Eid Collection by Nishat Essay Example

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What Is a Personal Statement Everything You Need to Know About the College Essay

What Is a Personal Statement Everything You Need to Know About the College Essay SAT / ACT Prep Online Guides and Tips In addition to standardized test scores and transcripts, a personal statement or essay is a required part of many college applications. The personal statement can be one of the most stressful parts of the application process because it's the most open ended. In this guide, I'll answer the question, "What is a personal statement?" I'll talk through common college essay topics and what makes for an effective personal statement. // Even the terminology can be confusing if you aren't familiar with it, so let's start by defining some terms: Personal statement- an essay you write to show a college admissions committee who you are and why you deserve to be admitted to their school. It's worth noting that, unlike "college essay," this term is used for application essays for graduate school as well. College essay - basically the same as apersonal statement. (I'll be using the terms interchangeably.) Essay prompt - a question or statement that your college essay is meant to respond to. Supplemental essay - an extra school or programspecific essay beyond the basic personal statement. Many colleges ask for only one essay. However, some schools do ask you to respond to multiple prompts or to provide supplemental essays in addition to a primary personal statement. Either way, don't let it stress you out! This guide will cover everything you need to know about the different types of college essays and get you started thinking about how to write a great one: Why colleges ask for an essay What kinds of essay questions you'll see What sets great essays apart Tips for writing your own essay // Why Do Colleges Ask For an Essay? There are a couple of reasons that colleges ask applicants to submit an essay, but the basic idea is that it gives them more information about you, especially who you are beyond grades and test scores. #1: Insight Into Your Personality The most important role of the essay is to give admissions committees a sense of your personality and what kind of addition you'd be to their school's community. Are you inquisitive? Ambitious? Caring? These kinds of qualities will have a profound impact on your college experience, but they're hard to determine based on a high school transcript. Basically, the essay contextualizes your application and shows what kind of person you are outside of your grades and test scores. Imagine two students, Jane and Tim: they both have 3.5 GPAs and 1200s on the SAT. Jane lives in Colorado and is the captain of hertrack team, while Tim lives in Vermont and regularly contributes to the school paper, but they both want to be doctors and they both volunteer at the local hospital. As similar as Jane and Tim seemon paper, in reality they're actually quite different, and their unique perspectives come through in their essays. Jane writes about how looking into her family history for a school project made her realize how the discovery of modern medical treatments like antibiotics and vaccines had changed the world and drove her to pursue a career as a medical researcher. Tim, on the other hand, recounts a story about how a kind doctor helped him overcome his fear of needles, an interaction that reminded him of the value of empathy and inspired him to become a family practitioner. These two students may seem outwardly similar but their motivations and personalities are very different. Without an essay, your application is essentially a series of numbers: a GPA, SAT scores, the number of hours spent preparing for quiz bowl competitions. The personal statement is your chance to stand out as an individual. // #2: Evidence of Writing Skills A secondary purpose of the essay is to serve as a writing sample and help colleges see that you have the skills needed to succeedin college classes. The personal statement isyour best chance to show off your writing, so take the time to craft a pieceyou're really proud of. That said, don't panic if you aren't a strong writer. Admissions officers aren't expecting you to write like Joan Didion; they just want to see that you can express your ideas clearly. No matter what, your essay should absolutely not include any errors or typos. #3: Explanation of Extenuating Circumstances For some students, the essay is also a chance to explain factors affecting theirhigh school record. Did your grades drop sophomore year because you were dealing with a family emergency? Did you miss out on extracurricularsjunior year because of an extended medical absence? Colleges want to know if you struggled with a serious issue that affected your high school record, so make sure to indicate any relevant circumstances on your application. Keep in mind that in some cases there will be a separate section for you to address these types ofissues, as well as any black marks on your record like expulsions or criminal charges. #4: Your Reasons for Applying to the School Many colleges ask you to writean essay or paragraph about why you're applying to their school specifically. In asking these questions, admissions officers are trying to determine if you're genuinely excited about the school and whether you're likely to attend if accepted. I'll talk more about this type of essay below. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: // What Kind of Questions Do Colleges Ask? Thankfully, applications don't simply say "Please include an essay about yourself" - they includea question or prompt that you're asked to respond to. These prompts are generally pretty open ended and can be approached in a lot of different ways. Nonetheless, most questions fall into a few main categories. Let's go through each common type of prompt, with examples from the Common Application, the University of California application, and ApplyTexas, as well as a few individualschools. Prompt Type 1: Your Personal History This sortof questionasks you to write about a formative experience, important event or key relationship fromyour life. Admissions officers want to understand what is important to you and how your backgroundhas shaped you as a person. These questions are both common and tricky. The most common pitfall students fall into is trying to tell their entire life stories - it's better to focus in on a very specific point in time and explain why it was meaningful to you. Common App 1 Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. Common App 5 Discuss an accomplishment, event, orrealizationthatsparked a period of personal growth and a new understanding of yourself or others. University of California 2 Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. University of California 6 Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. // Prompt Type 2:Facing a Problem A lot of prompts deal with how you solve problems or how you cope with failure. College can be difficult, both personally and academically, and admissions committees want to see that you're equipped to face those challenges. The key to these types of questions is to identify a real problem or failure (not a success in disguise) and show how you adapted and grew from addressing the issue. Common App 2 The lessons we take fromobstacles we encountercan be fundamental to later success. Recount a time when you faced achallenge, setback, or failure.How did it affect you, and what did you learn from the experience? Common App 4 Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. ApplyTexas B Describe a circumstance, obstacle or conflict in your life, and the skills and resources you used to resolve it. Did it change you? If so, how? // Prompt Type 3:Diversity Most colleges arepretty diverse, with students from a wide range of backgrounds. Essay questions about diversity are designed to help admissions committees understand how you interact with people who are different from you. In addressing these prompts,you want to show that you're capable of engaging with new ideas and relating to people who may have different beliefs than you. Common App 3 Reflect on a time when youquestionedor challenged a belief or idea. What prompted your thinking? Whatwas the outcome? ApplyTexas A Describe a setting in which you have collaborated or interacted with people whose experiences and/or beliefs differ from yours. Address your initial feelings, and how those feelings were or were not changed by this experience. Prompt Type 4:Your Future Goals This type of prompt asks about what you want to do in the future: sometimes simply what you'd like to study, sometimes longer term career goals. Colleges want to understand what you're interested in and how you plan to work towards your goals. You'll mostly see these prompts if you're applying for a specializedprogram (like pre-med or architecture) or applying as a transfer student. Some schools also ask for supplementary essays along these lines. ApplyTexas C Considering your lifetime goals, discuss how your current and future academic and extracurricular activities might help you achieve your goals. University of California (Transfer Applicants) Please describe how you have prepared for your intended major, including your readiness to succeed in your upper-division courses once you enroll at the university. // Prompt Type 5: Why This School The most common style of supplemental essay is the "Why us?" essay (although a fewschools with their own application use this type of questionas their main prompt). In these essays, you're meant to address the specific reasons you want to go to the school you're applying to. Whatever you do, don't ever recycle these essays for more than one school. Yale University What is it about Yale that has led you to apply? Chapman University There are thousands of universities and colleges. Please share with us why you are choosing to apply to Chapman. Rice University How did you first learn about Rice University and what motivated you to apply? Prompt Type 6:Creative Prompts More selective schools often have supplemental essays with stranger or more unique questions. University of Chicago is notorious for its weird prompts, but it's not the only school that will ask you to think outside the box in addressing its questions. University of Chicago The word floccinaucinihilipilification is the act or habit of describing or regarding something as unimportant or of having no value. It originated in the mid-18th century from the Latin words "floccus," "naucum," "nihilum," and "pilus"- all words meaningâ€Å"of little use.† Coin your own word using parts from any language you choose, tell us its meaning, and describe the plausible (if only to you) scenarios in which it would be most appropriately used. Tufts University Whether you've built blanket forts or circuit boards, produced community theater or mixed media art installations, tell us: what have you invented, engineered, created, or designed? Or what do you hope to? University of Virginia What’s your favorite word and why? University of Chicago(Phil Roeder/Flickr) // What Makes a Strong Personal Statement? OK, so you're clear on what a college essay is, but you're still not sure how to write a good one. To help you get started, I'm going to explainthe main things admissions officers look for in students' essays:an engaging perspective, genuine moments, and lively writing. I've touched onthese ideas already, buthereI'll go into more depth about how the best essays stand out from the pack. Showing Who You Are A lot of students panic about finding a unique topic, and certainly writing about something unusual like a successful dating app you developed with your friends or your time working as a mall Santacan't hurt you. But what's really important isn't so much what you write about as how you write about it. You need to use your subject to show something deeper about yourself. Look at the prompts above: you'll notice that they almost all ask you what you learned or how the experience affected you. Whatever topic you pick, you must be able to specifically address how or why it matters to you. Say a student, Will, was writing about the mall Santa in response to Common App prompt number 2 (the one about