Cognitive Grammar - Definition and Discussion

Cognitive grammar is a  usage-based approach to grammar that emphasizes symbolic and semantic definitions of theoretical concepts that have traditionally been analyzed as purely syntactic.Cognitive grammar is associated with wider movements in contemporary language studies, especially cognitive linguistics  and functionalism. The term cognitive grammar was introduced by American linguist Ronald Langacker in his two-volume study Foundations of Cognitive Grammar (Stanford University Press, 1987/1991). Observations Portraying grammar as a purely formal system is not just wrong but wrong-headed. I will argue, instead, that grammar is meaningful. This is so in two respects. For one thing, the elements of grammar—like vocabulary items—have meanings in their own right. Additionally, grammar allows us to construct and symbolize the more elaborate meanings of complex expressions (like phrases, clauses, and sentences). It is thus an essential aspect of the conceptual apparatus through which we apprehend and engage the world.(Ronald W. Langacker, Cognitive Grammar: A Basic Introduction. Oxford University Press, 2008)Symbolic AssociationsCognitive grammar . . . chiefly departs from traditional theories of language in its contention that the way in which we produce and process language is determined not by the rules of syntax but by the symbols evoked by linguistic units. These linguistic units include morphemes, words, phrases, clauses, sentences and whole texts, all of which are deemed in herently symbolic in nature. The way in which we join linguistic units together is also symbolic rather than rule-driven because grammar is itself meaningful   (Langacker 2008a: 4). In claiming a direct symbolic association between linguistic form (what it terms phonological structure) and semantic structure, Cognitive Grammar denies the need for an organizational system to mediate between the phonological and semantic structures (i.e. syntax).(Clara Neary, Profiling the Flight of The Windhover. (Cognitive Grammar in Literature, ed. by  Chloe Harrison et al. John Benjamins, 2014)​Assumptions of Cognitive GrammarA Cognitive Grammar is based on the following assumptions... .:The grammar of a language is part of human cognition and interacts with other cognitive faculties, especially with perception, attention, and memory. . . .The grammar of a language reflects and presents generalizations about phenomena in the world as its speakers experience them. . . .Forms of grammar are, like lexical items, meaningful and never empty or meaningless, as often assumed in purely structural models of grammar.The grammar of a language represents the whole of a native speakers knowledge of both the lexical categories and the grammatical structures of her language.The grammar of a language is usage-based in that it provides speakers with a variety of structural options to present their view of a given scene.(G. Radden and R. Dirven, Cognitive English Grammar. John Benjamins, 2007)Langackers  Four PrinciplesA primary commitment to Cognitive Grammar is . . . to provide an optimal set of constructs for explicitly describing the linguistic structure. Its formulation has been guided throughout by a number of principles thought to be helpful in achieving such optimality. The first principle . . . is that functional considerations should inform the process from the outset and be reflected in the frameworks architecture and descriptive apparatus. Because the functions of la nguage involve the manipulation and symbolization of conceptual structures, a second principle is the need to characterize such structures at a reasonable level of explicit detail and technical precision. To be revealing, however, descriptions must be natural and appropriate. Thus, a third principle is that language and languages have to be described in their own terms, without the imposition of artificial boundaries or Procrustean modes of analysis based on conventional wisdom. As a corollary, formalization is not to be considered an end in itself, but must rather be assessed for its utility at a given stage of an investigation. That no attempt has yet been made to formalize Cognitive Grammar reflects the judgment that the cost of the requisite simplifications and distortions would greatly outweigh any putative benefits. Finally, a fourth principle is that claims about language should be broadly compatible with secure findings of related disciplines (e.g., cognitive psychology, neu roscience, and evolutionary biology). Nevertheless, the claims and descriptions of Cognitive Grammar are all supported by specifically linguistic considerations.(Ronald W. Langacker, Cognitive Grammar.  The Oxford Handbook of Cognitive Linguistics, ed. by  Dirk Geeraerts and Herbert Cuyckens. Oxford University Press, 2007)

Ethical And Legal Boundaries Of Wells Fargo - 1355 Words

Wells Fargo is an American bank that was created in 1852 by Henry Wells and James Fargo. It is the second largest bank in the USA in terms of market cap, operates in over 42 countries around the world, and has over 260,000 employees. In 2016, federal regulators caught Wells Fargo, creating millions of fake bank and credit card accounts; over 1.5 million bank accounts were created. Furthermore, federal regulators also said that 565,443 credit cards were created, and 1400 of those accounts had been charged over 400,000 dollars in fees. Wells Fargo employees broke many ethical and legal boundaries and engaged in counterproductive work behavior. Counterproductive work behavior has a negative impact on the company, it’s employees and†¦show more content†¦This practice was so common that Wells Fargo employees had several methods for doing this. The first method is sand bagging. Sand Bagging involves failing to open accounts by customers at their requested date, instead accumulating accounts to open in the next sales period to inflate profits. Another practice was called Pinning which was creating pin numbers without customer’s authorization, and attaching them to credit cards. Then employees would impersonate customers on Wells Fargo’s computers and use these pin numbers to create online banking and bills for customers. Finally, a practice called bundling was done where Wells Fargo employees would mislead customers saying that certain banking products were only available in bundles which forced customers to add more products than they wanted. So, one wonders, how could this have happened? Why di d high expectations of sales lead to unethical, almost criminal behaviour? This is tied to Goal Setting theory. Goal setting theory, created by Edwin Locke, states that employees are motivated by clear goals, and appropriate feedback. Individuals that were given clear, specific and difficult goals had greater performance than individuals given general and easy goals. However, research has shown that setting unattainable and challenging goals can lead to risky or even unethical behaviour. A study done byShow MoreRelatedOur Paper Today Will Be On Wells Fargo. Wells Fargo Is1354 Words   |  6 PagesOur paper today will be on Wells Fargo. Wells Fargo is an American bank that was created in 1852 by Henry Wells and James Fargo. It is the second largest bank in the USA in terms of market cap, operates in over 42 countries around the world, and has over 260,000 employees. In 2016, federal regulators caught Wells Fargo creating millions of fake bank and credit card accounts; over 1.5 million bank accounts were created. 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Saving Private Ryan Free Essays

