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Traffic Jam In Delhi Essay Writing

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    Road Safety  Education About Road Safety

    Road Safety

    In today’s world road and transport has become an integral part of every human being. Every body is a road user in one shape or the other. The present transport system has minimized the distances but it has on the other hand increased the life risk. Every year road crashes result in loss of lakhs of lives and serious injuries to crores of people.

    In India itself about eighty thousand people are killed in road crashes every year which is thirteen percent of the total fatality all over the world. Man behind the wheel plays an important role in most of the crashes. In most of the cases crashes occurs either due to carelessness or due to lack of road safety awarenessof the road user.Hence, road safety education is as essential as any other basic skills of survival.

    It is an established fact that safe and efficient use of the traffic environment is a learned behaviour. All road users are the products of some form of education or training, however informal or intermittent. The importance of a formal training in road safety has been underestimated in the past because of the mistaken belief that the lessons to be learned are simple and the tasks to be performed rudimentary.

    Delhi Traffic Police established a Road Safety Cell in 1972 to generate awareness among road user. It is an educational wing of the Delhi Traffic Police and its main function is to educate the road users as regards the proper and safe use of roads as well as to develop the human resources who are responsive to public and are technically competent. The training programme is meant to encompass the whole range of road using citizens, from a common pedestrian to a vehicle driver.

    rrrrrr

    Target Groups

    • Drivers of Commercial Vehicles including Blue Line Bus, Trucks etc.
    • School Children
    • Pedestrians
    • Cyclists & Motor Cyclists
    • Autorickshaw drivers
    • Government vehicle drivers

    Educational Programmes

    • Regular programmes for the entire target groups including school children.
    • Road Safety March
    • Street play
    • Painting/Quiz/Essay Competitions
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    Mode of Education

    Various tools have been adopted to impart road safety education to various categories of road users

    • Lectures
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    • Exhibitions through Mobile Exhibition Vans
    • Distribution of Road Safety Literature
    • On the spot help to the road users like OPD Patients, pedestrians, cyclist etc.
    • Fixing of Reflective tapes on cycles
    • Organising Road Safety Awareness programmes in Association with NGO’s
    • Road Safety Awareness involving RWAs Transport unions and Trade unions
    • Education through PA System
    Untitled-4

    Other Activities

    • Health Check-up Camps for Delhi Police Drivers
    • Designing of Road Safety Literature.
    • Display of Annual Road Safety Exhibition at Pragati Maidan during I.I.T.F
    • Organising exhibitions on special occasions like Diwali Mela, Perfect Health Mela.


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    • हिन्दी

    You Wouldn’t Like To Attend This Social Gathering- Traffic Jams In Delhi

    Posted on October 24, 2011

    By Diksha Langthasa :

    Everyone who has lived in Delhi for even a day has been bitten by the traffic jam bug. Everyone’s experienced it and everyone at one point or another has reached their destinations late by virtue of the traffic jams. And who can forget the times when someone went bonkers and just honked to make you move your vehicle when there was absolutely no possibility. Traffic Jams may be the most frequent social gathering after birthday parties and weddings.

     This gathering is no exclusive event at one particular place. The most congested roads Delhi lead to commercial areas like CP, Karol Bagh and Chandni Chowk. While in CP it is caused by the overwhelming magnitude of vehicles, in the latter two it is the narrow roads encroachment of road space by street vendors. The solutions that come to your mind would be regulating flow of vehicles where the magnitude is causing the problem and banning street vendors from their own business to prevent encroachment. However, the glitch in these solutions is that both interfere with people’s means of livelihood.

     Also at a particular time in the year, as Kaveri of SRCC says, almost everyone gets to be a part. That is when it pours cats, dogs and the whole animal kingdom. Roads get clogged with water, one has to move at a snail’s pace and usually either reach their destinations very late or fail to reach at all. It is unfortunate for city dwellers to face this as everyone has responsibilities to handle and deadlines to meet. And such traffic jams just send their day haywire. Where has this been most visible in Delhi? -On the way to the T3 terminal in IGI; Lodhi Road; and, all over Delhi!

     Another reason would be when protestors take to streets and may also resort to violent practices like torching empty vehicles. The protestors may feel that their cause is more important than anything else and fail to see that people will participate when they support them. The protests that obstructed the flow of traffic include those by Gujjars (Mathura Road, Noida Mor) and Anna Hazare’s fast (Pragati Maidan, North Campus). It is important that they keep in mind that people often have different priorities.

     And another way we contribute to this phenomenon – well, it is quite known that jay walking though made illegal is still prevalent. Who would take the pains of walking up till the zebra crossing to cross a road when we can do it from anywhere on the road. It is enough for a single jaywalker crossing from the middle of the road and causing vehicles to slow down or stop to let you cross the road to cause congestion during the peak hour. Yet, in our hurriedness, we forget what our actions may cause.

     Another reason –

    Today, the bigger the weddings, the better they are. And that is when jubilant baraatis descend on already crowded streets to celebrate a sacred union. Often during the wedding season(November — January) there are traffic jams in roads in our localities about which all we can do is complain. Why? What about our own baraatis?

     Why is it Important to tackle Traffic Jams:

     Traffic jams, as everyone may agree, cause immense wastage of our time. This time, which cannot be regained, that is, a sunk cost, could have been used to do something more valuable than wait in long lines of vehicles just to get to the other side of the road. This may lead to various consequences like missing a flight or train or emergency reaching their destinations late.

     An ecological consequence is the wastage of fossil fuel while people wait for short periods when it becomes cumbersome to turn the ignition off and on again and again. Also, the amount of emissions due to the longer hours of travel does nothing for the Earth’s or our benefit.

     Saloni Gupta of Khalsa College adds that traffic jams also supplements to enraging commuters leading to so many incidents of road rage. It is not difficult to imagine what part of traffic jams makes people angrier.

     Angad Arora, an auto enthusiast, also said that the durability of tyres are effected due to repeated braking and accelerating of vehicles during jams.

     I think enough reasons have been given to highlight the difficulties caused by traffic jams in our city.

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    Nanyang MBA from Nanyang Technological University, Singapore …

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    Program Strengths:

    The Nanyang MBA is Nanyang Business School, NTUs flagship programme, set distinctively among the worlds finest with a global reputation. Situated in Singapore, Asia’s most livable city, the Nanyang MBA is an intensive global MBA, with a focus on Asia. Every year, this prestigious programme attracts high-calibre individuals from diverse professional backgrounds and provides them with fresh perspectives to become effective leaders. Through a rigorous 12-month curriculum with double degree opportunities, participants gain both industry and international exposure, develop leadership and managerial skills, and acquire the skillsets to lead the Asian market within a globalised context.

     
    Quick Facts
    12 Months


    Full-Time < 18mos BSchool , 100 students

    6 years

    Average Work Experience

    600



    Average Admitted GMAT

    100%

    Job Offers

    Concentrations

    Business Strategy and Innovation
    Finance
    International Business
     
    50 Nanyang Avenue, S3-B3A-01

    Singapore, Singapore 639798

    Phone: +65 6790 4233

    Website: www.nanyangmba.ntu.edu.sg

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    Can I Afford It?: Tuition and Fees in USD
    Full-Time Programs:
    (20,666 per semester)

    X 3 total semesters or terms to complete program
    = 61,998
    Estimated Housing Costs per Month:
    (450)

    Recommended Annual Budget:
    (12,000)
    % of Students Receiving Scholarships:

    25%
    Web Site for Financial Aid Information: www.nanyangmba.ntu.edu.sg/admission/fees-and-financial-aid/
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    MBA Taught in English:

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    Class Size

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    Avg. Elective Class

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    Yes

    Career Services
    The Graduate Studies Career Development Office (GSCDO) team works in partnership with each MBA participant to focus on concrete career goals. Each student is then guided through the process of creating a customised career development strategy to achieve their goals within a realistic timeline.
    Renowned Professors
    World’s best business professor Prof Vijay Sethi (e commerce & technology mgt: 3 former business Deans teaches at Nanyang MBA :Prof Wee Chow Hou – Asian Strategy, Prof Neo Boon Siong , Strategy, Prof Hong Hai, Asian Management & Business; Practices Chung Lai Hong- Accountancy; Robert Boyd – Mergers & Acquisitions; Shlomo Mittal Innovation ; Nilanjan Sen Finance

    Campus Housing Available:

    Yes

    Est. Monthly Housing Cost (Can$)

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    Rec. Annual Budget (Can$)

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    Program
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    Percent (%) students who received their first job offer within three months of graduation

    100

    Major Employers

    1.Accenture
    2.Bayer AG
    3.DBS Bank
    4.PriceWaterhouseCoopers
    5.BNP Paribas
    6.Citibank Singapore
    7.Deloitte & Touche
    8.Frost & Sullivan
    9.Overseas Chinese Bank Corporation
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    14.GM Asia Pacific
    15.Grab
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    17.Infosys Technologies Ltd
    18.JP Morgan
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    20.Tata Communications
    Percent (%) Post-MBA Job Regions

    Asia: 70%

    North America: 10%

    Western Europe: 20%

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    Phone: +65 6790 4233

    Fax: +65 6908 3469
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      Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019

       

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      Narenn

      MBA Section Director

      User avatar

      D

      Status: Back to work…
      Affiliations: GMAT Club
      Joined: 22 Feb 2012
      Posts: 5447
      Location: India
      City: Pune
      GMAT 1: 680 Q49 V34

      GPA: 3.4
      WE: Business Development (Manufacturing)

      GMAT ToolKit User
      Premium Member



      Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 

      [ #permalink ]


      Show Tags



      New post  18 Jul 2017, 03:41

      1

      4

      NTU has released deadlines/Essays for 2018 MBA application so thought I’d create a place for NTU-wannabees to hang out and network with other applicants. Who all plan to go to NTU this year?

      Use this platform to know each-other, build network, exchange ideas/information, discuss application strategies, share interview /school visit experiences, and boost one-another’s morale to face the tough admission process.

      Good luck to all!

      Add to My Schools

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      _________________

      Chances of Getting Admitted After an Interview [Data Crunch]

      Must Read Forum Topics Before You Kick Off Your MBA Application

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      Narenn

      MBA Section Director

      User avatar

      D

      Status: Back to work…
      Affiliations: GMAT Club
      Joined: 22 Feb 2012
      Posts: 5447
      Location: India
      City: Pune
      GMAT 1: 680 Q49 V34

      GPA: 3.4
      WE: Business Development (Manufacturing)

      GMAT ToolKit User
      Premium Member



      Re: Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 

      [ #permalink ]


      Show Tags



      New post  18 Jul 2017, 03:43

      NTU reviews on GMAT Club

      Below, a link to GMATClub’s Application Tracker :
      https://gmatclub.com/forum/ntu-mba-230/app-tracker.html

      NTU Full Time MBA Deadlines
      R1
      Application Deadline: November 7, 2017
      Interview Decision By: December 20, 2017
      Final Decision By: January 15, 2018

      R2
      Application Deadline: January 15, 2018
      Interview Decision By: February 20, 2018
      Final Decision By: March 15, 2018

      R3
      Application Deadline: March 31, 2018
      Interview Decision By: April 18, 2018
      Final Decision By: May 20, 2018

      _________________

      Chances of Getting Admitted After an Interview [Data Crunch]

      Must Read Forum Topics Before You Kick Off Your MBA Application

      New GMAT Club Decision Tracker – Real Time Decision Updates


      gui123

      Intern
      Intern

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      Joined: 19 Oct 2015
      Posts: 1



      Re: Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 

      [ #permalink ]


      Show Tags



      New post  27 Aug 2017, 09:35

      Hey Narenn,

      Great initiative, thanks for this!

      You’ve mentioned that the essays (topics?) have been released. I can’t seem to find them on the website, can you please help?

      Thanks!


      Narenn

      MBA Section Director

      User avatar

      D

      Status: Back to work…
      Affiliations: GMAT Club
      Joined: 22 Feb 2012
      Posts: 5447
      Location: India
      City: Pune
      GMAT 1: 680 Q49 V34

      GPA: 3.4
      WE: Business Development (Manufacturing)

      GMAT ToolKit User
      Premium Member



      Re: Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 

      [ #permalink ]


      Show Tags



      New post  28 Aug 2017, 02:56

      gui123 wrote:
      Hey Narenn,

      Great initiative, thanks for this!

      You’ve mentioned that the essays (topics?) have been released. I can’t seem to find them on the website, can you please help?

      Thanks!

      I either couldn’t find them on Nanyang’s website but a consulting company has put them on their website.. https://www.genedmba.com/bschools/nanyang/

      All the best for your NTU application! Feel free to share your application progress with fellow applicants in this discussion.

      _________________

      Chances of Getting Admitted After an Interview [Data Crunch]

      Must Read Forum Topics Before You Kick Off Your MBA Application

      New GMAT Club Decision Tracker – Real Time Decision Updates


      Satya090

      Manager
      Manager

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      B

      Joined: 06 Apr 2017
      Posts: 124
      Location: India
      Concentration: Technology, General Management
      Schools: ISB ’20 , IIMA
      GMAT 1: 740 Q49 V40

      GPA: 3.84
      WE: Information Technology (Computer Software)

      Reviews Badge



      Re: Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 

      [ #permalink ]


      Show Tags



      New post  05 Oct 2017, 08:08

      Has the application process started? When I click on Ok in the apply now screen, it say it will be active between Oct 15th and March. Is it just me or everyone is facing the same issue?


      Pravin23

      Current Student

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      B

      Joined: 02 Oct 2017
      Posts: 3
      Location: United Kingdom
      Schools: NTU ’18 (A)
      GMAT 1: 690 Q43 V41

      GPA: 3.8

      Reviews Badge



      My NTU Review 

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      New post  06 Oct 2017, 12:00

      My NTU MBA Program Review by 1-st year student. Rating:*****


      merajul

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      New post  29 Oct 2017, 23:36

      Narenn

      Keep up your GOOD WORK.

      Can any help finding how to download referee report form, so that I can download and send it to my recommenders. They are actually kind of reluctant to download and write down. However the have agreed to recommend. :?


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      New post  02 Nov 2017, 09:40

      Any idea on re-applicant essay?? I don’t see any in the application.

      Also, how many recommenders are required for re-applicants?? Any lead would be helpful..


      ShantanuSinha

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      New post  02 Nov 2017, 09:51

      Narenn wrote:
      NTU reviews on GMAT Club

      Below, a link to GMATClub’s Application Tracker :
      https://gmatclub.com/forum/ntu-mba-230/app-tracker.html

      NTU Full Time MBA Deadlines
      R1
      Application Deadline: November 7, 2017
      Interview Decision By: December 20, 2017
      Final Decision By: January 15, 2018

      R2
      Application Deadline: January 15, 2018
      Interview Decision By: February 20, 2018
      Final Decision By: March 15, 2018

      R3
      Application Deadline: March 31, 2018
      Interview Decision By: April 18, 2018
      Final Decision By: May 20, 2018

      Hey Narenn. Any idea about re-applicant essay this time.. I don’t see any in the application. Neither there is any mention about recommendations. Generally re-applicants are required to put in 1 reco.. But there is no info for re-applicants on website.


      anu8787

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      New post  05 Nov 2017, 23:07

      Hi all

      Anyone got shortlisted for r1?


      shreyascashyap

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      Re: Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 

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      New post  07 Nov 2017, 03:19

      Narenn wrote:
      NTU reviews on GMAT Club

      Below, a link to GMATClub’s Application Tracker :
      https://gmatclub.com/forum/ntu-mba-230/app-tracker.html

      NTU Full Time MBA Deadlines
      R1
      Application Deadline: November 7, 2017
      Interview Decision By: December 20, 2017
      Final Decision By: January 15, 2018

      The Nanyang website says Round-1 deadline is Nov 14th 2017. And not 7th as written above.


      anu8787

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      New post  07 Nov 2017, 03:21

      Actually it was 7th earlier. That is an older post.

      Posted from my mobile device


      Ashmish

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      New post  14 Nov 2017, 08:50

      Does NTU require Official GMAT score to be sent for application or just uploading unofficial copy would do?

      Regards


      bharu130

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      New post  15 Nov 2017, 01:32

      1

      Hi,
      So while it says the interview decision will be out by December 21, does that mean that they would roll-out the interview calls only then, or does it mean the final date for interview roll-out is December 21?

      Posted from my mobile device


      bharu130

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      New post  15 Nov 2017, 01:35

      Ashmish wrote:
      Does NTU require Official GMAT score to be sent for application or just uploading unofficial copy would do?

      Regards

      I believe for considering the profile for evaluation, the official copy needs to reach them. But it’s surprising that they have not explicitly mentioned that.

      Posted from my mobile device


      sharath2692

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      New post  19 Nov 2017, 21:53

      Any idea when the calls will start rolling in?


      rupam29

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      New post  20 Nov 2017, 07:49

      1

      Hello everyone,
      Today I got a mail from Nanyang Business School. They asked me for an one-to-one interaction session with one of their facility members to know more about my goals and aspirations. The date is day after tomorrow i.e., 22nd Nov. I applied for Nanyang in Round-I. Is it an interview call or pre-interview session. Any idea?

      Posted from my mobile device


      Pravin23

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      My NTU Review 

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      New post  20 Nov 2017, 11:23

      My NTU MBA Program Review by 1-st year student. Rating:*****


      saketh123

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      Re: Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 

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      New post  20 Nov 2017, 12:27

      rupam29 wrote:
      Hello everyone,
      Today I got a mail from Nanyang Business School. They asked me for an one-to-one interaction session with one of their facility members to know more about my goals and aspirations. The date is day after tomorrow i.e., 22nd Nov. I applied for Nanyang in Round-I. Is it an interview call or pre-interview session. Any idea?

      Posted from my mobile device

      Can you share your profile details?

      Posted from my mobile device


      ShantanuSinha

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      Re: Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 

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      New post  21 Nov 2017, 11:46

      rupam29 wrote:
      Hello everyone,
      Today I got a mail from Nanyang Business School. They asked me for an one-to-one interaction session with one of their facility members to know more about my goals and aspirations. The date is day after tomorrow i.e., 22nd Nov. I applied for Nanyang in Round-I. Is it an interview call or pre-interview session. Any idea?

      Posted from my mobile device

      Last year Nanyang conducted interviews in 2 rounds. First one was a face to face coffee chat session or one-to-one interaction, and the second one after that, if you are selected in the first round.

      Don’t know if there is any change in process since last year.

      gmatclubot



      Re: Calling all NTU Nanyang MBA Applicants: (2018 Intake) Class of 2019 &nbs
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      term

      title of the thesis








      Management of biomedical waste in two medical laboratories in Bangui, Central African Republic

      Augustin Balekouzou1,2,3, Christian Maucler Pamatika4, Sylvain Wilfrid Nambei5, Marceline Djeintote6, Dahlia Mossoro7, Kazambu Ditu3, Bekolo Cavin2, Etapelong Gerarld Sume2,3, Marie Claire Okomo2, Boniface Koffi5,6, Yin Ping1,&

       

      1Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College of Huazhong University of Sciences and Technology, Wuhan, China, 2Faculty of Medicine and Biomedical Sciences, University of Yaoundé 1, Cameroon, 3Central African Field Epidemiology and Laboratory Training Program, University of Yaoundé 1, Cameroon, 4Hospital laboratory friendship Bangui, Central African Republic, 5Faculty of Health Sciences, University of Bangui, Central African Republic, 6National Laboratory of Clinical Biology and Public Health, Bangui, Central African Republic, 7Pediatric Complex, Bangui, Central African Republic

       

       

      &Corresponding author
      Ping Yin, Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology; Hangkong Road 13, Wuhan City, Hubei Province, China

       

       

      Abstract

      Introduction:
      this cross-sectional study was conducted among 73 healthcare workers in two laboratories in Bangui, using self administered questionnaire and scale grid to get information on knowledge and practice of management biomedical waste (BMW).

       

      Methods:
      data were analyzed using SPSS software (version 20). Fisher chi-square test was used to investigate whether distributions of categorical variables differ from one another.

