Nazi Policies free essay sample

Describe the way the Nazi government set about providing jobs for the unemployed in Germany after 1933. In 1929 a worldwide depression began due to the Wall Street Crash. This hit Germany particularly hard as the agreements of the treaty of Versailles, made post World War I, placed war guilt upon Germany and had meant that they owed countries like Britain and France a great deal of money. Unable to pay this money Germany agreed a plan called the Dawes plan with the USA, meaning that the USA would loan out money to the Germans to pay their debts. However when the Wall Street Crash did happen USA recalled these loans leaving Germany in a terrible state. It caused people to stop buying meaning jobs were lost and by 1933 it had escalated into having 6 million unemployed people. The Nazi’s party took advantage of the state of the country, especially the unemployment, and for the 1930’s election they issued the â€Å"Unsere Letzte Hoffnung† poster. We will write a custom essay sample on Nazi Policies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They told the people that they would solve the problem of unemployment, and although they didn’t say how they were going to do this, it was enough to gain the vote as all other parties were only saying how they would try. But once in power, how did the Nazi’s reduce the number unemployed. One way in which the Nazi’s set about solving the problem of unemployment was the system of public works. This offered jobs that were not there previously to the unemployed. These jobs included building Autobahns (motorways), extending and creating railways, building houses and hospitals and creating drainage ditches. This meant that unskilled unemployed workers had access to jobs which they took, removing them from unemployment figures. This was further backed up by increased punishment for being unemployed and known as â€Å"work shy†; these punishments included spending time at labour camps. A second way how Nazi government set about solving unemployment was by introducing the DAF (German Labour Front). The DAF created rules whereby workers could no longer leave without the government’s permission. Other rules included that employers were now unable to dispose of employees on the spot and strikes were made illegal. A further law of the DAF was put in place and it forced the unemployed to accept job offers regardless of the job. This meant that it was now harder to leave or be made leave a job and therefore keeping more potentially unemployed people in their existing jobs and off unemployment figures. Another way the Nazis reduced the problem of unemployment was to increase the size of the armed forces. This was done by introducing conscription. Joining the army was also a popular choice to the unemployed as it meant that they would get descent warm meals and a roof over their head, when not in war. It was also a popular choice as it gave unemployed men a feeling of being needed. This increase in the armed forces and in particular the introduction of conscription meant that many firstly chose to join the army and then others were forced to do so, greatly reducing the unemployment figures. For similar reasons as the above the increases in arms production helped Germany solve their problem of unemployment. Many new factories were opened to develop the necessary equipment and materials to create the weapons. This created new jobs that were never there before. This meant that, alongside, the DAF’s new rules stating that job offers must be accepted, many more people were put into jobs and removed from unemployment figures. A final way how the Nazis solved their problem of unemployment was to make Jews â€Å"untermenschen† which meant they did no longer exist on unemployment records. The Nazis did this by removing Jews from their jobs and replacing them with German non-Jews. This reduced unemployment numbers because it put unemployed people into jobs and removed Jews who weren’t included on the unemployment figures. This exaggerated the success of Nazis policies towards unemployment as they were not really reducing unemployment, only replacing Jews with non-Jews and manipulating numbers and figures to read what they want. A similar process was made towards women and they were also removed from unemployment figures. It was not as persecuting as the policy to the Jews as it was there mainly to make the non-Jewish male the breadwinner and making the woman a housewife or mother. This further reduced unemployment figures. So therefore it can be argued that

Pippa Norris and Ronald Ingeharts Cosmopolitan Comunication

Pippa Norris and Ronald Ingeharts Cosmopolitan Comunication How morality function affects cosmopolitan communications The firewall model as postulated by Norris and Inglehart holds that news media impacts on societal values and as such, they can actually initiate value change. Norris and Ingehart have noted that although such a scenario may not occur frequently, nonetheless, there is the risk that it can be mediated by societal factors, in which case individual countries can be affected by the flow of cosmopolitan communication.Advertising We will write a custom assessment sample on Pippa Norris and Ronald Ingehart’s â€Å"Cosmopolitan Comunication† specifically for you for only $16.05 $11/page Learn More For example, in Chapter 3 of their book, Norris and Ingehart show how the flow of information moves from the global north (especially Germany, the US, the UK, Canada, and France) to the other global countries (Norris and Inglehart 8). Many of these other global countries lack the necessary media freedo m and do not easily access foreign news. In addition, they cannot also easily access foreign communication infrastructures. According to Norris and Inglehart, such a setting acts as a firewall that shields media influences from the society. What the authors intend to demonstrate is that cultural products, communication and information do not just flow freely, and that their flow could be hindered by ‘firewalls’ or social barriers (specifically isolation, poverty, traditional local socialization processes, and press restrictions). Many behavioural practices and social values are learned from the ideas and images conveyed by glossy magazines, television entertainment, music videos, internet websites, feature films, consumer advertising, and news reports. As such, the media is regarded as one of the most important tools for socialization. Therefore, the media can influence the attitudes and moral standards of the society. Although Norris and Ingehart do not object to the c laim that the media does exist, nonetheless, its activities are limited by firewalls (15). Due to the existence of various firewalls, the mass media is not in a position to penetrate parochial societies and as a result, it is cannot influence them. What should be done by politicians about cosmopolitan, what cultural policies should be developed, according to Norris and Inglehart? Owing to the rapid expansion of global communication, indigenous cultures are at a greater risk of being exposed to a sudden flow of advertising, corporate capitalism, communication, and explicit sexuality and graphical violence on television.Advertising Looking for assessment on communication strategies? Let's see if we can help you! Get your first paper with 15% OFF Learn More This implies that globalization is a threat to cultural diversity and unless something is done very fast, we are likely to witness the loss of cultural diversity in certain sections of the society. Towards th is end, our politicians have an important role to play given that they are the ones charged with the responsibility of implementing policies. Norris and Inglehart contend that national diversity is faced with the threat of the globalized news media. As such, our politician should be in a position to propose policies for adoption by member countries in order to ensure that they retain their cultural diversity. In addition, there is need to also develop certain cultural policies that can restrict access to phonographic sites for purposes of retaining cultural identity. We need to encourage the idea of cultural fusion so as to enhance a balanced power dynamic (Norris and Inglehart 19). This way, it becomes easier and faster for members of a society to communicate with each other and in the process, they can help one another in the generation of a global mix that blends programs, connections, and genres derived from various places and times. Norris, Pippa and Ingehart, Ronald. Cosmopol itan Communications: Cultural Diversity in  a Globalized World. New York: Cambridge University Press, 2009. Print.

Case Briefs for Law Students

Case Briefs for Law Students First of all, let’s get some terminology clear: a brief that an attorney writes is not the same as a case brief by a law student. Attorneys write appellate briefs or briefs in support of motions or other court pleadings whereas law students’ case briefs concern one case and summarize everything important you need to know about a case to help them prepare for class. But briefing can be very frustrating as a new law student. Here are some tips for getting the most out of your briefing. Case briefs are tools for you to use to prepare for class. You will typically have hours of reading for a given class and you will need to recall many details about the case at a moments notice in class (especially if you get called on by your professor). Your brief is a tool to help you refresh your recollection about what you read and quickly be able to reference the main points of the case. There are two main types of briefs – a written brief and a book brief. The Written Brief Most law schools recommend that you start with a written brief. These are either typed or handwritten and have some pretty typical headers summarizing the main points of a given case. Here is the commonly accepted framework of a written brief: Facts: This should be a quick list of facts, but make sure to include any legally significant facts.Procedural history: These are notes about the journey the case has taken through the court system.Issue presented: What is the legal issue that the court is discussing? Note, there can be more than one issue.Holding: This is the ruling of the court. If the issue presented is a question for the court to answer, then the holding is the answer to that question.Legal reasoning: This is a quick summary of the thought process used by the court to reach their conclusion.Rule of law: If the court applied any rules of law that are important, you want to write that down too.Concurring or dissenting opinions (if any): If your casebook included a concurring or dissenting opinion in your reading, you will need to read it carefully. It is there for a reason. Sometimes you might find that your professors ask very specific questions about cases that you want to include in your brief. An example of this would be a professor who always asked what the Plaintiff’s arguments were. Make sure you have a section in your brief about Plaintiff’s arguments. (If your professor consistently brings something up, you should also make sure that is included in your class notes.)   A Warning About Written Briefs One word of warning: Students can start to spend too much time working on briefs by writing out too much information. No one is going to read these briefs except you. Remember, they are just notes to solidify your understanding of the case and help you be prepared for class.   The Book Brief Some students prefer book briefing to writing out a full written brief. This approach, made popular by Law School Confidential, involves simply highlighting different parts of the case in different colors, right there in your textbook (hence the name). If it helps, you can also draw a little picture at the top to remind you of the facts (this is a great tip for visual learners). Thus, instead of referencing your written brief during class, you would instead turn to your casebooks and your color-coded highlighting to find what you are looking for. Some students find this to be easier and more effective than written briefs. How do you know it is right for you? Well, you give it a go and see if it helps you navigate the Socratic dialogue in class. If it doesn’t work for you, go back to your written briefs. Try each method out and remember briefs are just a tool for you. Your brief doesn’t need to look like the person’s sitting next to you as long as it keeps you focused and engaged in the class discussion.

