As a form of single-case designs, multiple baseline designs (MBDs) offer a range of advantages over group designs that are particularly conducive to special education. Affording researchers the valuable ability to investigate intervention implications at the level of individual students, MBDs counter the most negative outcome of group designs; that being, the loss of variation in individual effects during intervention (Ferron, Farmer & Owens, 2010). The following inquiry explores the three, basic types of MBDs, devoting particular attention to how these designs could be applied in a special education setting and, more saliently, how the efficacy of these designs could be measured.

In contrast to group designs which generally have only a single score for each participant that will be averaged during data analysis, MBDs have multiple data points. Large samples are not required, and, by extension, researchers can be more sensitive to the needs of participants. Ferron, Farmer, and Owens write "if patterns emerge such that the intervention is not effective, it can be modified. [T]hese designs reduce the gap between research and practice by allowing practitioners to implement research in their current settings" (p. 930). Because the contemporary field of special education and its employment of RTI frameworks demands that students be evaluated over time, MBDs are particularly and increasingly useful in the twenty-first century.

Types of MBDs

Researchers, educators, policymakers, and a range of other stakeholders are acknowledging that interventions are most effectively evaluated at the individual level (Ferron, Farmer & Owens, 2010). Allowing for the collection of multiple data sets within a single-case design, MBDs vary across behaviors, subjects, and settings. For example, an MBD across behaviors might examine students who speak without raising their hands, while an MBD across subjects might examine spelling accuracy for multiple students. Finally, an MBD across settings could explore a student's use of bad language during recess, the cafeteria, and in the classroom (Barger-Anderson et al).

MBDs across Behaviors

MBDs across behaviors are used to demonstrate or explore the efficacy of an intervention employed to target various behaviors. Zirpoli (2008) cites that "comparisons are made between conditions employed during the behavior change program. A condition refers to the baseline phase and various intervention phases used to modify an individual's behavior; these are called baseline and intervention conditions" (p. 206). Baseline conditions, or condition A, are defined before an intervention is employed, while intervention conditions, or condition B, continues throughout the intervention condition (Zirpoli, 2008). In an across-behaviors design, a single intervention is applied to a student across different behaviors.

In expanding the aforementioned example, an MBD across behaviors might examine the efficacy of positive reinforcement on the related behaviors of not raising hands when speaking, interrupting the teacher, or having sidebar conversation in the classroom. For a student who has problems with these issues, a teacher might take a baseline assessment before intervention of all three behavior's frequency, then gradually introduce a positive reinforcement intervention for one behavior at a time, measuring the impact on one, two, and then all three behaviors. While obstacles to studying this intervention might include time consumption related to tracking intervention efficacy or an inability to explore other influences on behavior, the design would generally be successful in measuring the impact of the intervention on disruptive behavior.

MBD Across Students

MBDs across students explore the impact of an intervention on the same behavior across multiple participants. After the baseline is established for all participants, the intervention, which is the independent variable, is applied to one participant while the baseline is maintained for the other students. If improvement is assessed for one student, then the intervention will be introduced to another student. Barger-Anderson et.al. (2004) write "the reasoning behind this design is that if one participant shows improvement when treatment is started it is probable that improvement is due to the treatment. If gains were reflected in the other participants' behaviors even though they were in baseline, a conclusion could not be made that the independent variable was the most probable reason for the observed changes" (p. 217). The introduction of spelling flashcards might be measured in this way, with flashcards being used for one student after the baseline is set and then gradually introduced to other students if they prove effective. Obstacles include an inability to thoroughly assess outside forces that might affect the intervention.

MBD Across Settings

Similarly, MBDs across settings study the effects of an intervention on the same student across different settings (Zirpoli, 2008). If a student consistently uses bad language, an MBD across settings might examine the impact of positive reinforcement on the students use of bad language during recess, in the cafeteria, and in the general education classroom, introducing the intervention in one setting at a time before moving on to the next. Obstacles to MBDs across settings include an inability to control the setting conditions. For example, a student may be influenced more by peers' behavior during recess than s/he is in the general education classroom, and this could have more impact on his/her behavior than the setting itself.

Conclusions

MBDs are preferable to group designs for a wide range of reasons, most of which are related to their ease of use. Because studying the impact of interventions is critical to the special education field, MBDs will likely increase in popularity as time goes on. By extension, an understanding of MBDs variations is critical for contemporary educators.

