Demonstrative Communication Paper - 728 Words

Demonstrative Communication Paper BCOM/275 Demonstrative Communication Paper â€Å"Demonstrative communication includes nonverbal and unwritten communication and involves such things as facial expressions, tone of voice, and body language.† (University of Phoenix, 2011, Course Syllabus) Demonstrative communication supplements verbal communication in many ways. For example, when a salesman dresses smartly, and presents a friendly attitude he is saying I’m trustworthy and am offering a great deal. Demonstrative communication, as stated above, is done several ways via nonverbal action such as, a smile on a salesman’s face and his posture when presenting his wares. The facial expression would portray a positive image since he is†¦show more content†¦For example, if a student is listening at a lecture and the speaker is not making eye contact, making wild hand gestures, jerky body movements, and their voice is cracking then the listeners would have a negative experience. The way the speaker moves, looks and reacts tells the liste ners he is uncomfortable and this causes the listeners to become disinterested in the subject matter. These nonverbal communications have a huge impact on how the listeners respond because gestures express as much as or more than words. The speaker must be acutely aware of his body language and that of his audience because if he crosses his arms it could indicate defensiveness or disinterest. The speaker may clench or wring his hands can indicate tension, strong disagreement or feelings of pressure. If the speaker begins to tap his fingers on the podium or looking at his watch can show boredom or impatience. Eye contact, or lack of it, can cause a listener to feel ignored; too much might cause the listener to feel self-conscious or threatened. Facial expressions can reflect honesty, friendliness, guilt, happiness, sadness, fear and many other feelings. Unlike verbal sentences, facial expressions can express the entire message in an instant. â€Å"In contrast to other closed -class expressions, demonstratives are universal, they are generally so old that their roots are not etymologically analyzable, they are among the earliest words that children learn, and they are closelyShow MoreRelatedDemonstrative Communication Paper889 Words   |  4 PagesDemonstrative Communication Paper By: MaryLouise Maddox BCOM 275/ Robert J. Mascarenas University of Phoenix Demonstrative communication consists of accepting and sending messages that can be silent; this can help give attention for the start of verbal communication even though a non verbal communication can transmit the message all by itself. An example of this would be facial expressions, which can be used to express most non verbal communications. According to Nayab body language along withRead MoreDemonstrative Communication Paper880 Words   |  4 PagesDemonstrative Communication Paper Cassandra Wright BCOM/275 Version 1 July 19, 2012 Robert Jenkins Demonstrative Communication Paper We are going to explore some effective and ineffective examples of demonstrative communication in a positive and negative way for the sender and receiver. Also explain how demonstrative communication involves listening and responding. This will include nonverbal and unwritten communication which involves facial expressions, inflection in the voice and body languageRead MoreBcom 275 Demonstrative Communication Paper733 Words   |  3 PagesDemonstrative Communication Paper BY: Erin Kelly BCOM 275 There are several things that can be said about nonverbal and unwritten communication. When you are talking to someone or someone is talking to you. You can tell a lot about how well the person is listening and understands what you are saying. You can also tell by their body language and facial expressions if they are interested in what you are saying. If you are talking to someone and they are not makingRead MoreBcom 275 Demonstrative Communication Paper821 Words   |  4 PagesCommunication is an equal understanding of a message between a sender and a receiver. Demonstrative communication can take many forms in both verbal and nonverbal cues. The nonverbal ways of communication cannot only enhance a message, but also if done poorly, can hinder a message as well. With verbal communication, choice of words can be an effective tool. Senders of messages should choose vocabulary wisely, depending on the receiver. If not done properly, semantic noise can occur. Semantic noiseRead MoreThe Effects of Demonstrative Communication792 Words   |  4 Pagesworld today. The one way that I really want to look at is the demonstrative communication. This is one type of communication that we all do and have done, but I do not think that people realize just how many aspects there are to demonstrative communication. Demonstrative communication is nonverbal and unwritten communications that involve such aspects of facial expressions, tone of voice and body language. When you think of communication, you automatically think of someone having a verbal conversationRead MoreHello Kitty Essay examples658 Words   |  3 PagesWrite a 700- to 1,050-word paper describing demonstrative communication. Demonstrative communication includes nonverbal and unwritten communication and involves such things as facial expressions, tone of voice, body language, and so forth. Include the following elements in your paper: Provide examples showing how demonstrative communication can be effective and ineffective, positive and negative, for the sender and receiver. * Explain how demonstrative communication involves listening and respondingRead MoreDemonstrative Communication Essay example725 Words   |  3 PagesRunning Head: Demonstrative Communication Demonstrative Communication Paper Fabiola Nevarez BCOM/275 Demonstrative Communication Paper We all have different ways of expressing how what we are thinking and feeling while communicating with others. We communicate verbally and non-verbally, written or visual. Demonstrative communication is defined as the process of sending and receiving messages and involves, exchanging thoughts, messages or information. One of the most common ways to communicateRead MoreOverview of Demonstrative Communication990 Words   |  4 PagesIntroduction Demonstrative communication in basic terms includes both unwritten and nonverbal communication. This text concerns itself with demonstrative communication. In so doing, it will highlight such things as body language, voice tone, facial expressions, etc. Further, the paper will in addition to discussing the effectiveness of demonstrative communication also address how the same involves listening and responding. Communication: A Brief Overview Communication does not have an assignedRead MoreBCOM 275 All Class Assignments and DQs – A Graded Material Essay703 Words   |  3 Pagesvendor, and so forth. BCOM 275 week 2 Individual Assignment Demonstrative Communication Paper Write a 700- to 1,050-word paper describing demonstrative communication. Demonstrative communication includes nonverbal and unwritten communication and involves such things as facial expressions, tone of voice, body language, and so forth. Include the following elements in your paper: †¢ Provide examples showing how demonstrative communication can be effective and ineffective, positive and negative, forRead MoreBCOM 275 Complete Class1327 Words   |  6 Pagesmessage?   Ã‚  Ã‚   Check this A+ tutorial guideline at http://www.assignmentcloud.com/BCOM-275/BCOM-275-Week-1-DQ-1 For more classes visit http://www.assignmentcloud.com BCOM 275 Week 1 DQ 2 How has technology changed the communication process? Has technology changed the way people communicate in business?   Ã‚  Ã‚   Check this A+ tutorial guideline at http://www.assignmentcloud.com/BCOM-275/BCOM-275-Week-1-DQ-2 For more classes visit http://www.assignmentcloud