Micro Regionalism and Globalization Essay Example | Topics and Well Written Essays - 250 words

Micro Regionalism and Globalization - Essay Example The various lobbies like South-South cooperation, Organization of Petroleum Exporting Countries or OPEC, Asia Pacific Economic Cooperation or APEC, South Asian Association for Regional Cooperation or SAARC etc. are important economic and political motivated organizations that give impetus to micro regionalism. The new scale of economy and the leverage gained through regional cooperation goes a long way in establishing the global presence of small states while ensuring their unique identity (Breslin & Hook, 2002). Globalization, on the other hand, is primarily motivated by the political ideology and economic interests to exploit opportunities across the wider geographical area. It is backed by technology and migration of people across the globe. It has opened new job opportunities across the globe and facilitated the greater inflow of capital to the poor countries. But it has also brought into sharp focus of the hegemony of the rich and the powerful nations like America who exploit sm all regional states for their vested interests. Hence, one can state that socio-economic forces of micro regionalism are stronger than that of globalization mainly because micro-regional dynamics provide the states with greater leverage to exploit their resources and promote regional development for higher bargaining power, especially with the West. OPEC is the prime example of micro regionalism that has established its global entity with the strong influence on the price and trading of petroleum products.

Summary on cpc (cyclic pipeline computer) an architecture suited for Essay

Summary on cpc (cyclic pipeline computer) an architecture suited for josephson and pipelined memory machines - Essay Example This ensures that the two devices are naturally pipelined using a similar pitch time. At the same time, advanced control technique could be used to speed up computation in each instruction stream. This technique is used in high performance computers that see to it that each stage of instruction processing and data references is made from different memories. Thus, overlapped memory access and processor instructions are performed at a much faster rate through multiple instruction streams that take place in a cyclic manner. Research carried out on the new CPC that is based on the silicon technology has found that there is an improvement in the cost/performance ratio as it operates at a much higher speed using the three-phase clock (Shimizu et al 831). At the same time, the CPC device makes use of a three input majority through DCFP which makes it easy to realize a negation. Similarly, the power consumption is much lower which allows for a high-density

The Nine Types of Intelligence Essay Example for Free

The Nine Types of Intelligence Essay 1. Naturalist Intelligence (â€Å"Nature Smart†) Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like. 2. Musical Intelligence (â€Å"Musical Smart†) Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes. Young adults with this kind of intelligence are usually singing or drumming to themselves. They are usually quite aware of sounds others may miss. 3. Logical-Mathematical Intelligence (Number/Reasoning Smart) Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns. Logical intelligence is usually well developed in mathematicians, scientists, and detectives. Young adults with lots of logical intelligence are interested in patterns, categories, and relationships. They are drawn to arithmetic problems, strategy games and experiments. 4. Existential Intelligence Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. 5. Interpersonal Intelligence (People Smart†) Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence. Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives. 6. Bodily-Kinesthetic Intelligence (â€Å"Body Smart†) Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union. Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence. 7. Linguistic Intelligence (Word Smart) Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language. Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers. Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles. 8. Intra-personal Intelligence (Self Smart†) Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life. Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition. It is evident in psychologist, spiritual leaders, and philosophers. These young adults may be shy. They are very aware of their own feelings and are self-motivated. 9. Spatial Intelligence (â€Å"Picture Smart†) Spatial intelligence is the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence. Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming. Three Aspects of Intelligence According to the triarchic theory, intelligence has three aspects: analytical, creative, and practical. Analytical intelligence. Analytical intelligence is involved when the components of intelligence are applied to analyze, evaluate, judge, or compare and contrast. It typically is involved in dealing with relatively familiar kinds of problems where the judgments to be made are of a fairly abstract nature. In one study, an attempt was made to identify the information-processing components used to solve analogies such as: A is to B as C is to: D1, D2, D3, D4 (e.g., lawyer is to client as doctor is to [a] nurse, [b] medicine, [c] patient, [d] MD). There is an encoding component, which is used to figure out what each word (e.g., lawyer) means, while the inference component is used to figure out the relation between lawyer and client. Research on the components of human intelligence has shown that although children generally become faster in information processing with age, not all components are executed more rapidly with age. The encoding component first shows a decrease in processing time with age, and then an increase. Apparently, older children realize that their best strategy is to spend more time in encoding the terms of a problem so that they later will be able to spend less time in making sense of these encodings. Similarly, better reasoners tend to spend relatively more time than do poorer reasoners in global, up-front metacomponential planning when they solve difficult reasoning problems. Poorer reasoners, on the other hand, tend to spend relatively more time in detailed planning as they proceed through a problem. Presumably, the better reasoners recognize that it is better to invest more time up front so as to be able to process a problem more efficiently later on. Creative intelligence. In work with creativeintelligence problems, Robert Sternberg and Todd Lubart asked sixty-three people to create various kinds of products in the realms of writing, art, advertising, and science. For example, in writing, they would be asked to write very short stories, for which the investigators would give them a choice of titles, such as Beyond the Edge or The Octopuss Sneakers. In art, the participants were asked to produce art compositions with titles such as The Beginning of Time or Earth from an Insects Point of View. Participants created two products in each domain. Sternberg and Lubart found that creativity is relatively, although not wholly, domain-specific. In other words, people are frequently creative in some domains, but not in others. They also found that correlations with conventional ability tests were modest to moderate, demonstrating that tests of creative intelligence measure skills that are largely different from those measured by conventional intelligence tests. Practical intelligence. Practical intelligence involves individuals applying their abilities to the kinds of problems that confront them in daily life, such as on the job or in the home. Much of the work of Sternberg and his colleagues on practical intelligence has centered on the concept of tacit knowledge. They have defined this construct as what one needs to know, which is often not even verbalized, in order to work effectively in an environment one has not been explicitly taught to work in–and that is often not even verbalized. Sternberg and colleagues have measured tacit knowledge using work-related problems one might encounter in a variety of jobs. In a typical tacit-knowledge problem, people are asked to read a story about a problem someone faces, and to then rate, for each statement in a set of statements, how adequate a solution the statement represents. For example, in a measure of tacit knowledge of sales, one of the problems deals with sales of photocopy machines. A relatively inexpensive machine is not moving out of the showroom and has become overstocked. The examinee is asked to rate the quality of various solutions for moving the particular model out of the showroom. Sternberg and his colleagues have found that practical intelligence, as embodied in tacit knowledge, increases with experience, but that it is how one profits, or learns, from experience, rather than experience per se, that results in increases in scores. Some people can work at a job for years and acquire relatively little tacit knowledge. Most importantly, although tests of tacit knowledge typically show no correlation with IQ tests, they predict job performance about as well as, and sometimes better than, IQ tests. In a study in Usenge, Kenya, Sternberg and colleagues were interested in school-age childrens ability to adapt to their indigenous environment. They devised a test of practical intelligence for adaptation to the environment that measured childrens informal tacit knowledge of natural herbal medicines that the villagers used to fight various types of infections. The researchers found generally negative correlations between the test of practical intelligence and tests of academic intelligence and school achievement. In other words, people in this context often emphasize practical knowledge at the expense of academic skills in their childrens development. In another study, analytical, creative, and practical tests were used to predict mental and physical health among Russian adults. Mental health was measured by widely used paper-and-pencil tests of depression and anxiety, while physical health was measured by self-report. The best predictor of mental and physical health was the practical-intelligence measure, with analytical intelligence being the second-best measure and creative intelligence being the third.

The Power of a Front-Yard Garden Essay -- Exploratory Essays Research

The Power of a Front-Yard Garden Instructor’s comment: This student worked hard to forge a straightforward journalistic style that was supple enough to accommodate moments of poetic perception. This essay is a beautiful piece. Written with hard-won simplicity, it’s alive with images, and brimming with information about the possibilities of front-yard gardening. They were out there almost every day. Not always the same ones. Once, a line of preschoolers came by. Holding hands in twos, name tags swinging from bright bits of yarn, they stopped and turned with military precision. Wide-eyed, they peered through the bars of the wrought iron fence to watch. This time, I looked up to see a mom and two little girls. I was pruning the lavender. â€Å"Hi! What’s this spiky green stuff? Look, little blue flowers!† As I broke off a prickly, pungent sprig of rosemary and held it out to them, I had to smile. I’d made a lot of friends while working this bit of ground. I was about to make three more. My front-yard garden didn’t grow friendships in the beginning. I still hear the disbelieving voices of my neighbors, on the day I marched out to do murder with a pitchfork and shovel. â€Å"You’re going to do what? Take out the lawn!† The Lawn: icon of gracious living, verdant goddess of suburban virtue. Gardeners pay weekly homage to it. Teen-age sons are indentured to it. Nothing spells success quite so well as that unwalkable surface of emerald velvet fronting a house. The lawn marks the difference between Us and Them. What would happen to a nice neighborhood if someone just up and decided to rip out the front lawn? Questions hung in the pale winter sunshine. My neighbors eyed me, wincing each time a shovel full ... ... Some came to ask for cuttings. They made their own changes. A lavender border edged a drive. A waterfall of prostrate rosemary cascaded from a planter box. Ideas blossomed from such small changes. Xeriscaping was becoming popular. Three more people actually removed their turf. In one drought-tolerant planting, a dry creek of river-rock wound its way through native perennials. Another front garden featured an old-fashioned wood glider-swing under a vine-covered trellis. My own garden continued to flourish. The neighbors came often. Smiles had replaced their worried frowns. Bob tumbled the walls of Jericho one morning when he brought his granddaughter to see the hummingbirds. Tiny Sarah said her first word there. â€Å"Kitty,† she pronounced. She stroked a furry leaf of peppermint geranium and nodded, brown curls bobbing. Laughing, she repeated, â€Å"Kitty.†

