How to Plan an Essay

How to Plan an Essay Writing the Draft Building Confidence The most important thing, when one starts writing the first draft is to start it with the confidence that it is not a difficult task. In order to start writing the good opening of the paper should not be an issue because these drafts have to be revised later and one can develop a better opening of paper. Writing the first draft of a paper, one should think that no grammar, perfect words or the structure of the writing matters and should only concentrate on presenting ideas only. It is important for writer to remember that the first draft that one writes is only for himself and nobody is going to read it, therefore, they should remain confident and should focus on the fact that the main purpose of the writing is to jot down the ideas. Drafting on Computer After doing the first draft on the computer, one should turn the computer off and again organize the thoughts and ideas on the paper and should think about the possible changes that they can make in the paper. After this task is finished, the writer should edit the first draft in accordance with it, but, should save all the revisions separately, to see later and to get encouragement that how far they have come and improved his writing skill. Multiple drafts should be saved with the name (like assignment 1 version 1, assignment 1 version 2 etc.) so that it becomes easier in future to access them easily and it is also important to highlight the changes that a writer has made in each draft. It becomes a reference for the future ad can assist the writer in improving it, although, before restarting the work, the last revised draft should be read, so that the writer gets the understanding that now which improvements their needs. Writing Rough Draft Before you start writing a rough draft, choose a quiet place where you have all the necessary equipment and material, this can help you in increasing your concentration. The writing seems easier, when we start with the easiest section and become successful in completing it because it can give the confidence that we have the ability to do this task efficiently. A good writing is one that engages maximum number of people and this can be done by using simple words and direct style. Imagining that we are talking to the reader can help the writer to write effectively and while giving instructions, one should visualize them performing in accordance with the instructions, this can help the writer to write instructions more clearly. It is important to keep on writing, until one section is complete because it helps in developing coherence and continuity in the section. Later the finished should be revised to make any possible changes. Keeping your Audience in Mind Writing from the reader’s perspective, keeping in mind the type of audience and using language in accordance with it, the level of understanding of the audience, diversity of audience and perspective of the audience are then important factors. We will discuss one by one, the factors that can help in writing a catering with the audience in an effective manner. Writing From the Audience’s Point of View No matter what the audience is, everyone wants to read the writing from his own perspective. When we write for a targeted audience; whether our colleagues, boss or the international community, we should keep in mind that we are choosing the point of view in accordance with it. If we are writing something for our boss, then we should keep in mind that we are explaining the problem and providing the information to the boss from his perspective. This thing can increase the affectivity of the writing and will assist in registering our point. It is important to know about the background of the reader because this can help to get the idea that which style can help in convincing the reader or providing the information to the reader in an efficient manner. If we have to write a report about a technical; part in manufacturing process and know about the level of expertise of the reader, we can use technical language in accordance with it. Accommodating Multiple Audiences When we write from multiple audiences, everyone has different background and this factor makes it difficult to adjust the writing in accordance with it. Since, audience with multiple background demands that all the people should be kept in mind and the level of the readers should be considered. For example, while writing instruction manual, one should write from the starters’ perspective because there are lot of people out there who might be using that particular equipment for the first time. Moreover, the diagrams can help the reader to grasp the point more easily and can make the writing reader friendly. Writing for international Audience While writing for the wide audience, one should keep in mind that there should not be culture bias and the style of the writing used is acceptable by lost of the people i.e. the writing style should not represent a specific region. Making the language simple and common can help the audience to relate with it and grasp the concept easily. Since there are different dialects of English in different region, then the writer should make his expression as common as possible. Persuading Your Audience If the writer has to persuade a targeted audience like management of the company; regarding flexibility in office hours, increasing bonuses for the staff; then one should enlist the advantages of taking that step and should mention the effects that it should have on the morale of the staff moreover, if the targeted audience is different than it is important to start the writing by initially explaining the benefits regarding the topic under discussion and later, writer should give examples from different fields and lastly