Essay on Texting Essays

Essay on Texting Essays Essay on Texting Essay Essay on Texting Essay Texting Helping or Hindering In the essay Does Texting Affect Writing written by a student from Marywood University the question was asked if how students communicate is being effected by texting. The author made a very good argument that she believed it didnt. She went through great research to answer the question that we have all asked at one point in time. This process was done through speaking with teachers, friends and students to see if texting affected their ability to write in school. I would have to agree I dont elieve that texting is the reason for poor communication among kids today, that it has its purpose and place. I am on that text a lot and would say that through texting I have improved my writing ability. I often catch myself in texting actually spelling and using correct grammar when sending a message. In the article written the first thing the author points out is not that texting itself is not the problem, but that the language or abbreviations that were being used. That it could have a impact on a persons ability to communicate when writing. In an article ritten in USA Today entitled Texting, Testing Destroys Kids Writing Style The author blames the use of acronyms and Anthony Fulton: There are a few clarity issues (l am on that text a lot), but your position is still clear. shorthand in text messages for students inability to spell and ultimately write well. It was also mentioned that emotions through text could not be effetely conveyed without the use of symbols and smiley faces. The teachers interviewed also felt as if we were raising a whole generation without proper communication skills. This sparked a whole new debate on texting and its use amongst students in school. Many said that the perceived declined in writing abilities was due the increase of texting. To gain a more personal prospective the Author interviewed two former teachers and seven students to get their prospective on this. To allow the students to have their own opinion a list of questions was asked, such as how long they had been texting, how often they texted; what types of abbreviations they used most often and how ften they used them; and whether they noticed themselves using any type of text speak in their formal writing. The same questions were posed to the two teachers. It was a surprise to the author how different the responses of the teachers and students were. To help better understand all the data collected the author had to do more research and gather some twenty writings of some papers from a first year writing course. The objective was to see if students texting writing carried over to their formal writing. After analyzing the samples, the conclusion was made that texting had minimal impact on a students writing ability and actually improved it. That students understood that it was a time and place for the texting language they used. That each person interviewed agreed and understood this. That to compensate for the language. This allowed their points to be conveyed at the same time maximizing the time they had. Teachers felt that it allowed them to actually broaden how they communicated and actually helped. Anthony Fulton: The summary is accurate and objective. I would have to say that from personal experience the language I use in text have their proper places it should not and would not be used to communicate in my formal writing. For example, though we will say lol is not appropriate in a conventional learning environment that for sake of time in texting world it serves its purpose. That texting has not hindered my writing but has had a positive impact on how I write Work Cited Bullock, Richard. The Norton Field Guide to Writing. 3rd Ed. New York: Norton, 2013. Print.