Essay on Mayor of Casterbridge Tragic Hero - 1482 Words

Cole Magee AP Literature Block 2 10/16/2012 The Effects of a Tragic Hero in The Mayor of Casterbridge by: Thomas Hardy Within the novel The Mayor of Casterbridge, Hardy’s main character, Henchard, is displayed as a tragic hero who has started off in a high position but has fallen due to an unacknowledged tragic flaw. Henchard becomes an instrument for the suffering of the women around him, resulting from his ultimate failure to recognize his rash behavior. Henchard’s former wife, love affair, and â€Å"daughter† are all mutually unable to coexist with the ever-impulsive tragic hero. At the beginning of Mayor of Casterbridge, Hardy achieves a realistic relationship in which the common man of Hardy’s era is able to make with the lifelike†¦show more content†¦Additionally, it is at the time of Henchard’s pathetic five guinea sale Susan that the common man will recognize that he and Henchard definitely do not see eye-eye anymore. The common man will be able to grasp the fact that the severity of Henchard’s impulsivity is unacceptable. Therefore, althoug h he is initially relatable to the common man, Henchard quickly breaks the noble stature that was initially established by jeopardizing Susan’s life by putting her in the hands of another individual. Again, impulsivity leads to Henchard’s misfortune with his long time love affair, Lucetta. Henchard arrives at Lucetta’s new home and Lucetta’s maid greets him and goes to tell Lucetta that Henchard is looking for her, and Lucetta responds, â€Å"’Oh! Then tell him I have a headache I won’t detain him to-day,’† (164). Lucetta avoids Henchard after learning about what happened between him and Susan. Perhaps Lucetta’s instincts took over and told her not to marry Henchard or else she will end up dead similarly to Susan. Lucetta never knew how impulsive Henchard really was until she heard about how Henchard sold Susan. Lucetta most likely recognizes that Henchard is still the same man that sold Susan. Lucetta is able to justify this because Henchard’s atà ©, when Henchard fires the loyalShow MoreRelatedThe Life And Death Of The Mayor Of Casterbridge1275 Words   |  6 PagesDeath of the Mayor of Casterbridge: A Story of a Man of Character, indicates, the novel is concerned with the representation of the rise and fall, joys and sorrows, and triumph and defeat of its central character, Michael Henchard, where happiness seems as rare as an oasis in a vast dreary desert of sorrow and misfortune. Considered one of Thomas Hardy’s most masterful works, The Mayor of Casterbridge, is first and foremost an Aristotelian tragedy of the most moving type. The term â€Å"hero† has been usedRead MoreA Summary On Tragedy 2914 Words   |  12 PagesAristotle’s Poetics. Rarely were the ideas of Aristotle challenged and his explanation of a tragic work established the format of tragedy. Aristotle was never questioned and thus his explanation of tragedy stood for centuries however, as literatur e develops the requirements of a tragedy have begun to change. In current tragedies not all tragic heroes suffer because of a specific tragic error, not all tragic plots contain scenes of recognition, and not all heroes are recognized individuals. NumerousRead MoreCharacter Is Destiny Essay1067 Words   |  5 PagesB.C.) This famous quote has birthed many ideas and philosophies about life and our final destination. Similarly, in Thomas Hardys The Mayor of Casterbridge, issues about life, character, fate and destiny are explored. Ironically, the quote about character being our destiny is being challenged and questioned over and over again in the context of this tragic novel. Indeed, Henchard is a victim of his own delusions. He has falsely believed and is being psychotically driven to accept a misconceptionRead MoreThe Setting and Symbols in the Mayor of Casterbridge1388 Words   |  6 Pagesconsider The Mayor of Casterbridge one of Hardy ¡Ã‚ ¯s two great novels. Of all the Wessex ¡Ã‚ ¯s novels, however, this is the least typical. Although it makes much less use of the physical environment than do the others, we still cannot ignore the frequently use of symbols and setting in the novel. In my essay, I ¡Ã‚ ®ll analyze the function of the symbols and the setting in The Mayor of Casterbridge. THE SETTING AND SYMBOLS IN THE MAYOR OF CASTERBRIDGE The setting place of this novel is Casterbridge (England)Read Moredreams of vision9899 Words   |  40 PagesA Thesis ANALYSIS ON TRAGIC CHARACTER IN THE MAYOR OF CASTERBRIDGE By ANDRI HERMANSYAH 102026024515 ENGLISH LETTERS DEPARTMENT FACULTY OF ADAB AND HUMANITIES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2009 APPROVEMENT ANALYSIS ON TRAGIC CHARACTER IN THE MAYOR OF CASTERBRIDGE A Thesis Submitted to the Faculty of Adab and Humanities In Partial Fulfillment of the Requirements For the Degree of Strata (S 1) By ANDRI HERMANSYAH 102026024515 Advisory: INAYATULRead MoreCharacter Sketches from The Mayor of Casterbridge by Thomas Hardy1209 Words   |  5 PagesMacbeth are almost the same character. Henchard is described as a fine man in the opening of The Mayor of Casterbridge. Soon after though, Henchard commits a sin that sticks with him until the end of the novel; he makes the mistake of selling his wife and daughter while drunk. This mistake causes him to vow to abstain from alcohol for 21 years and turn his life around. Henchard becomes the Mayor of Casterbridge and is at the peak of his life. Once he reaches this peak though, his sin comes back to hauntRead MoreThe Mayor of Casterbridge by Thomas Hardy Essay1509 Words   |  7 PagesThe Mayor of Casterbridge by Thomas Hardy Thomas Hardy wrote the novel The Mayor of Casterbridge in 1886. Two of the main characters, Donald Farfrae and Michael Henchard have a contrast in luck and Hardy uses characterisation, language, historical and social background and a craft in the structure of his novel to help bring across this point. During this essay I am going to comment upon how Hardy does this and further consider the view that, Farfraes good fortuneRead MoreThe Mayor Of Casterbridge By Michael Henchard2106 Words   |  9 Pagesbuying her a cottage and informally courts her, as he presumes this will rectify his past. His constituents in Casterbridge are rather nonplussed at his sudden romantic inclination; however, the true nature of his actions is revealed only in narration and not in action. Thomas Hardy ushers in Michael Henchard as a unique subset of the Victorian Gentleman in his 1886 novel, The Mayor of Casterbridge. The limitations and rather restrictive standards of Victorian social class have dominated Michael Henchard’sRead MoreEssay on Tragedy and Thomas Hardy Literature765 Words   |  4 PagesHardy as a great writer of tragedy at the same level as Sophocles, Shakespeare, and Tolstoy. The tragic approach to understanding Hardy’s work is very old. The first one to discuss it on tragic grounds seems to be Lionel Johnson. His book The Art of Thomas Hardy, first published in 1894, drew atte ntion to the tragic elements in Hardy’s works. The assumption was that Hardy’s works reflect a sad tragic tone, an insistence on man’s unhappiness in modern world, and a preoccupation with the differentRead MoreHenchard in The Mayor of Casterbridge Essay1042 Words   |  5 PagesIs Henchard a sympathetic character? Should we pity him at the end of the novel, or does he get what he deserves? â€Å"The Mayor of Casterbridge† – The title refers to the main character in the book, Michael Henchard, who is the key figure in the novel. The whole story rotates around his life, and how he and the other characters change. Many criticise Thomas Hardy for this book due to the unlikely coincidences that occur many times through the book. The book takes place in rural England, in

Legalization Of Drungs Essay Example For Students

Legalization Of Drungs Essay The legalization of drugs has always been a problem in the United States. Some people agree with the Idea of legalizing drugs such as marijuana, cocaine, heroin, and many others. These people argue that with the legalization of these drugs the crime rate and other social problems would reduce. While their opponent argue that the legalization of drugs would only add to the already high crime rates, and many social problems we have in the United States. Both sides both have very good arguments as to why drugs should or should not be legalized in the United States. The battle between the government date back as early as the year 1914. This is the year in which the government passed the Harrison Narcotic act. This act asked for the punishment of those who were illegally in possession and use of marijuana. Penalties for the sale, and or, possession of illegal drugs were established by the Drug Abuse Control Amendments of 1965. Surprisingly enough, through all of these drug laws, marijuana remained legal until 1970. Even though most drugs were now illegal in the Untied States, more than fourteen million Americans used drugs at least once a month in the late 1980s. What would be some of the benefits from the legalization of drugs? Well, for the actual user there would be numerous benefits from the legalization of such drugs as marijuana. First would be the price of the drugs. Drug costs would dramatically decrease by ninety percent if they were made legal. Also the availability of them would increase. Heroine, at one time was close to becoming legal, would have been available at any corner market, and even treated like aspirin without any restrictions. Along with the benefits, comes the obvious dangers that would rise from the legalization of drugs. One of the first considerations that comes to a persons mind when thinking of the possible dangers drugs is the thought of children being able to obtain marijuana, and other such drugs. If it is easy for the under aged to obtain such things as alcohol and cigarettes, wouldnt it be just as easy to come in contact with these new legal drugs? What many adults dont consider is the fact that mant teenagers and young children already have acceess to these illegal drugs. Today, just 11% of Americans report seeing drugs available where they live: After legalization, there could be a place to purchase drugs in every neighborhood. Once again this information is hard to believe. Although drugs are illegal, drugs can be found anywhere in the United States, and they are most definitely already in just about every neighborhood. There are also fears of the crime rate increasing in result of the legalization of drugs. The U.S. Department of Justice reports that criminals seem to commit six times more homicides, four times assaults, and almost one and a half times as many robberies under the influence of drugs. The main reason of these high statistics is the result of there criminals trying to obtain money in order to buy the drugs, but if the drugs were legal and in turn had a lower price, maybe not as many crimes would take place. Many other countries have legalized drugs inside their boundaries. A few of their places include European countries such as; Switzerland, England, the Netherlands, and Italy. In the Netherlands, anyone over the age of seventeen is able to visit marijuana coffee shop and pick a type of marijuana like a little kid picks a flavor of ice cream. The use of pot by adolescents the Netherlands has raised by nearly 200%. The possession of small amounts of drugs in Italy has not been considered a crime since 1975. Today, Italy has 300,000 heroin addicts, the highest rate of heroin addiction in all of Europe. .u9289047e0be98b1fc27fbb24a712888d , .u9289047e0be98b1fc27fbb24a712888d .postImageUrl , .u9289047e0be98b1fc27fbb24a712888d .centered-text-area { min-height: 80px; position: relative; } .u9289047e0be98b1fc27fbb24a712888d , .u9289047e0be98b1fc27fbb24a712888d:hover , .u9289047e0be98b1fc27fbb24a712888d:visited , .u9289047e0be98b1fc27fbb24a712888d:active { border:0!important; } .u9289047e0be98b1fc27fbb24a712888d .clearfix:after { content: ""; display: table; clear: both; } .u9289047e0be98b1fc27fbb24a712888d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9289047e0be98b1fc27fbb24a712888d:active , .u9289047e0be98b1fc27fbb24a712888d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9289047e0be98b1fc27fbb24a712888d .centered-text-area { width: 100%; position: relative ; } .u9289047e0be98b1fc27fbb24a712888d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9289047e0be98b1fc27fbb24a712888d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9289047e0be98b1fc27fbb24a712888d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9289047e0be98b1fc27fbb24a712888d:hover .ctaButton { background-color: #34495E!important; } .u9289047e0be98b1fc27fbb24a712888d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9289047e0be98b1fc27fbb24a712888d .u9289047e0be98b1fc27fbb24a712888d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9289047e0be98b1fc27fbb24a712888d:after { content: ""; display: block; clear: both; } READ: The Sucessful Factors of Toshiba EssayMexico is another country with related drug problems. In Mexico there is no serious enforcement against drug distribution. Mexico is the major source of marijuana. The United States State Department has stated that Mexico does not have a serious drug problem. So if less strict laws against drugs seem to be working better than completely outlawing them, shouldnt the U.S. try to lay off of the drug users

