Is fifteen too young for a fashion/editorial internship?
Preferably for a fashion magazine, but also designers or newspapers. I wanna be a Magazine Editor and study Fashion Merchandising/Journalism at an art college in New York. I'm only in my freshmen year in high school. I will be 15 by May and I end the school year in late May. Something like the New Yorker, Wall Street, Seventeen, Elle, Vogue, Tory Burch, etc?
Thanks. I know it's legal, but most companies say college credit only. I have a resumé, cover letter, some recommendations from teachers and adults, and some sample writings, and a blog.
I don't think you're to young at all . Age is just a number. However, I think you would benefit more doing you're own thing with fashion, you're so young youll learn a lot more in my opinion doing it on your own !! And you might be able to turn it into a career
In need of help !Identify any slanters or informal fallacies in this article.?
For hard-working American families struggling to make ends meet, the student protesters at Occupy Wall Street must seem like cast members of a reality show designed to make them look shallow and self-indulgent. The irony is that these students and recent grads have a point about their college debt. It's just not the point they are making.
Here, for example, is a typical entry on the blog "We Are the 99 Percent." A woman is holding up a handwritten note that reads: "I am a college graduate. I am also unemployed. I was lead [sic] to believe that college would insure me a job. I now have $40,000 worth of student debt."
John Kline on the National Labor Relations Board's strike against Boeing and the increase in the student loan default rate.
.The headlines tell us that, as a nation, we now owe more in college loans than we do on our credit cards. Notwithstanding the stock horror stories about the kid who leaves campus owing hundreds of thousands, however, the average college debt load is about the price of a new Toyota Prius—$28,100 for those with a degree from a four-year private school, $22,000 for those from public schools.
Even so, these figures don't touch the most important question: Are students getting fair value in return?
Anne Neal has been trying to help families answer that question for years. As president of the American Council of Trustees and Alumni, she believes students should leave college with a broad base of knowledge that will allow them "to compete successfully in our globalized economy and to make sense of the modern world." By that ACTA means universities should require a core curriculum with substantive courses in composition, literature, American history, economics, math, science and foreign language.
"The fundamental problem here is not debt but a broken educational system that no longer insists on excellence," Ms. Neal says. "College tuitions have risen more than 440% over the last 25 years—and for what? The students who say that college has not prepared them for the real world are largely right."
At WhatWillTheyLearn.com, students can click onto ACTA's recent survey of more than 1,000 American four-year institutions—and find out how their colleges and universities rate. Two findings jump out. First, the more costly the college, the less likely it will require a demanding core curriculum. Second, public institutions generally do better here than private ones—and historically black colleges such as Morehouse and service academies such as West Point amount to what ACTA calls "hidden gems."
CloseGetty Images/Stock Illustration Source
.Alas, much of the debate over the value of a college degree breaks down one of two ways. Either people pit the liberal arts against the sciences—"Is it a vital interest of the state to have more anthropologists?" asks Florida Gov. Rick Scott—or they plump for degrees that are thought to be more practical (e.g., business). Both are probably mistakes.
If the young people now entering our work force are going to change jobs as often as we think, the key to getting ahead will not be having one particular skill but having the ability to learn new skills. In this regard, the problem is not so much the liberal arts as the fluff that too often passes for it. In other words, though Gov. Scott is right to demand better measures of what Florida citizens are getting for their tax dollars, he'd probably be better off focusing on excellence and transparency than on suggesting specific courses of study.
As for the "practical" majors, New York University's Richard Arum and the University of Virginia's Josipa Roksa tell us they might not be as useful as once thought. In a recent work called "Academically Adrift," these authors tracked the progress of more than 2,300 undergraduates at two dozen U.S. universities. They found that more than a third of seniors leave campus having shown no improvement in critical thinking, analytical reasoning, or written communications over four years. Worse, the majors and programs often thought most practical—education, business and communications—prove to be the least productive.
So yes, the student protesters with their iPads and iPhones may come across badly to other Americans. Yes too, even those who leave school thousands of dollars in debt will—on average—find their degrees a good investment, given the healthy lifetime earnings premium that a bachelor's degree still commands.
Still, when it comes to what our colleges and universities are charging them for their degrees, they have a point. Too many have paid much and been taught little. They've been ripped off—but not by the banks or the fat cats or any of the other stock villains so unwelcome these days in Zuccotti Park.
"If these students and grads understood the real issues with their college
I agree that the the students are mad at the wrong people. Wall Street has nothing to do with their debt and inferior degrees.
review my...review please?
I am going to start a Music Blog... This is my first album review... Can you please give me your feedback?
One Time For All Time
The common misconstrued perception that instrumental bands are somewhat “inferior” to regular bands is completely blown out of the water with 65DaysofStatic’s album One time for All Time and was a breath of fresh air in the post rock scene when it was released back in 2005.
65DaysofStatic (commonly referred to as 65DOS or 65) are an exceptional post-rock band hailing from Sheffield, England. Their debut full length album The Fall of Math received considerable critical praise, bearing in mind that this isn’t exactly the most “popular” style of music. 65 are remarkable in the way they capture the listener’s attention with the use of complex synthesizers, keyboards, drums, and a few guitars.
The follow up album, One time for All Time, had a more discrete success, through an already established fan base. Fans describe One time for All Time as their most “polished” album to date, and it would be hard to argue with them.