It was an inspiration that the private Ryan should be sent safely to his home. The part in which the General read the Letter to Mrs. Bixby, written by Abraham Lincoln to sympathize the mother of five sons believed to have been killed in the American Civil War it is the film back to Rodat’s Civil War inspiration. We will write a custom essay sample on Saving Private Ryan or any similar topic only for you Order Now Spielberg in this film has innovated a style of direction. The director has made enormous efforts to make the movie seem real to the viewers. For this purpose, a ‘first person’ camera has been used and the cameras have not been installed right through the large scene, to show the actions, because due to first person camera, the viewer can eye witness the whole environment presented by the director. And as a result, throughout the movie; the consequence on the viewer is a feeling of actually being â€Å"present† during the scenes the scenes as intense as the assault on the beachhead and during the other action sequences. The viewer mind does not feel like a spectator, but rather as an interactive part of a moment in time. To give the real impact; underwater cameras were also used. Through these cameras fighting scenes under the water were clearly available to the viewers to witness, they could even see bullets striking the soldiers under the water. A huge amount of fake blood was used to make the viewer feel the scene real. By these efforts of the director the viewer gets actually involved and feels the dreadful environment of the war. In the beginning of the movie Tom Hanks who played the role of Captain John Miller leaded the company on the D-Day in the fight for Omaha beach. And now he is being sent on a risky mission in which he has to rescue a soldier. When the World War II was on going, the news is given to Chief of Staff, General Marshall that during the war, three brothers of the same family have died. The three brothers have died in action. And three letters were sent to their mother having the news of the death of her three sons on the same day, and their mother, Mrs. Ryan, could not bear this as it was very painful to her. And then he learns that a fourth son is also a soldier and he might be alive, the General plans to send a unit to find him and bring him back, in spite of being told that it’s highly doubtful that he is still alive and the area that he was known to be at is very risky. As it was still a great chance that could alleviate the grief of Mrs. Ryan; the army did not miss the opportunity when they learnt that there is a fourth brother whose name was Private James Ryan. So it was decided to send the squad to locate him so that he can go back to his mother. So the unit consisting of 8 men is sent to find him but as affirmed it’s very unsafe and one by one, each of them dies. It was a risky mission and the lives of soldiers were in danger. Captain Miller has the task to find Private James Ryan. On the way to Ramelle, Miller makes a decision to take the chance to neutralize a small German machine gun position near to an abandoned radar station. In the resulting fight the squad’s medic, Wade (Ribisi) is gravely wounded. The last surviving German wraths the, squad members except Upham (Davies) because he used to be his friend. Miller decides to let the German walk away and capitulate himself to the next allied patrol. Reiben is no longer confident in the leadership of Miller and he declares his purpose to desert, brings about a tense disagreement with Horvath (Sizemore) that intimidates to split the squad apart until Miller finds a solution to the situation and reveals his origins, on which the squad had made a bet and after this Reiben decides to stay. The squad finally arrives to Ramelle where they demolish a German scouting unit with the help of some American paratroopers and one of them was Ryan. In Ramelle the unit gets regrouped. The American army defended the town and Ryan comes to know about the death of his brothers and the rescue mission. Ryan refuses to leave his makeshift unit, and demands that he want to help defend the bridge against a future German counter-attack. Miller unwillingly agrees and allowed Ryan to stay and orders his unit to help guard the bridge in the forthcoming battle. Miller takes command and sets up the defense with manpower and resources they have which were not very sufficient. Towed Flak 38 cannon and half-tracks were owned by the Germans. Thus they were well equipped. The defense operation was leaded by Captain Miller. Americans fought well and made the Germans face heavy casualties. But Germans have killed many Americans squad members. The American unit was devastated by Germans. The defenders had to leave the bridge because the German Tankers had made them suffer a lot . The bridge gets blown by the Americans but on the same time Captain Miller gets injured by the German. An American soldier destroyed the tank when it was about to reach the bridge. The American Army after this advanced even more and defeated the remaining German forces. But only few of American soldiers could survive which included: Ryan, Reiben and Upham. In the last moments of Miller; the last words which he uttered were this: â€Å"James†¦ earn this. Earn it. † (Spielberg 1998) Now the elderly man is being shown which was shown in the beginning of the movie as well. He is actually Ryan and he is at the grave of Miller. Ryan wanted to prove in front of Miller that he has spent his life as a good man. To get the confirmation he requests his wife to say that he has lived as a ‘good man’. And he has not let down Miller and the sacrifice he made for him. COMPARISON OF SAVING PRIVATE RYAN AND WAR BETWEEN GEORGIA AND RUSSIA: The war between Georgia and Russia can be compared to this movie in several ways; in fact all the wars can be compared to each other, as their consequences are always the same, each and every war results in bloodshed and loss of property and really precious lives. The attack of Georgia resembles Germany’s attack that began the World War II. The blood shed rate is high in this war also; it has also caused thousands of people and is the peril to world harmony. As both the nations are well equipped and do not hesitate in causing damages to the opponents. The 2008 war formally began on August 7, 2008 with a military attack by Georgia into one of two provinces, which had affirmed independence sixteen years ago in 1992. Russian quickly reacted with a large scale vengeance in the province and later invaded into Georgia proper. There are various comparisons between the ongoing war of Russia and Georgia with the movie Saving Private Ryan, some of which are discussed in details below: LOSS OF LIVES: So many people have lost there lives in both the depictions of war, i. . the Georgia and Russia war and the events of WWII that have been presented in the movie. Rivers of blood are flowing and everywhere in the environment cries can be heard, war is the second name of devastation. Blood and only blood can be seen all around. The reality of war is extremely brutal. WEAPONS USED: The means of attacking the opponents are almost the same in the movie and the Russia Georgia war. Massive firepower was used in both of them. Tanks attacked the militants as well as the civilians and also jets were used for the attacks. THE REASONS BEHIND THE ATTACK: The causes of both the wars were unknown initially; as both the attacks were made unilaterally, and then the suffering nations had to counter attack in their defense. In the Russia Georgia war, heavy bombardment started from Georgia’s side and in the movie the assault began from the side of Germany. CONCLUSION: This description of war and the portrayal of war which the movie â€Å"Saving Private Ryan† presents seem the same; by reading all these details we imagine blood and painful voices all around. Not only the militants but the civilians also equally suffer; just as the movie has presented the war; the actual war between Georgia and Russia is equally cruel. The war is always horrible, whether we see it in reality or through any other medium. The sketch this movie makes in the mind of the viewer is the actual representation of brutalities of war. Another comparison one can find between these two can be the loss of lives of the militants which so sincerely fight for the defense of the nation and yet meet very cruel deaths. War is nothing but an extreme threat to the people and our mother earth. How to cite Saving Private Ryan, Papers Saving Private Ryan Free Essays The ingenious film, directed by Steven Spielberg, ‘Saving Private Ryan’ is in my opinion the most realistic film to ever portray the D- Day landings. Many critics have even said it to be so vivid that the only element missing is the smell. In the Film’s first battle scene, lasting twenty- five minutes in total, it brings all reality into the living nightmare that took place so long ago. We will write a custom essay sample on Saving Private Ryan or any similar topic only for you Order Now Brought back into life by Spielberg, I will show how he creates excitement and tension in the most realistic of ways. I will discuss how he portrays the characters, his use of sound and last of all, his use of camera shots and how they contribute to the overall effect of the scene. Spielberg manifests an overall memorable opening scene and I will show just how. Released on the 24th July 1998, ‘Saving Private Ryan’ promised to break all blockbuster records and go straight to the top. Spielberg stunned the world with the film’s realism and authenticity, proving that his renowned reputation is not just hearsay, but fact. The plot is loosely inspired by the true story of the Niland brothers, where two of the four were killed and the third, presumed dead. The decision was made to retrieve the fourth, to prevent a national uproar and from a whole family from being wiped out due to War. The plot, proving exciting, brings much controversy over the mission to risk eight lives for the sake of one. The whole epic World War 11 drama cost approximately $65 million in total, most of which was spent on the graphic detail and effects in the first battle scene of the film. Although the twenty-five minute battle scene is complex cinematically and visually, the plot of the beach landings follows through reasonably simply. The scene starts off in focus of a small regiment of troops, quivering inside the hull of a boat, petrified by the sound of oncoming machine gun fire. The ramps fall down as a wheel spins round, pronouncing the ends to most of their lives. The boat opens out as many are shot dead instantly by the flurry of bullets thrust toward them. Few make it out a live before they have to plough through thousands of dead up the beach. As the battle scene cuts into view, the first character to be seen visually is Captain Miller. This immediately indicates that he is high up in rank and so, instantly gives him a commanding presence among the craft. The calmness of his voice even seems to sedate the tension in the atmosphere. However, the initial part of him to be seen is his pair of trembling hands. This conventionally is a sign of fear and to some, may show a weakness. Leaders are not usually associated with fear; stereotypically