A List of English Singulars That Are French Plurals

A List of English Singulars That Are French Plurals Nouns are not always singular in both French and English. Here is a list of words that are singular or uncountable, or have unmarked plurals in English but are plural or countable in French. * These are usually but not always plural in French ** Data is the plural of datum but is commonly used as a singular noun in English *** The plurals of these nouns are unmarked in English **** These nouns are uncountable in English but countable in French In addition, adjectives that are used as nouns when referring to a group of people do not have an s in English, though they do in French: Advice  -   ConseilsAmmunition  -   MunitionsAsparagus - AspergesAttic  -   ComblesAudience  -   Spectateurs, auditeursBaggage, luggage  -   BagagesBroccoli  - BrocolisBusiness  -   AffairesTo cause damage  - Causer des dà ©gà ¢tsCereal  -   Cà ©rà ©alesChess  -   Ãƒâ€°checsClothing  - Và ªtementsContact information/name and address  - Coordonnà ©esDamage  - Dommage(s),* dà ©gà ¢tsDarkness  - Tà ©nà ¨bresData**  - Donnà ©esDebris  - Dà ©brisDeer  - Cerf(s), biche(s)***Deposit  - ArrhesTo do research  - Faire des recherchesEngagement  - Fianà §aillesEvidence - Preuve(s)****To feel remorse  - Éprouver des remordsFish  - Poisson(s)***Food  - Vivres, victuaillesForecast - Prà ©visionsFruit  - Fruit(s)****Funeral - Funà ©railles, obsà ¨quesFurniture  - MeublesGarbage, rubbish  - Dà ©chets, orduresGift (for Christmas or New Years)  - ÉtrennesGraffiti - GraffitisHair - Che veuxHavoc - RavagesHay  - Foins*Herringbone  - ChevronsHoliday(s) (British English) - VacancesHomework - DevoirsIncome  - Revenu(s), rente(s)*Information  - Informations, renseignementsKnowledge  - Connaissances* Lovemaking  - Ébats amoureux/sexuelsMath (American English)  - MathsMedicine  - Mà ©dicamentsOffal - AbatsPasta  - Pà ¢tesPeriod (to have ones period)  - Rà ¨gles (avoir ses rà ¨gles)Progress  - Progrà ¨s*Quicksand  -   Sables mouvantsRubble  - Dà ©combresScience  - Sciences*Sheep  - Mouton(s)***Shrimp - CrevettesSoftware  - Logiciel(s)****Spaghetti  - SpaghettisSpinach  -   Ã‚  Ãƒâ€°pinardsStatic  - ParasitesTheres a good chance that†¦Ã‚  -   Il y a de fortes chances que...Transportation  - TransportsVacation  - VacancesVicinity  - EnvironsVolcanic smoke and gas  - Fumerolles*Wedding  - Noces*The dead  - Les mortsThe living  - Les vivantsThe poor - Les pauvresThe rich  - Les richesThe sick -   Les maladesThe young  - Les jeunes Some Nouns Are Singular in French and Plural in English Nouns are not always singular in both French and English. Here is a list of words that are singular, uncountable, or invariable in French but are plural or countable in English. * These are usually but not always singular in French** Many French  compound nouns  are invariable, though their English equivalents are variable. News - Lactualità ©Oats - Avoine  (fem)Scales - Une  balanceDrums - La batterieBoxer shorts - Un boxer-shortSwimming trunks - Un caleà §on de bainTights - Collant(s)*Contents - Le  contenu, la  contenanceOveralls, dungarees - Une  cotteDentures - Un  dentierEpsom salts - Epsomite (fem)Stairs - Un  escalierFireworks - Un feu  dartificeFruit - Un fruit (piece of)Skyscraper - Un  gratte-ciel**Gums - La  genciveJeans - Un jeanSweat pants - Un joggingTo do the dishes - Laver la  vaisselle(Piece of) news - Une  nouvelle(Loaf of) bread - Un painPants, trousers - Un  pantalonPliers - Pince(s)*Wire cutters - Une  pince  coupanteWire strippers - Une  pince   dà ©nuderTweezers - Une  pince   à ©pilerIce tongs - Une  pince   glace  Nail clippers - Une  pince  Ã‚  onglesCoin purse, wallet - Un porte-monnaie**Pyjamas - Un  pyjamaShorts - un  shortUnderpants - Un slipSwimming trunks - Un slip de bainBellows - Un  souffletDishes, crockery (to do the dishes) - La  vaisselle  (faire  la  vaisselle) Some French Nouns Can Only Be Singular In both French and English, many nouns can be singular or plural:  un  homme  (one man),  deux  hommes  (two men),  la chaise  (the chair),  les  chaises  (the chairs). But there are quite a few French nouns that can only be singular, sometimes because the noun has a  different meaning in the plural. Here are some French nouns that can only be singular: Abstract Nouns Le bonheur - HappinessLa  chaleur - Heat, warmthLa charità © - Charity, kindnessLe  chaud - HeatLe courage - CourageLa  faim - HungerLe  froid - ColdLa  haine - HatredLa  malchance - Bad luck, misfortuneLa mà ©lancolie - Melancholy, gloomLa  peur - FearLa  soif  - ThirstLa tristesse - SadnessLa  vaillance - Courage, valor Arts and Crafts Le cinà ©ma - Cinema,  movie  industryLa couture - SewingLa  danse - DancingLe dessin - DrawingLa  peinture - PaintingLa sculpture - SculptingLe thà ©Ãƒ ¢tre - TheaterLe  tissage - WeavingLe tricot - Knitting Directions La  droite - RightLest  (m) - EastLa gauche - LeftLe  nord - NorthLouest  (m) - WestLe sud - South Materials and Matter Acier  (m) - SteelArgent  (m) - SilverLe bois - WoodLe coton - CottonLe cuir - LeatherLe cuivre - CopperLe fer - IronOr  (m) - GoldLe papier - PaperLe plastique - PlasticLe plà ¢tre - PlasterLa soie - SilkLe verre - Glass Sciences La biologie - BiologyLa botanique - BotanyLa chimie - ChemistryLa gà ©ologie - GeologyLa linguistique - LinguisticsLa philosophie - PhilosophyLa physique - PhysicsLa psychologie - PsychologyLa sociologie - Sociology Some French Nouns Can Only Be Plural In both French and English, many nouns can be singular or plural:  un homme  (one man),  deux hommes  (two men),  la chaise  (the chair),  les chaises  (the chairs). But there are quite a few French nouns that can only be plural, sometimes because the noun has a  different meaning in the singular. Here are some French nouns that can only be plural: Les abats  (m) - Offal, gibletsLes acariens  (m) - Dust mitesLes affres  (f) - Agony, throesLes agissements  (m) - Schemes, intriguesLes agrà ¨s  (m) - (Sports) apparatusLes alentours  (m) - Neighborhood, surroundingsLes annales  (f) - AnnalsLes appointements  (m) - SalaryLes archives  (f) - ArchivesLes armoiries  (f) - Coat of armsLes arrà ©rages  (m) - ArrearsLes arrhes  (f) - DepositLes auspices  (m) - Auspices, patronageLes beaux-arts  (m) - Fine artsLes beaux-enfants  (m) - Childrens spouses, in-laws / spouses children, stepchildrenLes beaux-parents  (m) - Spouses parents, in-laws / parents spouses, stepparentsLes bestiaux  (m) - Livestock, cattleLes bonnes grà ¢ces  (f) - Someones favor, good gracesLes brisants  (m) - (Ocean) breakersLes brisà ©es  (f) - Someones territory, footstepsLes catacombes  (f) - CatacombsLes cà ©rà ©ales  (f) - CerealLes cheveux  (m) - HairLes comestibles  (m) - Fine foodsLes communaux  (m) - Common landLes condolà ©ances  (f) - CondolencesLes confins  (m) - Borders, fringesLes coordonnà ©es  (f) - Coordinates Les dà ©boires  (m) - Disappointments, setbacks, trialsLes dà ©combres  (m) - Rubble, debrisLes dà ©pens  (m) - Costs, expenseLes dolà ©ances  (f) - Complaints, grievancesLes à ©bats  (m) - FrolickingLes entrailles  (f) - Entrails, gutsLes environs  (m) - Outskirts, surroundingsLes à ©pousailles  (f) - NuptialsLes à ©trennes  (f) - Fift (for  Christmas  or  New Years)Les faà §ons  (f) - Manners, behaviorLes floralies  (f) - Flower showLes fonts baptismaux  (f) - Baptismal fontLes fianà §ailles  (f) - EngagementLes frais  (m) - Expenses, chargesLes frusques (f informal) - Clothes, togs, ragsLes funerailles  (f) - FuneralLes gens  (m) - PeopleLes grands-parents  (m) - GrandparentsLes honoraires  (m) - FeesLes intempà ©ries  (f) - Bad weatherLes latrines  (f) - LatrineLes limbes  (m) - LimboLes lombes  (m) - LoinsLes mathà ©matiques  (f) - Math(s)Les mà ©moires  (m) - MemoirsLes menottes  (f) - HandcuffsLes mÅ“urs  (f) - Morals, customsLes munitions  (f) - AmmunitionLes obsà ¨ques  (f) - FuneralLes ordures  (f) - Trash, rubbishLes ouà ¯es  (f) - Gills Les pà ¢tes  (f) - Pasta, noodlesLes pierreries  (f) - Gems, precious stonesLes pourparlers  (m) - Negotiations, talksLes prà ©paratifs  (m) - PreparationsLes proches  (m) - Close relations, next of kinLes ravages  (m) - Havoc, ravagesLes reprà ©sailles  (f) - Retaliation, reprisalsLes royalties  (f) - RoyaltiesLes scellà ©s  (m) - Seals (e.g., on a door)Les semailles  (f) - Sowing, seedsLes sà ©vices  (m) - Physical cruelty, abuseLes tà ©nà ¨bres  (f) - Darkness, gloomLes thermes  (m) - Thermal bathsLes toilettes  (f) - Lavatory, restroomLes vacances  (f) - Vacation, (UK) holidayLes và ªpres  (f) - VespersLes victuailles  (f) - Food, victualsLes vivres  (m) - Food, supplies, provisions French Nouns With Different Meanings Depending on Number Some French nouns can only be singular, some can only be plural, and some have different meanings depending on whether they are singular or plural. Abattis  (m) - BrushwoodLes abattis  (m)  - Giblets, (informal) arms and legs, limbsAssise  (f)  - Wall support, foundationAssises  (f)  - Assembly, conferenceAutorità ©Ã‚  (f)  - AuthorityLes autorità ©s  (f)  - The authoritiesLe barbe  - BarbLa barbe  - BeardLes barbes  (f)  - Ragged edgeLe bois  - Wood (in general), woodwind instrumentLes bois  (m)  - Woodwind sectionLe ciseau  - ChiselLes ciseaux  (m)  - ScissorsLe comble  - Height, peak; last straw (figurative)Les combles  (m)  - AtticLe cuivre  - CopperLes cuivres  (m)  - Copper instruments, toolsLa douceur  - Softness, gentlenessLes douceurs  (f)  - Sweets, desserts; sweet talkEau  (f)  - Water (in general)Les eaux  (f)  - River/lake/sea water, wakeÉconomie  (f)  - EconomicsLes à ©conomies  (f)  - SavingsÉcriture  (f)  - Writing, (finance) entryLes à ©critures  (f)  - Accounts, booksLa faà §on  - Way, mann er, meansLes faà §ons  (f) - Manners, behaviorLe fer  - IronLes fers  (m)  - Chains, fettersLe guide  - Guide (book, tour)La guide  - Girl scout/guideLes guides  (f)  - ReinsHumanità ©Ã‚  (f)  - Humanity, mankind Les humanità ©s  (f)  - Humanities, classicsLe lendemain  - The next day, the period right afterLes lendemains  (m)  - Future, prospects, consequencesLa lunette  - TelescopeLes lunettes  (f)  - Glasses, spectaclesLa mà ©moire  - MemoryLe mà ©moire  - Memorandum, reportLes mà ©moires  (m)  - MemoirsLa menotte  - (babytalk) HandLes menottes  (f)  - HandcuffsOuà ¯e  (f)  - (sense of) HearingLes ouà ¯es  (f)  - GillsLe papier  - PaperLes papiers  (m)  - DocumentationLa pà ¢te  - Pastry, doughLes pà ¢tes  (f)  - Pasta, noodlesLe ravage  - (Literary)  pillagingLes ravages  (m)  - Havoc, ravagesLe status  - StatusLes status  (m)  - StatutesLa toilette  - Toilette, hygiene, act of getting readyLes toilettes  (f)  - Lavatory, restroomLa vacance  - VacancyLes vacances  (f)  - Vacation, holiday When talking about arts and crafts, a singular noun indicates the activity itself, while both the singular and plural refer to the product. Le cinà ©ma  - Cinema, movie industryLe(s) cinà ©ma(s)  - Cinema(s), movie theater(s)La couture  - SewingLa (les) couture(s)  - Seam(s)La danse  - DancingLa (les) danse(s)  - Dance(s)Le dessin  - The act of drawingLe(s) dessin(s)  - Drawing(s)La peinture  - The act of paintingLa (les) peinture(s)  - Painting(s)La sculpture  - The act of sculptingLa (les) sculpture(s)  - Sculpture(s)Le thà ©Ãƒ ¢tre  - Theater artsLe(s) thà ©Ãƒ ¢tre(s)  - Theaters(s)Le tricot  - The act of knittingLe(s) tricot(s)  - Sweater(s), jumper(s) Languages  are always singular (and always,  au fait, masculine). When the name of a language is capitalized, both the singular and plural indicate people of that nationality. Anglais  (m) - English languageUn Anglais, des Anglais  - An Englishman, English peopleArabe  (m)  - Arabic languageUn Arabe, des Arabes  - An Arab, ArabsLe franà §ais  - French languageUn Franà §ais, des Franà §ais  - A Frenchman, French people