the reference of the rules of the business. In precaution process, the mentioning of the rules of the business should be done in most soft manner because mentioning it in direct manner puts negative impression on audience. The ethics requires that the cons of the side that you have chosen should also be mentioned because the reader may not get any difficulty in ignorance and if all the process fails the blame might not fall on you. Establish Your Role and Voice as the Writer While writing, one should decide which role they have to take in order to be read and followed in a better way. It against depends on the type of the audience. The friendly writing style is always effective, but, a task is very critical and has to be done in time then the writer should explain the importance of the task and at the end should take an authoritative tone and order hat it needs o be completed in time. Sometimes, it is more effective if the subject of the writing adopts the authoritative tone and tells about the sensitivity of the situation. In normal circumstance, there is always audience which never reads a document, but, still wants to get that task done; in that situation it is important to give a title that can explain that hoe reading that document can help the audience. Development Strategies The strategies that are used to develop the ideas and the concept at the work place include: Explaining a Process Process of explaining deal with the idea of explaining to the reader working of an equipment, how a event or process took place or how to perform it. All these types demand a lot of concentration of the writer because, when explained in a proper sequence they can make it easier for reader to understand. While explaining the process, understanding the level of the audience is imortant. In the opening of the writing t is better to tell the importance of the process and then give the summary. Later when it is explained in detailed, it should be told how it is relevant or associated to a larger process. For example, if one explains the process of developing air brake system to the worker, then it should e done in detail and it should be mentioned that how much important it is for the working of the truck and how it will ensure safety in driving. This tells the reader about the sensitivity of the task and they try to do their job in a better way. Describing Information Describing the information means telling about the features and the appearance of the concepts and the objects that are to be used during the process. But, the description of the information varies from one field to another. In engineering terms it is important to give the specifications of the equipment in the technical term, to marketing professional it is important to tell about the significance and the usability of the product for the customers, most important features of a good description o that it is always clear and specific and covers all the issues in details. The length of the description may depend on the complexity of the process, but, no matter what the length of the writing is information should be described in a manner that it is understandable to the audience and is complete in all terms. In complex concepts, it is better explain stepwise. Defining Terms and Concepts Process of defining the terms is critical because it can give the actual concept of the term to the people related to your field and that of the other fields. Formal definition of the term, that has technical terms in it, can help the people of the related field to understand it more accurately, for example, torque is the cross product of distance vector and force vector. Informal definition that has both technical and simple forms makes it understandable to the people related to other fields for example torque is the cross product of distance vector (distance from knob to hinges) and force vector (force applied to open the door), whereas, extended definition comprises of multiple sentences to explain multiple concepts of the definition. For example torque is the cross product of distance vector and force vector. It means that if the knob is at the greater distance from the pivot (hinges), then greater torque will be produced and it will be easier to open the door. If the definite ar e assisted with figure, the written material become easier to understand. Explaining Cause and Effect It assists in providing information about why a thing happens and what consequences does it have. For example when we do not maintain our vehicle (cause) accidents might happen (effect) and due to these accidents we can have to bear the loss of finance or the life. it is better to provide evidence of your statement and that evidence should be relevant to the audience, has the power to persuade and can be explained by giving demonstrations. Writing an Opening The opening of the draft is really important to get the attention of the reader. The first sentence should be written in a way that it immediately attract reader to itself. Like on topic accidents due to drunk driving an effective sentence could be, do you know that 10,000 people lost their lives, his year in United States, due to drunk driving. The opening of the writing should have three features in it. Firstly, it should introduce the title effectively, secondly, should give some information about the writing and thirdly should focus the attention of the reader. Writing a Closing The closing of the paper or a draft should consider and should mention all the main points of the paper. No new concept should be introduced in the closing paragraph because it may confuse the reader. It is better to give information like email address at the end of the paper so that the reader may contact you if needed. It gives the impression that writer is responsible.