they are fearless. Spielberg has used this ironically, to show the realism within his character. All the soldiers fighting on that day were normal citizens fighting for pride and country. They all experienced fear. On D- day there were no fearless war heroes such as John Wayne and this is why Captain Miller, along with all the other troops, is shown in trepidation. As the shot moves outward, the whole of Captain Miller’s body is revealed. His appearance can be seen and again realism is reinforced. The person acting as Captain Miller, Tom Hanks does not have the stereotypical appearance of a War hero; he is small, placid and in lack of the muscle attributes usually associated with a clichid soldier. Through this casting Spielberg conveys a message. The men fighting on that day were normal. They weren’t all large men built of muscle, who could defy death and so, the person cast as Captain Miller isn’t either. Through this, the character of Captain Miller is made realer to the audience, thus making the film more accurate and historically correct. On the beach, after the regiment has landed, the Captain experiences a brief period where his emotions and conscience are thrown into turmoil. The horror of what is happening around him starts to sink in, as all terror results in a mental breakdown. The fact that he does not just march through the beach and that he is affected shows his compassion and empathy. It shows he is a caring human being; one who is gravely affected by the horrific things being done to his comrades. Through this period of collapse, Spielberg creates lots of tension, as the audience, who have gradually started to become attached to this realistic character, are willing him to snap out of it and gain his composure. They want him to get out of this situation and lead his troops up the beach. Another character that stands prominent in this scene is that of Sergeant Horvath. Spielberg has used Horvath’s character to contrast with Captain Miller, and this is seen even in the first few seconds of his dibut. Immediately as the audience set eyes upon his broad build, it can be seen that he is much more robust than the Captain and that he conforms more to the stereotypical image of a fictional war hero. I think that Spielberg has highlighted this point emphasise the normality and ordinary image of Captain Miller. He has done this to show that soldiers were all shapes and sizes. Through this contrast made, the realism of both characters is increased as they both can be recognised uniquely. Horvath and Miller again contrast in their methods of dealing with the trepidation and horror thrown at them. Whereas the Captain releases his petrified state through the constant trembling of his hands, Horvath allows his fear to disperse through chewing. Through Horvath’s different reaction, Spielberg defines his character more, making him more realistic as he deals with situations in a different way. As soldiers in real life all reacted uniquely depending on their personalities, Horvath does too. The audience then can identify better with him, likening him to people they know, thus recognising him as a real type of person, one who is unique. Although Captain Miller and Sergeant Horvath contrast in many ways, together they form a prevailing partnership. In every order relayed by the Captain, the Sergeant reinforces it, thus portraying his regard, proving that he has an immense admiration for the man. Horvath continuously stays close to the Captain, waiting for his command and looking out for him. Spielberg uses him as the Captains right arm. Everything about Horvath, from his bear like face, down to his cumbersome build, shout; protector! In view of this, the audience take a liking to him and confide comfort in the fact that Horvath will protect and bring their ‘everyman’ (the Captain) to safety. Spielberg uses the relationship between the two characters to excite the audience, as he shows that War is so out of the ordinary, that it brought together people in friendships who otherwise wouldn’t have done so. Captain Miller and Sergeant Horvath have such a strong relationship during this scene that excitement arouses among the audience, as they know that together the two will survive. Private Jackson, the regiment’s sniper is another character that has an essential role in the battle scene. His preliminary appearance is in the landing craft, immediately before the ramps descend. His face, being one of pure dread is an open book to the audience. He is so terrified that his expression and the first act that he commits, a kiss on a cross, show that he believes that there is no hope for survival left. It is as though he thinks that a kiss on the cross is the last action he is going to do and that if God is ever going to come to his aid, let it be now. I think that Spielberg has used this crucifix and his expression of misgiving, to draw compassion for the Private, but also to show how close death is to God. Immense suspense is created through the terror in Jackson’s eyes. Private Jackson is not focused upon much during the struggle to gain ground and progress up the beach, however is substantial in the climax of the Scene. In this section of the scene, there is a long pause where the camera focuses upon the concentration on Jackson’s face. He is speaking to God as he prepares to shoot and kill the Germans. During this moment of prayer, Jackson is in the action, yet alone and buried in responsibility. The long, seemingly calm pause is interspersed with other images of the dying, frantically praying to God in midst of all Chaos. Spielberg has used this range of images varied together, to prolong Jackson’s pause, generating tension as the audience anticipate the outcome. The different images are of various scenarios, where like Jackson they are praying to God in their time of need. Although the requirements of God are very different, this just shows that whatever situation that people are in, the natural instinct at the end of the day, is to call for a supernatural being, to come at their rescue. The element of spiritual confiding in this, show again just how close death is to God and this is clearly portrayed when Jackson say’s: â€Å"I am close to you Lord†. This is said moments before the Private shoots. He at this point is unsure of his survival and shows that he knows that he is incredibly close to dying. Spielberg lets the audience know this too and creates ample suspense through the pause. All tension that has been lingering is completely released when Private Jackson shoots and kills the remaining Germans. At this point the enemy onslaught has been destroyed and the American Soldiers are safe. Spielberg uses this point to release all of the excitement and tension that has been building up, transferring the audience into a relative calm. In the whole of the Battle scene, death is an element not escaped from. Spielberg has chosen to portray War how it really was, holding nothing back. In real life, death is not heroic; it is a tragedy that brings fear into the hearts of all men. It was not attractive, it was horrific and to keep it in line with realism. Spielberg too had to show it in this way. During the Scene, everywhere you turn, there is a person dying a painful death, with screams pronouncing the bodies awash with blood. Spielberg creates compassion among the audience, with empathy for the injured. However, he also arouses tension as the thought that maybe one of their favoured characters will be next, loiters in their minds. Spielberg has chosen to show death in such graphic detail, to keep nothing back from the audience. He wants to show it in a realistic way and I think wants to make it as authentic as possible. In other fictional War films, the Soldiers die heroically and for a patriotic reason. In reality, the Soldiers did not want to die and were scared out of their wits. Spielberg has portrayed it much truer to life and has steered away from these stereotypical films into reality, in order to keep the whole film’s authenticity as honest as possible. Unlike the Americans during the scene, the audience does not see the Germans’ faces. The camera shot restricts the view to distinguish only their backs, shoulders and arms from the rear. Spielberg has done this to dehumanise them, taking away the audiences empathy for their emotions. The eyes are said to be the ‘windows into your soul’ and by masking their faces the audience cannot see them and therefore can’t sympathise with their emotional state. The Germans were human and they too were going through the same trauma as the Americans. However, Spielberg wanted to get the audience biased toward the allies and so stopped the audience from having any compassion for the ‘enemy’. By doing this, Spielberg creates tension as the audience don’t want the Germans (whom they have no emotional attachment to) to kill the ‘much loved’ Americans. One machine gun post poses the greatest threat of all, mowing down life by life in every careless movement. The regiment of Soldiers, led by Captain Miller, work as a unified team to break past the barbed wire and screams of the dying. Taking cover, with the aid of their sniper, they kill they gunners and advance past the German bunker. All tension is then released; we know that for now that they are safe. Spielberg has used the characters in such a way, to reinforce the overall realism in the scene. By using one stereotypical character to represent the professional soldiers fighting on that day, he contrasts the rest of the characters to him, emphasising their statuses as average civilians. Through this contrast, realism is put into each of the characters as the realisation that these men were ordinary, comes into the minds of each spectator. Spielberg exploits the character’s thoughts and feelings, making the audience connect with them, thus producing tension at the uncertainty of their survival. Through these points made by Spielberg, as a teenage male, I can appreciate the fact that these soldiers were not much older than I and that they weren’t all war heroes, but young, petrified men. Sound is another resource greatly used by Spielberg. The ever-loud rapidity of war seems to up the pace of the scene constantly, heightening the adrenaline of the audience and bringing their physical emotional rate in parallel with the chaos on the screen. Spielberg produces immense excitement, as the audience cannot bear to look away. Every moment is unpredictable and so is the sound along with it and this is extremely exciting and tense for the spectator. The last and possibly the greatest used of all three techniques is that of camera work. Spielberg has used this element to create immense tension in the scene. He has done this most notably through a deception early on, by killing off characters that the audience have become attached to and so, simulating an emotion of loss. Through out the scene he has used a long lingering shots to contrast with the rapid staccato of battle, emphasising certain important pauses, thus also generating suspense. The shots of death throughout the scene are extremely moving and certainly cause every spectator to stop and think about the brave men who died on 6th June 1944. How to cite Saving Private Ryan, Papers