Language Development and Socioeconomic Status Essay Example

Language Development and Socioeconomic Status Essay Abstract: Parent’s education level which is a reasonable measure of their SES is found to influence language proficiency of their children. Substance abusing parents from low SES tend to be negligent of their children, which affects their language development. Ethnic and racial minorities, especially whose first language is different from the dominant language of the region, have historically found social mobility difficult. Parents under mental stress tend to be poor caregivers and this affects the language acquisition of their children – most such adults are from lower SES. Introduction: Research indicates that of all the parent-child activities, reading to children has a major influence on the subsequent language development of the child. This is so, because the other verbal interactions between parents and children that occur during meals, playtime, dressing up, etc, are nowhere as verbally rich as reading is. It is also a well-established fact that parents from middle-class and higher socioeconomic backgrounds spend more time reading to their children than their poorer counterparts. This implies that children from the lower strata of society are at an increased risk of language delay. They are also generally found to possess poorer reading skills and below average academic performance (Mendelsohn, Leora, et.al. 2001, p.130). We will write a custom essay sample on Language Development and Socioeconomic Status specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Language Development and Socioeconomic Status specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Language Development and Socioeconomic Status specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Language Acquisition in African American Children: Another strong influence on the language acquisition of children is the quality of care that they receive. And the quality of child-care is determined by the SES of the respective families. In one study performed on African American children aged between 6 and 12 months, nearly two thirds of them had otitis media with effusion and 2 out of 5 subjects also suffered partial hearing difficulties. The affected child suffers a partial hearing loss and hence the reception of auditory signals is poor and irregular. The ability of the child to discriminate and process speech and to store up that information in its developing repository of language is made difficult. The overall effect of all of this is a sluggish development of language skills (Roberts, Burchinal, et.al, 1998, p.353). Some of these children also suffered frequent ear infections and performed below par in language tests. The African American community generally fits in the lower-middle class or lesser bracket, which goes to show the relation between the SES and language development in children. The consistent under-achievement of African American students academically, including language skills is a widely recognized fact. Research conducted on the African American community over the last few decades suggests that the socio-economic backwardness of the community at large has a major role to play in this outcome. Traditional inequalities, cultural oppression, shanty-town housing environments and gangster rap attitude among the students have all contributed to this historical anomaly. It is also noted that African American students usually attend schools that are ineffective in imparting essential language skills. If socio-economic factors such as poverty and dysfunctional family systems may be the primary reason, but biases in standardized tests and prejudiced teachers are also significant factors. (Singer, Arendt, et.al. 2001, p.1057) The most appalling aspect of this institutionalized injustice to the African American community is the failure of the education system to imp art literary and language skills to students from the community. As these skills are held to be vital to academic and professional success in contemporary America, the community is highly disadvantaged when it comes to finding jobs in trans-national corporations. Current literacy and language trends reveal that history continues to repeat itself. For example, in Los Angeles for the first time African American students scored lower than the bilingual population in reading, language, and writing on the CTBS-U (eighth-grade) in 1997-1998. More recently, as reported by the Nation’s Report Card on Reading (2000), African American students had the lowest percentage of students, 12%, at or above proficiency compared to 32% for the nation. Something is not working. (Singer, Arendt, et.al. 2001, p.1058) The influence of Care-giving Environment: The responsiveness of home and care-giving environments (both at home and child care providers) also determines the levels of hearing difficulties in children. The first two years of care-giving is said to influence children’s linguistic and cognitive development later. The verbal and emotional responsiveness of the parent, availability of toys for play, the neatness and organization of the surroundings are all contributing factors to the child’s language acquisition. Maternal involvement is another important factor. All of these, however, happen to be of a poorer quality for children from lower socio-economic backgrounds. For example, the environment offered a toddler from low SES contain cheaper furnishings and play objects. The personal care routines are also found to be substandard. The care-giver, on average, talks, listens and interacts less with the child. Language Development and Substance Abuse: Infants exposed prenatal to cocaine have been found to have adverse neuronal development and uterine vascular flow. This is bound to have an effect on later language learning abilities. Needless to say, most cocaine addicted gestating mothers also belong to urban areas and are generally poor. Studies have found that infants more exposed to narcotic drugs â€Å"had lower auditory comprehension scores than non-exposed infants and lower total language scores than lighter and non-exposed infants †¦ heavily exposed infants were also more likely to be classified as mildly delayed by total language score than non-exposed infants.† (Roberts, Burchinal, et.al., 1998, p.352). For the prenatal cocaine exposed child, definite under-functioning of neurological mechanisms such as concentration and memory are found. Motor skills and language acquisition are the other affected areas. The neurotransmitters of the fetus are slowed down, resulting in slower processing of aural information, and results in poorer language acquisition. The effects on the neurological system in turn affect the arousal system. The overall cognitive development of the baby is also noted to be sluggish. Some studies have even associated cocaine exposure with visual disorders. Hearing Loss and Language Learning: Hearing loss of varying degrees can determine how well a child learns a language and cognitive development. In a study conducted on 100 partial to completely deaf children, a large percentage of them lagged behind in age-specific language skills. A correlation between the SES of the study group and their hearing impairment was also found. Taking the level of education of the primary care-taker of the child, the SES is determined. And the studies indicate that the lower the SES the more severe the impairment. Also, most of these children performed poorly in verbal and mathematical intelligence tests. Even the academically better children from the group score lesser than their non-impaired counterparts (Yoshinaga-Itano, Sedey, et al 1998, p.1167). Language Development in Poor Ethnic Minorities: Various researches on immigrant’s acquisition of their new regional language show some interesting results. A comparative study across continents reveals that the rate of return to language capital is higher (17%) for immigrant men in the United States than for those in Australia (5-8%), Canada (12%) and Israel (11%), A report issued by the German Socio-Economic Panel (GSOEP), shows that male and female immigrants with above average speaking fluency earn 6.9% and 7.1% more than those with deficiency in the German language. Similarly, male and female immigrants with above average writing fluency in the German language earn 7.3% and 15.3% more than those with deficiency in the German language† (Dehaene-Lambertz Hertz-Pannier 2006, p.370) An individual’s ethnicity is a factor in their language acquisition. Let us take the case of Russian immigrants in Israel post the break-up of the Soviet Union. A survey conducted on about eight hundred immigrants shows the strong link between host language acquisition and socio-economic status. Those immigrants who learnt Hebrew quickly found good economic success and easy integration. Younger and upwardly mobile immigrants showed a tendency towards additive bilingualism, incorporating the elements of Hebrew into their everyday communications and cultural/media consumption. Mastering and using Hebrew serves as a trigger for reshaping immigrants’ identity, resulting in the gradual formation of a new ethnic entity–Russian Israeli. (Remennick 2004, p.439)

Free Essays on Mary Shelley

The Romantic Age (1780-1830) was a time when writers’ ideas went from those of the Age of Reason to more imaginative ideas. These ideas were changed throughout this time for many reasons, including the French Revolution, the Industrial Revolution in England, and the many other things that affected the society. A great example of the use of imagination was a by called Frankenstein by Mary Shelley, a great writer of the Romantic Age. Born on August 30, 1797, Mary Shelley seemed like she was meant for greatness. Her mother, Mary Wollstonecraft, who was a liberal thinker and radical feminist, passed away 10 days after her birth, leaving her and her half sister to be cared by her father, William Godwin. Her father married their neighbor, Mary Jane Clairmont, who was a widow and had two children of her own. Shelley began her writing when she was very young, and she was observing many other writers becoming interested in what they were doing. She was inspired to write the famous novel Frankenstein in the summer of 1819, after she met with Lord Byron and he recommended that she try writing her own ghost story. A few nights later Mary had a dream and explained it by saying: Night waned upon this talk; and even the witching hour had gone by before we retired to rest. When I placed my head on the pillow I did not sleep, nor could I be said to think. My imagination, unbidden, possessed and guided me, gifting the successive images that arose in my mind with a vividness far beyond the normal bounds of reverie. I saw- with eyes shut but acute mental vision- I saw the pale student of unhallowed arts kneeling beside the thing he had to put together. (Shelley) Fitting perfect with the ideas of her time, Mary Shelley’s Frankenstein was a book which required much imagination in order for it to be written. Based on her dream, Shelley developed one of the greatest stories of all time. As with many good stories, the story of Frankenste... Free Essays on Mary Shelley Free Essays on Mary Shelley The Romantic Age (1780-1830) was a time when writers’ ideas went from those of the Age of Reason to more imaginative ideas. These ideas were changed throughout this time for many reasons, including the French Revolution, the Industrial Revolution in England, and the many other things that affected the society. A great example of the use of imagination was a by called Frankenstein by Mary Shelley, a great writer of the Romantic Age. Born on August 30, 1797, Mary Shelley seemed like she was meant for greatness. Her mother, Mary Wollstonecraft, who was a liberal thinker and radical feminist, passed away 10 days after her birth, leaving her and her half sister to be cared by her father, William Godwin. Her father married their neighbor, Mary Jane Clairmont, who was a widow and had two children of her own. Shelley began her writing when she was very young, and she was observing many other writers becoming interested in what they were doing. She was inspired to write the famous novel Frankenstein in the summer of 1819, after she met with Lord Byron and he recommended that she try writing her own ghost story. A few nights later Mary had a dream and explained it by saying: Night waned upon this talk; and even the witching hour had gone by before we retired to rest. When I placed my head on the pillow I did not sleep, nor could I be said to think. My imagination, unbidden, possessed and guided me, gifting the successive images that arose in my mind with a vividness far beyond the normal bounds of reverie. I saw- with eyes shut but acute mental vision- I saw the pale student of unhallowed arts kneeling beside the thing he had to put together. (Shelley) Fitting perfect with the ideas of her time, Mary Shelley’s Frankenstein was a book which required much imagination in order for it to be written. Based on her dream, Shelley developed one of the greatest stories of all time. As with many good stories, the story of Frankenste... Free Essays on Mary Shelley Mary Shelley The Romantic Age (1780-1830) was a time when writers’ ideas went from those of the Age of Reason to more imaginative ideas. These ideas were changed throughout this time for many reasons, including the French Revolution, the Industrial Revolution in England, and the many other things that affected the society. A great example of the use of imagination was a by called Frankenstein by Mary Shelley, a great writer of the Romantic Age. Born on August 30, 1797, Mary Shelley seemed like she was meant for greatness. Her mother, Mary Wollstonecraft, who was a liberal thinker and radical feminist, passed away 10 days after her birth, leaving her and her half sister to be cared by her father, William Godwin. Her father married their neighbor, Mary Jane Clairmont, who was a widow and had two children of her own. Shelley began her writing when she was very young, and she was observing many other writers becoming interested in what they were doing. She was inspired to write the famous novel Frankenstein in the summer of 1819, after she met with Lord Byron and he recommended that she try writing her own ghost story. A few nights later Mary had a dream and explained it by saying: Night waned upon this talk; and even the witching hour had gone by before we retired to rest. When I placed my head on the pillow I did not sleep, nor could I be said to think. My imagination, unbidden, possessed and guided me, gifting the successive images that arose in my mind with a vividness far beyond the normal bounds of reverie. I saw- with eyes shut but acute mental vision- I saw the pale student of unhallowed arts kneeling beside the thing he had to put together. (Shelley) Fitting perfect with the ideas of her time, Mary Shelley’s Frankenstein was a book which required much imagination in order for it to be written. Based on her dream, Shelley developed one of the greatest stories of all time. As with many good stories, the s...

