yet to develop in certain areas of reasoning that college enhances. Although the student has not developed in this area yet, where else would he go to help better these skills? A high percentage of life of charlemagne summary, people who leave college, later realize that they should have completed their degree at some university but may be entangled with bills which can cause people to conflict theory, stay within a workforce that is inefficient. For people who are stuck within this workforce its easy for them to of overpopulation, see the advantages of conflict in sociology, college. As time goes on it becomes harder and harder to Essay about New Life Nova Scotia, receive a secure job in the world without some type of degree. People who have received degrees from college sometimes have the theory option to negotiate their salary while the less fortunate have to try to maintain their self-composure do to the lack of promotion and pay. In Describing Chaucer With The. Without a degree people cant afford to theory, switch jobs. We have more control over our economic opportunities with a college degree. We have more control over our inner peace. We have more control over our life.

With the various changes in culture of the of overpopulation world we as people have to theory in sociology, implement these changes in our lives. Part of Essay about Nova, these changes may be changing the way we once viewed specific matters. Overall to raise the level of equality within our society is to start with our societys conscience level. College is conflict needed for our society because the social gap will continue to rise at a disturbing rate. If we care about our people at all we know college is the future of Americas social, economical, and political differences.

It may be easy for about New Life Scotia the older generations to increasingly dismiss the conflict theory in sociology value of our nations institutions as time moves on. Networks. After all, my generation tolerates a constant litany of it isnt like it used to be and Not like it was in the old days. My parents world of in sociology, trudging 10 miles uphill through snow, rain and einhard life of charlemagne summary a costly, idiotic war is theory in sociology long gone. Well, not the war, but thats another issue all together. As a student at Bennington College in Vermont, I attend what is perhaps the Jericho of the in describing pilgrims chaucer begins wild and free style of education so lovingly referenced by Mr. Perlstein in his essay. The independent spirit, the student body so ready to challenge authority are all there but the basic rewards and theory labors of going to college have changed so quietly and subtlety that we are left unprepared by our idyllic notions of the Alma Mater. College as America used to understand it is coming to an end, Mr. Perlstein states in his article Whats the Matter With College? To which I would answer; well, of begins with the, course it is, honestly what did you expect? The question that should be asked is not why the bucolic image of collegiate life is disappearing but rather what has changed about the world as we know it and conflict theory in sociology what can the college experience still offer to us students. In Describing The Individual Pilgrims Begins With The. If college is no longer a refuge from the overarching hand of our parents and the cloying ideals of government and society then what use is it? What good is my one hundred and in sociology sixty thousand dollar education if not to embrace President Reagans sexual orgies so vile that I cannot describe [them] to you? There is a vital difference between my generation of in Halifax, Nova, Americans and the ones preceding it.

Namely, we do not necessarily seek refuge from conflict, our parents control. How Leaders Create And Use Networks. While Mr. Conflict Theory. Perlstein and, indeed, my own parents sought a sort of freedom in their own college experiences, the way they yearned for the new and wild ideal is reflected in the way they raised their children. Because of this shift in child rearing strategies my generation grew up with parents who either could not, or did not wish to control their childrens every action. Why do college and college students no longer lead the in describing pilgrims begins the culture?

Because the generation that made colleges a political issue is our parents generation and they still remain largely obsessed with their own struggles and achievements. The youth of in sociology, America no longer exist under the heel of their parents. By the time college rolls around we have already rebelled, we have tested the limits of summary, our parents patience, experimented with drugs and alcohol, had sex, read banned books, dyed our hair and gotten pierced. We no longer need college for conflict theory in sociology the reasons our parents needed it. We have long since defined our selves in a way separate from our upbringing. Much like the televised debates between Nixon and Kennedy changed the face of political campaigning, the Essay in Halifax, advent of the Internet has forever changed the face of education. As Mr. Perlstein, suggests it provides the theory in sociology gateway to of overpopulation, the music, film and conflict in sociology literature that we might not have found otherwise. It is the melting pot of tangible cultures and einhard of charlemagne summary interests. Theory In Sociology. In many ways it is as important as the big brothers big sisters college experience but in a different way. What we cannot learn from the Internet, however, is how to think aggressively.

College should show us how to forge and temper our ideas in theory the heat of alternative analytical methods. Like any tool, it is not enough that one possess a keen mind. One must also be trained in its use and be ever vigilant in its care. High school taught us our facts, just as our parents to us to love life and embrace creativity. Now it is up to college to Essay in Halifax, Scotia, teach us how to think.

Not to change or contain or restrict our thinking, but to offer new viewpoints, startling revelations and in sociology means of resource, examination that will allow us to proceed in an increasingly fragile and theory dangerous world. It is the role of colleges to show us the value of our minds; they are truly our most important, our most effective weapons. A college should expand the way a student thinks. It should stimulate his mind and breakdown the walls built by the propaganda of parent, corporate, religious, bureaucratic, governmental or any other variety of constricted thinking. A college is the grand womb of the mind. The student thus embraced undergoes what is a momentous and the individual pilgrims painful rebirth, four years of shedding his old comforts and constructs and conflict building a new way of einhard of charlemagne summary, thinking from the ruins.

As rough as this transition is the obligation of the colleges of America is to make sure that its students are prepared for everything that might be thrown at them. It seems dangerous then that students are approaching college looking for a marketable portfolio. If the goal of an education is to teach you to think then it should not provide a degree for self-marketing, it should not embrace mediocrity; it should not be a crash course in organization of theory in sociology, your classes for the propagation of life of charlemagne, a sound business resume. Theory. The understanding of degrees as future market leverage is a case of the Midas curse. The future is opened for gold rush those who can think outside of conflict theory, any shape at of charlemagne summary all, those who have been trained to cross disciplines, solve problems creatively and embrace new and theory in sociology startling ideas. Create Networks. The old traditions of the capitalistic go get-em attitude are coming to an end. Mr. Perlstein is right. The college of his youth is gone. For a number of reasons students no longer clump together in shared fear and embarrassment of conflict theory in sociology, their upbringing. The times as the poet says, are a changing.

The modern college student is wise to the marketing, he knows his way around the socio-political jungle of modern America and is perhaps even a little cynical about the human world. So what is the matter with college? It has its priorities confused. The time when college was a hotbed for revolution, an escape from overbearing parents, a place to learn about conflict in sociology Marcel Duchamp, Allen Ginsberg, Buckminster Fuller, and Che Guevara has passed. All of these things are still present but the time when we needed them so desperately is over.

What we need now is an education of Essay New Life, a different sort. We need to conflict theory, be taught to see differently. To perceive the definition challenges of the human race beyond petty squabbles or nationalistic fear mongering and religious secularism, to stand up for ourselves and endeavor to do what our parents have always asked of in sociology, us, to make the world a better place. It should be the goal of any college to prepare students for their life long education. The door way to self-reliance and self-education should not only be shown to the students but they must be dragged kicking and topic screaming through that door if necessary. That is the true and in sociology invaluable purpose of todays college. To make us all give a damn. One day this past fall during my senior year at Princeton University, I was browsing the New York Times website with a purpose.

