essay about studies

Student Essays

Essay on Study & Its Importance in Life

Study is the manner of getting education under an established system. The study is quite important for getting knowledge, broadening awareness and understanding. Without study man can never progress and prosper. The following Essay on Study talks about its concept, core meaning and importance of Study for Students. This Essay is quite helpful for students in school exams with good grades.

Essay on Study & Its Importance in Life

It is rightly said that ‘knowledge is power’. A successful career and a happy life both hinge on one’s ability to study and learn. Despite this, many students do not take their studies seriously enough. This essay will argue the importance of studying for students and provide tips on how to study effectively.

There are many reasons why studying is important for students. Firstly, it is essential for academic success. A student who does not study will not be able to do well in their exams and will ultimately not achieve the grades they are capable of. Secondly, studying helps students to develop important skills such as critical thinking, research, and time management.

>>>> Related Post: “ Essay on Educational Technology ” 

These skills are not only essential for academic success but are also highly valued by employers. Finally, studying also allows students to gain a deeper understanding of the world around them and to develop their own opinions on important issues.

Hurdles in the Way of Study

There are a number of hurdles that can get in the way of students’ studies. The most common of these are procrastination, distractions, and a lack of motivation.

Procrastination is a major problem for many students. It is often tempting to put off studying for another day, especially when there are other things that seem more fun or interesting to do. However, this can quickly lead to a build-up of work and can make it feel even more daunting to start studying.

Distractions are another common hurdle. With the advent of technology, there are now more distractions than ever before. It can be all too easy to get sucked into browsing the internet, playing games, or watching TV when you should be studying.

A lack of motivation is also a common hurdle. This can be caused by many things such as stress, boredom, or a lack of interest in the subject. When students are not motivated to study, it can be difficult to get them to do any work at all.

In order to study effectively, there are a few things that students can do. Firstly, they should create a dedicated study space which is free from distractions. Secondly, they should make use of resources such as books, websites, and apps to help them learn. Finally, they should make a study schedule and stick to it. By following these tips, students can ensure that they are getting the most out of their studies.

Studying is essential for students. It helps them to achieve academic success, develop important skills, and gain a deeper understanding of the world around them. To study effectively, students should create a dedicated study space, make use of resources, and stick to a study schedule.

Essay on Importance of Studies:

Studies play an essential role in shaping our minds and future. It is a process of learning and gaining knowledge through various methods such as attending classes, reading books, conducting experiments, etc. Education is not limited to just academic studies; it also includes practical experiences and life lessons that one learns outside the classroom. In this essay, we will discuss the importance of studies and how it impacts our lives.

Benefits of Studies:

1) Expands Knowledge:

Studying helps us gain knowledge about different subjects and topics. Through studies, we learn about history, science, math, literature, etc. This expands our understanding of the world around us and helps us become well-rounded individuals. As we continue to study, we acquire more specialized knowledge in our chosen field, which can be beneficial for our future careers.

2) Develops Critical Thinking Skills:

Studying also helps us develop critical thinking skills. It teaches us to analyze information, think logically, and make informed decisions. We learn how to question things and look for evidence to support our arguments. These skills are not only useful in academic settings but also in our personal and professional lives.

3) Provides Opportunities:

Education opens doors to various opportunities that may not have been available otherwise. With studies, we gain the necessary qualifications and skills required for different professions. It also provides us with the opportunity to explore new fields and discover our interests.

Importance of Studies in Personal Development:

1) Builds Confidence:

Studying helps build confidence in individuals. As we acquire knowledge and skills, we feel more equipped to deal with challenges and take on new tasks. This boosts our self-esteem and enables us to achieve our goals.

2) Enhances Social Skills:

Education also plays a vital role in developing social skills. Through group projects, presentations, and discussions, students learn how to communicate effectively, work in teams, and respect diverse opinions. These skills are essential for building relationships and succeeding in the workplace.

3) Promotes Personal Growth:

Studies can also contribute to personal growth by exposing us to different perspectives and ideas. It encourages us to think critically about ourselves and the world around us. We learn how to adapt to new situations, handle stress, and become more resilient individuals.

Importance of Studies in Career Development:

1) Increases Employ-ability:

In today’s highly competitive job market, having a good education is essential. Employers look for candidates who possess the necessary knowledge and skills to excel in their roles. With studies, we can acquire these qualifications and increase our employability.

2) Provides Specialized Knowledge:

Studies also provide specialized knowledge that is crucial for career development. For example, if one wants to become a doctor, they must study medicine. Similarly, if one wants to be an engineer or lawyer, they must have the necessary educational background and training.

3) Opens Doors to Higher Positions:

Higher education often leads to better job opportunities and higher-paying positions. As we continue to study and gain more experience, we can advance in our careers and take on leadership roles.

Conclusion:

In conclusion, studies are an integral part of personal and professional development. It provides us with the necessary knowledge, skills, and opportunities to succeed in life. Through education, we not only acquire specialized knowledge but also develop critical thinking skills, social skills, and personal growth. Therefore, it is crucial for individuals to prioritize their studies and continue learning throughout their lives. So let’s embrace the importance of studying and work towards a better future for ourselves and society as a whole!

Essay on Education & Its Importance :

Education is an essential part of our lives, and it plays a crucial role in shaping us into responsible individuals. It not only provides us with knowledge but also helps in developing critical thinking and problem-solving skills. In this essay, we will delve deeper into the concept of education, its importance, and how it impacts our lives.

The Importance of Education

Education is often referred to as the key to success. With education comes knowledge, and knowledge is power. It opens up opportunities for individuals and allows them to achieve their dreams and aspirations. Education empowers people by enabling them to think for themselves and make informed decisions.

Moreover, education has a significant impact on society as well. Educated individuals are more likely to contribute positively towards society by utilizing their skills and knowledge for the betterment of others. They are also more likely to be aware of social issues and actively work towards finding solutions.

Education is not limited to academic learning; it also includes developing essential life skills such as communication, time management, teamwork, and leadership. These skills are crucial in both personal and professional lives.

The Role of Teachers

Teachers play a vital role in shaping young minds and preparing them for the future. They not only teach academic subjects but also instill moral values and ethics in students. A good teacher can motivate students to achieve their full potential and guide them on the right path.

However, with changing times, the role of teachers has evolved from traditional teaching methods to a more student-centered approach. This shift has allowed for a more interactive and engaging learning experience, resulting in better retention of knowledge.

The Impact of Technology on Education

Technology has revolutionized the education sector, making it more accessible and convenient. Students now have access to vast amounts of information at their fingertips, which was not possible before. They no longer have to rely solely on textbooks; instead, they can utilize various online resources such as e-books, videos, and interactive simulations.

Additionally, technology has made remote learning possible, allowing students to continue their education from anywhere in the world. This has proven particularly useful during times of crisis or natural disasters when traditional methods of teaching are not feasible.

>>>> Related Post:  “ Essay on Exams are Like Festival Enjoy them! “

In conclusion, education is crucial for personal growth and development as well as the advancement of society. It provides us with the necessary tools and skills to navigate through life and achieve our goals. With constant advancements in technology, it is essential to keep up with new methods of teaching and learning to ensure that education remains accessible and effective for all individuals.

What is the importance of studies?

The importance of studies lies in acquiring knowledge, developing critical thinking skills, and preparing for future opportunities and challenges.

What is the importance of a study essay?

An essay on the importance of studies highlights the value of education, personal growth, and the role of studying in broadening one’s horizons and improving future prospects.

What is the importance of studies in students’ life?

Studies are crucial in a student’s life as they provide the foundation for learning, acquiring skills, and pursuing academic and career goals. They help students develop discipline, responsibility, and a knowledge base that can lead to success in their future endeavors.

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Of Studies by Francis Bacon Summary

“Studies serve for delight, ornament, and for ability”.

Bacon says,

Bacon says a million dollars verses,

Of Studies Frequently Asked Questions

What are the views of francis bacon regarding studies in his essay “of studies”.

Bacon illustrates that corrupt men denounce education; imprudent men approve education; however the wise men utilize education according to the command of the real-world. He also warns the educated men not to indulge himself in an unnecessarily argument with people, likewise, educated men must not suppose that education can always cause the correct conduct or interpretation; moreover, educated men should not use purely to emphasize on their conversation with others. Rather, Bacon illustrates, some books must only be read, some must be ignored completely, while few books must be “Chewed and digested”, i.e. should be understood and interpreted completely. Furthermore, he advises that some books are read by other and they take notes out of it, and these notes are good enough substitute of a book to be read, however, this category mustn’t include the books with sublime subject matters.

Explain the line “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested” in reference to the context of Bacon’s essay “Of Studies”?

Hence, among the books that delight are tend to be the ones that are only to be tasted. As one doesn’t surely take in the philosophical knowledge, so one simple tastes it. The books that contain some wisdom and deep thoughts need to be swallowed. However, the books that contain a real sociological, philosophical, or psychological perception, and that necessarily becomes a part of one’s mental being, are to be chewed and digested. Nutrients are absorbed when one chew and digest the food and these nutrients become a part of the body. Similarly, the books that are useful, truthful, and worthier, Bacon says, must be chewed and digested. However, if they lack truth and wisdom, they must only be tasted.

What are the three main benefits of studies did Bacon mention in his essay Of Studies? And what are dangers associated with each benefit?

He argues that one study for delight as it allows an individual to be contented in himself. In short, studies make a man relax when he is away from social life. Studies also make one skillful to analyze and discuss a variety of topics in a prudent way and allow him to convince other with strong facts and arguments. Moreover, in business life that also includes politics, one’s judgmental qualities increases by thorough study.

The main purpose of Bacon’s essay is to guide people in experiences they might come across as they live in the world. He encourages the readers to bring their bookish knowledge in practical use.

Explain Francis Bacon’s perspective in the line “Writing makes an exact man” with reference to the essay “Of Studies”?

More from francis bacon.

"Of Studies" by Francis Bacon

Stock Montage / Getty Images

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

Francis Bacon, the first major English essayist , comments forcefully in "Of Studies" on the value of reading, writing, and learning.

"Of Studies" is an aphoristic  essay. Notice Bacon's reliance on parallel structures (in particular, tricolons ) throughout. Then, compare the essay to Samuel Johnson 's treatment of the same theme more than a century later in "On Studies".

The Life of Francis Bacon

Francis Bacon is considered a Renaissance man. He worked as a lawyer and scientist throughout his life (1561-1626.)

Bacon's most valuable work surrounded philosophical and Aristotelian concepts that supported the scientific method. Bacon served as an attorney general as well as lord chancellor of England and received his education from several universities including Trinity College and the University of Cambridge.

Bacon wrote over 50 essays beginning with "Of" in the title and following the concept, such as " Of Truth ", "Of Atheism", and " Of Discourse ".

Francis Bacon Facts

Bacon's uncle was the lord keeper for Queen Elizabeth I. He helped symbolize the approvals for key documents. Additionally:

• Bacon is known as the father of the scientific method which was influenced by his own Baconian method based on reason and observation.
• Around 1621, he was imprisoned in the Tower of London on charges of bribery.
• He died of bronchitis in 1626 after going in the snow in Highgate, London.

Interpretations of "Of Studies'"

Bacon's essay expresses several comments in "Of Studies" that can be interpreted as the following:

• Studying is helpful for better understanding and provides knowledge that develops experience, as well as a character that grows.
• Reading provides delight and fun, ornament and showing off, and the ability to succeed.
• Bacon expanded upon different fields of study depending on one's goal; for example, to master clarity with language, study poetry.

"Of Studies" Excerpt

"Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best from those that are learned. To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need pruning, by study; and studies themselves do give forth directions too much at large, except they be bounded in by experience. Crafty men condemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation. Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy things. Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know that he doth not. Histories make men wise; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores [Studies pass into and influence manners]. Nay, there is no stone or impediment in the wit but may be wrought out by fit studies; like as diseases of the body may have appropriate exercises. Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man’s wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen; for they are cymini sectores [splitters of hairs]. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers’ cases. So every defect of the mind may have a special receipt."

Bacon published three editions of his essays (in 1597, 1612, and 1625), and the last two were marked by the addition of more essays. In many cases, they became expanded works from earlier editions. This is the best-known version of the essay "Of Studies", taken from the 1625 edition of "Essays or Counsels, Civil and Moral".

Version From the First Edition (1597)

"Studies serve for pastimes, for ornaments, for abilities; their chief use for pastimes is in privateness and retiring; for ornaments in discourse; and for ability in judgment; for expert men can execute, but learned men are more fit to judge and censure. To spend too much time in them is sloth; to use them too much for ornament is affectation; to make judgment wholly by their rules is the humor of a scholar; they perfect nature, and are themselves perfected by experience; crafty men contemn them, wise men use them, simple men admire them; for they teach not their use, but that there is a wisdom without them and above them won by observation. Read not to contradict nor to believe, but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested: that is, some are to be read only in parts, others to be read but curiously, and some few to be read wholly with diligence and attention. Reading maketh a full man, conference a ready, and writing an exact man; therefore, if a man write little, he had need of a great memory; if he confer little, he had need of a present wit; and if he read little, he had need have much cunning to seem to know that he doth not know. Histories make wise men; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend."

• How to Write a Summary (With Examples)
• Question Mark Definition and Examples
• What Is Composition? Definition, Types, and Examples
• What Is a Phrase? Definition and Examples in Grammar
• Over 300 Homonyms, Homophones, and Homographs
• What Is Nonverbal Communication?
• A List of Exclamations and Interjections in English
• What Is a Rhetorical Device? Definition, List, Examples
• Figure of Speech: Definition and Examples
• What Are Word Blends?
• The 100 Most Important Words in English
• Subordinating Conjunctions
• Basic Grammar: What Is a Diphthong?
• Definition and Examples of Formal Essays
• What You Should Know About Travel Writing
• Of Truth, by Francis Bacon

Of Studies By Francis Bacon | Of Studies Summary & Analysis

Table of Contents

Introduction

   Of Studies is the masterpiece essay nicely written by Francis Bacon. This essay is one of the most attractive essays, which was written on the behalf of Study. In the essay Of Studies, the writer Francis Bacon describes the importance of studies in human life. The essay Of Studies is the first essay in a series of ten essays published in 1597. The title of this essay collection is Essays or Counsels: Civil and Moral . In this essay, the writer has highlighted the importance of reading, writing, and learning in One’s life with experience, reinforcing the three purposes of studies – for delight, for ornament, and for ability.

            Francis Bacon is popularly known as an eminent essayist, thinker, scholar, and philosopher. He belongs to the Elizabethan age. So far as Francis Bacon is concerned, he was one of the greatest men of Literature and is popularly known as the Father of English Essays . Being the essayist of the Elizabethan age, he wrote a galaxy of essays on different issues. His world-famous essay is – Of Studies, Of Love, Of Friendship, Of Hatred, Of Death, Of Truth, Of Philosophy, Of Beauty, Of Ambition, and Of Custom and Education.

Analysis of “Of Studies”

The writer begins this essay by enlisting three purposes of studies which are as follows:

• Studies for delight : Studies for gaining delight or happiness in one’s life.
• Studies for ability : Studies for improving one’s ability in life.
• Studies for Ornament : Studies for ornamenting one’s life.

The first use of studies is that they serve for delight or pleasure. This delight can be found in solitude or leisure after retirement from active life. Secondly, studies serve as an ornament in communication, conversation, and discourse. An educated person talks more attractively than an illiterate person. The third help in decision-making or judgment and disposition of business.

            However, the studies have their own limitation. If too much time, is spent on studies, it is nothing but laziness. If these are used excessively in conversation, they tend to exaggerate and pose a person and if a scholar makes every decision of his life with his knowledge then it is foolish and humorous behavior of the scholar.

According to Bacon “ Crafty men condemn studies, simple men admire them, and wise men use them.”

            Men who are hardworking or primitive men hate or condemn studies. However, men with simple intellect admire them. Moreover, intelligent men use them practically . Studies do not teach their own uses. It is the wisdom of a person that teaches him to use them. The author says:

“Some books are to be tasted others to be swallowed, and some few to be chewed and digested.”

            There are some books which have to be read – only in parts because they are useful to a person only in a certain place. It is not proper to read them word by word. On the contrary. Some books should not be read out of curiosity and some must be read with full attention and diligence as they require the full attention of the reader. Moreover, there are hidden treasures in this category of books that can only be found through the diligence of the reader.

            Bacon says a useful line in favor of reading, and according to him, “Reading maketh a Full Man; conference a ready man; and writing an exact man.”

            It is reading that adds to a man’s knowledge and makes him complete in the sense of his wisdom. Undoubtedly, it is interaction with others that prepares a person practically. Furthermore, it is the skill of extensive or innovative writing that makes a complete person.

            In addition, the author describes some facts about studies. He says that if a man writes less, he needs a great memory to remember all the learned things. If a person interacts less he needs a present and sharp intellect and if one reads a little he must be clever in knowing what he does not.

            Bacon impresses the reader through his comprehensive and great sayings. He says,

“Histories make men wise; Poets, witty; the mathematics subtle; natural philosophy, deep; moral grave; logic and rhetoric, able to contend.”

            Bacon says that it is the history of the ancestors that makes the new generation wise and witty. These are the rules and regulations laid down by the ancients that make mathematics subtle. It is because of history that philosophy has deep meaning and can be defended through logic and rhetorical arguments. Bacon encloses the essay by saying;

“So every defect of the mind may have a special receipt.”

          Bacon’s Of Studies essay deals with the benefits of the study to individuals in their daily lives. From reading books to writing papers, study plays an important role in a person’s life, making him learn, wise and experienced.

            Francis Bacon ‘s essay is rich in intellectual wisdom, practical approach, and practical wisdom. Hence, it is considered the most beneficial essay for students and young people.

Are you struggling to keep up with your English Literature Coursework? Do you need detailed, customized notes to help you better understand the texts you’re studying?  “Look no further! Our customized paid notes will help you achieve your study goals quickly.

– varsha singh, related posts.

War Poetry In English Literature | Fight during World War 1st | War Poets

I Know Why The Caged Bird Sings Summary & Analysis | I Know Why The Caged Bird Sings Poem Explanation

French Borrowing Words & French Loan Words | French loan Words In English Literature

New Criticism in literature | 20th Century Criticism | Modern Criticism

Of Studies | Francis Bacon |Summary and Analysis | Questions

Table of Contents

Of Studies – Summary

Francis Bacon’s classic essay “Of Studies” explains how and why study—knowledge—is important. In this essay, he discusses some of the benefits of studying and offers some sound ideas on the subject.

Bacon is regarded as the “Father of the English Essay”. Bacon envisioned the essay as an opportunity to offer advice. The title of his essay collection: “Essays or Counsels: Civil and Moral,” suggests that didactic intent.

Please enable JavaScript

In “Of Studies,” Bacon explains the practical value of knowledge. Bacon considers how studies might be put to use. He is more interested in their practical utility than in their theoretical promise, a proclivity that is perhaps more English than French. In “Of Studies,” Bacon’s writing is direct and pointed. It avoids Montaigne’s essays’ meandering, find-your-own-way free form. Bacon gets right to the point in his first sentence: “Studies serve for delight, ornament, and ability.” He then goes on to explain how studies can help in these three ways. And he doesn’t mince words when describing the use of “studies” for a Renaissance gentleman.

Studies are a source of pleasure. They have ornamental value and also improve one’s ability.

Studies allow you to easily develop your skills and abilities. Studies provide guidance on their own, but this is abstract without practical experience. The studies are disliked by cunning men, but they are admired by simple men. Men who are fundamentally wise use studies to advance in life.

Studies are a treatment for mental illness. Mathematics is good for wondering wits in the same way that bowling is good for kidneys, shooting is good for lungs, walking is good for digestion, and riding is good for the head. Every mental defect in a man can be cured through studies

This essay discusses various types of books and their effects on the reader. Bacon divides the uses of studies into three categories: the use of studies for delight, the use of studies for ornament, and the use of studies for ability. Bacon also provides some excellent advice on why and how to read. He claims that different studies have different effects on the human mind.

But ideas aren’t the only thing that matters in this essay. Bacon demonstrates his talent for expressing his ideas with the least amount of words possible. The essay is a masterwork of concision and brevity. His sentences have a proverbial feel to them.

Bacon’s essays abound in very appropriate and original similes. We have one such simile here when Bacon says that “distilled books are, like common distilled waters, flashy things”.

Questions and Answers

Exercise – 1.

Now answer the following questions by choosing the correct answer from the three alternatives given below each question.

(iii) studied thoroughly Answer: i) chewed and digested

(iii) proper use of books Answer: (ii) vain display of his learning

(iii) remedial books Answer: (ii) meaner sort of books

5. Logic and rhetoric develops :

Exercise – 2

1. What type of books are to be chewed and digested? Answer: The books which have knowledgeable contents should be read thoroughly and understood properly.

2. What do you think is the proper use of study? Answer: We study for personal enjoyment and for cultivation of social charm through the cultivation of the power of Exposition <em><strong>Exposition</strong></em>: background information at the beginning of the story, such as setting, characters and conflicts. In a short story, the exposition appears in the opening paragraphs; in a novel, the exposition is usually part of the first chapter. " data-gt-translate-attributes='[{"attribute":"data-cmtooltip", "format":"html"}]' tabindex=0 role=link>exposition in speech and to develop ability for judgment of facts and circumstances.

5. For what we should not read books? Answer: One should not read books to contradict others.

Now try to answer the following questions :

3. Comment on the theme of this essay. Answer: Bacon tries to discover fundamental principles of conduct influence and actions of men.

5. Discuss the main qualities of Bacon’s style. Answer: The essay of Bacon is compressed, full of condensed thought and utterly devoid of ornamentation. The sentences in the paragraph run smooth.

