How has Roman Polanski interpreted Act I Scene i of Shakespeare's Macbeth?

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When a director is filming a play script he/she needs to consider several aspects.

 The casting, location of the scene.

 Camera angles

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 Music

 Sound effects

 Lighting

 Props

 How the lines need to be delivered.

Roman Polanski had very few stage directions to work from to create Act 1 Scene i. The only stage directions Polanski had to work from were- 'A desolate place,' 'Thunder and lightening' and 'Enter three witches.'

Polanski interprets Shakespeare's stage directions for Ii that the action should take place in 'a desolate place' as a beach at dawn in the winter. This encapsulates the theme of unnatural events because the idea of a beach in winter is strange. In addition to this the time of day, dawn, enables Polanski to use an opening shot of a blood-red sky at sunrise. The red clearly symbolises evil, hate, danger and violence. It serves as a warning for the events in the rest of the play. At the end of the scene Polanski makes clever use of the tide being out and the fog. It looks like the witches are hovering. Polanski has interpreted the line 'hover through the fog and filthy air' literally.

Polanski's presentation of the witches tries to avoid the modern stereotype of a witch. There are no pointy hats, black cloaks or broomsticks in sight! The witches are dressed in ragged, outlandish clothes which suggest that they are outcasts of society. Each witch is dressed differently to help the audience distinguish between the witches. All three of the witches have an impediment. One of the witches has deformed eyes, one has no teeth and one cannot speak at all. This enhances the idea of the witches being strange.

The action at the beginning of the scene is very minimal with the first object that the audience see is a stick that one of the witches uses to help her walk. For the first few minutes of the scene no dialogue takes place. The witches are seen doing a 'spell' in the sand. This immediately gets the audiences attention and wondering what the witches are doing. When the first lines are delivered by one of the witches they speak in a mumbled way that is hard to understand, this is yet another way of showing how peculiar these witches are.

Sound and Music can be very effective when creating tension and atmosphere. Polanski uses several methods to create an eerie atmosphere. Firstly he uses silence which is disconcerting. It is completely the opposite of what the stage direction says. Secondly he uses the plaintive sound of a seagull. Finally the weird music of a piano is used.

In conclusion Polanski has given as natural and realistic portrayal of Act I Scene i as possible, cleverly avoiding the clich of the modern stereotype of witches. In my opinion Polanski has been successful in creating a dramatic opening

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Campus speech codes

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Campus Speech Codes

When our forefathers wrote the Declaration of Independence, they wrote it so that the will of the people could be heard. When colleges construct speech codes, the colleges take away the ability to have the will of the people heard. These people are students and still should be able to speak their minds clearly and freely. After all, college is a place where people get out on their own, start speaking for themselves, and figuring out who they are. Speech codes should not be used on campuses, since free speech allows students to form opinions, to exchange those opinions voluntarily, and to attempt to persuade others of their importance.

The major trend on college campuses today is the use of speech codes to stop vulgar, offensive, or unwanted comments directed towards a group or individual. Speech codes are used by college campuses to guide students on how to address other individuals, groups, or activities that have historically been more open to hate speech. The speech codes however, have silenced many individuals or groups who support ideas or beliefs that are different from the accepted beliefs of society today. Despite the good intentions of those who imposed the speech codes, the codes restrict students and of their freedom of thought and discussion, which is given to them by the first amendment.

The purpose of college speech codes is to protect individuals or groups from bad forms of speech. These speech codes clearly violate the first amendment, which states Congress shall make no law...abridging the freedom of speech, or of the press, or of the people peaceably to assemble, and to petition the Government for a redress of grievances. Although the first amendment refers to congress, it can be assumed that colleges also have to abide by these rules. While someone may make a racist or sexist comment directed toward a group or individual, their right to make such comments is upheld by the first amendment. John Howard ¾ who was the attorney in the Phi Kapa Sigma case ¾ said it best "…the first amendment exists for speech you don't like. You don't need the first amendment for speech you do like" (Qtd. in Frammolino 111). The adoption of speech codes, despite the claims of supporters, limits the right of individuals to speak as they wish.

