Becas para deportistas para estudiar en Estados Unidos

Entre la ayuda financiera para pagar por el college o la universidad destacan las  becas para deportistas domà ©sticos y extranjeros. Las becas està ¡n abiertas a ciudadanos, residentes permanentes, estudiantes internacionales (visa F-1), indocumentados con accià ³n diferida aprobada (DACA, por sus siglas en inglà ©s) y, en ocasiones, tambià ©n a indocumentados no elegibles para DACA. Ventajas de las becas Las becas, que pueden ser totales o parciales, permiten obtener una licenciatura de Estados Unidos, entrenar a un gran nivel deportivo, mejorar notablemente el conocimiento del idioma inglà ©s. Incluso en el caso de estudiantes internacionales  se puede obtener al finalizar los estudios un OPT, que es un programa que permite seguir en Estados Unidos por un aà ±o con un permiso de trabajo.Posteriormente se podrà ¡ conseguir una visa que permita continuar en Estados Unidos o habrà ¡ que dejar el paà ­s. Quà © se necesita para obtener una beca deportiva para estudiar en una universidad americana Los requisitos son diferentes segà ºn la universidad, pero en general se tienen en cuenta los siguientes factores: Buen nivel deportivo. De à ©l dependerà ¡ en gran medida el importe de la beca.Haber acabado el equivalente al high school americano. En caso de estar cursando estudios universitarios, haber completado menos de tres aà ±os acadà ©micos. Hay que convalidar los tà ­tulos y diplomas de otros paà ­s (es lo que tambià ©n se conoce como validacià ³n). Aquà ­ cada universidad tiene diferentes està ¡ndares de  convalidacià ³n  a travà ©s de una determinada agencia,.  Tener entre 18 y 22 aà ±os de edad.Buen nivel de inglà ©s, que se mide en general puntuando 61 puntos en la versià ³n de computadora del examen conocido como TOEFL. Si bien la puntuacià ³n puede variar segà ºn el tipo de programa y universidad. Muchà ­simas universidades tambià ©n admiten el IELTS.Completar la aplicacià ³n.   Importe de las becas Depende de la universidad o college, del nivel del deportista y del deporte. Pero pueden ser completas, cubriendo la inscripcià ³n en la universidad, el alojamiento, las comidas y los libros. O tambià ©n parciales cubriendo un porcentaje de la inscripcià ³n y otros gastos. En estos casos el becado internacional deberà ¡ probar que puede mantenerse econà ³mica en Estados Unidos. Deportes En general todos los deportes pueden tener becas. La gran mayorà ­a del dinero va para fà ºtbol americano y baloncesto. En el caso de estudiantes internacionales suelen estar concentradas en ciertas actividades deportivas, como por ejemplo: AtletismoBaloncestoFà ºtbol (masculino y femenino)GimnasiaGolfNatacià ³nTenisWaterpolo Hay que resaltar que las mujeres deportistas extranjeras encuentran mà ¡s fà ¡cilmente becas y estas suelen ser de mayor importe. Asimismo, hay otros deportes en los que las becas existen pero no suelen ser casi nunca completas. Sin embargo, tienen la ventaja de que ofrecen muy buenas condiciones para poder competir. Por ejemplo: EsgrimaEsquà ­Hà ­picaNatacià ³n sincronizadaSnowboard Cà ³mo conseguir las becas deportivas para Estados Unidos Existen 3  caminos bà ¡sicos. En primer lugar, que el propio deportista busque las universidades que ofrecen becas para su actividad deportiva, estudie todos los requisitos, tome los exà ¡menes pertinentes y envà ­e la solicitud a varias de ellas. Conviene recordar que el proceso de seleccià ³n americano lleva su tiempo y que hay que aplicar con varios meses de antelacià ³n. Estos son los 8 documentos que requieren la mayorà ­a de las universidades y sirven para dar una idea de la complejidad del proceso. En segundo lugar, una buena fuente de becas son las asociaciones de un deporte en particular. Por ejemplo, los jugadores de tenis deben consultar con la The United States Tennis Association. Los jugadores de bolos, con el Bowling Congress, los jinetes y amazonas, con la American Morgan Horse Association, etc. Asimismo, se debe consultar con organizaciones como la  National Collegiate Scouting Association  que brinda apoyo a buscar becas a todo tipo de atletas. Finalmente, los estudiantes que no aspiran a becas deportivas per se pero que sus estudios està ¡n relacionados con este campo como por ejemplo la medicina deportiva, pueden consultar con la  National Strength and Conditioning Association. En tercer  lugar, es posible recurrir a organizaciones expertas en este tipo de gestiones. Por ejemplo AGM Sports, especialista en estudiantes internacionales o la estadounidense Sport-Scholarships. Hay muchas posibilidades. Consejos para estudiantes internacionales Para obtener la visa F-1 ademà ¡s de haber sido admitido por una universidad es preciso cumplir con los objetivos generales del gobierno americano para la obtencià ³n de visados. Es decir, no ser inadmisible o inelegible por ciertas causas, como por ejemplo, haber cometido cierto tipo de delitos, no tener và ­nculos fuertes en el paà ­s de origen o, incluso, padecer de ciertas enfermedades contagiosas que se consideran que son un peligro para la sanidad pà ºblica.En estos casos, la visa se deniega. Y una vez que se consigue la visa, el estudiante es el responsable de asegurarse que mantiene en todo momento la validez de la misma y que no incurre en ninguna actividad que puede dar lugar a u anulacià ³n, como por ejemplo, trabajar sin permiso. Ademà ¡s, deberà ¡ cumplir con requisitos fijados por las autoridades de inmigracià ³n como notificar sus cambios de domicilio. A tener en cuenta Tambià ©n es posible buscar becas por mà ©rito acadà ©mico. Muchas las otorgan las propias universidades, por ejemplo, no es ampliamente conocido que varias universidades de à ©lite siguen la polà ­tica de need-blind admissions que garantiza becas totales (o casi) a los estudiantes que son admitidos (en muchos casos incluso a internacionales e indocumentados). Finalmente, si el dinero es limitado conviene explorar la posibilidad de  estudiar los dos primeros aà ±os en un Community College, que son mà ¡s econà ³micos.

