Education And Pursuing A College Education - 924 Words

In society today, education and pursuing a college education is stressed to kids today like never before. It’s almost impossible to escape the idea that college is the best option, from commercials, parents, and teachers it’s drilled into their minds constantly. It’s now a common belief that the American dream is unattainable without the completion of college. The truth is, these days it almost is unattainable without a degree, trying to get a job interview or a high paying salary in this job market without higher education is nearly impossible. A college degree is now more important than ever. When choosing to enroll, many fear leaving school with quite a bit of debt, which brings up a several concerns regarding if the degree is really worth it or will that big investment really pay off? The answer to that really lies in where one goes to school and what for, but overall, the success of accomplishing the goal of a degree leaves one far ahead of those who opt for just a high school education. Not all schools are the same, the more selective the school the more salary after graduation, but even the lowest earning degrees from a university still out earn a diploma. This is shown to be true in Mark Schneider’s Baccalaureate and Beyond survey. The point of the survey was to find the lifetime earnings for bachelor’s degrees by type of institution. He found that those who attended more selective schools had three times the lifetime earnings premium of those who received a degreeShow MoreRelatedPursuing Higher Education : College Essay1199 Words   |  5 PagesPurs uing higher education (college in this instance) is a very popular choice among high schoolers these days. Every boy and girl in high school either dreads or looks forward to the college experience. The one who look forward to it are usually excited about the new experiences or the partying opportunities. Those who dread it are usually worried about the workload, or being away from home. The bottom line is deciding what going to college is all about. I believe it is more than just about gettingRead MorePursuing A College Education : Is It Worth It?1492 Words   |  6 PagesJohn McKeown AP Language, Period G Ms. Hasebroock December 4, 2014 Pursuing a College Education: Is It Worth It? Due to some recent events in my life, I have been strongly contemplating on whether or not college is the right choice for me. My father went to college at St. Norbert College in DePere, Wisconsin and shortly after he received a job as a clerk at the Chicago Mercantile Exchange. He slowly worked his way up to a trading position in the pit, which can be potentially very rewarding. WhenRead MorePursuing A College Education Right Out Of High School962 Words   |  4 PagesIntroduction Pursuing a college education right out of high school is an important decision—one of the most important things to consider facing young adults. Traditionally speaking, the responsible consideration would be to continue educational momentum into a college or university setting. While parents of college-age students can provide guidance and direction on the perceived correct path, the commitment and determination falls on the shoulders of the student—requiring much contemplation in makingRead MoreBenefits Of Getting A College Education1303 Words   |  6 PagesAs the price to attend college increases throughout the years many young adults are experiencing increasing difficulty in being able to pay for such an endeavor and many more are beginning to question whether or not it’s worth the price due to the faltering of the economy. 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However, I did not expect Biola to push my capabilities in such ways that will result making me growth academically by embarking new ways to growth critically, intellectually, and analyticallyRead MoreReading Response of In the Basement of the Ivory Tower1116 Words   |  5 Pagesinstructor of English in a community college wrote this journal to discuss a very controversial issue: Is that important or necessary for everyone to continue a high level education in college? The ideal of equal opportunity gives the access for all the students to pursue the college education in the United States. However, due to the lack of knowledge or skills, some of the students are not qualify to pass the college education somehow. For many of the students, â€Å"college was not a goal they spent yearsRead MoreMakin g A Decision For A Higher Education Essay1729 Words   |  7 PagesMaking a decision for a higher education can be challenging.   But, understanding the ROR (return on investment) can be an influencing factor to a good decision in pursuing a higher education.   An economic evaluation displays an ROI (return on investment) for an analysis.   An economic evaluation that broadly considers how to optimize the production of particular outcomes within budgetary constraints, given certain inputs, can guide such choices (Hummel-Rossi Ashdown, 2002).   However, there must

Client paper - 865 Words

As social service professionals we will come across many clients from all walks of life that unfortunately are facing so many problems. Many people experience hardship and they just simply need help. As a professional in this field our work is to help our clients with whatever needs they may have at that time. The ultimate and main goal is to help the client become self-sufficient. Help them learn new skills as well as provide referrals to resources when needed. The job is to help provide the clients with alternatives to what they are going thru at that time. Nothing is easy but the result is for the client to be better off from before they enter the door. Human service workers support such a diverse population of clients no matter the age†¦show more content†¦In certain cases, they will need help obtaining housing, on a more severe level they will also need help with some mental issues they may have experience due to the circumstances that have occurred to them while in the military. Another client would be a disable veteran, these clients require more in depth help therefore referrals can be done. Another problem facing social service clients is people with disabilities. Helping clients with disabilities focus on helping them live independently, in other words help them care for themselves. Becoming self-sufficient. Sometimes depending on the disability the client may have you can refer the client to a rehabilitation center that will help the client adapt to their disability. For the disabled clients that cannot by any means take care of themselves the social service worker can help locate a great residential facility. Another problem that clients face is abuse. Abuse can be verbal, physical, emotional and mental. The clients facing this problem sometimes do not see a problem until it is too late. When helping these clients one must take into consideration the frame of mind the client may be in. Many of these clients are damage mentally and may refus e help, therefore earning their trust is eminent. Clients in this state of mind need in depth counseling, many are broken, in distress and many physically hurt.Show MoreRelatedThin Client Computer Lab Paper7325 Words   |  30 PagesDvorak Technology Academy Thin Client Computer Lab Project Submitted by James I. Davis jd@gocatgo.com TIE-532 November 30, 2008 Thin Client Computer Lab Project - page 2 Thin Client Computer Lab Project Introduction Computers are an integral part of 21st century life, and as such technology education is recognized as part of the Illinois Learning Standards (ISBE, 2008). A computer lab is an efficient way to deliver access to computers and the Internet to students. Traditional labs, likeRead MoreClient Paper1104 Words   |  5 PagesClient Paper 2 When we are in the human service profession we meet many clients with many needs that have to have our help. 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An explanationRead MoreClient Understanding Paper1223 Words   |  5 PagesClient Understanding Paper ACC 541 5/26/2014 La Toyia Tilley Running head: CLIENT UNDERSTANDING PAPER 1 CLIENT UNDERSTANDING PAPER 2 Client Understanding Paper In the course of normal business operations certain transactions require specific treatment in accordance with generally accepted accounting procedures (GAAP). To properly prepare financial statements, the analysis of working papers is imperative to insuring compliance. Clarification of why information is needed about adjustingRead MoreClient Understanding Paper1727 Words   |  7 PagesUniversity of Phoenix ACC/541 Client Understanding Paper As per your request of an analysis of the following topics: Adjusting lower of cost or market inventory on valuation, Capitalizing interest on building construction, Recording gain or loss on asset disposal, and Adjusting goodwill for impairment. 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Where there is evidence that the utility of goods, in their disposal in the ordinary course of business, will be less than cost, whether due to physical deterioration, obsolescence, changes in price levels, or other causesRead MoreClient Paper BSHS 3051192 Words   |  5 Pagesï » ¿ Client paper Name of student Name of tutor Course Institution’s name Date Client paper Understanding the needs, concerns and the attitudes of the clients is important on the part of the client human services providers, since it will help them to provide quality services to the clients. Some social, cultural, and personal factors do affect the provision of services to the clients. For a client to gain quality and satisfaction on the goods that are being provided by theRead MorePenetration Testing On Online Gaming Industry Essay2006 Words   |  9 Pageswidely used to audit the security protection of information. It employs the same or similar techniques to those used in a genuine attack. Penetration test at its very center aims at an â€Å"illegitimate acquisition of legitimate authorization†.In this paper, I tried to discuss about penetration testing and how it can be used in online gaming industry to make it a safe and reliable zone for the professionals and also for the amateur players. Keywords Penetration testing, Ethical hacking, Security, VulnerabilityRead MoreClient Care Paper : Mental Illness746 Words   |  3 PagesClient Care Paper Mental illness affects 1 in 5 adults in the United States. This amounts to about 43.8 million or 18.5% of adults in the United States (Any Mental Illness Among U.S Adults, n.d). This shows how prevalent mental illness really is in our society. More specifically, Bipolar Disorder is found in about 2.6% of the adult population (Bipolar Disorder Among Adults, n.d). Bipolar disorder ranges in severity but the majority of the cases are considered severe. Bipolar Disorder is brokenRead MoreThe Computer For The 21st Century975 Words   |  4 PagesI. Introduction A Computing history[1] began with the centralized computing and followed with Client Server Computing.,furthermore, took after with Client Server Computing ,Web Computing, and Pervasive/Ubiquitious computing applications are found to work in an open, dynamic, and adaptable condition also, have enough flexibility in choice and use of administrations whenever and put. The high impulse and heterogeneity of pervasive computing incorporate self-versatile applications[2] that are fundamental

