Qué se sabe sobre DACA para jóvenes indocumentados

Theory of Multiple Intelligences and Personal Experience

personal names I fleetingly recall being in fourth grade and my teacher, Mr. Pox, was instructing us how to tell time. The feeling of trying to overcome this hurdle to recognize the â€Å"big hand† is for the minutes and the â€Å"little hand† correlates with the hours, was such a great feat for a fourth grader. At the time, that felt like such an accomplishment yet there would be many more and greater to come. According to Howard Gardner’s theory of multiple intelligences in his essay â€Å"A Rounded Version: Theory of Multiple Intelligences,† he contends that we have more intelligence than what a test could prove because we all each excel in different areas of life (Gardner and†¦show more content†¦Listening to the other ideas instead of just my own, taught me to compromise. This was a way to work well with people and get things done quickly to get the best grade I wanted. In school I have seen students who are timid than most and feel awkward working with people. They work better by viewing things alone allowing them to excel in individual assignments. They display an Intrapersonal Intelligence guiding them to be self-sufficient. They have a greater sense of their self enabling them to utilize that knowledge. Learning your own self could be said to help you work with others but it helps to look from your own feeling and notice others around you. People get farther working with others than always working alone. Linguistic intelligence is not only the ability to make a proper sentence with error free grammar, but it includes the expertise to formulate words that convey a clear and thoughtful message. Learning a language is a highly sought linguistic intelligence and some might even say very necessary. I have, not mastered yet, learned three languages; Swahili, English and Spanish are in order of what I have been taught first in my life. Mastering these three languages is a long journey far from over. Sometimes in my Spanish class, I feel that I will never learn all of the language in time or be secure when I speak it. I remind myself, though, that there are many words in English that I still have not encountered yet in my life andShow MoreRelatedCognitive Development: Multiple Intelligences1536 Words   |  7 Pagesoverview of Gardner’s Theory of Multiple Intelligences (MI). I will also discuss the merits and critiques of the theory in the field of cognitive development. I will also discuss the applicability of Gardner’s theory to my personal development. The final section will cover the application of the theory in a counselling framework. This will be supported by discussing theoretical orientations that would best adopt application of Gardner’s theory. Theoretical Overview Gardner’s theory of MI offers an alternativeRead MoreHoward Gardner and Project Zero1231 Words   |  5 PagesUniversity School of Medicine, and Senior Director of Harvard Project Zero† (Gardner bio, Multiple Intelligences and Education, MI Theory, and Project Zero). As director of Project Zero, it provided and environment that Gardner could begin the exploration of human cognition (Multiple Intelligences and Education). Project Zero colleagues have been designing assessment and the use of multiple intelligences (MI) to realize more personalized curriculum, instruction, and teaching methods; and the qualityRead MoreThe Theory Of Multiple Intelligences1489 Words   |  6 Pagesrelated to intelligence cognitive and learning as a style of individual differences, explanation the complex process of learning through of the intelligences. Howards Gardner developed the theory of multiple intelligences thirty years ago, explain the intelligence is the profile and each individ ual has different ways to learn, he affirm has seven intelligences differ in their thinking, feeling, and behavior. â€Å"No two people are alike, yet no two people are unlike† Gardner (1983). Gardner s theory has beenRead MoreHoward Gardner and Multiple Intelligences796 Words   |  4 PagesStephanie Kilhullen ENG101 The Theory of Multiple Intelligences       On Howard Gardner and Multiple Intelligences      Ã‚  Ã‚  Ã‚   The beginning of the school year is possibly one of the most stressful experiences for a student to endure due to mandatory placement testing—ultimately deciding where and what level a student belongs to based upon their test scores. However, what if a student does not do well on the placement testing because the subjects that the educational system deem ‘intelligent’ areRead MoreQuestions On Intelligence And Intelligence1252 Words   |  6 Pagescapabilities are what we typically associate with intelligence. However, intelligence cannot easily be defined by a single IQ number on a scale or even by saying someone is â€Å"smart† or â€Å"dumb† in a certain area of knowledge such as math or science. Each and every person is unique in their own respect and there are a multitude of facets that contribute to the way we measure and assess an individual’s abilities to understand or adapt to a given situation. Intelligence is a combination of an individual’s abilityRead More Choosing the Right Application of Multiple Intelligence Theory1700 Words   |  7 Pagesextreme methods have too specific of an approach. A combination of learning styles, or multiple intelligences, is required to teach successfully. The introduction of the multiple intelligence theory has positively benefitted teaching by encouraging educators to stimulate each student’s learning strength everyday; regardless of the traditional teaching methods more commonly used. The multiple intelligence theory was created by Howard Gardner, and has been summarized nicely by McCain and Weiten (2004)Read MoreLearning Styles Experienced As An Online Tutor And Academic Director1555 Words   |  7 Pagesinstitution. Sincerely, Owen Cameron Linton ID 20583182 Table of Contents List of Figures and Tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..iii Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.iv 1.0 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..1 2.0 The Theory of Multiple Intelligences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 2.1 Other Learning Theories†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 2.2 The VARK Model†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 3.0 Applications of learning styles †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......5 3.1 Applications in online tutoring †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 4.0 Evidence