Why America Needs More City Parks and Open Space

The Benefits of Parks: Why America Needs More City Parks and Open Space BY Paul M. Sheerer Published by: 116 New Montgomery Street Fourth Floor San Francisco, CA 94105 (415) 495-4014 www. Tip. Org 02006 the Trust for Public Land – Reprint of â€Å"Parks for People† white paper, published In 2003. Table of Contents Forward: Will Rogers, President, Trust for Public Land 5 Executive Summary 6 America Needs More City Parks U. S. Cities Are Park-Poor Low-Income Neighborhoods Are Desperately Short of Park Space Case Study: New Parks for Los Angles The Public Wants More Parks 8History of America's City Parks: Inspiration, Abandonment, Revival The Decline of City Parks A Revival Begins Budget Crises Threaten City Parks 10 Public Health Benefits of City Parks and Open Space America's Twin Plagues: Physical Inactivity and Obesity Access to Parks Increases Frequency of Exercise Exposure to Nature and Greenery Makes People Healthier 12 Economic Benefits of Parks 14 Increased Proper ty Values Property Values in Low-Income Urban Areas Property Values at the Edges of Urban Areas Effects on Commercial Property Values Economic Revitalization: Attracting and Retaining Businesses and Residents TourismBenefits Environmental Benefits of Parks Pollution Abatement and Cooling Controlling Stemware Runoff 17 Social Benefits of Parks Reducing Crime Recreation Opportunities: The Importance of Play Creating Stable Neighborhoods with Strong Community 18 Conclusion 20 Notes 21 Bibliography 24 3 Forward At the turn of the 20th century, the majority of Americans lived in rural areas and small towns, relatively close to the land. At the beginning of the 21st century, 85 desperate need of places to experience nature and refresh ourselves in the out-of- doors.The emergence of America as an urban nation was anticipated by Frederick Law Limited and other 19th-century park visionaries, who gave us New Work's Central Park, San Franciscans Golden Gate Park, and similar grand parks in cit ies across the nation. They were gardeners and designers-but also preachers for the power of parks, fired from within by the understanding that they were shaping the quality of American lives for generations to come. In the view of these park visionaries, parks were not â€Å"amenities. They were necessities, providing recreation, inspiration, and essential respite from the city blare and bustle. And the visionaries were particularly concerned that parks be available to all of a city residents-especially those who did not have the resources to escape to the countryside. As population shifted to the suburbs after World War II, this vision of parks for all faded. Many cities lost the resources to create new parks. And in the new suburbs, the sprawling landscapes of curving CUL-De-sacs were broken mostly by boxy shopping centers and concrete parking lots.The time has come for Americans to rededicate themselves to the vision of parks for all the nation's people. As the action's leading conservation group creating parks in and around cities, the Trust for Public Land (TIP) has launched its Parks for People initiative in the belief that every American child should enjoy convenient access to a nearby park or playground. This white paper outlines how desperate the need is for city parks-especially in inner-city neighborhoods. And it goes on to describe the social, environmental, economic, and health benefits parks bring to a city and its people.TIP hopes this paper will generate discussion about the need for parks, prompt new research on the benefits f parks to cities, and serve as a reference for government leaders and volunteers as they make the case that parks are essential to the health and well-being of all Americans. You will find more information about the need for city parks and their benefits in the Parks for People section of Tap's Web site (www. Tip. Org/poor) where you can also sign-up for Parks for People information and support Tap's Parks for People wo rk.TIP is proud to be highlighting the need for parks in America's cities. Thanks for Joining our effort to ensure a park within reach of every American home. Will Rogers President, the Trust for Public Land City parks and open space improve our physical and psychological health, strengthen our communities, and make our cities and neighborhoods more attractive places to live and work. But too few Americans are able to enjoy these benefits. Eighty percent of Americans live in metropolitan areas, and many of these areas are severely lacking in park space.Only 30 percent of Los Angles residents live within walking distance mile. Low-income neighborhoods populated by minorities and recent immigrants are especially short of park space. From an equity standpoint, there is a strong need to redress this imbalance. In Los Angles, white neighborhoods enjoy 31. 8 acres of park space for every 1,000 people, compared with 1. 7 acres in African-American neighborhoods and 0. 6 acres in Latino neig hborhoods. This inequitable distribution of park space harms the residents of these communities and creates substantial costs for the nation as a whole.U. S. Voters have repeatedly shown their willingness to raise their own taxes to pay for new or improved parks. In 2002, 189 conservation funding measures appeared on ballots in 28 states. Voters approved three-quarters of these, generating $10 billion in conservation-related funding. Many of the nation's great city parks were built in the second half of the 19th century. Urban planners believed the parks would improve public health, relieve the stresses of urban life, and create a demonstrating public space where rich and poor would mix on equal terms.By the mid-20th century, city parks fell into decline as people fled inner cities for the suburbs. The suburbs fared no better, as people believed that backyards would meet the requirement for public open space. Over the past couple of decades, interest in city parks has revived. Gover nments and civic groups around the country have revalidated run-down city parks, built greengages along rivers, converted abandoned railroad lines to trails, and planted community gardens in vacant lots.But with the current economic downturn, states and cities facing severe budget crises are slashing their park spending, threatening the health of existing parks, and curtailing the creation of new parks. Strong evidence shows that when people have access to parks, they exercise more. Regular physical activity as been shown to increase health and reduce the risk of a wide range of diseases, including heart disease, hypertension, colon cancer, and diabetes. Physical activity also relieves symptoms of depression and anxiety, improves mood, and enhances psychological well-being.Beyond the benefits of exercise, a growing body of research shows that contact with the natural world improves physical and psychological health. Despite the importance of exercise, only 25 percent of American adu lts engage in the recommended levels of physical activity, and 29 percent engage in no leisure-time physical activity. The sedentary lifestyle and unhealthy diet of Americans have produced an epidemic of obesity. The Centers for Disease Control and Prevention has called for the creation of more parks and playgrounds to help fight this epidemic.Numerous studies have shown that parks and open space increase the value of neighboring residential property. Growing evidence points to a similar benefit on commercial property value. The availability of park and recreation facilities is an important quality-of-life factor for corporations choosing where to locate facilities and for well-educated individuals choosing a place to live. City parks such as San Notation's Riverview Park often become important tourism draws, contributing heavily Green space in urban areas provides substantial environmental benefits.Trees reduce air pollution and water pollution, they help keep cities cooler, and th ey are a more effective and less expensive way to manage stemware runoff than building systems of concrete sewers and drainage ditches. City parks also produce important social and community development benefits. They make inner-city neighborhoods more livable; they offer recreational opportunities for at-risk youth, low-income children, and low-income families; and they provide places n low-income neighborhoods where people can feel a sense of community.Access to public parks and recreational facilities has been strongly linked to reductions in crime and in particular to reduced Juvenile delinquency. Community gardens increase residents' sense of community ownership and stewardship, provide a focus for neighborhood activities, expose inner-city youth to nature, connect people from diverse cultures, reduce crime by cleaning up vacant lots, and build community leaders. In light of these benefits, the Trust for Public Land calls for a revival of the city parks movement of the late 19t h century.We invite all Americans to Join the effort to bring parks, open spaces, and greengages into the nation's neighborhoods where everyone can benefit from them. 7 The residents of many U. S. Cities lack adequate access to parks and open space near their homes. In 2000, 80 percent of Americans were living in metropolitan areas, up from 48 percent in 1940. 1 The park space in many of these metropolitan areas is grossly inadequate. In Atlanta, for example, parkland covers only 3. 8 percent of the city area.Atlanta has no public green space larger than one-third of a square mile. 2 The city has only 7. Acres of park space for every 1,000 residents, compared with a 19. 1 acre average for other medium-low population density cities. 3 The story is much the same in Los Angles, San Jose, New Orleans, and Dallas. Even in cities that have substantial park space as a whole, the residents of many neighborhoods lack access to nearby parks. In New York City, for example, nearly half of the c ity 59 community board districts have less than 1. 5 acres of parkland per 1,000 residents. Low-Income Neighborhoods Are Desperately Short of Park Space Low-income neighborhoods populated by minorities and recent immigrants are especially short f park space. Minorities and the poor have historically been shunted off to live on the wrong side of the tracks, in paved-over, industrialized areas with few public amenities. From an equity standpoint, there is a strong need to redress this imbalance. In Los Angles, white neighborhoods (where whites make up 75 percent or more of the residents) boast 31. 8 acres of park space for every 1,000 people, compared with 1. 7 acres in African-American neighborhoods and 0. Acres in Latino neighborhoods. 5 This inequitable distribution of park space harms the residents of are costs alone are potentially enormous. Lacking places for recreation, minorities and low-income individuals are significantly less likely than whites and high-income individuals t o engage in the regular physical activity that is crucial to good health. Among non-Hispanic white adults in the United States, 34. 9 percent engage in regular leisure-time physical activity, compared with only 25. 