Visa F-3 para estudiantes mexicanos en la frontera

Visa F-3 para estudiantes mexicanos en la frontera Los estudiantes mexicanos y canadienses que viven cerca de la frontera de Estados Unidos pueden estar interesados en estudiar en este paà ­s. Desde el aà ±o 2002 tienen a su disposicià ³n las visas F-3, y M-3, adems de las F-1 y M-1 que aplican a todos los estudiantes internacionales. En este artà ­culo se informa sobre los requisitos de las F-3 y M-3 y sus diferencias con respecto a las visas de estudiantes ms conocidas. Pero antes de empezar, dejar claro que la diferencia entre las categorà ­as F y M es que à ©stas à ºltimas estn limitadas a estudios vocacionales. Requisitos de las visas de estudiante F-3 y M-3 Sà ³lo las pueden solicitar ciudadanos o residentes permanentes legales de Mà ©xico o Canad.Pueden estudiar en escuelas o universidades que està ©n a una distancia mxima de 75 millas a contar desde la frontera.Obligatoriamente tienen que continuar residiendo en Mà ©xico o en Canad. Tienen que desplazarse para realizar sus estudios pero siguen manteniendo de modo activo su residencia fuera de los Estados Unidos.Pueden estudiar a tiempo completo o a tiempo parcial.Adems, aplican los requisitos no contradictorios de las F-1 y M-1, incluido el requisito de SEVIS. Principales diferencias entre las F-3 y las F-1 Uno de las principales diferencias es el cà ³nyuge y los hijos solteros menores de 21 aà ±os de una persona con una visa F-3 no pueden pedir visas derivadas para los Estados Unidos. Sin embargo, esos familiares inmediatos en el caso de una F-1 pueden solicitar una F-2 para acompaà ±ar a su pariente a los Estados Unidos. Otra diferencia importante es que el estudiante con una F-3 no puede buscar empleo en el campus en el que estudie. Sin embargo, una vez que finaliza sus estudios universitarios puede sà ­ que puede disfrutar de un CPT o un OPT. Otra desventaja es que mientras que el estudiante con una F-1 sà ³lo solicita una vez el documento I-20, los estudiantes con la F-3 deben renovarlo cada semestre. 3 mitos sobre los estudiantes extranjeros en USA y las visas Frecuentemente se cree cosas en materia migratoria que no son verdaderas y acaban costando muchos disgustos. Relacionado con los estudiantes hay que destacar tres: Lo primero que hay que dejar muy claro es nunca se puede estudiar en Estados Unidos a tiempo completo cuando se tiene estatus de turista. Esto es una violacià ³n migratoria y, cuando se descubre, est dando lugar a revocaciones de las visas de los estudiantes y, cuando estos son menores, tambià ©n las de sus padres estn siendo canceladas.   En segundo lugar resaltar que no se puede estudiar con una visa F-1 en una escuela de primaria pà ºblica de los Estados Unidos. Por el contrario, sà ­ que se puede estudiar por un solo curso en una escuela pà ºblica de secundaria, lo que se conoce como high school. Pero en estos casos es necesario y obligatorio pagar las correspondientes tasas. Y no hay excepcià ³n. (No confundir con el caso de los estudiantes que estn en los Estados Unidos con una visa J-1 de intercambio). Y por à ºltimo, y en tercer lugar, tener muy claro que estudiar en la universidad en Estados Unidos no da jams derecho por sà ­ mismo a poder quedarse a vivir en el paà ­s o a obtener una tarjeta de residencia, tambià ©n conocida como green card. Es cierto que los que cursan una maestrà ­a o estudios superiores pueden tener ciertas ventajas para obtener una visa de trabajo H-1B, pero siguen necesitando un patrocinador. En este punto es de interà ©s conocer las experiencias de estudiantes que llegaron con una visa F y obtuvieron la residencia, como el caso del espaà ±ol Miguel Pà ©rez. De interà ©s para estudiantes internacionales Las personas con interà ©s en estudiar en Estados Unidos deben informarse sobre becas, incluso en las universidades y colleges de à ©lite, requisitos para aplicar, notas de TOEFL para demostrar conocimientos e inglà ©s y cules son las mejores universidades.   Asimismo, si su inglà ©s no es muy bueno o si los recursos econà ³micos no son muy amplios es recomendable familiarizarse con los Community Colleges. Para estudiar en una institucià ³n en EE.UU. frecuentemente se pide la convalidacià ³n de estudios que debe realizar una organizacià ³n autorizada. En casos ms limitados puede ser necesario obtener la Apostilla de la Haya. Esta à ºltima certificacià ³n ser requerida para homologar los estudios de EE.UU. en el paà ­s de origen. Finalmente, si se est estudiando fuera de los Estados Unidos es de interà ©s conocer programas de intercambio con visa J-1 que permiten realizar prcticas por un tiempo determinado o incluso trabajar durante el verano, como el programa para staff de campamentos o el de trabajo y viaje. Este es un artà ­culo informativo. No es asesorà ­a legal.