Five Forces Analysis on Cloud Computing-Free-Samples for Students

Question: Discuss about the Porters Five forces Analysis on Cloud computing industry with regard to Bottomline Technology Company. Answer: The above diagram represented the porters five forces for the analysis of cloud computing market with regard to Bottomline Technologies Cloud market condition various organizations presence in the cloud computing sector are resulting into less concentrated market. This lower level of concentration indicates a market sector that is highly competitive. Existence of mostly all the giants from the industry like Apple, IBM, Google are also the indication for the high presence of rivalry between competitors. Though the services offered by them varies on the basis of PaaS, Iaas and SaaS or the combination of any two of them, even under the same area of service, the competition is expected to be high due to the low differentiation of products. However, the products of Bottoline technologies assist the clients to remove the business complexities with regard to the payments and develop a payment system that is secure, simple and streamlined (Bottomline.com 2017). New entrants under the cloud computing market the chances of the new comers are high as the requirement for preliminary investment is low, market exit barrier is low and time required for marketing is low. Further, under the PaaS market, the existence of industry giants like Google, IBM and Apple creates the high barriers for entering that can be reduced through differentiation and innovation of product. On the other hand, under the SaaS market, threat of new entrants is low as requirement for initial investment and the existence of higher level of risk. Buyers the bargaining powers of the buyer are expected to be high under the SaaS market due to cost involved in switching market is low and availability of various choices. Under the PaaS market, bargaining capacity of the buyers rare expected to remain low due to high cost of switching (Lian, Yen and Wang 2014). However, the growth expectation and complicated business of Bottomline Technologies are exposing them to loosing of customers. Suppliers suppliers under the market of cloud computing are the providers for cloud services. Under the SaaS market, the suppliers bargaining power is low due to the low cost of switching of the buyers and the present of various players in the market (Hashem et al. 2015). However, under the PaaS market the suppliers bargaining power is high due to the lock-in-leads for the vendor. However, under SaaS, the brand loyalty is only way the in which the suppliers can achieve some of the bargaining powers. Technology development threat associated with the substitutes for all the services related to cloud computing technology are associated in growth phase itself. The open resource for the computing may be the only substitute for the cloud computing. However, the SMEs are expected to prefer the cloud computing due to the consulting services availability from the suppliers and the non-existent of the shifting cost (Erl, Puttini and Mahmood 2013). However, Bottomline Technologies has developed various services like ISO and SWIFT for carrying out the communication among corporations and banks which enabled to get the competitive advantages over the competitors. Reference Bottomline.com. (2017). Simple, smart secure business payments | Bottomline Technologies. [online] Available at: https://www.bottomline.com/uk/ [Accessed 20 Aug. 2017]. Erl, T., Puttini, R. and Mahmood, Z., 2013.Cloud computing: concepts, technology architecture. Pearson Education. Hashem, I.A.T., Yaqoob, I., Anuar, N.B., Mokhtar, S., Gani, A. and Khan, S.U., 2015. The rise of big data on cloud computing: Review and open research issues.Information Systems,47, pp.98-115. Lian, J.W., Yen, D.C. and Wang, Y.T., 2014. An exploratory study to understand the critical factors affecting the decision to adopt cloud computing in Taiwan hospital.International Journal of Information Management,34(1), pp.28-36.