Reflective diary Essay Example | Topics and Well Written Essays - 3000 words - 2

Reflective diary - Essay Example From this lesson, I managed to learn on the meaning of culture shock. It refers to a personal disorientation that an individual may feel, when he or she is experiencing a way of life that is unfamiliar, that is brought about due to his or her immigration status, or the visitation of a new country (French, 2010). It is also possible to refer to culture shock as a movement that an individual experiences when he or she is between social movements, or as a new type of living. The definition of culture shock was very similar to the definition that I had, concerning culture shock. This is because, as I understood it, culture shock was a situation whereby an individual was experiencing some new cultural values, and he or she could not fit into these new cultural values. From the lessons, I learnt that this aspect of culture shock has six major components, and they are, a strain that emanates because of the desire on an individual to adapt to a particular culture, a sense of the loss of professionalism, and status, feelings of rejection by members of the new culture, confusion in values, roles and self-identity, disgust, anxiety and anger in regard to particular practices, and a sense of helplessness (Hofstede, 2005). These components of culture shock are very familiar to me. This is because it reminds me of a time when I had gone to visit some relatives in Brazil. The dominant language spoken is Portuguese, and I was unable to fit in within the society. This is because I could not understand the language; hence I was confined in the house, on most of the occasions. I felt rejected, mostly because nobody was willing to listen to me, mainly because I could not speak Portuguese in a fluent manner. My socialization was only limited to my relatives. Furthermore, I was confused, and I had a feeling of helplessness. The situation that I was passing through is an example of a culture shock, and it meets all the conditions identified by Kalervo Oberg,

Cyber Bullying in Schools Term Paper Example | Topics and Well Written Essays - 3000 words

Cyber Bullying in Schools - Term Paper Example The paper also seeks to critically analyze the legal framework and policies that are in place to combat the problem of cyber bullying. To this end, the paper has relied on information from various pieces of legislation. The paper will concentrate on implementation of legislation and school programs to prevent and stop cyber bullying in schools. The research will therefore not explore in detail the other ways of combating cyber bullying; like reporting cyber bullying to parents, not responding to emails that are meant for bullying, among others. The paper recognizes that cyber bullying is not only a vice found among children but also adults. The study however does not look into the issue of cyber bullying among adults. Outline The paper is divided into three major parts. The first part is an introduction of the paper. This part outlines the concept of cyber bullying giving the various definitions that have been given by various authors. The introduction gives the various methods used in cyber bullying including use of the internet as well as mobile phones. This part also introduces the concepts of implementation of legislation and school programs to combat cyber bullying. These are the major action plans identified by the paper as solutions to the problem of cyber bullying. The introduction also identifies the various stakeholders who are the key players in the proposed solutions. These are also the audience of the paper, and these are identified as lawmakers, school heads, parents and students. The second part of the paper provides a background and a historical perspective of cyber bullying. In this part, cyber bullying is identified as a form of bullying that emerged as a result of the... This research will begin with the definition of bullying as an act of frightening or harassing a person who is supposedly weaker or smaller. This behavior is triggered by various aspects. For instance a person can be bullied because of their race, their gender, their sexual orientation, religion, weight, disability or even talent. Bullying can take many forms including physical bullying where a person can be kicked, hit or pushed. Bullying can also be verbal or through technology, which is referred to as cyber bullying. Bullying mostly occurs in schools and is mostly physical and verbal but cyber bullying is fast emerging as the preferred way of bullying. Bullying has two players involved, namely the bully and the victim. The victims of bullying vary depending on the form of bullying. For instance bullying can take place as early as kindergarten; this is especially for physical and mostly verbal bullying. At this stage however it is very rare to have cyber bullying for example. Cyber bullying is mostly common among teenagers, who are the frequent users of technology and more so the cyberspace. Canadian teacher Bill Belsey is recognized for having coined the word cyber bullying. Belsey described cyber bullying as the use of technology for repeatedly communicating harmful and hostile messages to others. In understanding cyber bullying, one must realize that there are various forms of cyber bullying and there are tools that are used to commit cyber bullying.