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College campuses are ideally places where students can express free thought, discussion, and interaction. Students should not have to fear expressing any thought, opinion, or belief that enters their mind. With the emergence of enforced speech codes, however, students are forced to think twice before expressing their views. While supporters of speech codes proclaim their implementation will encourage a sense of the campus community, but, in reality, it smothers the views of one group and divides the community even further. By allowing a free-flow of thought, students who harbor anger toward certain groups or individuals might be able to vent their frustrations verbally, rather than physically. Venting any differences or frustrations verbally should, in all reality, decrease anger and sexual tension in the college community. By applying rigid speech codes, some students will keep their anger bottled up, which could possibly lead them to gangs or even militias as a way to vent their frustration. Simply, speech codes are separating the community even further then what supporters would believe. By silencing the community, the people or groups protected by speech codes are actually increasing the power they have over the community.

Supporters of speech codes on college campus bring up several points to support their point of view. First, that by setting up such speech codes, the codes will be protecting the students. In actuality, the codes are weakening the students, depriving them of a chance to speak their minds. Students, especially on the college level, should be exposed to all types of thoughts and opinions, on a variety of subjects. Students should have every opportunity they can to practice their composure during heated discussions, and learn what their actions and responses in these situations may cause. "It was once believed that the best way to separate a strong idea from a weak one was to encourage a clash of views" (Kurtz). By using speech codes that prevents discussion, students are not able to experience that diversity of opinion they will encounter outside of an academic setting. If diversity truly is a goal of all college campuses, and those who create the speech codes, they should be open to diversity of thought, opinion, and speech.

Another argument brought up by supporters say that insults against groups or individuals should be silenced with university action. While it is true that insult directed against individuals or groups should be condemned, the university administers should not step in to perform the condemnation. Peer pressure should step in, and condemn that individual or group speaking out. Supporters of speech codes should not take such negative view on the individual or group, thinking that they, the individual or group, not strong enough to stand up for themselves.

There is nothing to prevent those being insulted to shout back, or get up and leave the environment that makes them feel uncomfortable. By creating speech codes to silence such insults, university administrators are, in effect, fostering a new generation of victims, not leaders. The administrators are also denying students the right to their freedom of speech. This intern can cause students to, instead of verbally speaking out, to possibly taking physical action on the group or individual. This causes more harm then what verbal action would.

Kurtz, Stanley. "Free Speech and an Orthodoxy of Dissent." The Chronicle of Higher Education. 6 Oct. 001 B4.

Frammolino, Ralph. "Suit Forces U.C. Riverside to Rescind Fraternity Penalty." Writing the World. Eds. Charles R Cooper and Susan MacDonald. New York Bedford/St. Martin's, 000. 111-114

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The box social

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In "The Box Social" the protagonist is Sylvia and the antagonist is the man, who

we don't have a name for. Sylvia lives with her aunt and father, in the house she had been

given the role to do housework. Sylvia is a very complex person who is insecure with

herself and cant control her actions. We know this because she slept with a man and got

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pregnant, she then gave birth to a stillborn child and decided to wrap it up in a newspaper

and give it to the man who got her pregnant. Sylvia does not have a mother and is ignored

by her aunt and father ("Neither her aunt nor father wished to go" line 6-7), because of

this Sylvia is in search for a person who will love and care for her this is why she got

involved with the man she now hates. The man in this story is naive and strong. He thinks

Sylvia has forgiven him for sleeping with her just because she used green wallpaper he

would recognize for the box. Once the man opened the box he no longer appeared as a

strong person but a fearful one ("his great hands unusually white on the top of the green

baize card table" line 64-65) because he saw the child wrapped in the bloody newspaper.