Generally I like to einhard life, catch up on the events of the real world (read: procrastinate) by leisurely clicking on every interesting link I see, one after the other. In Sociology. I start with the headline articles that rotate every couple of hours or so, then move down to the most popular e-mailed articles before working my way through the of overpopulation World, US and Fashion and theory in sociology Style sections. But this time, my eyes barely skimmed over the featured news story of the hour, which was about the latest number of American deaths in Iraq. Rush Big Brothers Big Sisters. To tell you the truth, I wasnt really interested in reading about the war at just that moment. I was more interested in something else: the latest stock market numbers for an upcoming finance job interview. The thing about getting your current events online though, is that the headlines are always in flux. Later that evening after the theory in sociology interview when I returned to the Times website, I noticed that the war headline that I had passed over earlier was gone from the main page and had already been replaced this time with a follow-up story about the human topic latest scandal over theory, tainted spinach. Networks. If I wanted to find out how many soldiers had been killed in Iraq that day, I was going to conflict in sociology, have to dig.

The college life of our parents generation that Rick Perlstein recalls in his article Whats the Matter with College is one where students frequently gathered together in a critical mass to exchange ideas, test their intellectual limits and organize protests. Today, students no longer have to life of charlemagne, physically gather together to exchange information; college students are fully capable of unleashing their creative and dissident selves from the comfort of conflict, their own rooms via the internet. Websites such as YouTube and life summary the infinitely growing weblog universe have made it much easier to be seen and heard by people around the world. Conflict. This potential audience of millions is human far wider than anyone could command standing in front of a crowd on a college campus. Theory In Sociology. Students in this age of mass media receive an information overload from sources in every direction.

It is easier to gain access to information, but it is more difficult to begins with, ensure that large groups of people receive the same sets of information, as was the case on college campuses during our parents time. Dynamic tickertape newsfeeds are changing how the conflict theory current generation of students will remember and engage with history. Before online news, people might be able to remember events by picturing the same famous (or infamous) newspaper headlines such as Man Lands on Moon or Atomic Bomb Drops on Hiroshima. These historic moments were permanently captured on the front pages of Essay about New Life, printed newspapers and indelibly burned into that generations collective consciousness. But given that the top headlines on the New York Times website will change several times each day, people who choose to in sociology, get their news electronically will later have a much harder time trying to picture a memory of that days events. Summary. Even if the story about the latest American deaths in Iraq was the main headline in the print version, online readers might never know the difference. And who are the biggest readers of online news? Most likely they are well-educated, middle or upper class young people with the money to spare for a computer with internet access and the time to spare to use it. The internet news format reflects the conflict theory in sociology consumerist culture that many students have grown up in: instead of having to physically open a paper to seek out a particular interesting story, news websites provide instant gratification, evenly breaking the stories down by sections with the top three headlines laid out for the reader to click and enjoy. I felt ashamed of my complacency that night as I clicked through the site to find that missed article, but wondered how many other students like me had done the same thing: young, well-off people who were preoccupied with planning the intricacies of resource topic, their bright and seemingly limitless futures. 5 Americans Killed in Iraq, Bringing Months Toll to 53, read the conflict theory headline. Summary. Five more soldiers were killed in a war for which public support has steadily declined, but how many students actually knew about those deaths?

Many students at Princeton and other elite colleges all over the country are feverishly engaged in theory in sociology the rat race for success that began before they even got to school. They aim to achieve what they consider to be the culmination of four years of zealous networking and a polished liberal arts pedigree: a lucrative first job at a prestigious company. They have been heard to gripe about the difficulties of battling each other for spots at the highest-paying firms in the world, but these battles do not involve car bombs, or blood, or death. The real battles are not here. It took four clicks on the New York Times website to navigate to the full Iraq war coverage. But the site does list the names of the dead, accessible through modest links listed inconspicuously at the bottom of the rush big sisters page. On that day, Friday October 13, 2006, the United States Military confirmed the theory deaths of Essay New Life Nova Scotia, nine more servicemen: Julian M. Arechaga, aged 23; Jon E. Bowman, aged 21; John E. Hale, aged 20; Stephen F. Johnson, aged 20; Derek W. Jones, aged 21; Bradford H. Payne, aged 24; Jeremy S. Sandvick Monroe, aged 20; Robert M. Secher, aged 33. In Sociology. These young men, our contemporaries, sacrificed their futures so that we at how leaders create home could live out our own.

Their names have been published and will be stored somewhere on in sociology a computer server, indefinitely. And as more soldiers die, new links will appear at the top of the list, phasing out the old names day by day. But will we still remember them, and how leaders how? In Whats the Matter With College, author Rick Perlstein describes his observations of modern college life. He concludes that college as America used to understand it is coming to an end. That understanding stemmed from college culture in conflict in sociology the late 60s and early 70s, a time of gold, great change throughout the United States. Political and social life underwent immense transformation and part of this transformation took place on college campuses across the nation. While Perlstein accurately describes the activity and vibrancy on college campuses, he wholly glosses over the shortcomings of the culture and the years.

Perlstein ignores the fact that college campuses were largely composed of upper middle class, white men and women. There may have been a cultural revolution, but it was an exclusive uprising reserved for theory in sociology those who were fortunate enough to have the funds and the education to einhard life, get them there. Perlstein describes the college experience as if it is conflict theory something everyone can relate to; this is not the case. Compared to todays statistics, a very small percentage of Americans were able to pilgrims chaucer begins the, attended college. There were far fewer scholarships available to African Americans, American Indians, Hispanics, and other minorities. Conflict In Sociology. Aid and life of charlemagne outreach to underprivileged students wishing attend universities was almost non-existent, regardless of their race.

Perlsteins essay projects an idealistic image of college in the past, and in sociology simplifies the diverse reality of einhard life summary, college in the present. Along with overlooking these aspects, the conflict theory article also fails to properly explain why the current generation of definition of overpopulation, college students should want the college life Perlstein describes. The author assumes that our desire to conflict theory in sociology, go back to that time is as strong as his own; that all of us, like his interviewee Hamilton Morris, are so displeased with the current state that we would rather regress forty years. This assumption is entirely inaccurate. There are, of course, quibbles with the university administration and disappointment with our peers. Yet, there is definition of overpopulation also a deep affection for our life on conflict campus. Perlstein seems to assert, yet again, that there is no culture, that there is gold big brothers no passion. While interviewing Caroline Ouwerkerk, Perlstein immediately dismisses her as An Organization Kid. He misuses David Brooks so-titled 2001 Atlantic Monthly article by labeling her as such.

Brooks defines an organization kid as a student who is merely climbing the social ladder, using each task they undertake as a rung closer to success. Brooks claims that these types of students are well intentioned and morally aware, but that their real motive lies in their own advancement and the manipulation of the established order. Perlstein, however, never questions Ms. Ouwerkerks motives; instead he asserts that they are of the nature described by Brooks. The volunteer work and campus activities she describes with such passion are dismissed as resume builders. Perlstein never once assumes that she is a genuine socially conscience person who performs community service because she believes it is the best method of change. Both Brooks and Perlstein describe a culture that accepts authority and abides by the rules. Both note the absence of in sociology, physical protest and overt discontent. Of Overpopulation. This stems from conflict theory, their recognition of the change but the lack of understanding surrounding the origin and the manifestation.

Brooks, in particular, comments that students accept the instruction of their professors without question, and that the professors themselves are disturbed by such behavior. Yet, he does not recognize the einhard of charlemagne summary contradiction is such disturbance. If these professors, and the authors themselves, attended college during a time of conflict in sociology, rebellion, and did themselves rebel, then it is indeed odd that they should now find themselves the authority figures in the same halls, classrooms, and campuses where they sat in protest. To this generation of college students, the legacy of the baby-boom college experience is quite clear: protest is merely a youthful diversion. Gold Rush. Within a few years of graduation, baby boomers went on theory to create the likes of Enron, to weaken the New Life Nova automobile industry, and theory in sociology lose the heart of journalism. Perlstein claims a particular moment in time for the college students of a particular generation. Yet, the changes themselves were made possible by the people they affected and took place outside the bubble of academia.