Preparing Salts- IB Lab Essay Example for Free

Preparing Salts- IB Lab Essay Calcium chloride (CaCl2) has been manufactured for over 100 years. The salt is used in a variety of industrial and consumer products, and is supplied as flakes, pebbles, pellets, powders and solutions with varying concentrations. Calcium chloride dissociates easily in water to form Ca and Cl ions. Calcium is essential for the formation of skeletons, neural transmission, and muscle contraction, coagulation of the blood, and algae and higher plant growth. Chloride ions are also required for normal cellular operations in animals and humans, and serve as a micronutrient for plants, playing important roles in photosynthesis and osmoregulation. Calcium chloride is considered to be practically non-toxic to aquatic organisms and bioaccumulation is unlikely. Calcium chloride does not burn and is not flammable. Calcium chloride is corrosive to some metals. Calcium chloride is completely soluble in water. Because calcium chloride is hygroscopic, it should be stored in a dry place and be protected from atmospheric moisture. Heat is produced when calcium chloride is dissolved in water and spattering and boiling can occur. (Calcium Chloride SIDS Initial Assessment Profile, 4, 12-14) Salts are prepared by five methods. A metal can combine directly with a nonmetal to form a salt. A metal can react with acid to form a salt and release hydrogen gas. A base can react with an acid to form a salt and water. An acid can react with a carbonate and form a salt, carbon dioxide and water. And finally two salts can react to form two other salts. AIM (PURPOSE) Our aim was to create 0,124 grams of calcium chloride. In order to prepare the salt, we used a base and an acid. The reason why we chose this method was first, we had the chemicals and second, using two salts was dangerous. So we have decided to use neutralization method. HYPOTHESIS We predict that we will obtain 0.124 grams of CaCl2, because we used the correct stoichiometric amounts of the reactants HCl and Ca(OH)2 , according to the mole ratio for their reaction. VARIABLES To prepare the right amount of salt, we had to keep the temperature stable. We used room temperature. Although we heated the beaker, we let it cool down before measuring its mass. Another constant variable was concentration. We had to keep it still so that there wouldnt be a change in the reaction. Everybody in the class prepared different salt so everybody had different kinds of ions and since the salts were different, their solubility was different too. MATERIALS AND EQUIPMENT Beaker 100 ml 0.0815 grams of HCl 0.0828 grams of Ca(OH)2 Plastik dropper Scale Heater Spatula PROCEDURE 1) First of all, we decided which acid and base we should use. Since we had HCl and Ca(OH)2 in chemistry lab, we decided to use this acid and base. 2) We wrote the chemical equation of the reaction. 2HCl + Ca(OH)2 2H2O + CaCl2 We used HCl acid and Ca(OH)2 base. When an acid and a base react, they form water and a salt. After writing down the products and reactants, we balanced the equation. 3) In order to make 0.124 grams of salt, we needed to know the amount of reactants we should use. To find out, we used stoichiometry. 2HCl + Ca(OH)2 2H2O + CaCl2 2 moles 1 mole 2 moles 1 mole H:1.01 Ca:40.08 H2:2.02 Ca:40.08 Cl:35.45 O2: 32.00 O:16.00 Cl2:70.9 (35.45+1.01)à ¯Ã‚ ¿Ã‚ ½2 H2: 2.02 (2.02+16.00)à ¯Ã‚ ¿Ã‚ ½2 Mr: 72.92 grams Mr: 74.1 grams Mr: 36.04 grams Mr: 110.98 grams 72.92à ¯Ã‚ ¿Ã‚ ½0.124à ¯Ã‚ ¿Ã‚ ½110.98= 0.0815 grams of HCl (which is 20 drops) 36.04à ¯Ã‚ ¿Ã‚ ½0.124à ¯Ã‚ ¿Ã‚ ½110.98= 0.0828 grams of Ca(OH)2 4) We measured exactly 0.0828 grams of Ca(OH)2 . 5) We added 20 drops of HCl into the Ca(OH)2. 6) To have only salt as a product, we needed to heat the beaker so that the water would evaporate. After we heated the beaker for several minutes, we let it cool. 7) When the beaker was cool enough, we measured the salt and the beakers mass. It was 32,5097 à ¯Ã‚ ¿Ã‚ ½0,0005 grams. To make sure that there was no water, we decided to heat and measure it again. 8) The second time we heat and cooled and measured it, we found 32, 4896 à ¯Ã‚ ¿Ã‚ ½0,0005 grams. 9) Then we washed the beaker and measured it when its empty. We found 32.3551à ¯Ã‚ ¿Ã‚ ½0,0005 grams. 10) We subtracted the beaker and the salts mass from the empty beakers mass to find salts mass. The salts mass is 0,1345à ¯Ã‚ ¿Ã‚ ½ 0,0005 grams. Our aim was to prepare 0.124 grams of CaCl2 salt. RAW DATA PROCESSED DATA 1st Measurement (à ¯Ã‚ ¿Ã‚ ½0,00005 g) 2nd Measurement (à ¯Ã‚ ¿Ã‚ ½0,00005 g) Beaker+Salt Salt Beaker+Salt Salt 32,5097 à ¯Ã‚ ¿Ã‚ ½0,0005 g 0.1546 à ¯Ã‚ ¿Ã‚ ½0,0005 g 32, 4896 à ¯Ã‚ ¿Ã‚ ½0,0005 g 0,1345 à ¯Ã‚ ¿Ã‚ ½0,0005 g CONCLUSION Our aim was to create 0,124 grams of calcium chloride. In order to prepare the salt, we used a base and an acid. To achieve our aim, first we decided which method we should use to prepare this salt. We had two options because we didnt have other materials. We could have used either two salts or a base and an acid. After deciding to use a base and an acid, we used stoichiometry, which is a quantitative branch of chemistry. Stoichiometry is the science of measuring the quantitative proportions or mass ratios in which chemical elements stand to one another(Jeremias Benjaim Richter, 1762-1807). We calculated the amount of chemicals we should use. Then we started preparing our salt and reacted base with the acid. After heating the beaker to eliminate water, we get our salt. We measured it and found out that we prepared 0,1345 à ¯Ã‚ ¿Ã‚ ½0,0005 grams of CaCl2 salt. The reason why we get water and a salt when we react bases and acids is simple. Everything started with Swedish chemist Jons Berzelius, who said that acids and bases have opposite charges. After that the Arrhenius Theory explained that an acid is a compound which produces hydrogen ions and a base is the one that produces hydroxide ions when dissolved in water. Then as the Bronsted-Lowry Theory indicated, when an acid behaves like a donor (an acid as an H+ ion), it means that the hydrogen ion is separating from the acidic compound and when a base behaves like an acceptor (a base as an H+ ion), the hydrogen ion is bonding with the basic compound. Because water molecules are polar, the negative charges tend to congregate on one end of the molecule with the oxygen atom, while the positive charges remain on the other end with the hydrogen atoms. The Brà ¯Ã‚ ¿Ã‚ ½nsted-Lowry model emphasizes the role played by water, which pulls the proton from the acid, resulting in the creation of the hydronium ion (Zumdahl, Introductory Chemistry: A Foundation). Then finally with the Lewis Theory, which extends Arrhenius and Bronsted-Lowry theories, it was discovered that bases gives electrons and acids accepts them. So, an acid and a base react, since they attract each other. And when they react, the base generates OH+ and the acid generates H+ which forms water. And the other ions react to form a salt. With this experiment we not only used what we have learned about preparing salts but we also used stoichiometry, which is a very important topic in chemistry. We did all the calculations and the experiment ourselves and we get to apply our knowledge. EVALUATION Although the result we get was really close, we didnt exactly find 0.124 grams of CaCl2. The percentage error of the experiment is %9. We found 0.1345 à ¯Ã‚ ¿Ã‚ ½ 0,0005 grams. To make this experiment better, first of all we could have research our salt and learn more about it. We didnt know that Ca(OH)2 is hygroscopic in the first time we measured its mass. Thats why its mass may have been measured more than it should be. But the second time we measured the beaker, we were more careful however still when we let the beaker to cool, its mass might have increased. After we heated the beaker, we waited for several minutes and waited it to cool but the beaker and the salt within might have been still warm. If we measured salts mass when it was still hot, that means we found the mass more than it should be. If we had more time, maybe we could be sure that it was in the room temperature and then measure it. Although we cleaned the beaker after the experiment, we might have left salt in it and when we measured empty beakers mass, we might have found something wrong. We could have cleaned it more neatly. REFERENCES Calcium Chloride SIDS Initial Assessment Profile, UNEP Publications, SIAM 15, Boston, October 22-25, 2002, pages 4, 12-14. Zumdahl, Steven S. Introductory Chemistry: A Foundation, 4th ed. Boston: Houghton Mifflin, 2000. www.answer.com www.wikipedia.com

College Admissions Essay: My Father Died a Drunk :: College Admissions Essays

My Father Died a Drunk    At 4, I came to the breakfast table and saw that my father had a horribly swollen eye and adhesive tape forming a shell on his nose. I didn't know that he got those injuries in a barroom fight; I only know that I was deeply frightened and sorry that my father was hurt. This was the first of many bad memories.    At 6, I awakened to the sound of a violent argument between my father and mother. I didn't know the reason for the quarrel; I just wanted the shouting, cursing and threats to stop. I could even hear them when buried under the pillows and blankets on my bed. My father had lost his job because of his drinking.    At 10, I never knew whether my father would be sober, reasonable, even pleasant - or drunk, argumentative and abusive. On one February day with four inches of snow on the ground and a freezing rain falling, I was walking home from my cousin's house in the early evening and saw my father lying on the soggy, snow-covered sidewalk. I didn't know what my father would do if I roused him, and I was afraid to find out. Perhaps, subconsciously, I hoped my father wouldn't waken at all. I continued on, did nothing, said nothing. This I will remember with guilt for the rest of my life.    At 13, I came to hate Thursday because it was payday and I had to walk up to the shop where my father worked as a janitor, get the paycheck and take it to my mother so that it would not be spent on drink. I sensed this was demeaning to my father and I felt embarrassed.    At 15, I was at the YMCA one Saturday when my father stopped by. He was drunk. He tried to play a game of pool with me and ripped the table covering with his cue stick. Many of my friends were watching. I didn't return to the Y for a month.    At 16, the high school crowd I ran with had a party each month at a different house. How could I have that party when I never knew what condition my father would be in? Fortunately, my mother solved the problem by inviting my father out to dinner and a movie, leaving my older sister as a chaperone.

