Write for the Judge The Secret to Winning Writing Contests

Write for the Judge The Secret to Winning Writing Contests There are hundreds of writing contests out there offering prizes of thousands of dollars for short story writers, poets and novelists. The downside is that you often have to pay to enter, so if you enter too many without success, it can be expensive. Contests are always a bit of a gamble, but theres a simple way to increase your chances. Write for the judge. Of all the details of writing contests, the judge is often the most overlooked, and yet it’s one of the most crucial. The judge is the person who will be deciding whether you win or lose, get published or get a rejection slip. Doesn’t it make sense to find out what this person likes or dislikes? Fortunately, with writing contests, this is usually easy to find out. Whereas regular submissions to magazines or newspapers will be handled Here’s an example of how it works. Last year, I decided to enter the Nottingham Short Story Competition. The judge was M.J. Hyland, so I decided to find out more about her. I read a  story she had available online, visited her website, read interviews and profiles. Then I wrote a story just for her, a story I thought she’d really like to read. The result: a respectable third place, publication in an anthology, and a check for  £125. I’ve used a similar method to win thousands of pounds worth of writing prizes. But isn’t that compromising your integrity? Shouldn’t you just write for yourself? No. Anything you write is for an audience; the whole point of telling a story is to entertain or enlighten other people. The audience here is just smaller than usual! Of course you should never write anything you don’t believe in, and I’m not saying you should mimic the judge’s writing style or content. What I am saying is that you can improve your chances greatly As an added bonus, reading and analyzing the work of an accomplished writer will help you learn from them and improve your own writing. So even if you don’t win the contest, the exercise will have been a valuable one. Of course, sometimes the judge will be someone you can’t really write for without compromising your integrity, someone whose interests or writing style are radically different from your own. In that case, the best course of action is simply to walk away and congratulate yourself on saving the entry fee. There are plenty of contests, so theres always another possibility! To find a writing contest to enter, the FundsforWriters newsletter is of course a fantastic resource. Here are a few others to check out:    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Booktrust  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Poets Writers  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FirstWriter.com  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Freelance Writing  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Writers Reign

How To Overcome A Fear Of Public Speaking

How To Overcome A Fear Of Public Speaking Do you get performance anxiety when you need to make a speech in public, be it a large or small crowd? It’s entirely normal if you’re nodding your head ‘yes’, because even the most seasoned public speakers in the world suffer from an attack of the jitters from time to time. The key is in knowing how to deal with such problems, having a few methods in your pocket to get you over your anxiety, and recognising that feeling nervous to any degree is entirely normal. If you have a big presentation coming up, and you’re losing sleep over it, worry no more! Here’re a few tips on how you can become a rockstar public speaker, and kick those worries to the curb. So here they are: Know What You’re Talking About Preparation is everything, and knowing inside out what you’re talking about is the way forward. Research, research, research! Don’t leave everything to the last minute, make sure you look into your topic and know your stuff well ahead of time, because putting it all off will simply add to your problems and make you more nervous about the outcome. Here at Essay Writing Place, we offer a comprehensive service for students experiencing problems with presentations, providing them with thorough research which is easy to understand and present and developing an effective outline. Having everything you need not only in your head, but also down on paper in front of you, goes a long way to easing your performance anxiety. Practice Really Does Make Perfect We’ve all heard this saying, but it is a truth. Stand in front of a mirror and deliver your speech or presentation, or perhaps ask a friend or family member to listen to it for you and act as the audience. It doesn’t matter whether you go over it twenty times, because the more you do it, the easier it will become, and the more confident you will feel – you will probably also feel that you know it off by heart, and that is certainly a great way to cut down on worries and stress. Think Positive Before you head onto that podium and deliver your presentation, picture in your mind that you were successful, that you had a standing ovation, and basically that you brought the house down. Positive thoughts bring about confidence, and it is confidence which will carry you through. Focus On Your Breath During your presentation, and certainly before, if you feel your heart rate starting to climb, and your breath coming in sharp bursts, close your eyes, take a deep breath, and hold it for a few seconds, before exhaling slowly. Focusing on your breath shuts out the outside word, which in turn shuts out your worries. Before you head onto that podium, practice this method and feel your nerves melt away. Don’t Focus Too Much On The Audience The information you’re giving to your audience is more important than the audience itself, so try and shut out as much as you can when you think about the people sat in front of you. You may look nervous from time to time during your presentation, but so what? Nerves can power us to success. Be passionate about the information you’re giving. Don’t Be Afraid To Take A Moment If you feel your hands shaking, or you can hear a hitch or wobble in your voice, take a moment to gather yourself, do your deep breathing, and continue. Nobody is going to notice you having a second or two to yourself, and whilst it might seem like an age to you, in reality it is probably going to be no more than five seconds. Pat Yourself On The Back, You Rock! Well done you! You did it, and you should be proud of yourself. Even if you had a few minor wobbles, it doesn’t matter, because you got the job done. Take each success as a step towards major confidence in the future when it comes to your next bout of public speaking. Even the most confident people in the world sometimes stumble when making speeches in public, and it’s certainly not a failing to admit that this is an area that worries you. It’s all about preparation, knowing your stuff, and sometimes about faking confidence. Our presentation preparation service will go a long way to helping you be 100% prepared, and when you know what you’re doing, the rest is easy.