Test-Optional Colleges Complete List of 500+ Schools

Test-Optional Colleges Complete List of 500+ Schools SAT / ACT Prep Online Guides and Tips SAT and ACT scores are common admission requirements for college. But what if I told you that you could get into a great school without taking either of these exams? Behold test-optional colleges. Colleges that are test optional don't require you to submit SAT or ACT scoresbut will consider them if submitted. In this guide, we’ll explain what "test optional" means for different schools before providing you with a comprehensive list of test-optional colleges and universities in the US. The first two lists will cover the best test-optional colleges and universities (i.e., those ranked in the top 100), and the last list will include all other test-optional colleges in the country. Along the way, we'll also give you a few key tips on when you should and should not send your SAT/ACT test scores to schools. What Does "Test Optional" Mean? First things first, what exactly are test-optional colleges? At its most basic definition, test optional means thatyou do not need to submit SAT or ACT scores to be considered for admission to a particular school. So while you may submit test scores if you want, you are not actually required to do so. Colleges that are test optional de-emphasize the importance of the SAT and ACT by making the tests an unnecessary component of the admission process. So ifyou took the SAT or ACT but didn’t score as highly as you'd hoped you would, you can apply to test-optional colleges in order to avoid having to send in any unsatisfactory test scores that could potentially hurt your application. Throughout this article, we refer to a school as being test optional if itdoes not outright require SAT or ACT scores from all undergraduate applicants. That said, not all colleges and universities maintain the same policies in regard to their handling of standardized test scores. Below, we look at some of the ways test optional takes on new meanings at different schools. Test Optional Truly test-optional schools are exactly as they sound: you decide whether you'd like to submit your SAT/ACT test scores or not.In other words, you get to determine how you want to present yourself to schools. For example, if you feel your SAT scores are subpar, you might choose to withholdyour scores and instead opt for strengthening other parts of your application, such as your personal statement and resume. Popular test-optional colleges and universities include Bowdoin College, Pitzer College, Wake Forest University, and Brandeis University. Test Flexible Test-flexible schools are slightly different from regular test-optional colleges. At these schools, you may submitother test scores in place of SAT/ACT scores. Acceptable scores will vary depending on the institution, but you can generally fulfill the SAT/ACT requirement by submitting scores from SAT Subject Tests, AP tests, IB tests, and/or school-administered placement tests. Renowned test-flexible schools include NYU, Middlebury College, Drexel University, and the University of Rochester. Class Rank/GPA Substitution At some schools, you may forego sending in your SAT/ACT scoresonly if you meet your school's minimum required GPA or class rank. If you meet these requirements, you will be automatically admitted. If you do not meet these minimum requirements, however, you must then apply as you normally would and submit your SAT/ACT scores with your application. Specific requirements vary, but you'll typically need at least a ranking in the top 10% or a 3.5 unweighted GPA. Well-known schools offering a class rank/GPA substitution policy include UT Austin, Texas AM, andWashington State University. Test Blind The final type of test-optional college is a test-blind college. With this policy,SAT/ACT test scores arenotconsidered during the admission process, even if you include them in your application. Currently, only one school- Hampshire College in Amherst, Massachusetts- has this policy. Here's whatHampshire's official websitesays in regard to its unique stance on test scores: "Unlike 'test-optional' institutions, we will not consider SAT/ACT scores regardless of the score. Even if it’s a perfect score, it will not weigh into our assessment of an applicant." These are the four main types of test-optional policies you’ll see in schools around the US. Now, let's take a look at which top-tier schools presently have test-optional policies. Best Test-Optional Colleges and Universities Though the vast majority of top-tier schools require SAT/ACT scores, a solid handful of them- from popular liberal arts colleges to well-known research universities- are test optional. Below are two lists: the first showsall top-tier test-optional liberal arts colleges, and the second containsall top-tier test-optional research universities.Note that "top tier" indicates any school ranked in the top 100 spots nationally (according to the 2019best national liberal arts colleges and best national universities lists inUS News). We encourage you to skim the lists to see whether there are any schools that might interest you. Each test-optional colleges list is arranged alphabetically, and you can use the ctrl + F function to look for specific schools. Remember that since schools' test-optional policies can vary significantly, it's a good idea to check with schools directly to learn more about their individual SAT/ACT score policies. The entrance to Pitzer College. (CampusGrotto/Flickr) Best Test-Optional Liberal Arts Colleges In recent years, more and more liberal arts colleges are beginning to place less emphasis on SAT/ACT test scores. As a result, many top-tier liberal arts colleges do not require standardized test scores for admission. Agnes Scott College (GA) Lawrence University (WI) Allegheny College (PA) Lewis and Clark College (OR) Augustana College (IL) Middlebury College (Test Flexible) (VT) Bard College (NY) Mount Holyoke College (MA) Bates College (ME) Muhlenberg College (PA) Beloit College (WI) Ohio Wesleyan University (OH) Bennington College (VT) Pitzer College (CA) Bowdoin College (ME) Saint Mary's College (IN) Bryn Mawr College (PA) Sarah Lawrence College (NY) Colby College (Test Flexible) (ME) Sewanee - University of the South (TN) College of the Atlantic (ME) Skidmore College (NY) College of the Holy Cross (MA) Smith College (MA) Colorado College (Test Flexible) (CO) St. John’s College (MD) Connecticut College (CT) St. John’s College (NM) Cornell College (IA) St. Lawrence University (NY) Denison University (OH) Transylvania University (KY) Dickinson College (PA) Trinity College (CT) Earlham College (IN) Union College (NY) Franklin and Marshall College (PA) University of Puget Sound (WA) Furman University (SC) Ursinus College (PA) Gettysburg College (PA) Wesleyan University (CT) Gustavus Adolphus College (MN) Wheaton College (MA) Hamilton College (Test Flexible) (NY) Whitman College (WA) Hobart and William Smith Colleges (NY) Willamette University (OR) Kalamazoo College (MI) Wofford College (SC) Knox College (IL) Sources: FairTest,The Washington Post Texas Memorial Stadium at UT Austin. (Wes Browning/Flickr) Best Test-Optional Research Universities Although most research universities require SAT/ACT scores, the following top-ranked universities do not require them at all. Five of the schools on this list- Wake Forest, Rochester, Brandeis, NYU, and UChicago- are also ranked among the top 40 universities nationwide! American University (DC) University of Chicago (IL) Brandeis University (MA) University of Delaware (DE) Clark University (MA) University of Rochester (Test Flexible) (NY) George Washington University (DC) University of Texas at Austin (Top 8%) (TX) New York University (Test Flexible) (NY) Wake Forest University (NC) Texas AM University - College Station (Top 10%) (TX) Worcester Polytechnic Institute (MA) Sources:FairTest,The Washington Post Should You Submit Test Scores to Test-Optional Colleges? If you’re applying to one of the best test-optional colleges or universities listed above, you might be wondering whether you should submit your SAT/ACT test scores or not. And the answer to this question depends on a few key factors, which we explain below. Submit Your SAT/ACT Scores If †¦ You got a high SAT/ACT score. If you reached (or surpassed) your goal score and are well above your school’s average, submitting your test scores will definitely give you a leg up in the admission process by further emphasizing your academic potential. Your school recommends submitting them. Even if the SAT/ACT is optional for a school, some schools still strongly suggest sending them in. In these cases, it’s usually best to just listen to your schools and submit your test scores anyway. You didn’t take any SAT Subject Tests, AP tests, or IB tests (or, alternatively, didn’t do well on any of them). Test-flexible schools allow you to submit other test scores in place of SAT/ACT scores. But if you didn’t take any other tests or didn’t do as well as you'd wanted to on them, go ahead and submit your (hopefully better) SAT/ACT scores. Do NOT Submit Your SAT/ACT Scores If †¦ You got a low SAT/ACT score. If you failed to hit your goal score on test day, withholdyour scores and instead focus on strengthening other key parts of your college applications. This way, your SAT/ACT scores won’t end up counting against you during the admission process. Youdid far better on your SAT Subject Tests, AP tests, and/or IB tests than you did on the SAT/ACT. If you’re applying to a test-flexible school and you performed better on your other tests than you did on the SAT/ACT, you'll get a far bigger boost to your application by submitting those scores in place of your SAT/ACT scores. You meet the minimum class rank or GPA requirement for your school. If your school automatically admits students who meet a certain class rank or GPA requirement, there's no point in submitting your SAT/ACT test scores. Doing so shouldn't hinder your application, but it won’t help it either! The University of Arizona in Tucson. (dmitri_66/Flickr) Complete List of Additional Test-Optional Schools Above, we gave you two lists of top-ranked test-optional colleges and universities. But what about other test-optional institutions that aren't ranked in the top 100 nationally? In total, there are more than 900 additional test-optional collegesacross the US. And we're giving you the rest of these in a handy table below! The following list of test-optional colleges is arranged both alphabetically and by state (we have also included the District of Columbia, Guam, Puerto Rico, and the Virgin Islands.) Since this test-optional colleges list is undeniably huge, I recommend using ctrl + F to search for schools by name or state. Before you scroll through the list, it's important to be aware of a couple of key points: Wyoming is the only state that doesn't have any test-optional schools. I've included online test-optional colleges (under "Online") and test-optional colleges that are available in multiple locations (under "Multiple Locations"). Both school types can be found at the end of the table. Alabama Loyola University Maryland University of Rio Grande Birmingham-Southern College McDaniel College Walsh University Columbia Southern University Ner Israel Rabbinical College Wilberforce University Heritage Christian University Notre Dame of Maryland University Wittenberg University Huntsville Bible College Salisbury University Wright State University Miles College University of Maryland University College Oklahoma Oakwood University Washington Adventist University Cameron University Selma University Washington College East Central University Stillman College Massachusetts Family of Faith College Talladega College American International College Langston University Alaska Anna Maria College Mid-America Christian University Alaska Pacific University Assumption College Northeastern State University Charter College Bard College at Simon’s Rock Northwestern Oklahoma State University University of Alaska - Anchorage Bay Path University Oklahoma Panhandle State University University of Alaska - Fairbanks Bay State College Oklahoma State University (Oklahoma City) University of Alaska Southeast Benjamin Franklin Institute of Technology Oklahoma State University (Stillwater) Arizona Berklee College of Music Oklahoma Wesleyan University American Indian College of the Assemblies of God Boston Architectural