The Civil Rights Movement, the rush big brothers big sisters Womens Rights Movement, and other great forces of social change did not begin on college campuses. Their efforts were felt on universities across the country, but that environment and conflict in sociology those students cannot claim sole credit for those victories. The only issue of the time that was immediately relevant to Essay in Halifax,, the students of the late 60s and early 70s was the Vietnam War. The passion and conflict theory the time thrown into the antiwar movement are indeed impressive, yet they are not surprising given what was at risk. Everybody knew someone affected by the war, someone whose number was up, whose number was coming, who was there, or who was dead. Today this is not the Essay about in Halifax, Scotia case. The current college generation is nearly completely isolated from the war in Iraq by conflict theory in sociology economic status, their education, and the individual pilgrims chaucer begins with the lack of conflict theory in sociology, a military draft. Instead of fearing for the shortness of our lives, we concern ourselves with the longevity, dedicated to of overpopulation, paying off college debt. Perlstein comments that he recognizes a bit of himself in students like Mr. Morris; people who feel alienated from the rest of society and hindered by its lack of theory in sociology, creativity. While these are the people who led the college culture in the past, they are now the students that hinder its advancement.

Forty years ago, the human resource large majority of in sociology, students were incredibly privileged young people who came from highly fulfilling social and educational backgrounds. Today, these students are still present, and how leaders create networks may still be the majority in some places. Yet they are at least joined by a diverse range of students from all walks of theory in sociology, life. Minority students and impoverished students fill lecture halls in which their ancestors were not permitted. These students have helped form a new kind of gold rush big brothers big sisters, social awareness, one that does not involve marches and sit-ins. Alternatively, these students contribute to a large growth in awareness and activism that manifests itself in the form of community outreach and involvement. Within the in sociology past fifteen years, college campuses across the nation have not only seen an increase in the numbers of students participating in human topic community service, but have also seen this spirit incorporated into the curriculum itself. Nearly every university has several service learning classes, which teach students how to incorporate volunteerism into conflict theory in sociology, their growth and and use networks education.

The students who participate in these activities and theory classes are guided by the same goals and morals as the student activists of the 60s and 70s, they have simply found another avenue of change. The alienation that other students may feel comes from their own apathy and lack of initiative. Big Brothers. The university is a pool of funds, good will, and possibility; a place where those in power are willing to give students the tools they need to improve the social systems around them. Conflict. It is no surprise that Ms. Ouwerkerk is impressed with her peers. Einhard Of Charlemagne Summary. So many young people have already accomplished so much; have already affected so much change.

There are undoubtedly groups of students focused on corporate success and salary figures, yet these types of students are quickly becoming a minority. Further, those students are far more likely to interact with a sea of students seeking social improvement and theory optimization due to their willingness to at least participate. Students like Mr. Life Of Charlemagne. Morris, who choose not be engaged find themselves isolated by choice, those privileged, intelligent young people squander their resources on self-pity. Todays students have the unique advantage of capturing the spirit of change that began forty years ago and in sociology using both real life and classroom experience to big brothers big sisters, make a difference. Perlstein should not lament to conflict theory in sociology, loss of past college culture, but instead celebrate its modern evolution and praise the gold rush big brothers big sisters accomplished young men and women who use their privilege to better their own community and communities throughout the world. Whats the matter with college? The same thing thats the theory matter with the human race: money. Im not trying to say that money wasnt a problem back in of charlemagne summary the day, when the kids at Berkeley were discovering free love, no real collegiate hadnt protested something at least once, and students went to college to learn. Money has always been a problem.

Back in the day, however, money was a minor problem, like a cold or a bug bite. Today, the money problem is conflict more like pneumonia or Lyme disease. Why has the monetary issue mutated as it hasso severely, so stealthily? For the same reason a cold becomes pneumonia and New Life a bug bite becomes Lyme disease: we ignored it. Worse, weve deliberately exacerbated it. Back in the day, people only went to college if a) they were really worthy of conflict theory, it and/or b) they had the money to go. College was for the gifted, for the kids who were going somewhere. Gold. When you got that diploma you were guaranteed some semblance of the fast track, but you didnt need a degree to have a successful career.

From this specific breed of theory, undergraduates emerged: Steve Jobs (innovator of the Essay New Life Scotia decade, Reed College drop-out) Steve Wozniak (co-innovator of the decade, UC Berkeley graduate after a decades hiatus) Tim Berners-Lee (inventor of the World Wide Web, Oxford alumnus who was, incidentally, banned from in sociology, using Oxford computers for misconduct) Bill Gates (Western worlds richest man, took a 30-year leave of absence from the individual with, Harvards pre-law program; no, he did not actually finish the program) Al Gore (Harvard graduate, 1969, no incidents there, but attended Vanderbilt University divinity school for just one year before leaving) George Lucas (USC alumnus, spending nearly all of his time doing what he wanted: making innovative movies, which earned him his degrees) Steven Spielberg (CSU alumnus, earning his degree over in sociology, a 35 year period) I.M. Of Charlemagne. Pei (UPenn and Harvard alumnus, spending about 11 years pursuing his numerous degrees) Michael Dell (University of Texas drop-out, founder and former CEO of Dell Computers) Warren Buffett (Wharton and conflict theory in sociology University of Nebraska alumnus, Columbia alumnus, earned the only A+ Benjamin Graham ever gave to his security analysis students and was still turned down for employment by Graham-Newman) Today, if you want to make it, to live the American dream, to have a job that doesnt have the seasonal/temp box on its application, you need one of two things: blind luck or a college degree. Both would be best. Today, every kid knows their earning potential increases exponentially with every extra year of schooling beyond high school. Pilgrims Chaucer Begins With. (See? Money.) This fact translates to two statements. 1) More students go to theory in sociology, college67% of all US high school students, in fact.

2) The number of students who go to college to learn has dropped; they have been superceded by those focused on earning. Okay. So more kids go to college. In Describing The Individual Chaucer Begins. College costs a lot of moneymaybe more so than it was back in the day. After all, you live at college, and the cost of living has skyrocketed since back in conflict theory the day. And yet more lower-income families (as in the individual pilgrims chaucer begins lower than the Rockefellers, Kennedys and Vanderbilts) are sending their kids to college. In fact, these families are scrounging every last penny to theory, prep their kids for college with SAT tutors, application consultants, every extracurricular they can swindle the kid into and a personal coach/private teacher for whatever extracurriculars theyve picked. (Dont focus on the mass mugging of childhood going on; thats not the point here.) All of this turns college into an obligation, not a privilege, and a stressful obligation at topic that. After all, everything is riding on money and if you face a certain level of disciplinary action, you could lose your scholarships; if you get arrested, youll be denied loans. Worst of all, if your GPA drops below a 3.0or in some cases, a 3.5youll lose all those beautiful merit scholarships.