REFERENCES

Barger-Anderson, R., Domaracki, J. W., Kearney-Vakulick, N., & Kubina, R. M. (2004). Multiple Baseline Designs: The Use of a Single-Case Experimental Design in Literacy Research. Reading Improvement, 41(4), 217-230.

Ferron, J. M., Farmer, J. L., & Owens, C. M. (2010). Estimating Individual Treatment Effects from Multiple-baseline Data: a Monte Carlo Study of Multilevel-modeling Approaches. Behavior Research Methods, 42(4), 930-943.

Zirpoli, T. (2008). Behavior Management. New Jersey: Prentice Hall.

Moving into college period is a daunting and yet exciting period in one's life. While transitioning into this period can bring about personal challenges, it paves way for students to learn more self-development practices that they can integrate in their day to day lives. This explores ten tips that freshmen college students can bear in mind for a smoother transition. The first half will focus on pre-moving, while the latter portions will emphasize on sustainable and long-term college tips to be mindful of.

1. This is your chance: be whoever you want to be.

Remember those labels that you had acquired throughout high school? Yes, no one cares once you enter college. It doesn't matter if you weren't the smartest student or if you were the teacher's pet-college is the time that everything resets. Treat this as an opportunity to reestablish yourself as an individual. Having a firmer mindset regarding your own identity will help you have more determination for your future aspirations.

2. Chill out in the summer before your college starts.

Starting college in a few months? Take this period as your cooling off period. If you still want to be productive, it will be beneficial if you can start reading up on lighter materials on courses that you are interested in taking. The key is to not pressure yourself; these overwhelming emotions will not benefit you in the long-run. Try to take it slow and gradually sink into the interests and passions that you want to explore during this period.

3. Start integrating healthier habits in your routine.

It's easy to slack off and not be mindful of your habits, considering that this period will cause you to be feeling the peaks of your emotions. But this period paves way for you to develop a healthier lifestyle. While you're unoccupied with responsibilities from your coursework and still capable of changing your sleeping habits to a normalized routine, you should begin to integrate these activities. This will help you adjust with a better pacing once you enter college. Keep a journal and retain these customs.

4. Learn more tips on studying and researching smarter.

What type of learner are you? If you're a proactive and visual one, using cue cards will help you. If you prefer memorization and repetition, writing things down consistently will be beneficial. If you had issues back in college when it came to studying, you can know try to learn more valuable skills from other people. If you can boil down tips that'll help you, you would make yourself an efficient learner for your college courses-a critical skill when you're a few semesters in your program with an upcoming major exam that covers twenty different chapters.

5. Yes, you can contact professors early.

Are you curious regarding the coursework? Have you skimmed through your curriculum and still uncertain about its content? Do you want to know what to study ahead of time? This may be-for good reason-too much for some people. But, in general, professors would perceive this enthusiasm and interest as a positive trait. If you show a lot of fervor for your program, you'll manage to subtly gain leverage with studying tips directly from the source of the program.

6. Socialization will help you integrate.

Being a freshman in college is an exhilarating period of your life. At this point, most people have just moved in. There's no better time in your life to reestablish and connect with other people than this moment. Consider college as your clean slate. Whether it's through attending orientation seminars or bumping into people in the corridors of your dormitory, socializing will help you get the comfort of having a family far from your home.

7. Join organizations early.

If you're uncertain of what path you want to partake in the future, joining organizations will help you expand your skill sets. You'll be able to gain more experience in a variety of fields; this will help you broaden your horizon even more so when it comes to determining career paths. If you enter an organization and fall out, the exposure that you would gain from it in the first place will be beneficial for you.

8. Get out of your comfort zone.

I know you have repeatedly heard of this, but hear me out: staying in your comfort zone will stagnate your personal growth. If you were quite inactive and passive during your high school days, then this will be your chance to have your breakthrough. Want to learn a new skill? Go for it! So, there's an opportunity for you to go on an exchange program on the other side of the world? Why not try? Not only will these experiences nurture you internally, but they also look interesting in your resume.

9. Study hard but have fun.

I'm not saying disregard your transcript, ditch classes for day drinking, and party all night long. It's essential to ensure that you are able to take care of your mental health during this critical and yet exciting period. One way for you to make this certain is through still having fun while studying hard. You can follow a reward system: every time you finish a long paper for a tedious class, give yourself a bit of treat and hang out with your friends. This will help you incentivize yourself.