failure): Will was a terrible mall Santa. He was way too skinny to be convincing and the kids would always step on his feet. He could easily write 600 very entertaining words describing this experience, but they wouldn't necessarily add up to an effective college essay. To do that, he'll need to talk about his motivations and his feelings: why he took such a job in the first place and what he did (and didn't) get out of it. Maybe Will took the job because he needed to make some money to go on a school trip and it was the only one he could find. Despite his lack of enthusiasm for screaming children, he kept doing it because he knew if he persevered through the whole holiday season he would have enough money for his trip. Would you rather read "I failed at being a mall Santa" or "Failing as a mall Santa taught me how to persevere no matter what"? Admissions officersdefinitely prefer the latter. Ultimately, the best topics are ones that allow you to explain something surprising about yourself. Honesty Since the main point of the essay is to give schools a sense of who you are, you have to open up enough to let them see your personality.Writing a good college essay means being honest about your feelings and experiences even when they aren't entirely positive. In this context, honesty doesn't mean going on at length about the time you broke into the local pool at night and nearly got arrested, but it does mean acknowledging when something was difficult or upsetting for you. Think about the mall Santa example above. The essay won't work unless the writer genuinely acknowledges that he was a bad Santa and explains why. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Even this little kid is a better Santa than Will was. EloquentWriting As I mentioned above, colleges want to know that you are a strong enough writer to survive in college classes. Can you express your ideas clearly and concisely? Can you employ specific details appropriately and avoidcliches and generalizations? These kinds of skills will serve you well in college (and in life!). Nonetheless, admissions officers recognize that different students have different strengths. They aren’t looking for a poetic magnum opus from someone who wants to be a math major. (Honestly, they aren't expecting a masterwork from anyone, but the basic point stands.) Focus on making sure that your thoughts and personality come through, and don't worry about using fancy vocabulary or complex rhetorical devices. Above all, make sure that you have zero grammar or spelling errors. Typos indicate carelessness, which will hurt your cause with admissions officers. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: // Top 5 Essay-Writing Tips Now that you have a sense of what colleges are looking for, let's talk about how you can put this new knowledge into practice as you approach your own essay. Below, I've collected my five best tips from years as a college essay counselor. #1: Start Early! No matter how much you want to avoid writing your essay, don’t leaveit until the last minute. One of the most important parts of the essay writing process is editing, and editing takes a lot of time. You want to be able to put your draft in a drawer for a week and come back to it with fresh eyes. You don't want to be stuck with an essay you don't really like because you have to submit your application tomorrow. You need plenty of time to experiment and rewrite, so I would recommend starting your essays at least two months before the application deadline. For most students, that means starting around Halloween, but if you're applying early you'll need to get going closer to Labor Day. Of course, it's even better to get a head start and begin your planning earlier. Many students like to work on their essays over the summer when they have more free time, but you should keep in mind that each year's application isn't usually released until August or September. Essay questions often stay the same from year to year, however. If you are looking to get a jump on writing, you can try to confirm with the school (or the Common App) if the essay questions will be the same as the previous year's. #2: Pick a Topic You’re Genuinely Excited About One of the biggest mistakes students make is trying to write what they think the committee wants to hear. The truth is that there's no "right answer" when it comes to college essays - the best topics aren't limited to specific categories like volunteer experiences or winning a tournament. Instead, they're topics that actually matter to the writer. "OK," you're thinking, "but what does she mean by 'a topic that matters to you'? Because to be perfectly honest, right now what really matters to me is that fall TV starts up this week, and I have a feeling I shouldn't write about that." You're not wrong (although some great essays have been written about television). A great topic isn't just something that you're excited about or that you talk to your friends about; it's something that has had a real, describableeffect on your perspective. This doesn't mean that you should overemphasize how somethingabsolutely changed your life, especially if it really didn't. Instead, try to be as specific and honest as you can about how the experience affected you, what it taught you, or what you got out of it. Let'sgo back to the TV idea. Sure, writing an essay abouthow excited you are for the new season of The Vampire Diariesprobably isn't the quickest way to get yourself into college, but you couldwrite a solidessay (in response to the first type of prompt) about how SpongeBob SquarePants was an integral part of your childhood. However,it's not enough to just explain how much you loved SpongeBob - you must also explain why and how watching the show every day after school affected your life. For example, maybe it was a ritual you shared with your brother, which showed you how even seemingly silly pieces of pop culture can bring people together. Dig beneath the surface to show who you are and how you see the world. When you write about something you don't really care about, your writing will come out cliched and uninteresting, and you'll likely struggle to