Sentencing

Thinking about the issue of punishment gives rise to a number of questions, the most fundamental of which is, why should offenders be punished? And what are the objectives for the punishment. Some of the objectives are deterrence, retribution, restitution, rehabilitation, and the reason for such punishment. Deterrence is most effective at stopping crime that is planned or premeditated. Sometimes the goal is to deter the individual from repeating the behavior; other times it is to deter others from engaging in a similar behavior. An â€Å"eye for an eye, tooth for a tooth† punishment applied with the belief that offenders should suffer similarly to their victims this is the retribution punishment. Restitution is applied with the belief that offenders should repay their victim’s loss in money or services. The offenders should pay back to the victim for crimes that he has made to change a person life. He has to see that he cannot get away with committing crimes. Rehabilitation is used more frequently with juveniles; it is applied with the hopes of helping the person resolve his disorder or disease that may contribute to crime. The punishment is their so that the person can choose more of a better life in which he decides to live, or he may choose a better path. The concept of punishment has been theorized by moral philosophers, social theorists, and criminologists, When a court imposes a punishment on an offender, it often tries to balance the sorts of reasons for punishment noted earlier, but sometimes certain purposes of punishment dominate other purposes The third perspective on punishment is offered by criminologists and policy makers, who focus on penalties for offenses and policy concerns relevant to the punishment of offenders. There are differences in the state and federal punishments laws of punishment such as with the federal laws the penalties and range from long or short prison sentences in federal prison to include fines. Federal laws are enforced by the United States Government Agencies and also passed by the United States Government Agencies. There are criminal laws involved, usually dealing with crimes against the government and laws that just provide fines. State laws are those that are passed and enforced by the state. They cannot contradict the Federal laws and apply only to the specific state. The state enforcement agencies also have a duty to insure that Federal laws are not being broken. Most criminal laws are state created and penalties include fines and short or long prison sentences. Probation is a sentence with certain conditions that must be followed. If any of the conditions, such as no drug use, are violated, your probation officer will notify the court or prosecutor. The size and cost of America’s prison system has skyrocketed during the last few decades, largely as a result of laws and policies that put more offenders behind bars and keep them there longer. Yet recidivism rates remain stubbornly high, and crime still is a major public concern. State policy makers across the nation are asking whether soaring prison budgets are the best path to public safety. The federal prison population has reached record levels, that a high proportion of prisoners are non-violent drug offenders, and that racial disparities in sentencing and the proportion of lower-level drug offenders are increasing. Sentencing disparities is sentencing offenders in which those committing the same crime receive different sentences. Sentencing disparities are usually based on race, gender, region, or socioeconomic status and there are some grapple with this problem that must be solve. Many of the studies concluded that race had a direct effect on the in-out decision (in other words, the decision concerning whether the offender should be punished in a penal institution or out in the community) and that this effect remained even after the inclusion of controls for prior record and crime seriousness. Benefits of sentence-reduction programs, such as good-time laws and early parole release, include promotion of discipline within prisons (because inmates are motivated to engage in good behavior in order to earn or avoid losing good time) and the reduction of prison overcrowding. It is said that most offenders are released from prison before serving their full sentences and that indeterminate sentences produce gross sentencing disparities because they allow judges too much discretion.

Pat Tillman Essay

Patrick Daniel Tillman Jr. was a recognizable professional American athlete who played football for the Arizona Cardinals. In may 2002, eight months after the devastating September 11th attacks, Tillman turned down a three-year $3.6 million contract to serve in the United States Army. While competing various tours over the years in the Middle East, Tillman was redeployed in Afghanistan. On April 22, 2004, Pat Tilman was killed in the line of duty. â€Å"Tillman died courageously while charging uphill to save his platoon from an ambush.† This report came from the pentagon, but was later revealed that the United States Army had embellished the story. The statement was fabricated to hide the truth behind his death. The real story unfolded after evidence determined that Pat Tillman was killed from friendly fire. This evidence undermined the reports surrounding Tilman’s death and questioned what really happened that day. It took the Army five weeks to release information regarding the real cause of death of Pat Tillman. When the Army released the news to the public, it shocked many including his family. However, they didn’t provide much detail to the public other than that he was killed by â€Å"friendly fire†. Afterwards, they provided his family with further evidence surrounding their son’s death. They gave his family a box of 3,000 detailed pages from the incidence, but was so confusing the family stated, â€Å"it was almost like trying to put together a crossword puzzle.† The documents specified that at the location Pat was killed there was an RPG (rocket propelled grenade) attack on their unit from an ambush of twenty Taliban fighters. However, this information was misleading to everyone because not a single Ranger besides Tillman was wounded during this attack. Further evidence provided that none of the vehicles were damaged. As more evidence emerged it was clear that what really happened was far from what was told. Before this occurrence, Tillman’s regiment was exploring the mountainous regions of Afghanistan. One of their vehicles broke down and their platoon was ordered to split up. Tilman and another army companion, Byran O’Neal, decided to stop near a local village near a narrow mountain path. They climbed up a hill in an attempt to recognize where they were. They were also accompanied with a friendly Afghan soldier to help guide them through the rugged terrain. They soon spotted one of their Humvees that appeared around the bend. Shots soon rang and eight bullet holes impacted the Afghan Solider. Pat and the O’Neal tried to hide behind a rock for cover. With a 50-caliber gun shooting in their direction Tillman was waving his arms shouting, â€Å"Cease fire, friendlies, I am Fucking Tillman, Damn it!† It was to late, his own team killed Pat in gunfire. The latest documents given to family members depict a different account from a chaplain who debriefed the entire unit days after Tilman was killed. First the government claimed the Taliban killed him. Then they claimed he was killed as a result of â€Å"friendly fire†. With this in mind we need to ask what the real cause of his death was. Evidence from the autopsy suggested that something other than friendly fire was the cause of his death. The medical evidence did not match up with the scenario as described. It was investigated that the bullet holes were so close together that it appeared that the Army Ranger was cut down by an M-16 fired from no more than ten yards away. These three bullet holes were shot in his forehead. This disturbing evidence shows that someone came up to him after he yelled out his name while still being wounded and shot him in the head to ensure he’d die. This verification leads to an important question, was Pat Tillman’s death a murder? After the tragedy, Army investigators talked with soldiers and commanders. They wanted see whether Tillman was disliked or if anyone was jealous of his celebrity, or even if he was considered arrogant. They responded with â€Å"Tillman was respected, admired, and well-liked.† If this information is believed to be correct, then personal grievances couldn’t have been the motive. One particular motive that seems to stand out is through political motives. Pat Tillman was a very outspoken about his views. He challenged President Bush and his administration about the invasion of Iraq. He recommended to others that they should vote for Kerry in 2004, and even interviewed with Noam Chomsky, a noted critic of the military and the Bush administration. He even had a notable diary that he had on him in which he might have written personal criticisms on the government and the military. To this day, that diary has never been returned to his family and is missing. Pat was a not only a famous soldier, but was a recruitment-poster prospect. The fact that he could go public against the war and the administration couldn’t have been a pleasant thought for those who were aware of what was going on. President Bush at the time went so far to claim â€Å"executive privilege† in order to keep hidden further documents about Pat Tillman’s death. A tight grouping of three bullet holes makes friendly fire an impossible explanation for his death. This is why there is inconclusive evidence on how Pat Tillman really died. Was it a degree of politics that played a role in his murder and what information does that administration still have that they are covering up are still unknown to this day. From the information I gathered I believe that Pat Tillman’s death was a murder. Whoever killed him had intentions on doing so, and in front of their own unit. I feel that the Army was well aware that he was a threat to their operations in the Middle East. They had two options, kill Pat Tillman, or face criticism that would tarnish the Army’s reputation when he came back home. Some soldiers share the same views as Pat, but what separates Pat from everyone else is his high-profile image. If Pat decided to address his opinions about the war when he came back it could have had a negative impact on the public’s perception of the war. There is too much evidence that proves that this case was premeditated. The autopsy, political motives, and government cover up’s show that this was more than just a â€Å"friendly fire.†