4 percent of non- Hispanic black adults and 22. 7 percent of Hispanic adults. And adults with incomes below the poverty level are three times as likely as high-income adults to never be physically active. Even where the government or voters have allocated new money for park acquisition, there is significant risk that wealthier and better-organized districts will grab more than their fair share. The Los Angles neighborhood of South Central-with the city second-highest prove- The Trust for Public Land TTY rate, highest share of children, and lowest access to nearby park space-received only about half as much per-child parks funding as affluent West Los Angles from Proposition K between 1998 and 2000. Case Study: New Parks for Los Angles With 28,000 people crammed into its o ne square mile of low-rise buildings, the city f Manhood in Los Angles County is the most densely populated U. S. City outside the New York City metropolitan area. 10 Its residents-96 percent are Hispanic and 37 percent are children-are often packed five to a bedroom, with entire families living in garages and beds being used on a time-share basis. The Trust for Public Land (TIP) has been working in Manhood since 1996 to purchase, assemble, and convert six separate former industrial sites into a seven-acre riverside park.The project will double Manhood's park space. 11 Before TIP began its work, the future park site was occupied by abandoned arouses and industrial buildings, covered in garbage, graffiti, rusted metal, and barrels of industrial waste. Until the late asses, the parcels contained a glue factory, a transfer facility for solvents, and a truck service facility; one parcel was designated an Environmental Protection Agency Superfine site. 12 TIP is preparing to acquire the final parcel and has developed preliminary designs for the site.The completed park will invite Manhood's residents to gather at its picnic benches, stroll its walking trails, relax on its lawns, and play with their children in its tot lot. The Manhood project is a precursor of Tap's Parks for People-Los Angles program, an ambitious new effort to create parks where they are most desperately needed. The case for more parks in Los Angles is among the most compelling of any American city today. Only 30 percent of its residents live within a quarter mile of a park, compared with between 80 percent and 90 percent in Boston and New York, respectively. 3 If these residents are Latino, African American, or Asian Pacific, they have even less access to green space. TIP has set a goal of creating 25 new open space projects in Los Angles over the would be invested in undeserved minority communities. To accomplish this goal, TIP will help these communities through the gauntlets of public and priv ate fundraising, real estate transactions, strategic planning, and stewardship issues. Los Angles is also the site of Tap's first application of Geographical Information Systems (GIS) to assess the need for parks.TIP launched the GIS program in late 2001 in Los 9 O The Trust for Public Land Angles and has since expanded the program to New York, Lass Vegas, Boston, Charlotte, Miami, and Camden and Newark, New Jersey. Tap's GIS system uses census, anemographic and other data to map out areas of high population, concentrated poverty, and lack of access to park space. With GIS technology, TIP can now pinpoint the areas of fastest population growth, study landownership patterns, and acquire key parcels before development demand drives up property prices or destroys open space.Further, GIS helps TIP create contiguous park space, protecting natural habitats and connecting larger parks with linear greengages, rather than create a patchwork quilt of open space. 14 Voters have repeatedly show n their willingness to raise their own taxes to pay for new or improved parks. In the November 2002 elections, voters in 93 communities in 22 states approved ballot measures that committed $2. 9 billion to acquire and restore land for parks and open space.Voters approved 85 percent of such referendums in these elections. 1 5 Voter support in 2002 increased from the already strong 75 percent approval rate for similar measures in November 2001. 16 History of America's City Parks: Inspiration, Abandonment, Revival During the second half of the 19th century, American cities built grand city parks to improve their residents' quality of life. Dubbed 19th-century pleasure grounds by ark historians, the parks include New Work's Central Park and San Franciscans Golden Gate Park.Municipal officials of the time saw these parks as a refuge from the crowded, polluted, stressful cities-places where citizens could experience fresh air, sunshine, and the spiritually transforming power of nature; a place for recreation; and a demonstrating public space where rich and poor would mix on equal terms. The new parks were inspired by â€Å"an anti-urban ideal that dwelt on the traditional prescription for relief from the evils of the city-to escape to the country,† Galen Crane writes.The new American parks thus were conceived as great pleasure grounds meant to be pieces of the country, with fresh air, meadows, lakes, and sunshine right in the city. † 17 The Decline of City Parks spending on city parks declined. The well-to-do and white abandoned the cities for the suburbs, taking public funding with them. Cities and their parks fell into a spiral of decay. Cities cut park maintenance funds, parks deteriorated, and crime rose; many city dwellers came to view places like Central Park as too dangerous to visit. 18 The suburbs that mushroomed at the edges of major cities were often built with little public park space.For residents of these areas, a trip out of the house mea ns a drive to the shopping mall. Beginning around 1990, many city and town councils began forcing developers to add open space to their projects. Still, these open spaces are often effectively off-limits to the general public; in the vast sprawl around Lass Vegas, for example, the newer subdivisions often have open space at their centers, but these spaces are hidden inside a labyrinth of winding streets. Residents of older, low- and middle-income neighborhoods have to get in their cars (if they have one) and drive to find recreation space. 9 More recently, city parks have experienced something of a renaissance which has benefited cities unequally. The trend began in the asses and flourished in the asses as part of a general renewal of urban areas funded by a strong economy. It coincided with a philosophical shift in urban planning away from designing around the automobile and a backlash against the alienating modernism of mid-20th-century public architecture, in favor of public spac es that welcome and engage the community in general and the pedestrian in particular.Government authorities, civic groups, and private agencies around the country have worked together to revivalist UN-down city parks, build greengages along formerly polluted rivers, convert abandoned railroad lines to trails, and plant community gardens in vacant lots. The Park at Post Office Square in Boston shows how even a small but well-designed open space can transform its surroundings. Before work on the park began in the late asses, the square was filled by an exceptionally ugly concrete parking garage, blighting an important part of the financial district.Many buildings on the square shifted their entrances and addresses to other streets not facing the square. 20 Completed in 1992, the 1. -acre park is considered one of the most beautiful city parks in the United States. Its immaculate landscaping-with 125 species of plants, flowers, bushes, and trees-its half-acre lawn, its fountains, and i ts teak and granite benches lure throngs of workers during lunchtime on warm days.Hidden underneath is a seven-floor parking garage for 1,400 cars, which provides financial support for the park. 21 â€Å"It clearly, without any question, has enhanced and changed the entire neighborhood,† says Serge Denis, managing director of Lee Meridian Hotel Boston, which borders the park. â€Å"It's absolutely gorgeous. Not surprisingly, rooms 11 Yet despite such success stories, local communities often lack the transactional and development skills to effectively acquire property and convert it into park space.TIP serves a vital role in this capacity, working closely with local governments and community residents to determine where parks are needed; to help develop funding strategies; to negotiate and acquire property; to plan the park and develop it; and finally, to turn it over to the public. Between 1971 and 2002, the Trust for Public Land's work in cities resulted in the acquisition of 532 properties totaling 40,754 cress. In the nation's 50 largest cities TIP acquired 138 properties totaling 7,640 acres. 3 In the wake of the bursting of the economic bubble of the late asses, states and cities facing severe budget crises are slashing their park spending. With a projected $2. 4 billion budget shortfall in the two-year period beginning July 2003, Minnesota has cut its aid to local governments, hurting city park systems across the state. The Minneapolis Park & Recreation Board, confronting a 20 percent cut in its funding through 2004, has been forced to respond by deferring maintenance, closing wading lolls and beaches, providing fewer portable toilets, and reducing its mounted police patrol program.The required program cuts â€Å"represent a huge loss to the Minneapolis Park & Recreation Board and to the children of Minneapolis,† says Park Board Superintendent Mary Merrill Anderson. 24 When Georgians state legislature went into session in January 2003, law makers found themselves grappling with a $650 million budget shortfall. Part of their response was to eliminate the planned $30 million in fiscal 2003 funding for the Georgia Community Greengages Program, after appropriating $30 million per fiscal year in 001 and 2002.The legislature also cut the 2004 budget from $30 million to $10 million. The program helps the state's fastest-growing counties set aside adequate green space-at least 20 percent of their land-amid all the new subdivisions and strip malls. Most of the affected counties are around Atlanta, among the nation's worst examples of urban sprawl. For legislators hunting for budget-cutting targets, Georgians $30 million Community Greengages Program â€Å"was like a buffalo in the middle of a group of chickens,† says David Swan, program director for Tap's Atlanta office.The cut â€Å"makes a compelling argument that we need a dedicated funding source, so that green space acquisition isn't depending on fiscal cycles and the legislature. â€Å"25 The federal government has also cut its city parks spending. In 1978, the federal government established the Urban Park and Recreation Recovery (PARR) program to help urban areas rehabilitate their recreational facilities. The program received no funding in fiscal year 2003, down from $28. 9 million in both 2001 and 2002. 26 President Bush's budget proposal for fiscal 2004 also allocates no PARR funding.