motivate. When you write about something that is genuinely important to you, on the other hand, you can make even the most ordinary experiences - learning to swim, eating a meal, or watching TV - engaging. As strange as it sounds, SpongeBob could make a great essay topic. #3: Focus onSpecifics But how do you write an interesting essay?Focus. Don't try to tell your entire life story, or even the story of an entire weekend; 500-650 words may seem like a lot, but you'll reach that limit quickly if you try to pack every single thing that has happened to you into your essay. If, on the other hand, you just touch on a wide range of topics, you'll end up with an essay that reads more like a resume. Instead, narrow in on one specific event or idea and talk about it in more depth. The narrower your topic, the better. For example, writing about your role as Mercutio in your school's production ofRomeo and Juliet is too general, but writing about opening night, when everything went wrong, could be a great topic. Whatever your topic, use details to help draw the reader in and express your unique perspective, but keep in mind that you don't have to include every detail of what you did or thought - stick to the important and illustrative ones. #4: Use Your Own Voice College essays aren't academicassignments: you don't need to be super formal. Instead, try to be yourself. The best writing sounds like a more eloquent version of the way you talk. Focus on using clear, simple languagethat effectively explains a point or evokes a feeling. To do so, avoid the urge to use fancy-sounding synonyms when you don't really know what they mean. Contractions are fine; slang, generally, is not. Don't hesitate to write in the first person. A final note: you don’t need to be relentlessly positive. It’s OK to acknowledge that sometimes things don’t go how you want - just show how you grew from that. #5: Be Ruthless Many students want to call it a day after writing a first draft, but editing is a key part ofwriting a truly great essay. To be clear, editing doesn't mean just making a few minor wording tweaks and cleaning up typos; it means reading your essay carefully and objectively and thinking about how you could improve it. Ask yourself questions as you read: is the progression of the essay clear? Do you make a lot of vague, sweeping statements that could be replaced with more interesting specifics? Do your sentences flow together nicely? Do youshow something about yourself beyond the surface level? You will have to delete and rewrite (potentially large) parts of your essay, and no matter how attached you feel to something you wrote, you might have to let it go. If you've ever heard the phrase "Kill your darlings," know that it is 100% applicable to college essay writing. At some point, you might even need to rewrite the whole essay.Even though it's annoying, starting over is sometimes the best way to get an essay that you're really proud of. Ludwig/Flickr What's Next? Make sure to check out our other posts on college essays, including our step-by-step guide to how to write your college essay,our analysis of the Common App Prompts, and our collection of example essays. If you're in need of guidance on other parts of the application process, take a look at our guides to choosing the right college for you, writing about extracurriculars, and requesting teacher recommendations. Last but not least, if you're planning on taking the SAT one last time, check out our ultimate guide to studying for the SAT and make sure you're as prepared as possible. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Civilization Essay Example | Topics and Well Written Essays - 1500 words

Civilization - Essay Example Industrialization started with the mass production of pottery, textiles and metal tools. Writing emerged as a means of communication invented mainly to deal with urban problems of management and book keeping. On the social front, people were grouped into classes based on control of resources, wealth, political authority, family, or religion. By 3000 B.C.E., the Sumerians in south Babylonia (Southern Mesopotamia) founded the oldest cities of Ur, Nippur, and Uruk; the largest city in the world. Quarrels over water and agricultural land led to increased warfare to create kingdoms ruling several city states. The city of Kish in north Babylonia had the first king in history. In the far east of Babylonia, the Akkadians established the first empire in history in the city of Akkade. Sargon, their first king who was the servant of the king of Kish became the first conqueror of history. His grandson, Naram-Sin developed unheard-of wealth and power that he declared himself god and built temples to himself. In 2125 B.C.E., the Sumerians established the third dynasty empire on the foundation of the Akkadian empire. In 1792 B.C.E. King Hammurabi created a kingdom to embrace most of Mesopotamia. At 1600 B.C.E., the Babylonian kingdom fell apart by invasions from the Hittites, Hurrians, and Kassites. Ingredients of civilization were ... Their language consisted of thousands of characters that represented words and some sounds. In ancient Egypt, the hieroglyphics language was invented to involve hundreds of picture signs, each representing one, two or three sounds to mean a word or category. Text was written horizontally from right to left or left to right, or vertically from top to bottom in both horizontal directions. Another ingredient of culture is social change. In ancient Egypt, black Africans from Nubia and Asians from the east were captured in war and brought back to Egypt as slaves. Sometimes entire people were slaved as the Hebrews according to the Bible. Slaves performed domestic services, labored in fields with the peasants, worked as policemen or soldiers as they also labored to erect the great temples and monuments of Egypt. They could be freed by in most occasions they were not. In Mesopotamia there were two main types of slavery: chattel and debt slavery. Chattel slaves were bought like property and had no legal rights as they were easily recognized by their hair style or tattoo on their arm. They were non-Mesopotamians bought from slave merchants or imprisoned during war. Chattel slaves were mainly used in domestic services rather than fieldwork. Debt slave were more common than chattel slaves. They were declared slaves when members of family were declared as surety of a loan where they have to labor to pay the interest on the loan. They could not be sold and they are redeemed free once the debt is paid off. However slaves had little legal protection and could buy his or her freedom. Hammurabi's Law Code revealed the classes of people of nobles, commoners, and slaves, who were not treated equally. Women in Mesopotamia could