Killer Angels The Human Factor Essay examples -- essays research paper

Killer Angels Paper The Human Factor in the American Civil War   Ã‚  Ã‚  Ã‚  Ã‚  Michael Shaara’s fictional novel, The Killer Angels, is based on the Battle of Gettysburg in the American Civil War. The novel allows the reader to recognize the heart and courage of the more than two million men that fought in the war. Shaara focuses the reader to better understand the reason why these men fight and the meaning of the war. Ultimately, the reader observes that the war is fought on an individual level as much as a governmental level. These men are there to fight for what they believe is truly right. The Confederates fought for their rights to hold slaves, their freedom tyranny of the Federal Government, and their independence from the Union. The Federal soldiers fought for the Preservation of the Union, the freedom of black men, and the Constitution’s integrity. In this is book the reader is able to perceive the human element of battle that creates a very unpredictable outcome. Factors of humanity, such as friendships, sense of characte r, conflicts and brotherhood, play an important part in making the war. The friendship between Confederate General Lewis Armistead and Union General Winfield Scott Hancock has an effect on their fighting. Garnett’s sense of honor effects his psychological outlook on the battle and how he is to fight. The Chamberlains are two brothers in the Twentieth Maine of the Union Army. Both men are constantly looking...

Killer Angels The Human Factor Essay examples -- essays research paper

Killer Angels Paper The Human Factor in the American Civil War   Ã‚  Ã‚  Ã‚  Ã‚  Michael Shaara’s fictional novel, The Killer Angels, is based on the Battle of Gettysburg in the American Civil War. The novel allows the reader to recognize the heart and courage of the more than two million men that fought in the war. Shaara focuses the reader to better understand the reason why these men fight and the meaning of the war. Ultimately, the reader observes that the war is fought on an individual level as much as a governmental level. These men are there to fight for what they believe is truly right. The Confederates fought for their rights to hold slaves, their freedom tyranny of the Federal Government, and their independence from the Union. The Federal soldiers fought for the Preservation of the Union, the freedom of black men, and the Constitution’s integrity. In this is book the reader is able to perceive the human element of battle that creates a very unpredictable outcome. Factors of humanity, such as friendships, sense of characte r, conflicts and brotherhood, play an important part in making the war. The friendship between Confederate General Lewis Armistead and Union General Winfield Scott Hancock has an effect on their fighting. Garnett’s sense of honor effects his psychological outlook on the battle and how he is to fight. The Chamberlains are two brothers in the Twentieth Maine of the Union Army. Both men are constantly looking...

Killer Angels The Human Factor Essay examples -- essays research paper

Killer Angels Paper The Human Factor in the American Civil War   Ã‚  Ã‚  Ã‚  Ã‚  Michael Shaara’s fictional novel, The Killer Angels, is based on the Battle of Gettysburg in the American Civil War. The novel allows the reader to recognize the heart and courage of the more than two million men that fought in the war. Shaara focuses the reader to better understand the reason why these men fight and the meaning of the war. Ultimately, the reader observes that the war is fought on an individual level as much as a governmental level. These men are there to fight for what they believe is truly right. The Confederates fought for their rights to hold slaves, their freedom tyranny of the Federal Government, and their independence from the Union. The Federal soldiers fought for the Preservation of the Union, the freedom of black men, and the Constitution’s integrity. In this is book the reader is able to perceive the human element of battle that creates a very unpredictable outcome. Factors of humanity, such as friendships, sense of characte r, conflicts and brotherhood, play an important part in making the war. The friendship between Confederate General Lewis Armistead and Union General Winfield Scott Hancock has an effect on their fighting. Garnett’s sense of honor effects his psychological outlook on the battle and how he is to fight. The Chamberlains are two brothers in the Twentieth Maine of the Union Army. Both men are constantly looking...