The Ethical Theories Of Philosophy Essay - 2014 Words

Surname 9 Name: Instructor s name: Course: 13 April 2016 ETHICAL THEORIES IN PHILOSOPHY Section one: Introduction Part of being human is the ability to distinguish good from bad and vice versa (Rachels 9). Human nature is a ground for practical and moral norms that is; morality directs us to real human fulfilment. Great thinkers have formulated and developed a significant number of enduring moral principles over the centuries. Philosophy, like other social fields and also like individuals, draw on these principles, but this does not always make moral decisions easy. The principles are not entirely consistent, especially in sorting through dilemmas. The principles may include: The Utilitarianism by John Stuart Mill declares that morally right decisions are those that result in ‘happiness for the greatest number. Kant s Duty Defined Morality explains how acts performed out of duty have moral worth. Aristotle s Virtue Ethics dictates that moderation is the best course. Divine Command theory holds that proper decisions follow God s will. And lastly, Natural Law id grounded in the notion of an eternal law (in God). According to this paper, the Kant s Duty Defined Morality is better than the other ethical theories. Section two: Explanation of Philosophical views Utilitarianism It was founded by Jeremy Bentham, later developed by James Mill and perfected by his son John Stuart Mill (Rachels 13). It is called the principle of utility. It is a democratic principle ofShow MoreRelatedMy Personal Philosophy Of Leadership1208 Words   |  5 Pageshis daily life. Many use this philosophy without even consciously doing so; others will question almost all decisions they make. My personal moral philosophy is closely tied to my philosophy of leadership. I reside in the first category of people, those that operate in a moral philosophy that has not been specifically identified, but is strongly tied to my faith. 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The purpose of philosophy is to understand an argument, not emotional, but logically. Only by truly understanding an argument, one can improve his/her thinking. Within philosoph y, there are many ethical theories. Such theories include: theRead MoreI Believe Act Utilitarianism Is The Strongest Ethical Theory958 Words   |  4 PagesPhilosophy is one of the most interesting subjects. Many people assume and confuse it with psychology. Philosophy is completely different from psychology. Psychology is how a person feels about a topic, while philosophy is how you ought to feel about the topic. The purpose of philosophy is to understand an argument, not emotional, but logically. Only by truly understanding an argument, one can improve his/her thinking. Within philosophy, there are many ethical theories. Such theories include: the