You could put any topic you think is necessary Essay

You could put any topic you think is necessary - Essay Example Capital punishment began as early as in the 14th century B. C. under the Hittite code. They were also in used by Romans in the 5th century B. C., in Athens under the Draconian code in the 7th century B. C. as well as in Babylon in the 18th century B. C. during the reign of King Hammurabi. Criminals were mostly burnt alive, beaten to death, crucified or beheaded. In Britain, the most commonly used methods for execution were hanging, boiling alive or beheading. In the 16th century A. D, more than 70,000 people were executed in the country during the time of Henry VIII. Crimes included theft, getting married to Jews, treason and many other crimes that added up to 222 by the 17th century A. D. In the mid 18th century A. D., the crimes that were punishable by death were reduced to 120 (Banner (2002). Many nations have abolished capital punishment, but some are still practicing it, with China leading the group of 58 countries, having executed 5000 capital offenders in 2008. Iran and Saudi Arabia were also ranked among the countries with the highest executions though they came after China by far at 348 and 102 respectively. In the United States, 37 offenders were executed. Japan, Indonesia, Libya, North Korea and Saudi Arabia are also applying capital punishment (Hands off Cain, 2008). Abolitionists are still campaigning against death penalty. Brown (2010) observes that the bible, which is used in many criminal justice systems for swearing convicts and witnesses has many verses such as â€Å"Genesis 9:5-6, Numbers 35:30, Num. 35:30 and Num. 35:33-34† among others that support death penalty for various crimes including murder, adultery and incest among others. There are offences in these passages that can only be punished through capital punishment. Some countries such as the US use these verses to justify the application of capital punishment. However, there are usually controversies concerning the sixth commandment that cautions against

Critical Analysis Of Two Japanese Designers

Critical Analysis Of Two Japanese Designers In the 1960s, Japanese designers came out from an economic and industrial boom. This was the beginning of the first Asian invasion of the fashion world and by the early 1980s, Rew Kawakubo and Yohji Yamamotos names were wildly popular. Rei Kawakubo and Yohji Yamamoto were the first few Japanese designers that found admiration for Japanese art and idea of modernism through the channels of developing technology, visual imagery and three dimensional figures. They first made a real impression on the fashion world in 1982 with the creation of the Japanese aesthetic. Their entry into the international fashion scene was not only puzzled but was fascinated by many in the fashion industry. This paper will discuss the significance of the designs by Rei Kawakubo and Yojhi Yamamoto on the international fashion catwalks in the nineties with relation to the specific methods of construction and materials they used in their collections. While Kawakubo and Yamamoto have a distinctive point of view on fabric deconstruction, however the two designers share a commonality for creative artistic design collaborations in developing their collections, marketing and image. Evident in Kawakunos designs was the exaggerated and hyperbolic manufactured aesthetics. She collaborated with architecture, Takao Kawasaki, which bought about the designers first Comme des Garcons boutiques (da Cruz, 2004). Kawakubo had a longing to make garments that was an ever changing result of its social cultural environment, showing both the Neo-realism and Futurism in her runway collections and marketing (da Cruz, 2004). Yamamoto on the other hand, was loyal to the Japanese cloth traditions and was famous for his kimono-inspired trench coats and shirts. He had a desire for the pure geometric forms of pure clothing and found ways in integrating modern sportswear constructions into his designs. This technique brings a postmodern street chic feel to his designs and also has the important role of protection and durability. The evolution of fibre technology with the tonal and textual eclecticism gave way to show designers how important their uses of raw materials were in their designs. With the continual movement in fabric and structure of clothing, it directed the concept of drapery in Yamamotos designs and the shrouding, texturing and layering techniques in Kawakunos designs. Seeking to redefine the universal concept of beauty in fashion, Yamamoto demonstrates through the preference for asymmetrical shapes, oversized clothes and models of all ages, challenging the norms of perfection, and body. Most evident was in his refusal to use the traditional forms of feminine glamour and sex appeal through make up, heels, skin baring and fitted clothes. Yamamotos design creations revolutionised the Western fashion for women with its structured figure hugging clothing that sexualised the female body. He also designed garments that wrapped the female body with fabric, ignoring the usual accentuation points and moving the attention to the back. The fashion silhouette and the body/clothing relationship changed from this point onwards. Yamamoto created designs based on breaking down mens clothing to form graceful and stylish womens garments, by playing his garment, he exhibited challenging ideas of how women faced both masculine and feminine sides of being a woman. Many were fascinated in his work of challenging