Mary Wollstonecraft and the Womens Movement free essay sample

The importance of woman from almost zero was increasing through the time, but my aim is to present how was it in the this particular century. As the following women started fighting about their rights and more and more people started care about that. Plenty of writers were defending the rights of woman and it was also their purpose to make their lives better and easier. Women did not want to have more power over the men, they were fighting about having equal rights and being treated as human beings not as a slaves or objects. During this hard period for women, they started creating a movements, which can be called nowadays feminist movements, but in the eighteenth century this word did not exist. It all started in late eighteenth century and was continued also over the next centuries. Next I would like to present the writers and followers of Mary Wollstonecrafts ideas and also comment on her purpose, did she accomplished what she was going to achieve. We will write a custom essay sample on Mary Wollstonecraft and the Womens Movement or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There was a great deal of people who agreed with Wollstonecraft in her position and claims, they took an example of her and her works but as well as of her personal life. I would like to present some of these authors which took the inspiration from Wollstonecrafts publications and wrote on the same subject commenting on her writing and following her ideas At the end of the assignment I want to conclude and compare the changing of the society and Mary Wollstonecrafts impact on the process of changing of the rights of women and peoples efforts about them. 2. Mary Wollstonecraft Feminist writer and intellectual Mary Wollstonecraft was born in Spitalfields in London on April 27, 1759. She was the second child in the numerous family, having older brother and five younger siblings. Mary did not have any proper education, only her brother Edward, was to receive a formal education, after all he became a lawyer. Her paternal grandfather was a successful master weaver who left a sizeable legacy, but her father, Edward John, mismanaged his share of the inheritance. He was abusive and spent his fortune on a series of unsuccessful ventures in farming. The family was in financially poor condition. Her father was also aggressive man and alcoholic, because of what he became violent towards his wife. Mary needed to find some way of gaining money. In 1778 she was engaged as a companion to a Mrs Dawson and lived at Bath. She returned home to nurse her mother in the latter part of 1781. After this event Wollstonecraft decided to start her own livelihood. Considering Wollstonecrafts lack of proper education, her gender and poor family background, only occupations she could get was a ladys companion, a schoolteacher, and a governess. Even though she was a young woman, she was intelligent person who had known Bible and some of the writings of Shakespeare and Milton. She owed the ability of reading and writing to the friendship with the clergyman and his wife. In 1783 Mary helped her sister with the marriage problems and the labour. They run away hiding from Elizas husband and had left behind the new born child, which died next year. In 1784 the two sisters had already been planning to establish a school with Fanny Blood. Marys other sister, Everina, joined in the project a little later. In 1785 Wollstonecraft went on a trip to Lisbon, where her friend Fanny was living and she was expecting her first child. On board the ship, Mary met a man suffering from consumption; she nursed him for a fortnight, the length of the journey. This experience is related in her first novel Mary, a Fiction (1788). She gained a very unfavourable opinion of Portuguese life and society, which seemed to her ruled by irrationality and superstitions. Marys brief stay in Portugal was unhappy one, for both Fanny and her baby died shortly after the delivery. When she returned to England, Wollstonecraft found her school in a bad financial condition. It was not providing any income, only brought worries. Only Joseph Johnsons advance on her first book, Thoughts on the Education of Daughters: with Reflections on Female Conduct in the more important Duties of Life (1787) helped her with financial difficulties. Following the collapse of her school, Wollstonecraft had to find another occupation. She became a governess to the family of Lord Kings borough for a brief and unsatisfactory period. She travelled to Ireland, where she completed Mary, A Fiction. On her return to London, Joseph Johnson rescued her once again by giving her a literary employment. In 1787 she also began, but never completed, The Cave of Fancy. A Tale. The same year, she wrote Original Stories from Real Life; with Conversations, calculated to Regulate the Affections, and Form the Mind to Truth and Goodness (1788); it was released in two editions (1791 and 1796), the last one with illustrations by William Blake. In spite of the lack of education she had a great talent for translating and reviewing. She was working with many authors, including Leibniz and Kant. She translated for example works like Jacques Neckers Of the Importance of Religious Opinions (1788), Rev. C. G. Salzmanns Elements of Morality, for the Use of Children (1790), and Madame de Cambons Young Grandison (1790). In each case, the texts she produced were almost as if her own, not just because she was in agreement with their original authors, but because she more or less re-wrote them. Wollstonecraft wrote also for the â€Å"Analytical Review†, with her publisher, Joseph Johnson. She was involved with this publication either as a reviewer or as editorial assistant. Besides novels, Wollstonecraft reviewed poetry, travel accounts, educational works, collected sermons, biographies, natural histories, and essays and treatises on subjects such as Shakespeare, happiness, theology, music, architecture and the awfulness of solitary confinement. Until the end of 1789, she was writing mostly about morality and aesthetics. In her own next publication she criticised Burke and his Reflections on the Revolution in France writing a pamphlet entitled A Vindication of the Rights of Men (1790). The work was published anonymously, but at the end of the same year bore its authors name and marked a turning point in her career; it established her a political writer. In September 1791, Wollstonecraft began A Vindication of the Rights of Woman: with Strictures on Political and Moral Subjects which elaborated a number of points made in the previous â€Å"Vindication†, namely, that in most cases, marriage was nothing but a property relation, and that the education women received ensured that they could not meet the expectations society had of them and almost certainly guaranteed them an unhappy life. In December 1792, she travelled to France where she met Gilbert Imlay, an American merchant and writer. As British subjects were increasingly at risk under the Terror, Wollstonecraft passed as Imlays wife so she would not have to be in danger. They never married. Imlay was probably the source of Wollstonecrafts unhappiness, it was not happy relationship, because he rejected her. Most of all, her love of Imlay brought Wollstonecraft to the realisation that the passions are not so easily brought to heel by reason. Wollstonecraft had a daughter by Imlay. She was born in 1794 and named Fanny, after Wollstonecrafts friend, Fanny Blood. A year after Fannys birth, Wollstonecraft twice attempted suicide in 1795. She broke with Imlay finally in 1796. In April of the same year, she renewed her acquaintance with William Godwin and they became lovers that summer. They were to marry at St Pancras church in March 1797. On the 30th August, Mary Wollstonecraft Godwin, future author of Frankenstein and wife of Shelley, was born. 3. Position of woman in society The eighteenth century was the rough time for women. They were subordinate to the men, had lots of obligations, but not so many choices. The men were the main voice in the family, they got the best education, they were the only politicians, and they had great control over women. Some writers compare the position of woman as a slave. They were only objects, treated as a simple genre, addition for men. Women had no rights, they could not vote, earning less than men, they were always depend on the men. Women were completely controlled by the men in all their lives. First, by their fathers, brothers and male relatives and finally, after marriage, by their husbands. Their purpose in life is to find a husband, reproduce and then spend the rest of their lives serving him. If a woman were to decide to remain single, she would be excluded from the community. When a women was married, all of her inheritance would belong to her husband. Her husband had rights to everything a woman had, including her body. Marriage for these women was a lifetime commitment. Women were not so often allowed to have a divorce and until 1891 if a woman attempted to flee an unhappy marriage, she could be punished for that. We cannot talk generally about women, because they were not all equal. Women were divided into three different classes: Women of the upper class, women of the lower-working class, and women from the poorest families. The divisions of the classes were very distinct, and although none of the women in any of the classes had much power, there were differences in the daily life, family life and working life. The worst off of all of the women were the underclass women. These women had a different lifestyle than the others. They did not have the good hygienic condition. Deprived of any form of education and good jobs some women even resorted to prostitution to make a living for themselves when there was no other alternative. The majority of the women belonged in the lower-working class category. With little or no inheritance to look forward to, some women began working between the ages of 8 and 12. Some of the jobs that were available to them were: domestic service, agricultural labourers, seamstress, washer women, and serving the wealthy residents. These women were expected to fulfil three roles: â€Å"mother, housekeeper, and worker†. The most prestigious of the classes for British women was upper class. These women were immediately distinguished by their strict clothes and were only the representative of fashion and sublime. These women often had some sort of inheritance passed down to them from their fathers, so they were often courted by men of high standing who wished to increase their own wealth. Even though women were not yet allowed to attend college, these women sometimes received a general education consisting of reading, writing, and arithmetic. In such cases, a woman might decide to take a position as a governess or a lady’s companion. . a. Womens movement and 3. b. Changes in society The fight of the rights of women has is beginning in the late 18th century. The first person who led the action and had been partly responsible for creating such movement for womens right was Mary Wollstonecraft. Her words: â€Å"If women be educated for dependence; that is, to act according to the will of another fallible being, and submit, right or wrong, to power, where are we to stop? † could be an evidence to this statement. She could be named as a precursor of the feminist movement. The term â€Å"feminist† is used here with the modern meaning, because feminism was created a century later, but it can be used as a metaphor of the states during these years. As a start point the creation of The Vindication of the Rights of Woman could be taken. It is not the exactly same rights women were fighting of in the nineteenth century. Wollstonecraft in her beliefs was pointing that women needed proper formal education, but what did it mean? She emphasized the importance of the â€Å"natural rights†,which was for woman to be a good wife, mother and teacher. Wollstonecraft wanted to give more education to the young girls, because she defended the ideals that these girls would be in future raising their children, so they should know how to do that and should be well prepared for her future duties, such as being a good friend with the man, good mother and leader for her children. According to her words: â€Å"( ) Make women rational creatures and free citizens, and they will quickly become good wives, and mothers; that isif men do not neglect the duties of husbands and fathers. † Women should be educated in order to provide the education to their offspring. Also she demanded equality of the genres, she thought children should be co-educated: boys together with girls. The other fighters in the 18th century, in the defending the rights of women, were as following: Jeremy Bentham and his Introduction to the Principles of Morals and Legislation (1781); Olympe the Gouges with Declaration of the Rights of Woman and Female Citizen (1789); Marquis de Condorcet For the Admission to the Rights for Citizenship for Women (1790); Catherine Macaulay, the historian and Hedvig Charlotta Nordenflycht, the poet. All of them, including later John Stuart Mill and The subjection of Women (1869), were the defenders of the human rights. Bentham spoke for a complete equality between sexes including the right to vote and to participate in the government, and opposed the strongly different sexual moral standards to women and men. De Gouges in her â€Å"Declaration† criticised the other Declaration of the Rights of the Men and of the Citizen from 1789, which was about the rights of man but excluded woman. She almost rewrote this document, changing the concept of man into a woman; she wrote that woman is free and equal in her rights to man. De Condorcet was a classical liberal politician, leading the French revolutionary and a republican; he was also defender of human rights, including equality of sexes and abolition of slavery. Macaulay, who was an English historian, was arguing that the weakness of women is caused by wrong educational system. In the other part of Europe, Hedvig Charlotta Nordenflycht was fighting for the education for woman and she also did not support friendship with man, because, as she was claiming, it led to marriage and full obedience. The later fighters of womens rights had slightly different purposes; in the early nineteenth century the aim for achieve was for women to be able to divorce, before that time it was not possible. Woman wanted to keep their children after divorce; in the 1839 there was a law which allowed woman to take the children under age seven, the century before, after leaving her husband, woman had to abandoned her children. In the 1870 the law about the right for having the property was established; women had right to keep the money they had earned. But still this laws looked perfectly on the paper, but in reality it was not such successful. In the late nineteenth century the most important subject of fighting for woman was right to vote. In the 1869 English philosopher and political theorist John Stuart Mill published a book: The Subjection of Women, in which he compares the position of woman to the slave: â€Å"( )Meanwhile the wife is the actual bond servant of her husband: no less so, as far as legal obligation goes, than slaves commonly so called. She vows a livelong obedience to him at the altar, and is held to it all through her life by law. † He protest about the lack of rights for women and he argued that women should be given the right to vote. He wanted also change the word â€Å"man† to a â€Å"person† in the second â€Å"Reform Bill† of 1867, but this action was not successful at all. Another important figure from the eighteenth century was Millicent Fawcett, the English early feminist, who was fighting for women to have the vote and also she was concentrated on having opportunity to higher education for women. She was very active in her efforts and she became the president of the â€Å"National Union of Womens Suffrage Societies†, the organisation which was fighting for the right to vote by women. She was supporting Mills views and opinions. The very important person from this time was also Emmeline Pankhurst, political activist and the leader of suffragette movement. She was widely criticized for her militant tactics, and historians disagree about their effectiveness, but her work is recognized as a crucial element in achieving womens right to vote in Britain. In 1898 she founded â€Å"Women Social and Political Union† which was organisation dedicated to â€Å"deeds not words†. Despite the huge endeavour and political activity the right to vote was allowed for women over the age of 30, but it was set up in the 1918 and her organisation was transformed into the â€Å"Womens Party†. 4. Mary Wollstonecraft – her impact on future writers Mary Wollstonecraft, her personal life and works, were an inspiration for many writers on the subject of the rights of women. Her husband William Godwin after her death, wrote a book Memoirs of the Author of The Rights of Woman (1798) which is telling the story of Wollstonecrafts private life, associated her name with sexual freedom and notoriety. In the conservative climate of the 1790s, and in the reaction against French revolutionary ideas, Mary Wollstonecrafts life, and her later challenge to sexuality, provided a weapon against feminist ideas and writing throughout the following century. One conservative clergyman, Richard Polwhele published the satirical poem, The Unsexd Females (1798), in which he described Wollstonecraft as ripe for every species of licentiousness. Nineteenth-century feminists found it hard to appeal to Wollstonecraft, with this lasting reputation, as their predecessor, although this emphasis on the Wollstonecraft of the late 1790s in many ways misrepresented the original intentions of the writer of the Vindication of the Rights of Woman. Scholar Virginia Sapiro said that few read Wollstonecrafts works during the nineteenth century as her attackers implied or stated that no self-respecting woman would read her work. One of those few was Elizabeth Barrett Browning, who read Rights of Woman at the age of 12, and rote a poem Aurora Leigh which reflected Wollstonecrafts perspective on education. Another was Lucretia Mott, a Quaker minister and activist against slavery. Another who read Wollstonecraft was George Eliot, a writer of reviews, articles, novels, and translations. In 1855, she devoted an essay to the roles and rights of women, comparing Wollstonecraft with an American critic and activist; Margaret Fuller. In the twentieth century, with the growing importance of the feminist movement, and especially in the sixties of the twentieth century, scholars ignored the Wollstonecrafts private life and proclaimed her as the first English feminist. She came to be read principally within the context of the history of the womens movement. In the last two decades of the twentieth century, however, a growing number of commentators have looked at A Vindication of the Rights of Woman in its historical and intellectual context, the authors like Gary Kelly and Virginia Sapiro were focusingon the Wollstonecrafts thoughts ans also other ideas like sensibility, economics and political theory. This has led to renewed interest in her other political writings, including her Letters Written During A Short Residence in Sweden, Norway and Denmark. Wollstonecraft is thus no longer seen as just a scandalous literary figure, but as a moral and political thinker whose works present an argument about the change of the society where men and women are equal and can live in harmony and happiness together. 5. Conclusion As a conclusion of my assignment I think I managed to prove my objectives made in the introduction to the text. I think that I described well the most influential woman in the eighteenth century, and showed her point of view to the topic of the womans right. I presented also a description of her short, but very active and productive, life and her attitude which is helpful to understand her efforts. The brief description of her works and different arrangements are useful to notice that she was the important character during her lifetime. I wanted to prove that Mary Wollstonecraft was the â€Å"advocate of womens rights† and a precursor of feminist movements; I think I achieved my purpose in this part of the assignment. I depicted the changing role of women throughout the century, from the non-important, objects, without any deep reason of existence, beside being mothers and wives, to the opportunity to vote and receive formal education, which occurred much later, but the actions by the first people who were active in these subjects, led to that conclusions. In that part I presented the few of the eighteenth and nineteenth century writers and thinkers, who had an impact on the process of creating the basic rights for women, like having their own property or freedom. In my work I showed some of the creators and followers of womens movement in the eighteenth century and later, including the British personalities as well as these from other countries. Some of them, were inspired by the Wollstonecraft itself or by her few publications. They followed her ideas or criticised them, but the fact that her life and works made people create and think in the particular way is very essential. In my opinion I completed all of my thoughts I wanted to achieve, starting with the biography of Mary Wollstonecraft, through the role of women in 18th century, creating the feminist movements and presenting the important people of that time who had impact the changes in womens rights and were influenced by Wollstonecraft. 6. References Wollstonecraft, M. 1792). A Vindication of the Rights of Woman. London: J. Johnson (Chapter 3,12) Retrieved from: http://oll. libertyfund. org/index. php? option=com_staticxtamp;staticfile =show. php%3Ftitle=126amp;Itemid=27 Nixon, E. (1971) Mary Wollstonecraft her life and times. London: J. M. Dent Tomaselli, Sylvana Mary Wollstonecraft, The Stanford Encyclopedia of Philosophy (Winter 2012 Edition), Edward N. Zalta(ed. ), Retrieved from: http://plato. stanford. edu/archives/win2012/entries/wollstonecra ft/ Mill, J. S. The Collected Works of John Stuart Mill, Volume XXI Essays on Equality, Law, and Education, (1984), (ed. ) Robson, Introduction by Collini (Toronto: University of Toronto Press, London: Routledge and Kegan Paul,. (Chapter II) Retrieved from: oll. libertyfund. org/title/255/21689 Sweet, W. (2003) Philosophical theory and the Universal Declaration of Human Rights. University of Ottawa Press. p. 10. Retrieved from: http://en. wikipedia. org/wiki/Women%27s_rights