against Learning StylesRead MoreThe Most Intelligent Person I Know969 Words   |  4 Pagespeople I know personally. Based on Gardner s theory of multiple intelligences, Min Lu possess the logical- mathematical intelligence. She possess the logical- mathematical intelligence because she loved math and science, and her intelligence of both subjects are excellent than my friends and I. For instance, she always got high score in math class, and scored close to proficient on the SAT or ACT. I believe that her passion is what makes her intelligence in math because she love what she is studyingRead MoreThe Theory Of Teaching Language Arts1460 Words   |  6 PagesUnequivocally, the Vygotskian theory is the theory that is tailored to my educational beliefs. In addition, the Vygotskian theory has viable researched based strategies for reading, writing, speaking, and language development. Moreover, with Halliday’s theory of language development, these two in tandem mak es for the great educational experience. Finally, Gardener’s theory of multiple intelligences is the brain based theory use for my educational beliefs. Vygotskian theory is the fundamental frameworkRead MoreApplying Learning Theory Of Life1507 Words   |  7 Pages Applying Learning Theory to Life Kristen Lewis PSY331: Psychology of Learning Nina Dulabaum 2 Feb 2015 Introduction: Learning can be defined as a lasting change in behavior of an entity that is down to the experience gained by the entity. The basic purpose of this paper is to apply the learning principles to by presenting and teaching the information to others in the workforce, to help people learn in the best way. We have to choose the best methods and best principles of learning

Balancing equations free essay sample

Balancing equations is a fundamental skill in Chemistry. Solving a system of linear equations is a fundamental skill in Algebra. Remarkably, these two field specialties are intrinsically and inherently linked. 2 + 02 - H20A. This is not a difficult task and can easily be accomplished using some basic problem solving skills. In fact, what follows is a chemistry texts explanation of the situation: Taken from: Chemistry Wilberham, Staley, Simpson, Matta Addison Wesley 1 . Determine the correct formulas for all the reactants and products in the reaction. . Write the formulas for the reactants on the left and the formulas for the products on the right with an arrow in between. If two or more reactants or products are involved, separate their formulas with plus signs. 3. Count the number of atoms of each element in the reactants a products. A polyatomic ion appearing unchanged on both sides of the equation is counted as a single unit. We will write a custom essay sample on Balancing equations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 4. Balance the elements one at a time by using coefficients. A is a small whole number that appears in front of a formula a an equation. When no coefficient is written, it is assumed to be 1. It is best to begin with an element other than hydrogen r oxygen. These two elements often occur more than twice in an equation. 5. Check each atom or polyatomic ion to be sure that the equation is balanced. 6. Finally, make sure that all the coefficients are in the lowest possible ratio. Now lets use these rules to balance the equation for the formation of water from hydrogen and oxygen. Example 3 When hydrogen and oxygen react, the product is water. Write a balanced equation for this reaction. Solution skeleton equation. H2(g) + 02(g) H20(l) Hydrogen is balanced but oxygen is not. If we put a coefficient of 2 in front of H20, the oxygen becomes balanced. H2(g) + 02(g) 2H20(l) Now there are twice as many hydrogen atoms in the product as there are in the reactants. To correct this, put a coefficient of 2 in front of H2. The equation is now balanced. 2H2(g) + 02(g) 2H20(l) Check the coefficients. They must be in their lowest possible ratio 2(H2)s 1(02), and 2(H20). End of Quotation B. Not a bad process. However, it is not an exact process. It will not work the same way every time, and, for more complex equations, it may prove very frustrating. Another way to balance equations is to mathematically solve them as a linear system of equations. This method is more time-consuming than the previous method, but, it has several advantages: It is more concrete. lt is especially valuable in solving more complex equations. lt is a method that can be easily programmed into a computer or calculator. t demonstrates a terrific connection between math and science!! 2 + 02 H20:A. First, place letter coefficients in front of each term: aH2 + b02 CH20 B. Now, use each element to produce an equation involving the coefficient letters: Hydrogen: 2a + 0b = 2c Oxygen: Oa + 2b = lc C. Next, use math to solve this system of equations: 2a=2c implies a=c 2b=c implies b=1/2 c olutions, c=2 works well). E. If c=2; then a=2 also; and b=1/2 c = E. IC2H60 + 3 02 2C02 + 3H20 1. zn + HCI znC12 + H2 F. Thus, as before 2H2 + 102 2H20. 2H60 + 02 C02 + H20 CC02 + dH20 B. Equations: C: 2a+0b = r +0d H: +0b = oc+2d O: la+2b=2c+1d C. Solve in terms of any letter. In this case, a may work best since it is represented in each equation: c=2a 2d=6a implies d=3a 2c+d-2b=a by substituion: 2(2a) + 3a -2b =a implies 7a -2b †a which implies: -2b = -6a implies b=3a Therefore: b=3a; c=2a; and d=3a D. Now let a be any integer (1 works well when no fractions are involved). Thus, a†I; b=3; c=2; and d=3 and consequently F. This equation may have been difficult for a student to solve under the old method. Where do I start might have been a common reply to the problem. Mastery of this mathematical method should elimnate that dilemma. Later, we will discover how matrices will make this process even easier. 2. A1 +02 A1203 4. Li + H20 LiOH + H2 Balancing chemical equations is a basic skill in chemistry. Chemical reactions have the same number of atoms before the reaction as after the reaction. This collection of ten chemistry test questions deals with balancin g chemical reactions. Question 1 Balance the following equation: sn02+ H2-+ sn+ H20

Rise of Women`s Movement in 1960s an Example of the Topic Government and Law Essays by