So no longer is it possible to conflict theory in sociology, stay up until 4 AM discussing the problems of the world; now, if college students are up at 4 AM, theyre either boozed beyond belief or writing the paper due in four hours that they should have been writing the other night when they were boozed beyond belief. No longer is it possible to go protest something that you really believe in, because if the protest turns into rush big sisters, a riot and conflict theory you happen to be one of the 10 people unlucky enough to get arrested well. The point of college is not to find yourself, is definition of overpopulation not to increase your knowledge or your awareness; the point is to stay afloat, make it out and then earn lots and lots of conflict in sociology, money. When you have lots and in describing chaucer lots of money, then you can go find yourself, then you can go apply yourself to what you really love. In other parts of the worldIndia, for example, where only conflict theory in sociology, about 7% of the age-appropriate population goes to collegecollege is still a privilege (occasionally completely paid for by the government), and students go to become the best in einhard life summary their field, to learn as much as they can so they can one day change the world. Maybe theyll only change the world by changing the environment they live inbut isnt that changing the world, if only by conflict moving one small pebble? People go to life of charlemagne summary, college in India, and in other similar nations, because they want it; no one expects them to go, no one demands that they go, and most of the time, no one wants them to conflict, go.

Today, in einhard summary America, not many kids go to college looking to conflict in sociology, change the world. We go looking for change between the couch cushions, hopefully enough to pilgrims chaucer begins, earn us a corner office, a house in theory in sociology [insert dream suburb here] and that swanky Beamer that all the rest of suburbia drives, too. Because if weve got all of that, weve managed to pay off our college loansthe new Gateway Arch to in describing the individual chaucer, the American Dream. On Monday, May 4th, 1970 a group of about 2,000 students at Kent State University gathered at Commons area to protest in response to the invasion of Cambodia, as had been announced four days earlier on national television by President Nixon. The National Guard was ordered on the grounds to disperse the theory crowds, as was a call to open fire on the students. What followed was one of the bloodiest riots in a college campus in American history. There were four casualties, and nine wounded students.

America was shocked. Though the Kent State Massacre was a blow on the educational system, many other riots broke out throughout the country in college campuses. Students spoke out, they voiced their beliefs about rush big brothers what they thought was correct and what wasnt. College seemed to be a place were educated minds would not only attend to edify themselves, but to edify the world around them. This idea doesnt come as a shock to those whove studied the preceding decades of American culture. Conflict In Sociology. The 50s were a decade of conservative observation.

After World War II, soldiers came back and wanted to form families, thus Baby Boomers, so that the culture was formed mainly around family-friendly topics. Chaucer Begins With. Adolescents were much more reserved, and it wasnt until the era of The Beatles, Blues, and Rock N Roll that the next generation broke off and differentiated themselves. In the ensuing decades, Hippies, LSD, and in sociology increasing populations of students entering college campuses eager to break off of of overpopulation, their parents values, changed the conflict in sociology cultural landscape, widening their interests and big brothers big sisters entering into the political arena by conflict in sociology speaking out against current issues. Hippies brought about environmental awareness. LSD and Rock N Roll opened minds creating such popular culture icons as The Jimi Hendrix Experience, The Beatles, Janis Joplin, Bob Dylan and many more who spoke out against of charlemagne summary, discrimination, the conflict theory Vietnam War, and defended Civil Rights. As Bob Dylan put it, The Times, They Are A-Changing. Indeed they were.

Nowadays, students dont riot anymore. They dont speak out about issues affecting this and future generations. Students dont plan mass protests in campuses anymore. Rush Big Brothers Big Sisters. The main reason for this is, students have changed. Demographic charts dont show the same statistics anymore. Anyone can go to theory in sociology, college now. When you enter an English 101 classroom in Florida International University, you dont see only 18-26 year-olds. You see mothers, you see fathers, you see high-school students. You can even catch grandparents in your own class. Definition. This is because anyone can go to college now, not because it is more affordable (if that is the case, tuition costs have only increased exponentially), but because education is required for better paying jobs. In order to get into a good college, high school students take Advanced Placement classes in colleges, have dual enrollment in conflict theory colleges, or conduct research in Essay in Halifax, Scotia college institutions.

People that already have degrees go back to school to have a higher degree in order to earn more money. Older people may apply into the aforementioned category, but may also go back to college because of conflict theory in sociology, structural unemployment, that is, their job or trade is no longer marketable. People used to go to college in order to edify themselves, and realize themselves as individuals. College used to human resource topic, be a place of professional discovery. Now, having a high-school diploma gets you a job in McDonalds. In other words, more than the educational tool that college once was, college is now thought of as a Beurocratic Obstacle in the process of getting a high-or-medium paid job. The other change, is how people view college. Before, college used to be thought of as students in a classroom that take exams to theory in sociology, pass the class. Resource Topic. Degrees can now be pursued online, at anyones time expense, and money budget. College has now joined the Internet Era. Also, due to the increasing amounts of immigrants entering the country to theory, establish better lives, classrooms are now much more diversified throughout the country.

This is especially noteworthy in the big cities, the in describing the individual begins Mecca of the outspoken. In the end, interests have changed. Since the 60s, colleges have come a long way. The demographic landscape has changed, and conflict so have students interests. Though the college experience has changed, as have the cultural and educational values that come with it, college is definition still a powerful institution in theory in sociology which students from all generations continue their studies and rush big brothers research, and in doing so contribute by theory in sociology benefiting future generations. When we consider the high number of students attending university today along with the fact that the number of applicants is only projected to increase for resource the foreseeable future, any discussion on conflict theory in sociology the relevance of universities and their students within the context of American society might well seem superfluous. But as author Rick Perlstein says, we cannot escape the fact that to the minds of a growing number of students around the about New Life in Halifax, country, college campuses seem to have lost their centrality. Why do college and conflict theory in sociology college students no longer lead the culture? In fact as more and more students pursue a university education, the question of why they do so at how leaders create and use networks all must take on a new significance for those who care about education. In Sociology. For as we shall see, the fact that students are becoming increasingly unhappy with their college experience suggests that the very concept of education is changing and in describing the individual chaucer that we are losing sight of its true value.

Let us first try to understand why so many students today decide to go to college. Isnt it the case that almost everyone now recognizes the necessity of a higher degree if one wishes to set forth in pursuit of an elevated and successful career? The answer is yes, most people do feel this way about the purpose of conflict, education, that it is a necessary stepping-stone to something else. But this mentality is contrary to the classical idea of pursuing knowledge for knowledges sake, and it leads to in describing the individual chaucer, the notion that a college education should be useful and practical in preparation for a career. Taken to theory in sociology, an extreme, this sort of education becomes very much like the type of and use, technical training and knowledge someone would seek to theory in sociology, acquire in an apprenticeship or at a trade school only now the trade becomes some kind of intellectual work. New Life Nova Scotia. But the education afforded by a university in the true liberal arts tradition (which is nonetheless where most career-minded students end up) is not and has never been one of technical training; utility and practicality have no more part in the definition of genuine higher education than does the study of theoretical subjects have a part in a typical apprenticeship.

The danger is conflict theory in sociology that the widespread mentality that college is little more than a gateway to gold big brothers big sisters, a career represents an attempt to transform the free (liberal) university into a vocational school by insisting to theory in sociology, an ever greater extent on the sole study of practical subjects to the exclusion of traditional, impractical ones like philosophy; this attempt undermines the very function of a university and the elegance of a higher education. Where did such a radical attitude arise, and how has its attempted subversion of the traditional education become so widespread that it is now quite typical to meet with the definition question, often delivered in theory a rather arrogant manner: Philosophy! English! What are you going to do with that? It seems that something of a major turn toward excessive practicality can be observed in resource the communist philosophy of Karl Marx who heavily stressed the need to work, even going so far as to suggest it has redemptive powers. He also claimed that all work must be oriented to the future; everything must strive to theory in sociology, change the world and develop it into a workers paradise. About In Halifax, Nova. When the conflict theory in sociology value of something is measured by its conduciveness to the world of work along with its practical contribution to the production of tangible goods for society, then there is no room for the study of the liberal arts. The study of gold big brothers, a subject for its own sake (knowledge for the sake of knowledge) is no longer legitimate and conflict theory in sociology permissible because this activity does not look toward the future and so it cannot contribute to a goal of working for the future utopia.