       

      Results:
      findings from this study shows that; a gap in legal framework on BMW. Seventy percent of waste generated was infectious. Segregation and color coding was inappropriate. Only 29% of the services used safety boxes. Transport of BW is manual. About 64 % of respondents have not received training on BMW. 44 of 73 (60%) didn’t know certain diseases related to poor waste management and transmission routes. The surface technicians had significantly better knowledge about tetanus vaccine than the medical-technical staff (χ2 = 4.976, p=0.047). They had also a significantly higher risk of exposure to accidents due to waste handling than medical-technical (χ2=10.276, p=0.009). The 30-39 age group had a significantly higher risk of exposure to accidents related to the BMW compared to other ages groups (χ2=11.206, p=0.026).The National Laboratory personal has significantly higher knowledge about BCG and Meningitis vaccine than the Laboratory of Community Hospital personal (χ2=10.954, p=0.002 and χ2=4.304, p=0.05).

       

      Conclusion:
      BMW was poor. Collaboration between the City Hall and sanitation services with the support of partners will greatly reduce the risk of exposure faced by laboratory personnel and the population.

       

       

      Introduction     Down

      Biomedical waste (BW) consist of liquid and/or solid waste, toxic
      and radioactive waste from diagnostic, treatment, prevention or
      health services [ 1 ]. Hospital waste management is a
      topical issue, given the various potential risks to human and environmental
      health [ 2 ].
      The sound disposal waste produced in the laboratory is one of the
      key aspects of hygiene. This lack of hygiene affects not only within the
      hospital, but
      also the general environment. The risks associated with biomedical
      waste are infectious, toxic, psychosocial trauma, radioactive and environmental
      [ 3 ]. The BW management involves segregation, collection,
      transport, storage and disposal. This ensures hygiene in hospitals,
      security of staff and the community [ 4 ]. Adequate knowledge
      of these risks may be a vital factor in the proper disposal of waste [ 5 ].
      The lack of awareness of proper waste management, the health hazards
      associated with BW, insufficient human and financial resources, and improper
      disposal
      are the major problems linked with healthcare waste management
      [ 6 ].
      Few studies have shown that the current conditions of disposal
      of hospital waste are not always satisfactory in developing countries. In
      2002, an investigation
      conducted by the World Health Organization (WHO) in 22 developing
      countries showed that the proportion of hospitals not implementing good
      waste disposal
      practices varied between 18-64% [ 7 ]. Faced with this
      alarming situation, WHO launched a global challenge for the safety
      of care treatments and proposed as a strategy BW management for prevention
      to the
      various risks incurred [ 8 ].

      In Central African Republic (CAR), the management of BW remains developing. The law or regulation relating to BW management is not specific. However, to regulate waste management, health facilities often use the hygiene code of the CAR which includes provisions of articles relating to the management of BW. We can cite Articles 77 and 78 relating to cleaning systems of waste water; then articles 106 and 108 on air pollution and finally article 112 prohibiting the storage of waste all categories of non-prescribed manner. However, the framework project on the environment CAR had also planned regulatory provisions on sound management of hospital waste, but this document still pending approval.
      To predict collection requirements, packaging and waste treatment, it is obvious to know the amount of waste produced every day. Regarding CAR, estimating the amount of waste produced was conducted in 2007 by the Emergency Support Project has multisectoral fight against HIV / AIDS under average 1288 kg per day of waste from 746 hospitals in the country.
      In addition, a study of waste management in laboratories and hospitals has never been performed. We found necessary to perform this study on the knowledge and practices of healthcare workers in BW management within two diagnostic laboratories in Bangui with a view to improve the hygiene and safety of the environment and to reduce the risks related to them.

       

       

      Methods  Up     Down

      The cross-sectional and descriptive study conducted from 1st May to 31st July 2012, at two diagnostic structures in Bangui: the National Laboratory (NL) and Laboratory of Community Hospital (LCH), both are referral centers for patients, and coaching for health professionals. The NL includes 10 units against 4 for the LCH; in addition employ 59 and 17 personals respectively. The technical staff represents over 80% of the staff of both laboratories.
      The sample was obtained using randomized sampling to first identify the laboratories from a total of 6 references within the selection criteria. The second to choose anyone working in the identified laboratories and agree to participate in the study. These two laboratories have 73 healthcares workers (HCW), including doctors, laboratory technicians, surface technicians and administration staff. These HCW were interviewed and observed for BW practices. Three types of questionnaires were designed to collect the data. The first questionnaire was composed of 23 items for administrative staff to understand the policy of BW management in their institutions; the second had 41 items for medical and technical staff for the assessment of their knowledge for the BW management and risks; the third with 39 questions concerned the surface technician to measure their behavior during the handling of the waste. A weighing device was used to deduce the weight of solid waste generated daily in laboratory investigations. The camera was also used for the observations during the investigation.

      Statistical analysis

      Data was analyzed using the statistical package for the social sciences (SPSS) version 20 (SPSS inc., Chicago, Il, USA). Chi-square test/ Fishers’ Exact test were used to compare categorical data, including age between the two groups. Two way tables were utilized to assess the relationship between dependent and independent variables. The symbols “1” for the correct answer, and “0” for the wrong answer to every question were to assess the knowledge and practice of survey respondents. A total score is calculated for each participant.
      Permission to carry out this study was obtained by the Central African Republic Ministry of Health and corresponding ethics committee (N°114/MSPP/DLNBCSP/SAP/12).

       

       

      Results  Up     Down

      Socio demographic characteristics of participants

      Ninety questionnaires were administered, 73 were returned giving a response rate of 81%. In total, 14 units or services concerned by this study were enrolled in two medical laboratories in Bangui, capital of Central African Republic. However, interviews and observation on waste management were done in all services. NL has more personnel than the LCH (76.8% vs 23.2%) with more men than women (57.2% vs 42.8% in NL and 70.5% vs 29.4% in LCH). The mean age was 44.40 ± 9.2. Medical-technical group represented 78.1% of all staff, followed by the administrative staff (12.3%) and surface technician (9.5%). The 30-39 years age group more prevalent among the NL staff (35.7%), while it was the 40-49 age group that was the majority in the LCH personal (35.2%). The majority of respondents of both laboratories had more than one year work experience (82.2% in NL and 64.7% in LCH). More than half of personal (56.1%) were civil servants. However, there was no significantly different among two laboratories regarding socio demographic variables ( Table 1 ).

      Knowledge about biomedical waste management in two laboratories

      The Figure 1 shows that potentially infectious waste represent 70% of all waste generated by the both laboratories, followed by 25% for waste assimilated with garbage house ware and 5% body waste. However, the two laboratories produce monthly 78.13 and 102 kilogram of waste respectively for the community hospital laboratory and the national laboratory ( Table 2 ). In addition, infectious wastes are found in three quarters of the services except for administrative services that produce only for household waste.
      Table 3 shows that the sorting of waste was systematic (64%) in all services of the two laboratories. While sorting inadequate (lack of waste separation) represented 42.8% in NL and 35.7% in LCH, totaling 79% of all surveyed services. However, the color coding system for different categories of waste was similar (1.5%) in both laboratories. Our study shows that the garbage bags were available in 100% of services. By cons, safety boxes for the collection of sharps were available in 29% of services. The proportions of the availability and use of safety boxes were similar (14.2%) in each laboratory.
      This study showed that the use of safety box was inappropriate because often exceeded filling ¾ of its contents ( Figure 2 ). Pathological wastes were packaged in plastic containers with lid and containing 10% formalin. In addition, recycled wastes (Petri dish, glass speculum, the hemolysis tube and slides objects) were directly deposited in a bleach solution at 10% and then autoclaved. Generally, waste collections are daily except on non-working days. There was no trolley in both laboratories and the transport was done by gloved hand (NL, Figure 3 ) or ungloved (LCH, Figure 4 ). Liquid wastes are directly dumped into pipes running waters without prior decontamination. All waste is stored in a secure central storage location for the NL and insecure for the LCH ( Figure 5 ).
      Our study revealed that both laboratories do not have a service contract with a private company for waste disposal. Therefore, all combined solid waste with the exception of anatomical waste were disposed of by burning method to the incinerator Pyrolysis kind in the NL and Montfort for the LCH ( Figure 6 , Figure 7 ).

      Knowledge and practice about biomedical waste management among medical-technical personal and surface technician of both laboratories

      Knowledge of the risks relating to poor waste management is inadequate among staff of both laboratories. Over 64.1% of respondents have not received training or retraining on biomedical waste management. About 60% of participants did not know certain diseases related to poor waste management and transmission routes. While most participants judges knew the vaccines useful to their function and also the steps of good management ( Table 4 ). Surface technicians have significantly more knowledge about the tetanus vaccine those medical-technical personnel (χ2=4.976, df=1, p-value=0.047).
      The practice of good management of biomedical waste is insufficient in both laboratories. Personal protective equipment is nonexistent, all surface technicians, responsible for the collection lacked boot, or protective eyewear. Only six percent of respondents received vaccines against hepatitis C and 14% against the flu. In addition, 57.1% of surface technicians have been victim of at least one accident was mishandling during their profession. The surface technician has a significantly higher risk of exposure to accidents due to waste handling those medical-technical (χ2=10.276, df=1, p-value=0.009).
      This study shows that the 30-39 age groups has a significantly higher risk of exposure to accidents due to the management of biomedical waste compared to other ages groups (χ2=11.206, df=4, p-value=0.026).
      On the other hand, there is statistically different among two laboratories regarding knowledge of vaccine useful for the management of biomedical waste. According to the Table 4 , the NL personal has significantly higher knowledge about BCG and Meningitis vaccine than the LCH personal (χ2=10.954, df=1, p-value=0.002 and χ2=4.304, df=1, p-value=0.05).

       

       

      Discussion  Up     Down

      In CAR, the national policy framework is characterized by a legal vacuum associated with BW management. The BW sector is characterized by a multitude of sources of production, difficult to identify, particularly illegal private practice and home care (self-medication). In almost all health facilities and laboratories, there are no plan or procedure managements of BW. Monitoring is usually done by sanitation. However, hygiene and safety officials assigned to these structures do not have sufficient material and financial resources to cope with this difficult task. In addition, the budget for waste management is often melted in the entire maintenance budget, making it difficult to cash outflow for the regularity of good waste management. Generally, waste management is not often ranked among the priorities of hospitals over drugs and reagents. As an example, our study showed that the exact amount allocated in the budget was not mastered by the leaders of the surveyed laboratories. This observation is consistent with the study by Al-Emad in 2011 in Yemen, but contradictory to those of Mahamat Nour in 2009, which showed that 1.67% of the waste budget in the overall operating budget [ 5 , 9 ] .

      It appears from this study that the monthly amount of solid waste generated in these laboratories was 78.73 kg for the LCH and 102 kg for NL. LCH production represents 22% difference to that of NL. The NL which is a national reference institution with more technical units producing more waste than the LCH. Our results are in disagreement with the studies by Amidou in 2009 at the Bé Hospital in Lomé and Mahamat Nour in Ouagadougou who found respectively 4.8 tons and 2.90 tons of waste per month [ 9 , 10 ]. This difference could be explained by the fact that their studies were performed in all of the hospital; which allowed them to have a great production compared to our study which concerned only the services of the laboratory.
      The laboratory activities are usually related to infectious products (body fluids..), that´s why our results showed that over 70% of wastes are potentially infectious, contrary to WHO guidelines which state that infectious BW account for only 10-25% of waste from hospital.
      Good management of hospital waste guarantees the safety of the survival of the person generating and the surrounding population. It includes the following steps: sorting, packaging, storage, treatment and disposal according Connor in 1990 and the WHO Bulletin 2005b [ 11 , 12 ]. The results in Table 2 of this study allowed us to confirm that respondents laboratories do not have a particular system of coding the pre collection of materials (97%) in contrast to WHO recommendations on the use of bags different color for each category of waste including red for infectious, black or the other for waste assimilated with household refuse and rigid boxes for needles and sharp objects. In reality, the two laboratories use only one type of black garbage bag but varied capacity (25 L and 100 L) for any class of waste. The results of our study are also far from those of a study by Ndiaye et al. in Dakar which revealed that the use of color coding system was effective in 31.4% (27/86) services [ 2 ]. The lack of use of the coding system could be justified by inadequate explanations in the field of sorting the administrative authorities of the surveyed laboratories and financial difficulties faced by our health facilities. However, this encoding, allowing the identification and separation of BW, significantly reduced the amount of waste requiring special treatment, and the cost of this treatment [ 13 ].

      In our study, the majority (64%) of respondents have achieved personal replied
      systematic sorting of waste in the units of analysis by separating the infectious
      waste and household waste. On the contrary, the results of our observation (not
      signify in the tables) showed that only 33% of services NL and 0% of services
      LCH actually applied on sorting waste at source while sorting was inadequate
      in 42.8% of the NL services and 35.7% in the LCH ( Table
      2
      ). Our results are similar to the study by Ndiaye et al. in Dakar when
      46.5% of the services claimed systematic sorting while inadequate in 53.5% of
      services [ 2 ]. In contrast to our results, routine screening
      is nonexistent in Mahamat Nour research in Ouagadougou [ 9 ].
      This weakness is due to lack of training and staff awareness of the importance
      of sorting waste at source and the lack of adequate materials for pre waste collection.
      Normally the separation of waste by category had the advantage adaptation of
      treatment and disposals are applied to them. However, the results of our study
      show that very few of the services actually separate their waste into account
      their infectious nature. But Salamatou et al. have shown in their research the
      importance of this provision, which would be implemented by 85% of structures
      evaluated by the authors [ 13 ].
      In the practice of protection of personnel and population against contamination
      from sharp or sharp objects, WHO recommended the use of rigid safety boxes. Our
      study showed that only two services each surveyed laboratories have at least
      a safety box, 29% (4/14) and use them. However our investigations have revealed
      that these boxes were provided by the Expanded Program on Immunization (EPI)
      in partnership with a legal source is unknown. Despite the availability of this
      security box in the above mentioned services, we see the disregard of instructions
      filling ¾ and that they are often filled to the brim with overflow before transfer
      to storage. This practice is also found in the study of Ndiaye et al. that despite
      the availability of safety boxes in 82.5% of services, only
      55.1% are employed [ 2 ].
      Transporting BW within the services to the storage place is a step to risk of
      contamination. This transport must follow a remote circuitry areas frequented
      by patients and visitors and with maximum security using adjustable medical carts.
      However, our study showed no laboratory has any trolley for transportation, and
      transportation was done by hand by surface technicians every morning for work
      days. This practice could lead to serious problems in case of accidental fall.
      A study done at the regional hospital in Ziguinchor in Senegal also shows risky
      transport conditions with the use of trolleys and bins worn on the back or head
      [ 14 ].

      The storage of risk waste requires special conditions, namely secure location, locked, easy to clean, well lit, ventilated and denied access to anyone outside the service. They also used for this type of waste material must be exclusively reserved for this purpose and secured to the stage of elimination [ 15 ]. In Table 2 , 100% of respondents declare the availability of a central repository of waste. Rather, this storage location does not meet the conditions previously demonstrated ( Figure 6 , Figure 7 ) to the CHL. This situation is the same in the study by Daoudi at the Hassan II Hospital in Agadir, Morocco, where there is a complete lack of storage places [ 16 ]. By cons, studies by Mahamat Nour at CHUP-CDG in Ouagadougou and Ndiaye in Senegal show that storage is done in a specific room for the storage of waste [ 2 , 9 ].
      According to the international guidelines of the WHO, the real-time storage of waste outside the laboratory however, should not exceed 48 or 72 hours [ 17 ]. This principle was respected by the NL which eliminated its waste stored every 48 hours, for against the LCH; the frequency of disposal of waste daily given the amount of waste generated by the entire hospital but remains theoretical. Our study found that the time of disposal was not respected by the agents responsible for the community hospital ( Figure 6 ). In addition, liquid waste collected for automaton should be disinfected with bleach (sodium hypochlorite) before being discharged while those dyes and other Gram are directly discharged without treatment prior. Our results agree with those of a study conducted by Zana Coulibaly et al. in Ivory Coast revealed that untreated effluent is discharged to the sewer system through the basins and sinks to 73, 3% of cases, or thrown away in 40% of cases [ 18 ]. This is a procedure which, according to Evans in 2004 in France, increases environmental pollution risk not only by potentially pathogenic microorganisms, but also heavy metals, detergents and organic halogen [ 19 ].
      It appears from this study that the level of knowledge of laboratory staff on the management of BW is low with 64% unqualified personnel. These results are similar to the study by Ndiaye in Senegal in 2010 with a low level of knowledge estimated at 62.6% (47/86) of surveyed workers [ 2 ].
      In addition, they are mostly informed about the risks associated with BW and the existence of management protocol in case of accidents due to handling waste. That is why only 38% of respondents knew about diseases related to poor waste handling and mode of contamination. In other hand, more than half of the participants were aware of the steps in the process of good management of BW.

      However, the standards recommend that no staff member should handle risk waste
      without having been advised and trained in safety procedures [ 17 , 20 ].
      So that the non-respect of good waste handling practices expose collectors to
      infections with Mycobacterium tuberculosis with lung infections or pneumonia
      or skin-related fungal flora [ 21 , 22 ].
      For reducing the risk of infection from collecting, the law establishes an individual
      responsibility but also an institutional responsibility for training and support,
      and more generally, a national responsibility for the establishment of a regulatory
      framework [ 20 ].
      For the management of health risks, our results have shown that the vaccines
      are considered important for personnel as part of his professional activity are
      summed to BCG, Typhoid fever, Hepatitis B and Meningitis, which represent more
      than 55%. However, surface technicians have significantly more knowledge of Tetanus
      vaccine as medical-technical staff (χ2 = 4.976, df = 1, p-value
      = 0.047). This knowledge would be linked to the risks incurred during their daily
      exercise function. In addition, the study showed that more than 82% of obligatory
      vaccinations are not administered to the staff of the surveyed laboratories.
      Therefore 15.6% of workers have been victims of at least one case of injury to
      the handling of waste in the last 12 months of the study. However, the risk of
      accidents is significantly higher for surface technicians than other laboratory
      personnel (χ2 = 10.276, df = 1, p-value = 0.009). It is also
      noted
      that only two (20%) of these accidents are reported to administrative authorities.
      Our results can approach the study of Blood Exposure Accidents (BEA) conducted
      by Kone in Mali shows that 64.1% of staff was involved in an accident during
      their work [ 23 ].
      Our study also showed that the age group of 30-39 years had a significantly higher
      risk of exposure to accidents related to handling waste than other age groups
      2 = 11.206, df = 4, p-value = 0026). Also note that the NL
      personal had significantly more knowledge on vaccines against tuberculosis and
      meningitis than those of LCH (χ2 = 10.954, df = 1, p-value= 0.002
      and χ2 = 4.304, df = 1, p-value= 0.05).
      Habits of good practices observed in this study show that some personal confident
      of their seniority at work do not observe basic rules of wearing gowns and gloves
      during the short term manipulations [ 24 , 25 ].
      Despite this alarming situation, the medical staff, technical and sanitary personnel
      is aware of the risks associated with handling of BW, even if the majority is
      not formed on their management. However, in practice, there is some negligence
      in the sometimes deplorable behavior, particularly in terms of support staff
      such as laboratory assistants, whose level of knowledge and awareness on the
      management of BW is significantly lower than among doctors, biologists and technicians.
      There are over a decade, the basic training program of such staff (paramedical)
      do not include courses on biomedical risks. In addition, the concern of the laboratory
      personnel for emergency analyzes appear to be the major reason for the lack of
      interest in the management of BW. This observation raises the question of urgency
      and responsibility of personal hygiene in the management of BW, and must also
      ensure public safety in health facilities where they are assigned.

       

       

      Conclusion  Up     Down

      Analysis of the waste management in the two laboratories of the study is dominated by legislation deficiency. The coding system is nonexistent. The sorting is performed in a quarter of the two laboratories services. Transport of waste remains manual and the storage time is not observed in a laboratory on two. Waste disposal is made by incinerators. However, knowledge and protection of employees are insufficient. This requires capacity building of agents involved in the management of BW. For this, collaboration between the City Hall and sanitation services with the support of partners will greatly reduce the risk of exposure faced by laboratory personnel and the surrounding population of disposal of this waste site.