10. It's okay to take your time with choosing your major.

You don't need to have your whole life figured out. It may feel as though these huge changes are all crashing in at the same time-still, avoid fretting and panicking. While there are people who feel as though they need to have a precise outline of their entire life at the age of 18, this is not applicable to all and is surely not realistic. It's better to move around a bit, figure out what field you want to dedicate your time in, and then spend more time unraveling the puzzle. Even if you have chosen a program and change your mind about it, you're entitled to do so.

Treat this transition as a refreshing moment in your life. There's not a lot of milestones that you're going to go through-cherish this one. Make your transition smoother by listening in on these techniques.

As cliched as it sounds, the truth is that I've always wanted to be a member of the healing professions. The exact profession has changed over the years, but my general goal has never wavered. This has especially been true since I committed my life to Jesus Christ and to working within His love and the community of the church to offer medical care to sick and injured persons. More specifically, I want to bring healing to people who otherwise don't have access to such care: people who lack money, who lack resources, who lack the knowledge to even know where to begin to seek help with medical conditions. These are the people Jesus helped; and while I would never presume to liken myself to Him, I do believe His example should be followed as closely as possible. Thus, when I committed myself to working in the healing professions within a Christian perspective, I also realized that the place for me was with those who needed me the most.

When I realized this would be my path, I researched what career would best enable me to meet my goals. Radiography was my clear choice. It is still one of the most critical diagnostic tools available today, and so in this sense can be considered a "fundamental" medical procedure. Because of the versatility and power of the X-ray, radiography is in use everywhere healing takes place, from hospitals to clinics. This means that I can go wherever the need is greatest. If a clinic in a poor inner-city neighborhood is built, they will surely need a radiographer; if a makeshift hospital is set up in a war-torn area of the world, there will surely be an X-ray machine. Wherever there is anything remotely resembling modern medicine, radiography will be involved, which gives me confidence that my skills will be in demand no matter what.

The contributions of radiographers are enormous. The ability to see inside the body, to see what is going on with organs, muscles, and bones, and to use the pictures to make accurate diagnoses, cannot be overstated. It is commonplace now to the point that we forget this, but I feel it is a miracle each and every time a doctor can locate a tumor or see where a bone is fractured. Experienced radiographers can also help soothe scared patients who might be nervous about getting X-rays done; they can assist other medical care providers to read and understand the images; and they can continue their educations and help with other related procedures such as MRIs. The instruction of future radiographers is also something that those committed to radiography can consider (which I am also doing).

Most importantly, I focus upon what I see as the primary contribution of radiography to medicine: that of being a foundation, much like taking a pulse or drawing blood is foundational. While there might not be much glory in these activities, they are critical to good medicine. Besides - medicine should not be about egos or awards. Medicine should be a humbling profession: health care providers do the best they can, with the technology and knowledge they have, asking only for guidance from God that they make the right choices. Radiography will keep me in touch with that perspective.

I've chosen the Florida Hospital College of Health Sciences because I respect its commitment to teaching students within the "healing ministry of Christ." I, too, see His life's work as primarily about healing: the body, the mind, the soul. To me, all components are seamlessly interwoven. I cannot separate my future goals as a radiographer with my future goals to be a good parent, or a good Christian. I want to study in a place that integrates these elements as well, and FHCHS is just that place. It offers exemplary academic instruction, as well as amazing volunteer and in-service opportunities, all within the context of Jesus Christ.

I plan to contribute my excellent academic record, my long-standing commitment to healing, and my personal discipline in terms of meeting goals, to FHCHS. No one will work harder, or more cheerfully, in conjunction with the community at FHCHS, than I will. I know exactly what I want to do with my life and my talents, and believe that there, a mutual relationship will develop that will allow me to realize my dreams while enhancing the college itself. I look forward to the opportunity to study at the Florida Hospital College of Health Sciences.

INTRODUCTION

Cases of cheating in schools and colleges are seriously condemned, not only in the United States, but also in the rest of the academic institutions across the world. Students found copying their course works or assignments are punished accordingly for what has commonly been termed as Academic Plagiarism. Plagiarism, according to the Random House Compact Unabridged Dictionary, is the imitation of language, ideas or thoughts of another author, representing them as one's own work (Smith, 37). The New Webster Encyclopedic Dictionary of English Language defines plagiarism as "unauthorized use of thoughts and language of others" (McQueen, 508). An English Playwright, Wilson Mizner in his work titled, "Dealing with Plagiarism in Research Institutions," simplifies the concept in a few words, "If you copy from one person, that is plagiarism. If you copy from two, that is research" (Mizner, 88).