Rise of Women`s Movement in 1960s Women were historically considered inferior to men physically, mentally and intellectually. Early civilizations, laws and religions considered women as the source of temptation and evil and seldom respected them. For example, a famous theologian opined that woman was created to be man's helpmeet, but her unique role is in conception . . . since for other purposes men would be better assisted by other men. Women are naturally considered as feeble compared to men as they are unable to perform work that need high muscular and labor involvement. Women are confined to the jobs that require less labor from the beginning of the world itself. Maternity, which is the biological and natural role of women has been considered as their one and only role, which created the saying that a woman's place is in the home (Boris, 1994). Women were suffering under these racial, ethnic and religious barriers right from the birth of America. In the early history of United States, men virtually owned their w ives and children as mere material possessions (Bataille, 1991). There were times in United States when the role of women was confined to wifehood and motherhood. Throughout the history of United States, women had fewer legal and career opportunities compared to men. Need essay sample on "Rise of Women`s Movement in 1960s" topic? We will write a custom essay sample specifically for you Proceed A legal right guaranteed by the 15th amendment to the US constitution; guaranteed to women by the 19th amendment really gave the right to vote to women. Women, to a certain extent fought for the reevaluation of the traditional views and accomplished many rights and privileges. Several factors led to the rise of the womens movement in the 1960s. The status of women started rising right from the beginning of the twentieth century. They attained the right to vote and came up in the education and career field. However, various types of racial, ethnic, class and religious discriminations that exist in United States really slowed down the progress achieved by women (Anderson, 1996). Women never became completely relieved from discrimination and still are ill treated in colleges, schools and work places. Women belonging to certain racial groups and ethnic minorities are highly disadvantaged because of this segregation in institutions. The reformation activities for the improvement of womens rights commenced by the beginning of the twentieth century and finally culminated into the great period of the 1960s. From the nineteenth century onwards women started working in small firms, mostly garment shops and textile mills. Women used to work for long hours in those times (nearly 12-14 hours) and were not much privileged in their work places (Jones, 1998). But legislations were passed in United States by 1910 reducing the working hours and improving the working environments. More and more women started prospering in their education as well as career and found themselves in several important designations in government and private sectors. American women, mostly belonging to the white middle class became privileged enough to attend higher education and professional training during the period from 1900 1930. The revolutionary second half of the twentieth century was really a favorable period as far as American women are c oncerned. In United States, the number of professional women was just 100,000 in 1870. The reforms and legislations happened during these periods raised the number to 2 millions by 1960. However before the reforms of the 1960s women did not enjoy any crucial rights in America. None of the legislations really helped them. Standardized testing promoted segregation since these sorts of assessments are influenced by social and cultural history of the participants as a result of which minority racial groups score less. Segregation-discouraging legislations did not help women to a good extent. Women belonging to lower class and ethnicity were still under grave discrimination. Several of the legislations were found to be multifaceted and vaguely defined and women were least benefited out of it. Racial discriminations are found to be maximum to the women belonging to inferior races. Even though it is true that more and more women were occupying high paid jobs, the number of women working as managers, officials, and other high administrators were still less compared to men. Women are paid less that that of men even though there came up several legislations that demanded equal wage policy. Thus women were still under the shadow of discrimination based on race, ethnicity, class and religion during the first half of the twentieth century, even though several measures have improved their previous ill privileged condition. The highly discriminated plight of the women during these periods led to the rise of womens movement in the 1960s Women were under various curses in the early periods. Motherhood, which is the cultural pressure before women to get married and become mothers, was blocking many talented women from going for higher studies and pursuing their careers. Many academically bright women were found to be leaving their studies and jobs and joining the baby sitter duty in their homes. The cultural, racial, religious and other pressures were subduing women to a good extent. Young girls were supposed to follow their mothers path of cooking, cleaning and child caring and were supposed to become good house wives as they grow up. Scholastic achievements of women were also not valued much and they were not supposed to prepare themselves for their studies and career. The legal status of women was also too poor during the early periods. Even though the Legal Status of Women has progressed substantially since they achieved the voting rights, in United States, women were not allowed to maintain their own property and were not permitted to occupy significant positions in offices. In certain regions and ethnic groups, women are supposed to virtually surrender all the properties under her name to their husbands name even though law permits women to sue her husband and also to maintain property in their names separate from their husbands (in United States). Women suffered wrong and unjust discriminations because of the racial, ethnic and religious segregations that existed in United States. Women were vulnerable to racial, religious and ethnic segregations, compared to men (Anderson, 2006). Women belonging to non-white race were discriminated and insulted in colleges, job places and schools. Race, ethnicity and religious segregations limited the impact of all favorable reforms for women in American society. Even though laws and privileges uphold women to a good extent, all recruitments, admissions and all other actions were still found to be highly biased. Race, religion and ethnicity were crucial in all the important dealing happening in the society. For example, women