      What is known about this topic

      • In CAR, the management of BW remains embryonic. It is based on knowledge acquired during professional training for personnel managers or self-study for surface technicians. Habits of good practices recommended by WHO are not put into practice, exposing personnel who handle the waste and the population alongside waste production sites is a high risk of accidental contamination or infectious origin;
      • The law or regulation relating to BW management is not specific. However, to regulate waste management, health facilities often use the hygiene code of the CAR which includes provisions of articles relating to the management of BW;
      • Training and retraining were organized for the staff working in diagnostic structures in 2010 and 2011 but this does not include the cleaning staff, first at risk of waste handling.

      What this study adds

      • Our study had identified weaknesses in the waste management in the respondent’s diagnostic structures. Awareness for the staff of both laboratories about good practice in the laboratory was organized in October 2012 during the session of restitution results of this study;
      • An editorial plan procedure manual of the BW management was developed and offered to health officials. Also the transport circuit definitions and timing waste disposal were introduced;
      • It is also important to note that plugs and accident report register were introduced in laboratories surveyed. Several recommendations to improve healthcare waste management were made and given to political and health officials CAR.

       

       

      Competing interests  Up     Down

      The authors declare no competing interests.

       

       

      Authors’ contributions  Up     Down

      BA conceived of the study, and designed the protocol, supervised
      the data collection and provided writing. PCM collected data. DM participated
      in the design of the study and performed the statistical analysis. NSW and
      All authors read and approved the final manuscript. DK, DD and KB have coordinated
      the work of the entire team.

       

       

      Acknowledgments  Up     Down

      Staff from: National laboratory and laboratory community hospital, University of Yaounde1,Tongji Medical College of Huazhong University of Sciences and Technology of China, AFENET, CAFELTP, CDC/Atlanta and Melinda Get Foundation for funding this study.

       

       

      Tables and figures  Up     Down

      Table 1 : socio-demographic characteristics of participants

      Table 2 : type and amount of solid waste generated in laboratories surveyed in the month of June 2012

      Table 3 : practical arrangements adopted in both laboratories

      Table 4 : correct knowledge of participants about health risks associated with biomedical waste

      Figure 1 : categorical proportion of solid waste generated in two laboratories investigations in june 2012

      Figure 2 : safety box exceeding the filling ¾ of its content before proceeding to their elimination

      Figure 3 : transport waste to the central storage area of national laboratory

      Figure 4 : the surface technician has no glove, cart, or flap during transport of waste services to the central storage area of the laboratory community hospital in Bangui

      Figure 5 : the hospital hygiene service violates the waste disposal timing. Therefore, these wastes are spread around the storage center has the Bangui community hospital

      Figure 6 : pyrolysis type of incinerator at the national laboratory is semi-modern with little release smoke during waste disposal

      Figure 7 : montfort type of incinerator at the laboratory of community hospital is an old inefficient incinerator, with significant smoke during waste disposal

       

       

      References  Up     Down
      1. Kishore J, Agarwal R, Kohli C, Sharma PK, Kamat N, Tyagi S. Status of biomedical waste management in nursing homes of delhi, India. J Clin Diagn Res. 2014; 8(3):56-58. PubMed | Google Scholar
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      10. Amidou S. Contribution to the sustainable management of solid waste in the biomedical health district No. 3 of Lome: Bé Hospital case ; diagnosis, analysis of health risks and improvement proposal. Dissertation, International Institute for Water and Environmental Engineering lome. 2009;72. PubMed | Google Scholar
      11. Connor D. Management Syndrome `not in my backyard ‘in the 90: Principles and Cases for Waste Managers. 12e Conférence nationale sur la gestion des déchets, St John’s (Terre-Neuve), Environnement Canada. 1990;1-8. PubMed | Google Scholar
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      15. Faye P. Evaluation of the collection project, evacuation and treatment of household waste. Sanitary Engineering dissertation; These Public Health, Institute of Health and Development (ISED), UCAD Sénégal. 1997;41. PubMed | Google Scholar
      16. Daoudi MA. Evaluation of the management of medical and pharmaceutical waste solids has the Hassan II Hospital in Agadir. Institut national d’administration sanitaire 9e cours de maitrise en administration sanitaire et sante publique, Mémoire. 2008;28-29. PubMed | Google Scholar
      17. World Health Organization. Preparation of national health-care waste management plans for sub-Saharan Africa. Manual decision support Secretariat of the Basel Convention. 2005a;115. PubMed | Google Scholar
      18. Zana C et al. Liquid Waste Management in Microbiological Analysis Laboratories in Abidjan, Ivory Coast and Infectious Risk Partner. European Journal of Scientific Research. 2010; 40(2):247-255. PubMed | Google Scholar
      19. Evens E. Evaluation of the health and ecotoxicological risks of hospital waste: Doctoral thesis, Ecole doctorale de chimie de Lyon. Institut National des Sciences Appliqués de Lyon, France. 2004; 260. PubMed | Google Scholar
      20. Décret no 94-352 du 4 mai 1994. Relatif à la protection des travailleurs contre les risques résultant de leur exposition à des agents biologiques et modifiant le code du travail (deuxième partie: Décrets en Conseil d’Etat). Ministère du travail de l’Emploi et de la Formation professionnelle. Journal Officiel du 6 mai 1994; page 6620. PubMed | Google Scholar
      21. Johnson K, Braden RC, Caims KL et al. Transmission of Mycobacterium tuberculosis from medical waste. JAMA. 2000; 284(13):1683-1688. PubMed | Google Scholar
      22. Allmers H, Huber H, Baur X. Two years follow-up of a garbage collectors with allergic bronchopulmonary (ABPA). Am J Ind Med. 2000; 37(4):438-442. PubMed | Google Scholar
      23. Koné MC, Mallé K. Blood exposure accidents: knowledge and practices of hospital health workers in Mali. Bull Soc Pathol Exot. 2015 Dec;108(5):369-72. PubMed | Google Scholar
      24. Cousin M, Gouget B. Hygiene and security in biological laboratories: Symposium immunology biomerieux. Paris-La Defense,France. 1994; 3(4):24-32. PubMed | Google Scholar
      25. Durand, F Roussill. Disposal of laboratory wastes; Regulatory aspects and recommendations. Spectra 2000 analyse. 1996; 24(182):23-26. PubMed | Google Scholar

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Tables and figures

      Table 1: socio-demographic characteristics of participants


      Table 2: type and amount of solid waste generated in laboratories surveyed in the month of June 2012


      Table 3: practical arrangements adopted in both laboratories


      Table 4: correct knowledge of participants about health risks associated with biomedical waste


      Figure 1: categorical proportion of solid waste generated in two laboratories investigations in june 2012


      Figure 2: safety box exceeding the filling ¾ of its content before proceeding to their elimination


      Figure 3: transport waste to the central storage area of national laboratory


      Figure 4: the surface technician has no glove, cart, or flap during transport of waste services to the central storage area of the laboratory community hospital in Bangui


      Figure 5: the hospital hygiene service violates the waste disposal timing. Therefore, these wastes are spread around the storage center has the Bangui community hospital


      Figure 6: pyrolysis type of incinerator at the national laboratory is semi-modern with little release smoke during waste disposal


      Figure 7: montfort type of incinerator at the laboratory of community hospital is an old inefficient incinerator, with significant smoke during waste disposal


      ‘);
      doc.close();
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        Elsevier

        Procedia – Social and Behavioral Sciences

        Volume 68 , 19 December 2012 , Pages 134-145
        open access
        Procedia - Social and Behavioral Sciences

        Clinical Waste Management in District Hospitals of Tumpat, Batu Pahat and Taiping

        Author links open overlay panel DasimahOmara Siti NurshahidaNazlib Subramaniam A/LKaruppannanb

        https://doi.org/10.1016/j.sbspro.2012.12.213 Get rights and content
        Under a Creative Commons license

        Abstract

        The research is a cross-sectionalcomparative study carried out to determine the variations andsimilarities in the activities of clinical waste managementpractices within three district hospitals located in Johor, Perakand Kelantan. Usingphysical observation, administered questionnaire and interviewquestions, sectional data within each hospital were collated andanalyzed by employing Microsoft Excel and relevant statisticalanalysis tools like ANOVA. The results showed similarities in many areas, confirming thatsimilar activities take place within the hospitals and variations inother areas confirming that many factors both external andinternal affect the clinical waste management and other activitieswithin the hospitals. Studies revealed many deficiencies in themanagement mostly weaknesses in segregation process.

        Keywords

        Clinical waste management
        generation
        segregation
        storage

        Download full text in PDF

        Selection and peer-review under responsibility of the Centre for Environment-Behaviour Studies (cE-Bs), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

        Copyright © 2012 The Authors. Published by Elsevier Ltd.

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        Application Strategy

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        LLM candidates: How to write a personal statement

        This is an excerpt from “The US LLM: From Whether to When, What, Where, and How,” by Desiree Jaeger-Fine. The ebook is available at Amazon,  Barnes & Noble , and  Kobo . It is reprinted with permission. 

        5. Personal statement

        The personal statement is probably the aspect of the application packet that is the most feared. It is feared in part because it is an important part of the application process. But it is also feared because it requires us to do something we may have never done before and because it calls on us to write about ourselves in a way that makes us look interesting as people.

        Here are some points of guidance as you think about writing your personal statement: a. Relax! Don’t worry too much about the content:

        Admissions counselors and others who are on the application review team do not expect that applicants will have superhuman qualities. It is rare that law schools see an application from someone who has saved someone’s life, negotiated peace between nations, or won a prize for literary achievement. What schools do want to see, however, is a person who has some dimension beyond that of a student/lawyer. Every person is unique and this is what law schools want to see when they read personal statements. The key is to find that uniqueness in yourself and put it into words.

        b. The personal statement should be well written:

        The single most important thing about the personal statement is that it be well written. For most US law schools, the personal statement will double as a writing sample (most law schools do not require that you submit a separate writing sample). To that end, the personal statement should reflect that you are capable of writing a mature, serious, formal piece of writing. It should have a theme that you develop throughout the piece and write about in a coherent, well-organized fashion. You should edit your personal statement through the process of critical revision. To the extent possible, the personal statement should be free of grammatical and typographical errors. Sentences and paragraphs should flow logically from one to the next. Schedule your time so that you can leave at least one day between readings; you will be amazed at how some distance between readings can improve your editing process.

        c. Make the personal statement specific to the school(s) to which you are applying:

        The personal statement should be specific to the law school for which you are writing it. You should somewhere in your personal statement talk about why you want to do the LLM in general, but

        also why this particular law school and program is of particular interest to you. How does this school and this program fit your overall academic, professional, and personal goals?

        d. Catch the reader’s attention:

        Try to write in a way that will catch the reader’s attention. Admissions counselors and others who read applications may spend day after day doing little other than reading applications. A personal statement that stands out will be part of an application that gets noticed, and is a most welcome break from reading applications that lack this dynamic. Some people like to begin with a quote or an anecdote or a question. Be upbeat, be positive, be enthusiastic! Whatever you write, be sure that it is interesting and will attract the attention of the reader. This is a great way to differentiate yourself from many other applications.

        e. The personal statement should be personal:

        The personal statement should be personal. This means that it is hard to give firm rules about what will work for your personal statement. But the goal clearly is to see you as a person, not just as a professional. Combine aspects of your personality with your academic and professional persona; include in your personal statement things that make you unique as an individual.

        This should make obvious that your personal statement should not simply repeat what is on your resume in narrative form; the resume serves one function and the personal statement another. There is no reason to describe every program you studied in, job you have had, or deal you have worked on. These are all in your resume. The personal statement is something different, so you should avoid the common mistake of simply converting your resume into paragraph form and calling it a personal statement. The admissions office will review your resume carefully and it does not need to see the same information twice. The personal statement is your opportunity to present yourself in a different way and to give the admissions committee information about you that it will not get from your resume. Don’t waste that opportunity – use it to show something about who you are as a person that is not apparent from the much more objectively written resume, in which you describe your education and work.

        So what should you write about? Assuming that you haven’t saved a life, won a Nobel Prize, or negotiated peace among nations, you can still write an interesting essay. Consider the list below, which may give you some ideas for what to write:

        • Highlight accomplishments not clear from your resume
        • Explain gaps, special problems
        • What makes you the kind of person law schools would want in their community
        • What can you contribute to the law school community?
        • What demonstrates that you can handle the challenges of living abroad and studying in a

        different legal system?
        • What special life lessons have you learned?
        • What qualities do you have that demonstrate leadership ability?
        • Can you give an example of how you dealt with a difficult situation or overcame a weakness or

        obstacle?
        • What do you consider a defining moment in your life?

        One additional point when it comes to the content of the personal statement. It is far preferable to illustrate your attributes than to simply state them. What we mean by this is that saying you can thrive in a fast-paced environment is much less impressive and meaningful than giving an example of how you have thrived in such a context. Let the reader arrive at that obvious conclusion on her own rather than just telling her how you perceive yourself to be. You might consider making a list of attributes that you would like to demonstrate yourself as possessing. Think of how you  

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        Harvard law school llm personal statement

        Sample personal statements of purpose for law school llm, jd examples, sop professional writing service first paragraph free of charge. After interning for a lawyer, i was told by my employer that i was “not law school material” so, how did i get into to harvard law my personal statement. The quality of an applicant’s personal statement is very important at lse the school does not interview for places so this is an applicant’s only opportunity to. That is not the feeling i get when rereading my law school personal statement the personal statement is very important, personal statements: what not to do.

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        • Please email the harvard law school graduate program at [email protected] for instructions on you must also provide a new personal statement and a new.
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        Crafting a winning personal statement sions committee a better sense of who you are as a person and as a potential student and graduate of harvard law school. To that end, i’ve put together a new book, 10 real law school personal statements your law school personal statement should be about 2 pages,. Home law school – personal statement law schools use the personal statement to learn about your ability to write concisely, precisely, and well.

        harvard law school llm personal statement The law school admission council eases the admission process for law schools and prospective create an llm account diversity in law school read full statement.
        harvard law school llm personal statement The law school admission council eases the admission process for law schools and prospective create an llm account diversity in law school read full statement.

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        Expert Reviewed

        How to Get Into Harvard Law

        Six Parts: Completing the Application Building Your Resume in College Building Your Resume After College Beating the LSAT Writing a Great Personal Statement Acing the Interview Community Q&A

        Harvard Law School is consistently ranked as one of the top law schools in the United States. It provides its students with a solid foundation in law, a dedicated faculty with invaluable legal experience and a diverse student body from the United States and around the world. And even in what has been a difficult market for law school grads, over 95% of Harvard Law students find work within 10 months, [1] with an average salary of $120,983 for the class of 2014. [2] The bad news is that out of 5,973 applicants for the latest class (2017), only 918 were accepted. [3] To give yourself the best chance of getting in, you’ll need to build your resumé, score high on the LSAT, write a great personal statement, apply early, and then ace the interview.

        Steps

        Part 1

        Completing the Application

        1. Image titled Get Into Harvard Law Step 1

          1
          Reach out to current Harvard Law students before applying. A great way to get insight into the admissions process and life at Harvard Law is to contact current students. The Harvard Law admissions office will be happy to put you in touch with a student who will share their experience. [4] You can call them at 617-495-3179, or email them at [email protected] [5]

        2. Image titled Get Into Harvard Law Step 2

          2
          Apply early. Harvard Law uses rolling admissions, so according to the dean, there is an advantage to applying early before too many of the places are filled. The application typically goes live in late September. For the best chance of getting in, you should be ready to submit your application then or shortly thereafter. [6]
        3. Image titled Get Into Harvard Law Step 3

          3
          Complete the application online. You will apply at LSAC website . You’ll want to start early in order to acquire recommendations, complete the LSAT on time, and make sure your personal statement and resume are as good as you can make them. The application consists of 7 mandatory parts: [7]

          • A fee of $85
          • The application form
          • Your resumé
          • A personal statement
          • Your LSAT scores
          • 2-3 recommendation letters. (At least one should be from an academic. If you have been out of school for a long time, you may submit non-academic recommendations, or consider taking extended education college courses to get to know a professor.)
          • Character and Fitness Questions (to determine eligibility for the bar upon graduation)
          • An interview (granted to approximately 1,200 applicants)
        4. Image titled Get Into Harvard Law Step 4

          4
          Add a diversity statement if applicable. Harvard Law strives to admit a diverse mix of students. A diversity statement gives you a chance to place your achievements in the context of your background and to make a case for how you would increase diversity on campus. [8]
        5. Image titled Get Into Harvard Law Step 5

          5
          Include an addendum. Particularly if there are discrepancies in your application, such as a low GPA and high LSAT, consider including an addendum to explain them, preferably in a way that turns a weakness into a strength. For example, if you had low undergrad GPA, you might address it up front, and explain that between working your way through school and your commitment to an extracurricular (sports, student government, debate, etc.), it was difficult to maintain your grades, but you learned valuable things from these other experiences. [9]

        Part 2

        Building Your Resume in College

        1. Image titled Get Into Harvard Law Step 6

          1
          Pick a good major. You can major in anything and get into Harvard law, though you’d do best to avoid criminal justice, which is not considered an academically rigorous major. [10] The key is to pick a subject that is rigorous, that you enjoy, and in which you can make good grades. If you want to study chemistry, go for it, but know that you will need to supplement your major with electives that demonstrate your reading, research, and writing skills. Here are some common “pre-law” majors. [11]

          • History – Teaches strong reading, research, and writing skills, as well as a basic knowledge of U.S. laws and politics. [12]
          • Philosophy – Teaches logic, critical analysis, close reading, and writing, and is considered a very rigorous major. [13]
          • Economics – Teaches analysis and logical thinking. A senior thesis that displays research and writing skills will boost your application. Economics is considered preferable to business. [14]
          • Political Science – Teaches strong reading and presentation skills, as well as a basic knowledge of the U.S. legal system. However, political science is considered a less rigorous major, so you will need a very good GPA. If possible, do a senior thesis to supplement your courses and show strong research and writing skills. [15]
          • English – Shows strong reading and writing skills, but you will need to supplement your course work with research heavy courses.
          • Science majors – The difficulty of these majors makes a high GPA even more impressive. That said, you will need to take electives to show you are strong in reading, writing, and research. Also, your application will be stronger if you say you are planning on being a patent or intellectual property lawyer. [16]
          • Art/Music/Film – Harvard law actually likes students with less traditional backgrounds, though to get in with a major in the arts you will need a great GPA, supplemental course work in fields like history, economics, or philosophy, and preferable a senior thesis. [17]
        2. Image titled Get Into Harvard Law Step 7

          2
          Round out your coursework with electives. Harvard law accepts students from a wide variety of majors, but to maximize your chances of getting in and succeeding in law school, you’ll want to be sure to take courses that develop your reading, research, and writing skills. For example, if you’re an economics major with practice researching and analyzing data, you might want to take some history or literature electives to show that you also have developed reading and writing skills. [18] Consider taking: [19]

          • Courses with term papers – Term papers might not be fun, but they require reading, research, and writing, making these classes the ideal preparation for law school.
          • Courses that emphasize reading – Literature, philosophy, history, and political science.
          • Courses that emphasize textual research – Economics, psychology, sociology, history, or any course with a term paper. (The key here is textual research, so lab work will not be as useful.)
          • Courses that emphasize writing – Literature, history, philosophy, or any course with a term paper.
        3. Image titled Get Into Harvard Law Step 8

          3
          Get good grades. Harvard has high standards. For instance, a 3.75 GPA would only land you in the 25th percentile (meaning you did better than 25% of applicants) for the class of 2017. A 3.87 would get you to the 50th percentile, and a 3.95 would be needed to reach the 75th percentile. [20]
        4. Image titled Get Into Harvard Law Step 9

          4
          Take summer courses to boost your GPA. If your GPA is not where it needs to be, consider taking summer courses to boost it before your senior year. Increasing it by even .1 or .2 points can mean the difference between acceptance and rejection from Harvard. [21]
        5. Image titled Get Into Harvard Law Step 10

          5
          Engage in the right extracurricular activities. Lots of people who apply to Harvard Law have high GPAs and great LSAT scores. The right extracurricular can help set you apart. And if your GPA and LSAT aren’t as good as you’d like, they can make all the difference. The key is to start early – schools like Harvard are less impressed if you only participate your senior year – and to focus on quality over quantity. Pick 1 to 3 activities and really commit to them. [22]