Apparently there is still no internationally recognized definition of Plagiarism, as different books, academic institutions and researchers present their own explanations on what is and what is not plagiarism. There is, however, a consensus on some key points. All agree that plagiarism is the theft of others` ideas, and that it is not acceptable in any institution. If I was to add to the long list of definitions, I will define Plagiarism simply as robbery of the intellectual property.

The Thesis Statement

Academic plagiarism is increasingly becoming a worrying trend in the learning and research Institutions. A number of surveys have indicated that better percentage of students is involved in such practices that can possibly be attributed to plagiarism. According to the Center for Academic Integrity, research institution, about 80% of college students are engaged in cheating. Many of such cases have also been cited by the World Reports and US News Agencies. These are manifestations that plagiarism is indeed a major set back in the academic Institutions. In this essay, issues to do with plagiarism are re-addressed, with an attempt to inform, emphasize, discuss and caution.

Borrowing from the works of Davison Kock, Academic Plagiarism may also be termed as academic fraud or academic dishonesty (Kock, 104). Whichever of these terms you prefer to call this offense, you will be pointing at one thing, that is, robbery of the intellectual property. Plagiarism should, however, not be confused with Infringement. Even though the two have close implications, infringement is the violation of a copyright act, while plagiarism is the falsified use of others` ideas (Greif, 35-34). Actually, there is a very lean distinction between plagiarism and infringement, as they all involve an act of dishonesty, not to forget that infringement is a very serious crime sue-able in the court of law. This implies that those who plagiarize other individuals` work are likely to commit a crime of copyright infringement. Such conducts are academically unprofessional, detestable, and not tolerable. They come with consequences, ranging from failing an exam to getting expelled from the institution, not to mention imprisonment.

The repercussions of plagiarism are not limited to the academic and research fields. It is also not allowed in the profession of journalism where it can cost an individual a job. But unlike in journalism where cases of fraudulence are regarded more or less as lack of professional ethics or codes of conduct, plagiarism in the academic institutions is an offense that attracts greater penalties.

Possible Consequences of Plagiarism

Each and every academic faculty has policies, procedures and penalties formulated to deal with students that engage themselves in tarnishing the academic integrity of the institution out of ignorance, otherwise termed as misdemeanor in the United States. There is no excuse for cheating in school. The U.S Institutional penalties for students found cheating in their coursework include exam failure; suspension, and to some extreme cases, a student may get expelled from the institution.

The penalties can get very serious to imagine, inclusive of facing a jail term in the court of law. A report by Muhlenberg College revealed that fines resulting from cases of academic plagiarism ranged between $ 100 and $ 250,000 dollars, with up to a possible ten years imprisonment. Cases of plagiarism that exceed $ 2,500 dollars are considered as felony in the United States, and the victim in such a case is prone to a fine of up to $ 250,000 dollars in the court of law (Kock, 103-98).It is therefore clear that those who do not take plagiarism to be a serious offense risk facing severe penalties and huge fines, not to mention bringing their life careers to a halt.

Plagiarism Detection Mechanisms

There could be quit a number of ways that an Instructor can use to tell that a student's work has been plagiarized. According to Wilson Mizner, one of such ways of knowing if a student just copied an assignment, is when the quality of the student's work is far much high beyond the expectations of his lecturer, or if the student is too inconsistent in his/her work (Mizner, 102).Generally, teachers are trained to understand the academic capabilities of the students they teach. A teacher is in a position to tell when a student simply copied an assignment. Unfortunately, this technique of detecting plagiarism through observation proves to be inappropriate in the modern world of digital technology and the Internet.

The digital world has made it so easy for students to engage themselves in plagiarism and just go scout free, courtesy of the internet which provides them with a plethora of written academic materials readily available. New detection mechanisms had to be found to cope up with this new set of challenge.