Sylvia and the man have a relationship that was based on insecurity and opportunity. The

man took advantage of Sylvia's insecurities, which lead to changes and conflict in her

life. I think the outcome happened as it did because Sylvia was insecure with

herself, which gave the man the opportunity to take advantage of her feelings and sleep

with her. I don't think anyone knew Sylvia was pregnant because she wasn't showing and

during the three weeks she was very sick the baby was dying. I think she gave birth to a

premature baby after three weeks of being sick, this made her very upset and even more

unstable, mentally. After this final event I think Sylvia wanted to pass her pain and agony

to another person and she thought she would be able to do this by giving the dead baby

to the man who helped make the child.

.

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All My sons

If you order your research paper from our custom writing service you will receive a perfectly written assignment on All My sons. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality All My sons paper right on time.

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If I decide to put a coin on a railroad track, when the train comes it will derail. Sure I may go to jail for my actions which shows that I brought the trouble to myself, but it also affects the people who were on the train. It was not their fault that I put the coin on the track and because of me, I possibly killed or hurt many people. In this example, I have caused some minor obstacles for myself, but have caused monumental obstacles for the people riding the train and also their family and relatives.

Arthur Miller illustrates this interpretation of the quotation in All My Sons. In this play, Joe Keller ships some cracked cylinder heads during the war and they are placed in some planes. The planes crash and kill twenty-one men. Joe Keller does go to jail for a little but he is set free because he was not at the shop when the heads were shipped. Instead he had his partner, Steve Deever, send the cylinder heads and Joe stayed home to maintain an alibi. Steve, however, is punished much more severely. He was charged with the crime and was sent to prison because he was the actual one who gave the order. This shows how Joe Kellers actions didn't really effect him much. It affected all the ones who were killed and their families. It also affected Steve Deever and his family.

In the process of punishing others with his actions, Joe also affected his son Larry. Larry couldn't belief what his father had done. To punish his father and make him see what he had done wrong, Larry kills himself. This action shows Joe the error in what he did. He finally realizes that there is more in life than family and money. He realizes that his actions killed his son and many other people's sons. Therefore Joe sees that his responsibility to his country and society makes all the boys that died all his sons. " Sure, he was my son. But I think to him they were all my sons." After realizing the damage he has caused Joe cannot deal with his tremendous guilt. He commits suicide, once again not dealing with the problem but causing problems for other people as Joe's family must now cope with the death of Larry and Joe.

In this play Arthur Miller uses several literary elements to present the story. He provides the basic theme that there are things bigger than family. He uses extreme cases of irony to prove this. When Joe says, " If Larry was alive he wouldn't act like this. He understood the way the world is made. He listened to me. To him the world had a forty-foot front, it ended at the building line." This is ironic because Larry doesn't understand Joe's actions. He instead sacrifices himself to show Joe the error in his ways. It's also very ironic when Joe says, " That's the only way you lick 'em is guts!" because Joe has no guts. Even in the way he dies he does not have the guts to do the right thing. The author also uses foreshadowing as a preamble of what is gonna happen. "There's nothin' he could do that I wouldn't forgive. Because he's my son. Because I'm his father and he's my son…Nothin's bigger than that. And you're goin' to tell him, you understand? I'm his father and he's my son, and if there's something bigger than that I'll put a bullet in my head!"

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In conclusion, All My Sons is the perfect illustration of my opinion that one's actions affect everyone including yourself. This work installs the view that one's actions influence more than one person and that one's responsibility to society requires that person to think unselfishly to avoid affecting others in a bad way.

Please note that this sample paper on All My sons is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on All My sons, we are here to assist you. Your persuasive essay on All My sons will be written from scratch, so you do not have to worry about its originality.