How to Start a Book Report

How to Start a Book Report No matter what youre writing, be it the next great novel, an essay for school, or a book report, you have to capture your audiences attention with a great introduction. Most students will introduce the title of the book and its author, but theres so much more you can do. A strong introduction will help you engage your readers, hold their attention and explain what is coming up in the rest of your report. Giving your audience something to look forward to, and perhaps even creating a little mystery and excitement, can be great ways to make sure your readers stay engaged with your report. How do you do this? Check out these three simple steps: 1. Hook the Audience's Attention Think about what you experience in your daily life that captures your attention. The news and radio shows promo upcoming stories with a little teaser, often called a hook (because it hooks your attention). Corporations use snappy subject lines in emails and enticing headlines in social media to get you to open their messages; these are often called clickbait as they get the reader to click on the content. So how can you grab your readers attention? Start by writing a great  introductory sentence. You may choose to begin by asking your reader a question to hook his or her interest. Or you may opt for a title that hints at the topic of your report with a dash of drama. Regardless of the way you choose to start a book report, the four strategies outlined here can help you write an engaging essay. Starting your book report with a question is a good way to grab your readers interest because youre addressing them directly. Consider the following sentences: Do you believe in happy endings?Have you ever felt like a total outsider?Do you love a good mystery?What would you do if you discovered a secret that changed everything? Most people have a ready answer for questions like these because they speak to common experiences we share. Its a means of creating empathy between the person reading your book report and the book itself. For example, consider this opening to a book report about The Outsiders by S.E. Hinton: Have you ever been judged by your appearance? In The Outsiders, S.E. Hinton gives readers a glimpse inside the tough exterior of a social outcast. Not everyones teenage years are as dramatic as those in Hintons coming-of-age novel. But everyone was once an adolescent, and odds are everyone had moments when they felt misunderstood or alone. Another idea to hook someones attention is, if youre discussing a book by a well-known or popular author, you might start with an interesting fact about the era when the author was alive and how it influenced his or her writing. For example: As a young child, Charles Dickens was forced to work in a shoe polish factory. In his novel, Hard Times, Dickens taps into his childhood experience to explore the evils of social injustice and hypocrisy. Not everyone has read Dickens, but many people have heard his name. By starting your book report with a fact, youre appealing to your readers curiosity. Similarly, you may choose an experience from the author’s life that had an impact on his or her work.   2. Summarize the Content and Provide Details A book report is meant to discuss the contents of the book at hand, and your introductory paragraph should give a little overview. This isnt the place to delve into details, but draw off your hook to share a little more information that is crucial to the storyline.   For example, sometimes, a novels setting is what makes it so powerful. To Kill a Mockingbird, the award-winning book by Harper Lee, takes place in a small town in Alabama during the Great Depression. The author draws on her own experiences in recalling a time when a small Southern towns sleepy exterior hid a vague sense of impending change. In this example, the reviewer might include a reference to the books setting and plot in that first paragraph: Set in the sleepy town of Maycomb, Alabama during the Depression, we learn about Scout Finch and her father, a prominent lawyer, as he desperately works to prove the innocence of a black man wrongly accused of rape. The controversial trial leads to some unexpected interactions and some  terrifying situations for the Finch Family. Authors make a deliberate choice when selecting the setting of a book. After all, the location and setting can set a very distinct mood.   3. Make a Thesis Statement (if applicable) When writing a book report, you might also include your own interpretations of the subject matter. Ask your teacher how much personal interpretation he or she wants first, but assuming that some personal opinion is warranted, your introduction should include a thesis statement. This is where you present the reader with your own argument  about the work. To write a strong thesis statement, which should be about one sentence, you might reflect on what the author was trying to achieve. Consider the theme and see if the book was written in such a way where you were able to determine it easily and if it made sense. As yourself a few questions: Was the book meant to be entertaining or informative? Did it accomplish that goal?Did the moral at the end make sense? Did you learn something?Did the book make you think about the topic at hand and assess your beliefs?   Once youve asked yourself these questions, and any other questions you may think of, see if these responses lead you to a thesis statement in which you assess the success of the novel. Sometimes, a thesis statement is widely shared, while others may be more controversial. In the example below, the thesis statement is one that few would dispute, ​and uses dialogue from the text to help illustrate the point.  Authors choose dialogue carefully, and a single phrase from a character can often represent both a major theme and your thesis. A well-chosen quote included in your book reports introduction can help you create a thesis statement that has a powerful impact on your readers, as in this example: At its heart, the novel To Kill A Mockingbird is a plea for tolerance in an atmosphere of intolerance, and is a statement on social justice. As the  character  Atticus Finch tells his daughter, You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it. Quoting Finch is effective because his words sum up the novels theme concisely and also appeal to the readers own sense of tolerance. Conclusion Dont worry if your first attempt at writing an introductory paragraph is less than perfect. Writing is an act of fine-tuning, and you may need several revisions. The idea is to start your book report by identifying your general theme so that you can move on to the body of your essay. After youve written the entire book report, you can (and should) return to the introduction to refine it. Creating an outline can help you best identify what you need in your introduction. Article edited  by  Stacy Jagodowski