Discover more from Smart English Notes

Home / Prose / Of Studies by Sir Francis Bacon | Complete Summary and Analysis

Of Studies by Sir Francis Bacon | Complete Summary and Analysis

“Of Studies” is one of the most quoted essays of Sir Francis Bacon. He has analyzed the importance of studies; therefore, in this essay, he convinces his readers to know its vitality. He does not only talk about bookish knowledge but also demonstrates the importance of experience; without experience, the studies cannot help a person, means Sir Francis Bacon. Moreover, in his eyes, studies and education are two separate things. However, he agrees that education is the name of studying books and experiences of life. He answers some common questions that arise in every common mind. For instance, he answers why we should read books; what are the impacts of studies in one’s life; why study without experience is useless; and many other such like questions.

He elaborates each assertion through either reference or example. Style of the author is simple but his arguments are much effective. Further, he uses concise sentences, similes , and Latin phrases to strengthen his stance.

Three Types of studies in the Eyes of Sir Francis Bacon:

From the very beginning of the essay, Sir Francis Bacon divides studies into three categories; in fact, these three types are benefits of studies. Studies serve three purposes, says Sir Francis Bacon, “delight”, “ornament” and “ability”. In Bacon’s times, the drama was banned; drama may have a moral purpose but it is certainly a source of entertainment. It was forbidden in that era; therefore, people had no other option except to rely upon books; thus, books replaced stage. From that point of view, if we think, then books are the source of entertainment. It may be the reason that Bacon has used the word “delight”. From modern views, there are still people in the world, who find delight in books instead of movies and plays.

However, in next lines, he has explained the word “delight” while saying, “their chief use for delight, is in privateness and retiring”. Hence, only words are different but the purpose is same i.e. entertainment.

Elaboration of the third purpose of studies, according to Sir Francis Bacon is “judgment and disposition of business”. It is somewhat professional. Studies can help a person in dealing with business matters. Thereby, studies support a person in professional life. Sir Francis Bacon has also used the word “judgment” to infer that studies enhance mental eyesight of a person. His vision becomes strong and he takes quick as well as accurate decisions in business matters.

Experience is the Key Factor:

“the natural abilities are like natural plants, that need proyning by study; and studies themselves do give forth directions too much at large, except they be bounded in by experience.” Sir Francis Bacon

Why and What Kind of Books should We Study?

After describing the importance of study, Francis Bacon gives his own opinions, “read….to weigh and consider”. A person should not read books to win over a debate or to oppose arguments of others; nor should he read to believe on each and everything written in the book; rather he should study books to know the difference between right and wrong. Moreover, not every book is worth reading. He divides books, too, into three categories; “tasted”, “swallowed”, and “chewed and digested”. “Tasted” books are those, which require no special attention. A reader just needs to go through them; books that come in the category of “swallowed” need a little attention. Category, “Chewed and digested” is self-explanatory. These kinds of books need the full concentration of the readers. Each word and every line should be chewed completely and then digested.

Some Subjects and Their Purposes:

Conclusion of “of studies” by sir francis bacon: .

The whole essay proves the intellectuality of Sir Francis Bacon. It is full of wisdom. Every line, written by the author, is philosophically rich. His philosophy is definitely praiseworthy. Moreover, he is called the father of English prose not only because of his deep philosophy but also because of his writing style. He uses exact words to summarize his viewpoint. He tries to demonstrate his thinking in concise words. This essay is well knitted. There is no denying the fact that “Of Studies” is the pure creation of Sir Francis Bacon . In short, this essay is enough to regard him as the father of English prose.

Of Studies | Summary and Analysis

Summary and analysis of of studies by francis bacon.

Of Studies | Summary

Of studies | analysis.

 “ To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. ”

“ Crafty men contemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation.”

Studies are scorned by the shrewd, admired by the simple and observed by the wise.

“R ead not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. ”

“Histories make men wise; poets witty; the mathematics subtile; natural philosophy deep; moral grave; logic and rhetoric able to contend.”

“ Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. ”

Poem of the Week : Metamorphosis

Dr. heidegger’s experiment | summary and analysis, related articles, captive | summary and analysis, a roadside stand | summary and analysis, the black ball | summary and analysis, the shrinking shoe | summary and analysis, leave a reply cancel reply, adblock detected.

Of Studies by Francis Bacon Summary and Analysis

Table of Contents

Introduction

The essay Of Studies by Sir Francis Bacon is the first essay in the series of ten essays published in 1597. Later, it was revised in 1612 with the addition of some more sentences and ideas in it along with the alteration in some vocabulary terms.

For these reasons, the essay is still popular among individuals of all ages. Adopting a didactic approach, the essay informs the readers about the benefits and uses of studies in one’s life.

At the beginning of his essay, Bacon describes the three main purposes of study including studying for gaining delight, studies done for ornamenting one’s life and studying in order to improve one’s ability.

The author is the notion that only learned and well-read men can execute plans effectively, manage their daily affairs with expertise and lead a healthy and stable life. He further states that reading makes a full man; conference leads to a ready man while writing makes an exact man.

While throwing light on the advantages and usefulness of studies, Bacon also puts forward some demerits of study as he thinks that studying for a prolonged period of time may lead to laziness.

He also condemns the act of studying from books solely without learning from nature around. The essay Of Studies further asserts the benefits of studies by considering this act as a medicine for the defects of the human mind and the source of enhancing one’s wit.

While discussing the importance of studying in an individual’s life, the essayist informs his readers about the benefits of reading good books.

For Bacon, some books are only meant to be tasted; others are there to swallow while some books are meant for chewing and digesting properly. Therefore, the readers must choose wisely before studying any book to enhance his/her knowledge about the world around.

Bacon concludes his essay by suggesting that studies assist an individual in removing the defects of his/her mind as every problem of the human mind carries special importance for the individual and the world.

Bacon’s essay Of Studies deals with the benefits of studies for the individuals in their daily lives. From reading books to writing papers, study plays a vital role in a man’s life making him learned, witty and experienced.

The essay by Bacon is enriched with intellectual wisdom, pragmatic approach and practical knowledge; therefore, it is considered to be the most beneficial essay for the students and young individuals.

Click here to play quiz on Of Studies

Related Posts:

Literary Yog

Of Studies by Francis Bacon: Easiest Summary, Line by Line Explanation, and Theme

In this blog post on “Of Studies”, I will discuss the following points:

Table of Contents

Of Studies Summary

Studies here mean the collective studies that a person does. The main idea of “ Of Studies ” by  Francis Bacon  is the benefits of studies. Reading helps readers to cope with diverse situations.

Reading also enhances intellect and cures restraints on the minds of readers.

The essay provides the proper method for reading different subjects and discusses their benefits. For instance, history makes men wise; poetry witty; the mathematics subtle; philosophy deep, etc.

In short, the theme of “Of Studies” is how books benefit a reader tremendously in different ways. 

Line by Line Explanation

Three important   uses   of studies.

At the outset, Francis Bacon states the  three beneficial purposes   of studies : delight, ornament, and ability. 

The first utility is reading delights the reader. Reading in privateness and retiring is worthwhile, since it provides immense pleasure. 

For instance, if a reader enjoys fiction like  Paulo Coelho’s The Alchemist .  Then the quest for treasure would entertain him. The journey of Santiago from Andalusia to the pyramid is quite delightful. Thus, studies not only compensate for boredom but also provide enormous pleasure to the reader.

The second purpose is it adds ornament to discourse. In a written or spoken discussion, studies help a well-read person to exhibit his knowledge more efficiently than an average person does .

For instance, in  Of Truth ,  Of Love , and Of Friendship , Bacon heavily uses Latin phrases in these essays. It shows his excellence in Latin. Therefore, Bacon uses it for ornament in his writing. 

Studies also improve the judgment ability of a reader and the arrangement of things. One can be an expert without studies. However, there is a distinction between an expert and a learned man. An expert can execute his plan and even judge a situation, but a learned man can perform better by giving advice, making plans, and managing things. Therefore, a learned man is better than an expert. 

I have discussed an example in the video below. 

The Effect of Excessive Studies

In these three ways, studies serve a reader. However, too much study is dangerous. The reason is excessive readers lead a sedentary lifestyle. When a reader sits for long, the immobility makes the body sluggish.

Similarly, using decorated words and knowledge excessively in discourse does the opposite. Too much use of ornaments would show a learned man ostentatious. Bacon also states that making judgments based on bookish knowledge is the humor of a scholar.

Consideration and application of the learning without understanding the practical world are inaccurate. A reader must be able to distinguish between theory and practical application while judging.

In each situation, Bacon emphasizes excess of anything is unwelcome. Therefore, a learner must maintain an equilibrium between studying and other activities, ornament and argument, and theory and practical.

Bacon repeats his principal argument that studies hone human nature and experience perfects it. Bacon draws an analogy between natural plants and the natural abilities of a person.

We cut the plants, which could grow in any direction, for growth. 

Studies nurture the natural abilities of man. It enhances the comprehension of the reader. But that remains unfulfilled until the person gains experience related to the subject of study. It means knowledge and experience make reading complete.

Views of Studies

Studies benefit a reader in diverse ways. However, not all men admire it. For instance, crafty men contempt studies. They think it does not help individuals. They deal with different situations of life without studies. Therefore, for them, studies are of no use.

On the contrary, simple men admire studies. The simple men are aware of the benefits of studies and are amazed to see a knowledgeable man.

On the other hand, wise men take the best out of their studies by using theoretical knowledge practically. Books do not tell readers about their pragmatic aspects. One gains the ability to implement knowledge in learning through observation. Bacon emphasizes that having bookish knowledge is not enough. Our theoretical information is complete only when we use it in real life. 

Real Method of Studies

To get the most out of books, Francis Bacon suggests one method of study. One should not read to prove others wrong. The reader looks for points that he can use in an argument. While reading with this motive, the reader loses what the book offers. 

The reader must not also believe what the book says or take everything every word for granted. This approach is also problematic because instead of using his mind, the reader does nothing except imbibe the knowledge theoretically. 

A reader should not also read just for discourse. He will be concerned about the points that he can use in the discussion. As a result, learning becomes superficial. 

Contrary to these approaches, a reader should try to comprehend the message or argument/s of the writer. For example, while reading  Essays  (1597) by Francis Bacon, we should not read it to confuse someone, blindly follow it, and read it wholly for discourse. The best approach would be to consider what Bacon says on different subjects in  Essays . 

I would like to add here that the best practice of reading is syntopical reading. Mortimer Adler states, in  How to Read a Book , syntopical reading or comparative reading is analyzing a subject based on a man’s studies of books on the same topic.

Not Every Book is Same

However, Bacon reminds us we cannot follow this method everywhere. He says,

“Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.” Bacon 209

We need to read some books (for entertainment) partially. We can skim the parts of these books.

We need to read some other books plainly. They are necessary for memorization so that we can use them in real life.

There are only a few books that need our complete attention. We need to read the book with constant focus and effort. In these cases, analytical reading is critical.

Bacon also suggests that we can study abridged versions and summaries of unimportant books. These books are like distilled water, which has no significance for later use. Therefore, it is up to the reader to decide the correct method.

Benefits of Studies

Bacon also discusses the effects of reading, discussion, and writing. He says, 

“reading makes a full man; conference leads to a ready man while writing makes an exact man .” (Bacon 1)

Reading provides a reader with knowledge. When one reads books one after the other, knowledge expands. In this way, it fills the reader with wisdom.

Like reading, continuous engagement in the discussion makes a well-read person good at the discourse. In conferences, the practice of using knowledge instantly and constant practice makes one prepared for any topic to talk about.

Furthermore, if the reader notes down his thought or opinion on a book, he can revisit them later without pressuring the memory.

If one does not do any of them, he needs to pretend to know things if he reads little. Otherwise, his lack of knowledge will become apparent. Moreover, if one does not know the topic, he needs to have a presence of mind.

And if a person does not write much, he needs to have significant memory because he must rely on his memory for everything he thinks.

Benefits of studying different subjects

Francis Bacon restates the benefits of reading diverse fields of knowledge. Francis Bacon mentions,

Histories make Men Wise; Poets Witty; The Mathematics Subtill; Natural Philosophy Deepe; Morall Grave; Logick and Rhetorick Able to Contend. (Bacon 210)

For an explanation, watch the video below-

Further, Bacon says that the way a particular physical exercise is appropriate for a distinct disease of the body, similarly proper studies can improve intelligence. 

For instance, for a distracted mind, mathematics would be fit to improve concentration. While doing mathematics, we need to focus. If the mind wanders at the moment, then it would spoil everything. Thus, it is a practice to do a particular task with focus.

If the mind finds it hard to differentiate between matters, then studying the philosophers and theologians of the Middle Ages would be beneficial as we consider them for their logical distinctions.

Studying lawyers’ cases would be the right thing to do if one wants to improve their reasoning skills. So, for such flaws of mind, reading has the solution.

Of Studies Theme

The theme of “Of Studies” is the  benefits of reading . I have made a video where I have focused on the theme of the essay. You can watch the video below.

In the essay, Bacon mainly discusses the benefits of reading. He also discusses the benefits of reading different subjects. However, he does not support idle sitting. He makes his arguments balanced by focusing on the experience. For Bacon, we complete studies only with experience.

Bibliography

• Adler, Mortimer J and Charles Van Doren. How to Read a Book . Simon & Schuster, 2014.
• Bacon, Francis. “Of Truth.”  Francis Bacon: The Essays , edited by John Pitcher, Penguin Books, 1985, pp. 209, 210.
• Coelho, Paulo. The Alchemist . Harper Collins, 2012.

I'm a PhD research scholar & MPhil degree holder from DU, Assam and also a budding blogger. I have cracked CBSE NET (July 2018), NE-SLET (July 2018), and UGC-NTA-NET (June 2019).

41 Comments

Understood very well. The way of analysis is nice. Thank you.

You’re welcome Bulen. Thanks 😊😊😊

Thank u dear God bless you

You have provided a very deep, and short summary of it.

#Rajendra Singh Nagar, you are welcome 😊😊😊

Thanks it was very helpful for me to make a perfect presentation.🤗

I’m thrilled to hear that the blog post was helpful for you in creating your presentation.🤗🤗🤗

You have explained it so beautifully. Thanks a lot. Stay safe.

Thank you Pranami. You too stay safe😊😊😊

I have read Bacon years ago, i only read text now by your critical analysis, i really catch many ideas many references even in simple it makes me clear. No words to praise you have done such a splendid job.

Glad to know that my work has helped you. Shukriya! 😊😊😊

It is a very good work. Jazak Allah

nice and educative

thank you for the appreciation 😊😊😊

I am very thankful to you….❤️🙏🏻

Thank you Bishakha 💛💛💛

It’s a very good work…. I understood very well🤗 The way of analysis is very good 👍 Thankyou soooo muchhh 🤗😊

Hi Krupa. Glad to know that my effort has brought a smile to your face. Keep reading💛💛💛

It’s a very good work… Thankyou soooo muchhh 🤗😊

Very nice readers

Thank you so much 🤗😊😊

Best explanation in simple and logical way…. Weldon! Good job👌

Thank you Maria for the acknowledgement 😊😊😊

Thankyou for this analysis. It was very helpful.

I’m so glad to know that Shivani! 😊😊😊

You explained it very well😊 Thank you so much 🤗❤🙏

Thank you, Akanksha 🙏🙏🙏. You are welcome 😊😊😊

Thank you so much sir, it’s held me a lot…. Thank you so very much 🙏

Thank you Puja 😊😊😊

It’s too much usefull for me , all the things you describe with easy way .

Glad to know that, Subhash😊

Thank uhh sir, it help aa lot to prepare my exam 🤩 thank uhh very much sir🙏

Glad to know that, Snehitha😊😊😊 You are welcome.

Well written and very helpful for new blogger

Thank you, Mir Hassan 😊😊😊

I have read it .Well written and very helpful for new blogger

Thank uhh sir, it help a lot to prepare for my exam

Glad to know that, Varsha😊😊😊

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

12 Effective “Why This College?” Essay Examples

What’s covered.

• Essay 1: UPenn Nursing
• Essay 2: UPenn
• Essay 3: UW Madison
• Essay 4: Northwestern
• Essay 5: NYU
• Essay 6: NYU
• Essay 7: Boston University
• Essay 8: Boston University
• Essay 9: Tufts
• Essay 10: Tufts
• Essay 11: Georgia Tech
• Essay 12: Georgia Tech

Where to Get Your Essays Edited

The “ Why This College?” essay is one of the most common supplemental prompts. These school-specific essays help colleges understand if you’re a good fit for them, and if they’re a good fit for you.

In this post, we’ll share 12 “Why This College?” essay examples from real students and explain what they did well, and what could be improved. Read these examples to understand how to write a strong supplemental essay that improves your chances of acceptance.

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized.

Essay Example #1: UPenn Nursing

Prompt: How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying (650 words).

Sister Simone Roach, a theorist of nursing ethics, said, “caring is the human mode of being.” I have long been inspired by Sister Roach’s Five C’s of Caring: commitment, conscience, competence, compassion, and confidence. Penn both embraces and fosters these values through a rigorous, interdisciplinary curriculum and unmatched access to service and volunteer opportunities.

COMMITMENT. Reading through the activities that Penn Quakers devote their time to (in addition to academics!) felt like drinking from a firehose in the best possible way. As a prospective nursing student with interests outside of my major, I value this level of flexibility. I plan to leverage Penn’s liberal arts curriculum to gain an in-depth understanding of the challenges LGBT people face, especially regarding healthcare access. Through courses like “Interactional Processes with LGBT Individuals” and volunteering at the Mazzoni Center for outreach, I hope to learn how to better support the Penn LGBT community as well as my family and friends, including my cousin, who came out as trans last year.

CONSCIENCE. As one of the first people in my family to attend a four-year university, I wanted a school that promoted a sense of moral responsibility among its students. At Penn, professors challenge their students to question and recreate their own set of morals by sparking thought- provoking, open-minded discussions. I can imagine myself advocating for universal healthcare in courses such as “Health Care Reform & Future of American Health System” and debating its merits with my peers. Studying in an environment where students confidently voice their opinions – conservative or liberal – will push me to question and strengthen my value system.

COMPETENCE. Two aspects that drew my attention to Penn’s BSN program were its high-quality research opportunities and hands-on nursing projects. Through its Office of Nursing Research, Penn connects students to faculty members who share similar research interests. As I volunteered at a nursing home in high school, I hope to work with Dr. Carthon to improve the quality of care for senior citizens. Seniors, especially minorities, face serious barriers to healthcare that I want to resolve. Additionally, Penn’s unique use of simulations to bridge the gap between classroom learning and real-world application impressed me. Using computerized manikins that mimic human responses, classes in Penn’s nursing program allow students to apply their emergency medical skills in a mass casualty simulation and monitor their actions afterward through a video system. Participating in this activity will help me identify my strengths and areas for improvement regarding crisis management and medical care in a controlled yet realistic setting. Research opportunities and simulations will develop my skills even before I interact with patients.

COMPASSION. I value giving back through community service, and I have a particular interest in Penn’s Community Champions and Nursing Students For Sexual & Reproductive Health (NSRH). As a four-year volunteer health educator, I hope to continue this work as a Community Champions member. I am excited to collaborate with medical students to teach fourth and fifth graders in the city about cardiology or lead a chair dance class for the elders at the LIFE Center. Furthermore, as a feminist who firmly believes in women’s abortion rights, I’d like to join NSRH in order to advocate for women’s health on campus. At Penn, I can work with like-minded people to make a meaningful difference.

CONFIDENCE. All of the Quakers that I have met possess one defining trait: confidence. Each student summarized their experiences at Penn as challenging but fulfilling. Although I expect my coursework to push me, from my conversations with current Quakers I know it will help me to be far more effective in my career.

The Five C’s of Caring are important heuristics for nursing, but they also provide insight into how I want to approach my time in college. I am eager to engage with these principles both as a nurse and as a Penn Quaker, and I can’t wait to start.

What the Essay Did Well

This essay has many positive aspects, but the most impressive one is the structure. Utilizing the Five C’s of Caring to discuss Penn’s offerings was a genius way of tying in this student’s passion for nursing while also making their essay exciting and easy to read. Beginning each paragraph with the respective adjective helped focus the paragraph and allowed the student to demonstrate how they exemplify each quality without explicitly stating it. The student wasn’t afraid to think outside the box and add creativity to their essay structure, which really paid off.

Another positive is how specific and specialized the Penn resources and opportunities the student mentions are. This essay did not fall into the trap of name-dropping professors or programs. In every paragraph, there was a connection to something the student wants to do at Penn to further themselves in the respective characteristic they were describing.

Not only did this student mention a resource at Penn—whether it was a professor, a class, or a club—in every paragraph, but they elaborated on what that resource was and how it would help them achieve their goal of becoming a nurse. The what and how is what sets this essay apart from other supplements that just name-drop resources for the sake of it. The amount of detail this essay went into about some of these resources makes it clear to the admissions officers reading the essay that this student has seriously looked into Penn and has a strong desire to come to campus and use these resources.

What Could Be Improved

One thing this essay could do to make it stronger is improve the first paragraph. The student does a good job of setting up Sister Roach and the Five C’s, but they don’t mention anything about their desire to study or pursue nursing. The first paragraph mentions both Sister Roach and Penn, but left out the student. This could be fixed by simply adding something along the lines of “I can’t wait to embody these values as a nursing student at Penn” to the paragraph.