          • Non-profit work – The larger and more prestigious the organization, the better. Think Habitat for Humanity or a Community Law Project or Clinic in your area. [23]
          • Legal internship – Most legal internships are for non-profits, government, or the American Bar Association. They are good summer experiences, but not necessarily better than any other extracurricular activity. See here for a sample of possible internships.
          • Debate – Debate teaches you a number of skills useful in law: memorization, crafting arguments, speaking extemporaneously, and analyzing texts, amongst them. [24]
          • Pre-law – Pre-law societies run activities like mock trials and cross-examination exercises, and often have journals that you can contribute to. Participation builds valuable skills and shows a passion for law. [25]
          • Model United Nations – Allows you to practice diplomacy and mediation. And since most law cases are settled before trial in mediation or arbitration, this is a vital skill. [26]
          • Student government – Just serving is not enough. Focus on what you have done for your school and the specific changes you have implemented. [27]
          • Other campus organizations – Any campus organization can be a bright spot on your resume, so long as you hold a leadership position in the organization and can show you made an impact. [28]
        6. Image titled Get Into Harvard Law Step 11

          6
          Study abroad. There are prelaw study abroad programs, but any abroad experience is valuable. Harvard Law appreciates the cultural experience and language proficiency that come from a semester abroad. [29]

        Part 3

        Building Your Resume After College

        1. Image titled Get Into Harvard Law Step 12

          1
          Take time off after college to work. You don’t have to apply to law school in college. In fact, taking a few years off to work will actually make you a more attractive candidate to Harvard Law. [30] Having work experience makes you more employable, as well as teaching you responsibility and valuable time management skills that make you a better student. And if you take the right job, it can also give you exposure to the field of law. Any job in an intellectual field – teaching, working in government, clerking – will boost your resume, but here are some of the best jobs to consider:

          • Paralegal or legal assistant – These jobs will not necessarily give you an advantage over other jobs – indeed, Harvard Law likes people with eclectic backgrounds – but they certainly won’t hurt you, and more importantly, they can help you to decide if law is right for you. [31]
          • A non-law job related to the law field you are interested in. If you are interested in corporate law, you might work in business. If you are interested in patent or intellectual property law, you might work in tech. In general, you will get the most out of your non-law job if it relates to the field you want to practice in. [32]
        2. Image titled Get Into Harvard Law Step 13

          2
          Volunteer with non-profit or community organizations. Particularly if you didn’t participate in a lot of extracurriculars in college, your post-graduate life can be a great time to improve this portion of your resume. Prestigious national organizations will carry the most weight, but anything that shows commitment, leadership, and tangible results will help. You should even consider signing up for full-time service opportunities like Teach for America, the Peace Corps, or Americorps. [33]
        3. Image titled Get Into Harvard Law Step 14

          3
          Take continuing education courses at the local college. Especially if you have been out of school for a while, acing courses at a local college can show that you have matured as a student. The better the college you take the classes at, the more weight these results will carry. [34]

          • These courses can be particularly useful for people who have been out of school for 3+ years, as they can yield academic recommendations.
        4. Image titled Get Into Harvard Law Step 15

          4
          Get a graduate degree. A graduate degree costs money (unless you get a scholarship), but if it can get you into Harvard Law, then it will probably be worth it in the long run. Especially if you attend a top school, there are several benefits:

          • A graduate degree gives you a chance to soften the blow of a bad undergrad GPA. Grad GPAs are not factored into LSAC’s GPA calculations, but they are reported and can shows that you have matured as a student. [35]
          • Graduate degrees can yield fresh recommendations from professors.
          • Your degree can make you a more viable candidate for certain fields of law. For instance, if you are going into corporate or tax law, a MBA or accountant’s degree can help. If you are entering patent or intellectual property law, a graduate degree in a scientific field can help tremendously. [36]

        Part 4

        Beating the LSAT

        1. Image titled Get Into Harvard Law Step 16

          1
          Register with the Law School Admissions Council (LSAC) to take the test. The LSAT is offered only on a few dates each year, usually once each in June, October, November, December, and February. It is best to take the February test the year before you apply or the June test the year you apply, so you can get your application in early. The December test is the last one you can take and still apply that same year. Registration is typically due over a month before the test date, so plan ahead. You can find more information on specific dates and register for the test on the LSAC website .

          • You must have taken the test within the last 5 years before applying to Harvard law.
        2. Image titled Get Into Harvard Law Step 17

          2
          Know the score you need. The LSAT is scored on a scale of 120-180. To get into Harvard, you’ll likely need to score in at least the 170s. For the class of 2017, scores of 170, 173, and 175 would put you in the 25th, 50th, and 75th percentiles, respectively. [37]
        3. Image titled Get Into Harvard Law Step 18

          3
          Familiarize yourself with the test. For the most part, the LSAT does not test skills that you learn in class. Instead, it focuses on logic, language ability, and reading comprehension. It consists of five 35 minutes sections of multiple choice questions, only four of which are scored (the fifth is to try out questions for future tests), and one unscored 35 minute writing sample. The question types are: [38]

          • Reading Comprehension (one 35 minute section) – You will be asked to read a text and then answer questions about its content and structure. This question format will be familiar if you have taken the SAT, only the texts you must read will be more difficult.
          • Analytical Reasoning (one 35 minute section) – Also known as Logic Games, these problems test your deductive reasoning and ability to structure data, and are of the type: “Jill, Bob, Susan, Erik, and Stan must be seated at the same table. Jill can’t sit next to Susan or Erik. Bob must be beside Stan…” Most test takers find them the most challenging part of the test.
          • Logical Reasoning (two 35 minutes sections) – These questions “evaluate the ability to analyze, critically evaluate, and complete arguments as they occur in ordinary language.”
        4. Image titled Get Into Harvard Law Step 19

          4
          Start practicing early. A week or two is not enough to prepare for the LSAT. For most people, it takes months of intense practice (15-20 hours a week) to reach the score they desire. [39] At the very least, you will want to purchase previously administered LSAT’s on the LSAC website to practice on and purchase a study guide. If you are still not happy with your scores, consider enrolling in an LSAT course or hiring a private tutor. [40]
        5. Image titled Get Into Harvard Law Step 20

          5
          Choose a good LSAT prep course. If you do decide to enroll in a class, you’ll want to make sure it’s a good one. Be sure that your class is being taught by someone who scored at least a 170 on the test and that the course uses actual questions from the LSAT. [41] And be sure to sign up well in advance of the test. Give yourself at least two months to prepare. Some highly ranked LSAT prep courses include: [42] [43]

          • Power-Score Live LSAT Preparation
          • Blueprint LSAT Preparation
          • Manhattan LSAT
          • Kaplan Test Prep
          • The Princeton Review LSAT
          • TestMasters
        6. Image titled Get Into Harvard Law Step 21

          6
          Retake the test if necessary. You can take the LSAT up to 3 times in any 2 year period. Harvard Law – like most law schools – only uses your highest score in evaluating your candidacy, so there is no reason not to retake the test. If you score higher, they will use that score. If your score lower, they will use your previous score. [44]

        Part 5

        Writing a Great Personal Statement

        1. Image titled Get Into Harvard Law Step 22

          1
          Read successful essays. If you’re in college, your career counseling office should be able to provide you with sample essays that worked. If not, you can buy books that contain personal statements that helped get the writer into Harvard Law, or you can find personal statements online here . The best way to know what works is to read what worked in the past.

        2. Image titled Get Into Harvard Law Step 23

          2
          Pick a narrow topic. Don’t try to encapsulate your life in a short essay. Instead, you’ll have better luck picking one powerful experience and explaining its impact on you in a way that highlights some of your strengths as a candidate. [45]

          • Write about something you care about, even if it has nothing to do with why you are going to law school. The goal is to let your personality, strengths, and way of thinking shine through. They already know you want to go to Harvard Law. You applied.
          • Don’t write about how your study abroad experience transformed you. It’s been done way, way too many times.
          • If you are going to write about why you want to be a lawyer, know that this is probably the most common type of essay. That doesn’t make it a bad topic, but you’ll need to tell a particularly engaging story to avoid boring your reader. [46]
        3. Image titled Get Into Harvard Law Step 24

          3
          Hook the reader. Your first paragraph should be engaging, or it might be all that an admissions officer reads. Consider opening with an honest statement about your values or something important to you, such as “I believe in freedom of expression,” and then going on to tell a story that develops why, and how that relates to your application. Or start with a sentence that leads into and explains the story you are about to tell, such as “I never thought much about what it meant to be blind until I met my best friend, Jim.”

          • Do not start with an overly dramatic story. This is a clichéd technique that has been used far too many times. [47] If you are going to tell a story, make sure you first frame why it matters.
          • Definitely don’t lead with something like “I’ve always dreamed of attending Harvard Law” or “I have a passion for the law.” (Unless you follow that statement with a twist like, “But then a professor told me what a terrible idea that was.”)
        4. Image titled Get Into Harvard Law Step 25

          4
          Show, don’t tell. It’s true in all writing: showing a vivid scene that illustrates your point is more effective than simply telling someone your point. So if you want to convey to Harvard Law that you have a passion for immigration law, for example, a story about your experience with an immigrant will leave a much more powerful impression than a simple statement about an internship. [48]
        5. Image titled Get Into Harvard Law Step 26

          5
          Don’t discuss a particular field of law. Unless you just got your PhD in medical research and are certain you will be entering patent law, you should steer clear of being too specific. Law school offers the opportunity to explore multiple fields of law and choose one that appeals to you. [49]
        6. Image titled Get Into Harvard Law Step 27

          6
          Do your due diligence. If you mention why you want to go to Harvard in particular, be sure you can back up your statement with accurate facts. If there is a particular professor you want to work with, make sure he or she is tenured and teaching regularly before you mention him or her in your essay. [50]
        7. 7
          Proofread! Re-read your essay multiple times to remove all errors, then have several people you trust closely read it as well. A simple spelling or grammar error will have a negative impact on the reader’s impression of you.
        Image titled Get Into Harvard Law Step 28

        Part 6

        Acing the Interview

        1. Image titled Get Into Harvard Law Step 29

          1
          Relax. If you are asked to interview via Skype, it means that the admissions committee finds your application promising. If you treat the interview as a sign that you’re doing well, it will be less stressful. [51]
        2. Image titled Get Into Harvard Law Step 30

          2
          Dress comfortably. Most candidates where a shirt and tie or a simple blouse, but if you feel more comfortable in a full suit or business casual, that is fine, too. The most important thing is that you are comfortable, which will help you to relax and give a good interview. [52]
        3. Image titled Get Into Harvard Law Step 31

          3
          Clean up. Make sure the background behind you is neat and orderly. If the room you are in is a mess, it will leave a bad impression with the interviewer. [53] A few well-chosen books on the shelf behind you, on the other hand, can reinforce your image as a serious student.

        4. Image titled Get Into Harvard Law Step 32

          4
          Prepare, but keep it conversational. The interview is meant to be conversational, so scripted answers will not help you. Please, don’t memorize anything, but it is a good idea to have a basic idea about how you will answer some typical questions: [54]

          • Why do you want to go to law school?
          • What attracts you to Harvard Law, in particular?
          • When did you decide to go to law school? [55]
          • What do you see yourself doing when you graduate? [56]
        5. Image titled Get Into Harvard Law Step 33

          5
          Don’t restate information on your resume. The point of the interview is to learn about you as a person, not about your accomplishments. Avoid talking about your resume or listing examples found in your personal statement. [57] You will score the most points with your interviewer if you come across as intelligent, curious, and fun to talk to.

        6. Image titled Get Into Harvard Law Step 34

          6
          Ask intelligent questions. At some point, your interviewer will probably ask if you have any questions. You’ll need to have some ready, and because it’s important to have researched Harvard Law in advance, they shouldn’t be things that can be easily answered simply by browsing the University’s website. So instead of asking “what opportunities are there for gaining practical experience,” you might ask “I’m really interested in the Transactional Law Clinics; can you tell me more about how they work and build on classroom instruction?” The point of the question is not only to gather information, but also to show that you are intelligent and inquisitive.

        Community Q&A

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        • Question
          How long does it take to finish Harvard law school?
          Brian Salazar-Prince
          Top Answerer

          Law school typically requires that you complete a bachelor degree (4 years) prior to admission. Once you are admitted, the actual law school coursework generally takes 3 years, but in some cases, can be extended to 4.
          Thanks!

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          How can you get into Harvard Law if you complete all the required points, but you are a foreign student?
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          Harvard Law does not care if you are foreign, but it is very hard to get in. Meeting the requirements does not mean you’ll get in. You have to be outstanding.
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          Quick Summary

          To get into Harvard Law School, major in something academically rigorous in college, like history, economics, political science, or English. You should also round out your coursework by taking electives that focus on reading, writing, and researching. Also, do some extracurricular activities to help set yourself apart, like volunteering for non-profits, joining the debate team, getting a legal internship, or running for student government.

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          Sources and Citations

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          35. http://blog.powerscore.com/lsat/bid/153565/how-do-law-schools-look-at-graduate-work
          36. http://blog.powerscore.com/lsat/bid/153565/how-do-law-schools-look-at-graduate-work
          37. http://hls.harvard.edu/dept/jdadmissions/apply-to-harvard-law-school/hls-profile-and-facts/
          38. http://www.lsac.org/jd/lsat/about-the-lsat
          39. http://lawschooli.com/harsh-truths-that-will-make-you-better-at-the-lsat/
          40. http://www.usnews.com/education/blogs/law-admissions-lowdown/2012/04/23/how-to-best-prepare-for-the-lsat
          41. http://lawschooli.com/best-lsat-prep-course/
          42. http://lawschooli.com/best-lsat-prep-course/
          43. http://www.reviews.com/lsat-prep-courses/
          44. http://hls.harvard.edu/dept/jdadmissions/apply-to-harvard-law-school/the-application-process/admissions-faq/#faq-2-2
          45. https://careercenter.georgetown.edu/graduate-law-school/law-school-application/law-school-personal-statement-tips.html
          46. http://hladmissions.com/how-do-you-write-a-compelling-law-school-personal-statement/
          47. https://www.law.berkeley.edu/admissions/applying-for-jd-degree/preparing-to-apply/personal-statement-and-resume/
          48. http://www.usnews.com/education/blogs/law-admissions-lowdown/2014/09/29/what-not-to-do-in-a-law-school-personal-statement
          49. http://www.usnews.com/education/blogs/get-in-law-school/2010/12/13/how-to-write-a-law-school-personal-statement
          50. https://www.law.berkeley.edu/admissions/applying-for-jd-degree/preparing-to-apply/personal-statement-and-resume/
          51. http://hls.harvard.edu/inside-the-black-box-2-the-admissions-process/
          52. http://hls.harvard.edu/inside-the-black-box-2-the-admissions-process/
          53. http://abovethelaw.com/2012/10/why-skype-law-school-admission-interviews-are-a-no-good-very-bad-idea/
          54. https://www.admissionsdean.com/researching_law_schools/interview/jessica-soban
          55. http://www.hyperink.com/Preparing-For-A-Harvard-Law-School-Interviewhls-Student-5-b1146a43
          56. http://www.hyperink.com/Preparing-For-A-Harvard-Law-School-Interviewhls-Student-5-b1146a43
          57. http://www.usnews.com/education/blogs/law-admissions-lowdown/2013/10/21/try-3-tips-for-law-school-interview-success

          Show more… (54)

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          In Ancient Greece, when the philosopher Socrates was asked to sum up what all philosophical commandments could be reduced to, he replied: ‘Know Yourself’. Self-knowledge matters so much because it is only on the basis of an accurate sense of who we are that we can make reliable decisions – particularly around love and work.

          This new essay book takes us on a journey into our deepest, most elusive selves and arms us with a set of tools to understand our characters properly. We come away with a newly clarified sense of who we are, what we need to watch out for when making decisions, and what our priorities and potential might be. 

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          Self-Knowledge

          In Ancient Greece, when the philosopher Socrates was asked to sum up what all philosophical commandments could be reduced to, he replied: ‘Know Yourself’. Self-knowledge matters so much because it is only on the basis of an accurate sense of who we are that we can make reliable decisions – particularly around love and work.

          This new essay book takes us on a journey into our deepest, most elusive selves and arms us with a set of tools to understand our characters properly. We come away with a newly clarified sense of who we are, what we need to watch out for when making decisions, and what our priorities and potential might be. 

          Chapters Include:

          • Self-Ignorance
          • Philosophical Meditation
          • Emotional Identity
          • Honesty and Denial
          • Self-Judgement
          • Emotional Scepticism
          Hardback book | 96 pp | 181 x 110 mm

          Read an extract from the book.

          This book is also available as an e-book:  Kindle edition  | Kobo edition

          View the rest of The School of Life Press Collection.





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          Foreign Cultures Essay Examples

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          Essay about The Importance of Respecting Other Cultures

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          Culture can shape us as individuals in many different ways. Things such as gender and race play a big part on shaping us as individuals. Culture shapes how we as people view world. Webster’s dictionary defines culture as “The integrated pattern of human knowledge, belief and behavior that depends upon man’s capacity for learning and transmitting knowledge to succeeding generations. It is also the customary beliefs, social forms and material traits of a racial, religious or social group” (Webster). Studies show that people that are of different cultures perceive and see things much differently, this is most likely because of how their culture shaped how they view and act with the world. I believe that a lot of people sometimes overlook how

          …show more content…

          Culture can shape us as individuals in many different ways. Things such as gender and race play a big part on shaping us as individuals. Culture shapes how we as people view world. Webster’s dictionary defines culture as “The integrated pattern of human knowledge, belief and behavior that depends upon man’s capacity for learning and transmitting knowledge to succeeding generations. It is also the customary beliefs, social forms and material traits of a racial, religious or social group” (Webster). Studies show that people that are of different cultures perceive and see things much differently, this is most likely because of how their culture shaped how they view and act with the world. I believe that a lot of people sometimes overlook how one culture can be different for each person and in turn be pretentious by it differently.
          Culture influences different people by the way they do stuff. People can take all sorts of different things and make them their own. In today’s world people take all sorts of different cultures and make it there own. For example take music, dances, clothes, food, and a whole plethora of other things that people of society enjoy. Culture can be defined by how we live our every day life these include art, religion, music and a bunch of other things of a population that are passed down from generation to generation. Culture has been called ‘the way of life for an entire society.’ Like I have said before culture includes mannerisms, language, religion,

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            Through my years of growing up I have moved a lot and never realized I was exposed to so much culture until I reached my high school years at Linden. I find that in my adolescence years I was brought to accept other people for their skin color, religion, and their different opinion on things. Moving to Linden, I was the one of a few students who seemed to really know about different cultures and was able to embrace them. I saw how I was different compared…

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            Both Thailand and China are Asian countries with great long history, and therefore they share very similar cultures – concerns for family relations, attention to its social hierarchy – which may have contributed by their geographic, demographic and psychographic backgrounds. This essay will discuss the similarities and differences between the taboos and custom in these two countries in terms of linguistics, religion, social interaction and identity…

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            The Importance of Language and Culture
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            There are two forms of communications–verbal and non-verbal. Nonverbal communication is usually understood as the process of communication through sending and receiving wordless messages. Language is not the only source of communication, there are other means also. Messages can be communicated through gestures and touch, by body language or posture…

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          Cultural Identity Essay: Express the Emotions Your Motherland Evokes




          Table of Contents

          Cultural Identity Essay: Express the Emotions Your Motherland Evokes
          Cultural Identity Essay: Definition & Goals

          Cultural Essay: Example of Ideas to Discuss

          How to Start an Essay on Cultural Identity

          Professional Advice:

          Developing Body Paragraphs

          Cultural Identity Essay Example Extract

          Cultural Identity Essay: Express the Emotions Your Motherland Evokes

          “Even though my family moved to the United States a decade ago, I feel my belonging to China and its traditions.”

          It can be a line from another cultural identity essay. It is similar to the reflective paper. If you have never faced a need to write this type of academic assignment, a cultural identity essay example and some useful tips discussed in this article will help.