belonging to non-white race were found to be suffering from racial profiling problems in United States. Non-white women were unnecessarily suspected because of the inferior nature of her race, nationality, ethnicity or religion. Police officers often stop, check, and examine their vehicles without any reason or proof about the misbehavior or criminality of the person. Racial, ethnic and religious segregations totally nullified the advantages of all the reforms and laws that are supposed to uplift women from the discriminated situation. No laws really served the purpose during these periods of discrimination. These factors pressed American women to cry for the reforms that started during the 1960s. Various reforms like Prohibition (A law made through a constitutional amendment forbidding the sale of alcoholic beverages in the period from 1920 to 1933 in United States), right to vote, birth control and laws that limit economic exploitation have uplifted women to the mainstream of the society. More and more women are occupying top positions in government and other private sector offices (Baron, 1991). Legislations have definitely contributed to the overall improvement of women. The first two decades of twentieth century were very much favorable for the women who wanted to come to the mainstream of the society. Women, in almost all countries gained the right to vote in the beginning years of the twentieth century. In United States, during the period from 1902-1919, more and more women started coming up in education, career, literary and sports fields. They are several notable American women who gained fame and popularity in their respective fields. State passed various legislations in the first decade of the twentieth century to improve the working conditions and privileges of women. Women used to work in poor environments and for more than 12 hours a day before the reforms brought in the twentieth century (Baxandall, Rosalyn, and Linda, 1995). United States government, in 1920, passed legislation for bettering the working conditions of women and for reducing their working hours. Women were thus paid better salary and were given more privileges and facilities. During the nineteenth century women were involved only in low class and low paying factory labor or domestic work. However, by the beginning of the twentieth century, more and more women started coming up in the teaching and writing jobs. During the nineteenth century not many women were found in professional careers and other prestigious jobs. But by the1930s more and more women gained admission in leading medical schools. American Medical Association started admitting women members. Women started appearing in the political arena of United States by the beginning of twentieth century (Chafe, 1974). The result of the Women's rights convention, Declaration of Independence and various other women advancement legislations started appearing by the early years of the twentieth century. A great revival started appearing among the women in United States during the 1990-1930 periods as a result of various campaigns and legislations like the Union victory in the Civil War and several other legislations. However, certain legislations like the 14th and 15th Amendments to the Constitution presented citizenship and suffrage only to racially backward minorities, and not to women. National Woman Suffrage Association (NWSA) and few other associations fought for the rights of women and attained several privileges for women during the period from 1990-1930. The fruits of various reform movements that happened in the last decade of the nineteenth century appeared in the beginning of the twentieth century. The reform movements enhanced the education facilities and rights, initiated prison reforms, and also brought about the banning of alcoholic drinks during the 1990-1930 periods, in United States. Various favorable legislations and improvements have uplifted women from discrimination to a certain extent. For example, policies like affirmative action intended to help minorities, particularly the women. In general, it is true that women have made giant leaps through affirmative action as women started occupying nearly half of all corporate middle-management jobs. The percentage of women-owned business has increased substantially in the recent years. Affirmative action initially served as a means to strive for equality, indiscrimination and inclusiveness. Women made giant leaps through affirmative action as they are found to nearly half of all corporate middle-management jobs. The percentage of women-owned business has increased by 57% since 1982. Affirmative action has helped several pe ople (many women and also many people from the minorities group) to find success in their careers. Reforms of the 1960s changed the plight of women. Women actively took part in numerous campaigns for agrarian as well as labor reforms, and most importantly for birth control. Women started becoming conscious about their rights and privileges during these periods. Women started acquiring a new sense of self worth and ability and started showing their presence and power in jobs and other major sectors of the society. They started becoming more committed to their career relate and appointments and even started appearing in public meetings, parties and shows (Boris, 1994). Rising importance of feminism during these periods also increased the identity and status of American women. Reforms began during the first half of the twentieth century and finally led to the reform period of 1960s. References Bataille, Gretchen M. Native American Women: A Biographical Dictionary. New York: Garland Publishing, 1991. Chafe, William H. The American Woman: Her Changing Social, Economic, and Political Roles, 1920-1970. New York: Oxford University Press, 1974. Jones, Jacqueline. American Work: Black and White Labor since 1600. New York: W. W. Norton, 1998. Anderson, Karen. Changing Women: A History of Racial Ethnic Women in Modern America. New York: Oxford University Press, 1996. Baron, Ava, ed. Work Engendered: Toward a New History of American Labor. Ithaca, N.Y.: Cornell University Press, 1991. Baxandall, Rosalyn, and Linda Gordon, eds. America's Working Women: A Documentary History. 2nd ed. New York: W. W. Norton, 1995. Boris, Eileen. Home to Work: Motherhood and the Politics of Industrial Homework in the United States. New York: Cambridge University Press, 1994. A Question of Fairness Ladies Home Jorunal, March 1996, p 17-20. Boston, Thomas. Ready, Aim, Fire Black Enterprise. March 1996, p 24.