Article Critique on School Governance

Question: Discuss about the Article Critique on School Governance. Answer: Introduction: In developing countries, learning achievements are still weak despite the rapid expansion in school participation. As such, the students scores in the developing countries remain low on internationally comparable tests. Most educational policy makers focus on lowering the pupil-teacher ratios. While some concentrate on systemic reforms designed to improve provider incentives and governance, others focus providing more resources for educational centers (Duflo, Dupas, Kreger, 2015). As a result, Duflo, Dupas, and Kremers primary focus were to examine how the various approaches applied by educational policymakers compliment and relate to each other in Kenya. The article demonstrates that in the absence of parents empowerment, the additional resources brought about the contract teacher program are often captured by the existing civil service teachers. Mainly, public service teachers reduce their effort which undoes the positive impact of class size reduction for students. In addition, they strive to capture rents by hiring their relatives, whose students perform poorly compared to those of other contract teachers. However, empowering parents through short-term training session mitigates the adverse effects brought about by civil service teachers. The findings of the research suggest that in the presence of the weak institutions, the behavioral responses of the existing providers may undermine the increase in resources. Even so, programs delegating authority to hire teachers on short-term contracts have potential to enhance student performance and test scores in the near term. In addition, it possesses the capacity to enhance the quality of the teaching labor force over the long term. It is the little details that matter. Critique of the Article By and large, the Duflo, Dupas and Kremer (2015) seek to establish how the reforms set in the Kenyan educational sector complement each other. They strive to answer the question whether or not the changes pertaining to the hiring of teachers on short-term contracts and school-based Management (SBM) training programs complement each other in the context of a randomized evaluation of the Extra Teacher Program in Kenya. The program was instigated in the country from 2005 up to 2007. As a whole, the authors were effective in convincing the reader that the questions answered in the article are interesting and significant. The direction and goals of the study are important as they help the reader understand the role played by the Extra teacher programs in developing countries. It also helps determine the effectiveness of such programs and the prospects for success in other developing nations apart from Kenya. The article plays a significant role and adds to the existing body of knowledge on the impact of such programs in improving the quality of the teaching labor force and improving student performance in test scores. Besides, the information provided in this research study will shade light to the stakeholders in the educational sector to determine the prospects for improvement in similar projects. As such, government, the Teachers Service Commission (TSC) and donors will be able to understand the effectiveness of such programs to determine whether or not to instigate reforms in the educational sector. In addition, the findings of the study act as mirror and reference for future studies done in relation to the Extra Teacher Program. The background setting for the article is in the education sector of Kenya. Duflo, Dupas, and Kreger (2015) examine a program under which school committees at randomly selected institutions in Kenya are funded. The fund was designated for the hiring of additional teachers on an annual contract. The contacts were only renewable on the condition of performance, outside the typical ministry of education civil-service channels. At the beginning of their study, the programs were already widespread in developing nations, but there were no evaluations of these programs as at the time. On the whole, the authors manage to skillfully explain the institutional and policy context of the topic under study. As such, they expound on the various elements and structure of the education system in Kenya with regards to the Teachers Service Commission, School Based Management Programs and the Extra Teacher Program instigated in the developing country. They also narrate Kenyas historical pattern of school committees that supplement the civil service teachers hired by the TSC. What is more, the authors provide informative background information on the education governance in Kenya. Most importantly, they deliver crucial information relating to the Extra Teacher Program. Specifically, the authors offer an enlightening program description that highlights aspects of the ETP, its origin, purpose and implementation. As a result, the audience of the paper can understand the information that the authors are trying to relay. Besides, the program description is expressive in such a manner that an individual who is not of Kenyan origin can understand various elements and crucial aspects of the program and education system in Kenya, and be able to apply the findings within their local setting. Notably, Duflo, Dupas, and Kremer (2015) fail to employ and establish a theoretical framework for their study. As such, the paper lacks a theoretical model. Typically, the theoretical model is made up of the concepts alongside their definitions and refer to existing theory that was used a foundation of the study. Therefore, the conceptual framework is an essential element in any research paper as it demonstrates the authors understanding of theories and concepts that relate to the topic under study. It also shows the relationship between the study and broader areas of knowledge. In this regard, the authors would have reviewed relevant research studies for theories relating to the reform programs and develop analytic models after that. This way, the research would have made a more explicit statement of theoretical assumption which permits the reader to evaluate critically. Even so, the paper was successful in developing an empirical analysis relevant to the topic under study. Duflo, Dupas, and Kremer (2015) successfully integrate the three stages of empirical analysis. Particularly, they provide a descriptive analysis of the data, then an analytic followed by a theorized explanation. In Stage one, a summary is generated to explain the study sample and data. In the data segment, the paper clearly describes the student participation, teacher effort and pedagogy as observed during the survey. In addition, the data section presents the test scores of standardized tests predominantly covering math and literacy questions that were administered in all the schools used as samples. Likewise, it presents data that was collected on the contract teachers hired through the program, including their demographic characteristics, relationships to the school and past experiences. In the second stage, the authors interrogate and critically appraise the data collected. The study has a specified empirical model which is stated as Yij = bi BasicETP_TSC ij+ b2 Basic ETP_CT+ b3ETP_wSMB_TSCij+ b4ETPwSMB_CTij+| Xija5+ Eij2. It is worth noting that this model was effectively employed to determine the various elements of the result findings. As such, the data was subjected to vigorous testing under the model to investigate the relationship between variables. Through this model, the standard deviation, standard error, coefficients, and significance levels were constructed to determine the relationship between the various variables. In addition, a linear probability regression model was done on the data. The independent variables in the model were the basic ETP and the SBM. On the other hand, the dependent variables comprised of the test scores and scope of improvement. By and large, the measures used in the study analysis correspond to the concepts of interest. As such, the determination of the test scores corresponds to the interest of the research with regards to improved learning and greater quality participation of teachers. As a result, these variables are useful in answering the research questions stipulated in the earlier stages of the paper. Notably, the article does not exhibit any form of bias between the two programs as the author report and analyze the data as drawn from the observations. It is vital to highlight the fact that the authors also used a causation in estimation and interpretation of the data. Specifically, the authors sought greater explanation and connection with the broader understanding of the relationship between the dependent and independent variables. Furthermore, Duflo, Dupas, and Kremer used an OLS regression control for student age, region, gender and the date that the test was taken. Similarly, the LPM regression was used in the process. Their causal story suggests that there are often significant learning effects during the contract years of the ETP but these effects are eroded once the students are reassigned to their regular classes. In addition, it was noted that the test scores also go down. Presentation of the data was perfectly orchestrated, allowing the authors to effectively present their findings and offer viable interpretations of the results. Their discussion of the estimated parameters is clear and concise with respect to sign, statistical significance, and magnitude. The researchers presented the results of their study in tables. Commendably, the information in the table was well interpreted to enable the reader to understand what the results represented. Duflo, Dupas, and Kremer (2025) also offered a descriptive analysis of the data and conveyed the findings of the results in a simple manner. Besides, they employed cognitive robustness tests. As a result, their audience can easily deduct what the study found out after the research. By and large, Duflo, Dupas, and Kremers research is an informative piece that adds to the already existing body of knowledge on special programs in the education system. Within Kenya, the results of the study will act as an essential background for improvement in the ETP and SBM system. Furthermore, the findings of this study are applicable to all settings in the world and can be applied in other nations apart from Kenya. Generally, the authors managed to present a well-formed research paper that employs all aspects of good research. It should be noted that Duflo, Dupas, and Kremer did an excellent research throughout the stages presented in the paper. As a result, their paper is well researched, developed, analyzed and presented. Reference Duflo, E., Dupas, P., Kremer, M. (2015). School governance, teacher incentives, and pupilteacher ratios: Experimental evidence from Kenyan primary schools. Journal of Public Economics, 123, 92-110.