Essay Example #2: UPenn

Prompt: Considering the specific undergraduate school you have selected, how will you explore your academic and intellectual interests at the University of Pennsylvania?  For students applying to the coordinated dual-degree and specialized programs, please answer these questions in regard to your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay. (300-450 words)

I always loved watching the worms when it rained. I used to put my little raincoat on, sit on the doorsteps, and watch them move toward the puddles. My younger brother, forever intent on destroying the world around him, would try to stomp on the worms, and I would run after him screaming. In my imagination, the brain looked like a pile of squiggly worms. However, my neuroscience curiosity has since grown beyond a worm’s habits.

For example, my mother thought that I was insane when I wanted to watch American Murder: The Family Next Door . To her immense relief, I was interested in the psychology of the criminal rather than the crime itself. Although neuroscience is my primary interest, I also hope to learn more about the intersection between law and medicine at the UPenn College of Arts and Sciences. I’ve been able to explore this topic through various projects at school such as presentations on juvenile crime and the death penalty.

At the University of Pennsylvania, I look forward to taking classes like Forensic Neuroscience (BIBB 050) as well as Neuroscience and Society (PSYC 247) both of which directly combine my two interests. Hopefully, the Take Your Professor to Dinner program resumes as I would make sure to talk to Dr. Daniel Langleben about his research on forensic functional brain imaging over a meal of Philly cheesesteaks.

I also hope to participate in the Race, Science, and Society Program where I can discover how race biases and neuroscience go hand-in-hand and contribute to the fight against racism. The Beyond Arrests: Re-Thinking Systematic-Oppression Group immediately caught my attention while looking at Penn’s opportunities to engage in relevant dialogue. My fascination with the criminal system began with reading Fyodor Dostoevsky’s Crime and Punishment , and Penn will both fuel that curiosity as well as introduce new questions about the world of justice reform.

As an eight-year Latin scholar and a five-time reader of the Percy Jackson franchise, I would like to take classes in the Penn Classical Studies department where I can learn more about the impact of ancient cultures on society today. Classes such as Greek and Roman Medicine (CLST 271) would intersect my interests in medicine and classical civilizations.

Although I do harbor a deep love for Philly cheesesteaks and enjoyment of running in strange places like the Woodlands Cemetery, the range of programs to support my diverse interests and unmatched opportunities to put learning into action make me confident that the University of Pennsylvania is the best university for me to succeed.

The real strength in the essay lies in the sheer number of details this student is able to include in a short space, without sacrificing style and flow. The first two paragraphs really have nothing to do with Penn, but the inclusion of them makes this response feel like an essay, rather than a list of offerings at Penn. Striking the balance is important, and the anecdote at the beginning ultimately humanizes the writer.

From the three unique courses to the specific professor and his research to the race and criminal justice programs, this student has clearly done their homework on Penn! The key to this essay’s success isn’t just mentioning the offerings at Penn that excite the student, but the context that explains how each opportunity fits into the student’s academic interests.

Adding book titles like Crime and Punishment and Percy Jackson to support their passion for the criminal justice system and classics are extra details that help us learn more about how this student pursues their passions outside of the classroom. Finding little ways to humanize yourself throughout the essay can take it from good to great.

One area of improvement for this essay is the structure. It follows a very traditional “ Why This College? ” framework—start with an anecdote, then discuss classes, and then extracurriculars and programs—that gets old quickly for admissions officers.

A great way to add some spice to the format would be to use a sample schedule for the day. This essay mentions three different classes, two different groups, and a Take Your Professor to Dinner opportunity. Together, that’s the recipe for a full day at UPenn!

There are a few ways to play around with an essay that follows a typical day-in-the-life. Maybe each paragraph starts with a time and explains what they do during that hour. Maybe they narrate walking through campus on their way from one class to the next and what they just learned. However they choose to go about it, adding in a playful spin to the traditional essay structure is one of the best ways to instantly set an essay apart from the crowd. 

Essay Example #3: UW Madison

Prompt: Tell us why you decided to apply to the University of Wisconsin-Madison. In addition, please include why you are interested in studying the major(s) you have selected. If you selected undecided, please describe your areas of possible academic interest. (650 words)

Essay – # Day 117

7:30 am… As I open my eyes, I look at the pinboard in front of my bed. Written in red block letters are two of the many goals of my life: “Make life better and more independent for the Visually impaired; Inspire kids to explore the field of STEM, making them the future problem solvers.“

Keeping these goals afresh in mind, I freshen up and prepare for the first class of the day, ​ECE 533 Image Processing. As the professor explains the Applications of Image Processing in Computer Vision, a light bulb sparks in my mind. I can modify the head contraption of PERIPHIS to identify objects in peripheral vision and alert the wearer via an earpiece using Text to Speech (TTS). 

After the class, I see Professor Mohit Gupta at the WISION Lab, where he shares his insights from the Block World Cameras system, which helps to geometrize 3D Man-made environments. We brainstorm ways we can implement this system on PERIPHIS.

Deep in the discussion and intrigued by my curiosity, he asked me where my interest in this niche field sparked during high school, and then I recount the incident from 9th grade: 

“In Hindi – Agar aaj mere paas paise hote to ye din na dekhna padta” (If I had money, I would not have had to see this day.) 

These were the words of Aadiya, a glaucoma patient, who couldn’t help but cry in despair as she injured herself in an accident just because she couldn’t sense the incoming traffic. During my visit to “Baroda Association for Blind (BAB)” for a survey, I saw and experienced firsthand how hard and inaccessible it is for an underprivileged visually impaired to locomote without anyone’s assistance. 

What happened next was my first adventure into the world of Computer Science and Engineering. I dedicated the next four years to find an affordable solution to a pressing problem. It was called PERIPHIS, a smart wearable that helps alert the visually impaired wearer of impending danger while locomoting.

When I finally presented this device to Aadiya, the smile on her face made me realize how big an impact technology can make in one’s life.

11:00 am… As I head to the Engineering Hall to complete my assignments of COMP SCI 570

Introduction to Human-Computer Interaction, I crossways with my roommate from the Chadbourne Residential College, who is also interested in researching applications of Computer Vision in real life. We fix a time to chat later. 

1:20pm… After a quick bite, I head to Human-Computer Interaction Laboratory. I expand my knowledge on different applications of Computer Science to make human life better than I found. I get fascinated when I see a few students building a child-friendly humanoid robot to teach kids the principles of Coding and AI. I hop in and share insights from my experience of being the President at AiGoLearning and kindling interest in STEM for young children. I explain how crucial the UI is when it comes to technology for the young.

5:00pm… To blow off some steam and socialize, I meet up with my fellow countrymen and artists at the Indian Graduate Students’ Association. We discuss and plan the upcoming Diwali Night Music at Shannon Hall. I feel proud to share my national identity while bringing out my musical self by contributing as a Tabla player at the student organization. 

As I close my day, I reflect and think of the most unique resource at UW. It is not the labs, research facilities, classes, but the people, including the professors and students, all aligned to a single goal: “Solving problems to make society a better place.”

10:00pm… I find my way back to my dorm room and write with red block letters on my pinboard: “Meet with at least 1 Badger every day and gain new insight from them.”

This essay is a stellar example. The day in the life formatting is a common way to spice up your “Why This College?” essay, but the way this writer executes it is nearly flawless.

Opening with the vision board makes the student’s college goals clear from the very start, and this was cleverly done since vision boards are naturally one of the first things you see when you wake up.

The student then takes us to specific courses and labs and shares their thoughts on how they could improve their invention, PERIPHIS. The author seamlessly includes background information on PERIPHIS by including this hypothetical conversation with a professor who speaks their native language.

As we go through the day, we can see that this student will not only be involved academically, but also socially. We learn how important their culture is to them and how they plan to share it with the campus community.

This essay does everything a “Why This College?” essay should: it shares the student’s goals and motivations behind them, how the university can support those goals, and how the student will engage with the campus beyond academics.

There’s not much this essay could improve, besides a few formatting and wording issues. The first line of this essay—“ Essay – # Day 117”—is a great attention-grabber, but the placement of the # symbol is confusing and perhaps should’ve been in front of the number.

There are also a couple spots where wording is a bit awkward, such as these lines:

I crossways with my roommate from the Chadbourne Residential College, who is also interested in researching applications of Computer Vision in real life. We fix a time to chat later. 

It should instead say something like “I run into my roommate” and “We schedule a time”. This is likely due to English not being the student’s native language, but could’ve easily been caught by proofreading from a native speaker.

Essay Example #4: Northwestern

Prompt: While other parts of your application give us a sense of who you are, we are also excited to hear more about how you see yourself engaging with the larger Northwestern community.

In 300 words or less, help us understand how you might engage specific resources, opportunities, and/or communities here. We are curious about what these specifics are, as well as how they may enrich your time at Northwestern and beyond.

For as long as I can remember, I have seen my parents, both farmers, struggling to produce food because of the challenges presented by the environment. Joining Northwestern’s community, and majoring in Environmental Engineering, will allow me to understand what are the reasons behind climate change and learn how to stop them and/or prevent them from happening. 

Having witnessed how plant diseases affect crops, I would like to collaborate in the PLANT-Dx project and in its widespread application. I strongly believe that it will be able to help farmers to improve the quality and quantity of their production, and reduce famine around the world. At some point in my education, I want to take advantage of the study-abroad programs Northwestern has to offer and learn about farming practices in a different part of the world. In addition, I want to conduct research on sustainable alternative farming methods that adapt to the new environmental conditions and that can be practiced in countries with fewer resources.

Apart from having access to outstanding professors, rigorous academics, and cutting-edge research resources, I will be able to be part of a close-knit community genuinely curious about others’ activities, truly passionate about what they do, and not afraid to step out of their comfort zone to make of this world a better place. Being part of Engineers for a Sustainable World at Northwestern will allow me to get to know people that share one of my passions in addition to learning and teaching how to apply sustainable practices in daily life.  

I am already looking forward to marching through the Weber Arch.

This essay is extremely cohesive, as it focuses on the student’s agricultural background and desire to study environmental engineering. The student mentions a couple resources specific to Northwestern, such as the PLANT-Dx project and Engineers for a Sustainable World.

Because of the background information the student provided, their motivations for participating in these opportunities is also clear. We can see that Northwestern would be a school that would help them achieve their goals.

There are two main aspects of the essay that could be improved: the writing and its specificity.

To begin with, the intro paragraph is a bit clunky and vague.  The student should have specified the challenges the environment has presented to their parents’ farming with detailed imagery about droughts or torrential rain. The final sentence about climate change is also much too broad, and the student should’ve stated a goal in a smaller niche of environmentalism.

For example, here’s what a rewritten strong intro paragraph might look like:

The drought this year was bad, and the once-flourishing tomato crops on my family’s farm were afflicted with Southern Blight. As my family and our community struggled to put food on the table for the third year in a year, I resolved to major in Environmental Engineering at Northwestern to learn how to preserve our agriculture in the face of climate change.

Another writing error is the typo in the final paragraph, where they write “to make of this world a better place”. It’s important to proofread your essay and have others help you proofread as well!

Finally, while the essay mentions a couple specific Northwestern resources, the other resources they mention are too vague.  The student could’ve improved by mentioning a specific study abroad program and a current research project on sustainable alternative farming methods. Most colleges let you study abroad and conduct research, so you need to explain why Northwestern is the best place for your goals.

Essay Example #5: NYU

Prompt: We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand – Why NYU? (400 words)

“A futuristic way of looking at academics,” the student panelist said during a New York University virtual information session. I reflected on a conversation I had with my grandma; she couldn’t understand how her vegetarian granddaughter could build a career in the food industry. However much I tried convincing her that vegetarianism was the future, as it offers substantial benefits to the environment and can offer health benefits to a growing population with the same environmental resources, she insisted that tofu would never provide the same satiation as meat. She was raised in a community where meat consumption was embedded in the culture, and its production is a large part of the country’s economy. In contrast, I had the privilege of living a few steps from San Francisco, with many restaurants and grocery stores dedicated to plant-based meat alternatives. Trying innovative recipes and products eventually allowed me to develop my own recipes. Upon my move to Nicaragua, where my grandmother is from, I found my food options to be limited, expensive and hard to find. So I developed my own small-scale solutions that did not break the bank and satiated grandma.

An institution that implements forward-thinking is what I need to reach my goals of changing the future of plant-based diets and people’s views on vegetarianism. NYU’s Nutrition and Food Studies program offers multiple disciplines of food studies that I will apply to my aspirations as a vegetarian. I plan to study under Adjunct Faculty Kayleen St. John, whose success in the plant-based industry and her teaching of the ‘Foundations of Plant-Based Nutrition’ in The Vegetarian Times excites me. The variety of classes like Introduction to Food History, Food Photography, and Food Systems: Food & Agriculture will give me an overview of what is available in the food industry to be prepared for all fields. Not to be cliche, but NYU’s proximity to the city is essential for the rapidly changing vegetarian industry. The multiculturalism available in NYC and NYU will allow me to understand the food system and diets of various cultures, religions, and areas. I can explore the extremes of the food industry, from fancy restaurants to public school cafeterias. These juxtapositions, much like the one I experienced after my move to Nicaragua, will allow me to broaden my reach and demonstrate that the vegetarian diet is not something reserved for select groups but a diet attainable to all. 

A core strength of this essay is the fact it takes its time to provide the reader with ample background on why this student is interested in nutrition and food studies and how they have grappled with difficult questions and surrounding this topic in the past. It’s okay to not mention anything about NYU for a whole paragraph if you are using that space to bring depth to your interests and tell the reader the crucial backstory behind pursuing your intended degree.

Another positive aspect is the inclusion of New York City for a purposeful reason. NYU admissions officers read thousands of essays that just talk about living in NYC for the sake of NYC—this is not what they want to hear. In contrast, this essay focuses on the vast and lively food scene in New York that the student considers to be an invaluable asset to her NYU education. This is a time where including New York actually plays to the appeal of NYU, rather than making it seem like the student is simply applying for the city.

Finally, this student clearly demonstrates that they are someone who wants to change the world for the better, but through their personal niche. NYU is looking for people who express this desire to be a changemaker, but oftentimes sweeping statements like “I want to change the world” come across as vague and disingenuous. The essay does mention changing diets and looking to the future, but it is focused within the student’s specific area of interest, making the claim to change the world more determined and authentic.

This essay could be made stronger if there was a bit more personal reflection included. The first paragraph provides a lot of details on the student’s vegetarianism and how it conflicts with her grandmother and her heritage. What it doesn’t include very much of is how the student thinks and feels about her diet being at odds with that of her family. 

Does this student feel they are betraying their heritage by being vegetarian? What emotions do they feel when people criticize vegetarianism? Why did they go vegetarian in the first place? Probing questions like these that get to the emotional core behind the story in the first paragraph would really help to build out this student’s backstory. We want to understand what their emotional responses and reasoning processes look like, so finding ways to include those into an already expositive paragraph would further bolster this essay.

Essay Example #6: NYU

My mother never takes off her Cartier necklace that my father gave her 10 years ago on their anniversary. As a child, I didn’t fully understand this attachment. However, on my 15th birthday, my aunt gifted me a ring, which was uniquely designed and made up of three rings linked together. Wearing it every day and making sure I would never lose it, I didn’t treat it like my easily replaceable childhood necklaces; it was my piece of luxury. This sparked my deep curiosity for the luxury world. The niche strives to provide the finest and most memorable experiences, as equally as my Japanese attention to detail and my French appreciation towards aesthetic beauty. In a constantly shifting environment, I learned that luxury chases timeless excellence.

NYU Stern’s BS in business and a co-concentration in management and marketing will fully immerse me in the business side of luxury fashion that I aim to pursue a future career in. The luxury marketing track, offered only by NYU, will enable me to assemble the most suited classes to reflect my interests. Specifically, NYU Stern’s exciting electives such as The Dynamics of the Fashion Industry seminar and Brand Strategy & Planning will encourage me to develop the skills that I was introduced to and grew keen on when running a virtual sustainable fashion auction.

As someone who has moved around from Paris to Tokyo, to Chicago and now Athens, I thrive in meeting and collaborating with others from diverse backgrounds. The school’s strong global outlook, demonstrated through Stern’s International Business Exchange Program, further sets NYU apart for me, as it is crucial to building essential soft skills. This opportunity allows me to experience new cultural approaches to luxury business which I can bring back with me to New York, and therefore push me to become a well-rounded business student. Similarly, I am excited to take part in the array of student clubs offered, such as the Luxury and Retail Association (LARA), which I learned about after connecting with and talking to current students. Seeing past talks from employers of companies like Conde Nast, I am eager to learn outside of the classroom from future speakers. 

Finding myself in new situations constantly, I always seek new challenges and explorations – to me, it is clear that NYU Stern will push me to create the finest and most unique learning experiences of timeless excellence.

This essay has an amazing introduction paragraph. It doesn’t mention anything about NYU or what this student is planning on studying, which is what makes it so intriguing. The reader doesn’t know where this student is headed after making such a seemingly unrelated statement about jewelry, but we want to find out. 

Not only does this essay immediately capture the reader’s attention, it maintains a succinct and direct tone that helps the reader effortlessly flow from one paragraph to the next. The student chose to include three opportunities at NYU that excite them and fully elaborate on them. This serves as an excellent example of more is less. 

We aren’t bombarded with a laundry list of classes, professors, and clubs the student wants to take. Instead, the student took a focused approach and described why they were excited by each offering they highlighted. Going deeper into a smaller number of opportunities at the college still shows this student did their research, but it allows for their backstory and goals to be discussed in far greater detail.

While this student does a good job of elaborating, they also mention a few key aspects of their personality as throw-away lines, when it would have been great to elaborate further on them. For example, they mention running a virtual sustainable fashion auction (cool!), but don’t provide us with any details on what that actually entails, how they got involved with it, what they enjoyed about it, etc. They also mention moving around a lot in the context of developing a diverse perspective, but they don’t include any emotional insight into what that was like.

Although there are only 400 words available, and you don’t want to spend too much time discussing the past, it would be nice to see just a sentence or two that delves into the details of this student’s background. The fashion auction and moving around clearly had an impact on the student, so we want to know what that was. If they are choosing to include these details, they must be important in the student’s decision to pursue business at NYU, so they shouldn’t be afraid to divulge the emotional significance to the reader.

Essay Example #7: Boston University

Prompt: In no more than 250 words, please tell us why BU is a good fit for you and what specifically has led you to apply for admission.

Boston University’s College of Arts and Sciences (CAS) attracts me because of its support of interdisciplinary study among its wide array of majors. In fact, the CAS now offers a course that combines biology, chemistry, and neuroscience. As I hope to conduct medical research into brain disorders, I plan to pursue all three areas of study. These cross-disciplinary connections at BU will prepare me to do so.

CAS’s undergraduate research program would allow me to work with a mentor, such as Dr. Alice Cronin-Golomb or Dr. Robert M.G. Reinhart related to their research on neurological disorders. With them, I can advance the work I have already completed related to Dissociative Identity Disorder (DID). In a summer class at our local university, my partner and I extracted data from fMRI and PET studies and inputted them into a coding program. We then created an indicator map, which we imported into another software program, AFNI, to display significant activity in the brain regions affected by DID. Seeing the representation of our data thrilled me because I knew it could eventually help people who live with DID. I want to experience that feeling again. Successfully analyzing these fMRI and PET studies and learning to code drives me to pursue more research opportunities, and this desire motivates me to study at a university that offers research opportunities to undergraduates. BU’s interdisciplinary approach to psychology and support for independent undergraduate research will optimally prepare me for a career as a neurological researcher.

This student clearly outlines BU-specific resources (the interdisciplinary course and undergrad research program), plus how these resources align with their professional goals (to become a neurological researcher). They do name professors, but since their work clearly relates to the student’s interests, it doesn’t look disingenuous, and shows that the student has done research on their fit with BU. The student also provides background on why they want to pursue research, and shows that they already have experience, which makes their interest in the undergrad research program more concrete.

The only thing missing from this essay is the student’s fit with BU in terms of extracurriculars and social life. “Why This College?” essays should also cover extracurriculars, as colleges are also interested in how you’ll contribute to their community. 

In general, these essays should be academic-leaning (especially if they’re under 250 words), but you should still address some social aspects of the college that appeal to you (we recommend about 70% academics, 30% social, with more or less focus on social aspects depending on the word count). 

Since the student probably already detailed their previous research in their Common App activities section, they could’ve just summarized their research background in one sentence (instead of 78 words, which is 31% of the total word count!), and used that valuable space to talk about a specific social aspect of BU that interests them. 

Essay Example #8: Boston University

Prompt: In no more than 250 words, please tell us why BU is a good fit for you and what specifically has led you to apply for admission. 

I am fascinated by research, though completely uninterested in the disciplines traditionally associated with it, such as STEM fields. I need to find a school that will balance my desire to conduct research with my interest in political science. 

While many schools boast in-depth student research programs for those looking to cure diseases or develop solutions to global warming, few tout their support for humanities research. Additionally, many universities that do allocate funding to social science research typically reserve these monies for graduate students or upperclassmen. BU, with the help of its Undergraduate Research Opportunities Program, will allow me to conduct research on the topics that most intrigue me, such as gender disparity in politics, or the relationship between dominant parties in power and the country’s economy and involvement in foreign affairs. Furthermore, I can begin these studies as early as my first year. Not only can I take classes with professors like Sandra McEvoy or Dino Christenson to develop my interests in a classroom setting, but I could also work with one of them to develop new knowledge in the topics that we both enjoy learning about. With this knowledge base and experience conducting studies with top professors in a respected research institution, I will be well-prepared for my future law career. I want to learn in an environment that encourages independent study no matter one’s field of interest or experience, and BU’s support of intellectual curiosity for all of its students makes it a perfect fit for me.

