Personal Statements about Masters Degree in Global Governance and Diplomacy

I would like to hereby submit my application for the Master’s Degree in Global Governance and Diplomacy being offered at your esteemed institution. In support of my application, I have attached herewith my Curriculum Vitae for your kind perusal. I have had a lifelong interest in global conflicts and their resolution with the Middle Eastern region being the area of focus. It is my goal to gain comprehensive knowledge of international politics and law as well as develop exemplary skills at diplomacy. All my efforts towards educating myself as well as the work experience that I have gained have been directed towards this goal. I am currently pursuing a BA degree in International Relations from Durham University. I am majoring in Mandarin proficiency and achieved 79% pass in the intermediate examinations. I am due to complete the course in June 2012. I also hold a BA degree in International Relations from the National Taras Shevchenko University of Kyiv, the premier educational institutions of Ukraine. Further, I have completed a Foundation Degree in International Law and Politics from Ballerbys College, Brighton, U.K. In addition to the above mentioned academic degrees, I attended Beijing University’s Summer School in Law and Politics. I have had the opportunity to interact with diplomats from all over the world and experience, firsthand, the world of international law and politics. I am also acutely aware of on-going global conflicts and crisis and how they impact people. In order to gain maximum exposure to international diplomacy, I have participated in a host of global projects, including: Oct 2011 to Jun 2012: General Volunteer, the Devon Refugee Support Group, Durham October 2011: Attended India International Model European Union 2011, Delhi, India Jun to Sep 2011: Chief Project Assistant, the Centre for Interethnic Cooperation, Moscow Jul to Sep 2010: Parliamentary Assistant, Department of International Relations, Supreme Council of the Autonomous Republic of Crimea, Ukraine April 2011: Attended SUNY Model of European Union 2011, New York, USA Mar to Apr 2010: Assistant Manager, CND Peace Shop, Durham Nov to Apr 2009: General Volunteer, The Big Issue, Brighton The University of Oxford is globally renowned for offering best of breed education to its students. Its focus on the overall development of a student’s knowledge, skills and exposure in correspondence with the program of their choice is what makes the university my preference. Having reviewed the curriculum covered by its M.Sc. in Global Governance and Diplomacy graduate program, I am convinced that this degree will take a step further towards a career in international diplomacy. Â  The subjects of Climate Change Diplomacy, International Relations of the Developing World and Middle East Politics are of particular interest to me. Once I have completed this course, I will be seeking employment in departments of the Government of Ukraine or prominent NGOs that are active in the field of resolution of international conflicts. I believe that my knowledge and experience makes me the ideal candidate for the University of Oxford’s M.Sc. in Global Governance and Diplomacy program, the benefits of my association with your esteemed institution will be mutual. I will be happy to furnish you with any information that you may further require.

William Shakespeare s Beowulf And Grendel s...

Through time, moral conflict is presented through literature. By using literature, authors can discuss conflicts of the time. For each story, there are opposing forces. These opposing forces allow for a need to choose between right or wrong. In the text presented in this course, there are villains presented in multiple text, but within one text there are three antagonists. Found in the text of Beowulf, there are three monsters Grendel, Grendel’s mother, and the dragon. Grendel and his mother both were driven by inward desire that was created by an exterior force, but this does not excuse the fact they also differed from one another. Though they displayed similar characteristics of pride and power, they were not completely alike. Anglo-Saxon literature is characterized by heroes. This brought about attributes such as honor and loyalty. Specifically, for this text, loyalty was key for both the antagonist and the protagonist in the text. Beowulf was loyal to overcoming Grendel to become the â€Å"hero.† This desire continued with the battles with Grendel’s mother and the Dragon. Through his ability to overcome each monster, he displayed his loyalty to Hrothgar. Shifting focus to the antagonist, it is evident that Grendel’s mother was loyal to fighting for Grendel. Oddly, Grendel’s mother characteristic of loyalty take on a negative connotation. She sought vengeance for his death at any cost. It could be said that Grendel’s mother was loyal to a fault, but this was common forShow MoreRelatedMacbeth vs Beowulf874 Words   |  4 PagesBeowulf and Macbeth Beowulf, identified as an epic hero and Macbeth, identified as a tragic hero both are very similar and different in their own ways. The epic poem, Beowulf translated by Seamus Heaney and the tragic play, Macbeth, written by William Shakespeare both have heroes as the protagonist of the story. The stories written in two different time periods, still can be seen with many similarities and differences. A tragic hero is of high ranking and unfortunately has a flaw that they possessRead MoreChildrens Literature13219 Words   |  53 Pagespress, books were rare and precious (Bingham and Scholt 1980). Amusing books written specifically for children would have been economically and psychologically impossible (Townsend 1996). Children would probably have listened to adult works such as Beowulf, Song of Roland, El Cid, King Arthur, and Robin Hood. Children and adults also enjoyed folk tales and literature rich with fantasy and imagination, as myth was the way they made sense of their world. While there were no manuscripts devoted specifically

Renaissance in Middle Ages Free Essays

In many eras, events happened as a reaction, and often an overreaction, to events of the prior era. In the Middle Ages, a proper education was extremely rare for the common people. As a reaction to the Middle Ages, in the early renaissance, there was a strong focus on a classical education consisting of Greek, Latin, the classics, and art. We will write a custom essay sample on Renaissance in Middle Ages or any similar topic only for you Order Now As the population and economy grew and books became more readily available, people became disillusioned with the impractical classical education, demanding an education leading to practical professions. In the early renaissance, emphasis was redirected from clerical to secular life. The secular humanist idea held that the church should not rule civic matters, but should guide only spiritual matters. The church disdained the accumulation of wealth and worldly goods, supported a strong but limited education, and believed that moral and ethical behavior was dictated by scripture. Humanists, however, believed that wealth enabled them to do fine, noble deeds, that good citizens needed a good, well-rounded education, and that moral and ethical issues were related more to secular society than to spiritual concerns. Humanists paid close attention to classical studies because most of the humanist philosophy was based on Greek and Roman ideas. In addition to the study of Latin and Greek, a classical education consisted of scientific matters, government, rhetoric, philosophy and art. In the Middle Ages, the church discouraged education to keep people under the control of the church. People were guided by the teachings of the church and had little opinion to what was being told to them. Books were also very costly and were mostly written in Latin, an unfamiliar language to the common people. People were taught Greek and Latin so that they could understand the books available to them. In 1445, Gutenberg invented the printing press, making books more plentiful and therefore affordable for the educated middle class. They also began printing books in European languages. By the late stages of the renaissance, the population started to rise dramatically and the economy started to boom. With a larger population, more merchants and tradesman and other people with practical skills were needed. With books more readily available, people demanded books in the many languages of Europe. As a result, the concentration in education focused on local languages, practical mathematics, science and trades. Although the renaissance reversed the practices of medieval times by restoring education in the classics and gave rebirth to independent thought, the masses demanded a redirection of education to practical and useful skills. The focus on humanism forced the Church to play a secondary role in peoples† lives. Despite the changes in education and philosophy during the renaissance, Europe eventually molded itself into a well-rounded society. How to cite Renaissance in Middle Ages, Papers