Recovery Model in Mental Health Services free essay sample

What are the implications of a recovery model for mental health services and for service users/survivors? In discussing the implications of a recovery model on service users/survivors and mental health services, it is essential to define recovery. In illustrating the controversial nature of this concept it is pragmatic to discuss service users and workers in mental health because implications of the recovery model affect both, but in different ways. It is important to realize there is a division in the focus of each group; service users generally want independence from services while health care roviders focus on methods and models (Bonney Stickley, 2008). In working together both groups can improve the provision of recovery services. Traditionally, rehabilitation is provided within hospitals and is medically based and determined by professionals (Unit 21, pg 67). Alternatively, recovery defined in service user literature is the powerful idea that people can return to a full life following experiences of mental distress (Unit 21, pg 59; Mental Health Foundation, 2009). We will write a custom essay sample on Recovery Model in Mental Health Services or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Anthony (1993, cited in Unit 21, pg 62) notes that recovery enables people to nderstand their problems and allows them to cope with setbacks. This implies hope and being believed in by others so is a social model. Jan Wallcraft notes most mental health literature neglects the idea of recovery (Audio 4). Additionally, John Hopton (Audio 4) believes it is important recovery is defined by the person experiencing distress rather than professionals. The role of professionals within recovery based services is an issue necessitating redefinition of roles (Unit 21, pg 67). Although the recovery model outlined is positive, the concept is not without etractors. Recovery implies getting over illness, but it doesnt necessarily imply illness; rather it entails a process in line with recuperating from physical exercise. Nonetheless, according to the illness viewpoint, mental distress is seemingly restricted to a medical model and an implied medical cure medication. This predominant model accounts for the inadequate help for those wanting to reduce or stop taking medication. Additionally, much mental health policy and practice encourages people to continue taking drugs (Unit 21 , pg 70). Furthermore, some believe the medical model doesnt anticipate recovery. Coleman (cited in Unit 21, pg 61) believes this is because ofa lack of recognition that individuals can return to the life they had prior to illness. Accordingly, the focus is on compliance, risk avoidance and dependency with a resulting negative impact on service users. Lindow (Reading 32) believes the illness framework promotes pessimism and that its paternalism loses sight of service users as self-determining adults. In this context, incorporation of recovery implies a change in approach. For xample, to foster independence, staff could reduce interventions, doing only what is essential (Bonney Stickley, 2008). This would be challenging as workers need to protect an individuals right to independence while recognizing that the public also needs protection sometimes. One implication of the recovery model is that it could lead to the neglection of those believed less likely to recover and feelings of failure in people who dont recover (Unit 21, pg 76). John Hopton (Audio 4) notes this may increase mental distress. These are potential risks; additionally Frese et al. 2001, cited in Unit 21, pg. 67) argue that those with severe mental distress are unlikely to benefit from recovery as they dont have capacity to understand they are ill. Frese et al. say those who can understand recovery may benefit from responsibility. Those not so well want better treatments and some control. Although service users should have input, Frese et al. note enthusiasm for recovery should not consequently deny treatment to those who need it. Their implication is that not all can benefit from recovery. However, Paul Beresford (Audio 4) notes it should be a question of what an ndividual can contribute regardless of the severity of their mental distress, someone who has been in hospital many times over a long period can still contribute something. This more inclusive definition is in keeping with the holistic framework while recognizing the complexity of recovery for those experiencing mental distress. Bonney and Stickley (2008) note the theme of power is often raised by service users. If, as predicted by the DOH in 2003, services are to become increasingly individual focused, the system needs to place power with service users. There is increasing mounts of service user literature that places an emphasis on individuals defining their own Journey of recovery (Unit 21, pg 66) rather than having it imposed on them by workers. Peter Beresford (Audio 4) notes that currently there are inequalities in mental health services with limited service user power but considerable professional power. Bonney and Stickley mention Martyn (2002, cited in Bonney and Stickley 2008) who proposes professionals should be present by service user invitation only. A less radical aim is that of a gradual transfer of responsibility in power from services to ndividuals during recovery. It is important such involvement confers genuine power to individuals, rather than being tokenistic Oacobson 2004, cited in Bonney and stickley 2008). It should be noted service users do not necessarily associate recovery with being symptom free. Rather, it involves coping with distress and living well. Rachel Perkins (Unit 21, pg 65), a clinical psychologist with a manic depression diagnosis, notes the recovery model shifts focus away from services on to the individual recovery Journey. One area embracing this is self-help. An example is the Wellness Recovery Action Plan (WRAP; Unit 21, pg 65) developed by service user Mary Ellen Copeland. It encourages awareness, self-care improvement and strategies for dealing with mental distress to promote wellness. Another way service users can promote recovery is by utilizing support from others who have experienced similar distress e. g. via organizations like the Hearing Voices e or This torms part ot the way in which Grierson (2003, cited in Unit 21, pg 65 sees recovery progressing. Firstly, an individual needs to identify their experience, which can be assisted by peer support. The next stage includes understanding xperiences, also aided by peer support. The final stage of acceptance and living involves reclamation of a service users life. This indicates that recovery doesnt need to have an end point, it is an ongoing process. It can be seen as the development of insight and is a holistic approach (Unit 21, pg 66) where many different areas can affect an individuals mental health. The implication is that individuals need to be central in defining their own recovery. For workers, a focus on peer support implies services need to be user led, based on service users experiences and driven by these. Accordingly, best practice would be that workers enable peer support (Unit 21, pg 69). However, another method is that service users set up services themselves. Anam Cara is a voluntary sector, user-run crisis house in Birmingham (Unit 21, pg 73) which embodies this approach. The aim is to give an alternative to hospital admission with a focus on recovery. People can refer themselves or be referred via local services. Service users report that this has had a large impact on their recovery due to the acceptance provided. This approach implies that professionals are not as central as in traditional services. However, an alternative is to equip workers with skills necessary to extend the availability of recovery based services within mainstream mental health care. Mary OHagan in a resource for training in New Zealand (Unit 21 , pg 73-74) noted that to do this workers need to provide relevant information i. e. on community services, and to provide information while accommodating diverse views on distress, treatment and recovery. This is very much in line with a holistic approach. It has been argued that the social stigma faced by those who have, or have had, ental health problems is often more problematic than mental distress itself (May cited in Unit 21, pg 64; Bonney Stickley, 2008). For example, the World Psychiatric Association found misconceptions about schizophrenia included those with diagnoses dont recover and are dangerous (Unit 21, pg 61). However, Warner (cited in Unit 21, pg 61) illustrated that actually 20-25% recover completely and another 20% can recover productive lives even if not symptom free. Also relevant is a report which says the overrepresentation of individuals with schizophrenia in violent crime s usually attributable to substance abuse rather than mental health problems (Medical News Today, 2009). Warner showed that those in the developing world were twice as likely to recover. This could be due to greater social acceptance and support from society. One implication is that mental health services need to take into account social support where possible. The potential loss of benefits and support from services once an individual is deemed recovered (Unit 21, pg 71) may prevent recovery. Resulting financial worries and lack of resources can impact on every part of an individuals life. Many service users are on benefits, however the system isnt flexible enough to incorporate those with variable capacity for work to move in and out of employment (Unit 21, pg 71). Also, Disability Living Allowance tocuses on long-term physical impairment rather than periods of mental distress. Housing is also an issue as it is central in providing hope for the future. Browne et al. (2008) note most service users want to live in their own accommodation. Others may require access to supported living. Thus different options need to be available. Browne et al. note that in Australia the current iscussion on graded levels of housing support could be a good way of gradually moving towards independence. Implied within the areas of finance, employment and housing is the recognition that recovery is not always a straightforward path. Williams (2004) notes that a major disincentive to recovery is that once out of crisis, services are often withdrawn. This feels like abandonment when help is still needed. Due to this, many may find it easier to retain a service user identity rather than negotiating an inflexible system. To address this requires systematic change, provision of employment and benefit dvisors and continued support where needed. Workers also need to recognize the juncture in recovery after crisis, but before a full return to independence. Although it seems recovery is not widely incorporated into current mental health services, initial steps have been taken. The Department of Health (DOH) published The Journey to Recovery in 2001 (cited in Unit 21, pg 62) and mentioned an increasing focus on recovery. However, standards such as the National Service Framework have not yet been revised to include recovery or ways of measuring success.