World War II, Cold War and Post-War America Essay

World War II, Cold War and Post-War America - Essay Example United States became an ally with British and French and became involved in the war by supplying them with the military assistance. America offered weapons and other military support to those countries under the Land Lease Act and Cash and Carry Act. This allowed the renting of American military equipments during the tough war time. This was the crucial time when America was indirectly involved in the war with the other countries to overcome the Axis powers. During the early stages of World War II, America remained a neutral force which aimed its goal in providing sources and military assistance to all the other countries. Such countries were bound to come all the way to America to get their military supplies. However, America was under strict surveillance of Germany, for providing military assistance to Britain. As a result, Germany failed to defeat England in the war and moved its interest towards Soviet Union due to the presence of different resources available there. On the other hand, Japan was another state that was aggressively gaining control over Asia. Somehow, we understand that Japan was also under ‘steel deals’ with America. United States of America understood the Japanese motive behind their expansion which was greatly influenced by the Germany ideals. This moved the United States to place an Embargo on Japan for using its Steel. This adversely affected the Japanese manufacturing of military weapons and fueled the fire between Japan and US. We know that Japan was seeking to increase its power and influence in the Asian region to set the image as a main regional super power and to acquire the raw materials that the country lacked. Japan believed that it was the right time for the small county to grow and to maintain its dominance over China and other Pacific lands. Nationalism was the basic factor that was growing in Japan during 1930 just the way it was growing in Germany. The young generation of Japan was under heavily influenced of t heir leader, Hirohito. When Japan attacked China, it realized the fact that the country is fighting with two strong political wings; the Nationalists and the Communists. However, America supported the Nationalist wing but remained neutral till the very end. During the WWII, America emerged as a super power that can hold supremacy and dominancy on any nation. WWII was the war of technology and improved war-weapons. The American interests in WWII were comprised of different factors. Americans wanted to make sure about the flow of communism and at the same time, America was nervous about Japan’s increasing power in the region and about its move towards South-East Asia. American Foreign Policy would have been damaged if Japan had attacked and took over Philippine. For Americans to safeguard their interest in the region, they thought it is highly important to deploy the atomic bomb. At the same time, America was also worried about the expansionist plans of Hitler. The main interes t lied in the maintaining its supremacy and dominancy on greater part of the world. World War II has played a key role I the formation of several factors that established the foundation of modern America. It shaped the entire country in a new transition. World War II helped America to get out of economic depression, political isolation and social conservatism. The World War II also enabled America to revive its domestic policies, foreign relations and to expand itself in both social and cultural arenas in a different manner. World War I was America’s first involvement in the Europe, however, during World War II, America maintained its supremacy on the greater part of the world, expressed its military power, cultivated new alliances and shaped new diplomatic relations with the major powers. Part 2: America and

Human Behavioral Ecology Essay Example | Topics and Well Written Essays - 1250 words