How to Write a Book About Your Life 10 Easy Steps to Tell Your Story

How to Write a Book About Your Life 10 Easy Steps to Tell Your Story How to Write a Book About Your Life: 10 Easy Steps to Tell Your Story Do you have an amazing life story you want to know how to write your life story, whether its just for you or so others can learn from you?Writing your life story is a bit of a different process from writing a novel or even writing about someone else.This is your story; rather than developing characters for a made-up story, it’s your personal life you are sharing with readers.It’s a very vulnerable- and worthwhile- form of writing.If you have an incredible true story to tell about your life but aren’t sure where to start on how to write your life story, we can help.Here are the steps for writing a book about your life:Start by journaling or free-writingOutline and organize your notesPick a nonfiction genre to write inResearch for accuracyIdentify characters and perspectiveAdd speculationDetermine the settingRemember the dialoguePrepare for negative pushbackCommit to finishingNOTE: If youre ready to start writing about your lifeand publish your influential story, c heck out our VIP Self-Publishing Program where weve helped thousands do the same, successfully. Learn more about it hereWhy Write a Story About Your LifeMany people think they need to do something massive or be famous in order to write about their livesThats not true at all.In fact, more people can relate to regular, non-famous people and their struggles than they can those who have been in the limelight.The reason writing about your life is important is because you have a story. You have something worth sharing that can actually change the lives of others through your trials and tribulations.Even if youre not ready to write a memoir, you still have something valuable to share- knowledge gained through the years or maybe you just experienced a short, influential event in your life that you believe can help other.No matter what that story is, you can and you should tell it. How to Write a Book About Your Life in 10 Simple StepsSo youve discovered you have something to share with the worldbut what you dont know is how the heck to make it happen.Here are our top tips for writing your life story.#1 Journaling and Free-writingTake a few minutes to free write or journal each day, focusing on one memory. A good writing prompt for this free-write session is to write about a significant 24 hours in your life. This is just to help you get started. The memories written down from this significant moment in your life will be use later to build upon to create your nonfiction narrative.Even if you don’t ultimately use this particular memory in your overall narrative, getting into the habit of writing down memories will benefit you as a writer and help keep those memories fresh.Still feeling stuck? Explore using a nonfiction writing prompt to help you get started.#2 Outline and organizeAfter you’ve written down a variety of memories- whether they’re a part of an overall narrative or a collection of essays- they now need to be organized into a coherent s tory in order to actually write it.Since you’re writing your life story, technically the plotline is already there; it just has to be written down and organized in a manner that will speak to your audience.However, if you are the more organized type and not a â€Å"pantster† like other writers, outlining what memories you want to include in your life story may help get the writing juices flowing.Not only can an outline help you get clear on the message and order youll write your book, it can also help you form writing goals that will set up a writing habit. These are two keys to actually finishing your book.Other writers struggle with writing unless they have an outline or book template, even if it’s a book outline of their own life. It all depends on you, the writer.We have a great video detailing how to outline a book you can check out right here to find a method that works best for you: #3 Pick your genreâ€Å"Creative nonï ¬ ction has become the most pop ular genre in the literary and publishing communities.† Lee Gutkind, What is Creative Nonfiction?There are several book genres that fall under the nonfiction genre: memoirs, essay collections, autobiographies, motivational books, and more.Since you are writing a book about your life, it might feel like you have to put it in the memoir genre, but thats not always the case.In fact, it might hurt your book sales to mislabel your book as a memoir when its actually more of a self-help in a specific category.An example of this is While We Slept by our own coach here at Self-Publishing School, Marcy Pusey.While this author does label this book as a memoir, it also fits in several other categories. These Amazon categories will help you 1) reach a wider audience and 2) help you tell the story in a way that will speak to those readers.If youre struggling to decide whether your book about your life is a memoir or autobiography, this can help:The main difference between memoirs and autob iographies are their focus. Memoirs focus primarily on one specific time, or â€Å"memory† of one’s life, like a battle with a disease, traveling to a foreign country, or adopting a special pet.Autobiographies, or â€Å"biographies of oneself,† focus primarily on your entire life from start to finish- from when you were born until you die, or at least until the current moment in your life with details about achievements or notable moments.Autobiographies also tend to be a bit more factual than creative, though there have been some very well written autobiographies published.What if neither of these makes sense for my book about my life?Maybe you don’t have a specific period in you want to focus on, but don’t necessarily want to tell your entire life story from start to finish. This is where a collection of personal and/or lyrical essays may be more of your style.Think Mindy Kaling’s Is Everyone Hanging Out Without Me? and Why Not Me? Kaling is still telling her life story, or at least memorable moments in her life story, without necessarily being one complete narrative. Collections of personal essays are like the nonfiction version of a collection of short stories.If you are still uncertain about which nonfiction subgenre to write your life story in, this is a major topic covered in the Self-Publishing School VIP course. They take you through choosing your categories that will help your book sell the most.