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Development of Malarial Vaccines

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Malaria is an arthropod-borne blood infection transmitted by the female anopheline mosquito and caused by protozoan parasites of the Plasmodium genus. Four species of Plasmodium are infectious to humans; P.falciparum, P.vivax, P.malariae and P.ovale. P.falciparum is the most prevalent organism and frequently causes severe and fatal infections amidst the young, the pregnant and the immune-compromised and accounts for at least 5% of the 750 million cases occurring each year in Tropical Africa. Although the mortality rate of P.vivax is much lower than that of P.falciparum it causes an extremely incapacitating disease and represents the prevalent form of recurring malaria. P.vivax alongside P.falciparum accounts for almost all of the 100 million cases which arise each year out with Africa.

Since the latter part of the 0th Century it has been a goal of the WHO alongside many pharmaceutical companies and charities to develop vaccines against these two species of malaria. However, due to the complexity of the life cycle and the continuously changing morphology and antigen expression of the parasite, the development of a globally effective and long lasting vaccine has become somewhat of a challenge. Currently there are three stages of development against which vaccines are being developed.

The first of these stages is the pre-erythrocytic phase where vaccines are produced against the parasite from the sporozoite infected mosquito as they enter the liver. The aims of these vaccines are to stop sporozoites entering liver cells i.e. hepatocytes and developing into schizonts thus preventing further transmission of the parasite to the mosquito and clinical expression of the disease.

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Antibodies which have been immunised with irradiated sporozoites recognise a protein known as the circumsporozoite (CS) protein that is expressed on the liver sporozoites surface and cause a precipitation reaction (CSP) which stops invasion of hepatocytes.

Several P.falciparum vaccine candidates' antigens have been identified and studied by using cells and sera from individuals immunised with irradiated sporozoites. The number of these antigens is increasing e.g. CS, LSA1//, SSP/TRAP, SALSA etc for P.falciparum but in the case of P.vivax only the CS and SSP/TRAP proteins are targets.

Passive transfer of CS-specific T cells from immunised mice to animals susceptible to the disease confers protection from the parasitic challenge. A monoclonal antibody (mAb) specific to the AGDR sequence of the P.vivax CS protein protects sporozoite challenges in Samini monkeys. Moreover immunisation of human volunteers using a recombinant protein containing the carboxyl flank of P.falciparum CS protein protects human volunteers against sporozoites.

long peptides, one containing the CS B cell, Th and CD8 T cell epitopes recognised by humans, the second a synthetic polypeptide corresponding to the N- and C-terminal domains of CS produced and safety tested on Aotus monkeys and the third called peptide R consists of a dimer of peptide p11 from the central domain of CS and ppt0 which is a tetanus toxin derived epitope have been produced. These three long peptides induced vigorous Ab responses in monkeys and a phase I clinical vaccine trial is currently being conducted in naïve humans.

SSP/TRAP proteins participate in sporozoite motility and invasion and Abs directed against them prevent sporozoites binding to the hepatocyte membrane therefore preventing invasion in P.falciparum. Specific anti-TRAP Abs and CD8 T cells can also contribute to malarial protection. The P.vivax SSP gene has recently been used to construct a nucleic acid vaccine which induces high levels of specific Abs in mice.

An example of a vaccine against antigens at this stage of infection is the C.S.P vaccine which induces anti-sporozoite antibody and was found to be protective in Kenyan trials.

The second stage to which vaccines can be produced is the asexual blood stage which begins when the infected hepatocytes burst and release merozoites that enter the circulation and quickly invade red blood cells. Then after - days the parasite develops into a mature schizont which ruptures the erythrocyte releasing more merozoite thus continuing the cycle. The goal of a blood stage vaccine is to halt undue parasitic expansion thus containing the disease.

There are several antigens that are specific for this stage of development. One of these is a polymorphic protein profusely expressed on the surface of merozoites, called merozoite surface protein, MSP-1. An internal processing mechanism of this protein results in production of small fragments such as MSP-1/1 which participates in erythrocytic invasion and MSP-1/4 which is derived from the carboxyl end of the protein. Vaccine trials using monkey models with recombinant products of these two protein fragments have offered diverse protective efficacy.