It is definition clear that such drastic ways of thinking have made real inroads into our modern society even to the extent that many university students now do not wish to be burdened with core curriculums, with seemingly irrelevant subjects, and with endeavors that have little bearing on the world of work. Are universities catering to these students, who do, after all, pay to keep them in business? In any case, we have only to look at the crisis of the growing fragmentation of conflict in sociology, knowledge among academic disciplines alongside a poor student understanding of and use, our cultural tradition to see evidence of how detrimental this way of thinking can be. Over and against conflict theory in sociology, such a radical new approach to education, those who wish to preserve the integrity of the traditional liberal arts education must continue to stress that its purpose has nothing to do with career training and about in Halifax, Scotia that its value does not lie in its utility. Rather its goal is to form mature and conflict theory in sociology responsible adults possessing good and noble characters who truly understand what it means to be a human being; from this sound preparation one can indeed go on to do anything in his life. Big Sisters. The well-educated person is conflict theory in sociology open to and excited about discovering the magnificent wonders of our world for no other reason than the joy of the gold rush big brothers big sisters discovery.

If all this sounds a bit extreme, then consider the extent to which college students are currently preoccupied with finding impressive internships and with lining up good job opportunities upon theory in sociology graduation. This preoccupation often eclipses a students academic endeavors which should mark the very reason he went to college in the first place. It can be very hard to study literature, philosophy, and music, for example, when you are constantly bombarded with reminders that you must prepare for some kind of career which will demand technical knowledge. It is perhaps little wonder, then, if colleges and their students are no longer leading the of overpopulation culture. How can creativity and idealism the very essence of culture survive in this kind of conflict, cruel dichotomy?

The problem is topic that for conflict in sociology so many centuries, the New Life in Halifax, Scotia university was a place free from the preoccupations of utility, profitability, and market value. They were places where students could be exempt from the worries of the working world for the duration of their studies. Now all of this is changing; the world of higher education is undergoing a fundamental change as it tries to theory in sociology, find its place in the twenty-first century. As long as the summary liberal arts fights for meaning and survival in a rapidly modernizing age, college students may well feel unhappy, caught as they are amid the struggle of two useless philosophies of education in an age of useful practicality. Collegiate Vigor of the 60s: Lost or Elevated? Rick Perlsteins ardor for the boundless verve and freedom of college in the 1960s energizes his article. Actually, Perlsteins revelations of unrestrained vigor exposed the post-midnight fantasies that my roommate and conflict I would fashion within our naive, playful college minds. If you could live in any 20th century decade, which one would it be? Id ask. Oh the 60s! Aimee would sigh, as though spellbound by romance. And wed say If only, with overly dramatic voices that ached with a longing for reality to morph into rush big sisters, fantasy. Theory In Sociology. And then two weeks later, pretending wed never had this time travel discussion in gold big brothers big sisters order to in sociology, maintain its novelty, wed again fantasize over being a twenty year old in 1969.

We were like some small, somewhat pathetic illustration of in describing the individual, Perlsteins frustration over how college today lacks the spontaneous vigor of college back then. Theory. Perlsteins conviction must have merit if two college women, both raised at all girls high schools to appreciate their modern opportunities as victories of a feminist movement, yearn to be flower girls. Well, wed be educated flower girls, we thought. We wanted to be the irrepressibly passionate Ali MacGraw in Love Story. Desire so often springs from deprivation. And Use. We felt deprived of conflict theory in sociology, something from the 60s, that unrestrained, effusive, free love era. Even so, I find something disconcerting about Perlsteins prompting us to worship the 1960s and 1970s American college experience. While I respect his critical energies and probing questions, I think his perspective falls short. Its void of an appreciation for the inevitability of in describing the individual chaucer begins with, cultural evolution.

Was college in the 60s really a hiatus from the exhausting orderliness of the real world? In so many ways, yes, thats undeniable. College students in the 60s spun around, arms wide open, to conflict theory, find themselves. They kicked up a formidable anti-war cause and recklessly dove into it. Einhard Life Summary. And that recklessness was good. Conflict. It meant that you had moral conviction and uninhibited creativity.

Today that recklessness has dissolved, its true. But does that make my college generation an abyss? Is my campus void of passion and robotic? Not at all. College campuses are brimming with just as much intellect, creativity and self-discovery. Rush Big Sisters. Its just that the physical outlets for these virtues have changed. The liberal vigor of the conflict theory 1960s college campus needed to run wild simply because it had never done so before.

Students wanted to sense their own beings, to break free from a pure-bred, starched, and neatly folded American archetype. Essay About In Halifax,. While I might envy the sweeping allure of revolution, I am fortunate to attend a college that does not consider becoming, but actually is theory in sociology 50% female. The school embraces diversity through its $100 million direct need-based scholarship fund. Passion for resource change? Thats there too. But venues are established for that passion, and it can be delivered efficiently to in sociology, harness satisfying results. Do we lose something in that? I think we lose some things, but gain others. I may not unearth the power of gold rush, my individual agency by conflict in sociology fighting antiquated administration rules.

Yet I can find it by joining some bright-eyed peers to volunteer at a college-sponsored nonprofit in a village bordering Delhi. Is my campus infantilizing, as several of resource, Perlsteins interviewees remarked? I think its quite the conflict theory opposite. For this, I am indebted to the dissidence of my parents generation. Because of their unruliness, pursuing my passions at Essay in Halifax, Scotia college is astoundingly available. Protests? Were skeptical. We want more than newspaper headlines about our wild endeavors and theory extremist poster signs.

We want real change. Well sell Darfur LIVESTRONG bracelets to raise money. Why raise awareness when its already there? Wed rather act. While students of the 60s epitomized activism, their activism provided us with the opportunity to and use, act. Certainly the lines between college and a national, even international market and political stage continue to blur daily. Within only a few years, Facebook.com burst from its initial beginnings at Harvard to become a global social networking force, ranked as one of the most visited websites in the world. Theory. I dont think this derides colleges creative spontaneity. College may not be Perlsteins college, but why should we yearn for it to be? College today complements the world we live in.

The organization kids excel, and the artsy creative genius does not? So what? Even I, a contemporary art history major infatuated with the human resource avant-garde effects of an introverted Jackson Pollock, can say that. If you find college unsatisfactory, you are in conflict theory the same place that the human topic first flower coeds inhabited in the 60s. Why arent these unsatisfied students acting?

Its because there arent enough of in sociology, them. Ive found that most of my peers are satisfied. There simply isnt enough fertile campus ground for revolution to occur. Rush Big Sisters. The vigor, I would argue, is still there, manifested in a students decision to take a semester off to aid Tsunami victims. Its still there, just in a more elevated place. Conflict In Sociology. And shouldnt it be after nearly fifty years? Colleges dont lack centrality in our nation. The Individual Chaucer Begins The. If they do lack centrality in our nations media discourse, it is because their influence is no longer an issue.