#4 ResearchRegardless of how you begin writing your life story- with free-writing or outlining- research can help you build on memories to create a fuller story and establish you as a credible writer.Memories are fickle, and we don’t always remember things correctly, especially if you are writing about something that happened many years ago.Researching for a book can seem like a daunting task. In fact, out of all the research you’ll end up doing, only a very small percentage will end up in your story. I n order to find that small percentage, however, you need to do your research.Here are some tips for book research when writing a book about your life:List memories or facts youre not 100% certain aboutAsk family members or others close to you for detailsGet quotes from those people if necessaryWhen writing and you come across something you need to research, simply make a note to research and keep writing so you can write faster#5 Identify characters and perspectiveThe people you have met in your life influenced you in some way, and as such, they will influence how you write your life story as well.Here are some tips to organize these characters for your story:Make a list of people, also known as characters in this case, who you want to include in your storyWrite down their description: physical appearance, age, background,Write down their relationship to you (and if youre close or distant to them)Check out this character bio template from Selfpublishing.com to help flesh these deta ils outThis will assist you in describing them in your narrative through the rule of show dont tell, that way readers can visualize them and understand how they affected your life personally.The only thing you may have to alter is a character’s real name, or names. Changing names can protect a person’s true identity in their story. Unless you have permission to use someone’s true name, change it and include a disclaimer at the beginning of your story. Make a note in your character list of names you change, that way you can keep track of who’s who.Also, just because this is your life story- so technically, it’s told from your point-of-view- doesn’t mean you can’t explore the perspectives of the other characters in your story.Keeping other character’s point-of-view in mind will give your story more dimension, and will help you to avoid a one-sided, train-of-thought narrative.#6 Add speculationUse speculation to fill in gaps in y our life story. Not sure if one of your character’s motivations? Is your memory of the event a bit foggy? Using what you already know, combined with the research you’ve conducted, speculate to the best of your ability.Here is an example of writing speculation:I am not sure why my parents chose to end their marriage after 15 years together. They were always private people, and after their brief announcement to me about their separation, neither of them spoke a word to me about it ever again. Perhaps they were trying to spare me the heartache of the ordeal. I often wonder if my fathers time in the service made him distant from mother; that was the case with me. Maybe my mother, like me, became lonely as a result of that.Words and phrases like perhaps, maybe, and I wonder if show your reader that you, the narrator, are speculating.Try to find creative ways to speculate, as well. You are, in a sense, still telling a true story; youre using what you know to create a hypothe sis about something that is still a mystery to you.If you were to claim this hypothesis were true without facts to back it up, you could get end up in trouble.#7 Determine the settingReaders want to know where your life story took place, or the setting. Like fiction, you need to consider how the setting of this story affected you as a person.Here are some questions to help you discover the setting of your book:Where was this place?What did it look like?Did you enjoy living/visiting there?Do you remember any smells from the area?What was the culture like there?Were you a spectator of that culture or immersed in it?How did the setting contribute to your experience?What mood did that setting elicit?Details like these affected your life tremendously- maybe more than you realize- and therefore must be included in your narrative, just as they would be if this was a fictional story.Not only that, but this helps paint a much clearer picture for your readers and creates a more entertaining experience.#8 Remember the dialogueEven if youre writing a nonfiction book, the dialogue is still crucial.When you forget to write dialoguethe book can end up reading like a very boring textbook.Dialogue is what gives the writing- and the story itself- life.But that leaves the challenge of writing accurate dialogue. Unless you used a tape recorder or video to record a conversation, chances are you’re not going to recall previous conversations word-for-word.Just write down what you remember to the best of your ability, and paraphrase if you must. If you are still on good terms with the person you’re speaking within your memory, try contacting them to be sure that their memory of the conversation is similar to yours. You can even ask them to approve any written dialogue thats in quotes if its not 100% accurate to what was really said.Write dialogue the same way it would be used in a fiction book and remember to use correct dialogue formatting and tags.#9 Prepare for ne gative pushbackNot all of us have sweet stories with cute pets. Sometimes our memories and experiences are on the dark side- for example, The Kiss by Kathryn Harrison.This memoir focuses on the time in the author’s life where she has a sexual (and incestuous) relationship with her father. She received a huge amount of negative reactions to her story.If you are going to write and publish a personal and scandalous true story about your life, steel yourself for these kinds of negative reactions, particularly from those in your life unhappy with you telling the story to begin with.Something this is just a part of becoming an author.Nonfiction writing that isn’t dark in nature is still liable of receiving negative feedback from those who appear in the story, even if their names are changed.Some people may react simply because they were written in the story at all.#10 Commit to finishing your book!Your story can only get out into the world if you commit to not only finishin g your first draft, but publishing your book.If youre ready to commit right now, we have a FREE training to help you through the next (and often most difficult) steps.

