Essay on Extracurricular Activities - Tips and Ideas

Essay on Extracurricular Activities - Tips and IdeasIf you are planning to write an essay on extracurricular activities, there are many elements that you need to consider. There are many different types of activities which may not be included in your essay and the class could be changing. No matter what your class size is, if you are unsure about what to include, take a look at some of the examples below.One thing to consider when writing an essay on extracurricular activities is to include how much time was spent on the activities by the student. When students are allowed to write an essay, they may give information such as when they attended or did not attend the class. Many of the activities listed are almost always on Friday nights during school year and are usually over for the weekend. These activities are considered 'weekend-time' and usually cover the entire course of the semester.Activities also include the student's participation in physical or mental activities which are u sed to accomplish a specific task. Some examples of this could be a speech given at a rally, athletics, sportsmanship, or a day of school bus driving. Activities are not always physical, but often involve the students in a creative way. There are many activities that do not have to be related to a sport.Since this topic usually relates to current events, it is easy to think of ways to include topics such as current events and politics. In general, if you are unsure about how to include current events in your essay, look at a topic related to politics and see if there is anything in your essay that is politically based.If the student's participation in any activities was limited or changed over the last few years, consider asking them about their experiences with the previous year. This is especially important for younger students who have only been in the school district for a few years. This will allow you to choose an activity that they enjoyed the most.Focus on activities that ha ve some sort of connection to other students. If a group of students wanted to drive all the cars from one school to another and set up a large sign that said, 'School Works,' you could include this information in your essay. You can also find other common themes in these types of essays. For example, if you were in a fashion show, include the topic in your essay.The student may already be in the sport that he or she is writing about, and your essay can still reflect the general excitement of high school and the excitement of playing sports. Focus on the athletic teams, and on the team name in the sports. Talk about what makes the student's favorite team, and how he or she would feel if his or her favorite team won the championship.You should include some of these elements when writing an essay on extracurricular activities, as long as they are in relation to current events. By thinking of what type of events you want to include, and by being creative and imaginative, you will find that you have the best possible opportunity to create a successful essay on a particular subject.

Miss Emily And The Chrysanthemums Stories English Literature Essay free essay sample

Steinbeck displays an amazing aptitude to examine into the complexnesss of a adult female s perceptual experience. The Chrysanthemums is told in the 3rd individual, but the flowering is presented about entirely from Elisa s point of position. Sing the venue of the narrative, when traditional belief of adult females and their abilities persisted in America, most of the work forces indiscreetly accepted the conservative perceptual experience that working hubbies and a nice amount of money were the lone things adult females considered necessary. On the face of it, Elisa seems to arouse the animadversion of traditional work forces. She is portrayed as being explicitly sexual, high-strung with her hubby, and discontented with her life. Alternatively, she renders the waste of her aptitude, energy, and aspiration as a bad luck. On the other manus, Steinbeck depicts Elisa Allen as fascinating, bright, and passionate adult female who lives an disappointing and uninspired life. We will write a custom essay sample on Miss Emily And The Chrysanthemums Stories English Literature Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She is disillusioned or overlooked at every bend. Having a professional calling is non a penchant for her, she has no kids, her involvement in the concern side of the spread is ignored, and her offers of helping her hubby to farm are treated with well-intentioned neglect. In add-on, her wish to see the universe is shrugged off as a weak desire for a adult female to hold. As a consequence, Elisa directs all of her energy to keeping her house and garden in both an overdone and melancholy manner. Although she suitably brags about her green pollex, her correlativity with nature seems strained and non something that flows every bit of course as she claims. She knows a more about workss, most likely for the ground that she is a adult female, horticulture is the lone thing she has to see ( Steinbeck, p.1-4 ) . Elisa is so disquieted with life that she volitionally looks to the tinker for inspiring treatment and even sex, the two insufficiencies missing in her life. Her bodily attractive force to the tinker and her enticing, humourous conversation with him brings out the best in Elisa, drastically turning her into an unbelievable poet. Her compendious flashes of luster in the presence of tinker show us how much she is invariably believing and experiencing and how infrequent she gets to joint herself. After the hope of physical and mental fulfilment vanishes with the tinker, Elisa s devastation suggests how unhappy she is with her matrimony. She is so despairing to excel the trap of being a adult female that she seeks flight. She tries to kid with her hubby, bespeaking for vino with her dinner, and even to the point of demoing involvement in the gory battles that merely were attended by work forces merely. But none of these could truly fulfill Elisa, despite the fact that, and it is misanthr opic that she will of all time happen fulfillment ( p.5-8 ) . Contrary to Elisa, Faulkener in his narrative A rose for Emily probes into the concealed wretchednesss behind the drapes of glorification. Emily was an outstanding lady with whom all the members of the populace assumed a proprietary association to, lauding the icon of a brilliant lady whose household record and position required great fear. At the same clip, the townsfolk disapproved of her unusual life and relationship with Homer Barron. Emily is merely depicted as an object of captivation. Most of the people were obligated to protect her, whereas others felt free to size up her every move, drifting at the borders of her life. Because of the fact that Emily was the last representative of a one clip great Jefferson household, the townsfolk felt that they had an congenital girl from a bleached kingdom of wealth and repute. On the contrary, anterior to her decease, Miss Emily had been a tradition, a responsibility, and a attention ; a kind of familial duty upon the townA .A .A . ( Faulkener, p.1 ) . This can be seen particularly when Colonel Sartoris fabricated a narrative sing the remittal of Emily s revenue enhancements, to salvage her from the embarrassment of accepting charity. As a affair of fact, Emily s male parent left her with nil when he died. Emily is at first described as a little, fat adult female in black who looks bloated, like a organic structure long submerged in inactive H2O, and of that pale chromaticity. ( Faulkener, p.2 ) . even though she one time represented a great southern pattern focus oning on the landed aristocracy with their cosmic luck and significant ownerships, her bequest easy devolved, cut downing her to a duty and a irresistible impulse instead than a romanticized hint of a fading order. Even the town leaders inadvisably failed to detect the fact that in her straightened state of affairs and private life, Emily could no longer run into her revenue enhancement demands with the town. At the terminal, Emily is portrayed as non merely a fiscal load to the town but besides a stature of outrage for the ground that she unsettles the community s rigorous societal codifications. Faulkener notice of the fact that while the work forces grace with their presence at her funeral out of demand, the adult females go chiefly since no 1 has been in Emily s house for old ages. The expansive house is depicted and described as set on what had one time been. . . the most choice street. ( Faulkener, p.1 ) . The house highlighted a graphic image of the blue beginning of Emily, but that no longer existed as both her house and its environments had long deteriorated. This house that fortified Emily from the universe exemplifies the head of the adult female who inhabits it: shuttered, dust-covered, and dark. For the object of the town s intense examination, Emily is a hushed and cryptic figure. On one degree, she portrays the qualities of the stereotyped southern peculiar deranged, highly tragic, and capable to eccentric actions. Emily enforces her ain logic of jurisprudence and demeanour, such as when she declines to pay her revenue enhancements or confirm her purpose for bu ying the toxicant. But it is non until when she takes the life of the adult male she loves that her dismissal of the jurisprudence finally takes on more baleful effects. In add-on, Emily is portrayed as the as a memorial, a characteristic foreigner, commanding and keeping the town s entree to her existent individuality and personality. At the same clip she is pitied and frequently exasperating, seeking to populate life on her ain footings and conditions.

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