Chapter 12 Triwizard Tournament

Through the gates, flanked with statues of winged boars, and up the sweeping drive the carriages trundled, swaying dangerously in what was fast becoming a gale. Leaning against the window, Harry could see Hogwarts coming nearer, its many lighted windows blurred and shimmering behind the thick curtain of rain. Lightning flashed across the sky as their carriage came to a halt before the great oak front doors, which stood at the top of a flight of stone steps. People who had occupied the carriages in front were already hurrying up the stone steps into the castle. Harry, Ron, Hermione, and Neville jumped down from their carriage and dashed up the steps too, looking up only when they were safely inside the cavernous, torch-lit entrance hall, with its magnificent marble staircase. â€Å"Blimey,† said Ron, shaking his head and sending water everywhere, â€Å"if that keeps up the lake's going to overflow. I'm soak – ARRGH!† A large, red, water-filled balloon had dropped from out of the ceiling onto Ron's head and exploded. Drenched and sputtering, Ron staggered sideways into Harry, just as a second water bomb dropped – narrowly missing Hermione, it burst at Harry's feet, sending a wave of cold water over his sneakers into his socks. People all around them shrieked and started pushing one another in their efforts to get out of the line of fire. Harry looked up and saw, floating twenty feet above them, Peeves the Poltergeist, a little man in a bell-covered hat and orange bow tie, his wide, malicious face contorted with concentration as he took aim again. â€Å"PEEVES!† yelled an angry voice. â€Å"Peeves, come down here at ONCE!† Professor McGonagall, Deputy Headmistress and head of Gryffindor House, had come dashing out of the Great Hall; she skidded on the wet floor and grabbed Hermione around the neck to stop herself from falling. â€Å"Ouch – sorry, Miss Granger -â€Å" â€Å"That's all right, Professor!† Hermione gasped, massaging her throat. â€Å"Peeves, get down here NOW!† barked Professor McGonagall, straightening her pointed hat and glaring upward through her square-rimmed spectacles. â€Å"Not doing nothing!† cackled Peeves, lobbing a water bomb at several fifth-year girls, who screamed and dived into the Great Hall. â€Å"Already wet, aren't they? Little squirts! Wheeeeeeeeee!† And he aimed another bomb at a group of second years who had just arrived. â€Å"I shall call the headmaster!† shouted Professor McGonagall. â€Å"I'm warning you, Peeves -â€Å" Peeves stuck out his tongue, threw the last of his water bombs into the air, and zoomed off up the marble staircase, cackling insanely. â€Å"Well, move along, then!† said Professor McGonagall sharply to the bedraggled crowd. â€Å"Into the Great Hall, come on!† Harry, Ron, and Hermione slipped and slid across the entrance hall and through the double doors on the right, Ron muttering furiously under his breath as he pushed his sopping hair off his face. The Great Hall looked its usual splendid self, decorated for the start-of-term feast. Golden plates and goblets gleamed by the light of hundreds and hundreds of candles, floating over the tables in midair. The four long House tables were packed with chattering students; at the top of the Hall, the staff sat along one side of a fifth table, facing their pupils. It was much warmer in here. Harry, Ron, and Hermione walked past the Slytherins, the Ravenclaws, and the Hufflepuffs, and sat down with the rest of the Gryffindors at the far side of the Hall, next to Nearly Headless Nick, the Gryffindor ghost. Pearly white and semitransparent, Nick was dressed tonight in his usual doublet, but with a particularly large ruff, which served the dual purpose of looking extra-festive, and insuring that his head didn't wobble too much on his partially severed neck. â€Å"Good evening,† he said, beaming at them. â€Å"Says who?† said Harry, taking off his sneakers and emptying them of water. â€Å"Hope they hurry up with the Sorting. I'm starving.† The Sorting of the new students into Houses took place at the start of every school year, but by an unlucky combination of circumstances, Harry hadn't been present at one since his own. He was quite looking forward to it. Just then, a highly excited, breathless voice called down the table. â€Å"Hiya, Harry!† It was Colin Creevey, a third year to whom Harry was something of a hero. â€Å"Hi, Colin,† said Harry warily. â€Å"Harry, guess what? Guess what, Harry? My brother's starting! My brother Dennis!† â€Å"Er – good,† said Harry. â€Å"He's really excited!† said Colin, practically bouncing up and down in his seat. â€Å"I just hope he's in Gryffindor! Keep your fingers crossed, eh, Harry?† â€Å"Er – yeah, all right,† said Harry. He turned back to Hermione, Ron, and Nearly Headless Nick. â€Å"Brothers and sisters usually go in the same Houses, don't they?† he said. He was judging by the Weasleys, all seven of whom had been put into Gryffindor. â€Å"Oh no, not necessarily,† said Hermione. â€Å"Parvati Patil's twin's in Ravenclaw, and they're identical. You'd think they'd be together, wouldn't you?† Harry looked up at the staff table. There seemed to be rather more empty seats there than usual. Hagrid, of course, was still fighting his way across the lake with the first years; Professor McGonagall was presumably supervising the drying of the entrance hall floor, but there was another empty chair too, and Harry couldn't think who else was missing. â€Å"Where's the new Defense Against the Dark Arts teacher?† said Hermione, who was also looking up at the teachers. They had never yet had a Defense Against the Dark Arts teacher who had lasted more than three terms. Harry's favorite by far had been Professor Lupin, who had resigned last year. He looked up and down the staff table. There was definitely no new face there. â€Å"Maybe they couldn't get anyone!† said Hermione, looking anxious. Harry scanned the table more carefully. Tiny little Professor Flitwick, the Charms teacher, was sitting on a large pile of cushions beside Professor Sprout, the Herbology teacher, whose hat was askew over her flyaway gray hair. She was talking to Professor Sinistra of the Astronomy department. On Professor Sinistra's other side was the sallow-faced, hook-nosed, greasy-haired Potions master, Snape – Harry's least favorite person at Hogwarts. Harry's loathing of Snape was matched only by Snape's hatred of him, a hatred which had, if possible, intensified last year, when Harry had helped Sirius escape right under Snape's overlarge nose – Snape and Sirius had been enemies since their own school days. On Snape's other side was an empty seat, which Harry guessed was Professor McGonagall's. Next to it, and in the very center of the table, sat Professor Dumbledore, the headmaster, his sweeping silver hair and beard shining in the candlelight, his magnificent deep green robes embroidered with many stars and moons. The tips of Dumbledore's long, thin fingers were together and he was resting his chin upon them, staring up at the ceiling through his half-moon spectacles as though lost in thought. Harry glanced up at the ceiling too. It was enchanted to look like the sky outside, and he had never seen it look this stormy. Black and purple clouds were swirling across it, and as another thunderclap sounded outside, a fork of lightning flashed across it. â€Å"Oh hurry up,† Ron moaned, beside Harry, â€Å"I could eat a hippogriff.† The words were no sooner out of his mouth than the doors of the Great Hall opened and silence fell. Professor McGonagall was leading a long line of first years up to the top of the Hall. If Harry, Ron, and Hermione were wet, it was nothing to how these first years looked. They appeared to have swum across the lake rather than sailed. All of them were shivering with a combination of cold and nerves as they filed along the staff table and came to a halt in a line facing the rest of the school – all of them except the smallest of the lot, a boy with mousy hair, who was wrapped in what Harry recognized as Hagrid's moleskin overcoat. The coat was so big for him that it hooked as though he were draped in a furry black circus tent. His small face protruded from over the collar, looking almost painfully excited. When he had lined up with his terrified-looking peers, he caught Colin Creevey's eye, gave a double thumbs-up, and mouthed, I fell in the lake! He looked positively delighted about it. Professor McGonagall now placed a three-legged stool on the ground before the first years and, on top of it, an extremely old, dirty patched wizard's hat. The first years stared at it. So did everyone else. For a moment, there was silence. Then a long tear near the brim opened wide like a mouth, and the hat broke into song: A thousand years or more ago, When I was newly sewn,There lived four wizards of renown, Whose names are still well known: Bold Gryffindor, from wild moor, Fair Ravenclaw, from glen, Sweet Hufflepuff, from valley broad, Shrewd Slytherin, from fin. They shared a wish, a hope, a dream, They hatched a daring plan To educate young sorcerers Thus Hogwarts School began. Now each of these four founders Formed their own house, for each Did value different virtues In the ones they had to teach. By Gryffindor, the bravest were Prized far beyond the rest; For Ravenclaw, the cleverest Would always be the best; For Hufflepuff, hard workers were Most worthy of admission; And power-hungry Slytherin Loved those of great ambition. While still alive they did divide Their favorites from the throng, Yet how to pick the worthy ones When they were dead and gone? Twas Gryffindor who found the way, He whipped me off his head The founders put some brains in me So I could choose instead! Now slip me snug about your ears, I've never yet been wrong, I'll have a look inside your mind And tell where you belong! The Great Hall rang with applause as the Sorting Hat finished. â€Å"That's not the song it sang when it Sorted us,† said Harry, clapping along with everyone else. â€Å"Sings a different one every year,† said Ron. â€Å"It's got to be a pretty boring life, hasn't it, being a hat? I suppose it spends all year making up the next one.† Professor McGonagall was now unrolling a large scroll of parchment. â€Å"When I call out your name, you will put on the hat and sit on the stool,† she told the first years. â€Å"When the hat announces your House, you will go and sit at the appropriate table. â€Å"Ackerley, Stewart!† A boy walked forward, visibly trembling from head to foot, picked up the Sorting Hat, put it on, and sat down on the stool. â€Å"RAVENCLAW!† shouted the hat. Stewart Ackerley took off the hat and hurried into a seat at the Ravenclaw table, where everyone was applauding him. Harry caught a glimpse of Cho, the Ravenclaw Seeker, cheering Stewart Ackerley as he sat down. For a fleeting second, Harry had a strange desire to join the Ravenclaw table too. â€Å"Baddock, Malcolm!