Skills for life Essays

Skills for life Essays Skills for life Essay Skills for life Essay But we fail to tell them our attributes and qualities, which re Just as important as our skills; education; experience; accreditation; and values. According to McPherson in his article The top 5 qualities you need to advance your career, after many surveys asking what employers look for in model employees, attributes are frequently first mentioned- not skill But rather person attributes and qualities (page 1) . He also lists the five attributes needed to advance in your career. I believe that you can use all five for life as well as school. Especially having interpersonal, flexible, and self-motivation skills. In life; college; and career you will always need to know how to deal with and work with people, deal with changes and be able to take constructive criticism as well as look for self-improvement. As I stated previously, I think all five skills are important in every aspect of life. My strongest attribute is being inquisitive and being a strategic thinker. I tend to ask a lot of questions and at times I can get on my family and friends nerves because I have a question about everything. I believe to every problem there is more than one elution and that one should think and analyze each solution before they finalize their answer. I tend to think out-side-of-the-box and over analyze everything. For example, anytime my fiance © and talk about going on a trip, we always get into a discussion about whether or not it is feasible to our budget. He is more of the take chances type of person, where I am the think of the future. I am very open minded and optimistic. I think this is a great strength because I can bring new ideas to a company. Another strength I have would be that I am self- motivated. I want the best for my true as well as my children future. When I want something, I will go to great measures to make sure I get it. My goals, kids, and pride are the reason I am so self- motivated And because I am my biggest critic, I do not accept failure. My biggest weakness is interpersonal skill. As much as I like to talk, I am not a people person. I can meet new people and get along with anyone, I am also friendly, but I do not really look for new friends or really deal well with people. I am more of a loner, which is ironic because I work in the medical field as an office assistant. This particular skill will definitely need to be developed, especially being a criminal Justice major focusing on social work. In order for me to be successful as a social worker, I would need to use all five skills. But the most important skill I would need in the criminal Justice field is interpersonal skills. In law enforcement, you have to deal with many people- all with different backgrounds, and attitudes. You cannot be distant or brush them off; you prepared based off of the skill that I am weak in. I think that this is a major skill and ill make or break me in my career and will keep me from advancing in my career. I also think that with practice and effort, that by the time I finish my time at this school I will be prepared for my career. I have realized a lot by writing this paper. One thing is that employers are looking for more than Just the average person. They are looking for a person whose attribute are Just as good as their resume. I also now realized how important these attributes are not only on the Job but in life as well. Having these 5 skills will help anyone be successful.

Determining Outliers in Statistics

Determining Outliers in Statistics Outliers are data values that differ greatly from the majority of a set of data. These values fall outside of an overall trend that is present in the data.  A careful examination of a set of data to look for outliers causes some difficulty. Although it is easy to see, possibly by use of a stemplot, that some values differ from the rest of the data, how much different does the value have to be to be considered an outlier?  We will look at a specific measurement that will give us an objective standard of what constitutes an outlier. Interquartile Range The interquartile range is what we can use to determine if an extreme value is indeed an outlier. The interquartile range is based upon part of the five-number summary of a data set, namely the first quartile and the third quartile. The calculation of the interquartile range involves a single arithmetic operation. All that we have to do to find the interquartile range is to subtract the first quartile from the third quartile. The resulting difference tells us how spread out the middle half of our data is. Determining Outliers Multiplying the interquartile range (IQR) by 1.5 will give us a way to determine whether a certain value is an outlier. If we subtract 1.5 x IQR from the first quartile, any data values that are less than this number are considered outliers. Similarly, if we add 1.5 x IQR to the third quartile, any data values that are greater than this number are considered outliers. Strong Outliers Some outliers show extreme deviation from the rest of a data set. In these cases we can take the steps from above, changing only the number that we multiply the IQR by, and define a certain type of outlier. If we subtract 3.0 x IQR from the first quartile, any point that is below this number is called a strong outlier. In the same way, the addition of 3.0 x IQR to the third quartile allows us to define strong outliers by looking at points which are greater than this number. Weak Outliers Besides strong outliers, there is another category for outliers. If a data value is an outlier, but not a strong outlier, then we say that the value is a weak outlier. We will look at these concepts by exploring a few examples. Example 1 First, suppose that we have the data set {1, 2, 2, 3, 3, 4, 5, 5, 9}. The number 9 certainly looks like it could be an outlier. It is much greater than any other value from the rest of the set. To objectively determine if 9 is an outlier, we use the above methods. The first quartile is 2 and the third quartile is 5, which means that the interquartile range is 3. We multiply the interquartile range by 1.5, obtaining 4.5, and then add this number to the third quartile. The result, 9.5, is greater than any of our data values. Therefore there are no outliers. Example 2 Now we look at the same data set as before, with the exception that the largest value is 10 rather than 9: {1, 2, 2, 3, 3, 4, 5, 5, 10}. The first quartile, third quartile, and interquartile range are identical to example 1. When we add 1.5 x IQR 4.5 to the third quartile, the sum is 9.5. Since 10 is greater than 9.5 it is considered an outlier. Is 10 a strong or weak outlier? For this, we need to look at 3 x IQR 9. When we add 9 to the third quartile, we end up with a sum of 14. Since 10 is not greater than 14, it is not a strong outlier. Thus we conclude that 10 is a weak outlier. Reasons for Identifying Outliers We always need to be on the lookout for outliers. Sometimes they are caused by an error. Other times outliers indicate the presence of a previously unknown phenomenon. Another reason that we need to be diligent about checking for outliers is because of all the descriptive statistics that are sensitive to outliers. The mean, standard deviation and correlation coefficient for paired data are just a few of these types of statistics.

Neurotransmitters and Their Relation to Intelligence Essay

Neurotransmitters and Their Relation to Intelligence - Essay Example Wechsler (1944) sets the more widely accepted definition, as he describes intelligence as "the aggregate or global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment". From a neurological perspective, the anatomical localization of the neurological processes that give rise to intelligence is generally considered to be the Wernicke's area, located in the superior temporal gyrus, an area of the brain not only related to language and speech, but also to logical and abstract thought. This was determined by research done on patients that have lost their higher intellectual functions when their Wernicke's area. Guyton claims that the prefrontal association area is also associated with intelligence, but not to a great extent. Neurotransmitters in essence represent chemical messengers of the neural circuits and pathways, and in combination with the synapses, represent the physiological method of communication between neurons. In the synapses, the neurotransmitter is released from a pre-synaptic neuron and bonds with receptors on the post-synaptic neuron. It should be noted that there are many types of neurotransmitters, each found in specific areas of the nervous system and therefore, each has a specific action.