The exchange took only less than ten minutes Free Essays

We do not have to be a college graduate to be knowledgeable about the world and its dealings, we just have to be street smart and keen. We do not have to be superman to possess the strengths that will be able to bring down a 20-foot building; we just have to believe that we hold the courage and the strength to deal with our daily tribulations. We do not have to be the president of the United States to have all the answers to our questions; we just have to keep on looking and never give up. We will write a custom essay sample on The exchange took only less than ten minutes or any similar topic only for you Order Now We just have to feel alive. These things I learned when I became independent. It was a rather difficult time and I was about to give up, but then I realized I have to go through this. It was one Sunday morning and I had no classes, but I was feeling rather weak so I decided to go to the nearest clinic and get myself checked up on. It was a busy day there, perhaps because most people do not have to go to work on Sundays and get him or herself checked up by the physician. While waiting, I sat in the corridor beside this elderly woman who reminded me of my grandmother. We had a small conversation and I must admit that I had difficulties in trying to converse because English is not my native tongue, but she probably tried to understand me, and I learned more things about life that I can possibly ever learn cramped up in my small space studying. The exchange took only less than ten minutes, for she was called in the doctor’s room already, but what she told me could have changed my whole perspective in life, and it has. She told me that she grew up not knowing what she wanted out of life, that she took her life for granted and that if she could turn back time to my age, she would live. She said that she never explored, that she was always sheltered, and that her parents always gave her what she wanted, not even asking why. She told me that she wants to cry and lecture every single adolescent that she sees because she can see how they are throwing their lives away, as if they could live it back when they wanted to. I did not know whether to start an argument with her because of this, but I just let her talk. She told me that if she could have been more independent and had not spent every single penny that was given to her; she could have been much more satisfied. I looked at her keenly, and I noticed that she did not look shabby; in fact, she looked like someone who eats three times a day and can afford to be looked at in a clinic like this. Her last statement was the one that I would never forget. She asserted that it was not enough for us to just live, because what is the use of living when one does not feel alive. I believe that she meant that she was living her life, but she was living it aimlessly, with no direction. Perhaps it is because of the unending luxuries that were given to her that she took for granted. Alternatively, maybe it is because of her sheltered life that she cannot think of a purpose. Nevertheless, I understood what she meant by not feeling alive. Sometimes, because I have been so busy doing my routine I have stopped feeling alive. I go to school, I attend to my work and my needs, I sleep, and I eat. I do nothing with passion, I just breathe. Yes, it was just a few fleeting exchanges of words, but I was able to see it in her eyes the regret of not living all those years, of not being curious enough to seek independence, of not trying to do things that one is passionate about. I want to change, I want to be spontaneous sometimes, I want to do something that I am passionate about. I want to excel in my studies; I want to do something that I thought I would never do in a thousand years. I want to be independent and challenge myself to achieve greatness in spite and despite of the obstacles that are being thrown in front of me. I do not just want to live; I want to feel alive. And all this was inspired by a few moments that I had with this old woman in the corrid How to cite The exchange took only less than ten minutes, Papers