Is There Still a Place for Recess? Essay

In an era where each passing time is becoming an instrument towards one’s progress, every hour is considered critical. But is this ideal appropriate for children especially those who are still in their first step towards learning? Break time, or recess as it is more commonly known, becomes an increasingly hot topic when it comes to a child’s learning activity and capability. In 1989, the National Association of Elementary School Principals (NAESP) surveyed state superintendents and found that 90% of schools grant their students at least one break period each day (Jarrett, 2002). However, during the same year, in the hopes of lengthening the students’ time for studying, many schools abolished break times. Most schools also reason out their increasing accountability for providing students with effective education pressures them to pack in more instructional time for children and thus, eliminating break times for the day. They also feel that break times have no effect on a children’s learning progress and in fact, can do more harm than good. More people believe that recess heightens unacceptable behaviour in schools. According to the Elton Committee when asked to describe the long lunch break period, recess is â€Å"the single biggest behaviour problem that [staff] face† (Department of Education and Science, 1989, as cited in Blatchford & Sumpner, 1998). Since children becomes more free during break times and are more often unsupervised during these times, most believe that it is during these times that bullying and violence occur. In this day and age where time is considered critical is there still a place for recess? Does recess assist in a child’s learning or does it just pose a problem to a child’s learning progress? This paper presents several recent studies on the said topic to discuss the relationship, and perhaps importance, of recess on a child’s learning progress, social development and health (Jarrett, 2002). The studies selected for this paper’s review are those that present the positive side of having recess at school. Presentation of the studies are in chronological order, that is, from the older studies conducted during 1998 to the more recent studies conducted until [year]. Furthermore, this paper hopes to determine or suggest some policies regarding recess and break times that can actually help in child’s learning capability. STUDIES ON RECESS AND ITS POSITIVE EFFECTS ON STUDENTS Blatchford and Sumpner (1998) conducted â€Å"a national survey examining the current situation and changes over the past 5 years† (Abstract, p. 79) because they think that break times, and its positive effects on children’s learning progress, are taken for granted. Moreover, they conducted the study because they believe that school staff members and parents alike lack the information, even the basic ones, on the characteristics of break times. Their sample included 1245 primary schools and 300 secondary schools. They found that majority of school staff members and parents have a negative view of break time but they seem to not notice the possible social value of break times to students. They also found students (16-year-olds) consider break time a big issue and think that this very issue should be taken seriously and considered throughout school life. In addition to this, students perceive that break times lets them take a break from ‘work’ and provide them with the opportunity to socialize and make friends. This is where the importance of break times comes in. Blatchford and Sumpner (1998) explain that as the students go from the primary to the secondary level of schooling, their social lives becomes more important and more critical. Thus, for the students, break times allow them to be sociable in deeper ways. For Blatchford and Sumpner (1998), this underlying principle should be considered by the school staff members so they can understand the importance of break periods. In 2002, Pellegrini and Blatchford discussed the importance of school recess to children’s development. They found that children become less and less attentive while their class lessons last. However, after they have taken their break time, they surprisingly become more focused on their class work. This is because recess serves as a break and relaxation period for a child’s tiring work of listening to his teacher. Children are more tired in the morning before the break since they have only just woke up and are still adjusting over the time. After the break, their body and mind become more relaxed and thus, they can focus more on their work. Pellegrini and Blatchford (2002) offered two educational theories that can explain why children become more alert after recess. According to one theory, the distribution of work and rest over the day helps in relaxing the mind and body and increasing the cognitive performance of any person regardless of age. Another theory explains that the longer time spent by a person working over one particular demanding decrease the cognitive performance of that person over that particular task. While adults may regain their focus on their work by switching to another less complicated work, children may regain their attention to