Macroeconomic Outlook for Oil Prices Owing to Unrest in the Middle Essay

Macroeconomic Outlook for Oil Prices Owing to Unrest in the Middle East - Essay Example So if for example, we choose to use oil as source of energy instead of thermal or wind, we are trading off thermal or wind for oil as source of energy. Economics is also about cost and benefit analysis. This is because when we try to solve our economic problems and make choices, we look at it through economic perspective by comparing the costs and benefits of our choices. By using oil for energy source means that its costs and benefits are favorable over the other alternatives, thermal and wind sources. B. Market, Demand and Supply Just like any good in the market, oil demand and supply are affected by several factors in the market. Any change in its demand and supply will affect its price and its impact will be felt by the whole economy as well. 1. Market Market is simply a mechanism or arrangement which brings buyers or demanders and sellers or suppliers of a good or service into contact with one another (McConnell and Brue 2002, 49). In this article, we will be analyzing the oil m arket, meaning the mechanism or arrangement where the exchange happens between the buyers and sellers of oil. Buyers or demanders are the ones who are willing and able to exchange their money for oil. On the other hand, sellers or suppliers are those who are willing and able to exchange their product which is oil for money. 2.Demand The report cited that the EIA forecasted demand for oil is usually in the middle of OPEC and EIA demand outlooks. Demand refers to the quantities of a specific good or service that people are willing to purchase at any given price during a specified time period, given other things being constant (Miller 2004, 99). When taken singly, it is referred to as the... This essay presents a comprehensive analysis of the factors, determining the oil price and its volumes of deliveries against the background of worsening political situation in the Middle East. Market is simply a mechanism or arrangement which brings buyers or demanders and sellers or suppliers of a good or service into contact with one another. Demand refers to the quantities of a specific good or service that people are willing to purchase at any given price during a specified time period, given other things being constant. Supply is the amount of a particular good or service a seller or supplier is willing and able to produce and make available for sale at specific price and time. The total of all the supply available in a market will be the market supply Prices affect market demand and supply but there are other factors present in the market that can cause changes and can determine market demand and supply. The surplus in oil stocks was forecasted because the demand is at slower rate than the production. So, if the oil suppliers will continue producing oil at the same rate as before, they will be producing more than what the oil demanders are willing to buy from them. This situation will result to a surplus of oil in the market. To at least decrease the amount of surplus and bring the production near to equilibrium, OPEC members agreed to cut their supply by setting output quotas. The expectations about the future economic condition cause consumers to cut their spendings.

Programming software can be good for children Essay Example for Free

Programming software can be good for children Essay Programming software can be good for children with the correct guidance. Antonio Garcia Vicente at only six years old entered to the young programmers club of Valladolid University to learn how to create video games with the computer and mobile devices. He created his first video game at seven years old to help his classmate to improve their understanding of the classes. Maria Vicente, his mother, and software engineer explain that children, computers and mobile devices are meant to be misunderstood. \Children are capable of doing more things with computers and mobile devices but the elders believe that everything is very delicate, and it is, but children have more imagination and they are not afraid to try things.\ (Tosas, 2016). Due to the fact, there is evidence showing that using computers and mobile devices could be harmful to children who are 4-6 years old, the parents and educational institutions can teach the children how to use properly it, can improve their growth. Opponents said that children who are exposed more than ever to computers and mobile screens are more prone to addiction and depression. Even though specialists in psychology from the Childish Hospital Federico Gà ³mez at Mexico City explain that, these negative effects are avoidable by limiting the use of computers and mobile devices (Univision, 2015). It is necessary to balance the time spent with those devices with other activities important for their development such as physical exercise and social coexistence. Mark Baley, Director of the Pacific University Child Learning and Development Center describes how a 5-year-old child fascinated with the Titanic received an interactive CD-ROM with a large screen computer. As he piloted this virtual tour of the Titanic, friends who wanted to hear the story and see the pictures surrounded him. He had to use the mouse carefully and precisely to navigate this tour. His social skills and small motor skills began to show improvement over a cou ple of weeks (Naeyc, n.d). Opponents consider children between 4-6 years old who use computers and mobile devices at risk of potentially irreversible eye damage because of blue light emissions from those screens. Whereas these conditions can be treated and prevented with regular breaks and blinking, the hazards of accrued exposure to blue light are still relatively unknown. In 2014, a US study showed artificial retina cells grown in a laboratory were destroy when exposed to blue light (Ongaro, 2014). However, they were exposed directly to the blue light for many hours that is why they were destroy. This is because they don ´t have the natural blinking that children naturally have. The parents have to educate the children to make continuous blinking, take some breaks, do some exercises and look at distant objects for 10-30 seconds periodically, so that children can rest the muscles they use to see. In addition, the new technologies like the fast refresh rate, high resolution, automatic brightness and contrast are in favor of children ´s ocular health. Opponents argue that there is a struggle with obesity because sitting in a chair in front of a computer and mobile devices can trap children between 4-6 years old, without even thinking to go to the toilet. However, according to Health Awareness Community, the advancement of computers and mobile devices will make the next generation more active, not less (2016). With the advances in smart phone technologies and high accuracy GPS systems, there are entirely new fun physical activities for children. The Sworkit Kids mobile app virtual platform for free was born with the mission to turn physical exercise into a game by providing parents and kids with personalized activities focused on improving flexibility, strength, and agility. This app is to motivate children to play sports, is suitable for 4-6 years old, and encourages them to be entertained and motivated. It is evident that using computers and mobile devices on children between 4-6 years old could be unhealthy, but all those arguments are avoidable with the guidance of parents and educational institutions. Those technology devices will not disappear, the children have to be educated to optimize its use. The computers and mobile devices will not negatively affect the children ´s learning capacity if their parents limit the time spent on it and combine it with other activities. The computers and mobile devices now have better screens and children educated to blinking, take breaks and do some eye exercises after their use, so that they will not damage their eyes. With the mobile devices and its technology, children and their parents will be motivated to do some physical exercise to improve their flexibility, strength and agility.

Supernatural in Shakespeares Macbeth - The Witches and Lady Macbeth :: Free Essay Writer

Influence of the Witches and Lady Macbeth The last person you would expect to encourage you to commit a crime would be your wife. Macbeth is motivated by his wife and by three Witches and gradually becomes more ruthless, evil, and murderous as the play progresses. Lady Macbeth is first introduced in Act1 Scene 5: reading a letter receives from Macbeth describing the encounter with the Witches, and the prophecies which they given him. Lady Macbeth is very ambitious; believes that Macbeth is too kind and loyal to take the steps needed to become king. "Yet do I fear thy nature; it is too full o’ the milk of human kindness to catch the nearest way." Lady Macbeth uses the weaknesses of Macbeth to convince him to kill King Duncan: she challenges his manhood "When you durst do it, then you were a man." "Thou esteem’st the ornament of life and live a coward in thine own esteem." She tries to make him feel guilt: Macbeth promised to kill Duncan he changes his mind. "What beast was’t, then that made break this enterprise to me" In Macbeth the Witches are shown as being evil, conniving, and cruel. "Here I have a pilot’s thumb, wreck’d, as homeward he did come." The Witches play a major role in convincing Macbeth to kill Duncan. They give Macbeth and Bonquo three prophecies: "all hail Macbeth hail to thee, thane of Cawdor" "all hail, Macbeth that shalt be king hereafter" "thou shalt get kings, though be none." Bonquo doesn’t take these prophecies seriously, but Macbeth shows some ambition for power. "If chance will have me king, why, chance will crown me." Macbeth becomes more dependent to the Witches. In Act 4 scene 1 Macbeth returns to the weird sisters, demanding what the future would bring. The Witches gave him three prophecies: "Macbeth! Macbeth! Macbeth! Beware Macduff, beware the thane of Fife." "none of woman born shall harm Macbeth" "Macbeth shall never vanquish’d be until Great Birnam wood to high Dunsinane hill." As the play goes on Macbeth turns for the worse. He becomes more ruthless, evil, and murderous. After killing Duncan, Macbeth feels remorse and guilt. "To know my deed, ‘twere best not know myself. Wake Duncan with thy knocking! I would thou could’st." Not being able to return to Duncans room and place the knives is a show of weakness and remorse.