Health Hazard of Noise Pollution

Health Hazard of Noise Pollution Introduction Noise can be defined as a sound that is not agreeable with musical quality. Noise can also be described as an unwanted sound. Most of the noise is generated from almost all opencast and underground mining operations and from various fixed mobile and impulse sources.Advertising We will write a custom essay sample on Health Hazard of Noise Pollution specifically for you for only $16.05 $11/page Learn More Noise pollution can be attributed to the increase of mechanization that results into the increase in the use of voluminous and complicated machinery and equipment. Other major sources of noise are produced from transportation. Other good examples of noise include motor vehicles, airplanes, and trains, among others. Noise is rapidly becoming an increasing source of discomfort in mines, factories and other industries that produce excessive noise (Agarwal 2009). Prolonged exposure of workers in noisy environments (90 dBA) is harmful. This is because it can result into noise induced hearing loss and other effects that are not auditory but are related, in one way or another, to the hearing system. For instance speech system can be interfered with when one is exposed to excessive noise. The other effects of noise are that it can affect a person’s sleep and reduce working efficiency. The high intensity of noise is what causes detrimental effects to a person. In addition, the frequency of sound, duration of exposure, intermittence or continuation of sound, the age of a person and their health can affect the acuteness of the effects of noise pollution. It is essential to undertake noise surveys through environmental impact assessment. This will help in identifying the sources of noise. It will also help to quantify the exposure risk of workers (Tripathy Not Dated). Sound is a form of energy that gives an auditory sensational hearing. Sound is transmitted by oscillation of atoms and molecules in matter. The intensity of sound depends upon the amplitude of the waves. Thus, higher than normal amplitudes are the ones responsible for noise pollution.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is tricky to determine the level of noise that can be considered as causing noise pollution. However, sound that adversely affects wildlife and human activity can be considered as noise pollution. Sound that is capable of damaging physical structures can also be considered as noise pollution. However, the damage must also be on a repeated basis (What is what.com 2011). Noise pollution is difficult to control. This is because noise is transient and localized. It usually is temporary and not inherently dangerous. It does not accumulate in our bodies or the environment. Also, the impacts of noise to human beings and animals are subjective. This is because the impact of less damaging sound is harder to determine . It is also difficult to disentangle offending noises from background noises (Wolf Stanley 2011). The Occupational Safety and Health Administration (OSHA) came up with regulations that aim at reducing noise levels so that people are not affected (Wang et al. 2005). The organization has implemented a rating system in which levels of noise in a work place are regulated. Employers are therefore required to protect their employees against noise pollution through these regulations (Demand Media 2011). The organization has come up with a system that regulates the amount of time and the noise levels. Therefore, an employee must not be exposed to a sound equal to or exceeding 85 dB for more than 8 hours (United States Department of Labor 2011). Reference List Agarwal, S. (2009). Noise Pollution. New Delhi, APH Publishing Corporation. Demand media. (2011). OSHA Requirements for Noise. Web. Tripathy, D. (n. d.). Noise Pollution. New Delhi: APH Publishing.Advertising We will write a custom essay sample on Health Hazard of Noise Pollution specifically for you for only $16.05 $11/page Learn More United States Department of Labor. (2011). Occupational Safety Health Administration. Web. Wang et al. (2005). Advanced Air and Noise Pollution Control. Vol. 2. Totowa, Humana Press Inc. What is what.com (2011). What is Noise Pollution? Web. Wolf, S., Stanley, N., 2011, Wolf and Stanley on Environmental Law. New York, Routledge.

Beowulf An Epic Hero English Literature Essay

Beowulf An Epic Hero English Literature Essay While reading the epic poem of â€Å"Beowulf† the most important character is Beowulf which has the personality of an epic conqueror by performance of skills and bravery, durable reputation, and royal duty. In Beowulf it shows strange and nearly external ability and bravery at the assassination of Grendel, the Troll Wife, and the Dragon. Due to the brave killing of the useless creature Beowulf also becomes familiar to the idea of being fames. Beowulf as a model he must defend his people as a imperial responsibility. The poem starts with the slaughter of Grendel. In the slaughter of the unusually huge being Beowulf shows significant skills and bravery. Beowulf shows odd skill and bravery which this shows the beginning of an epic hero. Beowulf show bravery and ability by slaughter Grendel hand without a sword or a shield. The cause why Beowulf chooses to kill Grendel with no body armor to him it felt that he must not have any advantages over the monster of Grendel. By defeating Grendel without any armor Beowulf prove to the people that he really is brave and clever. Beowulf shows great skills and bravery when he supposedly defeats the Troll Wife which is the mother of Grendel. After killing all the Thanes in the Mead Hall to make a point to Beowulf say he was able to kill her with the Hrunting. After stabbing the Troll Wife and winning the battle. Once again Grendel demonstrates the personality of an epic hero. Beowulf also shows his bravery and skill while he was slaughtering the Dragon. In the killing of the Dragon, Beowulf was ready to give up his own live in order to slay the Dragon. In additional Beowulf traits shows him as an epic conqueror by taking care of his royal duty. Before the king kills himself he gave Beowulf his kingdom so he became the king when he died. Beowulf realizes his responsibility to rule and defend his kingdom, with his royal duties. Although he aged over time when he slaughter the dragon he must defend his people from it, itâ €™s is responsibility now that he is the king. In the next paragraph from Beowulf, Beowulf clarify why he have to carry out his royal duties. Hygelac offer Beowulf his family sword, as a way to repay him from the battle. The king decided to give Beowulf his land, because his sword as served him well. By means of his hands and tough sword blade, while Beowulf is delicate and aged once the Dragon came. Beowulf understands that he will repay his people by slaughter the Dragon. Beowulf believes that he was giving so much throughout his people and being able to kill the dragon was his royal duties to protect his kingdom. The slaughter of Grendel, the Troll wife, and the Dragon was including in his royal duty. Beowulf as well turns into adapting to the idea of endure reputation by taking royal obligation. Beowulf shows another trait of an epic hero during the idea of lasting reputation. The traits of enduring fame come about when Beowulf slaughters Grendel, The Troll Wife, and the Dra gon. Following the killing of Grendel and The Troll Wife Beowulf is looking upon as a hero by numerous of Thanes. When Beowulf murder Grendel, Beowulf stumble upon Heorot where he reward Beowulf with gold. While having a banquet in tribute of Beowulf, they told him to put on riches with true superior determination this will increase and do well and establish your strength. Beowulf has received the respect as a hero. Fate showed hold on life when it comes to an end. Beowulf also becomes familiar to the thought of endure reputation with the land that is given to Beowulf to rule. Beowulf receives tribute when he dies. At the ending of the heroic poem, Beowulf’s people are sad, and keep on being sad while promising that his kingdom will always remember him as an epic hero Beowulf. The entire trait mentioned early proves Beowulf as an epic hero. Beowulf shows ability and bravery, lasting fame, and caring out his royal duties; all these personality show that Beowulf is an epic hero . By slaughter Grendel, and the Dragon, Beowulf demonstrate ability and bravery to his people by demonstrate his force and survival. As a result of slaughter the Dragon even while Beowulf knows that the ending will possibly show the way to the death he shows the traits of his royal duty. The king offer Beowulf his kingdom to rule it as a result of his great reputation. All these are personality of an epic hero, which Beowulf was a great epic hero.

Case study 3 Example | Topics and Well Written Essays - 1250 words

3 - Case Study Example However, the private firm failed to deliver what the state expected in a number of ways. For example, the handling of client’s applications was inefficient both in answering the client’s calls and maintaining of clients documents. The contracted firms hired incompetent workers who failed to perform according to state’s expectations. ACS focused on making money hence their service was poor and uncoordinated. American civil Liberties Union (ACLU) challenged the performance of FSSA for misplacing the documents of the patients hence leading to denial of essential services to the applicants. Critics blamed the inefficiency of the private firms as caused by waiver of caseworkers that was present in the state (Alb?k, Eliason & Herman 17). Before privatization, each household had a caseworker who confirmed the qualification of individuals before making an application and also ensured that the applications were submitted in the right procedure. Question 1 Privatization wa s implemented as a cost saving strategy. For example, Governor Mitch Daniels stated that by privatizing the welfare and food programs would enable the state to save up to one billion dollars in a decade (Ricky 619). The state signed a 1.3 billion dollar contract with the private firm. However, one and a half years later the both IBM and Affiliated Computer Services (subcontracted) by to deal with calls of the clients failed to achieve the mission. To improve performance of welfare and food programs delivery. The intention of the state was to delegate functions of welfare and food delivery to private firms because this would reduce the processes of handling applications and attending to the needs of the people (Chu et al.19) This would ensure smooth operations because private firms have appropriate facilities and specialized staff to handle the needs of the people effectively. Question 2 The new system was intended to improve communication between the clients and the service provider s. ACS was hired to manage telephone calls from the clients (Bursi & David 164). This was meant to increase speed of gathering, processing, and storing clients’ data with greater efficiency. Therefore, the new system was meant to