Living on campus and living off campus Essay Example | Topics and Well Written Essays - 500 words

Living on campus and living off campus - Essay Example Living on campus was really fun as I stayed in one of the best dormitories on campus. I had the opportunity of living with students in my class as some of them lived in my dormitory. I live far from campus due to the accommodation problems in the city and I do not have the opportunity of living close to my fellow colleagues. Life off campus was really good socially as I had the freedom to jive as I wanted to, which would not have been possible if I was still staying on campus. Living on campus really benefited my academics as I would easily interact with my lecturers and fellow students. When I was living on campus, we usually organized a discussion class, where we shared knowledge and ideas on some courses taught in class. This is not possible living off campus as there are no students around me, not to talk of organizing a discussion class. Now that I live off campus, I have to go to the campus when I need some vital materials for my course and this has not made my academic experience worthwhile. Living on campus has benefited me more academically than living off campus. Though, I now have privacy staying off campus as I know that there is nobody watching my steps, but the fact remains that there is distraction living off campus, which was not the case when I was living on campus. The primary aim of everybody that lived on campus was their academics, but students that lived off campus had different aims and motives. For me to achieve academic success living off campus, I have to wade off these distractions and concentrate more on my studies. I now have to deal with the problem of paying the bills of social utilities off campus as I was not bothered by these problems when I was living on campus. I would say from my experience that life off campus has been more interesting than life on campus and would want to go back to living on campus if I have the opportunity. But I have also

The Government of Finland and Spain Case Study Example | Topics and Well Written Essays - 1000 words