Hplc

Analysis   and   Separation   of   Organic   Acids   in   White   Wine   Using   High  Performance  Liquid  Chromatography Atis,  Arnelson  Arwin  G. and  Gaitos,  Gerald  M. Institute  of  Chemistry,  University  of  the  Philippines,  Diliman,  Quezon  City   Performed:  December  9,  2011   Submitted:  December  15,  2011 RESULTS  AND  DISCUSSION   solutions   containing   increasing   amounts   of   the   organic   acid. These   solutions   were   contained   in   flasks   numbered   5,   6,   7,   8,   and   9. (Refer   to   the   Appendix   to   see   components   of   each   flask). Tables   2,   3,   4,   and   5   show  the  peak  areas  and  the  equation  of  the  calibration   curve   obtained   for   each   organic   acid   in   the   chromatograms  obtained  for  flasks  5  to  9. Table  2. Peak  Areas  of  Tartaric  Acid  in  Flasks  5,  6,  7,  8,   and  9   Flask   Retention   Peak  Area   Concentration   time  (min)   (g/L)   5   2. 863   491  364   0. 5   6   2. 905   918  187   1   7   3. 027   5  949  164   5   8   3. 044   8  363  261   8   9   3. 065   9  475  446   10   Calibration  Curve  Equation:  Ã‚   y  =  984  371. 3561x  +  216  064. 755   R2  =  0. 9912      Table  3. Peak  Areas  of  Malic  Acid  in  Flasks  5,  6,  7,  and   8   Flask   Retention   Peak  Area   Concentration   time  (min)   (g/L)   5   3. 02    159742   0. 5   6   3. 760   1  114  051   1   7   3. 756   4  892  727   5   8   3. 795   6  883  424   10   Calibration  Curve  Equation:  Ã‚   y  =  688  260. 8175x  +  475  029. 6892   R2  =  0. 9766      Table   4. Peak   Areas   of   Lactic   Acid   in   Flasks   5,   6,   7,   8,   and  9   Flask   Retention   Peak  Area   Concentration   time  (min)   (g/L)   5   3. 533   575  620   0. 1   6   3. 598   1  248  888   1   7   3. 621   3  762  922   2. 5 The   retention   times   of   different   organic   acids   commonly   found   in   white   wine   were   obtained   using   high   performance   liquid   chromatography. The   peak   areas   of   the   acids   were   then   obtained   through   chromatograms  and  plotted  against  the  concentrations   of   the standard   solutions   of   the   organic   acids   to   construct   a   calibration   curve. Finally,   the   calibration   curves   obtained   were   used   to   determine   the   concentration   of   the   organic   acids   in   samples   of   white   wine. Standard   solutions   of   various   organic   acids   commonly   found   in   white   wine   (tartaric,   malic,   lactic,   citric)   were   assigned   to   be   contained   in   flasks   1,   2,   3,   and   4,   respectively,   and   were   run   through   the   chromatograph. The  mobile  phase  used  for  the  analytes   was   H3PO4   at   pH   3,   to   prevent   dissociation   of   the   organic   acids. The   resulting   chromatograms   of   each   standard   were   then   analyzed   to   obtain   the   retention   times   of   the   organic   acids. Table   1   shows   the   experimental   retention   times   of   the   different   organic   acids. Table   1. Experimental   Retention   Times   of   Organic   Acids   Organic  Acid   Retention  Time  (min)   Tartaric  Ã‚   3. 088   Malic   3. 812   Lactic   3. 620   Citric   3. 68      Since   there   were   no   clear   peaks   from   the   chromatograms   obtained   for   the   tartaric,   malic,   and   lactic   acid   samples,   the   retention   time   at   which   the   peak   height   is   greatest   was   obtained   as   the   experimental  retention  time  of  the  organic  acids. The   experimental   retention   times   were   then   used   to   identify   the   peak   areas   corresponding   to   each   organic  acid  analyzed  in  the  resulting  chromatograms  of 8   3. 597   5  048  614   3   9   3. 619   6  519  896   5   Calibration  Curve  Equation:  Ã‚   y  =  1  300  341. 246x  +  414  396. 3089   R2  =  0. 9815      Table   5. Peak   Areas   of   Citric   Acid   in   Flasks   5,   6,   7,   8,   and  9   Flask   Retention   Peak  Area   Concentration   time  (min)   (g/L)   5   3. 140   361  921   0. 05   6   3. 208   907  232   0. 1   7   3. 306   4  736  427   0. 5   8   3. 325   7  508  481   0. 75   9   3. 347   9  612  454   1   Calibration  Curve  Equation:  Ã‚   y  =  9  836  731. 501x  +  96  328. 12036   R2  =  0. 9994      The   equations   of   the   calibration   curves   were   then   used   to   calculate   the   concentration   of   each   organic   acid   in   the   white   wine   samples. The   peak   area   corresponding   to   each   organic   acid   was   first   obtained,   and   substituted   in   the   calibration   curve   equation. The   concentration  of  each  acid  is  shown  in  Table  6. Table   6. Experimental   Concentration   of   Various Organic  Acids  in  White  Wine  Samples. Organic   Retention   Peak  Area   Concentration   Acid   Time  (min)   (g/L)   Tartaric  Ã‚   2. 966   2  675  651   2. 499   Malic   3. 752   3  576  021   4. 506   Lactic   3. 393   4  709  737   3. 303   Citric   3. 144   794  394   0. 091      The  results  indicate  that  malic  acid  is  the  major   component  of  white  wine. But  in  reality,  this  is  not  the   case. The  major  component  of  white  wine  is  found  to  be   tartaric  acid. The   chromatograms   (See   Appendix)   of   flasks   1   to   9,   and   of   the   sample   are   not   well   resolved. This   discrepancy   may   be   caused   by   several   factors. These   factors   include   poor   solution   preparation,   contamination  of  the  solvent  or  the  sample,  bubbles  in   the   detector,   impurities   in   the   mobile   phase,   bleeding   of  the  column,  inadequate  adjustment  of  equilibrium  in   gradient   operation,   and   carry? over   from   previous   injection. Due  to  these  factors,  it  is  highly  advised  that  the   future   researchers   should   cautiously   execute   each procedure   of   the   experiment   to   eliminate   the   discrepancy   and   accordingly,   they   could   attain   better   results. They   could   also   make   use   of   theoretical   retention  times  of  the  organic  acids  to  determine  each   of   them   and   which   could   further   help   the   future   researchers   to   analyze   the   wine   sample   more   efficiently. REFERENCE:      Meyer,  Veronika  R. Practical  High  Performance  Liquid  Ã‚  Ã‚     Ã‚   Chromatography. 2nd  ed. 1993. England:  John  Ã‚   Wiley  &  Sons  Ltd. APPENDIX  Ã‚   Data  Sheets  Ã‚      Concentration  of  tartaric  acid  standard:  50. 0  g/L   Concentration  of  malic  acid  standard:  50. 0  g/L   Concentration  of  lactic  acid  standard:  25. 0  g/L   Concentration  of  citric  acid  standard:  5. 0  g/L   Composition  of  Flasks  1? 9   Volume  of  standard  stock  solutions  (in  mL)      Retention  Time  Measurement   Calibrat ion  Curve   Flask  #   1   2   3   4   5   6   7   8   Tartaric  Acid   5. 00   0. 00   0. 00   0. 00   0. 25 0. 50 2. 50 4. 00 Malic  Acid   0. 00   7. 50   0. 00   0. 00   0. 10 0. 50 2. 50 5. 00 Lactic  Acid   0. 00   0. 00   5. 00   0. 00   0. 10 1. 00 2. 50 3. 00 Citric  Acid   0. 00   0. 00   0. 00   5. 00   0. 25 0. 50 2. 50 3. 75 9   5. 00 7. 50 5. 00 5. 00 *Chromatograms  of  flasks  1? 9  and  of  the  white  wine  sample  can  be  seen  in  the  remaining  pages  after  this.

The Road Essay – Cormac Mccarthy

The Road by: Cormac McCarthy Described the novel as a â€Å"gripping, heart-rending story, which explores the depths of despair and savagery beside the heights of love, tenderness and self-sacrifice. † Destruction, survival, isolation, and death are prominent themes in The Road. Most life has been wiped out by some unnamed catastrophic event. Cities are destroyed; plant life is gone; animals have disappeared. Civilization has broken down, and chaos reigns in its place. No matter where the man and the boy go, houses have no roofs and are rotting from the rain and wind. The natural cycle of seasons has been destroyed: it seems to be perpetually winter. Even the stability of the earth is off-kilter, for an earthquake shakes the ground on the East Coast. In a storytelling style that is stripped as bare as the novel’s setting, McCarthy recounts the journey of an unnamed man and boy, in an undefined location, who search among the debris in the aftermath of some cataclysmic event for morsels of food and warmth. Though their lungs are tortured by the thick ash that discolors and taints the air, and their unshod feet are blistered and almost frozen, they trudge forever forward, always hoping for something better, something similar to the past. They rarely find it. And they dare not linger, because other wanderers, likewise cold and hungry, will inevitably come upon them, fighting for the tidbits that the man and boy have found. In stark contrast to the devastated surroundings stands the man and boy’s unshaken devotion to one another. In a landscape where nothing blooms, their love flourishes and grows deeper, even as they wonder all the while which one of them will die first. They keep three things in mind as they move south toward a dream of warmth: they must find food, they must find clean water, and they must continually hide. bib: D. Dona Le, author of ClassicNote. Completed on July 24, 2009, copyright held by GradeSaver. Updated and revised by Adam Kissel September 19, 2009. Copyright held by GradeSaver. McCarthy, Cormac. The Road. London: Picador, 2006. McCarthy, Cormac. No Country for Old Men. London: Picador, 2007. White, J. M. â€Å"The Road (Book Review). Appalachian Heritage. 2006-12-01. 2009-07-20. . Whitmer, Benjamin. â€Å"The Road (Book Review). † The Modern Word. 2006-10-23. 2009-07-18. . Woodward, Richard B. â€Å"Cormac McCarthy’s Venomous Fiction. † The New York Times. 1992-04-19. 2009-07-14. . Kollin, Susan. â€Å"Genre and the Geographies of Violence: Cormac McCarthy an d the Contemporary Western. † Contemporary Literature 42:3 (Autumn 2001): 557-588. JSTOR. TCD Libraries, Dublin, Ireland. 18 July 2009. . Ellis, Jay. â€Å"‘What Happens to Country’ in Blood Meridian. † Rocky Mountain Review of Language and Literature 60:1 (2006): 85-97. JSTOR. TCD Libraries, Dublin, Ireland. 18 July 2009. .