Human Behavioral Ecology - Essay Example As a result a person develops behavioral strategies to solve different problems that are set by nature like arranging for food, mating, looking after the offspring and maintaining interactions with kin, offspring and other individual. HBE gained popularity between 1960s and the 1970s when there was growing emphasis on animal behavior and evolutionary biology. J.B.S Haldane a British evolutionary biologist by 1956 had already argued that differences of human behavior could be analyzed as responses of different individuals with similar genetic composition exposed to varying environments. But the initial developments of HBE were in the field of foraging, drawn for the optimal foraging theory (OFT). This was because OFT was sophisticated and testable theory by 1980s and because much of the history of human species was spent as foragers. Foragers offer experiments for studying human behavioral variability. If people of today forage for living are constrained by aspects of ecology, then the variations in these limitations, the difficulties imposed by these constraints and the solutions that different individuals adopt to overcome the constraints are open to ethnographic observations. The OFT consists of a groups of mod els addressing resource choice, time allocation and patch choice and diet breadth model that is most commonly used in studying humans. In accordance to this model, individual foragers select food resources that promise to provide maximum nutrition, by trading off the handling and search times associated with acquiring that food source. Foragers often bypass those food sources that yield low post encounter mean rate of nutrition when more profitable food sources are common, but they take a broader array of prey species when more profitable items are rare (Kaplan and Hill, 167-201). Changes in subsistence pattern over a period time can be explained by changes in response to factors like technology, climate changes and availability of foreign imports. Thus new technology can either expand or contract the diet breadth (prey choice), depending on whether the cost of searching and handling the food resources have been affected. The diet breadth models even deals with archaeological deposi ts. For instance, deposits associated with societies that are on the brink of adopting agricultural activities, show increasing exploitation of previously unused sources, like plant food and seeds that require extensive processing. The diet breadth model as such suggests that agriculture emerged many times in history as an alternative in response to decrease in encounter rate with higher ranked nutritional items. Failures to support the foraging model predictions have been just as intriguing as the successes. For instance despite what foraging model suggest that humans acquire food that maximizes their mean acquisition, men go for large preys like animals, ignoring the small food items like plants that are more profitable for increasing their mean acquisition rate. Women on the other hand frequently do the opposite and favor small food items over large preys like animals. These observations have helped in generating two alternative hypotheses. The first hypotheses relates to the differences of constraints, that men maximize their nutritional acquisition through paying attention to the currency that gives more weightage to protein rather than