The Government of Finland and Spain - Case Study Example The two countries have some disparities in the accounting standards adopted. Moreover, the manner in which the International Public Sector Accounting Standards (IPSAS) are adopted by these countries differ greatly. The level of adoption of the International Public Sector Accounting Standards (IPSAS) in Spain is much slower than that of Finland. In Spain, a very strong legal culture persists where the administrative law is used to administer the public sector. The central government is the accounting regulator and any reforms in accounting standards. Any accounting standards that have to be incorporated in the countries accounting standards have to pass via a process of scrutiny according to Spanish laws. The adoption rate is also slow because the influence from accounting professionals is weaker compared Anglo-Saxon countries (Brusca, Isabel, Vicente, and Danny 440).Looking at Finland, it has a very fast adoption rate as compared to Spain. Finland customs and tradition ensure that th ere is a common law that provides for the diffusion of accounting standards in the country. During the period of New Public Management, the Finnish government was among the first countries to like this type of accounting in the public sector. Also in this era, the Finnish government began to adopt the accrual-based type of accounting (Oulasvirta 277). This accounting model was more based on historical costs. Stressing on the historical cost principle, Finnish government stated its resources at the amount, which the business was acquired.

Optimization and Production of Siderophore

Optimization and Production of Siderophore Production and optimization of siderophore from plant growth promoting rhizobacteria Abstract The aim of this study was to optimize the production of siderophores by bacterial strains isolated from rhizosphere soil. Chrome azurol sulphonate assay confirms siderophore production by all 30 bacterial isolates. Maximum siderophore production was observed with strains S-6 and S-26 on standard succinic acid medium. Siderophore production was found to be influenced by different carbon, nitrogen and amino acid sources. Optimization of SM medium nutrient composition enhances siderophore production. The pot culture experiment clearly demonstrate the beneficial effect of strain S-6 and S-26 with significance increase in biometric parameters of soybean. Effect of rhizospheric bacterial isolates (S-6, S-26) on siderophore production was estimated by detecting the iron in soil as well as plant by using atomic absorption spectrophotometer. The iron concentration of soil was decreased after treatment from 38.32 ppm to 26.66 ppm and the iron concentration of plant was increased from 10.18 ppm to 36.05 ppm after treatment with S-6. Key words: Siderophore, Optimization, PGPR Introduction Iron plays a key role in electron transport, oxidation–reduction reactions, detoxification of oxygen radicals, synthesis of DNA precursors and in many other biochemical processes [1]. Being a transition element, iron gets rapidly oxidized from soluble ferrous (Fe2+) to insoluble ferric (Fe3+) state. In order to facilitate iron(III) acquisition, plants and microorganisms, such as fungi and bacteria, produce and excrete strong iron(III) chelators, i.e., siderophores [2]. Siderophores (Greek: iron carrier) are small, high-affinity iron chelating compounds secreted by microorganisms such as bacteria, fungi and grasses [3]. Microbes release siderophores to scavenge iron from these mineral phases by formation of soluble Fe3+ complexes that can be taken up by active transport mechanisms. Many siderophores are non-ribosomal peptides [3], although several are biosynthesised independently heterologous siderophores or its producer organism may bring about various responses in other targe t bacterial species that are present within the same niche. Growth of some species may be inhibited and this has been attributed to be one of the mechanisms by which biocontrol agents’ act in inhibiting the growth of pathogens in the rhizosphere [4]. PGPR produces extracellular siderophores (microbial iron transport agents) which efficiently complex environmental iron, making it less available to certain native microflora. Siderophore production by PGPR is influenced by source of C, N and minerals found. Plant growth benefits resulting from PGPR application include increases in germination rate, root and shoot weight, lateral root growth, leaf surface area, chlorophyll content, nitrogen content, and yield. In general, yield can be enhanced up to 10% for cereal crops and 15 to 50% for different vegetable crops with PGPR applications [5]. Ability