† â€Å"SLYTHERIN!† The table on the other side of the hall erupted with cheers; Harry could see Malfoy clapping as Baddock joined the Slytherins. Harry wondered whether Baddock knew that Slytherin House had turned out more Dark witches and wizards than any other. Fred and George hissed Malcolm Baddock as he sat down. â€Å"Branstone, Eleanor!† â€Å"HUFFLEPUFF!† â€Å"Cauldwell, Owen!† â€Å"HUFFLEPUFF!† â€Å"Creevey, Dennis!† Tiny Dennis Creevey staggered forward, tripping over Hagrid's moleskin, just as Hagrid himself sidled into the Hall through a door behind the teachers' table. About twice as tall as a normal man, and at least three times as broad, Hagrid, with his long, wild, tangled black hair and beard, looked slightly alarming – a misleading impression, for Harry, Ron, and Hermione knew Hagrid to possess a very kind nature. He winked at them as he sat down at the end of the staff table and watched Dennis Creevey putting on the Sorting Hat. The rip at the brim opened wide – â€Å"GRYFFINDOR!† the hat shouted. Hagrid clapped along with the Gryffindors as Dennis Creevey, beaming widely, took off the hat, placed it back on the stool, and hurried over to join his brother. â€Å"Colin, I fell in!† he said shrilly, throwing himself into an empty seat. â€Å"It was brilliant! And something in the water grabbed me and pushed me back in the boat!† â€Å"Cool!† said Colin, just as excitedly. â€Å"It was probably the giant squid, Dennis!† â€Å"Wow!† said Dennis, as though nobody in their wildest dreams could hope for more than being thrown into a storm-tossed, fathoms-deep lake, and pushed out of it again by a giant sea monster. â€Å"Dennis! Dennis! See that boy down there? The one with the black hair and glasses? See him? Know who he is, Dennis?† Harry looked away, staring very hard at the Sorting Hat, now Sorting Emma Dobbs. The Sorting continued; boys and girls with varying degrees of fright on their faces moving one by one to the three-legged stool, the line dwindling slowly as Professor McGonagall passed the L's. â€Å"Oh hurry up,† Ron moaned, massaging his stomach. â€Å"Now, Ron, the Sorting's much more important than food,† said Nearly Headless Nick as â€Å"Madley, Laura!† became a Hufflepuff. â€Å"Course it is, if you're dead,† snapped Ron. â€Å"I do hope this year's batch of Gryffindors are up to scratch,† said Nearly Headless Nick, applauding as â€Å"McDonald, Natalie!† joined the Gryffindor table. â€Å"We don't want to break our winning streak, do we?† Gryffindor had won the Inter-House Championship for the last three years in a row. â€Å"Pritchard, Graham!† â€Å"SLYTHERIN!† â€Å"Quirke, Orla!† â€Å"RAVENCLAW!† And finally, with â€Å"Whitby, Kevin!† (â€Å"HUFFLEPUFF!†), the Sorting ended. Professor McGonagall picked up the hat and the stool and carried them away. â€Å"About time,† said Ron, seizing his knife and fork and looking expectantly at his golden plate. Professor Dumbledore had gotten to his feet. He was smiling around at the students, his arms opened wide in welcome. â€Å"I have only two words to say to you,† he told them, his deep voice echoing around the Hall. â€Å"Tuck in.† â€Å"Hear, hear!† said Harry and Ron loudly as the empty dishes filled magically before their eyes. Nearly Headless Nick watched mournfully as Harry, Ron, and Hermione loaded their own plates. â€Å"Aaah, ‘at's be'er,† said Ron, with his mouth full of mashed potato. â€Å"You're lucky there's a feast at all tonight, you know,† said Nearly Headless Nick. â€Å"There was trouble in the kitchens earlier.† â€Å"Why? Wha' ‘appened?† said Harry, through a sizable chunk of steak. â€Å"Peeves, of course,† said Nearly Headless Nick, shaking his head, which wobbled dangerously. He pulled his ruff a little higher up on his neck. â€Å"The usual argument, you know. He wanted to attend the feast – well, it's quite out of the question, you know what he's like, utterly uncivilized, can't see a plate of food without throwing it. We held a ghost's council – the Fat Friar was all for giving him the chance – but most wisely, in my opinion, the Bloody Baron put his foot down.† The Bloody Baron was the Slytherin ghost, a gaunt and silent specter covered in silver bloodstains. He was the only person at Hogwarts who could really control Peeves. â€Å"Yeah, we thought Peeves seemed hacked off about something,† said Ron darkly. â€Å"So what did he do in the kitchens?† â€Å"Oh the usual,† said Nearly Headless Nick, shrugging. â€Å"Wreaked havoc and mayhem. Pots and pans everywhere. Place swimming in soup. Terrified the house-elves out of their wits -â€Å" Clang. Hermione had knocked over her golden goblet. Pumpkin juice spread steadily over the tablecloth, staining several feet of white linen orange, but Hermione paid no attention. â€Å"There are house-elves here?† she said, staring, horror-struck, at Nearly Headless Nick. â€Å"Here at Hogwarts?† â€Å"Certainly,† said Nearly Headless Nick, looking surprised at her reaction. â€Å"The largest number in any dwelling in Britain, I believe. Over a hundred.† â€Å"I've never seen one!† said Hermione. â€Å"Well, they hardly ever leave the kitchen by day, do they?† said Nearly Headless Nick. â€Å"They come out at night to do a bit of cleaning†¦see to the fires and so on†¦.I mean, you're not supposed to see them, are you? That's the mark of a good house-elf, isn't it, that you don't know it's there?† Hermione stared at him. â€Å"But they get paid?† she said. â€Å"They get holidays, don't they? And – and sick leave, and pensions, and everything?† Nearly Headless Nick chortled so much that his ruff slipped and his head flopped off, dangling on the inch or so of ghostly skin and muscle that still attached it to his neck. â€Å"Sick leave and pensions?† he said, pushing his head back onto his shoulders and securing it once more with his ruff. â€Å"House-elves don't want sick leave and pensions!† Hermione looked down at her hardly touched plate of food, then put her knife and fork down upon it and pushed it away from her. â€Å"Oh c'mon, ‘Er-my-knee,† said Ron, accidentally spraying Harry with bits of Yorkshire pudding. â€Å"Oops – sorry, ‘Arry -† He swallowed. â€Å"You won't get them sick leave by starving yourself!† â€Å"Slave labor,† said Hermione, breathing hard through her nose. â€Å"That's what made this dinner. Slave labor.† And she refused to eat another bite. The rain was still drumming heavily against the high, dark glass. Another clap of thunder shook the windows, and the stormy ceiling flashed, illuminating the golden plates as the remains of the first course vanished and were replaced, instantly, with puddings. â€Å"Treacle tart, Hermione!† said Ron, deliberately wafting its smell toward her. â€Å"Spotted dick, look! Chocolate gateau!† But Hermione gave him a look so reminiscent of Professor McGonagall that he gave up. When the puddings too had been demolished, and the last crumbs had faded off the plates, leaving them sparkling clean, Albus Dumbledore got to his feet again. The buzz of chatter filling the Hall ceased almost at once, so that only the howling wind and pounding rain could be heard. â€Å"So!† said Dumbledore, smiling around at them all. â€Å"Now that we are all fed and watered,† (â€Å"Hmph!† said Hermione) â€Å"I must once more ask for your attention, while I give out a few notices. â€Å"Mr. Filch, the caretaker, has asked me to tell you that the list of objects forbidden inside the castle has this year been extended to include Screaming Yo-yos, Fanged Frisbees, and Ever-Bashing Boomerangs. The full list comprises some four hundred and thirty-seven items, I believe, and can be viewed in Mr. Filch's office, if anybody would like to check it.† The corners of Dumbledore's mouth twitched. He continued, â€Å"As ever, I would like to remind you all that the forest on the grounds is out-of-bounds to students, as is the village of Hogsmeade to all below third year. â€Å"It is also my painful duty to inform you that the Inter-House Quidditch Cup will not take place this year.† â€Å"What?† Harry gasped. He looked around at Fred and George, his fellow members of the Quidditch team. They were mouthing soundlessly at Dumbledore, apparently too appalled to speak. Dumbhedore went on, â€Å"This is due to an event that will be starting in October, and continuing throughout the school year, taking up much of the teachers' time and energy – but I am sure you will all enjoy it immensely. I have great pleasure in announcing that this year at Hogwarts -â€Å" But at that moment, there was a deafening rumble of thunder and the doors of the Great Hall banged open. A man stood in the doorway, leaning upon a long staff, shrouded in a black traveling cloak. Every head in the Great Hall swiveled toward the stranger, suddenly brightly illuminated by a fork of lightning that flashed across the ceiling. He lowered his hood, shook out a long mane of grizzled, dark gray hair, then began to walk up toward the teachers' table. A dull clunk echoed through the Hall on his every other step. He reached the end of the top table, turned right, and limped heavily toward Dumbledore. Another flash of lightning crossed the ceiling. Hermione gasped. The lightning had thrown the man's face into sharp relief, and it was a face unlike any Harry had ever seen.It looked as though it had been carved out of weathered wood by someone who had only the vaguest idea of what human faces are supposed to look like, and was none too skilled with a chisel. Every inch of skin seemed to be scarred. The mouth looked like a diagonal gash, and a large chunk of the nose was missing. But it was the man's eyes that made him frightening. One of them was small, dark, and beady. The other was large, round as a coin, and a vivid, electric blue. The blue eye was moving ceaselessly, without blinking, and was rolling up, down, and from side to side, quite independently of the normal eye – and then it rolled right over, pointing into the back of the man's head, so that all they could see was whiteness. The stranger reached Dumbledore. He stretched out a hand that was as badly scarred as his face, and Dumbhedore shook it, muttering words Harry couldn't hear. He seemed to be making some inquiry of the stranger, who shook his head unsmilingly and replied in an undertone. Dumbledore nodded and gestured the man to the empty seat on his right-hand side. The stranger sat down, shook his mane of dark gray hair out of his face, pulled a plate of sausages toward him, raised it to what was left of his nose, and sniffed it. He then took a small knife out of his pocket, speared a sausage on the end of it, and began to eat. His normal eye was fixed upon the sausages, but the blue eye was still darting restlessly around in its socket, taking in the Hall and the students. â€Å"May I introduce our new Defense Against the Dark Arts teacher?