the task at hand by providing them with break periods so they can have time to adjust. Pellegrini and Blatchford (2002) further contends the same argument as with Blatchford and Sumpner (1998) — that recess aid children in their social development. This particular argument is presented by the succeeding researchers as discussed in this paper. In the same year, Jarrett (2002) reviewed other researches on the effect of recess on children’s learning, social development and health. She also presented some of the negative connotations about recess. Relating recess to learning, Jarrett (2002) argues that since recess is a form of break from one’s daily routine, it becomes essential for children as it aids them to be satisfied and stay alert for the rest of the day. Jarrett also explains, as did Blatchford and Sumpner (1998), that recess becomes a tool for the social interaction of children. She explains that children become more socially active since during this time of the day, children learn to be independent by organizing their own games and deciding on the rules of the games they organize. Recess also becomes a tool for children to have physical activity in school since this is the time where children moves more freely and can decide on their own. Jarrett (2002) emphasizes the importance of break times with regards to physical activity since physical activities can significantly improve children’s health. In connection with Jarrett’s (2002) argument about physical activity during recess, Beighle et al. (2006) examined the physical activity of students during recess and outside of school (Abstract, p. 516) by studying pedometer-determined activities of 319 third-, fourth-, and fifth-grade students attending suburban elementary schools in southwest United States. According to them, it was during these times that children have more choices on which activity they want to participate in. They further contend that it is during these discretionary periods that children gain more â€Å"potential to make a significant contribution to children’s overall activity levels† (p. 516) since they experience these breaks everyday. They found that children engage in physical activity more during their recess period than in any other time of the day including outside of school and classes. Because of this, they suggested that schools should make more equipment available during these times to further encourage the children to engage in physical activities. Riley and Jones (2007) also reviewed some related studies on the positive effects of physical activity during recess. They strongly support Jarrett’s (2002) argument on the impact of recess on children’s social development. According to them, some children may start out as timid and apprehensive in their first days at school. Recess, however, gives them an opportunity to reach out to other children by playing and interacting with them. Moreover, conflicts between peers can be resolved during these times. It is also during these times that children learn what behaviours are expected of them. Adding to assisting in the social development of children, recess can also be an instrument to their language development. Recess provides opportunities for children not just to play with others but also to practice their conversation skills since it is during these times that children engage in conversations more freely with their peers without the fear of being reprimanded by their teachers. Riley and Jones (2007) also support others’ argument that recess can aid in children’s physical development. Kahan (2008), along with the others, supports the idea that physical activity, especially during childhood, helps children in more ways than one. He contends that schools should go beyond what physical education can offer in order to address the increasing reports of physical inactivity among children. According to him, physical educations in most schools are only offered with a cumulative duration of 85 to 98 minutes per week. However, the recommended daily physical activity of children each week should be more than 60 minutes. Moreover, not all schools have physical education in their curriculum. In fact, only 17 to 22 percent offer physical education to their students. Thus, physical education does not significantly contribute to a student’s physical activity. Kahan (2008) recommends that schools should provide children with sufficient break time periods along with other extracurricular activities since these are the times where children engage in more physical activities than in classrooms or physical education classes. According to him, recess contributes to one-third of the recommended 60 minutes of physical activity. Thus, Kahan (2008) purports that break times should not be abolished, but rather should be expanded. CONCLUSION Because of certain misconceptions about recess, more and more schools choose to abolish these periods due to their belief that recess can do more harm than good. Staff members and parents alike believe that inappropriate behaviors such as bullying and violence are mostly done during recess. Moreover, many schools believed that recess only distracts the focus of students from learning and that it only obstructs