This student knows exactly what they want, and they’re not afraid to state it bluntly. Their intro paragraph is totally honest about their interests (or lack of interest), and we immediately understand one of their main college goals: to conduct political science research.

The student mentions a specific resource, the Undergraduate Research Opportunities Program, as well as an alignment with BU’s value of encouraging independent study in all fields. Showing alignment with a specific value of the university is a great way to take your essay to the next level.

This essay shows us that the student would be a great fit for BU and would take advantage of its research opportunities.

The writer mentions some of their research interests, but doesn’t explain the motivation behind them. We don’t actually learn very much about the student themself, which is a common flaw of “Why This College?” essays. The essay would’ve been stronger if they’d explained why they’re interested in “gender disparity in politics, or the relationship between dominant parties in power and the country’s economy and involvement in foreign affairs.” For example, maybe they feel strongly about abortion rights and are upset about the way men have been legislating women’s rights.

The student also names two professors whose classes they’d like to take and with whom they’d like to do research, but we aren’t told which classes they’re interested in, or which topics they could cover together. You want to avoid “name-dropping” professors without context in your essay. If the student shared the names of specific classes or research topics and why they’re interested in them, that would’ve strengthened their essay.

Essay Example #9: Tufts

Prompt: Why Tufts? (100 words) 

When Deanne, Tufts’ admissions counselor, visited my school, she immediately caught my attention by emphasizing Tufts’ diverse yet unified campus. Tufts’ inclusive definition of diversity goes beyond merely recruiting students from a variety of backgrounds. Tufts seeks to integrate these categories of diversity and pushes its students to learn from one another. One such intersectional program that attracts me is CAFE (Conversation, Action, Faith, and Education). By joining CAFE, a community that promotes interfaith education, I will learn from my peers, become more understanding of other religious backgrounds, and apply this broader understanding to my academic work at Tufts.

It’s hard to write a “Why This College?” essay in 100 words. This essay does a good job sticking to one unique element of Tufts—its intersectionality. Since Tufts also cares about demonstrated interest, it’s great that the student also mentioned speaking with an admissions counselor. 

We unfortunately don’t learn very much about the student from this essay. Why do they care about diversity and interfaith programs? How does this relate to their academic and career goals? While the word count is super short, they could’ve cut these lines and jumped right into the specific resource they’re interested in: Tufts’ inclusive definition of diversity goes beyond merely recruiting students from a variety of backgrounds. Tufts seeks to integrate these categories of diversity and pushes its students to learn from one another.

Here’s an example of a stronger version of this essay:

When a Tufts admissions counselor visited my school, she immediately caught my attention by emphasizing Tufts’ diverse yet unified campus. As a Muslim hoping to go into International Relations, I want to attend a school that not only recruits diverse students, but pushes them to learn from one another. I hope to join intersectional programs such as CAFE (Conversation, Action, Faith, and Education). By joining this community that promotes interfaith education, I will gain the necessary perspective and compassion to become a human rights lawyer in countries with religious conflict, such as my homeland Azerbaijan.

Essay Example #10: Tufts

Prompt: Why Tufts? (100 words)

Someday I hope to conduct medical research in developing countries; Tufts attracts me because of its wide array of majors it offers and support for undergraduate research. To understand the human brain, I hope to study biology, neuroscience, and psychology. In addition to outstanding faculty in each of these areas, Tufts also organizes initiatives including the International Research Program. Through this program, I would work with other students and faculty members on an international project related to brain diseases. This opportunity will give me a taste of my future career and help me narrow the scope of my later studies.

This essay does a better job of sharing the student’s goals with us compared to the previous Tufts essay. We learn that the applicant is interested in medical research in developing countries on brain diseases, and that Tufts has a program to support international research.

The essay still mentions some resources that could apply to many schools, which is not an effective use of the tiny word count. For example, they say: “Tufts attracts me because of its wide array of majors it offers and support for undergraduate research” and they mention the “outstanding faculty” in the fields they plan to study.

They also don’t tell us their motivation behind studying brain diseases abroad, and it feels like there’s a significant story there. Giving some background would’ve further strengthened their essay.

Finally, they mention that they still need to narrow the scope of their studies; while it’s fine to be undecided on your career and majors, you don’t need to spend your precious word count saying that in your essay. They could’ve instead shared a couple potential avenues they’re considering.

Here’s what the student could’ve written instead:

Outcomes for schizophrenia patients are better in developing countries than in developed ones. I hope to research the reasons behind this and improve the treatment options in the US for the cousin I grew up with. In college, I want to study biology, neuroscience, and psychology. Tufts attracts me because of its unique interdisciplinary BS in Cognitive and Brain Science and its International Research Program. Through this program, I could do the research I’ve dreamt of doing with a faculty member and other students, preparing me for my future career as either a researcher or clinician.

Essay Example #11: Georgia Tech

Prompt: Why do you want to study your chosen major specifically at Georgia Tech? (300 words)

Climate change is a human rights issue.  

There the headline was, screaming on my phone screen. I think about those suffering from a lack of clean water. I think about those suffering from a lack of clean air. 

I often think back to that headline – it’s what drives my passion for environmental engineering. As an environmental engineer, I can mitigate air pollution and design water treatment systems that address the water injustices that people face. However, it’s not just about creating a technology that cleans water; it’s about changing people’s lives. New technologies can make a lasting difference in humanitarian issues worldwide; Georgia Tech’s research on creating a toilet that turns human waste into clean water for those in need of improved sanitation aligns perfectly with my interests.   

At Georgia Tech, through the student-led organization, Engineers for a Sustainable World and the InVenture Prize, I can translate the knowledge gained from my classes into a concrete vision. I can design and implement hands-on sustainability projects around Atlanta and invent a water sanitation system for the on-site acquisition of clean water. 

Georgia Tech can also provide me with ample research opportunities, such as the broad area of Healthy Communities in the School of Civil and Environmental Engineering. I can further pursue my interest in developing solutions to deliver clean water while welcoming new areas of inquiry. An area I would like to explore would be the controlling of dangerous matter in the air to reduce health hazards; reducing the impact of climate change is of utmost importance to me. 

Studying environmental engineering at Georgia Tech would well prepare me to develop solutions to climate-related issues. With the countless opportunities that Georgia Tech has to offer, I know there is nowhere else where I can receive a better environmental engineering education.

What the Essay Did Well l

This essay begins with an attention-grabbing statement that leaves the reader wondering how this will relate to the student’s interest in Georgia Tech. They then transition seamlessly into how climate change and human rights motivate their desire to become an environmental engineer.

The student mentions several resources specific to Georgia Tech that would help them achieve their goals, such as the research on the toilet turning waste into water, Engineers for a Sustainable World, InVenture Prize, and Healthy Communities research. It’s clear that they did their research and have reflected on their fit with the campus community.

They end the essay explicitly stating that Georgia Tech is the best place for them to grow, and the reader is certainly convinced of this by the end.

This essay is quite strong, so there’s not much that the student could’ve improved. That said, there is one sentence that is a bit awkwardly worded: New technologies can make a lasting difference in humanitarian issues worldwide; Georgia Tech’s research on creating a toilet that turns human waste into clean water for those in need of improved sanitation aligns perfectly with my interests.

Instead, the student could’ve written:

New technologies can make a lasting difference in humanitarian issues worldwide; Georgia Tech aligns with this value of mine and is even developing a toilet that turns human waste into clean water for those who need improved sanitation.

Essay Example #12: Georgia Tech

From my first Java project, a somewhat primitive graphing calculator, I realized that CS unlocks a different way of thinking. My brain races at speeds it seldom touches with other subjects. Every part of CS, from conceptualizing a plan to executing a solution, is another piece of a puzzle I’m eager to solve and affords the most opportunities for creative problem-solving and application. 

“Progress and Service,” Georgia Tech’s motto, tells me there’s no better place to explore my curiosity and deepen my CS skills while simultaneously helping make the world a better place, my ultimate goal for a college education. 

In the classroom, I look forward to GT’s threads program, where I can tailor the curriculum to suit my career choice after exposing myself to all technical aspects of CS.

I’ll apply my specialized learning with Tech’s fascinating research opportunities. Professor Pandarinth’s brain-machine interfacing software means a lot to me. My uncle passed away from a freak accident after extensive paralysis because potential treatments were unaffordable. Exploring this revolutionary brain decoding software wouldn’t just involve me in cutting-edge artificial intelligence technology research, I’d be personally driven to ensure its success and accessibility. 

I’m at my best building towards tangible results. I learned this on my robotics team using design skills to create a technically complex robot that tackles anything from shooting balls to hanging on a balance beam. I’m excited to expand my skills on the RoboJackets team, applying my career interests to build ferocious BattleBots and autonomous race robots that compete on the Indy Speedway, two events that sound ridiculously fun. 

Of course, I can’t skip hackathons. These competitions molded my interest in coding so I want to give back to Georgia Tech’s Hack-Community by planning HackGT and the Catalyst Mentorship program as a member of the Hexlabs team. 

The student’s passion for CS shines through this essay. They explain what they love about the subject (the problem-solving aspect) and they share that they hope to make a difference through CS, demonstrating alignment with Tech’s motto of  “progress and service”.

It’s clear that this student has done their research, mentioning specific academic programs, research, and clubs. We can see that they’d be greatly engaged with the campus community.

Finally, this essay is also down-to-earth. The student doesn’t try to use impressive vocabulary or formal language. In fact, they even describe some extracurriculars as “ridiculously fun.” While you shouldn’t get too informal in your essays, this student’s casual tone in this context makes them feel more approachable and more excited about the prospect of going to Georgia Tech.

This essay has a couple sentences that are confusing to read:

Every part of CS, from conceptualizing a plan to executing a solution, is another piece of a puzzle I’m eager to solve and affords the most opportunities for creative problem-solving and application.

This sentence could’ve been broken up and rewritten as:

Every part of CS, from conceptualizing a plan to executing a solution, is another piece of a puzzle I’m eager to solve. For me, the field affords the most opportunities for creative problem-solving and application.

This sentence also uses incorrect grammar—the comma should be replaced with a semicolon:

Exploring this revolutionary brain decoding software wouldn’t just involve me in cutting-edge artificial intelligence technology research, I’d be personally driven to ensure its success and accessibility. 

These details would make the essay more readable.

The organization of the essay could also be reworked. The student mentions Tech’s motto of “progress and service,” but doesn’t follow up until later with an example of how they’d use CS for the greater good. Using CS for social good isn’t ultimately the theme of their essay, so this section would’ve been better placed at the end of the paragraph about AI technology research, or at the very end of the essay. The essay actually ends abruptly, so placing the section at the end might’ve tied it up nicely, if the student could’ve placed more emphasis on how they plan to use CS to improve society.

Do you want feedback on your “Why This College” essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

Related CollegeVine Blog Posts

Student Life Essay

500 words essay on student life.

Student life is one of the most memorable phases of a person’s life. The phase of student life builds the foundation of our life. In student life, we do not just learn from books. We learn to grow emotionally, physically, philosophically as well as socially. Thus, in this student life essay, we will learn its essence and importance.

The Essence of Student Life Essay

Student life is meant to help us learn discipline and study. Despite that, life is quite enjoyable. The struggle is low in student life. One must get up early in the morning to get ready for school or college.

Similarly, rushing to the bus stop is very exciting during student life. The mothers constantly remind us to hurry up and not be late. It is no less than a mantra for all mothers.

In addition, there are other exciting moments in student life. We sometimes forget to complete our homework and then pretend to find the notebook when the teacher asks for it.

With the examination time around the corner, the fun stops for a while but not long. One of the most exciting things about student life is getting to go on picnics and trips with your friends.

You get to enjoy yourself and have a  lot of fun. Even waiting for the exam result with friends becomes fun. The essence of student life lies in the little things like getting curious about your friend’s marks, getting jealous if they score more, and so on.

The excitement for games period or learning about a new teacher. While student life teaches us discipline, it also gives us a lot of fun. It is a memorable time in everyone’s life.

Importance of Student Life

Student life is a vital part of everyone’s life. The future of the students and the country depends on how we are as students. Thus, getting the right guidance is essential. Student life builds the foundation for our life.

Thus, if your foundation is strong, the building will be a strong one too. However, a weak foundation cannot make a building stand. In other words, student life helps us embrace human qualities.

People don’t realize how lucky and privileged one is to even get a student life. Many children dream of having it but never get one. Thus, if one gets to attain education, one must make the most of it.

Student life won’t always be filled with happiness but it will be worthwhile. It helps us grow in the path of life and acquire qualities such as honesty, patience, perseverance, and more.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of Student Life Essay

All in all, student life is no less than perfect. Even though it has many ups and downs, it is all worth it in the end. Our student life determines a lot of things in our lives later on. Therefore, we must strive to be good students not just academically but also in other aspects. It is like a backbone to have a successful life later on.

FAQ of Student Life Essay

Question 1: What is the essence of student life?

Answer 1: Student life’s essence lies in the little things such as getting ready for school early in the morning or running late. It also lies in the positive attitude that we develop due to good discipline.

Question 2: Why is student life important?

Answer 2: We call the student life ‘golden life’ as students learn many essential things. The period of student life brings joy and happiness to our lives and builds a strong foundation. It also determines our successful life.

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Home — Essay Samples — Education — Student Life — Studying Abroad

Essays on Studying Abroad

Studying abroad is more than an academic pursuit; it's a life-changing adventure that broadens horizons and enriches experiences. Writing an essay on studying abroad isn't just about grades; it's a chance to explore the transformative power of international education. Try writing an essay about studying abroad. 🌍🎓

Studying Abroad Essay Topics 📝

Selecting the right essay topic is crucial for a compelling narrative. Here's how to choose one:

Studying Abroad Argumentative Essay 🤨

Argumentative essays on studying abroad require you to defend a viewpoint or argument. Here are ten thought-provoking topics:

• 1. Argue for the benefits of studying abroad as a life-changing experience that enhances personal growth and global awareness.
• 2. Defend your perspective on whether international students should be eligible for the same scholarships and financial aid as domestic students.
• 3. Debate the impact of studying abroad on an individual's career prospects and future employability.
• 4. Argue for or against the idea that universities should offer more diverse programs and scholarships to encourage underrepresented students to study abroad.
• 5. Defend the importance of cultural exchange programs and their role in fostering international cooperation and understanding.
• 6. Debate the ethical implications of universities partnering with foreign governments to establish branch campuses abroad.
• 7. Argue for the benefits of international students contributing to the cultural diversity and academic excellence of host universities.
• 8. Defend your perspective on whether studying abroad should be made a mandatory part of higher education curricula.
• 9. Debate the role of studying abroad in promoting peace and diplomacy among nations.
• 10. Argue for or against the idea that studying abroad can lead to a disconnect from one's home culture and identity.

Studying Abroad Cause and Effect Essay 🤯

Cause and effect essays on studying abroad explore the reasons behind decisions and their consequences. Here are ten topics to consider:

• 1. Analyze the causes and effects of the rise in international student enrollment in universities worldwide.
• 2. Examine how studying abroad can influence an individual's language proficiency and communication skills.
• 3. Investigate the effects of cultural shock and adaptation challenges faced by international students in a foreign country.
• 4. Analyze the causes and consequences of the brain drain phenomenon in countries that lose talented individuals to international universities.
• 5. Examine how studying abroad can lead to a broader perspective on global issues and a greater sense of social responsibility.
• 6. Investigate the impact of studying abroad on an individual's career choices and the industries they enter upon graduation.
• 7. Analyze the causes of international student mobility trends and the influence of destination countries' policies and scholarships.
• 8. Examine the effects of cultural exchange programs on fostering cross-cultural friendships and global networks.
• 9. Investigate the consequences of studying abroad on one's personal identity and sense of belonging.
• 10. Analyze the causes and effects of reverse culture shock when international students return to their home countries after studying abroad.

Studying Abroad Opinion Essay 😌

Opinion essays on studying abroad allow you to express your subjective viewpoints. Here are ten topics to consider:

• 1. Share your opinion on the personal and cultural benefits of studying abroad, emphasizing the transformative power of the experience.
• 2. Discuss your perspective on the ethical responsibilities of universities to provide comprehensive support services for international students.
• 3. Express your thoughts on the importance of integrating global perspectives and international coursework into higher education curricula.
• 4. Debate the significance of government-sponsored exchange programs in promoting international cooperation and diplomacy.
• 5. Share your views on the role of international students in enriching the academic and social environments of host universities.
• 6. Discuss the impact of studying abroad on an individual's understanding of global challenges and their role in addressing them.
• 7. Express your opinion on whether studying abroad should be considered a privilege or a fundamental right for all students.
• 8. Debate the merits of universities collaborating with international partners to offer joint degree programs and research initiatives.
• 9. Share your perspective on the responsibilities of international students to be cultural ambassadors and bridge builders between nations.
• 10. Discuss your favorite personal experience or anecdote from studying abroad that highlights the value of international education.

Studying Abroad Informative Essay 🧐

Informative essays on studying abroad aim to educate readers. Here are ten informative topics to explore:

• 1. Provide an in-depth analysis of the history and evolution of international student mobility trends.
• 2. Explore the psychological and emotional challenges faced by international students during their adaptation to a new culture.
• 3. Investigate the impact of government policies and visa regulations on international student enrollment in different countries.
• 4. Analyze the benefits of studying abroad for career development, including increased employability and higher earning potential.
• 5. Examine the effects of international student exchanges on diplomatic relations and cultural diplomacy between nations.
• 6. Investigate the consequences of studying abroad on an individual's sense of identity and self-discovery.
• 7. Provide insights into the challenges and opportunities of international internships and work experiences for students studying abroad.
• 8. Analyze the connection between studying abroad and the development of global citizenship and cross-cultural competence.
• 9. Examine the role of support services, such as cultural orientation programs, in easing the transition for international students.
• 10. Investigate the therapeutic benefits of sharing and documenting one's study abroad experiences through blogs, vlogs, or social media.

Studying Abroad Essay Examples 📄

Studying abroad thesis statement examples 📜.

Here are five examples of strong thesis statements for your studying abroad essay:

• 1. "Studying abroad is not just a chapter in one's academic journey; it's a transformative odyssey that shapes individuals into global citizens with a deeper understanding of the world."
• 2. "The decision to study abroad isn't merely a choice of education location; it's a pivotal moment in a student's life that fosters personal growth, cultural appreciation, and international perspectives."
• 3. "In a world increasingly interconnected, studying abroad is no longer a luxury but a necessity, as it equips individuals with the skills and insights needed to thrive in a globalized society."
• 4. "As we explore the myriad benefits of studying abroad, it becomes evident that this experience goes beyond academics; it's a profound journey of self-discovery, resilience, and adaptability."
• 5. "The pursuit of knowledge knows no borders, and studying abroad is the embodiment of this belief, transcending geographical boundaries and opening doors to a world of limitless opportunities."

Studying Abroad Essay Introduction Examples 🚀

Here are three captivating introduction paragraphs to kickstart your essay:

• 1. "In a world where textbooks are just the beginning, studying abroad is the next chapter in the adventure of education. As we embark on this essay's exploration, we peel back the layers of international study—a journey that is not just about knowledge but also about self-discovery, cultural immersion, and global perspectives."
• 2. "Picture a classroom without borders, where the world becomes your textbook, and every interaction is a lesson. Studying abroad isn't just an academic pursuit; it's a transformative voyage that reshapes how we see the world. Join us as we dive into this captivating narrative of education beyond horizons."
• 3. "Amid the pages of books and lecture halls, there's a world waiting to be explored—a world of diversity, new experiences, and global understanding. As we venture into this essay, we are reminded that studying abroad isn't just about where you go; it's about who you become along the way."

Studying Abroad Conclusion Examples 🌟

Conclude your essay with impact using these examples:

• 1. "As we close the book on this exploration of studying abroad, we recognize that the pursuit of knowledge transcends borders, and the journey of self-discovery knows no limits. The adventure continues, with each student who embarks on the path of international education, enriching their lives and our global community."
• 2. "In the final chapter of our studying abroad essay, we stand at the crossroads of academic exploration and personal growth. The world beckons, and the horizon stretches endlessly, offering boundless opportunities for those who dare to embrace the transformative power of studying abroad."
• 3. "As the echoes of this essay resonate, we find ourselves at the intersection of education and enlightenment. The conclusion marks the beginning of a lifelong journey—a journey of lifelong learning, cross-cultural empathy, and a deeper connection to the world."

Reasons Why I Want to Study Abroad

The benefits and drawbacks of studying abroad, made-to-order essay as fast as you need it.

Each essay is customized to cater to your unique preferences

+ experts online

The Positive Effects of Studying Abroad for Students

Pros and cons of studying abroad, the personal benefits of studying abroad, the effects and benefits of studying abroad, let us write you an essay from scratch.

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Culture Shock Experienced by International Students

Discussion of the advantages of studying abroad, the challenges of studying abroad as an international student, world education systems: why do you want to study in usa, get a personalized essay in under 3 hours.

Expert-written essays crafted with your exact needs in mind

Studying Abroad: My Decision to Study in America

The challenges to face while studying abroad, the advantages of studying abroad, studying abroad: advantages of studying in the usa, studying abroad: its history and aspects, studying abroad: my learning and working experience in england, advantages of studying in a university abroad, a journal on diversity and stereotype in society, lasting impact of study abroad experiences, an unforgettable experience of studying abroad in spain, causes of depression among international students, mistakes made and lessons learned, my personal experience of studying abroad, my life in different nations around the globe, different types of university roommates, international students face greater challenges throughout their study in malaysia, culture shock: stages explained and how to alleviate it, kent state: my internship and studying abroad, from studying abroad to immigration - chinese students who came to singapore, study plan: the path for career development.

