In 2011 I Came To The Richard Stockton College Of New Jersey,

In Barszczs’ essay conclusion, he gives poetically clear examples why students will benefit from taking campus-based courses. He stresses the value of face to face interaction between the students and the faculty. Being late to a class, or missing an assignment has a stronger effect if the student has to personally interact with the instructor. Barszcz defines the word education as a process of “drawing out”, stating that campus life can “draw out, from within a person, qualities of intellect and character that would have otherwise remained hidden or dormant.” (8).

Many characters’ lives are enveloped by a mental issue and they are a representation for these issues. Art covers these multiple issues. The Holocaust affected millions of people and of these millions, Vladek, Anja, and Mala all were left with

In his article “What’s the Matter With College?” Rick Perlstein describes how college is different now than it was in the 1960’s. His essay includes numerous interviews with people who attended college in the 1960’s. With several diverse quotes from people who had different experiences in college, he composes multiple points. These range from how college used to serve as a time when the student established independence, to how students’ only means of communication was a weekly 30 second phone call.

During the time between September 2015 and May 2016 I will be exposing myself to the different environments on collegiate campuses in California and Nevada. These experiences will teach me how to communicate more effectively with my peers, promote mental and physical wellness, and influence ethical decision-making among undergraduate, collegiate men.

The news of terror in Germany immediately made its way to Eleanor Roosevelt, who presented a document seeking that human rights to be enjoyed by all people. In Articles 3 and 5 the document states that “everyone has the right to life, liberty, and security of person…” and that “no one shall be subjected to torture or cruel, inhuman or degrading treatment or punishment” (Document 6). These are statements to ensure that everyone had the freedoms a human deserves. These orders clearly weren’t upheld during the Holocaust, and that is exactly why peacemakers vowed to fix these problems and never let history repeat itself. The desire for peace was presented in numerous ways, and one way is through art. A memorial at Dachau, a former concentration camp where Jews were killed during the Holocaust, illustrates the cry for help the world set out (Document 7). In the languages Hebrew, French, English, German and Russian, the monument says the words “Never Again.” These two words spelled out in five different languages is demonstrating the fact that universally, we should never see anything more terrifying as the Holocaust, never

Being born and brought up in New Jersey, Rutgers always was known as a prestigious university. Rutgers is a place of opportunity. My brother who is a transferred into Rutgers last year, is always telling how the Criminal Justice program is amazing. He continuously tells me about the incredible classes he has had the pleasure of taking with professors such as Dr. Edem Avakame, Minteh, Shields and Adubato Associate Professor in the Rutgers School of Criminal Justice. Along with these professors, he has told me about his advisors, Lawanda Thomas and Alexandra Charles, who helped him as a transfer student adjust to being a new university student, along with showing him opportunities in networking within the Criminal Justice field by sharing news

This painting tells a sad story about a general who is willing to die for his citizens. This story also tells a hopeful story about unity between two completely different civilizations.

Anselm Kiefer was a German artist who was born directly after World War II. The art that Kiefer created focused on a reconciliation with the shame and horror surrounding the holocaust, aimed aimed to redefine what it meant to be German in a “post-Nazi World (Smith).” The piece I studied is located at the MoMa in San Francisco and is entitled “Shulamite”. “Shulamite” is a historical painting of a Nazi Memorial Site, which Kiefer created it in 1983. In this painting, Kiefer transformed the architecture of a site which was meant to honor Nazi heroes into a memorial for their victims. Kiefer uses some very interesting aesthetic techniques to reflect the intense emotions of that time and to reflect the rage, grief, and shame that Germans felt in response to the Holocaust. His intention was to reconcile with the country’s dark past through memorializing the persecuted while painting the country as no longer representative of it’s dark past.

While auditing courses for her own education and interest a professor realized that the students were relating to her as if she was a student. She was behaving as a student, asking questions, going regularly to class and doing the required readings and in turn the other students began sharing insights, gossip and opinions she would never hear as a professor. Rebekah Nathan (pseudonym assumed by the author, Cathy Small, for purposes of the book) recognized that “even after my fiftieth birthday, I could still be a student, and treated by other students as, more or less, a peer”(Nathan, 2005, para. 71). She decided use her sabbatical to study campus life through a student’s viewpoint, instead of the professor-student perspective.

Throughout his four years at the university, he lives at home and commutes in a car pool with other students from Belleville. Although this limits his social life on the campus, the education he receives is outstanding. In addition to being prepared to teach his subject matter, he receives inspiration from several of

It has been really interesting to learn what it takes to keep the program running and finding different ways for funding. And even though the program has begun to gain community support, my supervisor has

I, Flora Ajayi, was dismissed from the Nursing program at The College of New Jersey due to my performance in Principles of Microbiology (BIO 144) and Anatomy & Physiology II (BIO 142 ), which are major Nursing prerequisites. I take responsibility for my academic progressions and understand the consequences and rewards of the Academic realm. The study habits that allowed me to flourish in high school, for example, studying class notes and reviewing a week before the exam, simply did not work in college. This forced me into a state of panic, which led me not to do well in both science classes. Studying effectively in college is different than studying in high school due to the rigor of the course and my attempt to process on a higher academic level. My inability to succeed in the sciences during my spring semester, despite my early success, has allowed for both personal growth and self-reflection while repeating BIO 144 and BIO 142.

College has always been a dream of mine and I am sure for many others it has been too. Well, I am finally here, I can not contain my excitement. So many new experiences and things to learn, it is all becoming so real. This semester I hope to get to know at least one of my professors, go to every single one of my classes without being late, always read the required texts and do all of my outside of class assignments on time. By getting to know one of my professors, I can talk to them and ask questions to see how they were able to get where they are today. After all, they have been in my shoes before and clearly know exactly what it takes to become the successful adult I hope to become. Going to class has already

Jewish Holocaust survivors enduring horrendous treatment of the Holocaust, and it impacted the aftermath of the event as well. Because of the emotional and physical trauma after liberation, Jewish Holocaust survivors struggled with rebuilding their lives and adapting to live a “normal life”.

Art, in essence, is one of the most crucial pieces of cultural history. It transcends language, emanates emotion, provokes thought, and stimulates imagination. In other words, art is of monumental value in its scope of what befalls under its umbrella. It was no wonder why during the Nazi regime from 1933 - 1945 that the Nazis would thieve some of Europe’s most treasured works but also those deemed “degenerate.” Egon Schiele’s Portrait of Wally is a perfect example as to what “degenerate” art would be considered and what the Nazis would have been interested in seizing, but why?