† said Dumbledore brightly into the silence. â€Å"Professor Moody.† It was usual for new staff members to be greeted with applause, but none of the staff or students chapped except Dumbledore and Hagrid, who both put their hands together and applauded, but the sound echoed dismally into the silence, and they stopped fairly quickly. Everyone else seemed too transfixed by Moody's bizarre appearance to do more than stare at him. â€Å"Moody?† Harry muttered to Ron. â€Å"Mad-Eye Moody? The one your dad went to help this morning?† â€Å"Must be,† said Ron in a low, awed voice. â€Å"What happened to him?† Hermione whispered. â€Å"What happened to his face?† â€Å"Dunno,† Ron whispered back, watching Moody with fascination. Moody seemed totally indifferent to his less-than-warm welcome. Ignoring the jug of pumpkin juice in front of him, he reached again into his traveling cloak, pulled out a hip flask, and took a long draught from it. As he lifted his arm to drink, his cloak was pulled a few inches from the ground, and Harry saw, below the table, several inches of carved wooden leg, ending in a clawed foot. Dumbledore cleared his throat. â€Å"As I was saying,† he said, smiling at the sea of students before him, all of whom were still gazing transfixed at Mad-Eye Moody, â€Å"we are to have the honor of hosting a very exciting event over the coming months, an event that has not been held for over a century. It is my very great pleasure to inform you that the Triwizard Tournament will be taking place at Hogwarts this year.† â€Å"You're JOKING!† said Fred Weasley loudly. The tension that had filled the Hall ever since Moody's arrival suddenly broke. Nearly everyone laughed, and Dumbledore chuckled appreciatively. â€Å"I am not joking, Mr. Weasley,† he said, â€Å"though now that you mention it, I did hear an excellent one over the summer about a troll, a hag, and a leprechaun who all go into a bar.† Professor McGonagall cleared her throat loudly. â€Å"Er – but maybe this is not the time†¦no†¦Ã¢â‚¬  said Dumbledore, â€Å"where was I? Ah yes, the Triwizard Tournament†¦well, some of you will not know what this tournament involves, so I hope those who do know will forgive me for giving a short explanation, and allow their attention to wander freely. â€Å"The Triwizard Tournament was first established some seven hundred years ago as a friendly competition between the three largest European schools of wizardry: Hogwarts, Beauxbatons, and Durmstrang. A champion was selected to represent each school, and the three champions competed in three magical tasks. The schools took it in turns to host the tournament once every five years, and it was generally agreed to be a most excellent way of establishing ties between young witches and wizards of different nationalities – until, that is, the death toll mounted so high that the tournament was discontinued.† â€Å"Death toll?† Hermione whispered, looking alarmed. But her anxiety did not seem to be shared by the majority of students in the Hall; many of them were whispering excitedly to one another, and Harry himself was far more interested in hearing about the tournament than in worrying about deaths that had happened hundreds of years ago. â€Å"There have been several attempts over the centuries to reinstate the tournament,† Dumbledore continued, â€Å"none of which has been very successful. However, our own departments of International Magical Cooperation and Magical Games and Sports have decided the time is ripe for another attempt. We have worked hard over the summer to ensure that this time, no champion will find himself or herself in mortal danger. â€Å"The heads of Beauxbatons and Durmstrang will be arriving with their short-listed contenders in October, and the selection of the three champions will take place at Halloween. An impartial judge will decide which students are most worthy to compete for the Triwizard Cup, the glory of their school, and a thousand Galleons personal prize money.† â€Å"I'm going for it!† Fred Weasley hissed down the table, his face lit with enthusiasm at the prospect of such glory and riches. He was not the only person who seemed to be visualizing himself as the Hogwarts champion. At every House table, Harry could see people either gazing raptly at Dumbledore, or else whispering fervently to their neighbors. But then Dumbledore spoke again, and the Hall quieted once more. â€Å"Eager though I know all of you will be to bring the Triwizard Cup to Hogwarts,† he said, â€Å"the heads of the participating schools, along with the Ministry of Magic, have agreed to impose an age restriction on contenders this year. Only students who are of age – that is to say, seventeen years or older – will be allowed to put forward their names for consideration. This -† Dumbledore raised his voice slightly, for several people had made noises of outrage at these words, and the Weasley twins were suddenly looking furious – â€Å"is a measure we feel is necessary, given that the tournament tasks will still be difficult and dangerous, whatever precautions we take, and it is highly unlikely that students below sixth and seventh year will be able to cope with them. I will personally be ensuring that no underage student hoodwinks our impartial judge into making them Hogwarts champion.† His light blue eyes twinkled as they flickered over Fred's and George's mutinous faces. â€Å"I therefore beg you not to waste your time submitting yourself if you are under seventeen. â€Å"The delegations from Beauxbatons and Durmstrang will be arriving in October and remaining with us for the greater part of this year. I know that you will all extend every courtesy to our foreign guests while they are with us, and will give your whole-hearted support to the Hogwarts champion when he or she is selected. And now, it is late, and I know how important it is to you all to be alert and rested as you enter your lessons tomorrow morning. Bedtime! Chop chop!† Dumbledore sat down again and turned to talk to Mad-Eye Moody. There was a great scraping and banging as all the students got to their feet and swarmed toward the double doors into the entrance hall. â€Å"They can't do that!† said George Weasley, who had not joined the crowd moving toward the door, but was standing up and glaring at Dumbledore. â€Å"We're seventeen in April, why can't we have a shot?† â€Å"They're not stopping me entering,† said Fred stubbornly, also scowling at the top table. â€Å"The champions'll get to do all sorts of stuff you'd never be allowed to do normally. And a thousand Galleons prize money!† â€Å"Yeah,† said Ron, a faraway look on his face. â€Å"Yeah, a thousand Galleons†¦.† â€Å"Come on,† said Hermione, â€Å"we'll be the only ones left here if you don't move.† Harry, Ron, Hermione, Fred, and George set off for the entrance hall, Fred and George debating the ways in which Dumbledore might stop those who were under seventeen from entering the tournament. â€Å"Who's this impartial judge who's going to decide who the champions are?† said Harry. â€Å"Dunno,† said Fred, â€Å"but it's them we'll have to fool. I reckon a couple of drops of Aging Potion might do it, George†¦Ã¢â‚¬  â€Å"Dumbledore knows you're not of age, though,† said Ron. â€Å"Yeah, but he's not the one who decides who the champion is, is he?† said Fred shrewdly. â€Å"Sounds to me like once this judge knows who wants to enter, he'll choose the best from each school and never mind how old they are. Dumbledore's trying to stop us giving our names.† â€Å"People have died, though!† said Hermione in a worried voice as they walked through a door concealed behind a tapestry and started up another, narrower staircase. â€Å"Yeah,† said Fred airily, â€Å"but that was years ago, wasn't it? Anyway, where's the fun without a bit of risk? Hey, Ron, what if we find out how to get 'round Dumbledore? Fancy entering?† â€Å"What d'you reckon?† Ron asked Harry. â€Å"Be cool to enter, wouldn't it? But I s'pose they might want someone older†¦.Dunno if we've learned enough†¦Ã¢â‚¬  â€Å"I definitely haven't,† came Neville's gloomy voice from behind Fred and George. â€Å"I expect my gran'd want me to try, though. She's always going on about how I should be upholding the family honor. I'll just have to – oops†¦Ã¢â‚¬  Neville's foot had sunk right through a step halfway up the staircase. There were many of these trick stairs at Hogwarts; it was second nature to most of the older students to jump this particular step, but Neville's memory was notoriously poor. Harry and Ron seized him under the armpits and pulled him out, while a suit of armor at the top of the stairs creaked and clanked, laughing wheezily. â€Å"Shut it, you,† said Ron, banging down its visor as they passed. They made their way up to the entrance to Gryffindor Tower, which was concealed behind a large portrait of a fat lady in a pink silk dress. â€Å"Password?† she said as they approached. â€Å"Balderdash,† said George, â€Å"a prefect downstairs told me.† The portrait swung forward to reveal a hole in the wall through which they all climbed. A crackling fire warmed the circular common room, which was full of squashy armchairs and tables. Hermione cast the merrily dancing flames a dark look, and Harry distinctly heard her mutter â€Å"Slave labor† before bidding them good night and disappearing through the doorway to the girls' dormitory. Harry, Ron, and Neville climbed up the last, spiral staircase until they reached their own dormitory, which was situated at the top of the tower. Five four-poster beds with deep crimson hangings stood against the walls, each with its owner's trunk at the foot. Dean and Seamus were already getting into bed; Seamus had pinned his Ireland rosette to his headboard, and Dean had tacked up a poster of Viktor Krum over his bedside table. His old poster of the West Ham football team was pinned right next to it. â€Å"Mental,† Ron sighed, shaking his head at the completely stationary soccer players. Harry, Ron, and Neville got into their pajamas and into bed. Someone – a house-elf, no doubt – had placed warming pans between the sheets. It was extremely comfortable, lying there in bed and listening to the storm raging outside. â€Å"I might go in for it, you know,† Ron said sleepily through the darkness, â€Å"if Fred and George find out how to†¦the tournament†¦.you never know, do you?† â€Å"S'pose not†¦.† Harry rolled over in bed, a series of dazzling new pictures forming in his mind's eye†¦.He had hoodwinked the impartial judge into believing he was seventeen†¦.he had become Hogwarts champion†¦he was standing on the grounds, his arms raised in triumph in front of the whole school, all of whom were applauding and screaming†¦he had just won the Triwizard Tournament. Cho's face stood out particularly clearly in the blurred crowd, her face glowing with admiration†¦. Harry grinned into his pillow, exceptionally glad that Ron couldn't see what he could.