Merozoites have also been found to rely on the Duffy blood group in order to invade erythrocytes. It has been discovered that individuals who don't possess this blood group are protected by infection from P.vivax. The parasite ligand for this receptor is the Duffy Binding Protein (DBP) and is currently being tested as a vaccine candidate. Initial experiments in rabbits and mice show high immunogenicity relating to a DNA vaccine, a recombinant protein and synthetic peptides corresponding to the DBP ligand domain.

The Apical membrane protein (AMA-1) is a 66-8kDa protein found on the surface of merozoites. AMA-1 provides a protective capacity in rhesus monkeys when challenged with the P.knowlesi parasite and is currently being examined as a contender for a malarial vaccine.

Patarroyo and colleagues designed a synthetic peptide vaccine called SPF66, which contained sequences from MSP-1 and two other blood-stage antigens along with tetra peptide repeats for the CS protein. The efficacy of the vaccine was worked out to be 75% after Phase I experimental challenges however after several Phase II and III trials the efficacy against P.falciparum ranged between 8.% and 60.%. Formal testing of the vaccine in Phase III trials also showed varying results dependant on age and location. Studies in Columbian adults and children and Tanzanian children showed the vaccine prevented approximately % of the clinical episodes expected however no significant protection was seen in Gambian infants or Thai children. Presently development of a second generation subunit SPf66 vaccine is being undertaken in order to increase efficacy and to confer global protection.

The third stage to which malarial vaccines are being developed is the sexual stage. The aim here is to prevent transmission of malaria in humans and mosquitoes and thus vaccines produced against this stage are called transmission blocking vaccines, TBVs. The main target antigens are surface proteins of the extra-cellular male and female gamete, zygote and ookinete stages of the parasite which fall into two distinct classes.

The first class includes two major surface proteins found on the gametes. These molecules, Pfs48/45 and Pfs0 are thought to be ligands in the fertilisation process and monoclonal antibodies against them can block infectivity of the parasites to the mosquito. However problems due to the small size of these molecules and in discovering the exact location of their epitopes have halted advancement of developing a TBV against them.

In the second class two possible targets are the Ps5 and Ps8 groups of molecules expressed on the surface of zygotes and mature ookinetes. Pfs5 and Pv5 i.e. the Ps5 form of P.falciparum and P.vivax respectively, have been expressed on immunogenic form in yeast and used to generate immune sera in mice which has strong transmission blocking activity against gametocytes of the corresponding species.

A modified version of Pfs5 has been tested in Phase I trials in humans for safety and immunogenicity and has caused a 50% reduction in infectivity of P.falciparum to mosquitoes compared to controls while only causing a mild localised reaction at the injection site.

The NYVAC-Pf. 7 vaccine blocks transmission of the parasite from the vertebrate host to the mosquito and incorporates seven of the antigens already mentioned. Trials with rhesus monkeys show the vaccine to be safe and well tolerated and at presented human trials are underway.

Recently a new approach to vaccination against malaria is . This vaccine is based on glycosylphosphatidylinositol (GPI) a glycolypid which has the characteristics of a toxin produced by malarial parasites. Vaccinating mice with synthetic GPI induces protection from acidosis, pulmonary oedema and fatality. If immunogenic in humans, GPI could perpetuate the development of an antitoxin vaccine for malaria. Vaccinating with GPI at an early stage in children could provide them with "sufficient clinical protection to withstand their first few malarial infections, while at the same time, developing acquired immunity for life-long protection" ( Bradbury 00 ).

Thus due to detailed work being employed in the field of genomics and by being able to determine the epitopes present on the antigens present of the parasites surface at different stages of its life cycle more and more possible targets for an anti-malarial vaccine are developing.

There are as mentioned already several quite different vaccines currently undergoing clinical trials as well as a second generation of SPf66 vaccine being developed the possibility of discovering a global high efficacy vaccine for malaria is growing ever nearer.

Indeed the goal of the Medicines for Malaria Venture, a non-profit foundation based in Geneva, in to bring a new anti-malarial drug onto the market every five years with the first new drug in production by 010.