the ambiguity of gender whether this was through the women models in his menswear shows or his refusal to follow the traditional Western definitions of womens wear and menswear. Kawakubo studied fine arts and literature and being untrained as a fashion designer, she communicated her ideas to her patternmakers. She employed the romantic subtleties of historic fashion but yet champions cold synthetic fibres in her finishing designs. The piece that most resembles this tendency was the lace sweaters from the Comme des Garcons fall/ winter 1982-1983 collection. It featured black wool knits distressed with gaping holes to invoke the composition of lace (da Cruz, 2004). She created designs intentionally to create a look that seemed incomplete and had been worn, in order to create something different and extraordinary by resisting to common sense and provide stimulating challenges to the idea of perfection (Kawamura, 2004). The initial reactions of the public look upon with distaste, however over time they grew to admire and astonished with her designs and the look she wanted to create (Baudot, 1999). Kawakubo (in Ayre 1989:11) states that Perfect symmetry is uglyà ¢Ã¢â€š ¬Ã‚ ¦ I always want to destroy symmetry, this was postmodernism applied as its best to fashion. Kawakubo did not apply the traditional clothes- making or fashion design institutions to her work and worked against what was seen as how traditional designers should design. She was one of the first to show designers that the going against the normal processes can also be accepted. Yamamoto often experimented with innovations in technical textiles and new synthetic sand also implemented unconventional natural materials in his designs. According to Yamamoto, I start with the fabric, the actual material, the feel of it. I then move onto the form. Possibly what counts most for me is the feel. And then, when I start working with the material, I think my way into the form it ought to assume. (Vinken) He blurred the boundaries between prà ªt a porter and haute couture fashion (Duncan, 2007). When Yamamoto first started designing clothes, he knew there were two ways. Firstly by working with formal classical shapes, and secondly being casual. Thats what I decided on but I wanted a new kind of casual sportswear that could have the same status as formal clothing (Menkes, 2003). In his 1991 fall/winter collection, a vest and skirt outfit was made entirely of hinged wood slats. This established his dedication to communicating the raw visual distinctions as a designer he w as (da Cruz, 2004). Yamamoto was characterised as hang an anti fashion approach by creating often sculpted asymmetrical, often oversized shapes that are layered and usually black. He was influenced by traditional indigenous Japanese clothing and by historical Western uniforms and industrial work wear. In other words clothes that is functional. His original look was based on his desire to give the kimono a new shape and energy (Duncan, 2007). Paris had a strict couture tradition and bourgeois heritage and was shaken by the vision of Kawakubos work- it was regarded as minimal and nihilistic. In contrast with the opulent gowns, tailored suits and gentle colours of designers like Dior, Kawakubos collection consisted of trousers with sweater cuffs around the ankles, tunics that transformed into shawls, oversized overcoats and shapeless knitwear constructed with holes. She regarded the conventions of fashion as a necessary evil. Kawakubo had an obscure approach to clothing construction echoing the concept of a visual artist more than a fashion designer. She often attempted to translate art styles into clothing- minimalism, abstraction, postmodernism and deconstruction. Kawakubo was praised and criticized for pushing the fashion boundaries forward. Also famous for simple, functional elegance but yet sexy, Yamamotos early garments relied solely on the irregular details like uneven hems and collars, hems with zips, cut outs, pockets or flaps. The label inside stated: There is nothing as boring as a neat and tidy look (Mitchell, 2005). Creating designs that would disagree from the traditional Japanese design philosophy that values the asymmetry and irregularities of nature. Yamamoto believes perfection is ugly, and symmetry not sufficiently human and desires for the scars, failure, disorder, distortion in people to come out and be shown (Duncan, 2007). In the late eighties, his designs evolved into a more structured and fitted silhouette outstanding for their cut, craftsmanship and material originality. From the nineties onwards, his collection displayed a more Westernised fashion aesthetic and showed his ongoing romantic references to historical French couture styles from the Belle Epoque bustle to classic fifties Dior (Duncan, 2 007). During the time where French couturiers ruled the fashion world, black was not considered a colour for day wear; Yamamoto and Kawakubo challenged this norm. Yamamotos designs were consistently monochromatic with emphasis on black. The occasional off white, red, purple, brown and dark blue would make an appearance through his collections but black were usually his preference for his creations. He favoured black because he described black as modest and arrogant at the same time. Black is lazy and easy- but mysterious. It means that many things go together, yet it takes different aspects in many fabrics. You need to have a silhouette. Black can swallow light or make things look sharp. But above all black says this: I dont bother you- dont bother me.'