Reading Response Questions for One.Life ( Preface chapters - Chapter Essay

Reading Response Questions for One.Life ( Preface chapters - Chapter 5) - Essay Example Indeed, McKnight explains that many people have misinterpreted Jesus’ teachings about the kingdom. To many Christians, it only entails going to church and reading the Bible. However, Jesus emphasized that God’s kingdom entails going beyond this and identifying a dream which has been chosen for them by God. Ubuntu is a term associated with African Traditional Religion. It means humanness. In other words, it is a spirit of kindness and togetherness. Actually, Africans were great egalitarians who believed in the kinship system, sharing and egalitarianism. I think it was supported by Jesus because He preached about generosity, love and brotherhood. 5. If you do not already know the Lords Prayer by heart, I recommend you memorize and pray it daily throughout this class on Christian Faith and Life. Write it out here in whatever version of the Bible youve been using in your study. (You can find this prayer that Jesus taught his disciples in Matthew 6: 9-13 or Luke 11:

Investigating the effect of different liquid densities on the time taken to release 25 ml of alcohols Essay Example for Free

Investigating the effect of different liquid densities on the time taken to release 25 ml of alcohols Essay * Research question: * Does the change in liquid densities at the same temperature affect the time taken to release 25 ml of the alcohol from a 50 ml burette? * Variables: * Independent variable: The liquid density / g ml-1. * Dependent variable: The time taken to release 25 ml of the alcohol from a burette / s. * Controlled variables: * The volume of alcohol in a burette / ml. * The temperature of the alcohols / oC. * The absence of unnecessary substances or ions. * The same burette for the entire experiment. * Prediction: * The time taken to release 25 ml of the alcohol from a 50 ml burette is, stated by F. Weinberg (1984) [1], dependent on flow velocity and in particular are very sensitive to small changes in the density difference between the two liquids. * My prediction is, the higher the liquid density is, the more time taken for 25 ml of the alcohol to be released from the burette. The time taken to release 25 ml of alcohol increases in order: Methanol, Ethanol, Propan-1-ol, Butan-1-ol and Octan-1-ol. * Method: * Apparatus: * 50 ml burette (Uncertainty: à ¯Ã‚ ¿Ã‚ ½ 0.500 ml). * Retort stand. * 125 ml ethanol C2H5OH 95.0%. * 125 ml methanol CH3OH 99.5%. * 125 ml propan-1-ol CH3(CH2)2OH 98%. * 125 ml butan-1-ol CH3(CH2)3OH 99%. * 125 ml octan-1-ol CH3(CH2)7OH 94%. * Thermometer (Uncertainty: à ¯Ã‚ ¿Ã‚ ½ 0.0500 oC). * 5 x funnels. * 50 ml conical flask. * Casio stop watch (Uncertainty: à ¯Ã‚ ¿Ã‚ ½ 0.0100 seconds). * Distilled water. * Risk assessment: * The procedure uses poisonous alcohols. Notably, suggested by Department of Chemistry Imperial College London (2006) [2], less than 2 teaspoons (2 ml) of methanol can cause blindness, and 2 table spoons (30 ml) can cause death. This toxicity is mainly due to it being converted in the body to formic acid and formaldehyde, which first attack the cells in the retina, then the other vital organs. Plus, propan-1-ol is used as a common solvent and cleaning agent in chemistry laboratories. Also, because it evaporates rapidly, IPA is widely used in astringents to cool the skin and constrict surface blood vessels. * Goggles and lab coat are therefore needed to be worn throughout the experiment. * Procedures: 1. Close the tap and run some distilled water into the top of the burette, then swish the burette up and down to let the water clean all the inside of the burette. Open the tap, let the water drain out. 2. Attach the burette to the retort stand and take care that the burette is upright and stable. 3. Close the tap and use the funnel to put 25 ml of ethanol into the burette. 4. Remove the funnel, make sure that there is no air bubble inside the burette. Measure the temperature of ethanol by the thermometer. 5. Put the conical flask under the burette, adjust the height of the burette so that the tip of the burette is just above the lip of the conical flask. 6. Open the tap and immediately start the stop watch. 7. Stop the watch when 25 ml of ethanol is fully released from the burette. 8. Continue to open the tap and collect the remained ethanol in the burette. 9. Repeat step 1 to 8 four more times. 10. Then change ethanol with methanol, propan-1-ol, butan-1-ol and octan-1-ol. Experiment step 1 9 with each alcohol. * Range and repetitions of experiment: * There are 5 different ranges (The lowest value: 0.789 g ml-1 the highest value: 0.826 g ml-1, Please refer to Data Collection and Processing - Processed data). * The initial procedure is repeated 5 times and thus 25 results are recorded. * Control of variables: * The volume of each alcohol sample remains constant for every test at 25 ml. Different volumes of the alcohol sample may cause inaccuracies in terms of measuring the time taken to release. For instance, larger volume of the same alcohol sample certainly takes longer time to be released. * The temperature of each alcohol sample need to remain constant for every test at 20 oC (293 K). The analysis, written by Weirauch, D. A., Jr. (1998, December) [3], of the high-temperature spreading kinetics for liquids affecting density shows that they can be modified with a constant shift factor. Therefore, higher temperature of the same alcohol sample may reduce the time taken for the alcohol to be released. * The burettes and funnels are rinsed carefully with distilled water prior to the experiment to ensure that inside the burettes do not contain any unnecessary substances/ions. If present, they may react with the alcohols to form products which have different liquid density, as opposed to original liquid densities of the alcohols at 20 oC (293 K). * The same burette is used for every measurement. This is because burettes from the same manufacturer cannot be guaranteed to have the same radius of the tips (possessing relatively small values). The use of different burettes can result differences in the time taken for the alcohol to be released. DATA COLLECTION AND PROCESSING * Raw data table: Alcohols Dependent independent variables Ethanol Methanol Propan-1-ol Butan-1-ol Octan-1-ol Liquid density / g ml-1 at 20 oC (293 K) [4] 0.789 0.791 0.804 0.810 0.826 1st repetition: Time taken to release 25 ml of alcohol from a burette / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 39.0 43.0 67.0 82.0 112 2nd repetition: Time taken / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 41.0 44.0 69.0 81.0 115 3rd repetition: Time taken / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 38.0 46.0 70.0 83.0 111 4th repetition: Time taken / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 39.0 42.0 71.0 80.0 114 5th repetition: Time taken / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 40.0 45.0 70.0 79.0 110. Table 2.1 shows the collected raw data table. * Processed data: * Calculating the mean time taken to release 25 ml of alcohol from a burette: * Mean time taken / s = (1st + 2nd + 3rd + 4th + 5th trial data) à ¯Ã‚ ¿Ã‚ ½ 5. Alcohols Dependent independent variables Ethanol Methanol Propan-1-ol Butan-1-ol Octan-1-ol Liquid density / g ml-1 at 20 oC (293K). 0.789 0.791 0.804 0.810 0.826 The mean time taken to release 25 ml of alcohol from a burette / à ¯Ã‚ ¿Ã‚ ½ 0.0100 seconds 39.4 44.0 69.4 81.0 112 Table 2.2 shows the processed mean time taken to release 25 ml of alcohol from a burette. * Presentation of processed data: Graph 2.1 shows the relationship between the liquid density and the mean time taken to release 25 ml of each alcohol from a burette. * Treatment of uncertainties: * I try to read off carefully volume of the burette from the bottom of the meniscus with my eye level at the meniscus in order to make sure that the volume of each alcohol sample used is only 25 ml. CONCLUSION AND EVALUATION * Graph analysis: * According to the presented graph of the mean time taken to release 25 ml of different alcohols, there is a very strong positive correlation between the liquid density and the mean time taken to release 25 ml of alcohol from a burette as a very good line of best fit can be observed. (Please refer to Data Collection and Processing - Presentation of processed data - Image 2.1). * Conclusion: * The results demonstrate that, the higher the liquid density is, the longer time taken for 25 ml of the alcohol to be released from the burette. * The conclusion totally agrees with my hypothesis. * Evaluation of procedures: * Strengths: * Safety in the laboratory is highly maintained (by wearing goggles, lab coat and being careful with glass apparatus to avoid any poisonous alcohols that may splash). * Standard ranges and repetitions are met, a very strong positive correlation between the liquid density and the mean time taken to release 25 ml of alcohol from a burette is observed. * Quantitative investigation, with repeats strongly supporting each other, successfully proves that the expectations based on scientific knowledge are totally correct. * Weaknesses: * Several inevitable uncertainties occur throughout the whole experiment which may account for inaccuracies in the collected data. * The concentrations of the alcohols vary from 94.0 % to 99.5 %. The differences in concentration of each alcohol affect the reliability of the data, since 25 ml of pure alcohols (or 5 alcohols with the same concentration) may take different time to be released from the burette. * Although there is a very strong positive correlation between the liquid density and the mean time taken to release 25 ml of alcohol from a burette, the independent variables (liquid density) do not increase constantly due to the limited number of available alcohols (Please refer to Data Collection and Processing - Presentation of processed data - Image 2.1). * The entire procedures, although are simple, take a long time to finish because of the 50 ml burette need to take at least 3 times to add 5 alcohol samples (5 repetitions for each alcohol), 25 ml each. Overall there are 15 times to add 25 alcohol samples since I decide to investigate 5 different alcohols. The more time I need to add more alcohols into the burette, the more likely inaccuracies to occur. * Improving the investigation: * The procedures can be partially replaced by computer data logging suggested by Laurence Rogers (1995) [5] to prevent uncertainties from human errors when stopping the watch. The experiment can be programmed to collect the data (Time taken for 25 ml of the alcohol to be released from the burette) automatically. * More alcohols with liquid densities within the ranges (The lowest value: 0.789 g ml-1 the highest value: 0.826 g ml-1) can be tested to fill the 2 gaps between methanol and propan-1-ol, butan-1-ol and octan-1-ol in the presented graph. For instance, penta-1-ol has the liquid density of 0.815 g ml-1 at 20 oC (293 K) [6]. * Pure alcohols should be bought in the same concentration to ensure the reliability of the collected data. Otherwise, diluting the alcohols to the same concentration can be less expensive, yet time consuming. * A larger burette, for instance, with measuring volume of 75 ml (only 2 times to add 5 alcohol samples, 25 ml each) will reduce the times need to pour more alcohols into the burette to 10. Not only this change in equipment may save time of experimenting, but also minimise the uncertainties. Bibliography [1] Weinberg, F. (1984, December). Fluid flow from a low to a higher density liquid. Metallurgical and Materials Transactions B, 15(4), 681. Abstract retrieved March 8, 2009, from Springer Link. Web site: http://www.springerlink.com/content/n84726w432072592/ [2] Department of Chemistry. (2006, August 25). Biological effects of Methanol and Larger Alcohols. In Ethanol. Retrieved March 8, 2009, from Imperial College London. Web site: http://www.ch.ic.ac.uk/rzepa/mim/environmental/html/ethanol_text.htm [3] Weirauch, D. A., Jr. (1998, December). Predicting the spreading kinetics of high-temperature liquids on solid surfaces (Vol. 12). Alcoa Technical Center. Retrieved March 8, 2009. doi:10.1557/JMR.1998.0478 [4] Process Calculator. (2009). SG. In Liquid Density. Retrieved March 8, 2009, from Radix Business Models Pvt Ltd. Web site: http://www.processcalculator.com/Liquid_Density.aspx [5] Rogers, L. (1995, May). Sensors and The Data-Logger. In Hardware and software. Retrieved March 9, 2009, from School of Education, University of Leicester Web site: http://www.le.ac.uk/se/lto/logging/test1.html [6] Process Calculator. (2009). SG. In Liquid Density. Retrieved March 8, 2009, from Radix Business Models Pvt Ltd. Web site: http://www.processcalculator.com/Liquid_Density.aspx