Time Management Essay Example for Free

Time Management Essay Study: â€Å"Working to live: Why university students balance full-time study and employment According to Valerie Holmes, within this group 83 per cent of students worked at some point during term-time of their degree programmed. In total 58 per cent of those students who worked did so to either cover or contribute to basic costs of living. While the majority of students felt they could balance work and study, half of all students questioned felt that working could have a negative impact on their degree classification. Valerie Holmes, (2008) Working to live: Why university students balance full-time study and employment, Education + Training, Vol. 50 Iss: 4, pp.305 – 314 http://www.emeraldinsight.com/journals.htm?articleid=1728331 | The work–study relationship: experiences of full†time university students undertaking part†time employment Journal of Education and Work Volume 23, Issue 5, 2010 Ralph Halla* Pages 439-449 Publishing models and article dates explained Received: 21 Apr 2010 Accepted: 14 Jul 2010 Version of record first published: 29 Nov 2010 Abstract Work and study commitments of full†time undergraduate students at the University of New South Wales were investigated in four surveys conducted in 1994, 1999, 2006 and 2009. Respondents to the surveys reported the amount of time they spent during term time in paid employment, studying outside of formal class hours and in leisure activities (1999 and 2006 only). Fifty full†time students in 2006 and 37 in 2009 who were identified through the survey as working in excess of 10 hours per week were interviewed about their work and study relationships. Findings are consistent with UK studies showing an increase in part†time work by full†time students. In addition, a steady decrease was found in hours of study outside normal class time and in time spent in leisure activities. Reasons for working offered by interviewees were predominantly financial although many reported that gaining work experience, even in areas not related to their studies, was an important consideration. While some of the students interviewed felt that the government should provide more support for full†time students, the majority thought that the university should cater more for the needs of working students by providing more online facilities for assignment submission and communication and more flexible timetables and submission requirements. In the absence of any likely moves by governments to provide financial support to students, universities need to recognize the increasing demands placed on full†time students by part†time work and to implement procedures to assist working students. http://www.tandfonline.com/loi/cjew20 Literature: More students balance school with jobs By Jacob Serebrin | January 25th, 2012 | More than half of full-time university students in Quebec work while attending school and more than 40 per cent of all undergraduates work more than 20 hours weekly says a new study by the Fà ©dà ©ration à ©tudiante universitaire du Quà ©bec, a provincial lobby group that wants lower tuition. On top of that, more than twice as many full-time students aged 20 to 24 in the province work part-time jobs than students did in the 1970s. The workloads are hurting their educations: 43 per cent of full-time undergraduates say that their jobs have negatively affected their studies and 30 per cent say their jobs mean they’ll take longer to finish. It’s worst for PhD students—six in 10 say work forced them to prolong their studies. It’s not just students in Quebec who are putting in long hours between classes. According to the 2011 Canadian University Survey Consortium study 56 per cent of undergraduates in Canada work. The average number of hours is 18 per week. Nearly a fifth (18 per cent) work more than 30 hours weekly. One third of working students report â€Å"a negative impact on their academic performance.† The latest research also builds on a November 2010 report put out by FÉUQ that said employment income accounts for more than 50 per cent of the average full-time student’s income in Quebec. Predictably, FÉUQ is using the results of both studies to argue against a tuition increase that will take effect this fall. The hike will see tuition for in-province student’s rise by $325 a year to $3,793 in 2016. It’s easy to dismiss FÉUQ’s concerns–the province has the lowest fees in the country. But the fact that so many students are working so much suggests many are already at the breaking point. It also rebuts the claim by Quebec politicians that the increase would return tuition to 1968-9 levels, adjusted for inflation, which is what finance minister Raymond Backhand told the National Assembly. The claim that today’s students are paying less than past students has also been a favorite of the Conference of Rectors and Principals of Quebec Universities, which represents administrators. Perhaps tuition was indeed more expensive in the 1968-9s. But in the 1970s, students could afford to work less in coffee shops and clothing stores—and more on their studies—than students of today. http://oncampus.macleans.ca/education/2012/01/25/more-students-balancing-school-and-part-time-jobs/ Vol. 1, Issue 1 spring 2005 The Effects of College Student Employment on Academic Achievement By: Lauren E Watanabe Mentor: Jana Jasinski Review of Literature As money and resources become more scarce for college students, jobs become more of a necessity rather than an after school activity. Any changes to students routines will lead to changes in academics, whether they are positive or negative. Employment among college students has been increasing rapidly. Its effect on the academic performance of students has been questioned by many researchers (Green, 1987). Some of the issues raised in the literature concern matters such as the number of hours worked, whether or not the students jobs pertain to their majors, and the students workloads. As more students are employed, they face having to balance their academic requirements, extracurricular activities, and employment responsibilities to maintain their lifestyles (Furr Elling, 2000). The literature reviewed below examines how employment has affected academic achievement. Much of the research indicating that employment negatively affects students academic achievement stated that an increase in the amount of hours worked was the most influential factor. In one study, more hours worked decreased the likelihood of being an A student (Pritchard, 1996). According to Furr and Elling (2000), 29% of the students working 30-39 hours per week and 39% of those students working full time indicated that work had a negative and frequent impact on their academic progress. Those who take on part-time jobs are less engaged in school before they enter the labor force, and part-time employment, especially for more than 20 hours weekly, further exacerbates this problem (Steinberg et al., 1993, p. 175). Furr and Elling (2000) also found that upperclassmen worked more hours than freshmen, indicating that the older students would be more likely to suffer in their academics. Therefore, w orking full time has an even greater impact on academics because, often times, working 40 or more hours further decreases a students college grade point average (GPA) and is negatively related to completion of a bachelors degree (Astin, 1993). The act of balancing school work with the labor market may also lead students to put forth less effort into both because they are spreading themselves too thin (Astin, 1993). According to these researchers, it is not the job itself that causes the problems, but the overload on the amount of time worked because students who work more hours each week spend less time on homework, [and] pay attention in class less often (Steinberg Dornbusch, 1991, p. 307). Not all of the research has shown negative GPA effects from the amount of hours a student is employed. Some findings indicated that employment had either a positive effect or none at all. A number of researchers, for example, found that hard work built stronger academic character because it taught the students time management skills, gave them experience outside of the classroom, and provided them with more satisfaction in college (Pennington, Zvonkovic, Wilson, 1989). Dallam and Hoyt (1981) suggested that a good balance between stu dents credit hours and working hours forced students to be more organized and to have better time management. They also found that students who worked between 1 and 15 hours per week showed a slightly higher GPA than those whose workloads were heavier and those who were not working at all (Dallam Hoyt, 1981; Li-Chen Wooster, 1979). Not only were higher GPAs found in students that maintained jobs, but Green (2001) also stated that they had gained job skills, experience, knowledge of a variety of jobs, a sense of accomplishment, a feeling of responsibility, and money for personal and school expenses (p. 329). Other researchers, when comparing high and low academic performance and the amount of hours students worked, found that the amount of hours employed did not have an adverse effect on their academics (Pinto, Parente, Palmer, 2001). Similarly, Watts (2002) analysis of 19 students at the University of Brighton found that 4 of 12 working undergraduates said that working did not affect their academics and 5 said that it actually had a positive impact. Although some of the previously mentioned studies used samples of high school students rather than undergraduates, their results were consistent. The fact that some contained samples of less than 50 students, however, may have accounted for some of the differences between the positive and negative academic results. Not accounting for the amount of time actually put into the job, researchers have found that the type of employment a student holds has an impact on academics. Dead-end jobs such as a cashier or fast food worker tend to have a negative effect (Li-Chen Wooster, 1979), whereas high-quality, part-time jobs that seemed to develop career-related skills may in effect contribute to increased levels of career maturity, and these types of jobs are more likely to be flexible and work with students schedules (Healy, OShea, Crook, 1985). These types of jobs allow for hands-on experience that cannot be gained in the classroom alone. For example, of the 600 full-time students at Lamar University surveyed, 91 out of 215 students whose jobs related to their majors had a mean GPA of 2.98, while those whose jobs were career unrelated had a mean GPA of 2.66 (Li-Chen Wooster, 1979). Also, student comments suggested that employment related to a potential career provided additional experience. For example, 10 out of 23 comments of a 120 nursing student survey at a university indicated that they were gaining more practical experience . . . and that as all [their] employment is in care areas, [they felt] it [had] extended [their] experience (Lee, 1999, p. 448). As money and resources become more scarce for college students, jobs become more of a necessity rather than an after school activity. Any changes to students routines will lead to changes in academics, whether they are positive or negative. Though the research results were not always consistent, it was a common theme that the more hours worked led to decreased academic performance, but that working in general did not necessarily have a negative effect on grades. When it came to students jobs as they applied to their majors, the effects were positive in that they provided experience beyond the classroom (Lee, Mawdsley, Rangeley, 1999). The following study will look at these variables as well as class standing, the amount of credit hours taken, and flexibility of the work schedule in order to determine the positive or negative relationship of working and academics. Other variables, such as demographic factors, will also be examined. http://www.urj.ucf.edu/vol1issue1/watanabe/literature.php

