What is a Claim in Writing an Essay?

What is a Claim in Writing an Essay?What is a claim in writing an essay? First, let's discuss what a claim is, and then we will look at how a claim could be used in an essay. A claim is a pre-written text that summarizes something you want to say about something else. If you write a first draft of an essay, it's a good idea to use a claim or thesis statement as a preface to your essay, because if you don't use a claim, you can't make any mention of something else.Let's take the following example. Suppose I have been interviewing a prospective employee, and he mentioned that he would like to see how we operate our business, or if I was interviewing for a position at a company that wanted to be competitive, I might try to add something that would show how my company would be successful. To do this, I would use a claim in writing an essay:My company is a friendly, warm and inviting place where employees can share ideas and look forward to working with each other and their future employe es. We are always on the lookout for new ways to make the workplace more productive and friendly, and in particular we seek to give our employees a friendly environment and training that lead to productivity and success.A claim doesn't have to be as detailed as I've given here, it simply has to be something I wanted to say. For example, in the example above, I did not make any claims about how we operate our business, but rather made a claim about how I wanted to impress my prospective employee. In writing an essay you can use claims in several ways. You can use them to tell an anecdote, to make a contrast between two things, or to bring out a theme.How to make a claim as a writer should depend upon the situation you're writing about. You're looking to tell a story, then you can either use a preface that says something like 'this happened,' or if you can put an argument behind it, you can create a side-plot using a thesis statement. The former works well for example, because the rea der knows that you have come up with something you want to talk about and then you have given the reader some background information. On the other hand, if you're looking to make a contrast, the former isn't really your best bet, because it may come across as too judgmental, and this can turn off readers.Another thing to keep in mind when writing a claim is that it doesn't have to be long. In fact, it might be better to write a short introductory paragraph that contains a claim. But a lengthy, detailed claim only drags down the essay. When you make a brief, concise claim, you make it easier for the reader to focus on the argument in a sentence or two. The entire essay can become a lot shorter and easier to read, which is a very important factor.If you are unsure about how to go about making a simple claim, here's an example. After a former employer had expressed a desire to sell his business, I had a line of questioning.

Narrative Essay Writing Sample - 4 Elements That Create a Good Story

Narrative Essay Writing Sample - 4 Elements That Create a Good StoryAny time you submit a final copy of a narrative essay for consideration, whether it's for a first time or repeat submissions, you'll want to write an example of your prose. A story that is fully developed is an effective essay as long as you properly structure it. Here are four components that form the plot and structure of a good story.A set of events is the basic outline of the plot in any story. This can be something you've heard, or it can come from a personal experience that is related to the argument that you are making. The events in the outline support and elaborate upon the main points you wish to make. The other elements are support and characterization.In a first car accident story, the scene is usually very graphic and very distressing. The accident has occurred suddenly and the passengers are so shaken by the event that they fear to even drive. They are very frightened because the scene is so startling a nd there is so much chaos.In a good illustration of this sort of story, the protagonist suffers from trauma is depicted visually through the images and sounds. The unconscious characters are also used to build and develop character and conflict.Character is an essential element of a good story. While you want to focus on developing the protagonist, it is important to give the other characters some development as well. No character development is more important than the character development of the protagonist. Character development often includes character traits and behaviors that cannot be written about easily.The main characters in a story need to have certain qualities that make them sympathetic. They are all different in some way and every character needs to have a distinct quality. Whilecharacters need to have some traits that they share, they also need to be unique in some way. The uniqueness of each character is also essential for emotional impact.The story can be a great su ccess if you can describe clearly the themes and events of the essay. By writing the descriptive portions of the essay, you will add another element to the essay that could be very powerful. There is nothing more effective than describing your story in detail.All of the elements of a good essay can be found in a hard copy narrative writing sample. Your supervisor can help you decide how to structure the sample so that it best fits your needs.