USS Arizona (BB-39) at Pearl Harbor

USS Arizona (BB-39) at Pearl Harbor USS Arizona (BB-39) Overview: Nation: United States Type: Battleship Shipyard: Brooklyn Navy Yard Laid Down: March 16, 1914 Launched: June 19, 1915 Commissioned: October 17, 1916 Fate: Sunk December 7, 1941 USS Arizona (BB-39) Specifications: Displacement: 31,400 tons Length: 608 ft. Beam: 106 ft. Draft: 30 ft. Propulsion: 4 propellers driven by Parson steam turbines Speed: 21 knots Range: 9,200 miles at 12 knots Complement: 1,385 men Armament (September 1940) Guns 12 Ãâ€" 14 in. (360 mm)/45 cal guns (4 triple turrets)12 Ãâ€" 5 in./51 cal. guns12 Ãâ€" 5 in./25 cal. anti-aircraft guns Aircraft 2 x aircraft USS Arizona (BB-39) - Design Construction: Approved by Congress on March 4, 1913, USS Arizona was designed as a super-dreadnought battleship. The second and final ship of the Pennsylvania-class, Arizona was laid down at the Brooklyn Navy Yard on March 16, 1914. With World War I raging overseas, work continued on the ship and it was ready for launching the following June. Slipping down the ways on June 19, 1915, Arizona was sponsored by Miss Esther Ross of Prescott, AZ. Over the next year, work progressed as the ships new Parson turbine engines were installed and the rest of its machinery brought on board. An improvement on the earlier Nevada-class, the Pennsylvania-class featured a heavier main armament of twelve 14 guns mounted in four triple turrets as well as a slightly higher speed. The class also saw the US Navys abandonment of vertical triple expansion steam engines in favor of steam turbine technology. More economical, this propulsion system used less fuel oil than its predecessor. In addition, the Pennsylvanias introduced the four engine, four propeller layout that would become standard on all future American battleships. For protection, the two ships of the Pennsylvania-class possessed an advanced four-layer system of armor. This consisted of thin plating, air space, thin plate, oil space, thin plate, air space, followed with a thicker layer of armor nearly ten feet inboard. The theory behind this layout was that the air and oil space would aid in dissipating shell or torpedo explosions. In testing, this arrangement withstood an explosion of 300 lbs. of dynamite. Work on Arizona was completed in late 1916 and the ship was commissioned on October 17 with Captain John D. McDonald in command. USS Arizona (BB-39) - Operations During World War I: Departing New York the following month, Arizona conducted its shakedown cruise off the Virginia Capes and Newport, RI before proceeding south to Guantnamo Bay. Returning to the Chesapeake in December, it conducted torpedo and firing exercises in Tangier Sound. These complete, Arizona sailed for Brooklyn where post-shakedown alterations were made to the ship. With these issues addressed, the new battleship was assigned to Battleship Division 8 (BatDiv 8) at Norfolk. It arrived there on April 4, 1917, only days before the US entered World War I. During the war, Arizona, along with the other oil-fired battleships of the US Navy, remained assigned to the East Coast due to a shortage of fuel oil in Britain. Patrolling the waters between Norfolk and New York, Arizona also served as a gunnery training ship. With the wars conclusion on November 11, 1918, Arizona and BatDiv 8 sailed for Britain. Arriving on November 30, it sortied on December 12 to aid in escorting President Woodrow Wilson, aboard the liner George Washington, into Brest, France for the Paris Peace Conference. This done, it embarked American troops for the voyage home two days later. USS Arizona (BB-39) - The Interwar Years: Arriving off New York on Christmas Eve, Arizona led a naval review into the harbor the next day. After participating in maneuvers in the Caribbean during the spring of 1919, the battleship crossed the Atlantic and reached Brest on May 3. Sailing into the Mediterranean, it arrived off Smyrna (Izmir) on May 11 where it provided protection to American citizens during the Greek occupation of the port. Going ashore, Arizonas Marine detachment aided in guarding the American consulate. Returning to New York in late June, the ship underwent alterations at the Brooklyn Navy Yard. For much of the 1920s, Arizona served in a variety of peacetime roles and moved through assignments with BatDivs 7, 2, 3, and 4. Having been operating in the Pacific, the ship transited the Panama Canal on February 7, 1929 en route to Norfolk for modernization. Entering the yard, it was placed in reduced commission on July 15 as work began. As part of the modernization, Arizonas cage masts were placed with tripod masts topped by three-level fire control tops, alterations were made to its 5 in. guns, and additional armor was added. While in the yard, the ship also received new boilers and turbines. Returning to full commission on March 1, 