instructional time thus, posing a threat to their learning progress. However, researches contend that, in contrary to these beliefs, recess actually do more good to students than harm. Studies show that recess aid in children’s social, physical and even language development. During recess, children are freer to choose which types of activities they want to participate in, giving them a sense of independence and teaching them decision-making skills. They learn to organize their own activities during recess without the fear of rejection from their teachers. They also learn to interact with other children by playing with them or conversing with them, thus, increasing their ability to socialize with others. They can either make new friends or resolve conflicts with peers. Children’s language development is also aided by recess. Children do not just learn to interact with others; they also practice their conversation skills by talking or discussing with their friends no matter whatever their topic is. Thus, recess also contributes to children’s academic achievement. Moreover, recess acts as a cognitive interference for children so that they can regain their focus on their class work. Adding to the fact that it is during this time that children eat, recess also provides children to have more physical activities since this is the time where they can move and play free without fear of being reprimanded by their teachers. These physical activities which range from moderately vigorous to vigorous activities help children in becoming physical fit. All in all, it is safe to say that recess have more positive than negative effects. Thus, it is advised that such periods where children can develop in more ways than should not be abolished. REFERENCES Beighle, A. , Morgan, C. F. , Masurier, G. L. , & Pangrazi, R. P. (2006). Children’s physical activity during recess and outside of school. The Journal of School Health, 76(10), 516-520. Blatchford, P. , & Sumpner, C. (1998). What do we know about breaktime? Results from a national survey of breaktime and lunchtime in primary and secondary schools. British Educational Research Journal, 24(1), 79-94. Jarrett, O. S. (2002). Recess in elementary school: What does the research say? ERIC Digest. Kahan, D. (2008). Recess, extracurricular activities, and active classrooms: Means for increasing elementary school students’ physical activity. Journal of Physical Education, Recreation & Dance, 79(2), 26-39. Pellegrini, A. , & Blatchford, P. (2002). The developmental and educational significance of recess in schools. Early Report, 29(1), 1-7. Riley, J. G. , & Jones, R. B. (2007). When girls and boys play: What research tells us. Childhood Education, 84(1), 38-43.

Finnish Culture of Michigans Upper Peninsula

Tourists to the remote towns of the Upper Peninsula (UP) of Michigan may be puzzled by the many Finnish flags adorning local businesses and homes. Evidence of Finnish culture and ancestral pride is ubiquitous in Michigan, which is less surprising when taking into account that Michigan is home to more Finnish Americans than any other state, with the majority of these calling the remote Upper Peninsula home (Loukinen, 1996). In fact, this region has more than fifty times the proportion of Finnish Americans than the rest of the United States (Loukinen, 1996). The Great Finnish Emigration   Most of these Finnish settlers arrived on American soil during the â€Å"Great Finnish Immigration.† Between 1870 and 1929 an estimated 350,000 Finnish immigrants arrived in the United States, many of them settling in an area that would be come to known as the â€Å"Sauna Belt,† a region of especially high population density of Finnish Americans encompassing the northern counties of Wisconsin, the northwestern counties of Minnesota, and the central and northern counties of the Upper Peninsula of Michigan (Loukinen, 1996).   But why did so many Finns choose to settle half a world away? The answer lies in the many economic opportunities available in the â€Å"Sauna Belt† that were extremely scarce in Finland, a common dream to earn enough money to buy a farm, a need to escape from Russian oppression, and the Finn’s deep cultural connection to the land. Finding Home Half a World Away Like Finland, Michigan’s many lakes are the modern day remnants of glacial activity from thousands of years ago. In addition, due to Finland and Michigan’s similar latitude and climate, these two regions have very similar ecosystems. Both areas are home to seemingly ubiquitous pine-dominated mixed forests, aspens, maples, and picturesque birches. For those living off the land, both regions are located on beautiful peninsulas with a rich fish stock and woods full of delicious berries. The forests of both Michigan and Finland are home to a plethora of birds, bears, wolves, moose, elk, and reindeer. Like Finland, Michigan experiences bitterly cold winters and mild summers. As a result of their common high latitude, both experience very long days in the summer and significantly shortened daylight hours in the winter. It is easy to imagine that many of the Finnish immigrants arriving in Michigan after such a long sea voyage must have felt like they had found a piece of home