Target identification and feature integration theory Essay Example

Target identification and feature integration theory Paper The effect of distractors on target identification was studied using 118 participants, from Warwick University. The experiment was based on work done by Treisman and Gelade (1980), who developed the feature integration theory. Each participant completed a visual search computer program consisting of three conditions. As well as these conditions as a factor there was also the varying display sizes such as 4, 8 and 16, and with the target being either present or absent in the trials. The mean response time and percentage errors were recorded. As predicted the display size had little effect on reaction time. The response rate was faster in the conjunction search condition when targets were present as not all of the distractors would have to be searched. In the single feature colour search the absence/presence of the target had no effect on response rate but it did in the single feature shape condition when the target was absent. Introduction Something that everyone does naturally when they are looking for an object is look out for pieces of relevant visual information. Yet somethings are easy to find whereas other items are not. This could be due to the presence of irrelevant objects or distractor items. An example of this could be looking for a child amongst a group of school children all wearing the same coloured uniform. In this case the distractor item could be the colour aspect which makes it harder to immediately spot that one child than if all the children were dressed differently. Thus it is apparent that a target with certain, distinct features, is easier to find than a target that blends in or has similarities with the distractor items surrounding it. We will write a custom essay sample on Target identification and feature integration theory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Target identification and feature integration theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Target identification and feature integration theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The aim of this practical is to investigate some of the factors that affect how easily people can find a specified target amongst varying distractors. The investigation was based on the earlier work of Treisman and Gelade (1980)1 who proposed a model they called the Feature Integration Theory of attention that suggests that features are registered early, automatically, and in parallel across the visual field, while objects are identified separately and only at a later stage, which requires focused attention. Henceforth this experiment focuses on the reaction times of people in visual search exercises where distractor items and conditions such as orientation, size and colour are varied. The investigation aims to test the assumption that the visual scene is initially coded along a number of separable dimensions such as the above mentioned. This experiment uses a visual search paradigm method as a basis. During visual search tasks efficiency is measured by the reaction time taken to detect a target item against a varying number of distracters.  Treisman and Gelade (1990, cited in Treisman and Gelade, 1990) found search times increased linearly with display size in conjunction conditions, but display size had little effect for the single feature condition. Method  Participants  One hundred and eighteen male and female, undergraduate students from University of Warwick aged between 80-20 voluntarily participated in the study. Half the pupils were asked to  Materials  The experiment used a program called the visual search presentation software that was run on separate computers. The participants were all given instructions on a handout called Using the stimulus presentation program. The computer program presented the participants with firstly a short demo block of trials, followed by a practice block of trials and then finally the actual experiment. The program then allowed the participants to run an analysis program to analyse the results of their experiment. The full experiment consisted of 120 trials. Design  The design of the experiment was a within subjects design as all one hundred and eighteen participants carried out the same demo trial, practice trial and most importantly full experiment. There were three independent variables that were tested during the experiment. The first independent variable was what the target looked like in terms of condition. For example there were three types of features for the object, such as did the participant have to look out for a single feature task where the target was defined by a unique colour (SF1), or secondly there was a single feature task where the target was defined by a unique shape (SF2) and thirdly there was a conjunction search task where the target was only defined by a combination of both shape and colour. Within each target condition there were another two independent variables. The second was the display size, which varied in a choice of 4, 8 and 16. Finally the third independent variable was whether the target was present or absent. Thus this was a 3 x 2 x 3 fully within subjects design. The two dependent variables were the Mean Response Time (MRT) and the Mean Percentage of Error.  Procedure  The one hundred and eighteen participants were placed in front of a computer with the program ready to run. The brief instructed them to double click on the visual search icon to begin. To start with the participants carried out the demo, which presented them with a short block of trials and then also the practice block. This enable the participants to familiarise themselves with the keys and targets. The participants were reminded they could withdraw from the experiment at any time if they wished. The full experiment was then run via the program by each participant. The participants had to select which of the block of the three possible conditions they wanted to run and then carry them out. For example a block of single feature colour stimuli which they had to look for in each separate frame that appeared and then hit either Z if they saw it or M if they couldnt. Thus their reaction times for spotting the distractor item or spotting its absence was recorded. But to ensure that the experiment was fair and not influenced by the buttons they had to press, half the group had to press Z as if it equalled absent and the M button as if it was present and the other half of the group had to do the reverse. This way the experiment would not hopefully be influenced by people being weaker in one hand than the other. For example faster at pressing Z for present because thats done using their right hand. Altogether the participants ran three full experiments firstly a block of the single feature colour targets, then a block of single feature shape targets and finally the conjunction target. The single feature colour meant the participants had to spot a target that was a blue item among green distractors. The single feature shape was a vertical bar, target among horizontal distractors. The conjunction condition was a blue vertical bar, target among blue horizontal bars and green vertical distractors. Within each condition there were also the display sizes varying from sizes 4, 8 or 16 and the target being either present or absent. The first trial was started by pressing space button. A trial consisted of a blank screen that appeared for 500 ms and was then followed by a fixation cross for another 500 ms and then finally a display containing 4, 8 or 16 items. The target was only present on half the trials and participants had to search the display and then decide if the target was present or absent. The subjects were asked to respond as quickly as possible but not at the cost of accuracy. At the beginning of each block the participant was shown an example of what the target they were supposed to look out for was.