(Duncan, 2007) Like Yamamoto, Kawakubo was also famous for the love of black. She was famous for designing in many shades of black rather than black alone. Her autumn 1988 collection was burst with colour, declaring Red is Black (Quinn, 2002). She has continued to move away from black fabric and stated that its popularity among other designers has diminished its power. Black is no longer strong and has become harder to use, Kawakubo said in an interview with Susannah Frankel (Quinn, 2002). Designers in the 1980s, sought engagement with everyday life, and found inspiration in people the real world. Likewise, Yamamoto also sought a distinct relationship with women who wore his clothes. By looking at the pre-modern consumer, he envisions people dressing for their role in society. Parallels are seen in his desire to make costumes for working women, and how his clothing looked like they have been lived in, as though it had a passion for the past and the hatred for what was new. Both designers broke clothing rules, against the custom 1980s haute couture opulence, traditional ideas of beauty and gender. Yamamotos talent allowed him to construct shapes and forms that naturally adjust with a womans contours and movement. His garments showed Yamamotos commitment to creating fresh and new silhouettes through his sculptural cross-examination of shape and material. This mean his clothes were easy and comfortable to wear. Yamamoto believed the essence of a woman is in her joints (Yamamoto). He tested his boundaries of designs by using his techniques of cutting and cut outs which puts him in par with modern couturiers like Pierre Cardin. His creations were rarely cut close to the figure and this was as fundamental component of Yamamotos designs. Yamamotos design philosophy was there should always be some interaction between the body, the wearer and the essential spirit of the designer. His focus was always on the shape of a feminine body when designing and believed, by looking at the clothes someone is wearing, you are able to get an idea of the personality of a person (Duncan, 2007). Kawakubos talent is working with both deconstructed and reconstructed the vernacular of Western tailoring. In contrast with Yamamotos passions for producing functional clothing, Kawakubo deconstructs clothing by disregarding its function. One of the most famous was a dress that had no openings, making it possible to put on. But Kawakubo insisted it could be worn and was offended when told it could only be used as an apron. She focused on using jacket lapels to design halter neck jackets and scarves. Her mens suits consisted of cropped trousers with double- breasted sports jackets with shawl collars and bleached classic checked fabrics. She challenged the concept of fashion having to be beautiful by slashing and shredding her silhouettes while other designers were cutting and draping theirs. Her habit continued onto adding more than two sleeves to a shirt and turning shapes upside down or inside out, baffled the fashion world but turned her into a pioneer of her stream. Many of her cl othes are also designed to be worn in a variety of unconventional ways. This pushes the boundaries between occasion- specific wear and everyday wear to end (Quinn, 2002). Yamamotos gift was combining traditional Japanese garments, with the use of both the kimono and the obi combined with Modern Western Fashion everyday wear clothing. By creating classical garments which were both sensual and appealing. In his spring /summer 1993 collection, he experimented with new fabrics using the Thai and African fabrics. His designs always stressed the importance of raw materials, enabling him to learn and discover different tones and textures in his work. While he often engaged in working with new fabrics, Yamamoto also used natural fabrics like linen and Herringbone woollen fabrics. While he often said oriental fabric was boring and dull, In Yamamoto 1995 Spring/ Summer Collection he was able to counter this by creating a kimono from exotic flowing gowns inspired by the Japanese art of dying fabric. Through the commonly shared ideas and presence of Yamamoto and Kawakubo on the international catwalks, at first appeared to shake the foundations of the established fashion capitals but in reality have reinforced the supremacy of fashion. Participating in the international fashion catwalks earned them the social, economic and symbolic capital that enabled them to differentiate themselves among other Japanese designers. Kawakubo and Yamamoto have continually put forth their ideas which, in turn significantly contributed and boosted the rise of Japans fashion industry by communicating its visual and artistic designs to the fashion world. Despite their provocative collections, they have revolutionised the industry and paved a way for Japans influence on fashion, easing the path for younger Japanese designers and to a larger extent to the acceptance to Asian designers, in a world previously closed off to them. In respective to the collections, both designers have linked their differing i deas from Western fashion, with the use of Japans rich visual heritage as a foundation for aesthetic, social and political collection of cultures around the world. Kawakubo and Yamamoto runway designs strive towards theatricality, luxury visual and organic movement (da Cruz, 2004). Black is now a palette for day and night wear and both designers have become the leaders of the avant-garde. Today, the dark silhouettes in distressed fabrics common in both designers are worn by women all over the world. Over the past 30 years, Rei Kawakubo and Yohji Yamamoto have proven to the international fashion world with their revolutionary work, proving that Asian designers could be inspiration to others. Cotton dress, Rei Kawakubo Comme des Garà §ons, Autumn/ Winter 1984. Kyoto Costume Institute collection. Photo by Takashi Hatekeyama, courtesy KCI. Felt dress, Yohji Yamamoto, Autumn/Winter 1996. Kyoto Costume Institute collection. Photo by Takashi Hatekeyama, courtesy KCI

Communication Problems Between Teenagers And Adults Essay