1931, the ship embarked President Herbert Hoover on the 19th for a cruise to Puerto Rico and the Virgin Islands. Following this assignment, post-modernization trials were conducted off the coast of Maine. With this completed, it was assigned to BatDiv 3 at San Pedro, CA. For much of the next decade, the ship operated with the Battle Fleet in the Pacific. On September 17, 1938, it became the flagship of Rear Admiral Chester Nimitzs BatDiv 1. Nimitz remained on board until passing command to Rear Admiral Russell Willson the following year. USS Arizona (BB-39) - Pearl Harbor: Following Fleet Problem XXI in April 1940, the US Pacific Fleet was retained at Pearl Harbor due to increasing tensions with Japan. The ship operated around Hawaii until late summer when it sailed for Long Beach, CA en route to an overhaul at the Puget Sound Navy Yard. Among the work completed were improvements to Arizonas anti-aircraft battery. On January 23, 1941, Willson was relieved by Rear Admiral Isaac C. Kidd. Returning to Pearl Harbor, the battleship took part in a series of training exercises during 1941 before undergoing a brief overhaul in October. Arizona sailed for the final time on December 4 to take part in firing exercises. Returning the next day, it took the repair ship USS Vestal alongside on December 6. The next morning, the Japanese commenced their surprise attack on Pearl Harbor shortly before 8:00 AM. Sounding general quarters at 7:55, Kidd and Captain Franklin van Valkenburgh raced to the bridge. Shortly after 8:00, a bomb dropped by a Nakajima B5N Kate glanced off #4 turret starting a small fire. This was followed by another bomb hit at 8:06. Striking between and to the port of #1 and #2 turrets, this hit ignited a fire which detonated Arizonas forward magazine. This resulted in a massive explosion which destroyed the forward part of the ship and started fires which burned for two days. The explosion killed Kidd and van Valkenburgh, both of whom received the Medal of Honor for their actions. The ships damage control officer, Lieutenant Commander Samuel G. Fuqua, also was awarded the Medal of Honor for his role in fighting the fires and attempting to rescue survivors. As a result of the explosion, fires, and sinking, 1,177 of Arizonas 1,400-man crew were killed. As salvage work began after the attack, it was determined that the ship was a total loss. While the majority of its surviving guns were removed for future use, its superstructure was largely cut down to the waterline. A powerful symbol of the attack, the ships remains was bridged by the USS Arizona Memorial which was dedicated in 1962. The remains of Arizona, which still bleed oil, were designated a National Historic Landmark on May 5, 1989. Selected Sources Dictionary of American Naval Fighting Ships: USS ArizonaUniversity of Arizona: USS ArizonaNational Park Service: Valor in the Pacific

Contemporary Issues in Consumer Bahaviour Essay

Contemporary Issues in Consumer Bahaviour - Essay Example Within the broader framework of globalisation and market capitalism, consumption choices give special meanings and symbols to individuals that make it attractive to consumers and help develop consumer culture that thrives on consumption. Aldridge’s ‘classification of images of consumers in Western discourses’ therefore indicates restructuring of the social identity based on evolving consumer culture. The notion of consumer discourse is broadly social and refers to consumers’ social practices that are influenced by myriad socio-psychological compulsions which influence his/her consumption pattern. Consumption has emerged as a concept which is market driven and highlights complex relationships between interrelated elements of the market that are intrinsically linked to consumer behaviour. It is distinct in its social identity, social activity and cause. The consumption of commercial goods becomes important because of the role of external environment that tends to impact consumers through rhetorical communication used by producers of goods and services. The various discourses adopted by the market give it a unique perspective that promotes consumer culture defined by new values and based on consumption of goods. Aldridge (2003: 7) analyses the discourse on growing consumption compulsions and investigates the way people are redefining not only their values but also the way they see themselves as consumers in contemporary society. He emphasizes that the images of consumers are need driven but at the same time, those needs are continuously being manipulated by external environment of personal and professional rivalry. Thus, consumers have becomes more conscious of the way they are likely to view themselves and also the way others look at them. He also says that modes of communication like advertisements greatly influence their behavioural pattern and consumption habits.