          After reading this informative post, if you still feel like having no idea how to organize your homework assignment on a specific topic, contact professional online writers and editors to lend a helping hand.

          HELP WITH MY HOMEWORK

          Cultural Identity Essay: Definition & Goals

          Define the term before writing the paper. A cultural identity essay is a type of creative or academic writing that expresses the feeling of belonging to a particular culture attributed to the growing up and becoming a separate person with its personality. It provides a human with the sense of identification with the certain nationality, customs, and traditions. An essay about cultural identity should focus on several elements:

          • Nationality
          • Language
          • Location
          • Gender
          • History
          • Religion

          An essay of this type has a structure similar to other common types of academic essays. The difference is in the topic. Unlike the basic types of academic assignments such as argumentative or persuasive essays, a student should use the 1st person when writing. A teacher will not ask for any sources in most cases – the paper is about describing personal experience, feelings, emotions, skills, and knowledge of the student. No extra research is required unless a student lacks specific skills like writing or formatting.

          The format is MLA in most cases because an essay about cultural identity is the part of English Language & Literature class, which follows the formatting guidelines offered by The Modern Language Association .

          A student may include some in-text citations to illustrate his native land. A teacher will appreciate the usage of any sources of famous writers describing the culture & traditions of the discussed land. However, including any citations along with references is optional.

          Cultural Essay: Example of Ideas to Discuss

          The topic of assignment may seem narrow. In fact, there are 5 things a student can choose from when working on an essay on cultural identity:

          1. A real-life experience
          2. The product of author’s imagination
          3. A location connected to the author’s memories or specific object
          4. An influential figure
          5. A place that matters
          6. A most memorable tradition

          A student can describe how he/she gained community appreciation after running some campaign aimed to protect the rights of rare local animals. Another good idea is to share experience after visiting a national holiday. You can describe a location where you have learned everything about the domestic dishes including the ways to cook them and lay the table. Talking about something a person used to fail is a good idea. The worst experience may turn out the most valuable life lesson if the writer presents it in a positive light. One more nice idea is to describe the important person from the native land who has shown the importance of obeying customs & traditions of the native land.

          Minor facts such as outdoor activities a writer were involved in being little child matter in the cultural identity essay. The thought process behind developing a powerful paper of this type is called a cultural identity theory, which means identifying one with the group of humans he/she used to grow with.

          After selecting the topic and creating an outline, come up with a title .

          GIVE ME CULTURAL IDENTITY ESSAY

          How to Start an Essay on Cultural Identity

          To begin with, select a good topic for an essay. Experts recommend choosing a topic, which is conversant with to help with following the content and presenting the ideas in a clear manner. If the teacher tells to pretend a student is someone else and write the story based on the life of another person of a different nationality, the research will come in handy. In other situations, skip the research step.

          Professional Advice:

          “Organize the ideas after deciding on the topic. Start with the brainstorming with other students and parents – the aged people possess the widest knowledge of customs & traditions. Write down the most interesting ideas on a separate paper. After introducing the topic to the target audience, finish the introduction with the powerful thesis statement , which is the main argument of the whole writing.

          A thesis statement can be broad in the cultural identity essay example. Example:

          “Cultural identity determines every new aspect of an individual inwards and outwards.”

          The body should focus on exploring the meaning of this thesis.”

          Monica Brainy, an academic writer at WriteMyPaper4Me

          Developing Body Paragraphs

          Make it a standard 5-paragraph essay. While some of the paragraphs can be lengthy, others can be short – ensure switching between the sentences of different size to make it easier to read. The paragraphs should be of the near the same length. A planning stage which results in the essay outline will help to follow the logic and include every necessary thought retrieved during the process of brainstorming. Keep in mind the following:

          1. Start each body paragraph with a cohesive argument
          2. Provide some evidence based on real-life examples or sources
          3. Connect the ideas into one whole using transitions

          Did you get stuck in the middle of the writing process? Learn what mistakes to avoid in essay writing here .

          Cultural Identity Essay Example Extract

          “I was born in rural California, but my family moved to New York City before I reached the age of 10. My mother is 100% Albanian and comes from a Mormon family that identifies powerfully with the culture and traditions of Albania – a land, which is full of mystery and secrets to the US citizens. My dad is a British guy, who was adopted by the poor American family. Our family lived in a nice middle-sized private house in a suburb of Los Angeles. I am the single child in a family, but I wish I had some brothers or sisters as I used to feel lonely until the age of 7. While my dad is atheist despite most of the British people obey Orthodox religion, my mother is 100% Mormon, and she raised me following the strict rules and mal principles.”

          Thanks to the essay example, a student may realize how to handle a paper of this type. From one side, every student can describe his childhood. Form the other side; it is not that easy to focus on the main problem. If you wish someone to write a brilliant essay about cultural identity, reach a professional academic writing service offered by the people of different nations who know everything about writing a good reflection paper for your English Composition class.

          Culture

          From Wikipedia, the free encyclopedia

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          Thai folkdancer

          Culture is a word for the ‘way of life’ of a groups of people, meaning the way they do things. Different groups may have different cultures. A culture is passed on to the next generation by learning, whereas genetics are passed on by heredity . Culture is seen in people’s writing , religion , music , clothes , cooking , and in what they do.

          The concept of culture is very complicated, and the word has many meanings. [1] The word ‘culture’ is most commonly used in three ways.

          • Excellence of taste in the fine arts and humanities , also known as high culture.
          • An integrated pattern of human knowledge , belief , and behavior .
          • The outlook, attitudes, values , morals goals , and customs shared by a society .

          Most broadly, ‘culture’ includes all human phenomena which are not purely results of human genetics. The discipline which investigates cultures is called anthropology , though many other disciplines play a part.

          Contents

          • 1 National cultures
          • 2 Regional or non-regional cultures
          • 3 Company cultures
          • 4 Anthropology
          • 5 Related pages
          • 6 References

          National cultures[ change | change source ]

          Cultures are what make countries unique. Each country has different cultural activities and cultural rituals . Culture includes material goods, the things the people use and produce. Culture is also the beliefs and values of the people and the ways they think about and understand the world and their own lives.

          Different countries have different cultures. For example, some older Japanese people wear kimonos , arrange flowers in vases, and have tea ceremonies . Some countries oppose some things in their culture, like discrimination or religion .

          Regional or non-regional cultures[ change | change source ]

          Culture can also vary within a region, society or sub group. A workplace may have a specific culture that sets it apart from similar workplaces. A region of a country may have a different culture than the rest of the country. For example, in a large country like China or Canada a region may have a distinctive ways of talking , different types of music, and different types of dances.

          A group who acts or speaks differently may be said to be, or have, a subculture .

          Company cultures[ change | change source ]

          Companies or other organizations (groups of people) can have a separate culture. Japanese manufacturing companies often have a different culture to Western companies; the workday starts with exercise, and the workers are very loyal to the company.

          Companies in the high-technology sector often have a different culture than other companies. Software and computer companies sometimes allow employees to play games during the workday, or take time off work to relax, because these companies believe that this will help the workers to think better.

          Anthropology[ change | change source ]

          Anthropology is studying human beings and how they relate to each other. An anthropologist is a person who studies anthropology. Anthropologists study how culture shapes people and their lives. Cultures constantly change as people move and communicate with new groups of people.

          For example, immigrants (people who move from one country to another) may keep some of their customs and traditions from their old country. By keeping their culture in this way, they bring pieces of their culture to a new place where others begin to experiences it.

          Related pages[ change | change source ]

          • Tradition
          • Roerich Pact
          • Lifestyle
          • Folklore

          References[ change | change source ]

          1. Kroeber A.L. and C. Kluckhohn 1952. Culture: a critical review of concepts and definitions.

          Retrieved from ” https://simple.wikipedia.org/w/index.php?title=Culture&oldid=6239420 ”
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              Swing Kids Essay



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              Swing Kids Essay

              685 words – 3 pages

                   When three friends are pressured by the government and each other, what choices will they make to strengthen or weaken their friendship? When people are pressured into things, does the character change? Is it a good or bad way. In the movie “Swing Kids” Peter, Thomas, and Aarvid made choices that reflect the strengths and weaknesses of their friendship.

                   Peter is almost the head of there little group, and the choices he makes determines what everyone else thinks and does. For example, Peter is sent into the HJ’s because of his bad behavior and not because he wants to join. He is an individual and does not do what everyone else tells him to do just like all the rest of his peers are doing. Peter is a strong character because he thinks things through, and he thinks before he talks. In addition, peter did not discriminate against Aarvid even though his fellow HJ’s and friends did. He is a good friend and would rater be loyal to his friends rather than to his fellow HJ’s. Even when his friends in the HJ try to do something against his friends he will try to stop them instead of just letting them do it. No matter how or what everyone says is wrong with his friends he stays true to his real friends no matter what anyone says.

                   Everyone has a friend who thinks that what he does and what he says is the only thing that is true. For example, Thomas joins the HJ because Peter did but after a while he starts to get just like all the rest of the HJ’s, and questions what people are doing and even turns his own father in. Thomas cannot remain loyal to his friends or even his own family who is closer than his friends. This shows that he would rather go with the crowd than rather trying to be an individual like Peter. In addition, at the end of the Movie Thomas beats up Peter because…

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              Swing Kids

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              Autor: review  •  November 15, 2010  •  Essay  •  2,778 Words (12 Pages)  •  1,203 Views

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              Swing Kids

              1. Hamburg, Germany. 1939.

              The main character, a young, German man named Peter Muller, was very traumatized by what the Nazi's and Gestapo (the terrorist political police of the Nazi regime founded by Hermann Gцring, whose purpose was to persecute all political opponents of the Nazi regime) did to his father. Over the course of the movie, Peter went through a change; he saw his father in a new light, and realized what really mattered in the world around him. Peter's father was a violinist and professor at the university. He spoke out against the expulsion of the Jewish professors and the entire Nazi movement. Because of this, one night, in the middle of dinner, he was taken away by the Gestapo. He was brought back home four months later, a completely different man. Before, he was lively, brave, and strong; however, after they brought him back he was a weak man, and would not ever pick up his violin again. He died shortly after he returned home. That was six years before the present setting in the movie.

              His son Peter was naпve about what his father had worked for; but what he did know was that in the time his father was away the Nazis did something to break his father down.

              Peter and his friend Thomas, who was from a well-to-do family, decided one afternoon to "lift" a radio that one of the Nazis had taken from a "traitor" and had given to a "lady-friend." Peter was unable to escape the police, and as a result was told the only way to avoid punishment was to join the HJ (Hitler Jugend or Hitler's Youth, which prepared young boys for further advancement within the National Socialist party). Being a good friend, Thomas joined also; he said "We can't let them split us apart." However, over the course of their training, Thomas went through a change. He began to believe the Nazi propaganda about German superiority, and how everyone else "doesn't belong."

              Peter, on the other hand, did not know what to believe; he was in conflict with himself on what is right or wrong. He was torn between what he was told to believe by the Nazis and what his father and good friend, Arvid, knew. Arvid, a musician and a cripple, saw the ignorance and audacity of the Nazi's beliefs. He was outcast because of his extreme beliefs. Arvid and Peter's father saw the Nazis as murderers, and they both believed that by not raising a voice in protest against the Nazis, that they (and everyone else in that society) would be aiding in what the Nazis were doing. Arvid said, "We are murdering Pols…gypsies, and Jews…You can't think that just because you aren't doing it you aren't a part of it…." Unfortunately, their beliefs lead to their deaths. Arvid killed himself because he no longer wanted to be a part of it, he did not want to be a murderer.

              Before Arvid's death, Peter was extremely torn between the Nazi regime and the beliefs of his father and friend. He questioned his father's actions and his father's character, he thought his father was weak. He was left unsure about what to think about Arvid. Arvid's death began to make things clearer for him. He began to realize the terrible things that the Nazis were doing. Peter is one day given an assignment to deliver three boxes to three families, the contents of which he had no knowledge. As he was walking away from the second house, he heard the screams of the woman he had just given one of the packages. He then took the third box and opened it, to find inside the message "VerrÐ'tor" (traitor) and the box filled with ashes. Mixed in with those ashes he found a man's wedding ring, and discovered he had delivered to those women their husband's ashes.

              This incident, for him, is the final straw. He then went to see an old friend of his father's, who showed him a letter that Peter's father had written to her husband, in which Peter's father talked about how the Nazis were murdering fellow human beings and also about his son, Peter. He said that, because of Peter, he knew what he was doing had to be done. That was when Peter realized that his father was a brave and strong man, and that all of what he was doing was meaningless (participating in the HJ, etc.) Peter no longer cared about what happened to him.

              A change was also seen in Thomas. Like Arvid, Thomas was an extremist. He began as a die-hard, live to party, swing kid then changed into a die-hard, "we are superior", Nazi. Thomas was the rebellious type, because of the way his father treated him. He wanted to rebel against, and get back at his father because his father thought of him as a misfit that would not amount to anything. His father hated Hitler and the Nazis and always spoke out against them, although only while in the comfort of his own home. As time passed and Thomas was exposed to more and more of the Nazi propaganda he began to believe it. He reported his father (they were required to report to their superiors anything someone did or said that was against the regime or Hitler), which more than likely meant death or torture for his father. He said also, "Arvid was a cripple…He didn't belong," after Arvid's death. Thomas had turned into a Nazi.

              2.

              A subculture is a part of society that has different ways of doing things that stray from the dominant or mainstream culture. It can sometimes be described as a stereotype. Its members have little commitment to the category. A subculture is different from the dominant culture, but is not necessarily seen as bad, and is generally seen as "okay" with the rest of the dominant culture. It's members still function as a part of the dominant culture, but they have a few unique differences in the way they do things or in their beliefs. The term subculture basically means a culture within a culture.

              Whereas, a counterculture goes completely against the dominant culture. Its members reject the ways of the mainstream culture, and are usually outcast by the mainstream members of society. The term counterculture basically means going against the (dominant) culture.

              At that time in Germany, the dominant culture followed Hitler and the Reichstag. It could have meant death if one spoke out against Hitler. A majority of people felt that Hitler had done many good things for their country. He created new jobs and began to bring the country out of the depression it had fallen into.

              A swing kid was very much against the Nazi movement, they refused to join the Hitler Jugend, and they saw the Nazi's as cowards. The boys grew their hair long and dressed in the "swingin'-est"

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                  The Hunger Games Multimedia Essay Outline Presentation

                  Multimedia Essay
The Hunger Games

                  Background
Information The ‘Hunger Games’
is an annual televised
event where the
Capitol randomly
selects one boy and...

                  Introduction
The theme of the Inequality Between
The Rich and Poor is an underlying
basis of the book The Hunger Games ...

                  Thesis Statement
In Suzanne Collins novel The Hunger Games,
characters experience an inequality between the
rich and po...

                  Supporting Points
Capitol vs.
Districts
The 12 Districts
Those With
or Without
Money
Inequality between….

                  Inequality Between Capitol
and Districts
POINT #1
There is a large gap of
inequality between the
Capitol and the Dist...

                  PROOF
“Taking the kids from our
districts, forcing them to kill one
another while we watch - this is
the Capitol’s way...

                  POINT #2
The wealth of the Capitol allows them to
have access to advanced technology
compared to the Districts
PROOF
...

                  Inequality Between the
12 Districts
There are also wealth differences between
the number of the Districts
The higher t...

                  PROOF
Career
Tributes,
the kids
from the
rich districts
one to four,
have
teamed up
to pick off
the weak
contes...

                  POINT #2
‘Rich districts’ have an advantage over the
higher number districts as the tributes are
trained all their live...

                  Inequality Between Those
With or Without Money
POINT #1
District 12 is said to be
the poorest of all the
Districts
W...

                  PROOF COMMENT
Within District 12 there
is a black market /
grocery area called The
Hob. People of District
12 are abl...

                  POINT #2 The annual tesserae
“Once a child has claimed
PROOF
they can collect oitle asnsde rgarea,in rations
once a mo...

                  Conclusion
The theme of Inequality
Between The Rich and
Poor is one of the many
themes throughout the
book trilogy se...

                  Works Cited
Arnold, Matthew. "Inequality Quotes." Inequalityorg. N.p., n.d. Web. 19 Aug. 2014. <http://inequality.Collins...
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                  The Hunger Games Multimedia Essay Outline Presentation


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                  The Hunger Games Multimedia Essay Outline Presentation

                  1. 1.
                    Multimedia Essay
                    The Hunger Games

                  2. 2.

                    Background
                    Information The ‘Hunger Games’
                    is an annual televised
                    event where the
                    Capitol randomly
                    selects one boy and
                    one girl from each of
                    the twelve districts,
                    putting them against
                    each other in a game
                    of survival where they
                    are forced to fight
                    until death, with the
                    winner receiving
                    food, fame, and
                    wealth for themselves
                    and their family.
                    Due to tech problems, I removed
                    the 3 minute movie trailer that was
                    here in order to reduce the file
                    size.

                  3. 3.

                    Introduction
                    The theme of the Inequality Between
                    The Rich and Poor is an underlying
                    basis of the book The Hunger Games
                    Inequality between characters of the
                    book were found between the: Capitol
                    and Districts, Districts themselves,
                    and the wealth of individuals

                  4. 4.

                    Thesis Statement
                    In Suzanne Collins novel The Hunger Games,
                    characters experience an inequality between the
                    rich and poor which portrays an overall theme
                    throughout the book; and without this theme the
                    book would not have the same affect on readers.

                  5. 5.

                    Supporting Points
                    Capitol vs.
                    Districts
                    The 12 Districts
                    Those With
                    or Without
                    Money
                    Inequality between….

                  6. 6.

                    Inequality Between Capitol
                    and Districts
                    POINT #1
                    There is a large gap of
                    inequality between the
                    Capitol and the Districts
                    Due to the wealth of the
                    Capitol, they have
                    control over the 12
                    Districts

                  7. 7.

                    PROOF
                    “Taking the kids from our
                    districts, forcing them to kill one
                    another while we watch – this is
                    the Capitol’s way of reminding
                    us how totally we are at their
                    mercy.”
                    – Katniss Everdeen
                    COMMENT
                    12 District’s are. Being wealthy allows the Capitol to have power,

                  8. 8.

                    POINT #2
                    The wealth of the Capitol allows them to
                    have access to advanced technology
                    compared to the Districts
                    PROOF
                    “Two hundred miles per hour and you can barely feel a
                    thing. I think it’s one of the wonderful things about this
                    opportunity, that even though you’re here and even
                    though it’s just for a little while, you get to enjoy all this!”
                    – Effie Trinket
                    COMMENT
                    moving vehicle travel so fast. There is a huge difference between

                  9. 9.

                    Inequality Between the
                    12 Districts
                    There are also wealth differences between
                    the number of the Districts
                    The higher the District you are, the poorer
                    you, and the less advantage you have in
                    the games
                    POINT #1

                  10. 10.

                    PROOF
                    Career
                    Tributes,
                    the kids
                    from the
                    rich districts
                    one to four,
                    have
                    teamed up
                    to pick off
                    the weak
                    contestants
                    . This
                    included
                    the players
                    from the
                    poor
                    districts…
                    COMMENT
                    The lower districts are considered the ‘rich
                    districts’, and being in a lower district gives you an
                    advantage when it comes to the games.

                  11. 11.

                    POINT #2
                    ‘Rich districts’ have an advantage over the
                    higher number districts as the tributes are
                    trained all their lives to win the Hunger
                    Games
                    PROOF
                    “The tributes from District 1 are Careers. Careers
                    train hard for the Games and volunteer to compete as
                    tributes. They are usually overconfident, like most of
                    the Careers, but this does not matter for them, for
                    they are so well trained, that they can immediately
                    change their attitude if needed.”
                    COMMENT
                    plus the needed training in order to be successful at the Games.

                  12. 12.

                    Inequality Between Those
                    With or Without Money
                    POINT #1
                    District 12 is said to be
                    the poorest of all the
                    Districts
                    Within this poor
                    district, there is still
                    inequality

                  13. 13.

                    PROOF COMMENT
                    Within District 12 there
                    is a black market /
                    grocery area called The
                    Hob. People of District
                    12 are able to purchase
                    goods, although not
                    everyone is able to
                    purchase these goods
                    due to a lack of funds.
                    The fact that not all
                    members of District 12
                    are able to participate
                    in what the District has
                    to offer demonstrates
                    the inequality between
                    each region.

                  14. 14.

                    POINT #2 The annual tesserae
                    “Once a child has claimed
                    PROOF
                    they can collect oitle asnsde rgarea,in rations
                    once a month for a year. This,
                    however, is not enough to ensure
                    survival as many still require money
                    for basic needs such as rent, soap,
                    thread, and candles. Tesserae entries
                    are cumulative, therefore the number
                    of reaping entries from the current
                    COMMENT year are carried over into the next.”
                    Every time that an individual applies for tesserae, their
                    names goes into the reaping, and is carried over from year
                    to year. If a family has money and can afford the basic
                    needs, there is no need to apply for the annual tesserae,
                    thus making it less likely to get chosen to compete in the
                    Hunger Games.

                  15. 15.

                    Conclusion
                    The theme of Inequality
                    Between The Rich and
                    Poor is one of the many
                    themes throughout the
                    book trilogy series
                    Without this prevalent
                    theme, the affect on
                    readers would have not
                    been the same without the
                    diversity

                  16. 16.

                    Works Cited
                    Arnold, Matthew. "Inequality Quotes." Inequalityorg. N.p., n.d. Web. 19 Aug. 2014. <http://inequality.Collins, Suzanne. The Hunger Games. New York: Scholastic, 2008. Print.
                    "District 1." The Hunger Games Wiki. N.p., n.d. Web. 19 Aug. 2014. <http://thehungergames.wikia."Effie Trinket Quotes." IMDb. IMDb.com, n.d. Web. 18 Aug. 2014. <http://www.imdb.com/character/"The Hunger Games: Quotes." Shmoop.com. N.p., n.d. Web. 17 Aug. 2014. <http%3A%2F%2Fwww."The Hunger Games: Quotes." Shmoop.com. N.p., n.d. Web. 19 Aug. 2014. <http%3A%2F%2Fwww."The Hunger Games." Wiki. N.p., n.d. Web. 20 Aug. 2014. <http://thehungergames.wikia.com/"Tessera." The Hunger Games Wiki. N.p., n.d. Web. 18 Aug. 2014. <http://thehungergames.wikia.Z, Jay. "Inequality Quotes." BrainyQuote. Xplore, n.d. Web. 20 Aug. 2014. <http://www.brainyquote.

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                  Looking At The Hunger Games A Comparison English Literature Essay

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                  Disclaimer: This essay has been submitted by a student. This is not an example of the work written by our professional essay writers. You can view samples of our professional work here .

                  Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UK Essays.

                  Many writers base their stories on a myth or event from the past. As we are currently studying western civilization, it comes natural for me to select a film based in part on a myth from ancient Greece and entertainment in Rome. I say in part as there were also more modern inspirations which also contributed to the film. I chose to write a paper on the film The Hunger Games. My intention is to point out the similarities between the Greek myth Theseus and the Minotaur, the predominantly Roman gladiator games and some Roman similarities. I say predominantly Roman as gladiators were also present in other societies. I will also discuss whether or not the cultural references were obvious or not. It is important because it shows how myths, stories and history inspire modern writers and movie producers.

                  The film is based on a book written by Suzanne Collins. The movie was directed by Gary Ross and produced by Nina Jacobson and Jon Kilik. The screen play was written by Gary Ross, Suzanne Collins, and Billy Ray. Its main actors are Jennifer Lawrence (Katniss Everdeen), Josh Hutcherson (Peeta Mellark), Liam Hemsworth (Gale Hawthorne), Woody Harrelson (Haymitch Abernathy), Elizabeth Banks (Effie Trinket), and Donald Sutherland (President Coriolanus Snow).

                  Shockley 2

                  The movie takes place in a post-apocalyptic society where thirteen districts rebelled against its capital Panem. At the end of the nuclear war the capital had won with district 13 being

                  totally wiped out. Twelve districts remained. As retribution for the districts’ defiance against Panem a contest was to be held once a year in which a male and a female age 12-18 must be selected from each of the 12 poorer districts. They must fight each other to the death until there is one survivor. That survivor and their district gain fame and wealth usually in the form of food. These games are broadcasted over television and the population is either forced to watch in the case of the districts or voluntary as in the case of the capitals population.

                  All of the districts are not equally poor. Neither are they equally poor within a district. This creates an inequality as names are entered in a lottery (called a reaping the day of the drawing) The rules are starting at age twelve your name is entered once the first year, twice the second, with an additional entry each year thereafter until they turn 18, the last year they are eligible for the reaping. In addition, they have the option to have their name added more times in exchange for a tessera, which is a year’s supply of grain and oil for one person, and they can do this for each family member in their household, with the entries being cumulative. This obviously puts the odds in the favor of those families that are richer to start with.

                  Characters: Katniss is the narrator and heroin of the movie, Peeta a boy whose family were bakers intentionally burnt a loaf of bread and threw it outside one day when he knew Katniss was outside and starving. He was also the other tribute to the hunger games.

                  Shockley 3

                  A few ideas led to the development of the story. One was the Greek myth Theseus and the Minotaur. The story goes, Androgeus, who was the son of king Minos of Crete was killed by the

                  Athenians at the Pan-Athenian games in Athens. As a result King Minos sailed to Athens and demanded his son’s assassins from King Aegeus. King Aegeus did not know who killed Androgeus so he sacrificed the whole town. The agreement was to send seven Athenian boys and seven Athenian girls as tribute to Crete to be eaten by the Minotaur living in a Labyrinth. The

                  time frame every year, seven years or nine years is not clear. Theseus volunteers to go in place of one of the boy tributes to slay the minotaur. The comparison to The Hunger Games is the districts are forced to send two tributes to the games as punishment for rebellion against the capital. Another comparison is when Katliss volunteers to go in place of her sister when she is selected at the reaping.

                  The Romans formed conquered areas into provinces which were controlled by governors and had troops to maintain control over the enslaved population. This compares with the conquered districts in The Hunger Games which were policed by "peacekeepers". Another reference to Roman times is in relation to the Roman phrase panem et circenses (bread and circuses) coined by a roman satirist named Juvenal. It related to how the Roman rulers used grain and the colosium (gladiators) mass events to draw crowds to appease the conquered people’s subserviency. This compares with the capital city in The Hunger Games being named Panem and the circuses relating to the games held in an outdoor arena. Also large crowds of people watched and were captived by the killing and blood in both the roman colleseum and The Hunger Games.

                  Shockley 4

                  Both the hunger games and Roman gladiator games show the inurement that can result from the broadcasting or viewing of this gore over and over. A feeling of separation from reality may overcome those viewers not involved in the games. I would postulate that within the districts feelings were not mutual.

                  Many of the characters names have also come from Roman times.

                  Katniss Everdeen: The heroine of the trilogy has what seems, at first, like a not-so-heroic moniker. (Her best friend, Gale, calls her Catnip.) But her name is one of the few that gets an explanation: In a flashback, her father-who is already dead when the book begins-tells her that "as long as you can find yourself, you’ll never starve." The katniss plant has nourishing roots, and is also known as "arrowhead." It belongs to the genus Sagittaria, and the constellation of the same name, Sagittarius, is also known as the archer-a fitting ode to her impressive bow-and-arrow skills.

                  Gale Hawthorne: Katniss’ best friend’s shares his name with a strong wind-but some fansites suggest that it’s actually derived from the Old English word gaile, meaning jovial. This seems unlikely; Gale isn’t really the jovial type. Like a strong wind, however, the mostly absent, brooding Gale is barely visible, though his presence can have dramatic effects.

                  Peeta Mellark: I haven’t seen any convincing interpretations for Katniss’ fellow District tribute. Given that he comes from a family of bread bakers, however, Peeta may simply be an

                  Shockley 5

                  alternate-dystopic, if you will-spelling of pita. (The humble Peeta also stands in contrast to the grandiose Panem, which, as noted above, is Latin for bread.)

                  Haymitch Abernathy: Ralph Abernathy was a leader in the Civil Rights movement, and is a fitting namesake for the revolutionary Haymitch. But what about that crazy first name? I have no idea.

                  Effie Trinket: The escort for the District 12 tributes has one of the few names currently circulating (if minimally) in the baby-name pool. Effie is short for the Greek name Euphemia, meaning well-spoken, which fits well enough-though the Greek for well-dressed might suit her better. Her last name does nod to her attire: It describes a small/cheap ornament, something Elizabeth Banks’ costume designer has down to a T.

                  Rue: The most beloved of the non-District 12 tributes also has a plant-based name: The rue is known as the herb-of-grace and is often used for its medicinal properties. But you probably know it better as meaning pity or regret (as in "you will rue the day"), something the people who kill her will surely feel, once Katniss is done with them.

                  Seneca Crane: In addition to possessing the world’s best facial hair, Seneca Crane has the distinguished title of Head Game Master. While he shares his name with a Native American tribe now living in New York and Ontario, Collins was likely referring to the Roman philosopher, who was forced to commit suicide when accused of conspiracy. The philosopher’s fate hints at Crane’s own.

                  Shockley 6

                  Cinna: Katniss’s stylist doesn’t have a last name, but he shares his first name with a fellow artist: the poet in Shakespeare’s Julius Caesar-who was mistaken for another Cinna, a

                  politician who helped kill Caesar. The poet Cinna was subsequently killed by a mob, which foreshadows what happens to Katniss’s stylist. Sorry, Lenny Kravitz fans.

                  Claudius Templesmith: The games announcer shares his name with the Roman emperor Claudius, whose own name comes from the Latin claudus, meaning lame. In the Roman’s case,

                  it’s a reference to his physical deformity, but the modern, colloquial meaning of "lame" seems more fitting for Mr. Templesmith.

                  Coriolanus Snow: The evil president is named for another Roman, one who was immortalized in the Shakespeare play with the same name. Shakespeare’s Coriolanus supported the power of aristocrats over the common people. Sounds familiar.

                  In conclusion I would state The Hunger Games is only one example of ancient Greek and/or Roman myths or truths that have inspired writers to come up with a modern version in their own interpretation. I would also state as with any form of art many different interpretations may arise after the fact. Only the writer really knows what inspired them. It is strange however that many different ideas can seem to fit or can logically explain a decision whether or not it was originally conceived.


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                  • see online programs
                  • Fayetteville, North Carolina

                  Fayetteville Technical Community College serves more than 40,000 students annually, including a large number of military personnel stationed at Fort Bragg, North Carolina. The college expands its reach and offers students flexibility through many offerings that can be completed 100 percent online. Online programs mostly lead to an associate degree or certificate. Associate degrees include Associate in Arts and Associate in Science programs for students who plan to transfer to a four-year school. Career degrees are offered in fields such as business, emergency management, and education. The college also has dozens on online career certificates covering topics in business, computers, criminal justice, and emergency management. Certificates usually require one or two semesters of study.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  4

                  Central Piedmont Community College

                  • see online programs
                  • Charlotte, North Carolina

                  At Central Piedmont Community College, online students can complete an associate degree for transfer to a four-year school or they can take credit or non-credit classes to gain jobs skills. To ensure that online students can enroll in the classes needed for their degree, the college has a detailed list of every class that must be completed for an Associate in Arts or Associate in Science degree. That eliminates some choice students might have if they attend on-campus, but the trade-off is knowing the courses they need will be offered online. Career students can choose programs in fire protection technology, construction management, and computer technology. Non-credit students can take online classes for personal enrichment or career enhancement.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  5

                  North Carolina State University at Raleigh

                  • see online programs
                  • Raleigh, North Carolina

                  North Carolina State University offers nearly 70 online degree programs and certificates at all levels, with most of the offerings clustered in the academic areas that are among the university’s strongest, including engineering, technology, science, and education. At the bachelor’s level, UNC offers an online degree completion program in leadership in the public sector, which is for students who have already earned an associate degree and transfer in at least 60 credit hours. NC State offers nearly 40 online graduate degrees. Online master’s programs lead to degrees in fields ranging from education and engineering to textiles, including some highly specialized degrees such as Master of Forest Biomaterials. Some programs, including the Master of Business Administration, require some residency courses and only allow students to enter the program during the fall semester. Online-only students pay tuition based on the number of credit hours they are taking; out-of-state residents pay a higher tuition rate. NC State offers online students support such as access to proctoring services, academic advising, a technology help desk, and access to online resources at the university library. Students enrolled in online degree programs are eligible for financial aid.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  CAG Score 95.9

                  • Advanced Placement Credit
                  • ROTC Program

                  34,015 Students

                  6

                  University of North Carolina at Greensboro

                  • see online programs
                  • Greensboro, North Carolina

                  The University of North Carolina at Greensboro offers online programs that lead to seven bachelor’s degrees, 12 graduate degrees, and 15 post-baccalaureate or post-master’s degrees. The undergraduate programs are all degree completion programs, and students must have at least 60 credits, typically earned through an associate degree from a community college, to apply. Bachelor’s degrees are available in liberal studies, peace and conflict studies, philosophy, business administration, human development and family studies, public health, and supply chain management. Online master’s programs are available in fields including nursing education or administration, information technology and management, global apparel management, library and information studies, education, liberal studies, dance education, and peace and conflict studies. UNC-Greensboro also delivers the Doctor of Education in Kinesiology and Education Specialist in Educational Leadership through its online program. Online students are eligible for financial aid and can take advantage of UNC-Greensboro’s payment plan option to spread the cost of a class over a semester. Services available to online students include technical support, academic advising, tutoring, help with speeches and presentations, career services, and online book ordering.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  CAG Score 95.7

                  • Advanced Placement Credit
                  • ROTC Program

                  19,393 Students

                  7

                  Guilford Technical Community College

                  • see online programs
                  • Jamestown, North Carolina

                  Guilford Technical Community College students who plan to complete all courses for their degree online can sign up for priority registration status, which allows them to be first in line for registration and to access courses that are only open to eDegree students. To receive priority registration status, students are required to take on online readiness workshop, with workshops scheduled throughout the year. Online programs include an associate degree for transfer students and 14 technical associate degrees in fields such as criminal justice, IT, and medical office administration. More than a dozen certificate and diploma programs, which require fewer courses than a degree, are also 100 percent online. GTCC limits the enrollment of some online programs.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  8

                  Western Carolina University

                  • see online programs
                  • Cullowhee, North Carolina

                  Western Carolina University offers online bachelor degrees for students who have earned an associate degree and are completing the last two years of work on the degree. Admission to the online programs is competitive; students must first be accepted into WCU and then apply to the program they are interested in. Bachelor of Science degrees offered online are birth to kindergarten, criminal justice, emergency and disaster management, emergency medical care, and an RN to B.S.N. program. The college also offers online programs leading to a Bachelor of Business Administration in Entrepreneurship or in Administration and Law. Online graduate degrees include construction management, entrepreneurship, health sciences, human resources, project management, nurse educator or nurse leadership, and school administration. WCU also has online programs leading to a Master of Arts in Education in Elementary and Middle Grades Education or in Special Education, and a Master of Arts in Teaching Special Education. WCU has a testing center on campus for proctored exams, and it also participates in the UNC Online Proctoring Network to assist students in finding qualified proctors. Out-of-state online students pay higher fees, but those fees are substantially reduced for students using Department of Defense or Veterans Administration benefits.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  CAG Score 94.9

                  • Advanced Placement Credit
                  • ROTC Program

                  10,340 Students

                  9

                  University of North Carolina Wilmington

                  • see online programs
                  • Wilmington, North Carolina

                  The University of North Carolina at Wilmington offers three undergraduate degrees and several graduate degrees in an online or mostly online format. Undergraduates can earn a degree in clinical research, nursing, or elementary education online. Graduate students can earn a master’s in biology or liberal studies, or choose among three master’s programs in education. The Bachelor of Science in Nursing is an online accelerated program for Registered Nurses. It offers six start dates each year and allows nurses to complete their bachelor’s degree in as little as 12 months. The clinical research program requires students to have completed most prerequisites before entering the online program. The master’s level teaching programs include a Master’s in Education in several specialties for teachers with licensure, and a Master of Arts in Teaching program that leads to initial licensure for students who earned an undergraduate degree in a subject other than education. Online students are eligible for financial aid, and UNCW offers departmental scholarships for students who meet specific criteria, such as the Jewel and Joseph Cross Scholarship in Education for a student in the M.A.T. program.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  CAG Score 94.1

                  • Advanced Placement Credit
                  • ROTC Program

                  14,918 Students

                  10

                  Pitt Community College

                  • see online programs
                  • Winterville, North Carolina

                  Pitt Community College has 10 associate degrees, about three dozen certificates, and eight diplomas that can be completed entirely through online coursework. Associate degrees include fields such as business, information technology, and healthcare management. Online certificates are available in disciplines including business, IT, and early childhood education. Several healthcare-related certificates are also offered online, including MRI technology and mammography. Many of the diploma programs, which take longer than a certificate but less time than an associate degree, also prepare students for careers in healthcare, including medical dosimetry, nuclear medicine, and dental office administration. All new online students must complete an orientation session, and students at a distance may qualify to take it online.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  11

                  Central Carolina Community College

                  • see online programs
                  • Sanford, North Carolina

                  Central Carolina Community College has an extensive array of programs where students can complete at least some of the required courses through online work. Online programs generally have a blended format, but some programs, such as Library and Information Technology, can be completed entirely online. Overall, the college has more than 130 programs, including transfer options for students who plan to go to a four-year school, and career and technical degrees, diplomas and certificates. Thanks to the college’s mobile app, students don’t even have to be at their computer to attend class, they can work on assignments via their smartphone.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  12

                  Fayetteville State University

                  • see online programs
                  • Fayetteville, North Carolina

                  Fayetteville State University offers online degree programs through the College of Business and Economics and the College of Arts and Sciences. Two graduate degrees are offered online: Master of Science in Criminal Justice and MBA, giving students an online option for one of the university’s most popular graduate programs. Fayetteville State was ranked No. 72 for Best Online MBA program in the 2017 U.S. News ratings. The 10 online undergraduate programs are all degree-completion programs for students who have an associate degree or a significant number of college credits already. One of the most popular undergraduate majors at FSU is nursing, and registered nurses can complete their Bachelor of Science in Nursing through online classwork.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  13

                  Stanly Community College

                  • see online programs
                  • Albemarle, North Carolina

                  Stanly Community College has online programs to prepare students for an immediate career or to pursue a four-year degree. The Associate in Arts is a transfer degree, and students with an AA degree can transfer to a college within the University of North Carolina system, and many other schools, as a junior. For many of the career programs, SCC gives students a choice of earning a certificate, diploma, or associate degree in a specific subject, such as accounting or early childhood education, depending upon how much time they want to put into the training. Other programs with all three levels of credentials available online include criminal justice, business administration, and information technology.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  14

                  University of North Carolina at Charlotte

                  • see online programs
                  • Charlotte, North Carolina

                  The University of North Carolina at Charlotte offers undergraduates the option of completing a bachelor’s degree in engineering technology, kinesiology, or nursing online. UNC-Charlotte also has online programs in education, engineering, and nursing that lead to a master’s degree or graduate certificate. Students entering the degree completion programs must have an associate degree and will finish the last two years of work through UNC-Charlotte. Online graduate programs include a Master of Art in Teaching, Master of Education and Master of Science in Nursing, all with several specialties. The university also offers an online M.S. in Engineering Management, a technical alternative to an MBA. Depending upon the class, students may have to log in at a specific time to participate, or they may have to come to campus for a lab or to take a proctored exam. Online students can qualify for financial aid, and some scholarships might be available, depending on the program of study. UNC-Charlotte offers technical help to online students via a toll-free helpline or email. The university’s authorization to deliver online programs to residents of other states varies by program and state, and the university is not authorized to provide any programs in Alabama.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  CAG Score 95.4

                  • Advanced Placement Credit
                  • ROTC Program

                  27,983 Students

                  15

                  Forsyth Technical Community College

                  • see online programs
                  • Winston Salem, North Carolina

                  Forsyth Tech Community College has a wide range of associate degrees and certificates students can complete entirely online. One program, the Associate in Arts, is designed for students who plan to transfer to a four-year school to earn a bachelor’s degree. However, the vast majority of online programs are for students who are seeking job skills they can use immediately. Most of the programs are in the field of business, including project management, supply chain management, and many aspects of business administration. Other programs cover criminal justice, health care management, and IT support.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  16