Choose the Career According to Your Preferences

Choose the Career According to Your Preferences Why to Apply for Jobs You’re Not Qualified For Whatever you do, you should do it with pleasure! People tend to overlook simple ways that lead to happiness and ignore the huge influence that the grind has on our life. One of the crucial elements of the happy existence of each human is a devotion to the everyday duties, which comprise one very important component the job. Some of us choose to accept the unsatisfying situation and go with the flow, whereas others strive for changes now matter how intimidating those changes might seem. If youve noticed that your job doesnt make you feel good, is not your cup of tea anymore or you are dreaming about a far-fetched position that you think you are not qualified for, its a high time to act and get the job you want! We live in a job-hunting world, where no one has a right to surrender because of the lack of self-confidence. Its your turn to land your dream job, and its our duty to show you how to get a good job no matter what. Examine the job Before you apply for the job that, at fists sight, has nothing in common with your previous experience, understand the mechanism of its work, pay attention to the specific requirements and only then judge whether it is worth trying. After you examine the job attentively, youll be surprised to figure out that most employers state the same or very similar demands and responsibilities. The thing you should work on is figuring out how to transfer the skills youve acquired to the specific sphere. Think of how to put in practice what you already can do. Use clear language There is a false assumption that most people follow, which is the bigger amount of sophisticated words, complicated abbreviations and terms my resume would contain, the better impression it would make. In reality, your resume should be clear and relative to the position you are applying for. Cut down on any vocabulary that would be hard to understand for your employer while reading your resume. Make an impression with the help of detailed description of your skills thanks to which their company will benefit. Have a positive attitude As the vocabulary you use in your resume, your mood plays an important role, too. Avoid usage of uncertain constructions that would show you indecision and hesitation. Think of your strong sides and provide the employer with profound reasons to hire you rather than waste time on one more vacillating candidate. Flatter a bit, but not too much You have already examined your position and know the companys ups and downs. Show your employer that you are interested in the companys development, its achievements and failures and would be happy to contribute if you had such a possibility. A bit of flattering and attention wouldnt harm. However, dont overdo it! At the end, we would like to remind you that you are the sole person responsible for your limits. Enough self-confidence works wonders! Be self-confident and be happy!