to produce siderophores by an organism under iron limiting conditions can promote plant growth by directly supplying iron for plant u tilization and by removing iron from the environment for the growth of phytopathogens thereby reducing their competitiveness [6]. Materials and Methods Thirty isolates were isolated from rhizosphere soil of agricultural fields located in semi arid regions of India. Selected isolates were identified based on the biochemical analyses. Further 16S rRNA gene sequencing was carried out for identification of bacterial isolates. Amplification of the 16S rRNA gene was attempted by PCR using 16S rRNA gene sequence of the isolate was submitted to NCBI and compared with related gene sequences. Selected sequences were aligned in Bio-Edit. Phylogeny was examined by neighbour-joining dendrogram using MEGA software. Screening for siderophore production For siderophore production, isolates were screened on iron depleted succinic acid medium. After incubation, the cell free supernatant (10,000 rpm for 15 min) was examined for siderophore production by FeCl3 test and CAS agar plate method. Nature of siderophore produced by the isolates was ascertained by Arnow’s [7], Csaky’s [8] and Shenker’s [9] assay. The amount of siderophore in the culture supernatant was quantified by Chrome azurol sulphonate (CAS) shuttle assay. Various physico-chemicals parameters were optimized for siderophore production [10]. Effect of Incubation time on siderophore production The selected isolates showing high siderophore production were inoculated in this SM broth and the flask was then incubated on shaker at 150 rpm Production of siderophore was estimated at regular time interval [11]. Effect of pH on siderophore production The effect of pH 4.0 to 10.0 on siderophore productions was studied in succinic acid medium by adjusting the pH before inoculating the strain with 1N HCl and 1N NaOH and keeping all other condition constant. Sample were harvested at 24 h, each set was subjected to siderophore quantification [12]. Effect of inoculum size on siderophore production To study the effect of inoculum size on siderophore production was studied in succinic acid medium by inoculating the strain S-6, S-26 with 0.5 %, 1.0 %, 1.5 %, 2 %. The production flasks were then incubated on shaker at 150 rpm, and maximum siderophore production was checked by harvesting the sample at 24 h [13]. Effect of different sugars on siderophore production To study the effect of different sugar on siderophore production was studied in succinic acid medium which was individually supplement with different sugar such as glucose (1gm/l), glycerol (1gm/l), sucrose (1gm/l), dextrose (1gm/l), mannitol (1gm/l), and keeping all other condition constant. Sample were harvested at 24 h, each set was subjected to siderophore quantification [14]. Effect of different organic acids on siderophore production To study the effect of different organic acids on siderophore production was studied in succinic acid medium which was individually supplement with different organic acid such as succinic acid (4 gm/l), oxalic acid (4 gm/l), malic acid (4 gm/l), citric acid (4 gm/l). Each set was separately inoculated with strain S-6 and S-26, incubated on shaker at 150 rpm for 24 h at room temperature. After incubation each set was subjected to siderophore production [15]. Effect of different amino acids on siderophore production To study the effect of different amino acid on siderophore production the succinic acid medium was individually supplemented with 0.05 gm per 50 ml of cystein, lysine, threonine, tyrosine, and serine. Each set was separately inoculated with strain S-6 and S-26 and incubated. After incubation of 24 h each set was subjected to siderophore quantification [12]. Effect of nitrogen source on siderophore production To study the effect of different nitrogen source on siderophore production the succinic acid medium was individually supplemented with 1 gm/l of ammonium sulphate, urea. Each set was separately inoculated with strain S-6 and S-26 and incubated. After incubation of 24 h each set was subjected to siderophore quantification [13]. Influence of iron on siderophore production In order to determined threshold level of iron at which siderophore biosynthesis repressed in organisms under study. Both the cultures were grown in the medium supplemented with 0-100 uM of iron. Reports showed increase in growth of Pseudomonas with increase in FeCl3 concentration revealing that presence of FeCl3 is vital for its growth [6]. Pot trials and measurement of biometric parameters of Glycine max L Two isolates were selected on basis of their high siderophore producing activity for pot study. The