Studying abroad involves pursuing educational opportunities in a foreign country, allowing students to experience different cultures, languages, and academic systems.

• Cultural Exposure: Students gain firsthand experience of different cultures, enhancing their global awareness and adaptability.
• Language Skills: Immersive environments accelerate language learning and proficiency.
• Academic Diversity: Exposure to varied teaching methods and academic curricula broadens educational perspectives.
• Career Opportunities: International experience is highly valued by employers, improving job prospects.
• Personal Growth: Living abroad fosters independence, self-confidence, and problem-solving skills.

Exploring Studying Abroad essay topics highlights the transformative impact of international education on personal and professional development. It emphasizes the benefits of cultural exchange, language acquisition, and global networking, preparing students for a competitive, interconnected world. This topic encourages critical thinking about the value of diverse educational experiences and their role in shaping well-rounded, adaptable individuals.

Relevant topics

• Academic Interests
• Academic Achievements
• School Uniform
• Academic Challenges
• Critical Thinking
• Importance of Education
• College Experience
• Physical Education
• Middle School

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Bibliography

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

The Importance of Studying History Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

The saying goes that those who don’t remember history are condemned to repeat it. The last few years have proven that is far more than just a cliché. History encompasses every other subject that is taught and every lesson that is learned. The danger of avoiding knowledge is far greater than the effort it requires to learn. Those who avoid studying history because it is boring or doesn’t affect them today are only setting themselves up for an avoidable failure tomorrow. History can enrich one’s life far more than most of the entertainments that take people away from it in contemporary society.

An excellent example of how history can be a benefit to one—could even possibly save one’s career or even one’s life—is being played out on a world stage. The fallout from the current war in Iraq, both political and otherwise, could have avoided. The deterioration of the situation there could have been predicted by anyone who has cracked open a history book. The fall of Saddam Hussein as the ruler of Iraq is eerily analogous to the situation that befell the Balkans following the death of communist dictator Marshall Tito. Like Iraq, Yugoslavia was a nation of warring factions that were held together primarily through the strong arm of a ruthless leader. When Tito died the country disintegrated into a civil war that claimed millions of lives. Iraq, to anyone paying attention, held the same promise. Had someone inside Pres. Bush’s White House merely done an internet search on Yugoslavian history, Bush’s career as well as the lives of thousands might have been saved.

History also enriches one’s life by giving a sense of place and heritage. Unless you know where you came from, you can’t know where you are going. It is important to understand the structure of time that has led us to where we are. Too often people make foolish statements while claiming to have great knowledge. It may be as meaningless as saying they know who originally sung a popular song when in fact they are referring to a later cover version, or it can be as vital as knowing the history of the Middle East so you no longer make the ridiculous claim that Islam is responsible for all the horrors and violence that are taking place today. Without knowing the history of the Crusades and the religious intolerance of the Christians, too many people today live under the delusion that the violence of Muslim terrorists is occurring in some kind of vacuum. Learning history helps to connect the dots to better understand the course of events that have brought us to this place.

History is the subject that binds all else together. Studying music or science or engineering is fine, but one is missing vital elements if they don’t fully appreciate where the knowledge that they have access to today came from. Without understanding the path that brought men to the state of knowledge at his access today, there is also the risk of repeating the mistakes that delayed the introduction of that knowledge. Everything is done in shifts; all knowledge is accomplished over time and through trial and error. If we avoid history, we tend to avoid learning about the error and the trials. And by doing that we increase the chances of wasting time with our trials made as to the result of unnecessary errors. History is the timeline of man’s accomplishments. To avoid learning about it is to suggest that we have learned nothing of value at all.

• Introducing English as a Second Language in Primary School in the Middle East
• Types of Research in Education. How It Works and Challenges in the Future
• Causes of the Breakup of the Former Yugoslavia
• Freedom of speech in the Balkans
• Balkans Physical Geography
• Description of the Japan Educational System
• "Coming of Age in New Jersey" by Micheal Moffatt
• Public Education's Economic Challenges and Policies
• Greek Fraternities and Sororities in Universities
• High School and College Life
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, September 23). The Importance of Studying History. https://ivypanda.com/essays/the-importance-of-studying-history/

"The Importance of Studying History." IvyPanda , 23 Sept. 2021, ivypanda.com/essays/the-importance-of-studying-history/.

IvyPanda . (2021) 'The Importance of Studying History'. 23 September.

IvyPanda . 2021. "The Importance of Studying History." September 23, 2021. https://ivypanda.com/essays/the-importance-of-studying-history/.

1. IvyPanda . "The Importance of Studying History." September 23, 2021. https://ivypanda.com/essays/the-importance-of-studying-history/.

Bibliography

IvyPanda . "The Importance of Studying History." September 23, 2021. https://ivypanda.com/essays/the-importance-of-studying-history/.

45,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

• School Education /

Essay On Online Education: In 100 Words, 150 Words, and 200 Words

• Updated on  
• Apr 26, 2024

Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .

Table of Contents

• 1 Essay on Online Education in 100 words
• 2 Essay on Online Education in 150 words
• 3 Essay on Online Education in 200 words
• 4 Short Essay on Online Education

Also Read: English Essay Topics

Also Read: How to Write an Essay in English

Also Read: Speech on Republic Day for Class 12th

Essay on Online Education in 100 words

Online education is a modern educational paradigm where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic, owing to its convenience and adaptability. It has enabled students of all ages to acquire knowledge from the comfort of their homes, transcending geographical barriers. Online education offers a diverse range of courses and resources, fostering continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.

Also Read: The Beginner’s Guide to Writing an Essay

Essay on Online Education in 150 words

Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.

One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It eliminates the need for commuting and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection.

Essay on Online Education in 200 words

Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.

One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.

However, it’s important to acknowledge the challenges associated with online education. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society.

In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential.

Also Read: Essay on Fire Safety in 200 and 500+ words in English for Students

Short Essay on Online Education

Find a sample essay on online education below:

An organised argument backed up by proof and examples is the key to writing a convincing essay. Create a clear thesis statement at the outset, follow a logical progression of points, and then summarise your main points.

To improve readability, use clear and concise language, break your essay into paragraphs with clear topic sentences, and vary your sentence structure.

If you’re struggling to meet the word count, review your content to see if you can expand on your ideas, provide more examples, or include additional details to support your arguments. Additionally, check for any redundancies or irrelevant information that can be removed.

Related Reads

We hope that this essay on Online Education helps. For more amazing daily reads related to essay writing , stay tuned with Leverage Edu .

Manasvi Kotwal

Manasvi's flair in writing abilities is derived from her past experience of working with bootstrap start-ups, Advertisement and PR agencies as well as freelancing. She's currently working as a Content Marketing Associate at Leverage Edu to be a part of its thriving ecosystem.

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Contact no. *

Connect With Us

45,000+ students realised their study abroad dream with us. take the first step today..

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2024

September 2024

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

Skip to Content

Other ways to search:

• Events Calendar

Want to write a college essay that sets you apart? Three tips to give you a head start

1. Keep it real. It’s normal to want to make a good impression on the school of your choice, but it’s also important to show who you really are. So just be yourself! Compelling stories might not be perfectly linear or have a happy ending, and that’s OK. It’s best to be authentic instead of telling schools what you think they want to hear.

2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

Have questions about college prep? We're here to help.

Written by CU Boulder Office of Admissions

• College-Prep

The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, pregnancy, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy. All qualified individuals are encouraged to apply. You may  view the list of ADA and Title IX coordinators  and  review the Regent policy .

As a student or prospective student at CU Boulder, you have a right to certain information pertaining to financial aid programs, the Clery Act, crime and safety, graduation rates, athletics and other general information such as the costs associated with attending CU Boulder. To view this information visit  colorado.edu/your-right-know .

Apply for Admission

Visit Campus

Support CU Boulder

• Safety & Health Services
• COVID-19 Information
• Campus Communications
• Emergency Alert System
• New Student & Family Programs

Getting Around

• Campus Events
• Parking & Transportation
• Visit Information

Information for

• Faculty & Staff
• Journalists

Initiatives

• Business & Industry Collaborations
• Diversity, Equity & Inclusion
• Free Speech
• Innovation & Entrepreneurship
• Public & Outreach Programs
• Sustainability
• Understanding Your Cost of Attendance

Call for Papers: “New Directions in Taiwan History” Workshop

August 14, 2024

We are pleased to share this call for papers for a Taiwan history workshop that the University of Washington Taiwan Studies Program is co-hosting with Princeton University and UC Berkeley.

Call for Papers New Directions in Taiwan History: Imperial, Colonial, and Postcolonial Histories February 28-March 1, 2025 Princeton University

This two-day workshop will bring together scholars working across the temporal range of Taiwan history, to share and discuss works-in-progress and findings from their research projects.

Taiwan has been called “the land that colonialisms made.” In the past four centuries, the Dutch, Spanish, Zheng, Qing, Japanese, and the Republic of China ruled Taiwan and its peoples. We invite works that explore Taiwan’s positionality under multiple empires and settler colonialism.   We welcome contributions on, but not limited to, indigenous histories, migration, the maritime world, environment, historical memory, political economy, and labor.

Participants will be asked to pre-circulate a draft dissertation chapter, journal article, or book manuscript chapter. Senior scholars will comment on pre-circulated writing, and all participants will be expected to read and engage in the workshop discussions.

Local accommodation (up to three nights), economy airfare or ground transportation, and meals will be provided for all participants. We especially welcome proposals from Ph.D. candidates, postdoctoral fellows, and contingent scholars.

This is the first workshop of a three-part series, to take place at Princeton University (2025), the University of Washington, Seattle (2026), and UC Berkeley (2027).

For consideration, send a proposal of 400-500 words describing the overall project and the excerpt to be presented at the workshop. Include a brief bio with contact information. Send proposals to [email protected] by October 10, 2024 . Inquiries may be directed to Janet Chen, ( [email protected] ), James Lin ( [email protected] ), and/or Wen-hsin Yeh ( [email protected] ).

Taiwan Studies Program, The Henry M. Jackson School of International Studies, University of Washington, 2023 Skagit Lane, Thomson Hall , Box 353650 Seattle, WA 98195-3650

| Email: [email protected]

Connect with us:

The Jackson School is a proud member of the Association of Professional Schools of International Affairs .

© 2024 Henry M. Jackson School of International Studies, University of Washington | Seattle, WA

• Share full article

Three Studies of MDMA Treatment Retracted by Scientific Journal

The psychedelic treatment, for PTSD, was rejected last week by government regulators.

Doses of MDMA, also known as Ecstasy, in street form. Researchers have been testing the drug as a treatment for PTSD. Credit... Universal History Archive, via Getty Images

Supported by

By Andrew Jacobs

• Aug. 12, 2024

The journal Psychopharmacology has retracted three papers about MDMA-assisted therapy based on what the publication said was unethical conduct at one of the study sites where the research took place.

Several of the papers’ authors are affiliated with Lykos Therapeutics, the drug company whose application for MDMA-assisted therapy to treat post-traumatic stress disorder was rejected last week by the Food and Drug Administration.

The company said the research in the retracted papers was not part of its application to the F.D.A.

In declining to approve Lykos’s application, the agency cited concerns about missing data and problems with the way the company’s study was designed, according to a statement released by Lykos on Friday.

The F.D.A. has asked Lykos to conduct an additional clinical trial of its MDMA-assisted therapy, which would have been the first psychedelic medicine to win approval by federal regulators. Lykos has said it would appeal the decision.

The journal retraction was first reported by Stat, the health and medical news website.

On Sunday, Lykos said that it disagreed with Psychopharmacology’s decision and that it would file an official complaint with the Committee on Publication Ethics, a nonprofit that sets guidelines for academic publications.

“The articles remain scientifically sound and present important contributions to the study of potential treatments for PTSD,” the company said in the statement.

The incident cited by Psychopharmacology has been well documented.

In 2015, an unlicensed Canadian therapist who took part in the trial engaged in a sexual relationship with a participant after the conclusion of the trial’s dosing sessions.

In civil court documents , the patient, Meaghan Buisson, said she was sexually assaulted by the therapist, Richard Yensen, who at the time was working alongside his wife, a licensed therapist.

Mr. Yensen has said the relationship was consensual and initiated by Ms. Buisson. Six months after the final session, she moved from Vancouver to Cortes Island, in British Columbia, where the couple lived, according to court documents .

The relationship between patient and practitioner continued for more than a year, the documents said. Professional associations in both Canada and the United States prohibit sexual relationships between psychologists and patients for at least two years after their final session.

The incident helped highlight some of the challenges associated with psychedelic medicine, which can render patients especially vulnerable during dosing sessions.

For that reason, most clinical trials involving psychedelic compounds require the presence of two mental health professionals. (Lykos’s trials with MDMA require only one of the practitioners to be licensed.)

The Multidisciplinary Association for Psychedelic Studies, or MAPS, is the nonprofit that carried out the research and later created Lykos to market its proprietary MDMA-assisted therapy. The association publicly acknowledged the incident in 2019, adding that it had been reported to the F.D.A. and to Canadian health authorities.

The company acknowledged on Sunday that it had failed to notify Psychopharmacology about the violations, but it said that the oversight should have been addressed through a correction, not a retraction.

Andrew Jacobs is a Times reporter focused on how healthcare policy, politics and corporate interests affect people’s lives. More about Andrew Jacobs

Advertisement

Essay on Why do We Study

Everything around us appears so interesting and wonderful. This thought comes to our mind when we just view nature. Can you imagine that how interesting it would be to study everything surrounding us? It will help in making the concept more clear about whatever we see.

Short and Long Essay on Why do We Study in English

10 lines essay on why do we study (100 – 120 words).

1) Study is the ladder to reaching your goals.

2) We study to achieve our dreams.

3) We study to gain knowledge of everything.

4) Study is important to enhance our thinking ability.

5) Studying is important for us to get the job we wish for in the future.

6) Studying helps to improve your personality.

7) Study helps to generate good moral values and disciplines.

8) Study boosts our confidence level and makes us bold.

9) It develops our skills and makes us responsible.

10) We need to study to perfectly balance our life.

Short Essay on Why do We Study (250 Words)

Introduction

The study is stated as a medium to gain education in our life. ‘Why do we need to study’ this question might have occurred in our minds many of the times. Many of us would also have felt that studying is most the boring task and wish that this would not have been invented. Isn’t it true? Studying is very important as helps us acquiring knowledge and that is most essential for our survival.

Study fosters the betterment of society

The study makes us knowledgeable. It enhances our creativity, thinking power and makes us broad-minded. These features in us help us in proper decision making and that is a step towards the betterment of society. Studies help in making students skilled that increases the chance of getting good jobs. It helps them in building a bright future. The advent of technology is also the result of education and necessity. This has greatly improved the lifestyle of people. Studies also help in inculcating moral values and ethics in us that make us more civilized. The educated people with good morals will themselves help in the betterment of the society.

The study is important for quenching our curiosity

We all have noticed that the small children are always confused and have an immense curiosity to know everything. They keep on asking questions to quench their curiosity. It is human nature that we have an immense desire to know about everything that is happening around us. The knowledge about everything can be attained by studies. The books of different subjects help us in understanding knowing about different things present around us. Just think that if we have not studied the names of different vegetables and fruits how we would be able to distinguish the same. The study is therefore a very important process in our life.

It is very important to inculcate the habit of studying in students. This will help them in building a bright future.

I will be also presenting my opinion in the form of a long essay on this topic. It might be useful for the students in getting an idea of writing an essay on this topic.

Long Essay on Why do We Need to Study (950 Words)

There are many of us among us making faces by the name of studies. It might be the most boring work for most of us still we continue to do this work as we get scolding by our parents and teachers. Studying helps in making ourselves shine in different fields of life. Nothing else can replace the importance of studies in our life.

What does it mean by Studies?

The study is referred to as the process of learning. This is a period that is dedicated to attaining knowledge by means of books. It is completed by the skills involving reading, writing, memorizing, and practicing. Since our birth, after growing up we have been performing different tasks daily. It is not that the capability of doing different tasks is inherited by birth. We learn all these by practicing. The same principle applies in studies. We have to practice things regularly to bring them into our practice and memorize the facts. Studies help in understanding the aim of our life and provide us great satisfaction and happiness.

Study – A Continuous Process

The study is a concentrated and continuous process. Students are required to follow effective ways of studying. Every lesson related to different subjects taught in the class cannot be prepared by study during the limited number of days during the exams. It is most essential for the students to study regularly whatever is taught in the classes. Attentiveness in class helps us in grabbing most of the things at that time only. The doubts or questions need to be cleared as soon as it arises in our minds. Home works and assignments must be completed on time. This way of planning our study will make our minds sharper and helps in getting prepared for the exams. Hence we need to study daily as studying is a regular process.

Importance of Studies

The study is something that requires extensive effort and sincerity. There are numerous benefits that we get as a result of our study. Some of them are enlisted below:

• Make us capable to read and write – Study helps in developing the capability to read and write. It is the basic thing that each child needs to learn for stepping to higher studies. This will enable us with the potential of writing and reading different books.
• Helps in understanding and achieving our aim – We all have some aim in our life. The study is the tool that helps us in learning and fulfilling our aim.
• Makes us skilled – Development of skills is the most important aspect of studies.
• Get good scores in exams – Good scores in the exams requires good knowledge of every subject. Good knowledge of each subject requires devoting our time to studies. If we are not attentive in our studies and do not study regularly we can never score good marks.
• Makes us a good student – Studying integrates discipline and moral values in us. The student requires these qualities to be stated as a good student. It is only possible by studying regularly and following the instructions of our elders.
• Helps us to know the world around us – Study is the other name of observation and analysis. We study different things in our books. This knowledge helps us to co-relate and understand different things and happenings in our surroundings. It helps us in understanding the world in our own way.
• Make us knowledgeable in different subjects – We study different subjects in our school curriculum. This enhances our knowledge in different subjects.
• Raises our confidence level – When we lack the subject knowledge or know less about whatever we have studied our confidence level is low. The proper knowledge about the subject matter and updated information make us confident. This comes to us by our studies. The more effectively we study the more we gain in life.

Why do We Need to Study?

The most common reply to this question is that we study for fulfilling the dreams of our parents or for their happiness. The most important thing is we study basically for ourselves. We all aspire to achieve something in life i.e. get good job and buy different things of our need. There might be people with unique dreams in life. Studies help in improving our lives and building our future. We study to fulfill all the wishes that we desire in our life. Moreover, it helps in becoming a good and responsible citizen of the society and nation.

Human beings since childhood are full of curiosity to know about different things. The study is the way that helps us to know about different things in life. Books are the most important medium to facilitate studies. Suppose if there are some chocolates kept in front of you, the first thing that happens is that you will count all the chocolates. But imagine that you do not know how to count as you have not studied. Isn’t it saddening? In my opinion, study is most important for all of us to study. Studying is useful for making our future a brighter one by taking us closer to our aims. Moreover, it helps us to know about the different things in this world. Studies make us knowledgeable and that helps in making our life better and worth.

The study is another name of learning. It requires hard work and sincerity. We must realize the importance of studies in our life within time as time waits for no one. Most of us do not care about studying when we are in academics and realize the pain of not studying effectively after reaching higher sections.

FAQs: Frequently Asked Questions

Ans . The literacy rate in India is 77.7%.

Ans . The habit of studying can be developed by trying to study at the same time every day.

Ans . Morning time is the best time to study as our mind can fully concentrate at that time.

Ans . Homework is given so that students can revise whatever taught in the classroom and develop the ability to self-study.

Ans . The consequences of not studying are that it reduces the knowledge and scores of students in exams.

Related Posts

Essay on digital india, cashless india essay, essay on child is father of the man, essay on causes, effects and prevention of corona virus, essay on dr. sarvepalli radhakrishnan, durga puja essay, essay on summer vacation, essay on my plans for summer vacation, essay on holiday.

• Systematic Review
• Open access
• Published: 14 August 2024

Experiences of informal caregivers supporting individuals with upper gastrointestinal cancers: a systematic review

• Melinda Furtado   ORCID: orcid.org/0000-0001-5472-4707 1 ,
• Dawn Davis 1 ,
• Jenny M. Groarke 1 , 2 &
• Lisa Graham-Wisener 1  

BMC Health Services Research volume  24 , Article number:  932 ( 2024 ) Cite this article

103 Accesses

Metrics details

Upper gastrointestinal cancers (UGICs) are increasingly prevalent. With a poor prognosis and significant longer-term effects, UGICs present significant adjustment challenges for individuals with cancer and their informal caregivers. However, the supportive care needs of these informal caregivers are largely unknown. This systematic review of qualitative studies synthesises and critically evaluates the current evidence base on the experience of informal caregivers of individuals with UGIC.

A Joanna Briggs Institute systematic review was conducted. Searches were performed in four databases (MEDLINE, PsycINFO, Embase, CINAHL) from database inception to February 2021. Included studies explored experiences of informal caregivers of individuals diagnosed with primary cancer of the oesophagus, stomach, pancreas, bile duct, gallbladder, or liver. Studies were independently screened for eligibility and included studies were appraised for quality by two reviewers. Data were extracted and synthesised using meta-aggregation.

19 papers were included in this review, and 328 findings were extracted. These were aggregated into 16 categories across three findings: (1) UGIC caregiver burden; UGIC caregivers undertake extensive responsibilities, especially around patient diet as digestion is severely impacted by UGICs. (2) Mediators of caregiver burden; The nature of UGICs, characterised by disruptive life changes for caregivers, was identified as a mediator for caregiver burden. (3) Consequences of caregiver burden: UGIC caregivers’ experiences were shaped by unmet needs, a lack of information and a general decline in social interaction.