Cause and Effect essays

Cause and Effect essays There have been many conflicts throughout history that have caused many people to remember what it is like to take freedom for granted. The ascension of the world wars have taught a great deal to the people of the world just how precious life is. Although we have not learned from our mistakes throughout history, the rise of World War II can be categorized into three post emptive effects. This can be categorized by Germany losing its land, army, and valuable resources, the effects of genocide running rampant throughout Jewish community, and the rules of war are carefully mended. Many changes occurred after the Allies tightened their grip on Germany. Germany soon realized after the war that their second attempt to take over the world had failed miserably. After war sanctions reduced Germany to four divided territories. The United States, Great Britain, Russia and France were to take control over Germany taking the four cardinal directions to ensure the destruction of Germany. The over throw of Hitler came down on the German race especially hard by creating animosity toward all the Allie powers. Germany was to stop all military actions, especially the production of military equipment. This became a big part of Germanys economic downfall. Their economy was based primarily on the production of war materials. This led to a great depression lasting for almost 20 years during Germanys recovery to worldwide acceptance. Despite all Germanys attempts to rebuild what the lost twice, it was never gained back to its original strength. Many horrible actions took place in Europe during the early 1940s. Many of which occurred because of only racial and religious backgrounds. Although the mastermind behind all this genocide was not what he claimed to be the master race, over two million Jewish people lost there lives in vain. Thankfully I have had the privilege to speak to some of the victims of this h ...