half a world away. Economic Opportunities The primary reason Finnish immigrants chose to immigrate to the US was for the job opportunities available in the mines prevalent in the Great Lakes area. Many of these Finnish immigrants were young, uneducated, unskilled men who had grown up on small rural farms but did not own land themselves (Heikkilà ¤ Uschanov, 2004). By Finnish rural tradition, the eldest son inherits the family farm. As the family plot of land is generally only large enough to support one family unit; splitting the land among siblings just was not an option. Instead, the oldest son inherited the farm and paid the younger siblings a cash compensation who were then forced to find work elsewhere (Heikkilà ¤ Uschanov, 2004). The Finnish people have a very deep cultural connection to the land, so many of these younger sons who were unable to inherit land were looking for some way to earn enough money to buy land to operate their own farm. Now, in this point in history, Finland was experiencing rapid population growth. This rapid population growth was not accompanied by a rapid increase in industrialization, as seen in other European countries during this time, so a widespread job shortage occurred. At the same time, American employers were actually experiencing a labor shortage. In fact, recruiters were known to come to Finland to encourage frustrated Finns to immigrate to America for work. After some of the more adventurous Finns took the leap to emigrate and sailed to America, many wrote back home describing all of the opportunities they had found there (Loukinen, 1996). Some of these letters were actually published in local newspapers, encouraging many other Finns to follow them. â€Å"Amerika Fever† was spreading like wildfire. For the young, landless sons of Finland, immigration began to seem like the most viable option. Escaping Russification The Finns met these efforts to effectively eradicate their culture and political autonomy with widespread backlash, especially when Russia mandated a conscription law that forcibly drafted Finnish men to serve in the Russian Imperial Army. Many young Finnish men of conscription age saw serving in the Russian Imperial Army as unjust, unlawful, and immoral, and chose instead to emigrate to America illegally without passports or other travel papers. Like those who ventured to America seeking work, most if not all of these Finnish draft-dodgers had intentions to eventually return to Finland.   The Mines The Finns were wholly unprepared for the work that awaited them in the iron and copper mines. Many had come from rural farming families and were inexperienced laborers. Some immigrants report being ordered to begin work the same day that they arrived in Michigan from Finland. In the mines, most of the Finns worked as â€Å"trammers,† the equivalent of a human pack mule, responsible for filling and operating wagons with the broken ore. Miners were horrendously overworked and were subjected to extremely dangerous working conditions in an era where labor laws either didn’t properly exist or were largely unenforced. In addition to being completely ill-equipped for the manual component of mining work, they were equally unprepared for the transition from the completely culturally homogenous rural Finland to a high stress working environment working side by side with other immigrants from many different cultures speaking many different languages. The Finns responded to the massive influx of other cultures by shrinking back into their own community and interacting with other racial groups with great hesitation. Finns in the Upper Peninsula Today With such a high proportion of Finnish Americans in the Upper Peninsula of Michigan, it is no wonder that even today Finnish culture is so intricately intertwined with the UP. The word â€Å"Yooper† means several things to the people of Michigan. For one, a Yooper is a colloquial name for someone the Upper Peninsula (derived the acronym â€Å"UP†). Yooper is also a linguistic dialect found in the Upper Peninsula of Michigan that is heavily influenced by Finnish due to the masses of Finnish immigrants who settled in Copper Country. In the UP of Michigan it is also possible to order a â€Å"Yooper† from Little Caesars Pizza, which comes with pepperoni, sausage, and mushrooms. Another signature UP dish is the pasty, a meat turnover that kept the miners satisfied through a hard day’s work in the mine. Yet another modern reminder of the UP’s Finnish immigrant past lies in Finlandia University, a small private liberal arts college established in 1896 in the thick of Copper Country on the Keweenaw Peninsula of the UP. This University boasts a strong Finnish identity and is the only remaining university established by Finnish immigrants in North America. Whether it was for economic opportunities, an escape from political oppression, or a strong cultural connection to the land, Finnish immigrants arrived in the Upper Peninsula of Michigan in droves, with most, if not all, believing that they would soon return to Finland. Generations later many of their descendants remain in this peninsula that looks eerily like their motherland; Finnish culture is still a very strong influence in the UP.