College Southeastern Oklahoma State University Arizona State University Boston Conservatory Southwestern Christian University Art Institute of Phoenix Bridgewater State University Southwestern Oklahoma State University Art Institute of Tucson Cambridge College Spartan College of Aeronautics and Technology Bryant University Dean College University of Central Oklahoma Chaparral College Emerson College University of Science and Arts of Oklahoma College of the Humanities and Sciences Emmanuel College Oregon Collins College Endicott College Art Institute of Portland Grand Canyon University Fitchburg State University Eastern Oregon University International Baptist College Framingham State University Mount Angel Seminary Northern Arizona University Hampshire College Multnomah University Prescott College Laboure College New Hope Christian College University of Advancing Technology Lasell College Oregon College of Art Craft University of Arizona Longy School of Music Oregon Institute of Technology Western International University Massachusetts College of Art and Design Oregon State University - Cascades Campus Arkansas Massachusetts College of Liberal Arts Pacific Northwest College of Art Arkansas Baptist College Merrimack College Pioneer Pacific College Arkansas Tech University Montserrat College of Art Portland State University Crowley’s Ridge College New England Conservatory Western Oregon University University of Arkansas - Fort Smith New England Institute of Art and Communication Pennsylvania University of Arkansas for Medical Sciences Newbury College Albright College University of Arkansas - Monticello Nichols College Art Institute of Philadelphia University of the Ozarks Northpoint Bible College Art Institute of Pittsburgh California Pine Manor College Cabrini University Academy of Art University Regis College Central Penn College Alliant International University Salem State University Chatham University American Jewish University School of the Museum of Fine Arts Curtis Institute of Music American Musical and Dramatic Academy Stonehill College DeSales University American University of Health Sciences University of Massachusetts - Boston Drexel University (Test Flexible) Art Center College of Design University of Massachusetts - Lowell Duquesne University Art Institute of California Western New England University East Stroudsburg University Azusa Pacific University Wheelock College Eastern University Bergin University of Canine Studies Worcester State University Elizabethtown College Bethesda University of California Michigan Gratz College Beverly Hills Design Institute Art Institute of Michigan Harrisburg University of Science and Technology Brooks Institute Baker College Hussian College California Christian College Ferris State University Immaculata University California College Finlandia University Juniata College California College of the Arts Grace Bible College Keystone College California Institute of the Arts Manthano Christian College King’s College California Maritime Academy Michigan Jewish Institute La Salle University California Miramar University Northwestern Michigan College Lebanon Valley College California National University for Advanced Studies Robert B. Miller College Lycoming College California State Polytechnic University - Pomona Sacred Heart Major Seminary Mercyhurst University California State University - Bakersfield Siena Heights University Millersville University of Pennsylvania California State University - Channel Islands University of Michigan - Flint Moore College of Art Design California State University - Chico Walsh College Peirce College California State University - Dominguez Hills Yeshiva Beth Yehuda-Yeshiva Pennsylvania Academy of the Fine Arts California State University - East Bay Minnesota Pennsylvania College of Art and Design California State University - Fresno Academy College Pennsylvania College of Technology California State University - Los Angeles Art Institutes International Minnesota Pittsburgh Technical College California State University - Monterey Bay Augsburg University Point Park University California State University - Northridge Bemidji State University Restaurant School at Walnut Hill College California State University - Sacramento Bethany Global University Saint Charles Borromeo Seminary California State University - San Bernardino Brown College Saint Joseph’s University California State University - San Marcos Capella University Seton Hill University California State University - Stanislaus Concordia University Susquehanna University California University of Management and Sciences Dunwoody College of Technology Talmudical Yeshiva of Philadelphia Charles Drew University of Medicine and Science Globe University Temple University Cogswell Polytechnical College Metropolitan State University University of the Arts Columbia College Hollywood Minnesota Bible College University of Scranton Design Institute of San Diego Minnesota State University University of Valley Forge Epic Bible College Oak Hills Christian College Walnut Hill College Ex’pression College Southwest Minnesota State University Washington Jefferson College Fashion Institute of Design Merchandising Mississippi Wilson College Golden Gate University Alcorn State University Yeshiva Beth Moshe Grace Mission University Mississippi State University Puerto Rico Horizon University Mississippi University for Women American University of Puerto Rico Hult International Business School Mississippi Valley State University Atlantic University College Humboldt State University Southeastern Baptist College Bayamon Central University Humphreys College University of Mississippi Caribbean University Interior Designers Institute University of Southern Mississippi Columbia Centro Universitario John F. Kennedy University Missouri Conservatory of Music of Puerto Rico John Paul the Great Catholic University Baptist Bible College EDP University of Puerto Rico King’s University Columbia College Escuela de Artes Plasticas de Puerto Rico La Sierra University Cox College Inter American University of Puerto Rico Laguna College of Art and Design Evangel University National University College Lincoln University - Oakland Global University Turabo University Los Angeles College of Music Goldfarb School of Nursing Universidad Adventista de las Antillas Marymount California University Harris-Stowe State University Universidad del Este Mills College Lester L. Cox College of Nursing and Health Science Rhode Island Minerva Schools at KGI Lincoln University Bryant University Mount Sierra College Lindenwood University New England Institute of Technology National University Logan University Providence College New School of Architecture Design Maryville University of St. Louis Roger Williams University Northwestern Polytechnic University Missouri Southern State University Salve Regina University Otis College of Art and Design Missouri Western State University South Carolina Pacific States University Park University Allen University Pacific Union College Ranken Technical College Benedict College Patten University Southeast Missouri State University Clinton College Platt College Southwest Baptist University Columbia College San Francisco Art Institute Stevens - The Institute of Business and Arts Morris College San Francisco Conservatory of Music William Jewell College Presbyterian College San Francisco State University (CSU) Montana Voorhees College San Jose State University Montana State University - Billings South Dakota Shasta Bible College Montana State University - Bozeman Black Hills State University Silicon Valley University Montana State University - Northern Dakota State University Sonoma State University Montana Tech of the University of Montana Northern State University Southern California Institute of Technology Salish Kootenai College Oglala Lakota College Southern California Seminary University of Montana - Missoula Presentation College Stanbridge College University of Montana - Western Sinte Gleska University SUM Bible College Theological Seminary Nebraska South Dakota School of Mines and Technology University of Antelope Valley Bellevue University South Dakota State University University of the West Chadron State College University of South Dakota West Coast University Creative Center Tennessee Whittier College Doane University American Baptist College Woodbury University Midland University East Tennessee State University World Mission University Nebraska Wesleyan University King University Yeshiva Ohr Elchonon Chabad/West Coast Talmudical Seminary Peru State College Martin Methodist College Colorado University of Nebraska at Kearney Middle Tennessee State University Art Institute of Colorado University of Nebraska - Lincoln South College Colorado Mountain College University of Nebraska Omaha Welch College Colorado Technical University Wayne State College Texas Denver School of Nursing Nevada Amberton University Metropolitan State College of Denver Art Institute of Las Vegas Angelo State University Naropa University College of Southern Nevada Arlington Baptist College Nazarene Bible College Great Basin College Art Institute of Dallas Platt College Nevada State College Art Institute of Houston Rocky Mountain College of Art Design University of Nevada - Las Vegas Austin College Yeshiva Toras Chaim Talmudical Seminary University of Nevada - Reno Baptist Missionary Ass’n Theological Seminary Connecticut Western Nevada College Baptist University of the Americas Eastern Connecticut State University New Hampshire Brazosport College Fairfield University Colby-Sawyer College College of Biblical Studies Goodwin College Franklin Pierce University Criswell College Holy Apostles College and Seminary Granite State College East Texas Baptist University Lincoln College of New England Keene State University Gemini School of Visual Arts Mitchell College New England College Hallmark University Post University New Hampshire Institute of Art Lamar University Quinnipiac University Northeast Catholic College Messenger College Sacred Heart University Plymouth State University Midwestern State University University of Hartford Rivier University North American University University of Saint Joseph Saint Anselm College Parker University Western Connecticut State University Southern New Hampshire University Paul Quinn College Delaware Thomas More College of Liberal Arts Prairie View AM University Delaware College of Art and Design New Jersey Sam Houston State University Wilmington University Beth Medrash Govoha South Texas College District of Columbia Bloomfield College Southwestern Baptist Theological Seminary Catholic University of America College of Saint Elizabeth Southwestern Christian College Strayer University Drew University Stephen F. Austin State University Trinity Washington University Eastwick College Sul Ross State University University of the Potomac Montclair State University Tarleton State University Florida Pillar College Texas AM International University Adventist University of Health Sciences Rabbinical College of America Texas AM University - Texarkana Art Institute of Ft. Lauderdale Rider University Texas AM University - Commerce Atlantis University Rowan University Texas AM University - Corpus Christi Beacon College Saint Peter’s University Texas AM University - Galveston Broward College Stockton University Texas AM University - Kingsville Carlos Albizu University Talmudical Academy of New Jersey Texas College Chipola College Thomas Edison State University Texas Southern University City College William Paterson University Texas State University - San Marcos College of Business and Technology New Mexico Texas Tech University College of Central Florida Institute of American Indian Arts Texas Woman’s University Daytona State College Navajo Technical University University of Houston - Clear Lake Eastern Florida State College New Mexico Highlands University University of Houston - Downtown Everglades University Northern New Mexico College University of Houston - Victoria Flagler College Santa Fe University of Art and Design University of Mary Hardin-Baylor Florida Career College Southwest University of Visual Arts University of North Texas Florida Gateway College University of the Southwest University of Texas at Arlington Florida Memorial University Western New Mexico University University of Texas at Dallas (Top 10%) Florida National University New York University of Texas at El Paso Florida SouthWestern State College AMDA College and Conservatory of the Performing Arts University of Texas at San Antonio Florida State College Beis Medrash Heichal Dovid University of Texas at Tyler Full Sail University Berkeley College University of Texas of the Permian Basin Gulf Coast State College Beth HaMedrahs Shaarei Yosher University of Texas Rio Grande Valley Hobe Sound Bible College Beth HaTalmud Rabbinical College Wade College Hodges University Boricua College West Texas AM University Indian River State College Cazenovia College Wiley College Jacksonville University Central Yeshiva Tomchei Tmimim-Lebavitch Utah Jose Maria Vargas University College of New Rochelle - School of New Resources Broadview University Keiser University College of Saint Rose Dixie State University Key College College of Westchester Neumont University Lake-Sumter State College Concordia College Stevens-Henager College Lynn University Daemen College Utah Valley University Miami International University of Art and Design Darkei Noam Rabbinical College Weber State University Miami-Dade College Davis College Western Governors University Miami Regional University Dominican College Vermont Northwest Florida State College Eastman School of Music College of St. Joseph in Vermont Palm Beach State College Elmira College Goddard College Pasco-Hernando State College Eugene Lang College of Liberal Arts at The New School Green Mountain College Pensacola State College Excelsior College Landmark College Polk State College Fashion Institute of Technology Marlboro College Ringling College of Art and Design Five Towns College Northern Vermont University - Johnson Rollins College Friends World Program of Long Island University Northern Vermont University - Lyndon Saint Johns River State College Globe Institute of Technology Norwich University Saint Leo University Hartwick College Saint Michael’s College Santa Fe College Helene Fuld College of Nursing Southern Vermont College Schiller International University Hilbert College Sterling College Seminole State College Hofstra University Vermont Technical College South Florida State College Holy Trinity Orthodox Seminary Woodbury Institute of Champlain College St. John Vianney College Seminary Houghton College Virgin Islands St. Johns River State College Ithaca College University of the Virgin Islands - St. Croix St. Petersburg College Jamestown Business College University of the Virgin Islands - St. Thomas St. Thomas University Juilliard School Virginia State College of Florida Kehilath Yakov Rabbinical Seminary Art Institute of Washington Stetson University Keuka College Bluefield College Talmudic University Le Moyne College Christopher Newport University Trinity Baptist College LIM College College of Health Sciences University of Fort Lauderdale Machzikei Hadath Rabbinical College George Mason University Valencia College Manhattan School of Music Hampton University Warner University Manhattanville College James Madison University Yeshiva Gedolah Rabbinical College Marist College Jefferson College of Health Sciences Georgia Medgar Evers College (CUNY) Marymount University Art Institute of Atlanta Mercy College National Business College Atlanta Metropolitan State College Mesivta of Eastern Pkwy Rabbinical Seminary Old Dominion University Bainbridge State College Mesivta Tifereth Jerusalem of America Radford University Beulah Heights University Mesivta Torah Vodaath Seminary Roanoke College Brenau University Metropolitan College of New York University of Management and Technology Carver College Mirrer Yeshiva University of Mary Washington College of Coastal Georgia Monroe College Virginia Baptist College Darton State College Nazareth College Virginia Commonwealth University East Georgia State College New School College of Performing Arts Virginia State University Georgia Gwinnett College New York City College of Technology (CUNY) Virginia University of Lynchburg Georgia Highlands College New York College of Health Professions Virginia Wesleyan College Luther Rice University Niagara University Washington Perimeter College - Georgia State University Ohr HaMeir Theological Seminary Art Institute of Seattle Point University Ohr Somayach-Tanenbaum Ed. Center Bellevue College South Georgia State College Parsons The New School for Design Central Washington University Thomas University Paul Smith’s College City University Guam Plaza College Columbia Basin College Pacific Islands University Purchase College - SUNY Cornish College of the Arts University of Guam Rabbi Jacob Joseph School Eastern Washington University Hawaii Rabbinical Academy Mesivta Rabbi Chaim Berlin Faith Evangelical College Seminary Pacific Rim Christian University Rabbinical College Beth Shraga Green River College University of Hawaii at Hilo Rabbinical College Bobover Yeshiva Bnci Zion Heritage University University of Hawaii Maui College Rabbinical College Ch’san Sofer Lake Washington Institute of Technology University of Hawai’i – West O’ahu Rabbinical College of Long Island North Seattle College Idaho Rabbinical College of Ohr Shimon Yisroel Northwest College of Art Design Boise State University Rabbinical Seminary Adas Yereim Northwest Indian College College of Idaho Rabbinical Seminary M’kor Chaim Olympic College Idaho State University Rabbinical Seminary of America Pacific Lutheran University Lewis-Clark State University Roberts Wesleyan College Peninsula College Northwest Nazarene University Russell Sage College (The Sage Colleges) Seattle Central College University of Idaho Sage College of Albany (The Sage Colleges) South Seattle College Illinois Shor Yoshuv Rabbinical College Walla Walla University American Academy of Art Siena College Washington State University (Top 10%) Christian Life College St. John’s University Whitworth University Columbia College SUNY College of Technology - Delhi West Virginia DePaul University SUNY Empire State College American Military University East-West University SUNY Potsdam Bluefield State College Ellis University Talmudical Institute of Upstate New York Glenville State College Illinois College Talmudical Seminary Oholei Torah Salem International University Illinois Institute of Art Torah Temimah Talmudical Seminary West Liberty University Kendall College Trocaire College West Virginia University at Parkersburg Lake Forest College United Talmudical Seminary West Virginia University Institute of Technology McKendree University Utica College Wisconsin Midstate College Villa Maria College Carthage College National-Louis University Wagner College College of Menominee Nation Northeastern Illinois University Wells College Marian University Robert Morris University Yeshiva and Kolel Harbotzas Torah Milwaukee Institute of Art Design Shimer College Yeshiva D’Monsey Rabbinical College Northland College St. Augustine College Yeshiva Derech Chaim Ripon College Telshe Yeshiva Yeshiva Gedolah Imrei Yosef D’Spinka Wyoming Tribeca Flashpoint College Yeshiva Karlin Stolin N/A Indiana Yeshiva Mikdash Melech Online Ball State University Yeshiva of Nitra Ambridge University Calumet College of St. Joseph Yeshiva of the Telshe Alumni American Public University System Crossroads Bible College Yeshiva Shaar HaTorah Talmudic American Sentinel University Hanover College Yeshiva Shaarei Torah of Rockland Amridge University International Business College Yeshiva Viznitz Andrew University Manchester University Yeshivas Novominsk Anthem College Martin University Yeshivath Zichron Moshe Ashford University University of Evansville North Carolina Aspen University Vincennes University Apex School of Theology Brandman University Iowa Art Institute of Charlotte California Coast University Divine Word College Barber-Scotia California Intercontinental University Drake University Belmont Abbey College Carrington College Hamilton Technical College Bennett College Dunlap-Stone University Kaplan University Brevard College Florida Tech Maharishi University of Management Carolina Christian College Fremont College Kansas Catawba College Grantham University Donnelly College Charlotte Christian College and Theological Seminary Harrison Middleton University Emporia State University Grace College of Divinity Huntington College of Health Sciences Fort Hays State University Guilford College Independence University Friends University Heritage Bible College INSTE Bible College Haskell Indian Nations University High Point University National Paralegal College Kansas State University Laurel University New Charter University Manhattan Christian College Lees-McRae College New England College of Business MidAmerica Nazarene University Living Arts College Northcentral University Ottawa University New Life Theological Seminary Penn Foster College Pittsburg State University Pfeiffer University Shiloh University University of Kansas Southeastern Baptist Theological Seminary Southwest University Washburn University Warren Wilson College Trident University International Wichita State University North Dakota United States University Kentucky Bismarck State College University of Atlanta Asbury University Dickinson State University University of the People Beckfield College Mayville State University Walden University Clear Creek Baptist Bible College Minot State University Wellington Shaw Christian University Lindsey Wilson College Turtle Mountain Community College Multiple Locations Sullivan University United Tribes Technical College American InterContinental University University of Pikeville Valley City State University American National University Louisiana Ohio Argosy University Grambling State University Antioch University - Midwest Brown Mackie College Louisiana State University Baldwin-Wallace University Bryant Stratton College Louisiana State University - Alexandria Cincinnati College of Mortuary Science Chamberlain College of Nursing McNeese State University Cleveland Institute of Music College America New Orleans Baptist Theological Seminary Columbus College of Art Design Culinary Institute of America Nicholls State University Franklin University Davenport University Northwestern State University God’s Bible School and College DeVry University Southeastern Louisiana University Hiram College Dine College Southern University – New Orleans Lake Erie College ECPI University Southern University AM College Mercy College of Ohio Embry-Riddle Aeronautical University St. Joseph Seminary College North Coast College Everest University University of Holy Cross Ohio Dominican University Galen College of Nursing University of Louisiana at Lafayette Ohio Mid-Western College Grace School of Theology University of Louisiana at Monroe Ohio State University Agricultural Technical Institute (Ohio State ATI) Herzing University University of New Orleans Ohio State University at Lima International Academy of Design and Technology Maine Ohio State University at Mansfield Johnson Wales University Maine College of Art Ohio State University at Marion Miller-Motte College Saint Joseph’s College Ohio State University at Newark National American University Thomas College Ohio University - Lancaster Campus National College Unity College Ohio University - Chillicothe Campus Rasmussen College University of Maine at Augusta Ohio University - Eastern Campus Remington College University of Maine at Farmington Ohio University - Southern Campus at Ironton Sanford-Brown College University of Maine at Fort Kent Ohio University - Zaneville Campus South University University of Maine at Machias Rabbinical College of Telshe Southern Technical College University of Maine at Presque Isle Shawnee State University Stratford University University of New England Tiffin University Touro University Worldwide Maryland Tri-State Bible College Union Institute University Goucher College University of Cincinnati Blue Ash College University of Phoenix Hood College University of Northwestern Ohio Virginia College Sources:FairTest,The Washington Post What’s Next? Which colleges don't require the SAT Essay? Which colleges require ACT Writing? Read our in-depth guides to learn which schools require the essay, which ones recommend it, and which ones don't care either way. Not a big fan of application fees?Me neither.That's why we've compiled a handy list of colleges that don't require application fees. Debating whether to take the SAT or ACT? Read our extensive ACT vs SAT guideto learn about the differences between the two tests and to get tips on choosing the right one for you. 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:

AUTHENTICITY (IN REGARD TO MUSIC) Essay Example | Topics and Well Written Essays - 1000 words

AUTHENTICITY (IN REGARD TO MUSIC) - Essay Example al group The Beatles, continuously alluded to his own inner struggles with authenticity from the perspective of being an industrial product within the interview recounted in Lennon Remembers. According to Lennon, the music of the Beatles’ was third-person music created to meet the demands of Beatlemania and as such was not authentic. In contrast, the music found on Plastic Ono Band, Lennon’s first album after the Beatles’ break-up, was primarily written in the first-person which reflects Lennon himself and the life of Lennon and Yoko Ono. Lennon said in his interview, â€Å"I always wrote about me and didn’t really enjoy writing third-person songs about people who lived in concrete flats and things. I like first-person music† (Wenner 9). Lennon was not able to reflect his own personal â€Å"self† within Beatles’ music. Instead, it was his â€Å"role† that was reflected in Beatles’ music. â€Å"Roles are not natural but a rtificial and are always being affected by the institution (or group) which provides them† (Sherwood, The role & the social construction of individuality, online). Therefore, Lennon realized that his position within the Beatles, as successful as they were, was artificial and was heavily affected by the business people who consumed the products, a much bigger and therefore more powerful institution than the Beatles. Ritzer’s concept of McDonaldization applies as an explanation of the process of industrialization that took place with the Beatles’ music. Among the four characteristics enumerated, â€Å"Calculability† and â€Å"Predictability† were of greatest impact upon the Beatles. As we saw in the short documentaries in class, the Beatles never stopped working whether they were in a hotel room or in a car on their way to perform their music. Camera men always followed every move the Beatles made, affording them with little privacy and no room for individuality. The Beatles were so powerful in that era that Beatlemaniacs were continuously

Project Deliverable 6B PowerPoint Presentation Example | Topics and Well Written Essays - 750 words

Project Deliverable 6B - PowerPoint Presentation Example These assumptions are: The timeline is reasonable and do-able. The phased rollout supports early success and continued improvement. The project includes a lengthy implementation as components are developed and implemented, followed by sustained competency and improvements in the seven component areas. The following is a detailed breakdown of the roles required to execute the project. It includes: the project role, the project responsibility of the role, skills required, number of staff required fulfilling the role, the estimated start date and the expected duration the staff resource will be needed on the project. Organization can adopt security guidance into its general project management processes or react to security failures. It is increasingly difficult to respond to new challenges with the new installation of security system in project management processes. This security system has to be well fit with the project management. This coordination of activities considering the infrastructure of the project requires different assumption and troubleshooting area to change and adjust on fact based activation. In such case Trustworthy Computing Security Development Lifecycle provides an example of pragmatic way to incorporate the objective of development. The level of assurance influences aspects of project management. Security access alarm is obligatory Access to corporate information may have to satisfy legal, regulatory, or fiduciary duties, contractual obligations, or voluntary requirements such as the protection of proprietary data. Those requirements raise the importance of security governance, i.e., the incorporation of security into business management. Security governance is typically associated with systems that require medium or higher assurance. Successful security governance depends on developing control and feedback structures. In the midmarket company managed security services, they need that level of security beyond the resources and

Intelligence gathering and information interpretation Essay Example for Free

Intelligence gathering and information interpretation Essay Interpretation of the information gathered is dependent upon analytical and investigative techniques used to transform it into intelligence. In Ð ° publication from the CIA, it was reported that â€Å"Major intelligence failures are usually caused by failures of analysis, not failures of collection. Relevant information is discounted, misinterpreted, ignored, rejected, or overlooked because it fails to fit Ð ° prevailing mental model or mindset. † 6 Analysts and investigators need to keep open minds, be creative in approaches, and avoid assumptions that are not based on fact and corroboration. Information that has been gathered according to the guidelines above-properly standardized, formatted, and entered into Ð ° secure criminal intelligence database-is the starting point for the intelligence interpretation phase. However, no matter what the quality of the data or the magnitude of the database, it is analytical processes that extricate the intelligence. It is essential to have an approach and to know the data. Random querying based on Ð ° mere hunch or memory is like driving with ones eyes closed. Analysts must have Ð ° hypothesis or Ð ° structured analytical problem as their roadmap, and then they can start breaking down the information into manageable or working parts. Listed below are four general â€Å"intelligence gathering and interpretation† factors. 7 These should be used as Ð ° starting point when initiating analysis concerning homeland security, terrorism, and or organized hate groups: 1. Group information-Name(s), ideology (political or social philosophy), history of the group, and dates significant to the group (including dates on which former leaders were killed or imprisoned); publications (some groups also have Ð ° bible or manifesto that outlines activities-current, future, or hypothetical); gatherings, meetings, and rallies (often posted in periodicals or on the Internet). 2. Financial information-Sources of funds, proceeds from criminal activities, bank account information (domestic and foreign); the groups legal and financial supporters (generally, anyone who would write an official letter of protest or gather names on Ð ° petition for Ð ° terrorist is Ð ° legal-financial supporter, and sometimes an analysis of support will reveal links or mergers with other terrorist groups). 3. Personnel data-List of past and current leaders; list of active members and former members; any personnel connections between its members and other groups of similar ideology; group structure, particularly if the organizations pattern is based on columns and cells; and the skills of all group members, e. g. , weapons and electronics expertise, and explosive training. To assess threat, it is vital to know the skills of the groups. For example, if a group believes there leader is very important then what could happen if something happens to the leader. Often, the analysis of family background is useful to determine how radically Ð ° leader or member was raised or to identify military tenure or training. â€Å"Ð  decade ago the Gulf War ended with Ð ° tickertape parade in Manhattan for General Schwarzkopf and other American heroes who had returned victorious from the battlefield. Also around ten years ago the Russian War in Afghanistan ended in Ð ° defeat of the Russians. Afghanistan had been Russias Vietnam and, in some readings, Russias defeat had led to the collapse of the Soviet Union and thus, again, the victory of the United States. Some philosophers even thought that history had ended with the end of the competition between capitalism and communism. But perhaps neither history nor these wars themselves ended. Ten years later Manhattan was the target of an attack, in which Ð ° majority of young Saudis, strongly opposed to the presence of the US military in Saudi Arabia near the Islamic holy places, during and after the Gulf War, played Ð ° dominant role. This protest had been voiced in many ways by religious leaders who criticized King Fahd of Saudi Arabia, the guardian of the two noble Sanctuaries (Mecca and Medina), but the religious form of the protest and its significance in the Saudi polity had been ignored, since it was hardly recognizable and interpretable for Western media. In one of the many ironies of recent history, the CIA had brought many of the radical opponents of the close collaboration between the Saudi regime and the Americans to Afghanistan where they had successfully driven the Russians away, but subsequently had helped their fundamentalist Pathan allies, the Taliban, to establish Ð ° radical Islamic state. The most important of the Arab supporters of the Taliban was Osama bin Laden, Ð ° Saudi millionaire who used Afghanistan as Ð ° base for an anti-American terrorist network, called Al-Qaeda. The Americans therefore decided to attack Afghanistan in the aftermath of the 9/11 attack on New York and Washington, and the war ended with an American victory in Afghanistan. But, again, the seeds of Ð ° new war were already visible in the relatively fast toppling of the Taliban regime. President Bush Jr. decided that he should finish what his father had not accomplished in the first Gulf War, namely the ousting of Saddam Hussein, the leader of Iraq, together with his entire regime. With the Bush family in charge in these wars, one gets the feeling of watching Ð ° television miniseries with different episodes. † (Peter 2004 9)

Was Colonial Culture Uniquely American? :: American America History

"Was Colonial Culture Uniquely American?" "There were never, since the creation of the world, two cases exactly parallel." Lord Chesterfield, in a letter to his son, February 22nd, 1748. Colonial culture was uniquely American simply because of the unique factors associated with the development of the colonies. Never before had the conditions that tempered the colonists been seen. The unique blend of diverse environmental factors and peoples caused the development of a variety of cultures that were mostly English, part European, and altogether original. The unique conditions, both cultural and environmental, of each colony produced a unique culture for that colony. And while each colony had it's share of groups, the mix of people and their cultures in each colony was not evenly distributed. In some colonies there was a high mix of people, while in others one group dominated. These regional differences caused the colonies not to develop one unique culture, but instead a group of distinctive cultures, each unique, and each regional. The regional differences and cultures among the colonies can be divided into four basic groups. These groups each dominated a different region, but they weren't the only group in their respective region. There were the Puritans of New England, the Quakers of the middle colonies, the Anglicans of the southern colonies, and the Scots-Irish of the Appalachian backcountry (Madaras & Sorelle, 1995). The culture of New England was one unique to New England. The northern colonies of New England were dominated by the Puritans, and settled primarily for religious reasons. The environment of New England consisted of rocky soil, dense forests, and large numbers of fish (Sarcelle, 1965). The culture that developed in New England was appropriate to such conditions. The soil, being rocky, had to be worked constantly and patiently (Sarcelle, 1965). Patience and persistence were trademarks of Puritan ethics. The lush forests provided for a shipbuilding industry , while the fish provided a source of food (Brinkley, 1995). The New Englanders became fishermen, farmers, lumbermen, shipbuilders, and traders (Sarcelle, 1965). To the south of New England were the middle colonies. There the soil was fertile, and the weather more acclimated to farming (Sarcelle, 1965). Rivers flowed west toward the frontier, enabling transportation. The middle colonies, as opposed to the relatively Puritan dominated New England, were very diverse in people. A mixture of Dutch, German, Swedes, English and other smaller groups were present in middle colonial cities such as New York (Higginbotham, 1996).

Critical Reading Of Professional Literature

How do pesticides disrupt food chains? TWO: Review the homework by asking student volunteers to suggest ways one population's growth can lead to another population's disappearance during succession. ; Display a blank copy of a K-W-L Chart (ERE, p. GAP-8) on pollution. Have students individually complete the chart except for the L column. ; (Teacher Note: The K-W-L Chart will be completed during the Warm-up section of tomorrows lesson, so you may wish to collect it from students for safekeeping. SW: Organize the students in groups of 3-4, and ask each group to write down ways that pollution released into the environment might affect plants or animals in an ecosystem. Have students list as many possibilities as they can think of in five minutes Saba, Subs, cashed, cash, cashed, cash, cash How do populations grow and what factors limit population growth? TWO: Use Figure 4. 3 in GAL., p. 97, to explain how populations grow exponentially. ; Ask students why populations cannot continue to grow endlessly.Explain carrying capacity, using â€Å"Inside Story' in GAL., p. 98, to illustrate population growth patterns. ; Define and provide examples of limiting factors on populations. Explain that factors that limit one population in a community can also affect other populations (e. G. , populations in the same food chain). Teacher Note: See GAL., up. 68, 97, and 100-101, for examples of limiting factors. SW: Have students study the graph in Figure 4. 8 in GAL., p. 02, and suggest reasons the lynx and hare populations rise and fall together.Explain that population sizes can be controlled by interactions among organisms in a community, including predation, competition, and crowding. INSTRUCTION THURSDAY Saba, chubs, cashed-e, chubs, coaches, cashed How can you model the way ecologists determine the size of an animal population? TWO: Have students brainstorm (ERE, p. GAP-4) the following question for three minutes in groups of 4-5 students: If you had to count all of the squi rrels in a park, how would you do it? Have each group decide upon and present one method. Write a word or two on the board to describe each group's method.Briefly discuss the pros and cons of each idea with students. SW: Ask students to explain why electioneering is effective and to suggest ways that other species of animals (e. G. , owls, wolves) could be marked without harm for recapture. ; Have students answer questions #2-5 of the Analyze and Conclude questions in GAL., p. 109. FRIDAY TWO: Teacher will review limiting factors. SW: Students will be given a quiz on limiting factors. 10/1/12-10/5/12 Saba, CUBIC, Sub, Subs, cash, cash SECT: cells Why is water important? TWO: ; Explain the dependence of all organisms on water for survival. Sub) ; Describe how plants are adapted to use the capillary action of water to obtain ground water. (Subs) ; Read about the properties of water and relate them to organism survival in a graphic organizer. (Cash, Cash) SW: Have students select one o f the properties of water discussed in the text and write two or three sentences about how that property is vital for the survival of organisms. Encourage students to use an example that is not discussed in the text to support their claim. Saba, CUBIC, cash, cash How does the interaction of atoms drive life processes?TWO: Explain to students that atoms are the building blocks of all matter, including organisms. Discuss how atoms form compounds and that compounds interact in chemical reactions, upon which life processes depend. Remind students of the dissolving properties of water, emphasizing that a salt dissolving in water is a chemical reaction. SW: Think-pair-share: Water is a substance that is vital to the survival of organisms. List as many vocabulary terms from the lesson that can be applied to water as possible, and explain why each term fits. INSTRUCTION SIB b-c, cash-b, cash, cashHow does temperature affect the reaction rates of enzymes? TWO: Review the following terms: che mical reaction, substrate, product. ; DOD Shared Reading (ERE, p. GAP-12), explaining the action of enzymes using the example in GAL., p. 166. Emphasize the specificity of enzymes to specific substrates. Explain that chemical reactions require energy, and enzymes often lower the amount of energy required to carry out a chemical reaction. SW: Describe in a short paragraph the importance of digestive enzymes in the chemical breakdown of food, including an example of a digestive enzyme and its specific role in digestion.