What Is a College Legacy What If Youre Not a Legacy

What Is a College Legacy What If You're Not a Legacy SAT / ACT Prep Online Guides and Tips Many high school students are curious about what it means to be a college legacy. Exactly who counts as a legacy? How much does it help you when it comes to admissions? And what if you’re not a legacy?In this article, we discuss what a college legacy is, which top schools favor legacies, and what you should do- regardless of whether or not you’re a legacy! What Is a College Legacy? Overview First off, what exactly is a college legacy? A legacy is someone who is related to an alumnus of a school- usually a child of a graduate. More distant relations (such as aunts, uncles, and cousins) rarely count. Grandparents sometimes, but not always, count. To take an example, if your mom graduated from Harvard College, you'd be considered a Harvard legacy. However, if your uncle graduated from Harvard Law School, you would not be considered a Harvard legacy.Basically,if one or both of your parents graduated from a school, you would be considered a legacy there. Note, though, that undergraduate admissions offices will be most interested if your parents went there for their undergraduate degrees. If your parents instead got professional degrees andnottheir undergraduate degreesfrom the school, it's less likely you'd be counted as a legacy during the undergraduate admissions process. Legacy status is valued by colleges mainly for economic and community-building reasons. The belief is that when schools admit children of alumni, those alumni will be more likely to stay involved with the school (such as by going to reunions, serving on committees, etc.) and donate money to it. Many schoolsalso believe that legacies will be very active alumni due to their family connection with the school. In short, colleges believe that admitting legacies is a way to not only keep alumni involved but also to ensure a new generation of active alumni. How Much Does Legacy Status Matter? Even though there are many perceived benefits to admitting legacies, legacies aren't even close to a majority of the student body at top schools. Furthermore, being a legacy is far from being a guarantor of admission at a top school. In most cases, being a legacy not going to magically transform a candidate’s chances of admission. If a student's standardized test scores and GPA are below a school’s averages and the student has no meaningful extracurricular involvement, being a legacy won’t guarantee admission. As a Harvard admissions officer once said, "Legacy can cure the sick, but it can’t raise the dead." Being a legacy is often referred to as a push, plus, or tie-breaker. If a candidate is on the bubble, being a legacy could tip him or her over the edge. In fact, here's what Harvard says about legacieson its admissions website: "Among a group of similarly distinguished applicants, the daughters and sons of Harvard College alumni/ae may receive an additionallook." In other words, being a legacy could be a tipping factor in admissions. That said,it’s still far from a guarantee of admission and won’t get an otherwise unimpressive candidate into a school. But this varies by school. Some schools value legacies more than others do, or give them more weight at different points in the admissions process. We’ll explore some of this variation soon. Examples of College Legacy Policies: Harvard, Penn, and MIT In this section, we’ll go over three examples of top schools to explore in what ways legacy status can (and won't) affect your admission chances. The schools we'll be looking at are as follows: Harvard University of Pennsylvania MIT We chose these examples because they reveal some of the sharp differences that can exist when it comes to legacy policies at top schools. Harvard College: "An Additional Look" Harvard is a school that values legacies, at least to a degree. As we mentioned above, Harvard says in their FAQ that the sons and daughters of Harvard alumni will get "an additional look" if the admissions committee can't decide between otherwise comparable candidates. But how much does this "extra look" matter? According to a class of 2021 survey, 17.5% of students at Harvard have at least one parent who is an alumnus. And according to a 2011 article in TheHarvard Crimson, legacies are admitted at a rate of 30%. Given that Harvard’s acceptance rate hovers just below 6%, this seems like more than just an "additional look"- it's actually a pretty big advantage! That said, children of Harvard alumni are more likely to have grown up with more money, gone to better schools, and received superior college counseling,meaning that their legacy status more likely inadvertently caused them to get in rather than acting as the deciding factor. This also helps to explain the huge disparity between the 30% admit rate for legacies and the 6% overall admit rate. All in all, if you’re a Harvard legacy, expect this "additional look" to be a factor in your favor if, based on your stats, you'd already be competitive at Harvard. Penn: Legacy Matters, but Matters More When You Apply Early The University of Pennsylvania notes on its admissions website, "An applicant’s affiliation with Penn, either by being children or grandchildren of alumni, is given the most consideration through Early Decision." We get two pieces of information here. First, at Penn, having a grandparent who is an alum will grant you legacy status, where Harvard seems to only care if your parents went there. But also, if you’re a legacy, you’ll get the biggest boost if you apply early (note that at Penn, early admission is binding). Legacies get a pretty significant admission boost at Penn. According to an article published in their alumni magazine, legacies get into Penn at a rate higher than 40%. That’s four times the overall admission rate of 10%! (For the class of 2021, 16% are legacies.) Furthermore, alumni get additional admissions resources. Here's what the article above says about this: "Other admissions resources for alumni include monthly 'First Friday Drop-In Hours,' which are information sessions especially for alumni, faculty, and staff and their children held on campus, and the 'Inside Penn Admissions' page, www.admissions.upenn.edu/inside." Even though legacies are particularly favored during early decision at Penn, between the additional resources for alumni and that high admit rate, being a legacy seems to be a significant plus. MIT: "We Don't Do Legacy" In contrast to Harvard and Penn, being a legacy will not help you a bit at MIT. This makes MIT unusual among other top schools, as explained in post by MIT Admissions that sharply criticizes legacy admissions: "It is, indeed, unusual for a school like MIT to have no preference for legacies.But one of the things that makes MIT special is the fact that it is meritocratic to its cultural core.* In fact, I think if we tried to move towards legacy admissions we might face an alumni revolt. There is only one way into (and out of) MIT, and that's the hard way. The people here value that." *Emphasis mine MIT prides itself on being as meritocratic as possible, so they don’t consider the legacy status of students applying.Even if both your parents graduated from MIT, it won’t help you get in! This makes for a more level playing field for students who apply to MIT, even though it’s still a very tough field to play on! Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. The Top 25: Which Colleges Care About Legacy? We’ve seen some pretty different policies regarding legacy admissions at three top schools. So out of the top 25 schools (according toUS News), which ones place value on legacy students? As it turns out, most of them do. Only a small handful of top schools (including MIT) don’t value legacies. Get a complete breakdown of the top 25 below. Colleges That Value Legacies These are the colleges in the top 25 that grant at least some favoritism to legacies during the admissions process. This varies from just taking the information into account as part of a holistic application review to specifically reaching out to alumni families and providing them with additional resources. Brown Here's what a 2014 article in theBrown Daily Herald says about legacy: "Having a parent who attended Brown comes into play when applicants 'are essentially equivalent,' in which case admission officers 'will tilt toward the candidate whose parents attended the college,' Miller said. Admission officers give 'small'consideration to grandparent legacy status and 'almost no' weight to sibling legacy cases, he added." Again, we see that legacy status is a tilt or push in an applicant's favor. Carnegie Mellon Carnegie Mellon offers special events for legacies and their families, including preferential seating at graduation. Note that Carnegie Mellon uses a rather broad definition of legacies, defining them as "those students who have family members that also graduated from CMU, including parents, grandparents, siblings, aunts, uncles, and other known relatives"(bold emphasis mine). Columbia Columbia has a legacy policy that's similar to Harvard's: "When an applicant is extremely competitive and compares favorably with other similarly talented candidates, being the daughter or son of a Columbia University graduate (from any Columbia school or college) may be a slight advantage in the admission process." Cornell Here's what theCornell Daily Sunsays about legacies(bold emphasis mine): "According to statistics released by Cornell, 15 percent of Cornell’s entire undergraduate population is comprised of legacy students. This figure is higher than percentages at many of Cornell’s Ivy League counterparts." Dartmouth Dartmouth Alumni Magazine says the following about legacies (bold emphasis mine): "We give all legacy applicants at least one additional review in this process. The dramatic increase in selectivity that we’ve experienced makes the admissions process more competitive for everyone, but our legacy applicants are admitted at a rate that’s roughly two-and-a-half times greater than the overall rate of admission. It’s never easy to turn away the children of Dartmouth alumni." Duke Here is what the Duke alumni website says in regard to legacy (bold emphasis mine): "Alumni affiliation by no means ensures admission to Duke. However, the university recognizes that applicants from alumni families possess a meaningful connection to Duke and its traditions. Admissions officers give special consideration to these applicants, including an additional round of review." Emory Here's what Emory has to say about how it values legacies, as written on its alumni website: "The admission staff and Emory Alumni Association (EAA) work closely to document legacy applicants through the admission-review process. During the initial application review, an applicant's legacy status is noted on the review sheet and admission evaluators are instructed to consider the affiliation. In addition, during the committee-review process, there is a separate committee that does an additional review of legacy applicants. Finally, the deans of admission for Emory College and Oxford College closely monitor legacy decisions throughout the entire process. Note that legacies at Emory are those who are the children, grandchildren, and/or siblings of Emory graduates and/or currently enrolled students. Georgetown We called the admissions office and got this information about legacies: "In early action we don't review legacy; during regular decision we will....It's not a huge factor [but] it's something that we will notice as part of an overall holistic review process." In contrast to Penn, which gives most weight to legacies during early decision, if you apply to Georgetown, legacy status will only be considered under regular decision. Furthermore, here's what a 2017 article in Georgetown's newspaper The Hoya reported about legacy: "While the Office of Undergraduate Admissions does not actively recruit legacy students, it does consider family ties to the university when evaluating students of equal academic standing, and gives preference to students with legacy status in those cases." Harvard As discussed above, Harvard will give legacy applicants "an additional look" and admits them at a higher rate than it does non-legacy candidates. Johns Hopkins We spoke to the admissions staff at Johns Hopkins to ask about how legacy status will affect an application. Here was their response: "It doesn't make a difference if you apply early or regular; you need to make sure that you correctly note your legacy status on the application. We'll look at it [but] it's not going to have a lot of weight." Northwestern Here's what was written an email from Northwestern's admissions office: "During the application process we do take into consideration whether a student has a sibling, parent, or grandparent that graduated from Northwestern. However, it is important to note that no admission decision will ever be made solely based on legacy status. In other words, this is just one additional positivepiece of informationthat we look at, but will not be the deciding factor." Notre Dame Here's what an article published in Notre Dame's TheObserversaysabout legacies: "The number of admitted legacy children remains higher than at most elite colleges, Bishop said. Twenty-four percent of this year’s admitted class is a legacy compared to about 12 percent at most top 10 schools, he said, but this is because legacy applicants tend to be very qualified." Princeton Here's what a 2015 article in the Daily Princetonianreports about legacy: "The acceptance rate for alumni children and step-children has wavered without a specific trend between 35 and 42 percent since the Class of 2000, with the Class of 2018 hitting a record low of 30.8 percent, according to the Princeton Profiles." Recall that Princeton's regular admission rate is just 7%, so this "low" of 30.8% is still quite high. Rice Here's what we received in an email from Rice's admissions office: "There is no specific benefit that is implemented across the board for the children of alumni. Often, legacy status is viewed favorably, but that is mainly a function of a student knowing about Rice-specific opportunities and being able to effectively communicate their interest in Rice through the supplement and visits to campus." Stanford Legacies are admitted at three times the rate of other applicants, according to an article in Stanford Magazine. Admission is also dependent on how engaged the alumni have been with the university. University of Chicago Here's what UChicago said on its Tumblr account in regard to legacy: "Legacy status is something that we can consider, but in a holistic admissions process, it is one of many many factors that will be a part of our decision-making process- and would not be something that could overcome an otherwise lackluster application." University of Pennsylvania As we discussed above, Pennfavors legacy applicants and offers extra services to legacy families. University of Southern California We called USC and spoke with an admissions representative who told us the following: "We certainly want to know you have a parent who graduated from USC ... that piece of information would certainly be of interest for us." USC only has a regular decision plan and an earlier deadline for scholarships (December 1). Legacy status will not factor at all into scholarship consideration. In addition, here's whata 2017 article on USC's undergraduate admission blog says about legacy: "Roughly 19 percent of the first-year students joining USC for the 2017-2018 school year are Scions. But, legacy status is, on its own, not going to be the deciding factor in the evaluation of a student’s application. There are many factors that we are considering when making our decisions, and legacy status is just one part of that." University of Virginia The University of Virginia has an admission liaison program set up to help children of alumni navigate the admissions process. This is noteworthy since UVA is a public university, and public universities are much less likely to notice and favor legacy ties. (The University of Michigan favors legacies as well.) Vanderbilt This is what Vanderbilt's FAQ pagehas to say about legacy: "The admissions office has received no mandate from the university administration to grant preference to the children or siblings of Vanderbilt alumni. When a student‘s record closely mirrors those of other students being offered admission, legacy status may be taken into consideration." Similar to Harvard's policy, legacy status could be a tipping factor if the admissions committee can't decide between two or more similar candidates. Washington University in St. Louis We contacted the admissions office at Washington University and received this reply: "We take into account that your family has ties to the university, however, we still evaluate each student on the merits of their own application." Yale Here's what a New York Times article has written about Yale's legacy policy: "'We turn away 80 percent of our legacies, and we feel it every day,' Mr. Brenzel said, adding that he rejected more offspring of the school’s Sterling donors than he accepted this year (Sterling donors are among the most generous contributors to Yale). He argued that legacies scored 20 points higher on the SAT than the rest of the class as a whole." Still, 20% of legacies getting in is still a much higher rate than the average admission rate at Yale, which currently hovers atjust 7%. Colleges That Do NOT Value Legacies These schools offer zero consideration or additional help to children of alumni in the admissions process. Caltech This is what a 2010 articlehad to say about Caltech's policies on legacies: "Throughout its history Caltech has never been interested in reaching out in any special way to alumni children, and according to one estimate, less than 2 percent of its current undergraduate students have a parent who attended the university. This compares with many other elite private colleges and universities where legacy students comprise as much as 10-15 percent of each entering class (at Notre Dame the figure is close to one-quarter)." Additionally, Caltech is often mentioned alongside MIT as a top research schoolwith no legacy preference. MIT As we discussed above, MIT grants no weight to legacy status during application review. UC Berkeley Like both Caltech and MIT,UC Berkeley does not consider legacy statusduring the undergraduate admissions process. UCLA UCLA is similar to Caltech and UC Berkeley in that it abolished legacy favoritism long agoand has no legacy policy currently in place. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How to Maximize Your Admissions Chances, Legacy or Not Even though so many top (and mostly private) colleges favor legacies, it's important to remember that legacies are usually only 10-25% of the overall class- typically closer to 10% or 15%. The boost you'd get from being a legacy isn’t any bigger than the one you'd get from having an excellent SAT/ACT score or an intriguing "spike" in your application (which we’ll discuss below). The bottom line is to have the best application possible- legacy or not. With that in mind, here's how to deal with your legacy/non-legacy status when you apply to colleges: If You Are a Legacy †¦ First off, find out what your parents’ alma maters’ policies are regarding legacies. This could affect your admissions strategy. For example, if one of your parents went to Penn, you’re going to have to decide whether you want to take full advantage of your legacy status by applying early decision.Note, however, that applying early decision means you’re committing to go there if admitted (which you have a stronger chance of if you’re a legacy!). This brings me to my second point:don't apply to a school just because you’re a legacy. Colleges are looking for genuine interest in the school. True, you might be naturally interested in your parents’ alma maters since you likely heard a lot about them while growing up. But the final decision rests with you. If you’re only applying because you’re a legacy and don’t indicate your genuine excitement for the school, admissions offices will pick up on that. Furthermore, even if you do get in, you don’t want to end up at a school you’re not super excited about! Finally, remember that even with legacy admission rates between 20%and 50%, this still means many colleges are turning away more than half of legacies who apply.In other words, you’re not getting an automatic pass from admissions officers just by being a legacy. In the end, there is no substitute for a high SAT/ACT score, a strong GPA, and an overall compelling application. If You Are NOT a Legacy †¦ First of all, you can’t do anything to change your legacy or non-legacy status, so I recommend spending approximately zero minutes stressing about it. On a more serious note, though, don't forget that even at schools that favor legacies, legacies are never the majority in an incoming class. Rather, they usually account for between 10% and 25% of the undergraduate population. This means 75-90% of the students in a class are not legacies, so you’re in good company. At the end of the day, admissions officers are looking for top students. And though legacies are desirable, so are students with top scores, great grades, and impressive extracurriculars (a "spike," as we call it around here). Rather than worry about your lack of legacy status, focus on being as competitive as possible. That includes maximizing your SAT/ACT score! Tip the scales in your favor. Also, spend a good deal of time on your"Why this college?" essay. Most schools have spaceon their applications- whether it’s a short response or long essay- for you to explain what exactly it is that draws you to this college. Since you’re not a legacy, you won’t be able to talk about visiting the campus as a child or hearing your parents’ fond memories of the school- but that might be for the better. Make sure you have concrete, specific, and compelling reasons for why you want to go to this particular school, and state them clearly! Ultimately, an essay that discusses how excited you are to explore the computer science department and work with certain professors will likely look a lot better than a legacy’s essay about her fond childhood memories of visiting the main quad. At the end of the day, legacy status is a factor out of your control. That said, your GPA, SAT/ACT score, extracurricular activities, and essays are entirely within your control. So try to focus on those- and on being a strong applicant! Further Reading on College Legacy Legacy admissions is a pretty controversial topic at colleges, and we didn’t want to get embroiled in the debate, which is why we’re not taking a side in regard to whether legacy admissions are a good idea or not. Rather, our aim was tofocus on practical advice for you, given that the system is what it is. If you want to read more about legacy admissions, including how they work, how colleges benefit from them, and whether this system is good or bad, here are some articles to check out. First of all, I suggestlearning more about why some colleges value legacy ties so much. Next, get an in-depth look at the admissions process at Stanford and see how legacies seem to be favored. Also, learn about the other side- what happens when a legacy kid doesn’t get in? Finally, here is a study that found legacy applicants have vastly increased odds of admission. This studyhas been quoted in many op-eds against the practice, including those published inThe New York Times and The Harvard Crimson. What’s Next? Not a legacy? Not a problem. Read about how to make yourself a student that even Harvard and Stanford will fight over. Have you taken the SAT or ACT yet? Learnthe best time in your high school career to take the SAT (ACT version here). Thinking about an SAT/ACT retake? Learn the top nine ACT English strategies you should use as well asthe best methods and strategies for SAT Writing. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Critique of Violence Essay Example | Topics and Well Written Essays - 1500 words