The Lancet

Volume 60, Issue , 17 August 00, Page 551

Jane Bradbury Antitoxin vaccine could provide new way to fight malaria.

Molecular Immunology

Volume 8, Issue 6, December 001, Pages 44-455

Plasmodium vivax malaria vaccine development.

Vaccine

Volume 1, Issues 17-1 March 001, Pages 0-14

Transmission blocking malarial vaccines.

The Lancet

Volume 50, Issue 0, 17, Pages 166-1701

Development of a malarial vaccine.

New England Journal of Medicine 17, 6, No.

Current opinion in Immunology

15,7 Pages 607-611

Malaria vaccines

Malarial vaccine- www.malariasite.com/malaria/malaria_vaccine.html

The Harvard Malarial Iniative- www.hsph.harvard.edu/press/releases/press417001.html

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Understanding children's ideas of the shape of the earth

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Before the research I conducted, there were previous research completed in America and Greece. But never in Australia has there been a research about children's ideas about the shape of the earth. The first research was undertaken as a study of conceptual change, more commonly known as psychology (Vosniadou and Brewer 1), which studied the metal models of earth. The second research was undertaken in mind/regard of the children's ideas in science (Nussbaum 1) to represent earth as a cosmic body. Each research had the exact same four views of how the earth could be broadly categorized by the ideas children gave.

The 4 views of the earth

1) The Sphere- it is a scientific notion of the earth in a sphere with people living on the surface

) The Hollow Sphere- the earth is a hollow sphere or ball with people living on a flat section deep inside it

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) Dual Earth- this notion expresses two earths, a round one up in the sky and a flat one where people live

4) Disc Earth- (also known as the pancake earth) the earth is round like a pancake than round like a ball

How these researches-the study of conceptual change (Vosniadou and Brewer 1) and the children's ideas in science (Nussbaum 1) came with these exact four views are expressed in the following tables

Mental Model (1)- Sphere

Vosniadou and Brewer Nussbaum

- children met the requirements to fit in the spherical earth category- Typically children who kept referring to the mental model of spherical earth, demonstrating a satisfactory and stable knowledge of the aspects of the earth concept, which therefore constantly came with the scientific earth concept - Children who held the notion that demonstrated a satisfactory and stable notion of all aspects of the earth concept was classified under this mental model- The aspects of the earth concept is 1) a spherical planet ) Surrounded by space ) Objects falling into the centre, not in a straight line- The conclusion that presented up after examining and analyising the data, it therefore was said that children can overcome immediate perceptual distractions and respond consistently with the content of the scientific earth concept

Mental Model () - Hollow Sphere

Vosniadou and Brewer Nussbaum

- Children who were placed in this category gave a pattern of responses consistent with the view thata) The earth is a hollow sphere and that people live deep inside itORb) That the earth consists of two hemispheres 1) A lower hemisphere on which people live upon) An upper hemisphere which consists of the sky and which covers the earth like a dome- Children in this category would say that the earth is spherical when seen from the outside but that it looks flat to them because they live on the flat ground inside earth - Children's ideas that are classified under this notion believe that the earth is a huge ball composed of two hemispheres1) The lower part is solid and is basically made up of soil and rocks, people live on this lower hemisphere surface) The upper hemisphere is not solid, it is made up of 'air' or 'sky' or a combination of 'air and sky'- Children in this category would claim that we (humans) live inside the earth and that it is impossible to live upon it- In this category, the children would hold the notion that the sun, moon and stars may exist inside the ball (meaning the earth), upon the ball's surface or outside the ball

Mental Model () - Dual Earth

Vosniadou and Brewer Nussbaum

- Children who were placed in this category gave a pattern of responses constantly with the view that there is one earth which is round and located up in the sky, another which is flat, where people live- Most of the children who constructed this model used the word 'earth' primarily to refer to the round earth which is like a planet up in the sky, the flat earth is usually referred to as the ground - Children in this category responded by limiting space at its 'bottom' with oceans or ground, therefore the child limits the space 'above' the earth by including the sky- Establishing horizontal ground 'below' and 'sky 'above', the earth's model is really an act of metal reconstruction of reality from a clear egocentric point of view- Basically, children who is categorized in this notion believes that a ground limits space 'below' the earth and the sky limits the space 'above' the earth