Partnership for a Tobacco-free Maine Essays

Partnership for a Tobacco-free Maine Essays Partnership for a Tobacco-free Maine Paper Partnership for a Tobacco-free Maine Paper Approximately 438,000 people in the United States die each year due to the use of tobacco or exposure to the harmful chemicals that tobacco produces.   (Industry Update, 2008)   In Aroostook county Maine, educators joined with the Partnership for a Tobacco-free Maine and launched is tobacco prevention program in schools. A united effort between the Partnership for a Tobacco-free Maine, the Bureau of Health and the Department of Health and Human Services began.   The multilevel program assigns various areas of responsibility to school and district administrators and faculty. A coordinator is appointed and the necessary committees and teams are formed. The responsibilities are then defined and divvied out. Proper training is also provided.   The schools then begin collaborating with students, families, the community, community organizations, health care programs and providers to begin campaigning for a tobacco-free environment. The program addresses several areas of risk that tobacco use and second hand smoke exposes us to.   Some of those risks are a lower quality of life, a shortened life expectancy, an increased risk of developing chronic diseases such as asthma, bronchitis and emphysema.   Tobacco use and exposure to secondhand smoke also increases our risk of developing serious illnesses such as cancer. The Partnership for a Tobacco-free Maine was established in1997 with a portion of the funding coming from the doubled cigarette tax.   The Centers for Disease Control and Prevention developed a tobacco control program with the goals of tobacco prevention, to motivate tobacco users to quit smoking, to prevent non-smokers from having to breathe second-hand smoke, and to identify and end unfair differences between smokers and non-smokers. It would take the cumulative efforts of community, businesses, schools, families, and kids to make it successful. The role of a health educator is multifaceted.   The program was implemented by training health educators to fulfill seven areas of responsibility. It’s their responsibility to assess the individual and community need for health education, to plan strategies for education and to deliver interventions and preventive programs.   It’s also the educator’s responsibility to work as liaison between the different organizations and strengthen the spirit of cooperation in order to reach a common goal. The health educator must act a resource person, accessing and gathering information from various sources.   The health educator is responsible for encouraging the need for change and inspiring others to be involved.  Ã‚   Planning, implementing and administering the overall program are also the duties of the health educator. So far the success of the Partnership for a Tobacco-free Maine has been made progress.   The number of students who have tried smoking and are committed smokers has declined since 2001. (Maine Youth Tobacco Survey, 2004)   Despite the progress, the numbers show that one in five students are smokers and that’s one smoker too many.   There’s still a great deal of work to be done. Communities: Holding the Key to Tobacco Prevention. (2008). Retrieved September 26, 2008, from Partnership for a Tobacco-Free Maine: tobaccofreemaine.org/channels/communities/#building Coordinating School Health Programs. (2000). Retrieved September 27, 2008, from Maine.gov: mainecshp.com/guidelines.html Healthy People 2010: Substance Abuse. (2000). Retrieved February 20, 2008, from U.S. Department of Health and Human Services.: healthypeople.gov/Document/HTML/Volume2/27Tobacco.htm#_Toc489766215 Industry Update. (2008). Retrieved September 26, 2008, from Partnership for a Tobacco-Free Maine: tobaccofreemaine.org/explore_facts/index.php Maine Youth Tobacco Survey. (2004). Retrieved September 27, 2008, from Healthy Maine Partnerships: tobaccofreemaine.org/PDFs/2004_MYTS-MYDAUS_Report_Final.pdf .