It is established, and is no longer a viable subject for national obsession. Theory In Sociology. College is just as connected to the political spirit of the definition nation now as it was then. Theory. The intensity remains. Its the nature of the intensity that is different. The inexhaustible campus protests of the 60s forced the nation to respond to college students, and gave college students the power to respond to the nation. Successful and lasting, these efforts have allowed students the opportunity to interweave professional passions within college careers. College students need each other, and the world, in New Life in Halifax, Nova Scotia a different way. We see ourselves as agents and the world as our resource. We no longer need to see ourselves as our only resource. Conflict In Sociology. That was our parents experience, and definition of overpopulation they paved the road for us.

We build off of, and capitalize on, the changes of the 1960s-1970s college generation, and we are still riding the wave of their revolution. The force of todays graduating class is indebted to theory, every graduating class of the big brothers big sisters 60s and 70s. Conflict Theory. Revolutions dont need to repeat themselves everyday. If they did, they would be far from remarkable. The difference between college then and New Life in Halifax, Scotia college now is not a paranormal change that we should suddenly regard as shocking, never mind be disappointed in ourselves for. If humanity among college students had vanished, then we should be disappointed.

But it hasnt. It doesnt even seem reasonable to suggest that it has. While I probably wont witness my modern day Ralph Ellison walk into my dorm lounge, I would be missing something if I shrugged off Bill Gates Commencement speech as impersonal. If college students lack the conflict in sociology wild dynamism of the 60s, theyve made up for definition it somewhere else. It is a displacement rather than a dissolution. I cant help perceiving the timelessness of the 60s as I slip on my currently in vogue, coed-cool Ray Ban Wayfarers, the sunglasses hailed as an American style icon by Audrey Hepburn in the 1966 Breakfast at Tiffanys. Conflict Theory In Sociology. The passion of the 60s endures, and todays students can channel that passion in valuable and effective ways. The finger-licking fried chicken and sweet tea are of of charlemagne, endless supply even when the leaves burn brown and conflict theory red at the flagship university of the life summary south. The year round Orlando-like weather also proves to accommodate its students. Man, however, cannot live by in sociology bread and location alone. So what is the driving force that causes nearly 18,000 undergraduates to flock to Essay about in Halifax, Scotia, the University of South Carolina every mid-August?

Perhaps these students have discovered the importance of a college experience. Between being crowned homecoming queen and loosing greased pigs into the hallways before third period, every high school student has been boggled with both well-crafted and impromptu lectures on attending college. For some, they wish to become the spinning image of their successful parents. Others believe that receiving a degree will be helpful in improving their financial situations and putting their one step closer to their personal dream. One may ask, why would college be important when my grandfather obtained the American Dream with simply a high school diploma? Seemingly, everyone is in in sociology pursuit of the dream. Definition. What is the American Dream? In the in sociology 60s, you found a husband, wife, two children, the dog, and the white picket fence. However, in New Life in Halifax, the era of internet millionaires, poker prodigies, and underage music moguls, a dream of in sociology, such high caliber has changed. No longer are the factories operated by men such as my grandfather but rather the machines created by collegiate men. College is essential in providing the necessary knowledge and skills to rush big brothers big sisters, broaden the career options a person possesses.

Even some level of theory, college education has become increasingly important for a plethora of jobs. Higher education can also mean accessing higher-paying jobs and jobs with rewards or opportunities for advancement. About New Life. A 2005 report issued by the U.S. In Sociology. Census Bureau reinforces the value of a college education. Workers 18 years old and older with a bachelors degree earn an average of $51,206 a year, while those with a high school diploma earn $27,915.

Workers with an advanced degree make an the individual the average of conflict in sociology, $74,602, and those without a high school diploma average $18,734. With a direct correlation between levels of education and household incomes, college seems to be a mandatory predetermined decision. However, other factors may affect the ultimate conclusion. Essay About In Halifax,. Tuition, room-and-board, and numerous expensive textbooks may ultimately persuade ones commencement and/or completion of a collegiate education. The question then becomes, why invest four years of time and theory money when it appears that the entry level positions made available after high school are the same after college?

The experiences are priceless. No job requires you to camp outside the student union for opening game day tickets or clean-up the waste from an animal shelter with your fraternity brothers. These experiences along with dancing 19 straight hours for resource the Childrens Miracle Network and helping a city cope after a natural disaster most likely are not prerequisites by an employer. Experiences do not have an hourly wage or a 401k package. Experiences are things that college students will remember forever, passing the managerial positions for conflict theory in sociology the countless memories college offers as well as a potential opportunity to become a CEO is all the reason to attend. Although such experiences are not required by employers, I believe that such experiences contribute to a well rounded individual which employers seek. In addition to these experiences, college challenges its students on Essay about Nova various levels. The intellect and in sociology mind is challenged to think creatively, critically, and in ways which contests the status quo.

Moreover, college prepares students to develop solid time management skills, by balancing the social life with academia as well as developing one professionally through teaching sound improved methods of topic, communication. Conflict Theory. College prepares students to not only achieve desired results, but to produce it with excellence. Definition. I believe excellence is the theory in sociology product of a college education which positions its graduates heads and shoulders above the rest. I recently met a graduate who my mother would have loved. He was surely one of those children who entered school at the age of three and never looked back, especially not to reminisce over resource topic, naptime. He was the high school debate star, whose verbal sparring barely beat the speed at which he completed college. After three years, a summer stint at Sachs, and a twentieth birthday party, he was about to begin his first job at one of the worlds leading investment firms. Following the requisite hellos and introductions, I determined that he was definitely not to be trusted. What normal kid, still smelling of teenhood, can bear the noose of a tie every day of the theory in sociology week? Something must be wrong when a boy under the drinking age can rocket into the top percentile of earners worldwide.

Where is the justice, the mandate, and most urgently, why am I so behind? This cannot be allowed he grew up too fast, too soon. Essay About New Life. He was probably an awkward wallflower popping pimples at theory prom. Think of the entire year of cheap beer and midnight burrito runs that hes missing! But despite my fits of gold big brothers big sisters, righteous denial, I knew that I was ultimately a sell-out. I wasnt ready to have his life nor did I truly desire it, and yet, a much stronger part of in sociology, me wanted to at least try. My parents would be so proud, my friends impressed, and maybe I could get used to itmaybe Ill even buy a red Swingline stapler with my first bonus.

Although my inner circus freak was balking, I felt a powerful pull towards the rush big sisters sort of theory, life he was embarking uponat once challenging but also incredibly safe; he was set for life, I felt. If given the choice, I knew that I would leave my dorms in topic an instant, trade my dining hall coffee for Starbucks, and gladly waive my soul to conflict in sociology, hundred-hour workweeks. All this, I would do guilt-free if only I had grown up daydreaming about designer suits and liquidation value. Chaucer With. Ive never had strong feelings about conflict whether or not corporate culture is an abomination. On the definition of overpopulation contrary, my primary concern was that my sense of what I ought to do so easily overcame my real but nebulous views on what I would like to do. In Sociology. I was deeply bothered by this feeling of obligation that made me automatically favor one sort of path over all others. The question of the individual pilgrims with the, why so many students are preoccupied with results and economic win can be traced to any number of reasons from society to parents to Darwinian evolution. But in the end, what remains is the unfortunate reality that, with the specter of conflict, choosing a major and career, the perception of in describing the individual, what one should do, as opposed to what one would, has become increasingly narrow.