Mental Model (4) - Disc Earth (Pancake Notion)

Vosniadou and Brewer Nussbaum

- This mental model represents the earth as a disc supported by ground- Children placed in this category has not got the notion of space surrounding the earth- These children think of the earth as a disc with dirt or water below it and sky directly above it - Children who hold this notion of the earth as flat and not round like a ball, may not completely suggest it at the beginning- They began like everyone else, stating that the earth is round like a ball but in a brief verbal probing, it reveals that they don't really believe that they/ we live on the surface of a huge ball, basically the children who held this notion believed that that the earth is just flat

Looking at these previous researches, the aim of my research is

ð To look at children's understanding of the shape of the earth

ð To determine whether there are changes with their ideas with age

ð To determine if the models used in the previous research by children outside Australia apply to the children's ideas in Australia

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College Application Essay

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College Application

If you ask me who the most influential person of my life

Is, I wouldn't have to think about it twice. My English

Teacher from my junior year in high school

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Is the most positive person I have ever known; her name?

Is Mrs. Schoenbucher and she is encouraging, always

Friendly, permanently offering help and always there

For you when you need somebody to talk. You might ask

What does that have to do with my college application?

I have always been a really good pupil, always went to

Class on time, never skipped school, permanently good

grades In addition,I Have never been disrespectful to a

teacher.

In my junior year I had a math teacher ,

Who really took the fun out of math ; he didn't treat

Me fairly and really gave me a bad time in math. I lost my

Fun on math and stopped to study for it. I even started

Skipping my math classes because I had such a hard

Time getting along with this teacher. I am pretty

Sure you can foretell what happened when I stopped

studying for math and started skipping it exactly, my

Grade dropped I failed the class and I have never

Failed a class before.

The math problem led to other problems, too ;it took

away all my passion for

Attending school. Consequently, my other grades

started to get Worse too. I was afraid to talk to

anybody, I didn't

Have the courage to speak up and discuss the problem.

I Felt lost like a wild animal imprisoned in a small cage.

I was walking in a dark tunnel and couldn't find the

Exit.

My English teacher Mrs. Schoenbucher, with whom I

get along very well was the first person to

recognize that something was wrong with me, so she

Took me aside and asked me what was wrong. I said

"Nothing", but I just couldn't hold it in anymore my eyes

Were starting to get watery and I started to cry .Mrs.

Schoenbucher encouraged me to talk to her.

I told her everything that was in my heart, all the

Problems I had, and all the frustrating experiences

from math and

How it started to affect my other classes and took away

the fun of going to school. Mrs. Schoenbucher told me

That everything was going to be alright;she said she

would talk to my math teacher

About my problems, so I could see his point of view. She also

Encouraged me to talk to my parents about my math

Problem at school and that all helped me .

If she

Wouldn't have been I probably would never have had the

Courage to step up and I would have lost the passion on

School and failed my math class.

The next day I talked to my math teacher and after his

Talk with my English teacher he was able to see my

Problems better and also understand me better.

It also helped me because he told me his point of view

And helped me to understand him better and

recognize that he didn't mean it in a bad way when he is strict

to me he just wants us to be prepared for college.

Two weeks later I had regained my fun of going to school

And my grades were better then ever before. From this

Whole incident I learned that it is important to talk to

People if you have problems .I want to do that too. if

Other people have problems either at school or outside I

Always encourage them to talk to me and I try to help

Them as good I can.

Please note that this sample paper on College Application Essay is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on College Application Essay, we are here to assist you. Your persuasive essay on College Application Essay will be written from scratch, so you do not have to worry about its originality.

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