From the beginning of time teenagers and adults have always had conflicts with each other. These conflicts occur most of the time because of the lack of communication between the teenager and the adult. The generation gap between the teenager and the adult can play a role in the problems they have communicating. The superior adult has the instinct that whatever the inferior teenager does can lead to bad things, and lectures the teenager about it. Most of the time teenagers have many other sources of advice they can listen to, and it seems that the adult can become the last resort or not a resort at all. The generation gap, the feeling of being inferior and superior, and the other sources of advice can play a big part in the problems teenagers and adults have communicating. Both parties have an equal role in communicating with each other. But the choice comes down to the two willing to take that particular role. The generation gap between teenagers and adults plays a huge part in why they have problems communicating with each other. The adult who had a very different lifestyle and childhood then that of a teenager may have a different view on life. Things unheard of years ago to the adults can now have rational reasoning through the advance of technology. For a teenager to talk to an adult, on a subject that the adult has no idea on can almost become impossible. Still living in the last decade, adults may not correspond with the thinking of today’s youthful teenagers. The age difference between the teenager and the adult plays a huge role in the game of communicating between the two. The superior adult has always had the impulse to contradict the ideas of the inferior teenager, and lecture the teenager on the teenager’s wrongful ways. The more mature adult thinks that he or she has more knowledge than the younger teenager and sees that the teenager may benefit from the lecture. This gives a feeling of uneasiness in the teenager and makes them very irritable. Many verbal conflicts have aroused after the adult has given his or her point of view in the lecture. The adult often times makes the teenager feel inferior to him or her in the lectures. The teenager feeling inferior, who has a lot on his mind, may not express what he or she really  feels to the adult. This state of feeling inferior and superior between the teenager and adult does not help solve the problems they have communicating. Teenagers talk to so many friends about things they have in common with, it makes talking to an adult like taking to a person on the other side of the planet. Teenagers have so many other options on expressing what they think, that it seems very difficult talking to an adult. The teenager could always first go to a close friend of theirs if they had something on their mind. Teenagers going to adults for help can lead to more problems because the two may not agree on the same thing. This example goes the same way with an adult. If an adult has something on his or her mind and has to express it some way, he or she will go to another adult who would have the same ideas on it. The lack of respect they have for one another can explain the problems they have in communication. Problems and conflicts occur all the time among teenagers and adults. The hurdle of communication can sometimes become the hardest obstacle teenagers and adults have to overcome. The trouble of the two communicating can lead to a very tough relationship or lead to no relationship at all between the two. The two must try to have better communication with one another if they want to improve the relationship between them. The leading responsibility for this problem can have something to do with the generation gap of the two, the feeling of inferior and superior, and the abundant sources of advice. One person cannot fight the communication battle alone. With the help of both sides this war on communication can lead to a victory for both teenagers and adults.

Controlled? Assessment: Touching the Void

I was freezing, even my precious finger had gone numb. On lay The Lord knew what I could have done, not me unfortunately. I didn't do anything; just hung there o n that one rope†¦ For was officially stuck. This was like being in the cold burning of hell, as my leg w as starting to get to me. In my mind, I was thinking of Simon. How was he getting on? What was he DOI nag? Decided to give him a shout ‘Simon!! ‘ cry but the strong blows of the wind cancelled out my calls and he d isn't reply. Fearfully looking down, I spotted the crevasse, the hole of darkness.The crave SSE was waiting to eat me; the sparkling ice in the crevasse watching me. I knew for a fact if dropped d I would be dead. So I waited to die. I waited†¦ And waiting†¦ Whoosh! The sound made when found myself falling 200 MPH. Was falling a s fast as an avalanche. The â€Å"shocked† look appeared on my face as I was falling into the b eely of the crevasse. I was the avalanche. My back crac ked the teeth of the crevasse and I continued to fall. The inbreeding fall. Suddenly, I landed on some sort of sloped area. I was trying to stop myself fall inning any lower.This was the point when I noticed I was still alive. I was laughing with happen as, and joy filled my heart, because I was highly relieved to be alive. When I finally stopped laughing g, found myself shaking . Worried, kick to my right. Gasp. I looked, looked away and slowly 10 eked back again, only to see that I was sitting right next to a deeper hole. A hole that resembled the path to out of the world. ‘If had fallen to the right†¦ Only by a bit, I would have ended up as this crevasse see's faces,' say to myself with a smile, relieved that I hadn't .The darkness was scaring me. I hat De the fact that I had to stay there as I had no idea what would happen next. I sat there like an unique cited avalanche, waiting to erupt. Then inspected my leg. Actually seeing how bent and useless it was. After a few seconds of complete utter silence, I erupted. I was screaming, shoo outing, swearing you name it. That lasted for about five minutes before I stayed silent, again. I wished I could have just died as I fell. That way, I wouldn't have had to go through that eternal adamant Ion.The deeper crevasse I was in was full of slippery ice, the ice that made it really radar for me to stand up on my two feet (well one foot be precise). After a few attempts, I s successfully got up. Satisfied that was able to stand up, I checked myself out, see if I was able to stop any bruises and how deep they were. This was the point when noticed that I still had the rope tied around me. If it was tied around me, it was definitely tied around Simon as well. Using my cleverly thou get process I believed that if I pulled the rope, it'll tighten on Simony's body as he would have fell and gotten stuck.