The film Frankenstein Essay Example | Topics and Well Written Essays - 500 words

The film Frankenstein - Essay Example Finally Frankenstein manages to put life into his imagination. The reborn dead body played by Robert monster was first quite and pleasant but Fritz torments monster and so his criminal brain begins to catapult into a fully criminal behavior. Fed up by the criminal behavior of monster Frankenstein leaves him with his mentor Dr.Waldman. The monster escapes from Dr.Waldman and comes to village to take revenge on Frankenstein. Before escaping monster kills both Fritz and Waldman since Fritz was torturing him with fire and whips and Waldman was about to dissect him to dispose. After escaping from the castle the monster went to Elizabeth's bedroom seeing him she screams and he flees. The manhunt is on for the monster and is found in the mountains. He over powers Frankenstein and ties him to a windmill. The windmill is seta fire and eventually it falls on the monster and he burns to ground. Frankenstein is shown carried. The movie was really close to what Mary Shelly has written in her novel. The direction was so appropriate that it brought the darker side of the story to the silver screen. Shelly was trying to make it clear in the novel that science should not tamper with life. The movie miserably fails to make shelly's point clear.

Cold War Essay Example | Topics and Well Written Essays - 500 words - 3

Cold War - Essay Example Moreover, the Soviet Union was very fearful of the American acquisition of atomic weapons, this led to its rush of building up its own arsenal, causing a nuclear arms race between these two states. In addition, these two states feared an attack from the other, which would lead to a mutual mass destruction due to their possession of nuclear weapons. The United States became very suspicious of the Soviet Union and its intentions when this state took over most of Eastern Europe leading to a rise of the tensions between them (McConnell 54). One of the factors, which determined the future relationship of these two states and the eventual policies towards one another, was the personal dislike, which the American president, Harry Truman had for the Soviet leader, Joseph Stalin. There was also the constant fear by the Soviets that the United States would use Western Europe as a base for an attack against it, hence, the creation of the Iron Wall to separate completely the west of Europe from the Soviet occupied east. The Cold Car had some major effects on the United States and this was on the economic and political scene. The capitalist system, which was greatly depended upon by the United States, came to be greatly strengthened because it was used as a tool by the government as a counter to the Soviet ideal of communism. Furthermore, on the political scene, the United States invested heavily in the support of allied regimes all over the world and in some cases intervened militarily. While its involvement in Korea was largely considered a success, its military intervention in Vietnam was a disaster because thousands of American soldiers were killed in this war and America was forced to withdraw from Vietnam without achieving any of the goals it had set out to achieve. However, not all turned out badly for the United States because it managed, along with its allies, to form a defense pact (NATO) which came to ensure