Bachelors Degree How Many Years Does It Take

Bachelor's Degree How Many Years Does It Take SAT / ACT Prep Online Guides and Tips Wait- a bachelor’s degree is how many years? Most Americans wouldn’t hesitate to say, "Four." But as it turns out, this isn’t always the case- and certainly doesn’t have to be for you if you’d rather graduate early! In this guide, we addressone of students' biggest questionsabout college: how many years is a bachelor’s degree, and how can you shorten this time frame? Read on to learn what a typical bachelor's degree entails in terms of credits and classes, how long bachelor's programs generally are, and how you can reduce the time it will take you to earn a bachelor's degree. We'll also cover the biggest drawbacks of getting your degree in less than four years. What Is a Bachelor’s Degree? Overview A bachelor’s degree- also known as a baccalaureate- is an undergraduate degree bestowed by colleges and universities onpeople who have completed an academic program, typically lasting around four years. A bachelor’s degree designates achievement of an education level higher than that of a high school diploma/GED and associate degree (i.e., a two-year undergraduate degree) but lower than that of a graduate degree (master's or doctoral). One of the most common types of degrees for college-bound students, bachelor's degrees are available in a vast array of disciplines, from math and science to the arts and humanities. They also come in several varieties depending on the discipline/field, program, and institution. Here are some of the most common types of bachelor's degrees you’ll see: Bachelor of Arts (BA) Bachelor of Science (BS) Bachelor of Fine Arts (BFA) Bachelor of Business Administration (BBA) Bachelor of Music (BM) Bachelor of Architecture (BArch) Bachelor of Engineering (BE, BEng) There are many benefits to getting a bachelor's degree. Besides expanding your knowledge of a particular field, bachelor's degrees aregreatfor finding well-paying jobs and establishing a career that interests you. According to findings by the US Bureau of Labor Statistics, the median weekly earnings for people with a bachelor's degree is $1,173 per week. That's $337 more than what those with associate degrees make in a week,and $461 more than what those with only high school diplomas make. In short, education pays off! Now that we’ve looked at what a bachelor's degree is and how it can be useful for you, it’s time to get to the meat of the article: how many years is a bachelor's degree? Getting a Bachelor's Degree: How Many Years Does It Take? How long does it take to get a bachelor’s degree? The answer to this question depends on several factors, but in the US, most students earn their bachelor's degreesin four to six years of full-time study (not including summers). According to a 2016 report by the National Student Clearinghouse Research Center, 37.5% of students in bachelor's degree programs at four-year public institutions earned their degrees in four years. In addition,75.4% of students earned their bachelor's degrees in six or fewer years. Of course, some students earn their bachelor's degrees in less time- as little as three years- whereas others earn theirs in more time- up to eight or more years. Here are some key factors that determine how much time your bachelor's degree takes: Whether you have any credits from AP/IB exams or community college classes How many classes you take per semester Whether you take classes over the summer What your major requires in terms of credits and classes Whether you’re double majoring Whether you’re taking classes full- or part-time The total number of credits youmust accumulate to get your bachelor’s degree can vary slightly depending on the school and whether it uses a semester or quarter system. Generally speaking, most bachelor's degree programs require a minimum of 120-130 semester credits, or 180-190 quarter credits. This is roughly equivalent to 40 classes. The classes you must take will vary widely depending on both your major and school. Typically, though, you’ll need to take the following types of classes to get a bachelor's degree: General Education classes:Normally, all bachelor's degree candidates must take these core classes, regardless of their majors. Classes span a variety of subjects, including math, science, writing, and social studies/history. Exact requirements vary depending on the school. Major classes: These are the classes you must take to fulfill the requirements for your major and minor. Usually, these may not overlap with the Gen Ed classes you're required to take. College, school, or departmental classes: These classes are required by the college, school, and/or department that houses your major. At the University of Michigan, for instance, those in the College of Literature, Science, and the Arts must earn at least 100 credits in the College but may earn the remaining 20 credits through a different college or department, such as the College of Engineering. When it comes to taking electives- even if the credits count toward your degree's total number of required credits- if they do not fulfill any of the three criteria above, they might prolong the time it takes for you to earn your bachelor's degree. Lastly, many colleges these days offer online bachelor's degree programs,through which you can earn a bachelor’s degree entirely online. Because these programs offer more flexibility than a traditional program, you could earn your degree in even less time (more on this later). Ready to speed through your degree? How to Get a Bachelor’s Degree in Less Time: 6 Tips How many years is a bachelor’s degree? Typically four, but it’s certainly possible to get yours in less time, if you so choose. In this section, we go over six key ways you can reduce the time it’ll take to get your bachelor’s degree. Tip 1: Start Earning College Credit in High School One of the easiest ways to reduce the time it takes to get a bachelor's degree is to start in high school by taking AP tests, IB tests, and community college classes. First, let's look at AP tests. Byearning high scores on AP exams (typically a score of 3+), you'll getcollege credits that can be applied toward your bachelor’s degree. For example, at the University of Michigan you can earn anywhere from 2 to 5 credit hours for high scores on AP tests (what you earn will vary depending on what exam you take and what score you get on it), whereas at Stanford you can earn up to 10 quarter units for scores of 4 or 5 on AP tests. AP scores can also allow you towaive certain General Education or major requirements at colleges, thereby saving you time you would've spent actually taking those classes in college. Nevertheless, not all collegespermit this. Some will only accept AP credits as elective credits that count toward the total credits required for your degree but not for specific major/minor or departmental credits. For example, on its website,UCLAmakes it clear that "AP credit does not satisfy General Education requirements." In addition to AP scores, high scores from IB exams can count as credits toward your bachelor’s degree. You’lltypicallyneed a score in the range of 5-7 on an IB exam in order to earn college credit for it. Be aware that colleges are more likely to award credit for higher-level IB exams than they are standard-level IB exams. So if you’ve finished a standard-level IB course, just know that you might not actually get any college credit for it! In addition, becauseAP classes and tests are more popular, colleges might be less likely to accept IB exam credits. I strongly advise you to check the official credit policies for each college you're consideringso you'll know what kinds of tests they accept for credit and how much credit you’ll get (some schools offer more credit for AP tests over IB tests, or vice versa). Finally, and only if a collegeallows this,you might be able toearn credits for college while in high school by taking some community college courses.It's not particularly common for four-year colleges to accept community college credits from high school students, so be sure to check first with the colleges you’reconsidering to see whether they'll actually accept these credits. Tip 2: Choose a Major Early and Stick With It Knowing for sure what you want to major in will help streamline your bachelor's programand could even cut down the time it takes you to get your degree. If you end up changing your major a couple of years in or wait to declare one until late into your program, you’ll most likely be in college for at least four years- possibly longer! Moreover,choosing just one major can reduce the time it takes to get your degree.Though there’s nothing wrong with double majoring(I did it), doing so means you’ll likely be in school for four years, maybe longer. Ultimately, you have to decide what’s important for you.Would you rather get your bachelor’s degree in less time but only be able to have just one major? Or, would you rather spend more time in college- four or more years- and be able to study everything you want? I suggest meeting with your college academic advisor as soon as you can to explain your plans and see what your options are for courses and schedules. Talk to your advisor aboutadjusting your schedule so you can graduate sooner. Tip 3: Take More Classes Each Semester/Quarter One way students can try to reduce the time to their degrees is to take more classes during the semester/quarter. Essentially, instead of taking the normal course load of, say, four classes per semester (whichwe'll sayis equal to 16 credits), you'd be taking five classes (20 credits). By taking just one or two extra classes a semester, you could cut down your program by as much as a whole semester or year, allowing you to graduate early. As a reminder, the "normal" number of credits you take per semester/quarter will vary depending on the institution. Check with your college (or any colleges you’re considering) to see how many credits students typically take and whether there is a maximum number of credits or courses you can take per semester/quarter. Tip 4: Enroll in Summer Classes Manystudents earn their bachelor's degrees in four years of continuous full-time study, but this time frame doesn’t include summer courses, which offer you an extra quarter or semester of credits.Just makesure that the courses you take are ones you need to graduate, such as major courses or General Education courses, and you're ready to go. Though most students who take summer classes do so at their home institutions, another option is to take college classes at a local community college during the summer. Doing this can be more convenient if yourschool is far away and you want to stay close to home in the summer. Check that your school will accept these summer credits before you decide to enroll in any community college classes. Also, be aware that you most likely won’t be able to transfer grades to your home institution- just the credits you earn. Summer school students need cool backpacks, too. (CollegeDegrees360/Flickr) Tip 5: Look Specifically for Shorter Bachelor’s Programs Many schools offer bachelor’s degree programs that are specifically designed to let you getyour degree in a shorter time frame, usually three years. These programs can vary significantly in how they’re structured, butnormally you'll be given a strict schedule to follow as well as special academic advising. If you’re dead-set on getting your degree in less time, it's worthit to see what colleges offer these programs and whether they have the program available in your intended major. The following chartshowspopular schools withthree-year bachelor’s degree programs.The schools have been arranged in alphabetical order, with each including its location and programs offered. You can find more three-year’s bachelor's degree programs bysearching on Google for"three-year bachelor’s degree programs site:.edu." School Location 3-Year Programs Offered Ball State University Muncie, IN Nursing Central State University Wilberforce, OH Accounting, Business Administration, Political Science Grace College Winona Lake, IN Most majors Hartwick College Oneonta, NY Most majors Newbury College Brookline, MA All majors except Computer Science, Graphic Design, Interior Design, Culinary Management Regis College Weston, MA Biology, Global Business Management, Interdisciplinary Studies in the Humanities, Psychology, Social Work Southern New Hampshire University Manchester, NH Accounting, Accounting and Finance, Business Administration, Business Analytics, Computer Information Systems, Economics and Finance, Fashion Merchandising and Management, Hospitality Business, Marketing, Operations and Project Management, Sport Management Southern Utah University Cedar City, UT About half of all majors SUNY Potsdam Potsdam, NY Biology, Chemistry, Communication, Computer Science, Creative Writing, Geology, Literature, Literature and Writing, Physics, Politics, Studio Art, Theatre, Writing Thomas College Waterville, ME Accounting, Business and Management, Communications, Computer and Technology, Criminal Justice, English, Finance, Marketing, Political Science, Psychology, Sports Management Trinity International University Deerfield, IL Most majors University of San Francisco San Francisco, CA Most majors University of Toledo Toledo, OH Most majors Western Michigan University Kalamazoo, MI Most majors Tip 6: Consider Getting a Bachelor’s Degree Entirely or Partly Online Many colleges offer online and hybrid bachelor’s degree programs, both of which usually take less time than a typical four-year undergraduate degree. An online programis where you take all your classes and turn in all assignments online. A hybrid program, on the other hand, is where you take both in-person and online classes- in short, it's a mix between a traditional program and an online one. If you don’t mind the idea of not going to an actual campus and not meeting with classmates and professors, an online or hybrid bachelor’s degree program could be for you. Just know that there can be some big disadvantages to doing one, including fewer (if any) networking opportunities and a lack of prestige (online and hybrid programs are still sometimes viewed as less "legitimate" than traditional ones). These programs can save you both time and money becauseof their flexibility. For example, at Purdue, "most [online] bachelor’s degree programs can typically be completed in 2 to 4 years." This short time frame is made possible due to the great flexibility students have regarding when they choose totake classes and access assignments. Here's a list of the top 15 universities offering online bachelor’s degree programs. (Note that the US News rankings are specifically for the online programs and not for each school as a whole.) School US News Ranking Embry-Riddle Aeronautical University 1 Arizona State University 2 Ohio State University- Columbus 3 (tie) Oregon State University 3 (tie) Penn State 5 (tie) University of Florida 5 (tie) University of Illinois- Chicago 5 (tie) Colorado State University 8 (tie) University at Buffalo- SUNY 8 (tie) UNC - Wilmington 8 (tie) University of Oklahoma 8 (tie) Loyola University Chicago 12 (tie) University of Alabama- Birmingham 12 (tie) University of Central Florida 14 CUNY School of Professional Studies 15 (tie) Utah State University 15 (tie) Western Kentucky University 15 (tie) Getting a Bachelor’s Degree Faster: 4 Disadvantages How many years is a bachelor’s degree? Perhaps you’re hoping it’s less than four for you- and while there’s nothing wrong withearning your degree faster, there are some drawbacks you should be aware of. #1: Your Workload Will Be Heavier Finishing a bachelor’s degree in fewer than four years most likely means you’ll be working harder than other students by taking more classes during the school year and/or over the summer. With such a heavy workload, you’ll more than likely havefar less time to interact socially, go on vacations, and participate in extracurricular activities,such as clubs and sports. This could all negatively impact your personal satisfaction with your college experience, depending on what you hoped to get out of it. For some students, these drawbacks might not bea big deal.But if they will be for you, you might want to reconsider what you’re willing to give up in order to get your degree faster. #2: You’ll Have Fewer Chances to Take Classes Just for Fun Getting a bachelor’s degree in less time means not only following a strict schedule but also taking only the classes you need to take to get your degree. Consequently, you’ll very likely have fewer opportunities to take electives, that is, classes that are just for fun. Electives can enrich your college experience by allowing you to explore subjects you’re interested in but have never had the chance to study in-depth. Without the time in your schedule to take any classes for fun, you might feel as though you've missed the chance to explore other intellectual interests you have outside your major. #3: You Won’t Have Time for Summer Jobs and Internships Similar to the disadvantage above, if you’re taking classes over the summer to get your bachelor’s degree in less time, you won’t have any time during the summer to focus on other things, such as internships and jobs. This can be a big drawback if you’re hoping to get some work experience in your field before you graduate college. The trade-off here is whether you would rather graduate early with little to no work or internship experienceor graduate at a normal (or slightly slower) pace with more professional experience. #4: You’ll Have to Pay More Upfront Taking extra classes- whether it’s during the school year, the summer, or both periods- usually means you’ll need to pay more upfront for these classes. Although finishing your bachelor’s degree in less time can save you a ton of money in the long run (you won’t have to pay for any more tuition, class fees, housing, or meal plans) you still need to be prepared to pay more upfront for the extra classes you'll be taking and any housing and/or meal plans you’ll need(if taking summer classes). Recap: So A Bachelor’s Degree Is How Many Years? Most students in the US earn their bachelor’s degrees in about four years of continuous full-time study (excluding summers). That being said, many people are able to shorten this time frame to as few as three or even two years by planning ahead and taking advantage of certain opportunities. Although you’ll still need the minimum number of credits required to get your bachelor’s degree (usually 120-130 semester credits or 180-190 quarter credits), it ispossible toaccumulate this number of credits in a shorter amount of time. Here are six possible ways you could do this: Start earning college credit in high school through AP exams, IB exams, and (if a college will accept it) community college courses Choose a major early on and stick with it- this will help you plan out your future better and keep you on track with one main academic focus Take more classes each semester/quarter so you can earn the credits you need faster Enroll in summer classesto earn credits ahead of schedule Look specifically for shorter bachelor’s programs if you prefer a program that offers a built-in structure for studentswho want to finish in a shorter time frame Consider getting a bachelor’s degree online- bothonline and hybrid programs will give you the flexibilityyou need toeasily earn a degree in less time Before you get to work figuring out how you can shorten the time it’ll take to get your bachelor’s degree, takea moment toconsider some of the drawbacks tofollowing such a strict schedule. Here are the four biggest disadvantages you’ll want to think about before making any decisions: Your workload will be heavier, making it hard to find time for socializing with classmates and friends, participating in extracurricular activities, relaxing, andgoing on vacations You’ll have fewer chances to take classes just for fun, which can be frustrating if there are fields outside your major you’re interested in learning about You won’t have time for summer jobs or internships,meaning you’ll be graduating with less professional experience than you might want to have You’ll have to pay more upfront for extra classes, summer housing, and meal plans- though you'll most likelysave money in the long run! Ultimately, whether or not you want to try to get a bachelor's degree in less time is completely up to you. Just make sure that you know what you're getting yourself into! What’s Next? Not sure what you want to study in college?Get tips on how you can choose the best major for you, and learn about the benefits of double majoring if you're interested in more than one field. How much does college cost these days?Our expert guide goes over how much you can expect to pay for your undergraduate educationand offers tips on how you can fork out less money. You can also check out our guide to the cheapest out-of-state colleges. Have friends who also need help with test prep? Share this article! Tweet Hannah Muniz About the Author Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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