65 clearly put the single year it took to construct this album to good use; each track is carefully crafted to precision in a way in which only truly gifted musicians can. The way in which 65 are able to portray raw emotion without the use of vocals is quite exceptional, track 3 (23Kid) is a prime example of this. Every layer, every sound, of the complex beast which is this album is a piece of art in it’s own right and each note represents an array of carefully crafted brush strokes giving the album a strong sense of intent and purpose, leaving the listener satisfied.
While 65 are a predominantly electronic band, this album manages to keep a “real” feel about it, perhaps through the use of keyboards and the intense, driving drums. And whilst the chord progression on the keyboards and guitar was relatively simple, it worked effectively in bringing a degree of sanity to the record. Excessive levels of distortion and synthesizers were put to good use, but at times it was perhaps too much to take in; the bass/synthesizer on track 6 was so deep that it felt as if it were rattling my insides.
This is very solid album, and I recommend listen to it at least 2 or 3 times on a good sound system so you have a chance to take in a fair amount of what is on offer here.
The only disappointing aspect of this record is the overuse of synthesizers and sound effects, which can be overwhelming for the listener.
There is no track that particularly stands out as head and shoulders above the rest, but that is not a bad thing, it just means this is a very consistent album – the stand outs being Drove Through Ghosts to Get Here, Await Rescue and Radio Protector. There wasn’t really any “filler” as such, only a couple of weaker tracks; Welcome to the Times and The Big Afraid.
1-2=Please support the music industry by not purchasing this record
3=Those albums that give you that (in the words or Trent Renzor) “feeling you get when somebody embarrasses themselves so badly YOU feel uncomfortable”
5=The artist shows glimpses of quality.
6=A good album, but doesn’t have much listening life
7=A good album, but not the sort of thing I would gather all my friends around for a listen.
8=A solid album, one that I wouldn’t be ashamed of to have in my record collection
9=A truly fantastic album, I will have this album on repeat for a fair amount of time.
10=Wow. Just wow. It makes me want to run through the streets promoting it.
1.Drove Through Ghosts to Get Here – 4:18.
2.Await Rescue – 4:44
3.23kid – 4:32
4.Welcome to the Times – 3:53
5.Mean Low Water – 4:00
6.Climbing on Roofs (DeSperate Edit) – 2:27
7.The Big Afraid – 2:08
8.65 Doesn't Understand You – 5:36
9.Radio Protector – 5:26
You have done a good job at your thought process in terms of music, but the grammar is not great. In the first sentence, for example: you should use the word "commonly" instead of "common". (Grammatically speaking, this is because you are using it as an adverb, a word that describes a verb). You also don't need the quotation marks around "inferior", unless you are trying to say anything other than inferior. (If you put any part of that statement in quotes, it should be the word "regular".) Also, because this sentence gets kind of long, you lost track of your subjects and nouns--you start out talking about the "perception" as the subject of the sentence, and later in the sentence you use "was a breath of fresh air", which, read like this, means that the perception is a breath of fresh air, rather than the album.
And so on...the content is good, the thought is good, the grammar is a little off. So, I give it a 5/10 (but, I'm a grammar nerd; a music fan might not care about the language much)
Aren't you all amazed at my skills and accomplishments?
Not only am I one of only 2 certified martial arts historians in the world, but I have trained BS kwon fu te jitsu for 26 years, and am a published author on a blog site that I actually had to set up so you know it is legitimate.
I can also do 100 diamond push ups in a row, fight like Bruce Lee, do moo tie and BjJ, and am an expert with nunchukus and battle ready swords. I am 5000 and 0 in street fights against bigger people for the most part, and mine is the best style.
Are you not impressed?
David e- If you can pass the test and can afford it, thenyes you can become my student..however you must swear never to show anyone else what I teach you, not use it in tournaments because it is far too dangerous, and definetly not put a video of it in the internet.
You sound like you would be a worthy opponent.
I challenge you to mortal kombat!!!
I have a question about copyright and privacy for pictures being used in videos?
I'm making a video for Language Arts about homelessness, after reading the book Breakfast at Sally's, and there is billions of pictures of homeless people online. I feel like I'd be disrespecting these peoples privacy and I also don't think I can legally use the pictures I find off of photobucket and google because they're not mine. I'm not sure how to go about doing this because it's not like I can go video tape people out on the street... would it be wrong to use pictures off of google, flickr, and photobucket?
I won't be able to credit every picture I use though and some have no source, like I found them on another persons blog or something and that person didn't take it or give credit.
could i like add to the end that I am not trying to take credit for any of the pictures but I don't know who the rightful owners are?
would that count as plagiarism in school for some reason?
You seem to be confusing copyright and plagiarism -- they are entirely different things. Plagiarism is an ethical issue usually in educational settings. Copyright is a legal issue defined by statute. Whereas giving credit avoids plagiarism, giving credit is irrelevant for copyright. For example, I cannot make unauthorized copies of a CD or DVD and give away the copies for free just by giving credit to the copyright owner.
Your question seems to be more about plagiarism rather than copyright. Since plagiarism is an academic requirement, I suggest you ask your teacher or your school for what counts as giving sufficient credit. They're in the best position to give you the advice.
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