Conclusions

The findings of this review suggest the need for a cultural shift within health services. Caregiving for UGIC patients is suggested to adversely affect caregivers’ quality of life, similarly to other cancer caregiving populations and therefore they should be better incorporated as co-clients in care-planning and execution by including them in discussions about the patient’s diagnosis, treatment options, and potential side effects.

Peer Review reports

The National Institute for Clinical Excellence (NICE) [ 1 ] define upper gastrointestinal cancers (UGICs) as cancers of the oesophagus, stomach, pancreas, bile duct/gallbladder, or liver. Of all new cancer diagnoses in 2020 globally, 16.6% were UGICs [ 2 ]. Incidence of UGICs is increasing in countries under economic transition, and in Western countries due to heightened exposure to certain risk factors [ 3 ]. Overall prevalence of UGICs is also expected to rise annually with growing life expectancy and improved diagnostics [ 4 ]. Despite this, UGICs still have a uniquely poor prognosis in comparison to other cancer populations [ 5 ]. UGICs do not typically benefit from screening programmes and individuals are more likely to present at diagnosis with advanced disease [ 6 ]. This is compounded by a high rate of recurrence for individuals able to receive curative treatment [ 7 , 8 , 9 ]. As a result, UGICs persistently account for a significant proportion of global cancer deaths; 27.1% in 2020 [ 2 ]. Poor prognosis contributes significantly to the heightened disease burden of UGIC, alongside increased utilisation of health services due to the complexity of the treatment trajectory and symptom management [ 10 , 11 ]. In comparison to other cancer populations, having UGIC is associated with late consultation with palliative care services [ 12 ] meaning patients and their families have delayed access, if any, to supportive interventions such as counselling, psycho-education, financial advice and structured family meetings [ 13 ].

The supportive care needs of the sizeable population of individuals with UGIC are considerable, with sustained late and longer-term effects. In addition to the common sequalae from cancer diagnosis and treatment, disruption to the digestive system presents problems with swallowing, nausea and keeping food down, a modified diet, extreme changes in weight, chronic pain and living with a stoma [ 14 , 15 ]. The poor prognosis and longer-term effects present a challenge in adjustment both for the individual with UGIC and their informal caregiver, defined as “close persons” who may be related to the diagnosed individual (siblings, relatives, or spouses) or not (friends, neighbours). A caregiver is anyone identified as such by the patient to provide unpaid ongoing care and support [ 16 ]. Examples of challenges for caregivers include learning new practical skills such as managing negative responses to foods, providing a new diet, monitoring weight changes, chronic pain management and stoma management [ 17 , 18 ]. With biomedical advances leading to a reduction in hospital stay length [ 19 ], there is increasing emphasis placed on the role of the UGIC caregiver to provide support to the individual with cancer in the community.

This unique caregiver population face distinct challenges which contribute to caregiver burden which reflects the need for further research into their experiences. For example, due to changes in the diet of the individual with UGIC, the social aspect of dining for both is compromised and can lead to feelings of loneliness, anxiety, and shame [ 20 , 21 ]. Evidence of caregiver burden is suggested by high levels of anxiety and depression. In caregivers of post-treatment oesophageal cancer patients, 30% of caregivers reported moderate-high levels of anxiety and 10% reported moderate-high levels of depression, alongside a significant fear of recurrence [ 22 ]. Research suggests that UGIC caregivers may experience higher levels of psychological distress than the individual with UGIC, and that clinical levels of anxiety and depression may be sustained in the longer-term [ 22 , 23 ]. However it is worth noting that a lot of the effects of UGIC caregiving acknowledged in the literature are consistent with the general experience of informally providing care and as such there is scope to apply the beneficial practices from other settings (both extra-GI cancer and non-cancer).

It is crucial that we recognise the role of caregivers as co-clients and understand the experiences of this significant caregiver population. Caregivers’ personal experiences are inherently subjective, and due to this subjective nature, a qualitative research approach is optimal [ 24 ]. A synthesis of existing qualitative studies will help to establish a knowledge base on the experience of informal caregivers of individuals with UGIC and will help to inform the provision for supportive care. An initial search of PROSPERO, MEDLINE, the Cochrane Database of Systematic Reviews and the Joanna Briggs Institute (JBI) Database of Systematic Reviews and Implementation Reports was conducted and no current or underway systematic reviews on the topic were identified.

This qualitative systematic review aims to synthesise the best available evidence on the experiences of informal caregivers supporting individuals diagnosed with UGIC.

This systematic review was conducted following the JBI approach to qualitative systematic reviews [ 25 ]. A protocol was pre-registered in PROSPERO (registration number CRD42021235354). The systematic review is reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) statement [ 26 ].

Search strategy

An initial limited search of MEDLINE (Ovid) and PsycINFO (Ovid) was undertaken using the following keywords: Oesophageal cancer OR Stomach cancer OR Gastrointestinal cancer OR pancreas cancer OR gallbladder cancer OR liver cancer AND caregiver AND Qualitative. The text words contained in the titles and abstracts of relevant articles, and the index terms used to describe the articles were used to develop a full search strategy for MEDLINE and adapted for the other databases.

The final search strategy (Additional information 1 ) was then employed against four databases: MEDLINE (Ovid), PsycINFO (Ovid), Embase (Elsevier) and CINAHL (EBSCOhost). Each database was searched on 12th February 2021.

Study selection

Following the formal searches, all identified citations were collated and uploaded into Endnote [ 27 ] to identify and remove duplicates. Rayyan reference management software [ 28 ] was then used by independent two reviewers (DD, MF) to screen titles and abstracts against the eligibility criteria. Potentially relevant articles were retrieved in full and screened against the eligibility criteria by two independent reviewers (DD, MF). Reasons for exclusion of papers at full text review were recorded. Any disagreements that arose between the reviewers at each stage of the selection process was resolved through discussion (DD, MF), or with an additional reviewer (LGW). The reference list and citation list of all eligible articles was searched for additional studies.

Inclusion and exclusion criteria

This review included studies exploring experiences of adults (≥ 18 years of age) who are informal caregivers of individuals diagnosed with UGIC at any stage within the disease process. This included those diagnosed with cancer of the oesophagus, stomach, pancreas, bile duct, gallbladder, or liver [ 1 ]. This diagnosis must be the primary cancer site. Studies involving informal caregivers of individuals who had secondary gastrointestinal system metastases were not included.

A caregiver is anyone identified as such by the patient to provide unpaid ongoing care and support [ 16 ]. Paid professional caregivers were not included. The caregivers included provided various services, such as practical (providing transport, overseeing meals) or emotional support roles in caring for the patient. Caregivers with any gender or ethnicity were considered for inclusion. Both active and bereaved caregivers were eligible, if discussing their pre-bereavement experience.

Studies which reviewed experiences of multiple groups (e.g., patients, caregivers, healthcare professionals) or multiple cancers beyond the remit of UGIC were included, provided the data pertaining to informal caregivers and UGICs was clearly delineated and could be extracted separately. Where data was hard to distinguish regarding participant-type or cancer-type, the study was only included if at least 50% of the sample size was drawn from the target population.

Phenomena of interest

The review included qualitative studies that looked at caregivers’ experiences of caring for an individual with UGIC.

Studies for inclusion were based in any geographic location or setting. All care contexts were considered relevant (e.g., primary care, secondary, tertiary, community, or home settings).

Types of studies

Research studies considered for inclusion were focused on qualitative data including, but not limited to; designs such as phenomenology, grounded theory, ethnography, action research and feminist research. Mixed method studies were considered relevant if data from the qualitative component could be clearly extracted. Only English language studies were included.

Only empirical studies published in peer-reviewed journals were included. There was no restriction on publication year. Systematic reviews were not included, however relevant studies were harvested from them, when relevant. Editorials, opinion papers, case studies and any articles without relevant, original data were excluded, alongside grey literature.

Quality Appraisal

Subsequently, two independent reviewers (DD, MF) critically appraised the included studies to evaluate the strength of the evidence for methodological quality using the JBI Critical Appraisal Checklist for Qualitative Research [ 29 ]. All studies, regardless of the results of their methodological quality, underwent data extraction and synthesis. One of the included studies employed use of free-test questionnaires [ 30 ], the robustness of which has been called into question by qualitative researchers as the data generated from these responses is rarely rich enough to provide the necessary strong insights [ 31 ]. However, the reviewers felt the robustness of this study was upheld by the fact that the researchers conducted a comprehensive search on existing literature prior to data collection, thus allowing questionnaire findings to be scaffolded onto existing conceptual frameworks.

Data extraction

Data were extracted using standardized JBI data extraction tool [ 32 ] by two independent reviewers (DD, MF). Each undertook data extraction for half of the articles and then checked the other reviewer’s data extraction. The extracted data included specific details about the population, context, study methods and the phenomena of interest relevant to the review objective. Disagreements between the reviewers were resolved through discussion. Four authors of papers were contacted to request missing or additional data for clarification mainly regarding breakdown of participant populations by cancer type of which no new information arose.

A finding is defined by the JBI as “a verbatim extract of the author’s analytic interpretation accompanied by either a participant voice, or fieldwork observations or other data.” [ 33 , p40]. Findings were identified through repeated reading of the text, and extraction of findings included any distinct analytic observation reported by authors with an accompanying illustration (Additional information 2 ).

Data synthesis

Each finding was identified by an alphanumeric code (e.g., A1, A2, B1, etc.). Each letter corresponded to a study and each number to a unique finding. The progressive numbers indicate the order of the findings within the original article. Each finding was rated with one of three levels of credibility as per the ConQual system [ 34 ]:

Unequivocal - findings accompanied by an illustration that is beyond reasonable doubt and therefore not open to challenge.

Credible - findings accompanied by an illustration lacking clear association with it and therefore open to challenge.

Not Supported - findings are not supported by the data.

Qualitative research findings were pooled with the meta-aggregation approach and captured in a Microsoft Excel spreadsheet [ 33 ]. Findings were aggregated by assembling the findings and categorizing these findings based on similarity in meaning, then labelling the categories accordingly. Categories were then synthesised to produce a comprehensive set of synthesized findings. Two reviewers (DD, MF) repeatedly read the findings and developed a set of categories. To assess the quality and confidence of each qualitative finding synthesised within this review, authors utilised the ConQual system (Additional information 3 ), a tool used to assign ratings of confidence in synthesised qualitative research findings [ 34 ]. Only unequivocal and credible findings were included in the synthesis.

The combined database searches yielded 5465 records. After removing duplicates and screening studies against eligibility criteria (Fig.  1 ), the review included 19 studies [ 18 , 30 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 ]. Additional information 4 displays the characteristics of the 19 included studies.

PRISMA flowchart of study selection process

Description of included studies

All included studies were published between 2004 and 2021. Most commonly, studies focused on caregivers of individuals with oesophageal cancer ( N  = 7), or pancreatic ( N  = 7), including one study of pancreatic and bile duct cancer. Other studies included caregivers of individuals with liver cancer ( N  = 2), gastric cancer ( N  = 1) and the gastrointestinal tract generally ( N  = 2). Geographically, studies were conducted in eight regions. The largest group ( N  = 6) were conducted in the US [ 35 , 37 , 38 , 39 , 40 , 41 ], followed by Denmark ( N  = 3) [ 42 , 43 , 44 ]. Most samples included a variety of within-family caregivers ( N  = 13), generally spouses/partners, children, and siblings. Others ( N  = 3) looked specifically at spouses and three did not specify the caregiver-patient relationship. Most studies included a semi-structured interview format ( N  = 12), others used focus groups ( N  = 4), secondary analysis of existing data ( N  = 2) or questionnaires ( N  = 1).

Quality of included studies

The JBI Critical Appraisal Checklist [ 25 ] was used to establish the quality of the research. The included studies were generally of good quality, with all 19 papers achieving at least 60% across the ten JBI quality assessment criteria (Additional information 5 ). Within the JBI checklist there are five questions assessing study dependability, where the studies performed at a lower satisfactory level. Of the included papers, two achieved a 5/5 score on dependability questions, seven achieved 4/5, nine scored 3/5 and one scored 2/5. Only 26% of studies could adequately locate the researcher(s) culturally or theoretically and only 37% of papers addressed the influence of the researcher on the research and vice-versa. Conversely, nearly all papers adequately addressed the research methodology’s congruity on objectives, data collection, data representation and analysis.

Meta-aggregation findings

Across the 19 studies, 328 supported findings were extracted, of which 239 were unequivocal and 89 were credible. Findings could be aligned into 23 categories with unique core meanings, which were then synthesised into three findings: (1) UGIC caregiver burden; (2) Mediators of caregiver burden; (3) Consequences of caregiver burden (Additional information 6 ). Figure  2 outlines how the categories relate to the overarching synthesised findings. To remain grounded in the data, the actual participants’ words are used throughout the narrative and double quotation marks illustrate a direct caregiver quote. References given after a quotation links the quote to the study as outlined in Additional information 2 .

Structural arrangement of categories and synthesised findings

Synthesised finding 1: UGIC caregiver burden

As caregivers began supporting those with UGIC, they faced numerous challenges to adjustment. This largely stemmed from efforts to integrate a broad and complex caregiving role within their existing routine. Difficulties such as disruption to daily routines and meals impacted caregivers’ psychological wellbeing. Caregivers were often unprepared for this life disruption, leading them to seek out information from which to learn and distribute to others.

1. Breadth of the caregiver role

The extent of responsibilities on UGIC caregivers was perceived as broad and complex, with an ‘all encompassing’ focus on patient outcomes. UGIC caregivers ‘assume different roles’ [ 42 ].

“The food thing is omnipresent. We have been told that he is not allowed to have further weight loss (K23).

Specific responsibilities included working around reduced appetite and oral intake; monitoring physical signs e.g., patient weight; perioperative management such as care of surgical wounds and organising medical appointments and treatments.

“We’d have to keep. . .going with all the medical appointments and surgery and treatment” (B11).

2. Challenges around patients’ meals

Treatment for and progression of UGIC severely impacts the patient’s relationship with food; with diet quantity and content at times significantly altered. Adaption for the caregiver involved learning about dietary modifications and management of digestive symptoms such as dysphagia. Several studies found that the new dietary restrictions were a source of worry for caregivers regarding the patients’ weight [ 44 , 45 , 46 , 47 ]. The social importance of food was a common theme throughout the included studies, with interruption to established social norms perceived as distressing. Mealtimes are considered a ‘unifying family ritual’ [ 49 ], but when mealtimes constantly serve to remind caregivers of their responsibility of monitoring, they became a potential source of distress.

“I can’t get Bernard out of the small meals. . I have to ring him every day from work to tell him to eat” (A7).

3. Life disruption

UGIC was experienced as coming unexpectedly into caregivers’ lives, intruding on their existing routines, for instance, as working professionals or parents. Caregivers described their responsibilities as time and energy-consuming. This conflict caused caregivers to feel a loss of control [ 44 ]. Caregiving responsibilities for UGICs demanded commitment over a long-time frame, impacting caregivers’ employability and their ‘own social life’ [ 35 ]:

“It’s changed my daily routine. It totally disrupted my life. I have to rearrange a lot of things such as my kids , my work , and getting help for my house cleaning” (J4).

4. Unpreparedness

Caregivers expressed being ill-equipped and unqualified to manage the needs of the UGIC patient. Caregivers reported feeling out of their depth, partially attributed to the lack of available support, relating to patients’ medical requirements:

“I went , ‘You’re not supposed to call 911? What am I supposed to do? What if he just dies right here?’ I mean , it seems they should have somebody say , ’OK , if he’s with you , then here’s the procedure…[The nurse] gave me really no support about what to do” (R21).

Caregivers sometimes felt misled about the extent of their new responsibilities, as while the patient was cared for in hospital by medical staff, they could not gauge what caregiving at home would involve.

“I wish they would have talked to me about it as well… it was a bit of a shock. …but the next morning it all dawned on me that I had just replaced a whole team” (E10).

5. Information manager

Caregivers perceived a key responsibility was to make executive decisions in the dissemination of information, for instance symptomatology, treatment plans and prognosis. Caregivers felt they were the ‘conduit’ [ 18 ] through which medical details were communicated to members of the extended social circle, a time-consuming role where they spent “hours on the phone telling everyone what is happening” (I32).

The caregivers also viewed their role as giving healthcare providers (HCPs) valuable insight into how the patient was coping outside of the medical setting:

“[describing a discussion during a clinical consultation , contradicting the patient] It is not correct that you almost eat as usual. You are eating food of more liquid substance than you usually do and your drinks are high-protein” (C1).

Synthesised finding 2: mediators of caregiver burden

While supporting patients with UGIC, caregivers are exposed to mediators which could increase or reduce caregiver burden, including their use of coping strategies, financial and social resources, and their caregiving context. For instance, higher levels of social support helped alleviate some caregiver burden. Similarly, how excluded a caregiver felt in the medical setting influenced the burden experienced.

1. Degree of inclusion in medical settings

Many studies reported that caregivers perceived they are often kept at a distance in medical settings, increasing caregiver burden. Although some caregivers felt this was fitting and chose to take a ‘subordinate position’ [ 44 ], others struggled with a sense of exclusion, which commonly left unresolved questions:

“…my husband could ask questions , but I didn’t have the space to ask questions , not unless my husband allowed it” (K39).

In such cases, caregivers relied on HCPs’ judgement. Caregivers described only being ‘seen’ if they actively called attention to themselves [ 41 ]. Caregivers experienced being left out of important decisions.

Caregivers expressed wanting to ask questions without the patient present but felt they had no opportunity to directly communicate with HCPs. This pervasive, default invisibility was perceived as disempowering:

“No health professionals involved me in this decision” (K38).

2. Social resources

The degree and quality of support received by caregivers varied and shaped their overall caring experience. The support network is especially beneficial for normalisation of caregivers’ experiences, providing hope and reducing feelings of isolation.

“it was only when I came here that I started talking to people … it was just like a breath of fresh air. . this dumping syndrome , he [the patient] wasn’t the only one” (A10).

Support could be from spiritual groups ( “I have a lot of people that stand behind me…” (B19), empathetic HCPs ( “It’s easier to talk with a nurse when it concerns important questions. You may receive quite good and reassuring answers” (H22) or peers who have undergone a similar caregiving experience, and therefore could reliably address and empathise with caregivers’ challenges.

3. Financial resources

Caregivers reported financial pressure as they had to consider the dyad’s financial situation while one or both members may not be able to work. Providing full-time care was a drain on caregivers’ resources, time, and money. Caregivers struggled with financial planning for the future in the face of prognostic ambiguity.

“We talked about if we should stay on at the house or sell it” (K6).

There were additional pressures on dyads living in countries where utilisation of private health services is the norm.

“Now my grandmother is sick and I can understand how high is the cost of the disease” (D5).

4. Patient-caregiver relationship

The caregiving experience was shaped by the inter-dyad relationship. Some caregivers reported having an emotionally distant relationship with the patient before the diagnosis which led to poor attachment during the cancer trajectory. Others reported a decline in the relationship quality due to cancer-related pressures.

“When I got upset , I would say to my husband , ‘You got cancer because you didn’t listen to me! You deserve it!” (F35).

Others noted a shift within the relationship, transitioning from ‘caregiver’ to ‘curer’ or from a spousal role to a parental one [ 45 ] especially where the caregiver was actively involved in delivering treatment:

“Sometimes I felt like a mother talking to a child: ‘Remember to do this and that’ ” (K29).

Caregivers experienced reciprocal suffering when seeing the patient suffer, especially if an established close relationship existed:

“up when the patient is up and down when the patient is down” (I21).

5. Emotion-focused coping

The cancer experience was perceived to result in significant distress for caregivers. To address this challenge, caregivers engaged in positive emotion-focused coping strategies to directly regulate distress. Many caregivers reported trying to maintain positive thinking. One participant recalled using humour:

“Sometimes you can’t believe what happens and the only thing you can do is laugh” (I41).

Maintaining a positive outlook was perceived to involve “looking for the good in every situation” and by being selective about what news caregivers received through ‘denial’ and “choosing what to hear” (I44). Conversely, another study described positivity as an open-minded reflection on the conflict between current suffering and spiritual beliefs [ 38 ]. Caregivers described how formally addressing their feelings through therapy was also helpful.

Individuals were limited in their opportunity for emotional expression. Caregivers described hiding their own negative thoughts from the patient and took practical measures to divert the patient’s attention by doing “normal things like [going] for a drive and [having] visits from our children and grandchildren” (C15).

6. Information seeking

Caregivers perceived challenges around a lack of information from HCPs regarding UGIC’s pathology and related management options. The experiences of caregivers included difficulties in accessing information.

“We have little information in these areas. When we go to the physician’s office for treatment , the doctor is too busy to give us information in this regard and he merely visits the patients. When we see that nobody could survive from such diseases , we get worried more” (D9).

Caregivers addressed the information challenge by persistently seeking information relating to the disease itself, namely cancer-related symptomatology, prognosis, and treatment options (including alternative therapies). Caregivers referred to sources like medically knowledgeable peers, the internet and print (e.g., encyclopaedias). HCPs were trusted for honest information, with their word choices and body language carefully analysed:

“When my husband and I visit the doctor together , you see when he opens the door that there is no good news today” (H6).

Caregivers were especially empowered when they could differentiate between symptoms due to disease progression and treatment-related adverse effects.

Synthesised finding 3: consequences of caregiver burden

There were consequences of caregiver burden such as feelings of helplessness, distress, anger, guilt and a strong fear of losing the patient. Conversely, there was potential for positive outcomes as caregivers experienced growth and feelings of hope.