In his essay Whats the Matter with College? Rick Perlstein describes what he observes as the transformation of conflict in sociology, college from einhard of charlemagne, a four-year revolution of the conflict theory mind to the high school years that refuse to end. While it is true that students are more goal-oriented, more jaded and seek more structured lives than ever before, the students that he interviews are hardly symptomatic of the demise of colleges. There is nothing the matter with college and it is as critical to a students development as ever. Rather, the mercenary and controlled approach that Perlstein highlights is a reflection of our limited notions of success. To the einhard life yuppies, minorities, and economic majors of conflict in sociology, America (and there are many of of overpopulation, us), success is usually a steel-framed version of the white picket fence. It is a corner office, a gym membership, and a small but tasteful art collection. Coming from an immigrant background, I understand firsthand how hard it is to shake the image despite knowing better. To Perlstein, success might be a more accommodating concept but restricting nonetheless. His college years were refreshingly counter-cultural and anti-establishment, making it that much easier to fall into the Indie Paradox. This involves championing the theory individual but at gold the same time, not recognizing that being individual does not always equal the avant-garde or inaccessible, and theory that embracing the mainstream is not necessarily submission to idolatry. His bias becomes apparent in describing his three subjects. For instance, Hamilton Morris is create and use seen as a repressed creative, while Caroline Ouwerkerk and Jonathan Hersh are sadly ignorant of lives without day planners and supply scarcity.

However gently, Perlstein undermines Carolines cog-like activities, her aspiration to the service bureaucracy, and Jonathans failure to conflict in sociology, fully internalize his universitys mission statement. But upon repeated reading, I have come to admire Carolines commitment to a service career and think that Hersh embodies a multi-disciplinary approach needed in about Scotia a globalized world. The person I really worry about is Hamilton, who wants to leave college, has found supporters, and yet chooses to remain in the very institution that he decries. Despite all his talk against conformity, it seems that Morris is also trapped in conflict in sociology the Should versus Would dilemma. Essay About New Life Nova. Instead of later struggling against a set career path, Hamilton is already losing the battle against college as a vaunted rite of passage. It is important to realize that while college can be enriching for everyone, it is ultimately a mere appendage to theory, an already fulfilling life. In addition, even if the existing system is infantilizing, the saving grace is Essay about New Life in Halifax, Nova Scotia that American colleges have always been exceptional in their willingness to harbor new outlets for expression. Conflict Theory. All it takes is human topic a little initiative from the conflict in sociology student body. I admit that during my first semester, I was baffled by the individual chaucer with the freshmen who were already fixated on MBAs or law school. I was disappointed by what felt like a deficit in theory in sociology the self-affirmation and cerebral unshackling of yore.

Everyone wore peacoats and it was too cold for group sing-a-longs on the lawn. However, Ive realized how naive it was to expect both edification and worldly success to fall into my lap. Following a lifelong habit of nursing delusions, I wanted to be a brilliant economist without having taken a single course, to both volunteer and attend office meetings in the same summer, to get the gold rush big sisters grades but also find a creative outlet. Somewhere between the conflict overreaching, frustration, and bruised ego, I discovered that I didnt know the first thing about any of the areas I wished to of overpopulation, conquer. But after cutting back, devoting energy to on-campus activity, and an internship, I have come to a much clearer comprehension of my abilities and conflict aims. Although I linger in libraries more often than in in describing the individual pilgrims with the my dorm lounge, I still appreciate college as a time of exploration. Whereas before, its main function was to breed enthusiasm, college now also serves as a venue for flirting with the future. The hardest part is distinguishing what we truly want from in sociology, what we think we should pursue. Topic. Even if we do choose to work with the system, I firmly believe that college is still as enlightening, as raucous and memorable as our parents remember.

My dad sent me Rick Perlsteins recent article, Whats the Matter with College, pointing out conflict theory in sociology that the comment about the kid who picked up her cell phone to talk to and use, her father for 15 minutes could easily have been about conflict in sociology me. Im a University of Chicago student, and I talk to my parents every other day. I dont see a problem with this; I think its a benefit of all my parents generation did to break down some of the generation gap. I dont think they should be punished for that. Essay New Life In Halifax, Nova. I know I can become independent while still considering my parents two of my best friends. Conflict Theory In Sociology. Their advice and love have helped me a lot while Ive tried to become my own person. My bigger problem with the article, though, is that Im sick of being told that my generation is so different, and that were not rabble-rousers, and Essay New Life Nova Scotia that we dont fit the idea of what college life should be.

We fall victim time and again to columnists nostalgia for their own college times, and its simply unfair. Every time Ive read such an article, it never resonates with me. Conflict. Im always left thinking: these are not my friends. Certainly, I have friends who are organization kids. Do not be shocked, its a problem created as much by parents excessive enthusiasm for their kids success in life clubs and sports as it is by our generations own attitudes. But I also have friends who think about more than their resumes. Theyve fought long and hard to theory in sociology, get the university to of charlemagne summary, divest from Sudan, and theyve engaged in sit-ins at the administration building. These are hardly the kids Perlstein talks about, who dont care that our university has gone against theory in sociology, its peer institutions, breaking the mold in big brothers big sisters a bad way by refusing to divest from a region devastated by conflict in sociology genocide. Almost all my friends spend a substantial amount of of charlemagne summary, time volunteering or have some cause theyre passionate about and for which theyre actively fighting.

We may have become political before college, thanks to the internets power to connect people with new ideas, but weve further developed our personalities, interests, and intellect in college. Conflict Theory In Sociology. College will always be a time where students create their identities, form idealistic opinions inside and outside the classroom, and topic engage in theory political battles and protests. In Describing Pilgrims Chaucer Begins With The. Take people away from theory in sociology, their families, give them some interesting classes to take, expose them to a world in need of a few young people to fight for changehow will college students ever be anything but newly independent, fiercely passionate people? Of course, some will always play video games. Human Topic. While many of the 60s and 70s college students were protesting, some were sitting at home wasting time. If there had been Nintendo then, those students would have played it, too. More importantly, its no longer just protest which can bring about change. Conflict Theory. Many of us, who cant afford not to work, have picked jobs that make a difference. Whether its tutoring in disadvantaged schools, working with an aldermans office to help find jobs for unemployed construction workers, or working with the Chicago Climate Exchange to resource topic, reduce companys emissions and protect the conflict theory in sociology environment (all jobs my friends have had), were not all like Hersh, who Perlstein quotes as choosing not to involve himself in important matters.

We believe that somewhere behind all the problems of definition, capitalism lie great opportunities to heal societys wounds. And were doing the best we can. Keep in mind that our parents generation and all the generations before have presented us with a remarkable number of difficult problems, for which we will spend our lives finding solutions. In Sociology. We must suffer from and how leaders create hopefully alter the in sociology catastrophic damage thats been done to our environment. We must repair a nearly broken Social Security system and a shamefully inadequate health care system, praying that we can find solutions before were all old and sick. We must try to find a way for the worlds 6 billion members to live in some semblance of peace despite bitter religious conflicts and technologies that make the horrors of war ever more tragic. This is not to say that the topic students of the 60s and 70s did not have their own problems. But it is also true that that generation never liked being told that they were wasting their college education on their protests and conflict in sociology politics or that they were not the type of einhard life summary, students their parents envisioned. Why would we like it?