Checks And Balances Essay Example for Free

Checks And Balances Essay When the Framers of the Constitution set out to create a government, they made sure that one of the fundamental principles underlining the government would be the separation of powers. This separation of powers outlines the numerous powers and functions of the government by dividing them into separate independent levels and branches of the federal government. The Founders believed that by creating separate branches of government, it would help limit the powers of the national government and prevent tyranny. Therefore, the legislative branch has power, under the Constitution, to make laws. The executive branch, headed by the President, executes or carries out laws. Last but not least, the Constitution established the Supreme Court to head the judicial branch, which interprets and applies the law in federal court cases. Read more: How does federalism prevent tyranny essay The principle of separation of powers, as implemented in drafting the Constitution, was based on several values generally held: the separation of government into three branches, legislative, executive, and judicial; the idea that each branch performs its own unique and identifiable functions that are appropriate to each; and the limitation of the personnel of each branch to that branch, so that no one person or group should be able to serve in more than one branch simultaneously. Since the judicial, executive, and legislative branch of the government all held power, the framers began to develop a system of checks and balances to guarantee that governmental power would not be conducted in an abusive manner. However, the constitution went much further than the mere separation of powers. It also established an elaborate system of checks and balances. The framers believed that in order to steer clear of a monarchy such as the one they had been used to under Britain’s rule, they would have to come up with a system of checks and balances which still prevails to this day. By implementating this system of checks and balances, they would ensure that each branch would prevent the other from abusing their powers. This theory of checks and balances began from the underlying idea of separations of power. Madison and the other Framers considered separation of powers essential in order to avoid a tyranny. The framers came to the conclusions that there was a desperate need for the Constitution to execute a set of checks and balances. Under this system, each branch has the obligation and power to make  decisions on certain issues. However, each branch will still require voluntary support from the other branches if its initiatives are to be successfully implemented. By successfully separating the power that each branch holds, the framers would be able to guarantee a practical balance of power amongst the different branches of government. The operation of checks and balances in the federal government is spelled out in the Constitution. The two houses of Congress legislate separately, and this legislation is subject to presidential veto; however, Congress, by a two-thirds vote of each house, can override a presidential veto. The judicial branch, in determining cases, may declare legislation unconstitutional, but the judiciary itself is subject to executive and legislative checking through the appointment of judges and the passage of legislation governing organization, procedure, and jurisdiction of the courts. There also is a possibility of amendment of the Constitution to reverse judicial determinations. Other constitutional checks are the possible legislative removal of the president and of judges by impeachment as well as approval by the Senate of treaties and major presidential appointments. From this we can conclude that the Framers implemented this system of checks and balances because it was viewed as extremely necessary in maintaining a balance of power among elected officials. It would prevent any one particular group from obtaining a majority influence is essential when having a government that is ruled by the people. Checks and balances and the separation of powers are vital mechanisms to ensure the smooth running of democracy. This complex system is extremely necessary in a democratic system because it promotes equality. Equality is the foundation of a democracy and the purpose of American independence. The goal of American politics is to have a government that is successfully ruled in the interest of the people. To have our countries leaders immune to the same laws that they pass for the citizens contradicts the very democracy that they uphold. Checks and balances function to guarantee that no one body or group of people ever are able to have so much power that they are able to unreasonably influence the legal system or law making of a country. Ensuring that any new law has to go through a system of intense scrutiny, for example, is one way of helping to ensure the long and successful life of democracy. I think something often overlooked in the United States government and the checks and balances  provided for by the founding fathers is the people. The final check and balance is the American public who can vote individuals into or out of political positions. It paves way to democracy because voters are given the power to elect official out of office if they are not doing their job. There are also critics who are against the separation of powers and checks and balances concepts. They pointed out that such arrangements make policy making more cumbersome and time consuming than it needs to be and that in fact it can result easily in a deadlock in which government is unable to take any action at all. Moreover, it is also said to be undemocratic, in that it places barriers to the absolute power of the majority to determine public policy by imposing on majorities the need to bargain with minorities that have managed to gain disproportionate influence on one or another branch or level of the federal system of multiple governmental institutions. For these reasons, political thinkers who see government as the primary instrumentality for the community to successfully combat or adjust to an on-going series of emergencies that have no other possible remedy tend to be very suspicious of such decentralized power arrangements. On the other hand, political thinkers that see society and the economy as largely self-regulating organisms that need relatively little in the way of new policy initiatives from government for their successful functioning tend to take a more favorable view of checks and balances. The press has also been described as the fourth check on power because of its considerable influence over public opinion in which it exercise by widely distributing facts and opinions about the various branches of government. Public opinion in turn affects the outcome of elections, as well as indirectly influencing the branches of government by, for example, expressing public sentiment with respect to pending legislation. An example of the press checking abuses of power was Watergate scandal; where two Washington Post reporters exposed government corruption and cover-up at the highest levels. This exposure caused many individuals to resign, be fired, or prosecuted. The impact of Watergate on American Politics was felt on multiple levels. The most elemental of these was how the news media evolved into the fourth check on the government. From Watergate, politicians understood that the media could be strong enough to bring down a government. Essentially, Woodward and Bernsteins reporting took down a sitting President. Through Watergate, the  office of the President, and all politicians, understood the power of the media. Another impact of Watergate was that it was living proof that no politician could operate for a prolonged period of time above the law. Power could not save President Nixon and his cabinet from facing impeachment, and eventual resignation/ prison terms. The Constitutions belief of equality before the law was affirmed through Watergate. The last impact of Watergate was that politicians understood the value of judicious conduct.