Critique of Violence - Essay Example Notably, abolishing states would not be an end to violence in the world as human beings would turn against one another. However, there is need for strict control of power possessed by states to ensure that incidences of violence are minimized and the public are at a less vulnerable point. The members of public should work together to limit government power in order to reduce cases of violence within states. State violence is a scenario that emerged as soon as the state was formed. The theories of state formation indicate that states originated from the intention of human beings to surrender power to a central body that would protect people from one another. In nature, human beings are aggressive and would do anything to acquire wealth and other material things. It is this aggressive nature of human beings that brings the urge to kill as each of them pursues their interests. Therefore, human beings had to surrender this ill power to the state so that the state would control their aggression. Consequently, the state uses this power to exercise violence within the public. As Weber (11-40) notes, the state is a relation of men dominating men by means of legitimate violence. The implication is that the state government uses the power accorded by the public to control them and to exercise violence within the boundaries. Since the state is unquestionable and is responsible for the formation o f laws, they possess the power to exercise violence with no questions from the public. Therefore, the public are submissive to the power of the government, and this puts them at a vulnerable position. The state uses violence to pursue their selfish goals and to control the rebellion of the members of public. Mbembe (12) points out that the government possesses the power to decide who dies and who lives. This implies that the sovereignty of the state is manifested in their ability to decide matters of life. While government can