Shakespeares Work Analysis free essay sample

Script Analysis on Shakespeare’s Antony and Cleopatra Introduction Antony and Cleopatra is one of the great tragedies produced by William Shakespeare. The main setting of the play is the Roman Empire, and the plot is mainly based on the history of Octavius Caesar, Marc Anony and Cleopatra. This play starts after Octavius Caesar, Marc Antony and Lepidus become three rulers of the Roman Empire. Antony falls in love with the queen of Egypt—Cleopatra, and stays in Alexandria. In the play, the conflict between Antony and Octavius, Antony’s affection and reason, finally turns into an inevitable tragedy.Antony dies, while Cleopatra commits suicide. This play not only depicts typical main characters such as Antony, Cleopatra and Octavia with strong personality and tragic fate, but also indicates universal themes throughout the whole plot. Themes such as struggle between one’s affection and reason, war and love, seduction and sexuality can be seen through the language. However, when applying Shakespeare’s play in young ESL learners, the adaptation of the language, plot and themes has to be considered cautiously in order to cater for young learner’s needs at both literacy and cognition level.This essay is going to analyze how to adapt the script of Antony and Cleopatra from perspectives of theme, plot and character for S4-5 students. Challenges of script adaptation and relevant implication for L2 learners would be discussed later as well. Background It is essential to know the historical context and of the play before adapting the play. According to Eileen (2010), pupils need to acquire background knowledge of the text they read to assist their understanding. Indeed, Shakespeare’s primary source of the play is according to Plutarch’s famous tale of Antony and Cleopatra (Facciponti, 2001).Cleopatra was the Queen who governed the whole Egypt around two thousand years ago. Antony, Octavius Caesar and Lepidus shaped the rulership of the entire Roman Empire after Antony’s defeating of Brutus and Cssius. Later, the Roman Empire confronted a threat from Pompey while Octavius Caesar and Lepidus endeavored to take control of it. According to Facciponti (2001), Mark Antony is known as a brave soldier, powerful speaker as well as a ladies man. Meanwhile, Antony planed a social intrigue to provoke Queen Cleopatra.However, Cleopatra had her own plan to win over Antony. She set sail on the river Cydnus to meet Antony and seduced Antony. Being enchanted by Queen Cleopatra, Antony left his family and duties and departed for Alexandria. The conflict between Antony and Octavius Caesar became sharp due to Antony’s neglect on political duties. Antony’s marriage with Octavius Caesar’s sister Octavia could not heal the rift between Antony and Octavius Caesar but incensed Caesar because of Antony’s ignorance on Octavia.Therefore he declared a battle on both Antony and Cleopatra. At last, Antony was defeated by Octavius Caesar, and killed himself to die with honor. Cleopatra committed a suicide in the end. According to Bevington (2005), since the play focuses on the romance of the main characters, most of the political events or wars displayed are historically true. Besides the historical background, Shakespeare’s language is another important element in script adaptation.As Eileen (2010) stated, â€Å"Shakespeare’s language has often been cited as the main obstacle to comprehending his work; whilst this may hold true to a large extent, in the teaching of Shakespeare in the English as a Second Language (ESL) classroom†(P. 317). Obviously, language of the play has to be adapted based on needs the target learners. Similarly, In the drama production, the adaptation of the script has to consider needs and abilities of actors and audience. Target The target actors and audiences of my adapted play Antony and Cleopatra are S. 4-S. students approximately at the age of sixteen to eighteen years old. According to the CDC(2002), the learning objectives for the key stage 4 (S4-S5) students on literature in English require students to â€Å"understand and appreciate prescribed literary in the genres of drama†, â€Å"show appreciation of the language and style through which the comprehension of the thoughts and feelings are conveyed†, â€Å"increase awareness of human relationships and the interaction between the individual and society† and â€Å"appreciate different cultures† (P. 49. ) Therefore, Shakespeare’s Antony andCleopatra, which covers a variety of themes and abundant language within a context of Roman Empire and Egypt, is likely to fit the learning needs of S. 4-S. 5 students. The overall learning goal of the play Antony and Cleopatra for the target actors and audiences would be based on the deliberately chosen themes, plot and characters in the play. As stated by Logan (2006), the play Antony and Cleopatra provoke readers and viewers’ desire to explore the characters and plots in order to gain a clear understanding. This aspect will be discussed specifically in the following section. Language and themeIt is apparent that the main theme of the play Antony and Cleopatra is love. As Maguire (2004) said, Antony and Cleopatra is often considered a tragedy of love. On one hand, the theme of duty is central in this play. According to Shmoop (2010), the conflict between various duties Anony have to burden and his self desire presents the central tension of the play. On the other hand, friendship is also a vital theme in the play. It is obvious that Cleopatra frequently seek support from her servants and friends throughout the play. In contrast, Antony is defeated after his trustful officers desert him.