                  University of North Carolina at Chapel Hill

                  • see online programs
                  • Chapel Hill, North Carolina

                  The University of North Carolina at Chapel Hill offers a variety of online programs at the master’s level or higher. Most of the programs combine online classes with some requirement to attend limited on-campus meetings or to engage in professional experiences. Programs available include a Master of Business Administration, Master of Public Administration, and master’s degrees in radiologic science, molecular diagnostic science, and technology and communication. An executive master’s degree is available in health care administration. UNC-Chapel Hill also has distance learning doctoral programs in health leadership and physical therapy. Program details and requirements vary widely among these diverse degrees. The MBA program, for example, requires candidates to participate in live weekly online classes, complete self-paced multimedia coursework, and travel to take part in global immersion events. The executive doctoral program in health leadership allows students to do most of their work online but requires six on-campus visits over two years. The university also offers nine certificates that can be earned online.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  CAG Score 96.9

                  • Advanced Placement Credit
                  • ROTC Program

                  29,084 Students

                  17

                  Gardner-Webb University

                  • see online programs
                  • Boiling Springs, North Carolina

                  Gardner-Webb University offers fully online programs that allow undergraduates to complete a bachelor’s degree in one of nine subjects. The university also offers online options leading to master’s degrees in business, education, English, nursing and sport pedagogy. The bachelor degree completion programs – offered in accounting, business administration, computer information systems, criminal justice, elementary education, entrepreneurship, health care management, nursing, and religious studies – require that students transfer into the university with at least 48 credit hours completed. Gardner-Webb charges a flat tuition rate per credit hour, with an additional online learning technology fee added for online courses. Students pay the same tuition rate no matter where they live. Online students in a degree program are eligible for financial aid. Students enrolled in a degree completion program are eligible for the Barry Hambright Scholarship, which is awarded based on need and academic merit. The university grants academic credit for prior learning gained through employment or other activities by evaluating a prior learning portfolio compiled by the student. Gardner-Webb University is not authorized to accept online students who live in Alabama, Iowa, Massachusetts, Minnesota, Montana, Wisconsin or Wyoming.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  18

                  Craven Community College

                  • see online programs
                  • New Bern, North Carolina

                  Classes for a wide range of programs, from transfer degrees to certificates in Java programming, are available online at Craven Community College. Students who want to transfer to a four-year school can earn an Associate in Arts or Associate in General Education. Students seeking to enter business can earn an associate degree or shorter-term diploma or certificate in fields such as accounting or business administration. Information technology students can choose from the same three kinds of programs with specialties such as IT support services, Linux operating systems, or accounting technology. All students must complete an orientation course before starting their first online class. The number of students enrolled in a program can affect how often a course is offered online.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  19

                  Rowan-Cabarrus Community College

                  • see online programs
                  • Salisbury, North Carolina

                  Rowan-Cabarrus Community College has an extensive list of online programs, including nine associate degrees, five diploma programs, and 30 certificates. Three of the associate degrees are transfer programs for students who plan to continue their education at a four-year school. The Associate in Arts, Associate in General Education, and Associate in Science help students to complete the general education requirements needed for whatever bachelor’s degree they decide to pursue. The vast majority of RCCC’s online programs are career programs. The certificates – which generally take a semester or two – cover topics such as office technology, computing, and medical office administration. Diploma and associate degrees include accounting, business administration, and office administration.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  20

                  University of North Carolina at Pembroke

                  • see online programs
                  • Pembroke, North Carolina

                  The University of North Carolina at Pembroke has a Bachelor’s in Interdisciplinary Studies (B.I.S.) program that allows students who earned an Associate of Applied Arts degree in community college to transfer all those credits and apply them towards a four-year degree. B.I.S. degrees offered online include professional studies, allowing students to major in advertising, economic development, financial administration or office administration; applied information technology; criminal justice, with majors including sociology and substance abuse; and public and non-profit administration. All the undergraduate degrees offered online at UNCP are degree completion programs and students should complete all general education requirements before applying to the online program. The university also has online master’s degree programs in elementary education and public administration. Students enrolled in UNCP’s online programs have access to the same support that is offered students who attend classes on campus, including academic advising, bookstore, library, the writing center, and financial aid. They also have access to a network of qualified proctors they can use if they are required to take a proctored test. Tuition is the same for online classes and in-person classes, although online students pay a small additional distance instructional support fee.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  21

                  Lenoir Community College

                  • see online programs
                  • Kinston, North Carolina

                  Lenoir Community College has more than 50 online programs leading to degrees, diplomas, or certificates. Students who are interested in teaching regular or special education at any grade level can complete their teaching degree online by starting at Lenoir and transferring to East Carolina University’s online teaching degree-completion program. Students seeking other four-year degrees can earn a transfer associate degree in a variety of career pathways at Lenoir before transferring. The college also has a wealth of online programs in technical and career fields, including in-demand fields such as unmanned aircraft systems. In some fields, such as office administration, students can work toward anything from a specialized certificate to an associate degree.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  22

                  Asheville-Buncombe Technical Community College

                  • see online programs
                  • Asheville, North Carolina

                  Asheville-Buncombe Technical Community College has three associate degree programs that students can earn 100 percent online. The Associate of Arts (General Pathway) is for students who want to transfer to a four-year college after completing two years at A-B Tech. The online Associate of Applied Science programs are for students interested in business administration or fire protection technology. Online certificate programs cover topics in human services, education, and fire protection. Before taking online classes, students must take an assessment test to determine their readiness for online learning. They may be required to take a brief online course to learn the technology used for online learning, and some students may have to take a computer course before starting online classes.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  23

                  Appalachian State University

                  • see online programs
                  • Boone, North Carolina

                  Appalachian State University offers bachelor completion programs leading to degrees in education, communication, or communication studies in an online format through its distance education program. To enter these programs, students should have completed the first two years of undergraduate coursework. Appalachian State also has online programs that lead to a master’s degree in education, school administration, library science, or nursing, and to education specialist degrees in administration or adult and developmental education. Some programs are set up in a cohort format, in which a group of students moves through the coursework together. Courses are only offered once for each cohort, so students must be able to take the courses when they are offered. A Bachelor of Science in Career and Technical Education (CTE) is being offered for the first time in fall 2016. The CTE program is a full-time program, and students in this program must student teach in North Carolina to earn teacher licensure. The university will not offer a distance education program, including an online class, if too few students enroll in it. Rules governing financial aid for online students are the same rules that apply to on-campus students.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  CAG Score 96.4

                  • Advanced Placement Credit
                  • ROTC Program

                  17,932 Students

                  24

                  Vance-Granville Community College

                  • see online programs
                  • Henderson, North Carolina

                  VOLT (Vanguard Online Learning through Technology), Vance-Granville’s distance learning wing, runs five degree programs. The first is the Associate in Arts, a transfer degree that corresponds with University of North Carolina requirements. The others include associate degrees in Criminal Justice Technology (which also has one certificate program), Business Administration (with a pair of certificates), Medical Office Administration (which features a trio of certificates), and Global Logistics & Distribution Management Technology (which runs a quartet of certificates). Outside of VOLT, students in traditional programs can take advantage of individual online courses.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  25

                  Surry Community College

                  • see online programs
                  • Dobson, North Carolina

                  Surry Community College has eight online options for students who want to earn an associate degree. One program, the Associate in Arts, is for students who plan to transfer to a four-year school and earn a bachelor’s degree. Students who complete this degree are eligible to transfer with junior status into a school within the University of North Carolina system. Most of the other online programs give student the option of earning a non-transfer associate degree or a certificate. Online programs include advertising and graphic arts or criminal justice technology. Business topics include business administration, accounting, and office administration. All students who are new to online learning must complete an orientation session before starting their online classes.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  26

                  North Carolina Central University

                  • see online programs
                  • Durham, North Carolina

                  North Carolina Central University has six bachelor’s programs, six master’s programs, and seven certificates that can be completed entirely online. Available bachelor’s programs include behavioral and social sciences, hospitality and tourism administration, and early childhood education (birth-kindergarten). Online master’s include educational technology, library science, and three options for counseling: career, mental health, and school. Certificates cover a range of fields, including health informatics and E-learning. NCCU uses the Quality Matters guidelines to ensure all online classes provide a consistent experience for students, with a modular format, tutorials, and clearly defined learning outcomes. NCCU is the No. 13 HBCU, according to the 2018 U.S. News list, which also ranked it as No. 31 in Top Public Schools in the South.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  27

                  Wayne Community College

                  • see online programs
                  • Goldsboro, North Carolina

                  Wayne Community College offers several degrees designed to transfer, namely, the Associate in Arts and the Associate in General Education. But it also has specialized Associate in Applied Science degrees, diplomas and certificates that are meant to be standalone credentials. Available programs are generally related to business administration or office administration, the latter in either a medical or non-medical environment. Criminal justice technology and accounting are also represented. Wayne isn’t offering the course you need this semester? There are 57 other schools in the North Carolina Community College Virtual Learning Community through whom Wayne enrollees can pick up credits.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  28

                  Alamance Community College

                  • see online programs
                  • Graham, North Carolina

                  Students who want the convenience of online courses can earn a fully online associate degree from Alamance Community College and be assured they can seamlessly transfer to a four-year college in North Carolina. ACC’s transfer agreements with other schools make its online Associate in Arts degree fully transferrable. The college also offers an online Associate in Applied Science in Fire Protection and a general education degree for students interested in an allied health career. Students who want to gain career skills without earning a degree can take a program leading to an online certificate in subjects including accounting, early childhood education, or web design.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  29

                  Davidson County Community College

                  • see online programs
                  • Thomasville, North Carolina

                  Students seeking training for a career in cancer information management, criminal justice technology, or supply chain management can earn an Associate in Applied Science degree online through Davidson County Community College. So can students planning to transfer to a four-year college who want an Associate in Arts or Associate in General Education degree to transfer credits. DCCC also has several programs that allow students to take at least half of their required classes, but not all of them, online. Degrees partially available online include accounting, business administration, and pharmacy technology. EMTs, teachers, and nursing assistants can also take Continuing Education courses online through DCCC.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  30

                  South Piedmont Community College

                  • see online programs
                  • Polkton, North Carolina

                  In addition to offering two-year degrees designed to transfer into the University of North Carolina System- an AA, AS, Associate in Fine Arts and Associate in General Education – South Piedmont Community College runs associate and certificate programs that fall into four areas: Health, Business, Engineering Technologies and Services Technologies. The college provides academic advising over email and phone to distance learners. Though there are no full-fledged distance programs, the advisers can point to online courses for most programs.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  31

                  Haywood Community College

                  • see online programs
                  • Clyde, North Carolina

                  Haywood Community College in western North Carolina owns three different teaching forests that are used in its forest management programs, including an online certificate program in forest management technology. That particular program requires students to visit campus for field experiences, but most of Haywood’s online programs can be earned entirely online. Options include an Associate in Arts program for students preparing to transfer to a four-year school. Other associate degree programs online include business administration, accounting, and criminal justice. Students interested in early childhood education can earn an associate degree or a range of certificates in areas such as toddler care, preschool, or ECE administration.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  32

                  Southwestern Community College

                  • see online programs
                  • Sylva, North Carolina

                  Students who plan to transfer to a four-year school can earn an Associate in Arts – College Transfer degree through online classwork at Southwestern Community College. This 60-credit program allows students to transfer to a college or university with junior status. Once they earn the AA, students can take advantage of transfer agreements with Western Carolina University and the University of North Carolina system. Students seeking career training will find Southwestern has a wide range of Associate of Applied Science and certificate programs online. Business administration students can choose from four degrees, two diplomas, or three certificates. IT majors can choose from three degrees or four certificates. Other programs online include medical office administration, early childhood education, and accounting.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  33

                  Winston-Salem State University

                  • see online programs
                  • Winston-Salem, North Carolina

                  Winston-Salem State College offers a variety of online degree programs at the graduate and undergraduate level. Most of the undergraduate programs are degree-completion programs, designed for students who have an associate degree or who have a substantial number of college credits they can transfer to WSSC. Students who have already completed an accredited medical laboratory technology program and are certified as a medical laboratory technician can enter an online program leading to a bachelor’s degree in clinical laboratory science, which has clinical and nonclinical components. The college offers a similar degree-completion program for registered nurses who want to complete a Bachelor of Science in Nursing. The Bachelor of Interdisciplinary Studies is open to students with at least two years of transferrable credits. The 120-credit Birth to Kindergarten Education program has an early intervention and preschool concentration with 99 percent of coursework offered online. Master’s programs available online include Master of Science in Rehabilitation Counseling and Master of Science in Nursing with an advanced nurse educator concentration.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  34

                  Mount Olive College

                  • see online programs
                  • Mount Olive, North Carolina

                  The University of Mount Olive has an associate degree program and two bachelor’s degree-completion program available in a 100 percent online format. Classes for all these programs are offered in an accelerated, five-week format, and students can enter the programs at six points during the year. Coursework is delivered in an asynchronous format, allowing students to log into their classes at the time that suits their schedule as long as they complete the work by the deadline set by their instructor. The Associate of Science in General Studies is specifically designed for adult learners who have little or no college credit. Once students earn the associate degree, they have completed their general studies requirements and can enter a bachelor’s program. Mount Olive’s Bachelor of Science in Criminal Justice and Criminology is open to students who are at least 21 years old. The college accepts transfer credits and credit earned through certain standardized exams. Students who have completed Basic Law Enforcement Training may be eligible for additional transfer credits. The RN to Bachelor of Science in Nursing program is open to nurses who have an associate or diploma in nursing and an unencumbered nursing license.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  35

                  Campbell University

                  • see online programs
                  • Buies Creek, North Carolina

                  Campbell University offers online undergraduate, graduate, and certificate programs in several disciplines. The Bachelor of Science (BS) and Bachelor of Arts (BA) degrees offered by the university are completion programs that allow students to transfer a maximum of 64 semester hours towards their degree. At least 31 semester hours must be completed at Campbell University. Students can earn a bachelor’s degree in the following fields: business administration, Christian studies, criminal justice, elementary education, liberal arts, homeland security, information technology security, and psychology. A number of Bachelor of Applied Science (BAS), Associate of Arts (AA) and Associate of Science (AS) degrees are also available online. At the current time, Campbell University offers three graduate-level degrees that can be pursued online: Master of Business Administration (MBA), Master of Science in Clinical Research (MSCR), and Master of Education (MEd). By enrolling in two courses each term, students accepted to the MBA program can expect to earn the degree in 12 months. The MSCR degree is offered by the College of Pharmacy and Health Sciences and can be completed in two years on a full-time basis. Students can also follow a part-time course of study. A 21-credit Certificate of Christian Studies is available online.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  36

                  Queens University of Charlotte

                  • see online programs
                  • Charlotte, North Carolina

                  Queens University in Charlotte, North Carolina, was ranked No. 20 for Universities in the South in 2016 rankings compiled by U.S. News and World Report. The university offers four online master’s degrees. The Cato School of Education has an online Master of Arts in Educational Leadership, which qualifies graduates for K-12 principal licensure in North Carolina. There is also a non-licensure option for students who are interested in educational leadership without becoming a principal. The Knight School of Communication offers an online Master of Arts in Communication that combines communication theory with expertise in emerging media. Candidates for this degree must create a hands-on capstone project. The online Master of Nursing program follows the track for clinical nurse leaders and prepares students for the Clinical Nurse Leader certification exam. The McColl School of Business offers an online MBA with a leadership emphasis. MBA students have access to mentors and an executive coach. MBA candidates must take part in two campus visits, once at the start of the program and the other at the midpoint.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  37

                  Lenoir-Rhyne University

                  • see online programs
                  • Hickory, North Carolina

                  Lenoir-Rhyne University offers eight master’s degrees through its online and distance education programs. The Master of Arts in Community College Administration includes an intensive internship. The Master of Science in Exercise Science is delivered online and requires students to gain experiential learning through practicums. Students in the Master of Arts in Human Services program have a choice of professional tracks: addictions counseling, career development, or human services management. The Master of Arts in Leadership has two options. One is a 33-credit interdisciplinary program in General Leadership, while the University Leadership program focuses on higher education. Both programs require an internship. Students seeking a Master of Science in Nursing can concentrate in nursing education or nursing administration. The Master of Science in Online Teaching and Instructional Design is open to K-12 teachers, college faculty, and business people or trainers. The Master of Arts in Teaching leads to teacher certification. Coursework for all these programs is delivered fully online. Students may enter any of the programs at the start of the fall, winter or summer semester and they may attend as full-time or part-time students with no cohort to remain in lock-step with.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  38

                  Wake Forest University

                  • see online programs
                  • Winston Salem, North Carolina

                  The Graduate School of Arts and Sciences at Wake Forest University offers three Master of Arts (MA) degree programs that can be pursued online. These are: MA in School Counseling, MA in Clinical Mental Health Counseling, and MA in Human Services. Each counselling program requires the completion of 60 credits, 18 credits of which must be comprised of courses from the specialty track (school counseling or mental health counseling). Students who complete either of the counseling programs will be eligible to sit for the National Counselor Examination for Licensure and Certification. The MA in Human Resources program consists of 39 graduate credits, 30 credits of which must be counseling courses. The remaining credits are comprised of administrative or management courses. Students who graduate from the program can apply for their Human Services – Board Certified Practitioner (HSBCP) credential. The university also offers a Master o Studies in Law (MSL) degree that can be completed entirely online. Students have the option of specializing in one of two tracks – human resources or health law and policy. Courses are delivered asynchronously to give students 24/7 access to lectures and class materials. The MSL degree can be completed after five semesters of continuous enrollment.

                  Accreditation: Southern Association of Colleges and Schools, Commission on Colleges

                  North Carolina colleges provide an exhausting number of online courses and degrees. So how do you find the best spot for you? Fortunately, the state has developed multiple resources to prevent that process from becoming overwhelming. And we’re going to show you where each of them is. We’ll send you to searchable catalogs where you can filter for schools that meet your criteria. We’ll lay out possibilities for both high schoolers and military members to earn college credit online. Finally, we’ll make our recommendations for affordable colleges while steering you away from schools with accreditation issues.

                  Online Degrees in North Carolina: What to Know

                  1. See Every Public University Degree and Course

                  The University of North Carolina comprises 17 separate universities, each one offering online degrees and courses. But you don’t have to go school by school seeing what’s on offer. You just need to visit UNC Online . There, you can do three things:

                  • First, you can search for online degree and certificate programs across the UNC system by entering a keyword, degree level and/or academic field. The website will spit out every option that meets your criteria, complete with program length and tuition (both resident and nonresident)! You can further filter by duration, entrance exam requirements, campus, start date, services available, and cost. Click on a program to get an overview and fast facts or link to the program website. In a word: awesome.
                  • Second, enrolled and visiting students can find UNC courses by term, campus, subject and delivery format. Voila! A complete list appears. Because UNC Online also functions as an exchange, if you’re registered at one UNC campus, you can take online courses at another UNC campus without paying anything extra. (Something to keep in mind when you find the almost-perfect program.) The  Equivalency Finder  tool is built into the course catalog, so you can search for classes that will transfer to your home campus.
                  • Last, the UNC system has created an extensive  proctoring network , making it dead simple to take exams from just about anywhere as an online student. Use the Find a Proctor tab, enter your location, and see a map of proctors along with their costs and availability.

                  2. Find Community College Online Degrees and Courses

                  UNC Online is a fantastic resource, but what about students looking for associate degrees? While not as slick as UNC Online, the Virtual Learning Community , the distance education wing of the North Carolina Community College system, is just as vital a resource. And even if you’re headed for a baccalaureate, you may have cause to use it. We’ll explain:

                  • Instead of offering four-year degrees online, most University of North Carolina campuses provide degree completion options. In all cases, you can enroll at the school as a freshman and attend general education classes on-campus, picking up online coursework as it’s available.
                  • For distance learning purists, however, a better and more affordable option may be to transfer in credits earned online from community colleges.