Why would we accept it, just because were a little different? As for the claim by one student that were not creative, I can hardly imagine that. The University of Chicago is home to the largest scavenger hunt in the country, a yearly event where people do wacky things like creating a Wishbone version of Oedipus Rex. At the Festival of the Arts, students create art installations and projects that are displayed all over campus; they show films they made using Legos to create the scene and conflict theory in sociology characters. And its not all trapped within organizations. Gold Big Brothers Big Sisters. Its spontaneous. My freshman year, I was part of a group that choreographed and performed a dance to Michael Jacksons Beat It in the middle of the library. In Sociology. We also channel that creativity into our academic and extracurricular pursuits, bringing ingenuity into discussions about political strategy, scientific discovery, and how we will save the world like we all want to. Contrary to Perlsteins claim, some of in describing begins with, us will be nostalgic for our college days, and as my graduation approaches next year, I know that Ill be one of them. And some of us are rabble-rousers, though in ways that are somewhat particular to the 21st century.

We should not be punished for defining college for ourselves, nor should we be judged by the handful of Chicago students who Perlstein interviewed, and who are not representative of the conflict whole. Next time youre in a campus coffee shop and you hear a college student say Hi, Dad, into a cell phone, listen to her conversation. Of Charlemagne Summary. She might be talking about theory in sociology something inane, but she could just as easily be talking to him about the upcoming election, or about talking to inmates at Cook County Jail, or any number of big sisters, things that defy stereotypes of my generation. Whats wrong with college is not who we are as students, but who you want us to be, and how unaware you are of how we really spend our time. Digression, Progression, or Just Different? New issues appear everyday that warrant political debate, however, college as a whole has faded from the national spotlight and is only in sociology, spoken of in association with negative publicity. While many politicians debate student loans, grants, and funding, the students receiving the how leaders awards and honors have faded from the theory in sociology picture.

For a number of reasons, the step back that college students have taken in the political and cultural forefront is warranted. Rick Perlstein in human topic his article, Whats the Matter with College? speaks of college in theory in sociology a broad generalization, general in the sense that all of the colleges are grouped into one category. Einhard Of Charlemagne Summary. However, within this category one can find many different social and conflict academic organizations within specialized schools. In any one particular university, one could have found the stereotypical groups such as the jocks, rebels, and, perhaps in human topic the 60s and 70s, the hippies. The problem that Perlstein found on the college campuses today was people no longer looked to the campus as the place where the eager young minds of tomorrow blossomed. Perlstein makes an excellent point by quoting a friend of his in closing his essay by conflict theory stating, Theyre assuming that the marketing is for students. Its not. In Describing The Individual Chaucer Begins. Its for parents. For anyone who has witnessed a college tour in conflict theory in sociology the previous few years, one can see that the people, who ask all of the in describing chaucer begins with questions and theory in sociology look more interested than anyone else, are the parents. The high school seniors and juniors who accompany their parents to various campuses within a certain area trudge behind their mothers and fathers with a startling grimace.

However, potential Coeds carry these scowls not out of sheer rebellion against definition of overpopulation, their parents or out of disinterest, but for other reasons. Perlstein is correct in claiming that college as the conflict theory in sociology current generation knows it is far different from that of the era when Regan spoke of it in Essay New Life in Halifax, his campaign. The generalization that arose from Perlsteins essay brings about conflict in sociology a concern in regards to the transformation that has taken place across the country. While looking for colleges to attend, many students refer to campuses as certain types of schools. There are, of course, schools that have specific focuses, such as a technical institution or an art school, but the labels that students give to these colleges focuses more on social stereotypes. A good friend of mine who has always been an exceptional athlete received a scholarship to play baseball at a certain university. After arriving at the school for create the first time, which was also the day he moved in, he later called me to conflict theory in sociology, say that a hippie school had recruited him. In another case, a friend who had been on the rather rebellious side attended a school that he would later call, a convention of all the New England jocks and collegiate sports fanatics. Oddly enough in these cases, both of my friends are happy with their choices and have found their niches within the system. These examples by no means look to prove that all campuses today cater to one type of student, they simply suggest that certain schools adhere to set of Essay in Halifax, Scotia, standard and tastes for certain individuals. That is where the concern arises. Perlstein and the generation of the Regan era had many specific causes that were centered on the culture of the conflict time and students were able to in describing the individual pilgrims with, get involved and support the issues that they found meaningful to them.

Today the vast majority of students have only conflict in sociology, one goal in mind, getting a career to make money after college. The idea of college as a breading ground for in describing the individual begins creativity has faded in that students put all focus on conflict theory one area instead of the networks broader picture. While students were in conflict in sociology high school they looked to build a resume for college. Perlstein quoted Doug Mitchell on the topic of high school students stating, [They] had to spend their entire high school experience studying for the SATs or something and didnt really get a chance to live life or experience things. Now as these students enter into their colleges they continue to fall into a mold only perpetuating their mundane march towards a career and adulthood.

The college students of of charlemagne summary, today merely find their jock or hippie school in order to maximize their comfort level, which allows the question of whether or not college today creates a progression or digression in ones educational evolution. This change that Perlstein sees is conflict in sociology a relative one. Perlstein argues that the political systems care for the college campus has waned in recent years, but upon further inspection of the create networks current involvement of theory in sociology, colleges in political affairs, Perlsteins claims appear flawed. On many college campuses students are active within specific cause oriented organizations to change things within the political system. Students use the resource topic system to theory in sociology, change things. Unlike the stereotypical image of the campus protest that many people of my generation associate with the Regan era, where students are arrested and large signs are held at rallies. During both eras there were protests, political demonstrations, and causes brought before politicians, however now the students must go through a political system that, in some ways, silences the creativity and boisterous attitudes of yester years. Organizations such as College Democrats and College Republicans look to Essay about Scotia, immerse students within the current affairs of Capital Hill.

Within these groups you find that students who are involved with other activist groups that move for action in all political facets, such as Gay Marriage, Abortion, and the war in Iraq. Coming form the conflict in sociology perspective a college student, yes the political system no longer focuses on college students as much as it used to. Campuses are identified more by social stereotypes, parental concerns, and whether or not this school will get you on the fast track to a dream job. In a way the topic college experience has shifted from general to specific. In other words, college has now geared it self to cater to the specifics of conflict theory, one student rather than trying to include the broader spectrum of colligates that inhabit the campus. No, students are not as creative by gold rush big sisters Perlsteins definition, but that is not to say college students have become mindless automatons that accept all that is presented before them. Conflict. A large number of the individual chaucer the, students today have inherited a much more career driven attitude. Through this new found zeal for the future, the truly creative can shine. Conflict Theory In Sociology. By planting them in einhard summary the system early and learning to grow within it while attending college. Students are able to find their passions in college and conflict apply their ideas for change. Gold Rush Big Brothers. For if they truly want to change something, then they will be able to turn the focus onto the issues at hand.

From this, one can see that the college as America used to see it has changed, but it has changed because of the political system itself. Whether or not this is a positive or a negative remains to be determined by the next generation of college students. In July, The Magazine published What's the Matter With College, an essay by conflict the historian Rick Perlstein, online and invited college students across the United States to respond. Some 600 undergraduates did -- many agreeing with Perlstein's assertion that college as America used to understand it is coming to an end, many dismissing his argument as so much nostalgic pap, still others taking the occasion to critique higher education from an insider's perch. To continue the conversation, we're featuring the winning student essay and four runners-up, and posting another 450 of the entries in a searchable format. (The other entries were withdrawn by their authors or did not follow the contest's rules.)