Tools of Trade

As much as technology has indispensably played a crucial role in the academic world, it has also brought in enough challenges to the academia. Davison Kock and other researchers posit that digital technology and the World Wide Web have significantly facilitated unfair competition in the academic fraternity. Among such issues that have been brought by technology are pilferage of the intellectual rights, and sluggishness in students (Kock, 42), These are the kind of hurdles that paved way for the development of software like Turnitin, Copyscape, Duplicate checker, Article checker, and jet-checker, to curb the looming scam in the educational institutions. This list of software mentioned here is by no means exhausted.

Turnitin is an online software designed for checking plagiarism. It is an internet-based plagiarism detector designed by iParadigms LLC, and licensed to be used in the Universities, colleges and high schools in tracking down plagiarized materials. But unlike Copyscape, Duplicate checker, Article checker, and many more, Turnitin is a commercial detection software. The users may be prompted to pay for the services. Almost all the detection devices operate based on some common principles. They are easy to use, aided by the friendly Graphic User Interfaces (GUIs).

Ways of Avoiding Plagiarism

The MLA Handbook for Writers of Research Papers notes that, it is unprofessional to copy something from any printed or digitized source, be it a book, newspaper; magazine or a journal (Gibaldi, 299).The most reprehensible and blatant of them all is copying directly word by word. Such a dishonorable conduct must be avoided by all means. And since copying is not recommended in any academic institution, students are indebted to give credit to all the sources they use in carrying out their assignments, failure to which they are penalized for exercising plagiarism. To avoid this penalty, the following can be done:

Providing a clear list of references, works cited or bibliography of all the sources used in writing a paper. The sources are arranged alphabetically and in accordance with the writing style that has been adhered to by the student. Referencing is a professional way of acknowledging the authors` work. It enables readers to research further and find more information for themselves, and most importantly, it also gives credibility and sense of academic integrity to a student`s work (Gibaldi, 320). Such piece of work is not in any way prone to plagiarism.

The sources given in the reference list must be included in the document. This is referred to as In-text-citation or in-text-referencing. In-text-citations work hand in hand with the References or the Works Cited. Students are sternly advised to write in their own words. Only the ideas can be borrowed from elsewhere, and the owners of those ideas should be accredited appropriately. Paraphrasing is not the best way to go, more so for the lazy students.

CONCLUSION

It is evident that cases of plagiarism have continuously been witnessed in the academic institutions, mostly facilitated by new technological innovations. Fortunately, tools that can be used to deal with this challenge have also been made available in plenty. Talk of Turnitin, Copyscape, Duplicate checker, Eve, the list is long. Students are thus cautioned to refrain from the temptations of engaging in cheating or acts that can be regarded as plagiarism. The consequences can be dire, inclusive of terminating their academic ambitions.

Works Cited

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th Ed. New York. 2003: 320-299.

Greif, Mark. London Review of Books ,Vol. 26. 2004: 34-35.

Kock, Davison. A Case of Academic Plagiarism.Communications of the ACM, 1999: 42-104.

McQueen, Alexander. The New Webster Encyclopedic Dictionary of English Language. 4th Ed. New York. 1997: 508-475.

Mizner, Wilson. Dealing with Plagiarism in Research Institutions.1997: 88-102.

Smith, Stephenson. Random House Compact Unabridged Dictionary, 2nd Ed. New York.1996: 48-37

1. Running out of finances.

One of the major reasons why people are forced to drop out of college would be the hefty financial burden that comes with the degree. Think about how many people are burdened with all of the student loans and debts that you acquire throughout college - nevermind the fact that it doesn't help when you need to still purchase books alongside all of these initial responsibilities. No wonder why people are opting out of college.

2. Personal issues.

While personal issues do not necessarily excuse a person entirely from college, they may become an intrinsic reason as to why you would need to drop out even if you don't want to. Whether these are lifestyle changes or a significant death in the family, these issues can impact one's performance. Once a person is distracted from fulfilling all of the initial requirements, going through college altogether becomes a laborious task.

3. Realized that college is not for them.

You want to be one of those millionaires with extravagant stories on how they were able to acquire wealth despite not having a degree? Join the bandwagon! Some people simply realize that the college lifestyle with all the intertwined drinking and studying are not for them in the long-run. That's alright also for as long as someone has a path that he has to follow. After all, it's not the same for everyone.

4. Wanting a career that does not require a degree.

Do you want a career in music or in the arts? Often, these types of career paths do not necessarily require that you have a degree. Rather, it requires more practice and precision. Once a person has gotten enough experience and acquired the right amount of exposure for building connections, these degrees become useless.