                  Which brings us back to the Virtual Learning Community. Click Find a Program to get a comprehensive alphabetical list of degrees, certificates and diplomas within the system. The Find a Course tool is more versatile, allowing you to search by type, location and/or title for every class in the NC Community College system — that’s 58 school catalogs in one place! You can then use UNC Online’s “ Equivalency Finder ” tool to make sure that coursework transfers into your degree completion program.

                  3. Get an Overview of Private College Online Offerings

                  Already tired of hearing how easy it is to find online degrees in North Carolina? We’ve got another website to show you, this one for private universities in the state. The association for North Carolina Independent Colleges & Universities (NCICU)  is made up of 36 regionally accredited institutions, 15 of which run online degrees and/or courses.

                  Which 15? Well, NCICU maintains a list of its members schools with online options  and provides brief explanations about the degree level and field. It’ll link you straight to each college’s home page so you can look closer.

                  4. Qualify for Lower Tuition in NC and Beyond

                  Over three dozen NC colleges and universities participate in the Southern Regional Education Board (SREB) Electronic Campus , whose online program and course catalog  provides yet another option for discovering programs. There are three main reasons to visit the Electronic Campus. The first is that it shows you which programs use an electronic rate for tuition — anything marked “E” applies a standard tuition to both North Carolinians and nonresidents, a good deal for the latter. The electronic rate is rare among UNC and community college programs, but there are a few hidden gems.

                  The second reason to use the Electronic Campus is if you’re planning on leaving the state for your degree. Fifteen other Southern states are SREB members, and you can see which runs have cheaper electronic rates for nonresidents.

                  Finally, the Electronic Campus presents the most straightforward way of finding a sizable, if not comprehensive, list of degrees and courses at select private institutions in the state, with Duke University, Gardner-Webb University, Gaston College and Queens University of Charlotte all participating.

                  5. Military Members Can Easily Attain General Ed Credits

                  With less access to campus-based instruction, many active duty military personnel rely on distance learning programs to attain a degree. UNC Core is an initiative from UNC Chapel Hill specifically for military members looking to get their general education (i.e., core) coursework out of the way so they can enroll in a degree completion program.

                  As a military member, you can either seek a UNC Core Certificate , which is composed of nine courses, from UNC Chapel Hill or take individual courses (self-paced or semester-based) that transfer to UNC system schools. While UNC Chapel Hill takes up the lion’s share of the catalog, UNC Core is a system-wide initiative.

                  6. North Carolina Funds Dual Enrollment for High Schoolers

                  In North Carolina, the best way to save money on an online degree is often to start early, as in high school. Through the Career & College Promise (CCP) , qualified North Carolina secondary schoolers can take up to 34 credits tuition-free. That’s a year of college. Essentially, you could be out and earning in three years instead of four.

                  The state’s main route for high school students to go online is the College Transfer Pathway . Choose courses from the Associate in Science or Associate in Arts list, all of which qualify for general education credit across the UNC and NCCC systems. Circle back to the Find a Course tool at the Virtual Learning Community to discover where you can take that class in a fully online or hybrid format.

                  7. North Carolina Excels at Online Graduate Programs

                  North Carolina is a major hub for academic research and innovation, with the Research Triangle and Piedmont Triad competing for academic influence. Fortunately, this carries over to its distance learning programs. Search just about any ranking of online degrees that U.S. News & World Report publishes and you’ll find a few North Carolina colleges near the top.

                  The state has especially strong showings in two online arenas you might expect, given North Carolina’s tech landscape — graduate information technology  and graduate engineering — and one you might not: MBAs . Part of the strong showing is due to North Carolina State University, whose name keeps popping up.

                  Affordable Online Schools in North Carolina

                  We’ve crunched the numbers to determine which of North Carolina’s colleges and universities provide not only a world-class online education but also an affordable one. The following is the result: 10 schools that meet our criteria  for quality, flexibility, price, and use of financial aid money. (See the CAG Score next to their profiles in our ranking.) There’s a lot to take in, but after you catch your breath, compare their graduation rates and debt loads to other institutions’ at  College Scorecard .

                  • Appalachian State University

                    Although it doesn’t use the UNC moniker, Appalachian State is a UNC school.  Distance education at Appalachian  takes place at the undergraduate and graduate degree levels. The Office of Student Financial Aid maintains a custom page for distance learners, but also look at the  tuition and fees  to get a sense of comparative pricing for traditional and distance learners. Although nonresidents of North Carolina pay more than residents, veterans and current members of the military plus their immediate families can qualify for reduced tuition .

                    Online undergrads save money almost by default because Appalachian’s newly added bachelor’s degrees are all two-year completion programs. You can transfer in with an AA or AS degree from a North Carolina community college, where you’ll spend less on tuition. The baccalaureate diploma you earn at the end will still say Appalachian State.

                  • East Carolina University

                    U.S. News & World Report ranks East Carolina University ‘s graduate-level online criminal justice, education and nursing degrees highly. ECU also offers undergraduate degrees , but like other state schools in North Carolina, these are actually completion programs. The upshot is that you’ll save money by spending the first two years at a community college and then transferring. Don’t worry. You can do that online. Check out the Virtual Learning Community to see associate-level distance degrees and courses.

                    North Carolinians get a better deal on online tuition and fees than nonresidents — that’s just part of going to a UNC system school. However, the school has expended eligibility for residency to active duty military personnel stationed in the state, as well as their dependents. It’ll maintain that bargain even if you’re reassigned. No matter your residency status, the Office of Student Financial Aid can show you how to apply for grants, scholarships and loans.

                  • North Carolina State University at Raleigh

                    NC State’s Online and Distance Education website can get you started on its 90+ programs , including degrees, certificates, and teacher licensure. Tuition rates are a wee bit complicated, but North Carolina residents get a substantial discount across the board. A limited number of grants & scholarships may also be available to online students—check details with the Office of Financial Aid . Military or veteran? Be sure to have a look at all the veterans benefits on offer!

                    As we mentioned, NC State makes a super-strong showing in U.S. News & World Report rankings for its online graduate programs . If you’re considering an IT or engineering master’s degree, this is a school that you really should put on your shortlist. In tech, it’s right up there with USC, Virginia Tech, and NYU.

                  • University of North Carolina at Chapel Hill

                    University of North Carolina’s flagship campus has a range of options to attract prospective distance learners. In the military and need to take general education classes so you can transfer to a degree completion program? That’s what  UNC Core  is for. Looking to take an online class or two during the semester? UNC students, students at other campuses, high school upperclassmen and members of the general public are all welcome to enroll in Carolina Courses Online , run by the Center for Continuing Education. Don’t want to be restricted by semester start and end dates? Enroll in a self-paced course via correspondence or computer. Looking for a graduate degree or certificate? UNC has those , too, several of which (including its top-of-the-class MBA ) are available at the SREB  electronic rate . Learn more about financial aid and scholarships as well as tuition and fees at the Office of the University Registrar .

                  • University of North Carolina at Charlotte

                    Similar to other UNC schools, UNC Charlotte runs graduate programs alongside baccalaureate completion programs in lieu of four-year degrees. That means, you’ll probably want to transfer in from a state community college. Find courses and degrees at the Virtual Learning Community to see your options, then check out UNC Online’s “ Equivalency Finder ” tool to make sure your coursework will transfer.

                    Once you’ve got the academics sorted, learn about tuition and financial aid in one place. The gist: You pay by the credit, so there’s no penalty for being a part-time student (with some exceptions). Although the terms “nontraditional students” and “distance learners” are no longer synonymous, there is substantial overlap. If that’s the case with you, you may find the section on scholarships for nontraditional students helpful.

                  • University of North Carolina at Greensboro

                    UNC Greensboro is a state school, so North Carolinians benefit from lower tuition and fees . However, nonresidents who choose an online modality can earn a UNCG graduate or undergraduate degree or certificate at a cheaper rate than if they pack their bags and head to Greensboro. The Financial Aid Office works with all students to maximize grants, scholarship and loans. If you’re choosing distance ed, you may fall into the category of adult and transfer student. If so, check out scholarships specifically for you.

                  • University of North Carolina Wilmington

                    UNC Wilmington offers its fair share of online graduate programs plus a handful of undergraduate degrees . North Carolina residents benefit from lower tuition and fees at both credential levels. You’ll discover that online summer courses are slightly cheaper, plus they allow you to finish up earlier so you can enter the workforce. One more thing: Get to know the folks at the Office of Scholarships & Financial Aid . They deal with the things that make college, well, affordable.

                  • Western Carolina University

                    Western Carolina University , another UNC campus, features an array of online degree completion and graduate programs . If you’re attempting the former, you’ll need to transfer in credits, and WCU provides a number of methods for you to do so, including dual enrollment, military service and, of course, an AA or AS from a North Carolina community college.

                    Military members coming from out of state get a special deal on tuition and fees that is considerably cheaper than the nonresident rate. The Office of Financial Aid will help get you sorted, no matter who you are.

                  Online Schools in North Carolina with Accreditation & Quality Concerns

                  There are so many quality online schools in North Carolina that you shouldn’t entertain thoughts of attending an unaccredited one. You won’t qualify for financial aid, the credits you earn probably won’t transfer, and most employers will throw out your resume. So how do you check that your school is accredited and in good standing? Here’s how:

                  • The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) , also known as SACS, is one of six main regional accreditors in the United States. As the name implies, it accredits southern colleges and universities, including those in the Carolinas. Visit its homepage to search the 100+ SACS-accredited institutions in the Tarheel State.
                  • Jump over to the Accreditation Actions & Disclosure Statements section. Schools on any of the lists here have received a public sanction . A “warning” is the lowest level of sanction, and “probation” indicates a more serious breach of accreditation standards. Schools on probation can even be removed from accreditation if they do not come into compliance.
                  • Not every North Carolina college and university is in the SACS directory. That’s because some are nationally accredited, hold regional accreditation through a main campus in another state, or choose to forego accreditation. The Council for Higher Education Accreditation (CHEA) Database  represents a complete list of both regionally and nationally accredited institutions.

                  Since North Carolina is loaded with higher education institutions, it only makes statistical sense that some would have less-than-ideal accreditation status. Several others have been targeted by the federal government. We’ve identified a few:

                  • Art Institute of Charlotte; Art Institute of Raleigh-Durham; and South University, High Point

                    Researching the accreditation status of for-profit schools often requires extra sleuthing because such schools are often part of chains and hold accreditation elsewhere. That’s the case with three campuses owned by the same company — Education Management Corporation. In late 2016 SACS placed South University, a Georgia-based chain, on probation because of concerns the school was not financial stable. This extends to its branch campuses in North Carolina — the Art Institute of Charlotte, Art Institute of Raleigh-Durham, and South University, High Point. The accreditor’s concerns are well-founded. Education Management Corporation has recently  closed several Art Institute campuses due to financial struggles . The schools in Charlotte, Raleigh-Durham and High Point remain accredited while on probation.

                  • Calvary Baptist Bible College

                    Calvary Baptist, which offers distance learning options to enrolled students, claims it does not intend “to seek secular or Christian accreditation for its programs of study.” Therefore, it’s not in the CHEA database or on College Scorecard .

                  • Christian Bible College

                    Christian Bible College has a P.O. box for an address but no physical campus. That’s just one sign that it’s an unaccredited diploma mill. Therefore, it’s not in the CHEA database or on College Scorecard .

                  • DeVry University

                    DeVry, a for-profit chain with an online campus, is accredited by the Higher Learning Commission (HLC) , a different regional accreditor. However, in 2016, the Federal Trade Commission sued DeVry for misleading prospective students, claiming the company/school inflated employment and income figures for its graduates. HLC has yet to sanction the school but has requested more information .

                  • Elizabeth City State University

                    In 2016 SACS issued Elizabeth City State, which offers online classes, a warning for one year due to “non-compliance with standards regarding administrative/academic officers, personnel appointments and evaluations, admissions, student records, and control of finances.” SACS will evaluate the school again in 2017 to determine if it is still out of compliance. The university remains accredited while on probation.

                  • University of Phoenix

                    University of Phoenix, a for-profit chain known for its distance learning programs, has a Charlotte location. Although it holds regional accreditation through the  Higher Learning Commission (HLC) , graduation rates at its Charlotte location are some of the lowest across the University of Phoenix system, according to College Scorecard . To be fair, its enrollees are about as likely to graduate within six years as students starting off at a state community college. But it costs a lot more to attend University of Phoenix than a community college.

                  North Carolina Online Education Resources

                  Accreditation

                  • Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) : Everybody just calls it SACS. It’s the regional accrediting body for degree-granting colleges and universities in North Carolina. SACS accreditation is desirable because schools can offer financial aid and their credits tend to transfer more smoothly.

                  Distance Learning Resources

                  • eLearning NC : We’ve tried to succinctly articulate North Carolina’s distance education landscape, but sometimes it helps to see the information presented in another way. If that’s the case for you, the state’s eLearning Commission has put together this resource that links to both K-12 and college options for distance learning.
                  • North Carolina Department of Public Instruction : The Department publishes pertinent information for secondary schoolers. Online learners should take note of the Career & College Promise (CCP) , which allows them to take college credits sans tuition.
                  • UNC Core : A Chapel Hill initiative that works across the public university system, UNC Core represents the simplest path for military members to earn general education credits online. After completing UNC Core, they can transfer to a degree completion program.

                  Online Degree & Course Catalogs

                  • North Carolina Independent Colleges & Universities (NCICU) : If you’re interested in attending a private university, NCICU highlights the distance education offerings for 15 of its member schools.
                  • Southern Regional Education Board (SREB) Electronic Campus : The Electronic Campus is not comprehensive, but it is wide-ranging. It provides a searchable database of online degree programs or courses run by participating institutions in North Carolina and 15 other states. It’s particularly helpful for nonresidents wanting to find online programs that don’t charge out-of-state learners extra.
                  • UNC Online : It’s difficult to overstate how valuable this website is for prospective and enrolled UNC students. From it, you can find every online degree, online course and approved proctor in the UNC system.
                  • Virtual Learning Community : Another gem — this one for prospective associate degree-seekers. Discover every community college program and search for course offerings across the North Carolina Community College system.

                  • Data Sources for Our Rankings
                  • collegescorecard.ed.gov/data
                  • clep.collegeboard.org
                  • getcollegecredit.com
                  • nces.ed.gov/ipeds/datacenter
                  • How it works

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                  Narrative Interview Essay

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                  The person that I interviewed is Sarah Arsenault, she is a registered nurse that works at Tompkins Cortland Community College (TC3). Among the things that caught my attention to interview her are: the preparation that involves being any type of practionner of medicine. How to be prepared to act in any different type of situations involving health matters.

                  During the interview Sarah was very kind and gentle, we had a very nice sort of conversation instead of a strict session of questions and answers. We got along in a great way and the conversation allowed me to get to know about how nursing is in the United States. At the same time she was very open about her experiences and at some times even about her personal life.

                  As soon as the interview started we were exchanging very funny comments, some about the questions that I asked, others about present issues and even one about “booze” or alcohol. It took me about 25 minutes to finish the process, this is probably because we had a fluent and nice conversation and not just went to straight to the matter.

                  To start I asked about what inspired her to become a nurse, “My mom, she replied, growing up and watching her knowledge about the human body”, that resulted very exciting to Sarah and had influence in her choice of career. She explained to me the requirements to complete the nursing career; she studied at TC3 for 2 years to obtain an associate’s degree in order to become a nurse. At the moment she is studying to complete a bachelors degree.

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                  She made a joke about men being nurses; she said that still in these times is a bias for a man to be a nurse, although the number is slowly increasing in the US. Sarah loves her schedule at TC3, “great hours compared to a hospital” she said.

                  When I asked her about how she deals with complaining patients her answer was: “ With humor and telling them that they are being rude, if you want my help respect me”. After dealing with her patients Sarah feel a sense of satisfaction, joy perhaps, because being helpful makes her feel good, she also appreciates the feedback from past patients.

                  She expressed that she didn’t want to become a doctor because of the length of school here in the US. Among the rewarding things about her job are making relationships with people and the feedback they give her.

                  When she feels stressed she likes to talk it out with her co-workers, a couple jokes and then all its fine. It was curious because when I asked this question her immediate answer was “Drinking” but we both knew it was a joke so we laughed for about a minute or so. This moment made her more confident and open towards me. She likes working with others over working by herself because she is a people’s person. Overall Sarah’s personality is very kind and open. I liked doing the interview because I learned a lot about nursing, their purposes, kindness and their willingness to help others.

                  To me the interview was very clear and sincere. Sarah is a straight up person that talks in a direct form about every subject but at the same time enjoys helping others with her service and knowledge.

                  To talk about nurses is a very important topic worldwide because they play a central role in delivering health care to the people. They promote health, educate patients about illness and injury, provide care and assist in cure. These are critical matters all around the world.

                  Overall nurses provide many different services and this results very positive for society in general. This and many other reasons were the ones that made me one to interview a person involved in this world, in this case Sarah Arsenault.

                  I am very glad to have performed this interview because now I see things related to this matter from a very different perspective than the one I had before.

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                  How to Write an Interview Essay

                  written by: Kellie Hayden
                  • edited by: Trent Lorcher
                  • updated: 3/27/2015

                  Writing an essay based on an interview takes a different form than most traditional essays you may be used to writing. Learn how to write this type of essay with these instructions.

                  • slide 1 of 4

                    Interview Essay Tips

                    Before writing the essay, you have a lot of prep work to do. Decide what you would like to write about and determine an interesting figure you can interview. Do some preliminary research before the interview itself to decide what kind of questions you should ask. During the interview, make sure you take a lot of notes, or best of all, tape record the interview so you can remain focused on the conversation. If you need more help with the interview portion, read this article .

                  • slide 2 of 4

                    Organizing the Notes of the Interview

                    Tips for Writing an Interview Essay Narrative format or question and answer format?

                    First, you need to know if your teacher wants you to write the essay in a narrative format or in a question answer format. This will affect how you organize your paper.

                    Both essay formats need a strong introduction, an organized body and a solid conclusion. The difference is that the question and answer essay will use direct quotes with your questions. The narrative essay can have paraphrased information from the interview mixed in with direct quotes.

                    How do I begin writing my interview essay?

                    Hopefully, you took copious (many) notes during your interview and hopefully you were allowed to record the interview to catch any information that you missed in your notes. Now, you need to organize your information into a logical outline

                    Probably the easiest way to organize all the information is to read through your notes and to listen to the recording of the interview. You need to think about what the reader would like to know about the person you interviewed. Pick three main themes or ideas that you talked about during the interview. These will become body paragraphs for your essay. Once you have wrapped your brain around the three main things you are going to talk about in your essay, you need to write out an outline.

                  • slide 3 of 4

                    Sample Outline

                    How do I write an outline?

                    This outline will help you write a five paragraph essay for a narrative format. However, you can easily organize your question and answer format essay using this outline as well.

                    I. Introduction

                    Start with a humorous or interesting anecdote or fact that the person told you.

                    Thesis statement: A thesis statement is one sentence that tells who was interviewed, his or her title, and why you interviewed the person. Basically, what do you plan to tell your reader about this person? This must be in the introduction, and you must spell the person’s name correctly. Read this article on how to write a thesis statement for more help.

                    II. Body paragraph 1: One big idea you learned

                    III. Body paragraph 2: Second big idea you learned

                    IV. Body paragraph 3: Third big idea you learned

                    V. Conclusion: You need to wrap up your essay by summarizing and writing some concluding remarks about the person.

                  • slide 4 of 4

                    Write the Interview Essay

                    How do I turn the outline into an essay?

                    Depending on the assigned length of your paper, you can write a paragraph for each Roman numeral on your outline. However, if you need to write a longer essay, you can have several paragraphs for Roman numerals II, III, and IV.

                    You need to make sure that you put quotation marks around words that the person said, and you need to make sure that you body paragraphs support your thesis statement. Once you have a rough draft written, you need someone to peer-edit your paper. Then, you can write a final copy for your teacher.

                    You should now be an expert on how to write an interview essay. You may need to edit and revise your essay to get a top grade, but you should understand the writing process for the interview essay.

                  ◄ ● ● ● ● ►

                  Interviews and Essays

                  The following articles will help you to complete an interview and write the interview essay.
                  1. How to Interview Someone for a Paper
                  2. How to Write an Interview Essay