1. Distress and helplessness

When recounting the most involved phase of providing care, active treatment, many caregivers reported experiencing heightened distress. One caregiver perceived gastric cancer a ‘death sentence’ [ 49 ], and seeing the patient struggle with the effects of disease and treatments an unbearably ‘ challenging experience’ [ 40 ]. This distress also affected children with one spouse noting their child’s “grades dropped disastrously during his first term” (H14).

Helplessness originates from a lack of control over the disease progression. A particular source of distress were the delays along the cancer trajectory, especially at diagnosis due to the ambiguous presentation of UGICs and lack of control over symptom management.

“It is distressing seeing him in pain all the time” (E6).

2. Anger and guilt

Caregivers experienced a sense of guilt and anger because they perceived stigma from society towards certain cancers. Others may assume that the diagnosis was caused by the patient’s behaviours and therefore indirectly the caregiver may also have been involved. A few studies described this judgement from society towards the patient, with caregivers fearing that others would see the diagnosis as a justified fate:

“You know , when you say cirrhosis of the liver , they think , ‘Oh , you drank yourself’” (R7).

Caregivers also harboured anger at being forced to take on caregiving responsibilities, describing they had “been dealt a bad hand” (I39); however, they felt guilty for feeling this way.

3. Fear of cancer progression and recurrence

Due to the unpredictability of UGICs, caregivers described living in constant dread of the patient’s health declining, and the potential for disease progression or recurrence:

“I am not sure I am going to like the answers I get. Maybe it is better not to know so very much but to do like the ostrich , to bury your head in the sand and hope for the best and keep your fingers crossed” (H41).

Caregivers were fearful of any new physical or psychological symptoms in patients, especially weight-loss, as caregivers saw this as a marker of recurrence. Further, caregivers feared the cancer would progress to a terminal stage which meant they were afraid of the means through which the bereavement would occur and their own subsequent reaction.

“the fear of not being sure of how it’s going to happen and how I’m going to react…I’m afraid of losing him” (L1).

The high mortality associated with most UGICs caused several caregivers to experience acceptance, with the realisation of the long-term impact of their loved one’s cancer and possibility of bereavement.

“The possibility is there for one of us dying quickly” (K5).

4. Isolation and loneliness

Caregivers commonly reported experiencing isolation within their unique role, feeling unable to share their anxieties. As patients were burdened already, caregivers did not want to unload their own worries on to the patient.

“And I had nobody to talk to…There was just nobody. I couldn’t let myself down , my guard down and I found the isolation terrible” (A3).

Loneliness was not only an ongoing concern, but a future threat as spousal caregivers relayed their fear of life post-bereavement.

5. Personal growth

Caregivers reflected that they saw the experience of caregiving as a catalyst for personal change, resulting in positive outcomes such as personal growth and appreciation for life, individually and within the relationship. Caregivers recounted that this unexpected, immense challenge had given them ‘ new perspectives about life’ [ 35 ]. Couples got to spend time together that they would not have had otherwise which led to an improved quality of relationship.

“We’ll talk three or four times a month. Where 10 years ago it might be 6 months or 10 months you know between phone calls” (B14).

The current study presents the first comprehensive synthesis of qualitative research on the experiences of caregivers of individuals with UGICs. This review is the first to systematically identify and synthesise the current evidence base on the experiences of informal caregivers of individuals with UGIC. Given the emergence of this prominent caregiver population, this review contributes to advancing cancer caregiver literature as a whole, an important area of study recognised by individuals with cancer, their family and healthcare professionals [ 52 ]. The review included 19 studies, presented synthesised findings, and identified aspects of caregiving experiences that UGIC caregivers have in common with other cancer caregivers, and aspects more distinct to UGICs. UGIC caregivers experience significant challenges contributing to high levels of burden which are mediated by social, psychological, and practical resources, as well as aspects of health service delivery. The consequences of caregiver burden are primarily negative, including distress, anger, fear, and loneliness.

Caregivers of UGIC patients experienced burden due to the breath and complexity of their role for which they felt unprepared. Caring involved incorporating novel skills into existing responsibilities, causing significant life disruption. Caregivers perceive burden in providing multifaceted care with demands that shift along the illness trajectory. For example, in the beginning caregivers felt it necessary to partake in provision of care, and due to UGIC treatment and disease progression, many responsibilities evolved to monitor and maximise physical health, such as diligent weight monitoring and meal preparation [ 45 , 46 , 47 ]. These findings align to the general cancer caregiver literature [ 53 ], with caregivers recognised in having steep initial learning curves to rapidly acquire skills to provide care. Only one of the 19 studies evaluated data over an extended period [ 45 ]. An extended review is needed to map supportive care resources available across the disease path and longitudinal studies tracking UGIC caregiver support needs across the illness trajectory is warranted.

One of the most reported findings in this review was informal caregivers’ continuous search for information related to their role. Many struggle to satisfy their informational needs at different stages of the disease trajectory contributing to caregiver burden. This corresponds with systematic review findings of Wang et al. [ 54 ] that informational needs were the most common unmet need of informal caregivers. To begin addressing this need, caregivers could be signposted to existing sources of general caregiver support information and interventions, such as Cancer Caring Coping [ 55 , 56 ]. These supports could be used to develop informational resources tailored for UGIC caregivers. A core information set has been developed to aid HCPs at consultation with UGIC patients, to ensure key information is being delivered [ 57 , 58 ] and now the focus of improving patient-carer education should be raising awareness of this key information toolkit to HCPs who commonly interact with this population. A similar approach could be utilised by identifying informational needs of UGIC caregivers at consultations and developing standardised information points delivered by HCPs to caregivers within those consultations. There is also potential to expand the pool of reliable sources of information to individuals outside of the HCP cohort, such as peer networks or psychologists in providing longitudinal support without necessarily adding to the cost burden required for the development of additional personnel and resources.

This review found caregivers experienced exclusion in the medical setting, suggesting enhanced communication between HCPs and caregivers could improve caregivers’ experience. Indeed, a qualitative study by Reblin et al. [ 59 ] identified communication within health services as a key driver for improving cancer caregiver support. One potential avenue to bridge the gap between HCPs and patient-caregiver dyad is incorporating better the clinical nurse specialist (CNS) [ 60 ] as these professionals can be a key contact for bi-directional communication between HCPs and caregivers. That is, caregivers support and help the clinical team to understand the patient’s progress and through this process HCPs acknowledge and include caregivers in the patient’s care. However, the current issue of under resourcing in cancer nursing would need to be addressed as it presently limits the amount of CNS time available to support caregivers [ 61 ].

One review finding specific to UGIC caregiver burden was the challenge around preparing meals. Taleghani and colleagues [ 62 ] mirror this, highlighting gastric caregivers experienced inadequate education in managing patient’s dietary requirements appropriately, resulting in feeling inefficient, uncomfortable, and fearful. Dietician-led interventions are typically patient focused [ 63 , 64 , 65 ]. However, this review highlights an opportunity for HCPs to include caregivers in dietician-led interventions as many caregivers assume responsibility over meal preparation and grocery shopping. The challenge around meals also has social consequences as meals are important social settings. Changes in eating behaviours can lead to both dyad members feeling isolated and lonely [ 18 , 66 ]. Loneliness is prevalent among people living with cancer and is influenced by cancer-specific and non-cancer specific risk factors, such as lack of social support [ 67 ]. There is less of an understanding of loneliness among UGIC caregivers compared to general cancer caregivers [ 68 ]. This is of concern as negative physical and mental health impacts of loneliness are well-established [ 69 , 70 ]. Peer support is the most used intervention to reduce caregivers’ loneliness, with strategies of psychoeducation and emotional support featuring prominently [ 71 ]. Research is needed to identify risk and protective factors for loneliness among UGIC caregivers.

In addition to loneliness, distress and negative affect were identified as consequences of UGIC caregiver burden. There is evidence of heightened distress and reduced physical and mental health among UGIC caregivers relative to UGIC patients [ 72 , 73 ]. This review also found that caregivers engage in emotion-focused strategies to cope with their caregiving role. A review by Teixeira et al. [ 74 ] found that among cancer caregivers, emotion-focused coping was related to higher distress, whereas problem-focused coping was related to better adjustment and reduced burden. There is a need to develop targeted theory-based psychosocial interventions for this caregiver group. The Transactional Theory of Stress and Coping (TTSC) framework could be utilised to understand how mediating processes specific to coping strategies influence distress and negative affect among UGIC caregivers [ 75 , 76 , 77 ], similar to how Bowan et al. [ 78 ] used a Baltes and Baltes [ 79 ] coping framework to develop interventions for cancer patients’ families. Candidate interventions could involve problem-solving and coping skills training [ 80 , 81 ], which could in turn ameliorate the negative consequences of caregiver burden. If effective with UGIC caregivers, such interventions could be extended to all caregivers as part of a standard care pathway. This review recommends further research to develop an understanding of adjustment in UGIC caregivers.

In contrast to the many negative consequences described by informal caregivers, there were a small group of findings which indicated some positive outcomes. These findings align with a review of the positive aspects of caregiving, which reported improved relationship quality, reward, fulfilment, and personal growth [ 82 ]. The review concluded that positive aspects of caregiving are interconnected and suggested, in addition to interventions reducing negative burden, that interventions could be developed to enhance positive outcomes, such as personal growth. Tedeschi and Calhoun’s Transformational Model (TM) [ 83 ] proposes that potentially traumatic stressors, such as caring for an individual diagnosed with cancer, cause a disruption in one’s worldview triggering attempts to make meaning in response to the stressor. Cognitive disruptions also lead to distress, which in turn can act as a catalyst for post-traumatic growth (PTG). Studies have found that caregivers of people with advanced cancer and early-stage breast cancer experience PTG in relation to their caregiving role [ 84 , 85 ], and that PTG was positively associated with greater social support and perceived hope [ 86 ]. Additional research is needed to understand how the challenging UGIC caregiver role may facilitate growth and help the caregiver adjust to their role.

Study limitations

The current systematic review has several strengths. Firstly, it followed an internationally recognised methodology (JBI) for the conduct of qualitative systematic reviews. This helped ensure methodological approach rigour and subsequently, confidence in findings should they be used to inform policy and practice. There are however several limitations. Although studies in the review are generally of good quality, only 19 studies were identified. Indeed, the UK Less Survivable Cancers Taskforce [ 87 ] advocates for more research focused on cancers with low life expectancy, two-thirds of which are UGICs. This lack of research into UGICs extends to the evidence on caregivers. Synthesised findings are therefore based on a small number of studies, largely conducted in the US and Denmark. Within the studies, caregivers of individuals with oesophageal and pancreatic cancer were well represented. However, there were a dearth of studies focused on caregivers’ experiences with gallbladder, or stomach cancer, alongside multiple studies exploring caregivers’ experiences related to dysphagia and malabsorption but fewer exploring jaundice. Therefore, more primary qualitative research is necessary to understand experiences of all UGIC caregiver populations.

Clinical implications

Of relevance for clinical practice was the finding that caregivers often felt excluded in medical settings, increasing caregiver burden. Caregivers should be seen as co-clients along with patients in the medical setting. This is very much in line with the priorities of care within palliative healthcare settings. Since the palliative care approach seeks to addresses the physical, psychological, cultural, social, and spiritual needs [ 88 ] of both individuals with life-limiting and chronic illnesses like cancer and their support networks, early referral to palliative care services could be particularly beneficial for caregivers as their needs are formally and expertly acknowledged and thus help alleviate the burden identified for informal caregivers in this study.

HCPs have an opportunity to give caregivers reliable, specific, and up-to-date information, pitched at the right level to reassure but not overwhelm. Morris and Thomas [ 89 ] mirror this suggestion and highlight its importance, as there is potential for tension in information exchange due to HCP’s lack of formal acknowledgement of caregivers. Clinical guidance and policy could be updated to include recognition of caregivers as co-clients, and with caregiver training, could formally be part of the patient support team. This could help meet the caregivers’ needs, especially post-diagnosis. On an institutional level, caregivers may be more recognised within their role if acknowledged formally, for example in NICE [ 1 ] guidelines for UGICs. In understanding the considerable role caregivers undertake supporting the care of UGIC patients outside of the healthcare system, policymakers and HCPs need to improve support for caregivers which will in turn reduce the burden on health services.

The aim of this qualitative systematic review was to synthesize evidence about the experiences of UGIC caregivers and has found that caregivers face significant challenges leading to caregiver burden which negatively impacts adjustment. Due to the nature of UGICs, caregivers experienced unique challenges such as how best to manage disruptions to mealtimes and how to monitor surrogate markers of patient health, such as weight. UGICs are a medically complex and evolving chronic condition and caregivers struggle to gain information. This review found that caregiver burden was impacted by feeling excluded in medical settings which could be improved with better communication between HCPs, patients, and their caregivers. There is a lack of data relating to the experiences of certain UGIC caregivers (e.g., gallbladder, stomach) in comparison to others (e.g., oesophageal), as well as a lack of understanding on how to manage the impact of caregiving for these types of cancer, thus providing directions for future research.

Data availability

No datasets were generated or analysed during the current study.

Gastrointestinal tract (upper). cancers - recognition and referral | Health topics A to Z | CKS |NICE. https://cks.nice.org.uk/topics/gastrointestinal-tract-upper-cancers-recognition-referral/2022 . Accessed 25 Aug 2022.

Ferlay J, Ervik M, Lam F, Colombet M, Mery L, Piñeros M, Znaor A, Soerjomataram I, Bray F. Global cancer observatory: cancer today. Lyon, France: International Agency for Research on Cancer (2020). https://gco.iarc.fr/today . Accessed 1 Sep 2021.

Xie Y, Shi L, He X, Luo Y. Gastrointestinal cancers in China, the USA, and Europe. Gastroenterol Rep. 2021;9(2):91–104.

Article   Google Scholar  

Gastrointestinal Cancers Global Burden Expected to Rise. National Cancer Institute. 2020. https://dceg.cancer.gov/news-events/news/2020/global-burden-gastro . Accessed 25 Aug 2022.

Veitch AM, Uedo N, Yao K, East JE. Optimizing early upper gastrointestinal cancer detection at endoscopy. Nat Reviews Gastroenterol Hepatol. 2015;12(11):660–7.

Vedeld HM, Goel A, Lind GE. Epigenetic biomarkers in gastrointestinal cancers: the current state and clinical perspectives. InSeminars in cancer biology 2018 Aug 1 (Vol. 51, pp. 36–49). Academic.

Hong L, Huang YX, Zhuang QY, Zhang XQ, Tang LR, Du KX, Lin XY, Zheng BH, Cai SL, Wu JX, Li JL. Survival benefit of re-irradiation in esophageal cancer patients with locoregional recurrence: a propensity score-matched analysis. Radiat Oncol. 2018;13(1):1–9.

Article   CAS   Google Scholar  

Lee S, Kang TW, Song KD, Lee MW, Rhim H, Lim HK, Kim SY, Sinn DH, Kim JM, Kim K, Ha SY. Effect of microvascular invasion risk on early recurrence of hepatocellular carcinoma after surgery and radiofrequency ablation. Ann Surg. 2021;273(3):564–71.

Article   PubMed   Google Scholar  

Sakamoto H, Attiyeh MA, Gerold JM, Makohon-Moore AP, Hayashi A, Hong J, Kappagantula R, Zhang L, Melchor JP, Reiter JG, Heyde A. The evolutionary origins of recurrent pancreatic CancerOrigins of recurrent pancreatic cancer. Cancer Discov. 2020;10(6):792–805.

Article   CAS   PubMed   PubMed Central   Google Scholar  

Peery AF, Crockett SD, Murphy CC, Lund JL, Dellon ES, Williams JL… Sandler, R. S. Burden and cost of gastrointestinal, liver, and pancreatic diseases in the United States: update 2018. Gastroenterology. 2019;156(1):254–72. Study 2.

Peery AF, Crockett SD, Murphy CC, Lund JL, Dellon ES, Williams JL, Jensen ET, Shaheen NJ, Barritt AS, Lieber SR, Kochar B. Burden and cost of gastrointestinal, liver, and pancreatic diseases in the United States: update 2018. Gastroenterology. 2019;156(1):254–72.

Valentino T, Paiva B, Oliveira M, Hui D, Paiva C. Factors associated with palliative care referral among patients with advanced cancers: a retrospective analysis of a large Brazilian cohort. Support Care Cancer. 2018;26:1933–41.

Hudson P, Remedios C, Thomas K. A systematic review of psychosocial interventions for family carers of palliative care patients. BMC Palliat Care. 2010;9:17–17.

Article   PubMed   PubMed Central   Google Scholar  

Khan NN, Maharaj A, Evans S, Pilgrim C, Zalcberg J, Brown W, Cashin P, Croagh D, Michael N, Shapiro J, White K. A qualitative investigation of the supportive care experiences of people living with pancreatic and oesophagogastric cancer. BMC Health Serv Res. 2022;22(1):1–1.

Cencioni C, Trestini I, Piro G, Bria E, Tortora G, Carbone C, Spallotta F. Gastrointestinal cancer patient nutritional management: from specific needs to novel epigenetic dietary approaches. Nutrients. 2022;14(8):1542.

Given BA, Given CW, Sherwood PR. Family and caregiver needs over the course of the cancer trajectory. J Support Oncol. 2012;10:57–64. https://doi.org/10.1016/j.suponc.2011.10.003

Kim Y, Baek W. Caring experiences of family caregivers of patients with pancreatic cancer: an integrative literature review. Support Care Cancer. 2022;7:1–0.

McCorry NK, Dempster M, Clarke C, Doyle R. Adjusting to life after esophagectomy: the experience of survivors and carers. Qual Health Res. 2009;19:1485–94. https://doi.org/10.1177/1049732309348366

Bozzetti F, Braga M, Gianotti L, Gavazzi C, Mariani L. Postoperative enteral versus parenteral nutrition in malnourished patients with gastrointestinal cancer: a randomised multicentre trial. Lancet. 2001;358(9292):1487–92.

Article   CAS   PubMed   Google Scholar  

Laursen L, Schønau MN, Bergenholtz HM, Siemsen M, Christensen M, Missel M. Table in the corner: a qualitative study of life situation and perspectives of the everyday lives of oesophageal cancer patients in palliative care. BMC Palliat care. 2019;18(1):1–0.

Cooper C, Burden ST, Molassiotis A. An explorative study of the views and experiences of food and weight loss in patients with operable pancreatic cancer perioperatively and following surgical intervention. Support Care Cancer. 2015;23(4):1025–33.

Dempster M, McCorry NK, Brennan E, Donnelly M, Murray LJ, Johnston BT. Psychological distress among family carers of oesophageal cancer survivors: the role of illness cognitions and coping. Psycho-oncology. 2011;20(7):698–705.

Graham L, Dempster M, McCorry NK, Donnelly M, Johnston BT. Change in psychological distress in longer-term oesophageal cancer carers: are clusters of illness perception change a useful determinant? Psycho‐Oncology. 2016;25(6):663–9.

Penner JL, McClement SE. Using phenomenology to examine the experiences of family caregivers of patients with advanced head and neck cancer: reflections of a novice researcher. Int J Qualitative Methods. 2008;7:92–101. https://doi.org/10.1177/160940690800700206

Munn Z, Moola S, Riitano D, Lisy K. The development of a critical appraisal tool for use in systematic reviews addressing questions of prevalence. Int J Health Policy Manage. 2014;3(3):123.

Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. 2021;372:n71. https://doi.org/10.1136/bmj.n71

Clarivate analytics. endnote (version 7.7.1). Philadelphia, USA. https://endnote.com Accessed 25 Aug 2022.

Mourad Ouzzani H, Hammady Z, Fedorowicz, Ahmed Elmagarmid. Rayyan — a web and mobile app for systematic reviews. Syst Reviews. 2016;5:210. https://doi.org/10.1186/s13643-016-0384-4

Joanna Briggs Institute. Joanna Briggs Institute critical appraisal checklist for studies reporting prevalence data. Adelaide: Joanna Briggs Institute; 2011.

Google Scholar  

Hodgson T. Oesophageal cancer: experiences of patients and their partners. Br J Nurs. 2006;15(21):1157–60.

LaDonna K, Taylor T, Lingard L. Why open-ended survey questions are unlikely to support rigorous qualitative insights. Acad Medicine: J Association Am Med Colleges. 2017;93(3):347–9.

Joanna Briggs Institute. Joanna Briggs Institute reviewers’ manual: 2014 edition. Australia: The Joanna Briggs Institute. 2014:88–91.

Lockwood C, Munn Z, Porritt K. Qualitative research synthesis: methodological guidance for systematic reviewers utilizing meta-aggregation. JBI Evid Implement. 2015;13(3):179–87.

Munn Z, Porritt K, Lockwood C, Aromataris E, Pearson A. Establishing confidence in the output of qualitative research synthesis: the ConQual approach. BMC Med Res Methodol. 2014;14(1):1–7.

Sherman DW, McGuire DB, Free D, Cheon JY. A pilot study of the experience of family caregivers of patients with advanced pancreatic cancer using a mixed methods approach. J Pain Symptom Manag. 2014;48(3):385–99.

Winterling J, Wasteson E, Glimelius B, Sjödén PO, Nordin K. Substantial changes in life: perceptions in patients with newly diagnosed advanced cancer and their spouses. Cancer Nurs. 2004;27:381–8.

Hansen L, Rosenkranz SJ, Wherity K, Sasaki A. Living with hepatocellular carcinoma near the end of life: family caregivers’ perspectives. In Oncology nursing forum 2017 Sep 1 (Vol. 44, No. 5).

Nolan MT, Hodgin MB, Olsen SJ, Coleman J. Spiritual issues of family members in a pancreatic cancer chat room. In Oncology Nursing Forum 2006 Mar 1 (Vol. 33, No. 2, p. 239). Oncology Nursing Society.