5. Tired of studying.

Regardless of whether this is an actual excuse or not, being exhausted of being piled all the schoolwork is a valuable reason to quit college. Some people are just not born for all of the paperworks, reading materials, and laboratory procedures to be carried through. And that's also alright. Studying requires a lot of patience and attention - and some people simply do not have that.

6. Tired of the financial nature of universities.

Have you ever heard of people being exhausted because universities are so capitalist and are only around because they want to take advantage of people? Yes, these people exist. Some people are solely just done of all of the inequality that arises because of college degrees. Think about all of the instances wherein a person had to be part of the cruel nature of these institutions. Colleges are basically breading houses for all of the unequal treatment later on in life.

7. Done with competitive studying.

How many times have you come across those people in your life who spend all their days simply studying? These people do exist still. Competitive studying is commonplace, especially if you look at Asian countries. With all of the people trying to get the best grades in class, it can become truly exhausting for some people to feel as though they have to keep up with all of the work. Some people are just not for that.

8. Wanting a break from responsibilities.

Yes. If you're rich enough to get away without a college degree, it definitely is an option to not have it to break away from all of the work necessary. Regardless of your performance as a student, sometimes we just don't want to be a normal human being overburdened with so much work. Sometimes we just want to chill out and not have to worry about the next paperwork that needs to be accomplished.

9. Trying to live a creative life.

Have you ever heard of those hippy lifestyles where people live in vans and travel in clusters? If you're up for that life, then you may opt to drop out of college to feel yourself renewed in the situation. Some people simply do not want to live that conventional nine to five life; some people want the peace and quiet of the wild.

10. Living the rebellious life.

While there are so many reasons to drop out of college, one that's definitively cannot be left behind are those people who live rebellious lives. There are others who opt out of the system because they don't want to contribute to all of the ironies in life that exist. People should be able to make choices according to their own preferences. In hindsight, therefore, it would be alright to drop out of college if you either want to look cool with a non-conventional lifestyle.

Dear [Name of Recipient],

My name is Christina, and I am the HR manager at the House of Library in Orlando, FL. I am writing to recommend Denise as a candidate for a scholarship. I can think of no one I would recommend more highly than Denise. I am Denise's manager and her friend. We share a love of Swedish candy, Orange is the New Black, and a monk called Thich nhat hanh. In other words, I know her well, both personally and professionally.

What impresses me most about Denise is the distance she has traveled in her life. She has covered many miles, coming to the United States from Sweden, the country where she grew up. But she has also covered a great distance in her level of achievement. She was born to parents who are natives of Gambia, and who moved their family to Sweden when Denise was an infant. They were seeking greater opportunities than they had had in Africa, and they wanted their children to live better lives than they had growing up.

Denise has told me how important education was to her parents. She was always encouraged to do well in school and to be curious about the world. She did both those things. Her grades were excellent, and she started working at age fifteen so that she would have money to finance trips abroad. She still loves to explore new places and meet new people, constantly broadening her horizons. Her ability to work well with all kinds of people is a valuable asset in her job here at the House of Library, which has an international clientele. The fact that she has acquired several languages makes her even more special.

I am impressed with her level of community involvement, too. Denise works with underprivileged children, and also volunteers for UNICEF and at a women's shelter. In college, she was active in the student body, working with international students like herself. She believes strongly in giving back and paying forward the generosity others have shown her.

Denise is on the Dean's list at her university. She works hard, both at the House of Library and at her other job as a nanny. She has the second job out of necessity, because she has a large amount of student loan debt-which brings me to the reason for writing this letter. I believe that Denise is deserving of a scholarship to attend the University of Florida, and I would urge to you to consider her as a recipient. It is my understanding that a scholarship is necessary in order for her to attend university. The House of Library would love to be able to finance the Masters in Public Relations that Denise intends to earn, but as a startup company, we are not yet in the financial position to do so. I wanted to do my part to help her by offering Denise my strongest recommendation as a scholarship candidate.

I have found that Denise excels at whatever she sets her mind to. Certainly, her job performance at the House of Library has been exemplary. Her scholastic record is likewise impressive. She is a determined young woman who will put all her energy into achieving her goals. I believe she will be an asset to the graduate program at the University of Florida, and so I offer my strong recommendation that she receive a scholarship.

Sincerely,

Christina

House of Library, HR Manager