A Great College Recommendation Letter Template

A Great College Recommendation Letter Template SAT / ACT Prep Online Guides and Tips While the best recommendation letters are unique to each student, they all share certain key features that make them effective. This guide provides you with a structure to help you produce an outstanding letter of recommendation. Not only will this recommendation letter template guide you through the writing process, it'll also assist you in determining whether you’re able to truly recommend a student for admission to college. Before outlining the steps, let’s consider what goes into a good letter of recommendation. What Makes for a Good Letter of Recommendation? The best recommendation letters are enthusiastic and highly positive about a student. They’re not just filled with compliments, though. They dive deeply to illuminate a student’s key intellectual and personal qualities. Additionally, these letters give specific examples to back up what they have to say. Rather than tell admissions committees everything they could ever want to know about a student, strong rec letters are focused on a specific narrative. You don't have to covera broad range of qualities, but rather you can focus in on the most significant ones, especially as they relate to your relationship with the student. You should start every recommendation letter by brainstorming the qualities you wish to highlight and examples you want to give. If you find you haven’t come up with much that’s positive or personal, then you might ultimately decide that you’re not the best person to write that student a recommendation letter for college. Let’s look more closely at this first stage in the rec letter writing process: brainstorming. The Brainstorming Stage There are a few main considerations in the brainstorming stage. First, how do you feel about recommending the student and why? Second, what key qualities do you intend to communicate in your letter? And third, what stories can you share to illustrate your points? Read on to consider each of these thoughts individually. How Do You Feel About the Student? Before delving into specifics, you should pause here and ask yourself how you feel about recommending the student. Are you able to genuinely provide a positive endorsement? If you feel relatively neutral, do you need more information from the student? In the case that you feel negatively towards a student, you may suggest that she ask another teacher to provide her with a letter. A lukewarm or negative letter would not be useful, or could even hurt, the student’s application. Admissions officers have a discerning eye when it comes to reading letters. They’ll be able to tell if you wrote your letter with reservations. If this is how you feel, then you may have to do the difficult thing and inform the student that you’re unable to provide a recommendation letter. If the student still wants you to fulfill the requirement, she should know that your letter may not do much to boost her chances of admission. In all three cases, you should root out the reasons behind your evaluation of the student. What qualities of the student have stood out to you? What Qualities Do You Plan to Highlight? Considering the features mentioned above, what intellectual and personal qualities of the student have you noticed or been impressed by? Intellectual qualities you could highlight include problem-solving skills, analysis, curiosity, creativity, communication, collaboration, and foreign language skills. Some personal qualities you could emphasize might be strength of character, honesty, integrity, courage, humor, thoughtfulness, maturity, cultural awareness, and compassion for others. Once you’ve narrowed down the key qualities you want to present, you can think about stories and examples. What Anecdotes Can You Share? After considering what qualities you plan to highlight, you should think about whatspecific anecdotes you can shareto illustrate your assessment and help the student come alive in the eyes of the reader. These stories can be based on your interactions with and observations of the student. They may also be informed by the student herself, through discussions and her â€Å"brag sheet.† The student should provide you with her thoughts on her goals and significant experiences that have shaped who she is today. These reflections can be helpful reminders, but ideally you also know the student well enough to write an insightful letter based on your familiarity with her academic work and personal character. Some potential anecdotes include times when the student you're writing the letter for showed exceptional intelligence, compassion, motivation, tenacity, leadership skills, and/or teamwork abilities. Once you’ve come up with a list of what you want to focus on and how to back up your evaluation, you can begin to draft. Want to build the best possible college application, with the strongest recommendations? 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. The Drafting Stage After brainstorming, you can start to shape your thoughts into the typical structure for a recommendation letter. It's usually a full page consisting of four paragraphs: the introduction, body paragraph 1, body paragraph 2, and conclusion. Let's look at what should be included in each paragraph, and how a teacher and counselor might write their first body paragraphs with different ideas in mind. You can choose to start your letter as creatively as you wish, but all introductions should include certain key information, as you'll see in the next section. Introduction What does the reader want to know when she starts reading your letter? One, she wants to know who the letter is about. Just as importantly, she wants to know who you are, along with what makes you qualified to assess this student. Logistically, you should answer the latter question by providing your name, school, and contact information in official letterhead at the top. In your introduction, furthermore, you should explicitly state who you are and how you know the student. If you’ve taught the student in more than one class or gotten to know her in other contexts, like as the advisor of a club, then you should include that as well. The better you know the student, the more weight your recommendation carries. Here are a coupleexamples for starting out your recommendation. Example 1 To Whom It May Concern, It is my pleasure to recommend Judy, whom I taught in my th grade honors English program. Example 2 Dear Admissions Committee, I am delighted to recommend the multi-talented Eduardo for admission to your undergraduate program. As Eduardo’s th grade music teacher, as well as his chorus leader throughout all four years of high school, I've watched him grow into an outstanding and dedicated musician. Your entire introduction should be three to five sentences. After stating who the recommendation is for, who you are, and how you know the student, you may add about two sentences describing the student and introducing what’s to come. If you’re customizing your letter to a specific program or college, then you’ll mention that here too. Once you’ve introduced the student and yourself, you’ll move onto the first body paragraph. If you’re a teacher, you may focus on the student’s intellectual qualities and academic work. If you’re a counselor, you may speak more to a student’s growth throughout high school and role in the school community. Let’s start out by considering the first body paragraphthat a teacher might draft. Body Paragraph 1 (Teacher) Your first body paragraph should consist of four to six sentences. As a teacher, you may use this paragraph to hone in on the student’s key academic strengths and interests. In your brainstorming, you should have come up with the main qualities you want to describe, along with a meaningful anecdote to back up what you’re saying. Make sure to use enthusiastic and vivid language that will make the letter interesting and memorable to an admissions officer, who might be reading through hundreds of teacher rec letters. If the student especially impressed you, you might use a statement of high ranking, calling her, for example,one of the best students you’ve taught. This example uses a statement of high ranking and will go on to focus on Bella’s writing talent. Bella is one of the most talented writers I’ve had the pleasure of teaching in my ten years at Forks High School. She demonstrates a nuanced understanding of literature and is comfortable within spaces of ambiguity and interpretation. She produced a particularly thought-provoking thesis paper on spirituality in Native American literature... This second example focuses more on Dave’s strong interest in the subject of computer science. Dave has developed an avid interest in computer science. Not only was he an excellent student throughout the year, but he also worked on developing an app that would use a school-wide crowdsourcing strategy to clean up the school grounds†¦ As mentioned above, a teacher will draw on her experience with the student from class. A counselor, on the other hand, may speak more clearly on a student’s development over the years and/or participation in the greater community. Body Paragraph 1 (Counselor) While a teacher interacts with a student every day in the classroom, a counselor has a different relationship with the student. Rather than speaking to their work as a student, the counselor may talk about the student’s maturity, development, community service, and interactions with other students and faculty. As with a teacher recommendation, a counselor recommendation should hone in on a few specific qualities and give an insightful example. In the following examples, the counselor touches on one student’s school leadership and on the other'sgrowth throughout high school. Example 1 Rory brings an infectious energy and enthusiasm to her fellow students and teachers. As Class President, she organized fundraisers and events that both raised money for class projects and were enjoyed by all. Last spring, she set up McKinley High’s version of The Sing Off, complete with spinning chairs for the judges to scoop up contestants for their teams. The entire performance was recorded and is available on our new YouTube channel, which Rory and her fellow student council members set up and have added to throughout the year. Example 2 Michael has impressed all of us at Washington High School with the incredible progress he’s made over his four years. While he arrived in 9th grade with limited English, he’s grown his language abilities in leaps and bounds. Now he actively participates in his classes and contributes to the school newspaper. His latest article on college planning for ELL students, in which he shares his personal story and family background, has been shared among faculty and counselors here at the school. While the teacher and counselor may start out their recommendations by focusing on different aspects of the student, their second body paragraph may share more similarities. Here you might discuss the student’s impressive personal qualities. Body Paragraph 2 In the second bodyparagraph, you might focus on revealing the student’s personal strengths and personality. You could talk about traits like integrity, honesty, compassion, courage, and resilience, to name a few. Admissions officers want to know if the student has overcome any particular challenges in life, or if there are any special family circumstances that have affected the student. Apart from shedding light on the student’s personal journey, you also want to consider how you can add to her application. What has she already shared, and how can you both complement and add to her story? Whatever you choose to share, it should be something that you can speak in some depth about. In the following example, the recommender speaks about Jamie’s strong value of integrity. Not only is Jamie an outstanding history student, but he also displays exceptional strength of character. When you speak toany of his teachers aboutJamie, the first word that comes up is "integrity." He’s an honest and caring young person committed to upholding these values in our school community. When administrators revised the school handbook last year, Jamie volunteered to review and give input into the section on academic integrity and plagiarism. He helped promote the ideas throughout the school and stayed after for discussion groups on what leads students to turn to cheating. Once you have two strong body paragraphs, you’ll finish yourletter with a succinct and memorable conclusion. Conclusion In the conclusion of your letter, you should reiterate your support for the student’s application to the college or program. You can add a concluding statement of her strengths and assets, making sure to reinforce the points you made above while still adding fresh language. On top of this, your conclusion may offer a vision of how the student will perform in the future, both in terms of personal achievement and contributions to her college community. Finally, finish up by inviting admissions officers to contact you for any further information. Most letters end with the salutation of â€Å"Sincerely,† followed by your name, position, and school. Outside of this overall four-paragraph structure, there are a few formatting points to keep in mind. Want to build the best possible college application, with the strongest recommendations? 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. Format of Your Recommendation Letter Your recommendation should be a full page in length. Any less may look that you didn’t have much to say about the student. Any more is unusual and not necessary apart fromexceptional circumstances. Use official school letterhead and include all the necessary contact information described above. Ultimately, you’ll upload your letter to the Common Application or a college’s individual application portal. In closing, let’s review the structure to follow when brainstorming, drafting, and revising your recommendation letter. Following the Recommendation Letter Template As you brainstorm exactly what you want to communicate in your letter, keep in mind how you can structure your thoughts according to therecommendation letter template described above. To review, let's go over the key elements you should include: Introduction:Here, you'll state your support for the student, describe how you know the student, and touch on her key strengths and achievements. Body Paragraph 1: In your first body paragraph, you may speak about a student's academic strengths and interests, along with an anecdote to back up your assessment. If you're a counselor, you may focus more on the student's community involvement in this first body paragraph. Body Paragraph 2: In the second body paragraph, you can reveal the student's impressive personal qualities, ones that admissions officers may not know about from the rest of her application. Make sure to include a meaningful example to back up your assessment. Conclusion:Restate your support of the student, andprovide a vision of her future success. Invite admissions officers to contact you with any questions. While letters will vary in terms of writing style and emphasis, the best ones will include these key elements. To write an effective letter, as well as to make sure that you can genuinely recommend a student, you should take the time to plan and map out your letter according to this template. You can include meaningful anecdotes based on your interactions with the students and discussions with her about her college plans and application strategy. By gathering thoughts from the student herself and informing yourself about how to structure your rec letter, you'll be poised to write a memorable letter that will both impressadmissions officers and help them get to know the studentbetter.Your letter canreveal meaningful insight into the student's academic and personal strengths and thereby make a significant impact in improving her chances of admission to college. What's Next? Now that you've learned about a template you can use to structure your recommendation letter, check out these sample recommendation letters. Here you can read 4 great teacher recommendation letters, plus 3 examples of bad teacher recs. Beyond this structure, what else do you need to know about writing a letter of recommendation? This complete guide discusses how to write a strong letter of recommendation, from how to choose powerful language to the common traps to avoid. Are you a counselor writing a letter of recommendation?Check out our guide that includes three excellent examples of counselor letters of recto give you some ideas. Want to improve your SAT score by 240 points 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: