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.

A review of my personal crime prevention strategy Essay

My idea for the preventative crime strategy is â€Å"soft drug† education. In many European countries, softer alcohols like wine and beer are not policed as strongly as hard liquor. The idea behind this began in Germany when alcoholism was beginning to become more and more prevalent. Said problem was thought to be solved if alcohol was introduced differently. To be introduced to the family or at a younger age, as less of a risky or dangerous or rebellious thing. This has led to a drop in alcoholism as these drinks are normalized from a young age. In turn, the United States school system has, for decades, been using the D.A.R.E. program but this has been shown not to actually work. It uses fear mongering and essentially educating students that if they were to come in contact with marijuana, they would die. This does not, has not, and will continue not to work. My idea is to create a strategy of soft drug education. This means treating marijuana, though schedule 1, as a weak or even purely/mostly medical drug instead of a dangerous gateway to amphetamines or heroin. So by removing the stigma of being a gateway, I hope to remove it from actually becoming one. Marijuana education would be taught differently; especially as decriminalization and legalization continue throughout the country in various stages. As of now, it is schedule 1, which means it has no medical properties. Currently, even cocaine is ranked as schedule 2, meaning it can be used in some medical scenarios. Marijuana is also often spoken of as a starter drug or gateway drug. An idea that began as simply an idea, but recently has become more of a reality. Drug dealers lacing the marijuana with addictive drugs, or mental addiction, even with people just chasing the high. But a new education could reframe the plant. This would be done so the young people coming in contact with it know what it does, what it looks like, and how it feels. Lying about drugs no longer works in a digital age. A heroin addict I once spoke to talked about how no one ever said how good drugs could feel, so if they lied about that and lied about weed killing you, why not keep trying? The gateway effect was not due to him wanting to try more drugs just to try more drugs. He had felt that if marijuana had not been this addictive and deadly substance, the other dangerous drugs would not be either. The lie itself led him to those harder drugs. So essentially institute a normalization effect on marijuana. Remove the idea that it is a narcotic. The best-case scenario would be for it to be seen as a medical drug first. Similar to Tylenol or cough syrup, a drug that is purely medical in the eyes of the public, first. The first way to go about it would be getting to the smokers first. Many times children will pick up a tobacco habit before marijuana and thus before hard drugs. So the first step would be printing medical information on cigarette cartons. More and more, tobacco companies have to put the cancer-addled pictures on the cartons, and though it is meant to be a deterrent from smoking, most smokers probably just don’t look at it. This is instituted by the Surgeon General and thus cannot be fought by the tobacco companies. So putting medical facts and statistics would lead a wandering eye to see benefits of what they may have previously heard is a dangerous drug. From here, there would need to be the differentiation between marijuana and harder drugs sucks as heroin, methamphetamine, and LSD. Those listed previously are all scheduled as narcotic only with zero medical use whatsoever. Again, cocaine is listed as safer than marijuana. So it is first important to work on changing this v iew. This could occur by interlacing the failing scare tactics with the benefits of marijuana. Many shops exist countrywide, and even on South Street here in Philadelphia where â€Å"tobacco paraphernalia† are sold. So in those places make ads that may push marijuana and tobacco but put down hard drugs. Along the lines of â€Å"When you snort cocaine your heart explodes, when you smoke weed you get hungry.† Different things similar to these. This along with the D.E.A. (Drug Enforcement Administration) rescheduling, the adult/population-wide feeling against the plant could begin to lift. If various states are legalizing and/or decriminalizing, along with the national government says it is less risky, people would be more open-minded. The most important push, however, would be the medicalization side. The best way to remove a stigma, to remove a dark side of something, is to make it beneficial. The inverse of this was seen with the medicine Sudafed. It was pulled from shelves when it became public knowledge that the drug could easily be used to manufacture forms of methamphetamine. Marijuana has already begun to be shown as a medicine. The drug has been used for soldiers to relieve post-traumatic stress disorder, with chemotherapy patients it increases appetite, in various illnesses such as arthritis it stops inflammation. Marijuana already has shown the potential in many ways to be a medicine. A cheap, easy to create, strong, and it has multiple uses, drug. If it were to be rescheduled and pushed publicly, in news or music or shows, as less of a narcotic and more of a medication, the stigma would fall away. This relates to community crime prevention in many ways. The first idea of which is the connection to the basics needed to commit a crime; a place, a person to commit the crime, and a crime itself. Even without a straightforward target, if the drug is no longer seen as a drug then the target is hardened. It is more difficult to see a legal, medical, plant as a dangerous and rebellious activity. This also falls into social disorganization theory, if marijuana is medical and harder drugs fall away, then the usage of marijuana could be seen as a norm in communities similar to tobacco use or over the counter pain killers; drug culture would begin to fall away and thus rougher communities could come together more against the harder drugs. A generation bypassing heroin use would more easily be able to push out the heroin dealers. So not only would the soft drug education lead to fewer people using the harder, more deadly drugs, but it could lead to communities pushing harder and more openl y against drug dealing. (As a side note: those who dealt/grew marijuana would easily be able to ascertain occupations in the then-legal marijuana growing industry, thus a legitimate job would prevent them from dealing other illicit drugs). As well as with fewer drug dealers present in neighborhoods, violence would drop dramatically. No more people violently high on cocaine or PCP or other â€Å"uppers† as well as no more drug-based robberies. Many drug dealers are robbed because they are seen as sources of money; so either they get robbed or often times they will carry firearms and shoot their robbers. Either way, there would potentially be a drop. As well as the growth of marijuana by those who have (though illegally) been doing it for years could show to be lucrative and make low-economic-class areas into self-made enterprise zones. As discussed in class, there must be an audience to market these ideas too as well. There are two main audiences: those who are 40 years old or older, those 12 and younger. The older crowd in order to push the idea that marijuana is not harmful, the younger in order to push that it is â€Å"really a medicine† and to keep pushing for other drugs being dangerous. As the FBI and ATF speakers also spoke about, the Hobbes Act is extremely important. But the ATF speaker brought up a strong point: marijuana can be grown anywhere hydroponically. It is currently not a Hobbes Act infringement because it cannot be traced. To tie in with my idea before, if Pennsylvania were to follow through with any of these ideas, then marijuana is no longer a drug and thus any/all sales of illicit drugs become federal crimes. There is nothing scarier than saying â€Å"ALL _____ CRIMES ARE FEDERAL CRIMES† and this would push drug sales into that category. The soft drug education has multiple parts. The rescheduling of marijuana, the bettered education and allowance of use, and the final step to make it publically seen as more of a medicine than a drug to get high off of. Especially since the indicia strain of marijuana (as opposed to sativa) mostly works with treating pain, hunger, insomnia, stress, anxiety, inflammation, and other medical ailments with less of a physical â€Å"high† from the drug.   With the proper pushing to legalize then re-educate the masses, hard drug use would drop dramatically. The main purpose is not only to allow for a medication to be used by the medical community but if this works it should prevent the gateway effect. Within a generation, a large-scale drop in heroin, LSD, cocaine (crack and powder), Mescaline, ecstasy, and all other truly dangerous schedules 1 drugs. That is my crime prevention strategy. Prevent the gateway effect and thus prevent a generation of drug crimes or drug-related crimes (such as in Goldkamp’s trichotomy) on a massive scale.

Cats Essays (434 words) - Cats In Popular Culture, Cats, Free Essays

Cats Essays (434 words) - Cats In Popular Culture, Cats, Free Essays Cats The English word cat (Old English catt) is in origin a loanword, introduced to many languages of Europe from Latin cattus[14] and Byzantine Greek , including Portuguese and Spanish gato, French chat, German Katze, Lithuanian kat and Old Church Slavonic kotka, among others.[15] The ultimate source of the word is Afroasiatic, presumably from Late Egyptian aute,[16] the feminine of aus "wildcat". The word was introduced, together with the domestic animal itself, to the Roman Republic by the 1st century BC.[citation needed] An alternative word with cognates in many languages is English puss (pussycat). Attested only from the 16th century, it may have been introduced from Dutch poes or from Low German puuskatte, related to Swedish kattepus, or Norwegian pus, pusekatt. Similar forms exist in Lithuanian pui and Irish puisn. The etymology of this word is unknown, but it may have simply arisen from a sound used to attract a cat.[17][18] A group of cats is referred to as a "clowder" or a "glaring",[19] a male cat is called a "tom" or "tomcat"[20] (or a "gib",[21] if neutered), a female is called a "molly"[citation needed] or (especially among breeders) a "queen",[22] and a pre-pubescent juvenile is referred to as a "kitten". The male progenitor of a cat, especially a pedigreed cat, is its "sire",[23] and its female progenitor is its "dam".[24] In Early Modern English, the word kitten was interchangeable with the now-obsolete word catling.[25] A pedigreed cat is one whose ancestry is recorded by a cat fancier organization. A purebred cat is one whose ancestry contains only individuals of the same breed. Many pedigreed and especially purebred cats are exhibited as show cats. Cats of unrecorded, mixed ancestry are referred to as domestic short-haired or domestic long-haired cats, by coat type, or commonly as random-bred, moggies (chiefly British), or (using terms borrowed from dog breeding) mongrels or mutt-cats. While the African wildcat is the ancestral subspecies from which domestic cats are descended, and wildcats and domestic cats can completely interbreed, there are several intermediate stages between domestic pet and pedigree cats on the one hand and those entirely wild animals on the other. The semi-feral cat is a mostly outdoor cat that is not owned by any one individual, but is generally friendly to people and may be fed by several households. Feral cats are associated with human habitation areas and may be fed by people or forage in rubbish, but are typically wary of human interaction

How Freelance Indexers Help Your Book Succeed

How Freelance Indexers Help Your Book Succeed Can Non-Fiction Authors Create Their Own Indexes? Maria Sosnowski has been a freelance indexer for over ten years. In this article, she explains that hiring an indexer to create a professional index is something that many authors neglect:  they either don’t think about an index at all, or they decide that the book doesn’t really need an index. This is a mistake that could cost you access to entire markets.Libraries, Bookstores, and Amazon SalesDo you want your book to sell more easily? A good index is an important feature that librarians will look out for. Some libraries won’t consider purchasing non-fiction books without an index. Readers will often head to the back matter first and browse the index first to see what the book is about; those who want to look up something will go straight to the index. Without indexes, books are seen as less polished, which lowers the chance that a library system will select it for purchase.The same thing is true with bookstores. Buyers will skim the index to see if certain to pics are covered in the book. If they can’t see what they are looking for, they will move on to another title on the shelf. The lack of an index can result in a lack of sales.When you sell your book on Amazon, the Look Inside feature allows buyers to check out sample pages from your book, read the table of contents, and browse the index. A missing index is a missed opportunity to convince someone that your book is exactly what they’re looking for. A missing index is a missed opportunity to tell someone your book is what they’re looking for. And how would you like to optimize your online listing for searches? You can add â€Å"tags† with keywords and phrases to make it easier for Amazon to target the right audience, which will naturally increase book sales. While you can certainly try to create your own tags, an index will naturally contain most of these keywords and phrases. It’s an easy and effective hack! A search function can’t separate the wheat from the chaff. It can’t distinguish between an in-depth discussion and a passing mention of a term. It doesn’t capture synonyms where multiple words are used for the same concept. It doesn’t capture homographs where they same word has different meanings. It doesn’t consider context, either, so it would treat a discussion about Abraham Lincoln just the same as a sentence that uses Lincoln’s term in office to mark the timeline for the real topic.Adding value to your bookSearching provides too many hits, while not providing enough quality hits. There is no analysis in a search. Professional indexers analyze the text as they read, create a structured index with multiple access points into the material in the form of cross-references, and use subheadings to break down the page ranges about a particular topic. They can group related information and concepts together, even when varying terminology is used. Just as important, they will leave out extraneous information, casual mentions of a topic that lack any depth, duplicative material, and other things that would frustrate a reader who’s trying to learn more about your topic. In short, professional indexers raise the value of the book.To find out more about Maria Sosnowski and the other top freelance indexers, head to the Reedsy Marketplace and get a free quote today.If you have any experience about indexing to share, or questions to ask Maria, just drop a message in the comments below.

Investing in Energy assignment 03 Essay Example | Topics and Well Written Essays - 500 words

Investing in Energy assignment 03 - Essay Example In a way I am an extension of my family’s ideals. My father built a stable life for us as best he could but things changed. I am now studying Finance with the help of my country’s support and trying to build a new kind of life where I am exposed to an entirely new set of ideals and beliefs every day. Where my family has been conservative and traditional, I believe that my generation is slightly more liberal minded and tries to think outside the box. I was born after great revolutions had already come and gone around the world. Growing up I saw the international media twist and turn; presidents were called to account for their offenses, countries were asked to shut down their nuclear programs, ties were strengthened with America and then protests broke out over those ties in the later years. I believe that the linear forces in my life i.e. the life style my parents tried to secure for me, my social status within society, education etc. helped me find my path. I could alw ays see money turning the world around which was what first attracted me to the field of finance. In terms of non-linear forces, I changed with the ever-changing world around me. I was introduced to new pop culture icons, politics and events taking place both within my country and globally. My peers brought about significant influences into my life.

Acute Care Services Research Paper Example | Topics and Well Written Essays - 4500 words - 1

Acute Care Services - Research Paper Example The hospital has a well-thought strategy for recruitment of nurses in the hospital. The strategy is a part of hospital’s overall staff recruitment policy which recognizes the importance of nurses in the quality healthcare provided by the hospital. The hospital recognizes recruitment as a basic function that holds key to proper functioning of the hospital in healthcare delivery. Therefore, recruitment is not an isolated but a central function that almost affects everything in the organization. The over-riding objective of the recruitment strategy is to attract competent and committed individuals who will make nursing a career and also stay for a long period in hospital service, in effect resolving the problem of frequent resignations leading to increased retention of nurses in ACUs of the hospital. Thus, recruitment of nurses for ACUs is based on an internal recruitment policy to recruit the best of qualified nurses and the strategy comprises the following strategic actions: Recruitment of nurses is an on-going biannual activity to fill available vacancies. Under this strategic mechanism, the required strength of 30 nurses for all ACUs should be maintained in any case so that the functioning of the hospital does not suffer. Under this approach applications are welcome from all interested qualifies nurses to register with the hospital database. The hospital conducts regular monthly reviews of all potential candidates fitting the requirements and invites them to the hospital for personal discussion.