the revenge of islam :: essays research papers

HOUSTON, Texas (CNN) -- Enron security guards were stationed on the 19th and 20th floors of the company's building here Tuesday to prevent further shredding of documents, company lawyers said during a federal court hearing. Former executive Maureen Castaneda said Monday employees were shredding documents as late as January 14, in spite of the company's December bankruptcy filing that costs thousands of investors and employees their life savings. In the wake of the reports of continued shredding, Enron lawyers said the company allowed FBI agents in the building to interview employees and that guards had been posted round the clock to prevent more document destruction. Some 40 attorneys representing investors asked a judge to place federal marshals or an outside firm's security guards in the Enron building to prevent shredding. The lawyers also asked the judge to take possession of all documents relevant to the investigation into the collapse of the energy giant -- including boxes of shredded papers they said company executives ordered destroyed. It was also revealed in court that shredded documents were found in a wastebasket, which was turned over to authorities. It is not clear who conducted the search in which the papers were discovered. Packing materials become evidence MORE STORIES Shredding through history Ex-Enron exec: Shredding went on after probe began VIDEO/AUDIO †¢ Enron collapse hurts Houston charities †¢ Enron: A tale of two meetings MORE STORIES †¢ Ex-Enron exec: Shredding went on after probe began †¢ Lawyer who wrote document memo quizzed †¢ Terms set for sale of Enron's Indian plant †¢ Andersen blame game heats up EXTRA INFORMATION †¢ Guide to the fall of Enron †¢ Bush administration ties †¢ Chapter 11 timeline RESOURCES †¢ In-Depth: The end of Enron? †¢ Protect your 401(k) †¢ TIME.com: Inside the scandal †¢ In Focus: What happened? LEGAL RESOURCES Latest Legal News Law Library FindLaw Consumer Center Select a topicBankruptcyDiscriminationDivorceEstate PlanningLandlord-TenantPersonal InjuryTaxes Castaneda said she took boxes of shredded paper home with her to use as packing material. She later realized the significance of the refuse. She recalled e-mails telling employees how to handle financial documents. "One said our policy is not to destroy documents, given the threatening legal suits," she told CNN. "And that's what made me realize that I had more than just shreds." "It is an absolute smoking gun," said Castaneda's attorney, Paul Howes, referring to the shredded papers. Howes is with Milberg, Weiss, a San Diego-based firm that specializes in class action suits.