Padron A. Dyadic relationships among sense of mastery, cancer-related distress, and cortisol in patients and caregivers impacted by abdominal and pelvic malignancies. In University of Florida. 2018.

Petrin K, Bowen DJ, Alfano CM, Bennett R. Adjusting to pancreatic cancer: perspectives from first-degree relatives. Palliat Support Care. 2009;7(3):281–8.

Wong SS, George TJ, Godfrey M, Le J, Pereira DB. Using photography to explore psychological distress in patients with pancreatic cancer and their caregivers: a qualitative study. Support Care Cancer. 2019;27(1):321–8.

Larsen LS, Blix BH, Hamran T. Family caregivers’ involvement in decision-making processes regarding admission of persons with dementia to nursing homes. Dementia. 2020;19(6):2038–55.

Gerhardt S, Dengsø KE, Herling S, Thomsen T. From bystander to enlisted carer–a qualitative study of the experiences of caregivers of patients attending follow-up after curative treatment for cancers in the pancreas, duodenum and bile duct. Eur J Oncol Nurs. 2020;44:101717.

Larsen MK, Birkelund R, Mortensen MB, Schultz H. Being a relative on the sideline to the patient with oesophageal cancer: a qualitative study across the treatment course. Scand J Caring Sci. 2021;35(1):277–86.

Shaw J, Harrison J, Young J, Butow P, Sandroussi C, Martin D, Solomon M. Coping with newly diagnosed upper gastrointestinal cancer: a longitudinal qualitative study of family caregivers’ role perception and supportive care needs. Support Care Cancer. 2013;21(3):749–56.

Gooden HM, White KJ. Pancreatic cancer and supportive care—pancreatic exocrine insufficiency negatively impacts on quality of life. Support Care Cancer. 2013;21(7):1835–41.

Andreassen S, Randers I, Näslund E, Stockeld D, Mattiasson AC. Family members’ experiences, information needs and information seeking in relation to living with a patient with oesophageal cancer. Eur J Cancer Care. 2005;14(5):426–34.

Morowatisharifabad MA, Gerayllo S, Jouybari L, Amirbeigy MK, Fallahzadeh H. Concerns and fear of esophageal cancer in relatives of patients with cancer: a qualitative study. J Gastrointest cancer. 2020;51(3):957–64.

Yi M, Kahn D. Experience of gastric cancer survivors and their spouses in Korea: secondary analysis. J Korean Acad Nurs. 2004;34(4):625–35.

Morowatisharifabad MA, Gerayllo S, Jouybari L, Amirbeigy MK, Fallahzadeh H. Perceived threats toward esophageal cancer among immediate relatives of sufferers: a qualitative study. J Gastrointest Cancer. 2021;52:643–50. https://doi.org/10.1007/s12029-020-00422-y

Shih WM, Hsiao PJ, Chen ML, Lin MH. Experiences of family of patient with newly diagnosed advanced terminal stage hepatocellular cancer. Asian Pac J Cancer Prev. 2013;14(8):4655–60.

James Lind, Alliance. 2021. https://www.jla.nihr.ac.uk . Accessed 1 Sep 2021.

Girgis A, Lambert S. Caregivers of cancer survivors: the state of the field. In Cancer Forum 2009 Nov (Vol. 33, No. 3, pp. 168–171).

Wang T, Molassiotis A, Chung BP, Tan JY. Unmet care needs of advanced cancer patients and their informal caregivers: a systematic review. BMC Palliat care. 2018;17(1):1–29.

Cancer Caring Coping. 2021. https://www.qub.ac.uk/sites/CancerCaringCoping . Accessed 1 Sep 2021.

Santin O, McShane T, Hudson P, Prue G. Using a six-step co‐design model to develop and test a peer‐led web‐based resource (PLWR) to support informal carers of cancer patients. Psycho‐oncology. 2019;28(3):518–24.

Blazeby JM, Macefield R, Blencowe NS, Jacobs M, McNair AG, Sprangers M, Brookes ST, Avery KN, Blazeby JM, Blencowe NS, Brookes ST. Core information set for oesophageal cancer surgery. J Br Surg. 2015;102(8):936–43.

Jacobs M, Henselmans I, Macefield RC, Blencowe NS, Smets EM, de Haes JC, Sprangers MA, Blazeby JM, van Berge Henegouwen MI. Delphi survey to identify topics to be addressed at the initial follow-up consultation after oesophageal cancer surgery. J Br Surg. 2014;101(13):1692–701.

Reblin M, Ketcher D, Vadaparampil ST. Care for the cancer caregiver: a qualitative study of facilitators and barriers to caregiver integration and support. J Cancer Educ. 2021;30:1–7.

Pape E, Decoene E, Debrauwere M, Van Nieuwenhove Y, Pattyn P, Feryn T, Pattyn PR, Verhaeghe S, Van Hecke A, Vandecandelaere P, Desnouck S. Experiences and needs of partners as informal caregivers of patients with major low anterior resection syndrome: a qualitative study. Eur J Oncol Nurs. 2022;58:102143.

Dacre J, Francis R, Appleby J, Charlesworth A, Peckham S, Ahmed S, Brown J, Dickson J, Morris N, Patel M. Expert panel: evaluation of the Government’s commitments in the area of cancer services in England.

Taleghani F, Ehsani M, Farzi S, Farzi S, Adibi P, Moladoost A, Shahriari M, Tabakhan M. Nutritional challenges of gastric cancer patients from the perspectives of patients, family caregivers, and health professionals: a qualitative study. Support Care Cancer. 2021;29(7):3943–50.

Reece L, Hogan S, Allman-Farinelli M, Carey S. Oral nutrition interventions in patients undergoing gastrointestinal surgery for cancer: a systematic literature review. Support Care Cancer. 2020;28(12):5673–91.

Hanna L, Huggins CE, Furness K, Silvers MA, Savva J, Frawley H, Croagh D, Cashin P, Low L, Bauer J, Truby H. Effect of early and intensive nutrition care, delivered via telephone or mobile application, on quality of life in people with upper gastrointestinal cancer: study protocol of a randomised controlled trial. BMC Cancer. 2018;18(1):1–3.

Missel M, Hansen M, Jackson R, Siemsen M, Schønau MN. Re-embodying eating after surgery for oesophageal cancer: patients’ lived experiences of participating in an education and counselling nutritional intervention. J Clin Nurs. 2018;27(7–8):1420–30.

Dempster M, McCorry NK, Brennan E, Donnelly M, Murray LJ, Johnston BT. Illness perceptions among carer–survivor dyads are related to psychological distress among oesophageal cancer survivors. J Psychosom Res. 2011;70(5):432–9.

Deckx L, van den Akker M, Buntinx F. Risk factors for loneliness in patients with cancer: a systematic literature review and meta-analysis. Eur J Oncol Nurs. 2014;18(5):466–77.

Gray TF, Azizoddin DR, Nersesian PV. Loneliness among cancer caregivers: a narrative review. Palliat Support Care. 2020;18(3):359–67.

Beutel ME, Klein EM, Brähler E, Reiner I, Jünger C, Michal M, et al. Loneliness in the general population: prevalence, determinants and relations to mental health. BMC Psychiatry. 2017;17(1):97. pmid:28320380.

Holt-Lunstad J, Smith TB, Baker M, Harris T, Stephenson D. Loneliness and social isolation as risk factors for mortality: a meta-analytic review. Perspect Psychol Sci. 2015;10(2):227–37. pmid:25910392.

Velloze IG, Jester DJ, Jeste DV, Mausbach BT. Interventions to reduce loneliness in caregivers: an integrative review of the literature. Psychiatry Res. 2022;12:114508.

Haj Mohammad N, Walter AW, van Oijen MGH, et al. Burden of spousal caregivers of stage II and III esophageal cancer survivors 3 years after treatment with curative intent. Support Care Cancer. 2015;23:3589–98. https://doi.org/10.1007/s00520-015-2727-4

Langenberg SM, Reyners AK, Wymenga AN, Sieling GC, Veldhoven CM, van Herpen CM, Prins JB, van der Graaf WT. Caregivers of patients receiving long-term treatment with a tyrosine kinase inhibitor (TKI) for gastrointestinal stromal tumour (GIST): a cross-sectional assessment of their distress and burden. Acta Oncol. 2019;58(2):191–9.

Teixeira RJ, Applebaum AJ, Bhatia S, Brandão T. The impact of coping strategies of cancer caregivers on psychophysiological outcomes: an integrative review. Psychol Res Behav Manage. 2018;11:207.

Folkman S, Lazarus RS. Stress, appraisal, and coping. New York: Springer Publishing Company; 1984. p. 460.

Han Y, Hu D, Liu Y, Lu C, Luo Z, Zhao J, Lopez V, Mao J. Coping styles and social support among depressed Chinese family caregivers of patients with esophageal cancer. Eur J Oncol Nurs. 2014;18(6):571–7.

Rankin SR. Influence of coping styles on social support seeking among cancer patient family caregivers (Doctoral dissertation, Walden University).

Bowman KF, Rose JH, Radziewicz RM, O’Toole EE, Berila RA. Family caregiver engagement in a coping and communication support intervention tailored to advanced cancer patients and families. Cancer Nurs. 2009;32(1):73–81.

Baltes PB, Baltes MM, editors. Successful aging: perspectives from the behavioral sciences. Cambridge University Press; 1993 May. p. 28.

Toseland RW, Blanchard CG, McCallion P. A problem solving intervention for caregivers of cancer patients. Soc Sci Med. 1995;40(4):517–28.

McMillan SC, Small BJ, Weitzner M, Schonwetter R, Tittle M, Moody L, Haley WE. Impact of coping skills intervention with family caregivers of hospice patients with cancer: a randomized clinical trial. Cancer. 2006;106(1):214–22.

Li Q, Loke AY. The positive aspects of caregiving for cancer patients: a critical review of the literature and directions for future research. Psycho-oncology. 2013;22(11):2399–407.

Tedeschi RG, Calhoun LG. Trauma and transformation. Sage; 1995 Jun. p. 20.

Liu Y, Li Y, Chen L, Li Y, Qi W, Yu L. Relationships between family resilience and posttraumatic growth in breast cancer survivors and caregiver burden. Psycho-oncology. 2018;27(4):1284–90.

Moore AM, Gamblin TC, Geller DA, Youssef MN, Hoffman KE, Gemmell L, Likumahuwa SM, Bovbjerg DH, Marsland A, Steel JL. A prospective study of posttraumatic growth as assessed by self-report and family caregiver in the context of advanced cancer. Psycho‐oncology. 2011;20(5):479–87.

Nouzari R, Najafi SS, Momennasab M. Post-traumatic growth among family caregivers of cancer patients and its association with social support and hope. Int J Community Based Nurs Midwifery. 2019;7(4):319.

PubMed   Google Scholar  

Less Survivable Cancers Taskforce.org.uk. London: Principle Consulting. https://lesssurvivablecancers.org.uk . Accessed 30 December 2021.

Dy S, Isenberg S, Hamayel N. Palliative care for cancer survivors. Med Clin N Am. 2017;101(6):1181–96.

Morris SM, Thomas C. The need to know: informal carers and information 1. Eur J Cancer Care. 2002;11(3):183–7.

Download references

Acknowledgements

Not applicable.

Author information

Authors and affiliations.

School of Psychology, Queen’s University Belfast, University Road, Belfast, BT7 1NN, UK

Melinda Furtado, Dawn Davis, Jenny M. Groarke & Lisa Graham-Wisener

School of Psychology, University of Galway, University Road, Galway, Ireland

Jenny M. Groarke

You can also search for this author in PubMed   Google Scholar

Contributions

M.F., D.D. wrote the main manuscript text with supervision/assistance from J.M.G and L G-W . All authors reviewed the manuscript.

Corresponding author

Correspondence to Melinda Furtado .

Ethics declarations

Ethics approval and consent to participate, consent for publication, competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary Material 1: Additional file 1

Search Strategy

Supplementary Material 2: Additional file 2

Findings illustrations table

Supplementary Material 3: Additional file 3

ConQual table

Supplementary Material 4: Additional file 4

Characteristics of studies

Supplementary Material 5: Additional file 5

Methodological assessment

Supplementary Material 6: Additional file 6

Meta-synthesis

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Furtado, M., Davis, D., Groarke, J.M. et al. Experiences of informal caregivers supporting individuals with upper gastrointestinal cancers: a systematic review. BMC Health Serv Res 24 , 932 (2024). https://doi.org/10.1186/s12913-024-11306-3

Download citation

Received : 20 June 2024

Accepted : 10 July 2024

Published : 14 August 2024

DOI : https://doi.org/10.1186/s12913-024-11306-3

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Caregiver burden
• Esophageal neoplasms
• Gastrointestinal neoplasms
• Gallbladder
• Quality of life
• Delivery of health care

BMC Health Services Research

ISSN: 1472-6963

• General enquiries: [email protected]

• Network Staff List
• About this Network
• H-Histsex Discussion List Logs
• Write to the Editors
• H-Gender-MidEast
• H-MedAnthro

CFP: Nineteenth Century Studies Association, 46th Annual Conference, "Fusions of Culture, Time, and Space"

Nineteenth Century Studies Association: Call For PAPERS, “Fusions of Culture, Time, and Space,” 46th Annual Conference  New Orleans, Louisiana    March 27-31, 2025

Proposal Deadline: September 30, 2024

Website:  https://ncsaweb.net/2025-conference-information/

If America were a melting pot, New Orleans would be its capital. Even before the United States gained control of the city with the 1803 Louisiana Purchase, New Orleans had been usurped from indigenous peoples and changed hands several times between the French and Spanish. This amalgamation of inhabitants created complex and fascinating fusions of people, culture, language, food, music, and systems of belief which have become ubiquitous within the city’s history and its identity. Throughout the 19th century, New Orleans had the second-largest port in the United States, contributing to a steady stream of visitors, migrants, enslaved people, and new settlers that spread throughout the South and the quickly expanding nation. New Orleans is also renowned for its strategic importance during the various rebellions, skirmishes, and wars of the long 19th century. The city’s resilience is evident in the many economic alterations made over the last two hundred years and its ability to recover from man-made and natural events like slave rebellions, race riots, outbreaks of yellow fever, and hurricanes. Despite many moments of trepidation about the city’s future, it remains today a dynamic fusion of past and present that exemplifies the diversity of the US and the growing global intersections between nations which define the 19th century on a worldwide scale.

This call welcomes proposals for papers of 15-20 minutes in length from a broad range of disciplines and perspectives that explore the literal, figural, and abstract understanding of the notion of fusion or fusions in the long-nineteenth century, particularly those of culture, time, and space. Topics might include the fusion of people through forced or voluntary migration through the lens of the literary, historical, art historical, musical, or biological. Papers may engage in critical discussions of food or music, performance or play as aesthetic fusions of culture. Temporal fusions might be explored through the study of science (both factual and fictional), the supernatural, material and materiality, liminality, spiritualism, mysticism, or voodoo. Submissions could consider spatial fusions through the lens of micro- or macro- economics, architecture, landscape, geographical boundaries and borders, or the vast expanse of outer space. Papers might also consider pedagogical fusions, fusions of disciplines, fusions of theoretical perspectives, or other abstract understandings of the theme. Finally, papers might explore instances where fusion is conspicuously absent.

We also encourage proposals for various types of conference engagements beyond the standard panel presentation of papers including, but not limited to: round table discussions, “speed-dating” sessions, poster sessions, creative and/or practical workshops, fireside chats, panels which combine both research and practice etc.

Submit 250-word paper, panel, and alternative-session proposals with 2-page CVs via  this google form  by September 30, 2024.  [direct URL:  https://forms.gle/ovFKBwqrUCkgYe5E8 ] 

Questions about submissions or the conference may also be directed to:  [email protected]   

Contact: [email protected]

Organizers: Wendy Castenell, Washington & Lee University A. Maggie Hazard, School of the Art Institute of Chicago Sarah Iepson, Camden County College

Post a Reply

Cookies on GOV.UK

We use some essential cookies to make this website work.

We’d like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

• Education, training and skills
• School curriculum
• Key stage 5 (AS and A Levels)
• Key stage 5 exam marking, qualifications and results

Infographic: A level results 2024

Infographics summarising the key trends from A level results in 2024.

Applies to England

Infographics for a level results, 2024.

Ref: Ofqual/24/7147

Infographics for A level results, 2024 (accessible)

Ref: Ofqual/24/7147/5

Infographics representing key data from 2024 A level qualification results in England. You can  explore the results data yourself on the Ofqual Analytics website .

Updates to this page

Sign up for emails or print this page, related content, is this page useful.

• Yes this page is useful
• No this page is not useful

Help us improve GOV.UK

Don’t include personal or financial information like your National Insurance number or credit card details.

To help us improve GOV.UK, we’d like to know more about your visit today. Please fill in this survey (opens in a new tab) .

Jump to navigation

Special Issue of IJLS on Religious Authority

The Interdisciplinary Journal of Leadership Studies invites papers for a special issue on religion and leadership.

The study of leadership intersects with the study of religion in fruitful ways. Negotiations of power, authority, legitimacy, morality, and autonomy govern this dynamic. Much scholarship on religious leadership has focused on formal institutions and roles, thus narrowing the scope of how faith-based interactions have been understood. Yet on a global scale, the shifting dynamics of major religions offers an ideal opportunity to reconsider this relationship. Religious growth and decline are no longer associated with conversion or conquest, but with demographic factors like fertility rates. In 2020, Americans’ membership in houses of worship dropped below 50% for the first time in Gallup’s history. Data from the Pew Research Center, however, predicts that increases in non-religious affiliation in the United States will not match global trends in the next three decades. Instead, Islam will be the fastest growing major religion and “babies born to Muslims will begin to outnumber Christian births by 2035,” though Christians will still be the largest religious group.

All of this information suggests a unique moment globally to ponder how people have, do, and will navigate faith-based interactions in moments of social, political, economic, and/or cultural upheaval. This special issue of IJLS encourages scholars to interrogate the significance of religious authority in times of uncertainty while drawing on the historical, present-day, and ethical implications of leadership (i.e., leadership as it was, is, and ought to be).

IJLS welcomes submissions from the sciences, social sciences, arts, and humanities. Scholars in traditional and interdisciplinary fields are encouraged to submit materials. 250-word abstracts are due October 1, 2024. If accepted, full article drafts will be due March 1, 2025.

Final articles should be 5,000-8,000 words, including notes and works cited. Please refer to the complete Submission Guidelines for the Interdisciplinary Journal of Leadership Studies for additional details.

Within the broad category of religious authority in times of uncertainty, the following topics may be helpful to consider: • How religious leaders address moments of crisis • How religious communities define/shape leadership during uncertainty • How common people turn to religion as a source of leadership • How religion fails to provide leadership • How religious communities are legitimated (or not) in times of crisis

Additional approaches to the theme are welcome. Please submit abstracts and questions directly to Lauren Henley at [email protected] .

Sources Jeffery M. Jones, “U.S. Church Membership Falls Below Majority for First Time,” Gallup, March 29, 2021. “The Future of World Religions: Population Growth Projects, 2010-2050,” Pew Research Center, April 2, 2015. “The Changing Global Religious Landscape,” Pew Research Center, April 5, 2017.

Fallout and Fertility: Chernobyl's Legacy and the Role of Compliance with Public Protection Measures

CESifo Working Paper No. 11260

48 Pages Posted: 16 Aug 2024

Matilde Giaccherini

University of Rome Tor Vergata - Centre for International Studies on Economic Growth (CEIS); CESifo

Joanna Kopinska

Sapienza University of Rome - Dipartimento di Scienze Sociali ed Economich; University of Rome Tor Vergata - Centre for International Studies on Economic Growth (CEIS)

Date Written: 2024

This paper examines the impact of early-life radiation exposure on adult fertility using a dynamic difference-in-differences approach. Analyzing 18 cohorts of women born between 1976 and 1993 in Italian municipalities, we utilize a radiation exposure indicator and administrative datasets on hospitalizations (2004-2016) and birth certificates (2002-2019). Findings show increased rates of thyroid complications and cancer among women exposed in utero or up to five years old, along with higher incidences of spontaneous abortions and stillbirths. Finally, municipalities with high agricultural employment experienced more severe fallout effects, while political beliefs did not significantly influence adherence to protective measures.

Note: Funding Information: Financial support and data access was granted from the Italian Ministry of Health - National Center for Prevention and Diseases Control (Scientific Research Program on “The effect of air pollution on the Italian population. An analysis based on microdata”, grant no. E83C17000020001). This work was supported by European Union’s Horizon 2020 research and innovation programme LongiTools 874739. Declaration of Interests: The authors declare that they have no known competing interests or personal relationships that could have appeared to influence the work reported in this paper.

Keywords: fertility, radiation exposure, public health, health behaviors

Suggested Citation: Suggested Citation

Matilde Giaccherini (Contact Author)

University of rome tor vergata - centre for international studies on economic growth (ceis) ( email ).

Via Columbia, 2 Rome, I-00133 Italy

CESifo ( email )

Poschinger Str. 5 Munich, DE-81679 Germany

Sapienza University of Rome - Dipartimento di Scienze Sociali ed Economich ( email )

Via Columbia, 2 Rome Italy

Do you have a job opening that you would like to promote on SSRN?

Paper statistics, related ejournals, cesifo working paper series.

Subscribe to this free journal for more curated articles on this topic

Emerging Markets Economics: Environmental & Social Aspects eJournal

Subscribe to this fee journal for more curated articles on this topic

Public Health eJournal

Social determinants of public health ejournal, environment & human health ejournal.