plant chosen was Glycine max L and cultures designated as S-6 and S-26 were used. Soybean seeds were soaked in 0.02% sodium hypochlorite for 2 min and washed five times with sterilized distilled water. Seeds were coated with 1% CMC as adhesive. Then seeds were treated with bacterial strain for 30 min. seeds were sown in each earthen pot filled with sterile sandy loam soil and watered regularly. For each treatment, three such pots were maintained. Uninoculated seeds were sown in pot served as control. After 30 days of plant growth, plant were carefully uprooted from sand. Intact root system was carefully uprooted to prevent breakage. The plant growth promoting parameters such as root length, shoot length, fresh weight, , dry weight, number of leaves, number of lateral root and chlorophyll content were recorded [10]. Detection of iron in soil as well as in plant by using AAS (Atomic absorption spectroscopy) Atomic absorption spectrophotometer with following accessories; HVG (Hydride vapor generator) GFA (Graphic furnace Atomizer) was used to determine the concentration of iron in soil and plants [16]. Results and Discussion Isolation and Screening Thirty isolates were isolated from rhizosphere soil of agricultural fields located in semi arid regions of India from Rajasthan and Gujarat and screened on iron depleted succinic acid medium. CAS assay based on the color change (colored halo) around the microbial colonies from blue to orange after chelation of the bound iron by siderophores produced by isolates [17]. 16 out of 30 isolates were positive for the siderophore production. The positive isolates were S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-17, S-21, S-23, S-24, S-25, S-26, S-28, S-29, and S-30. The zone diameter was measure around positive isolates on CAS agar plates (Table 1). Quantitative determination of bacterial siderophore All Positive rhizospheric bacterial isolates produced moderate reaction with the hydroxamate assay [7] while S-6 and S-26 which showed higher siderophore production (36.5 ug/ml. 33 ug/ml respectively) as compare with other bacterial strain (Figure 1). However, any isolate did not show catecholate [8] and carboxylate [9] type of siderophore. Identification The two isolates showing maximum siderophore production- S-6 and S-26 were identified based on 16S rRNA assay.They were Rhizobium and Enterobacter respectively. The sequence was submitted to NCBI and compared with related gene sequences under the accession number KF984469 and KF984470 respectively. Selected sequences were aligned in Bio-Edit. Phylogeny was examined by neighbour-joining dendrogram using MEGA softwar. Optimization of the conditions for maximum siderophore production Optimization of various parameters and development of media are the most important criteria for the overproduction of siderophore. Various physical and chemical factors have been known to affect the production of siderophore such as incubation time, pH, inoculum size, different sugars, different organic acids, different amino acid, different nitrogen sources, different concentration of iron. Interactions of this parameter were reported to have a significant influence on the production of the siderophore. Hence several cultural parameters were studied to optimize the siderophore production from S-6 and S-26. Effect of different incubation time on siderophore production For the optimization of incubation time for maximum siderophore production sample was harvested at interval of every 24 h, 28 h, 48 h, and 52 h and centrifuged at 10,000 rpm for 10 mins. Supernatant used for the siderophore production. The results obtained were shown in the graph for S-6, S-26 isolate (Figure 2). From the graph it was concluded that maximum siderophore production was observed at the end of 24 h and declined thereafter. However, overall trend of siderophore production level during time course study are similar in both the isolates. On the other hand in pseudomonas fluorescens the siderophore synthesis started after 12 h of incubation, which increased up to 28 h and declined thereafter [15]. Moreover, in case of strain MR-AI and WR-W2 highest accumulation of siderophore level was observed after 94 h of growth but both the strain demonstrate a significant decline in siderophore production level after 120 h of growth [18]. Effect of different pH on siderophore production pH plays an important role in  the solubility of iron  and thereby  availability  to the growing  organism in the medium. For that production media was set at different initial pH 4 to10 pH in  order to check the effect of pH on siderophore production by culture S-6 and S-26. The result  was shown in graph (Figure 3).