Philosophical Groundwork of a New and Innovative Teaching

The purpose of Montaigne's â€Å"Education of Children† is to lay down the philosophical groundwork for a new and innovative way of teaching children. The purpose of this new system is to foster the child's intellectual growth as opposed to filling the child's head with facts that he regurgitates, but does not understand. In Montaigne's words, the education should put a child â€Å"through its paces, making it taste things, choose them, and discern them by itself† (110). As well as encouraging intellectual growth, Montaigne also intends to promote wisdom, character and physical development as a way of education the entire person. Montaigne's assertion is that the purpose behind education should not be for the sole aim of the increase in knowledge, but â€Å"to have become better and wiser by it† (112). The overall effect of the education should be to produce an individual that is both wise and happy; according to Montaigne the two are irreconcilably bound, as â€Å"the surest sign of wisdom is constant cheerfulness† (119). The methods used to achieve Montaigne's ideal education are a mixture of the ability and talent of the tutor; the individual attention paid to a student and the well-rounded nature of the curriculum. Montaigne asserts that a pupil is only as good as the skill of his tutor. The ideal tutor in Montaigne's eyes would be one that is more wise than learned, having â€Å"a well made rather than a well filled head† (110). The tutor should not have the student repeat what is told to him, as the goal of the education is not to memorize, but rather to learn. The tutor should be a guide in order to offer the ideas of great authors to the student and then â€Å"let him know how to make them his own† (111). Furthermore, the tutor is only responsible for one student at a time and without interference from parents. Being alone with the student allows the tutor to truly become aquatinted with the student†s aptitudes and allows for the formulation of an individual and personal education for the one pupil. The actual subjects to be learned are divided by not only the discipline of study, but also the development of physical ability, moral fiber and interpersonal skills. The development of mind, body and spirit together leads to the transformation of a child to a well-rounded man. Montaigne believes in the training of the body as well as the mind, a typically Greek concept. The tutor, therefore, is responsible for physical training as â€Å"it is not enough to toughen his soul; we must also toughen his muscles† (113). The training of body serves a duel purpose, to ease the burdened mind by giving it something else to think about and by building up the pupil's body in order to fight off injury and disease. It is only after his body has been trained that the intellectual education can begin. Intellectually, Montaigne believes in beginning the students formal education with the sciences, in order to foster the understanding of the world's natural laws. The tutor should â€Å"explain to him the meaning of logic, physics, geometry, rhetoric and the science he chooses† as a way to give him â€Å"the marrow and the subject predigested† (118). This explanation of basic scientific principles gives the student the ability to understand and interpret the passages written by famous scientists given to him by the tutor. This assertion, that children should be allowed to recognize important information for themselves, is the cornerstone of Montaigne's theory of education. The other subjects to be studied should be literature and philosophy, and should be taught in the same manner as the sciences. Montaigne argues against the study of grammar and classical languages, such as Greek or Latin, as he believes these to be grounded in memorization as opposed to logical thought and reasoning. Montaigne asserts that the purpose of education is to produce â€Å"not a grammarian or a logician, but a gentleman† (125). However, despite the discourse on formal education, the actual intellectual instruction received is secondary to the child's overall development as a person. The next part of the child's education is argued by Montaigne to be the most important. The tutor should not only be an instructor on the matters of reason and logic, but also a moral force in the life of the student. The tutor's job is to instill strong virtues in the child while he is still young, â€Å"instructing him in the good precepts concerning valor, prowess, magnanimity, and temperance, and the security of fearing nothing† (120). The tutor is to teach the child moderation, civic responsibility, humility and a â€Å"honest curiosity to inquire into all things† (114). The goal of this instilling of virtues is to create an adult, â€Å"guided only by reason,† who is as capable of making wise decisions as well as being educated (114). The student, only after the competition of a great deal of education in academics and virtues, is taught a final lesson about interactions with others. At some point in the education the pupil is expected to interact with others and put his education to use. The student is expected to visit other countries in order to interact with a diverse array of people and cultures. Through these interactions the pupil will further his own education by rubbing and polishing his â€Å"brains with the contact with those of others† (112). The informal education through experience leads the student to gain a grasp of social situations and begin to understand the way society works. The ultimate goal in this is to have the student â€Å"put everything to use† by finding valuable education in all of those around him (114). Montaigne even goes so far as to assert that eventually â€Å"even the stupidity and weakness of others will be an education to him† (115). Overall, with the completion of the relationship between tutor and pupil the end result will be a reasoning, virtuous, educated and extremely wise individual who will be well equipped to deal with the world and who will be constantly bettering himself.