I wish I was the richest person on earth Essay

I wish I was the richest person on earth, I wish I was the president of Maldives, I want to be a singer, I want to be a doctor. I’m sure you have dreams like these, well, not precisely, but I’m sure you will have dreams. Anyway, most of the times we see that people hesitate to become what they want to be and often give up on their first or second try. Why do they give up? Haven’t they heard the saying, â€Å"Failure is the key to success†? Respected teacher and my amicable friends, today I’m here to give a speech regarding the address given by J. K Rowling â€Å"the fringe benefits of Failure and the importance of Imagination. † Every great achievement was once considered impossible. Here I am pointing out three incredible people who were once said nothing before they became famous. First there is Thomas Edison, the creator of the bulb; in his early years, teachers told Edison he was â€Å"too stupid to learn anything. † Work was no better, as he was fired from his first two jobs for not being productive enough. Even as an inventor, Edison made 1,000 unsuccessful attempts at inventing the light bulb. Of course, all those unsuccessful attempts finally resulted in the design that worked. Next is the person who is known as one of the most iconic faces on TV as well as one of the most richest and successful women in the world; Oprah Winfrey. She faced a hard road to get to that position, however, enduring a rough and often abusive childhood along with numerous career setbacks including being fired from her job as a television reporter because she was â€Å"unfit for TV. † Last but, not the least; Walt Disney who was fired by a newspaper editor because, â€Å"he lacked imagination and had no good ideas. † After that, he started a number of businesses that didn’t last too long and ended with bankruptcy and failure. He kept plugging along, however, and eventually found a recipe for success that worked. From these people we have learned to never give up on our dreams. Earlier I asked a question, â€Å"Why do they give up? † Why do they actually give up? Maybe because they think it is impossible or maybe people around them say that their dream is stupid. Or maybe their parents want them to be what they want and they tend to follow their parents’ dream. Whatever the reason might be, you should know that you can’t gain anything without trying. You know the saying, â€Å"no pain, no gain† right? The commencement speech given by J. K Rowling â€Å"the fringe benefits of failure and the importance of imagination† tells us how important it is to dream and never give up plus it also helped us to learn from our mistakes and it’s not a big deal when you fail. You have to work hard to achieve your goal or dream. In her speech she also included the importance of imagination. Take a minute and consider the world you live in. Well, one thing is for sure – a hundred years ago, the world didn’t resemble the world in which we live in today. Consider jet airplanes. Consider computers and the Internet. These developments just didn’t appear mysteriously on the horizon one fine day. They all are here today because of imagination. Albert Einstein once said that â€Å"Logic will get you from A to B. Imagination will take you everywhere. † which tells us how important imagination is. Finally I would like to say, failing isn’t the end of the world. Nobody is perfect. So try, try and try again until you finally reach the end of the tunnel. If you don’t go after what you want, you will never have it. If you don’t ask, the answer is always no. If you don’t step forward, you’re always in the same place. If you fell down yesterday, stand up today. An arrow can only be shot by pulling it backwards, when life is dragging you back with difficulties, it means it’s going to launch you into something great. So just focus and keep aiming, and don’t forget to keep imagining. Thank you.

Analysis Of Chris Ofili s No Woman No Cry - 1697 Words

Painter Chris Ofili is well known in his highly decorative style to playfully explore the notion of black cultural identity. British born to Nigerian parents artist Chris Ofili often makes work highlighting political conversations. In 1998 he won the Turner Prize, the painting No Woman, No Cry was one of the works included in exhibition which won him the prize. It was made while he was living and working in London, a time period of Ofili’s practice, beginning in 1996, in which he shifted from making predominantly abstract paintings with loosely representative elements to pictures that primarily focused on large scale individual figures. In particular, it is one of a number of paintings he made in 1998 and 1999 that depict black women from the chest upwards. No Woman, No Cry(fig 1) is a large, complex layered painting that depicts a crying black woman set in a background amongst various abstract patterns. The black woman is shown in profile wearing blue eye shadow, red lipstick , a string of coloured beads that form a necklace, the jewel of her necklace represented by ball of elephant dung frequently used in Ofili’s paintings. A stream of tears falls from her eyes, which all feature in their centre a very small photograph of a boys face. When exhibited, Ofili has also used elephant dung to make two rests on which to display the work while it leans against the gallery wall. No Woman, No Cry refers a to specific event in British social and political history, it