Women and Islam Essay -- Islamic Females Islam Essays

Women in Islam   Ã‚  Ã‚  Ã‚  Ã‚  Religious institution has a profound impact on any and every society. Social norms, mores, and expectations are mostly defined by our belief systems, even if we ourselves don’t practice a religion. Government too is always based on common agreement upon what is right and wrong, and who is to rule. A society can experience violent opposition and revolutions because of radical religious groups. There’s no doubt about it. In any society, small or large, primitive or modern, religious institution plays a leading role. Islam is no exception. This paper will explore three critical aspects of Islamic society. The first is Democracy. Just how incompatible is an Islamic society with democracy? Secondly, how are women treated by Islamic society? Are they treated as equal to men, and why? Lastly, is Islam conducive to human rights? Is this reflected by Islamic governments? All of these questions and more will be considered in the following. It’s definitely not the first time it’s been asked. Can Democracy really function in an Islamic society? Some say yes, some say no. But the answer doesn’t seem to be quite so black and white. The Muslim countries in the world today are all different, and all have or have had different relationships with democracy. In order to better understand the answer to this question, we must look at some of the factors that influence the relationship between Islam and Democracy. According to Daniel E. Price, there are seven major categories of influences on the relationship between Islam and Democracy. These are historical influences, regime strength, regime strategy for dealing with political Islam, Islamic political groups, modernization/economics/demographics, politicized sectarian, ethnic, linguistic, or class cleavages, and minority religious groups. In history, there have been several notable aspects of society that have influence on Muslim countries. Colonialism has obviously induced a sort of backfiring from Radical Islam, and it is for this reason that most Muslim Countries that have had a history of Colonialism have a stronger presence of Radical Islam. These countries include Algeria, Syria, and Egypt. There is a stronger lingering hostility toward ideas attributed to the West (liberalism and democracy) and Westernized classes because of their association with the former colonial overlords. (Price, ... ...rn ideology. There is nothing in the Qur’an or Sharia that actually directly confirms that these three aspects of Islamic society are exactly as we in the West perceive. The problem is that the way that Muslims interpret their scriptures is contrary and even offensive to the West and its common ideologies. Lastly, the criticism and influence from the West toward Islamic culture, in addition to historical colonialization, only intensifies their rejection of the West and its criticism, and actually seems to make the problems concerning Democracy, women, and human rights even worse. Bibliography Esposito, John L. 1980 Islam and Development: Religioni and Sociopolitical Change   Ã‚  Ã‚  Ã‚  Ã‚  Syracuse University Press: Syracuse. Macionis, John J. 1992 Society: The Basics   Ã‚  Ã‚  Ã‚  Ã‚  Lehigh Press, Inc.: New Jersey. Price, Daniel E. 1999 Islamic Political Culture, Democracy, and Human Rights: A Comparative Study   Ã‚  Ã‚  Ã‚  Ã‚  Praeger Publishers: Connecticut. Spellberg, D.A. 1994 Politics, Gender, and the Islamic Past: The Legacy of A’isha Bint Abi Bakr   Ã‚  Ã‚  Ã‚  Ã‚  Columbia University Press: New York. Turner, Bryan S. 1974 Weber and Islam   Ã‚  Ã‚  Ã‚  Ã‚  Western Printing Services Ltd: Great Britain.

Natural Resources and Energy Paper

Natural Resources and Energy Paper Spechelle Jones, Cherrie Chicaletto, Robert Hernandez, Jamie Hughes SCI/256 October 13th, 2010 The world is growing at a rate of speed of 2. 8 people per second and losing 1. 6 acres of land per second in accordance with an article last month titled Environmental Impacts from Unsustainable Population Growth on the World Population Awareness website. World Population Awareness is an organization concerned with recent problems of as well as solution ideas to popular global warming theories caused directly by overpopulation of the world. (World, 2010).In addition to all natural resources on this planet fading away, there is an ever growing apprehension with the number of species of wildlife and the respective habitats of each. All over the world, nature preservation parks have been constructed just so a small group of people can be accountable to enforce certain guidelines for that preserve which support and ensure safety of life within that area. With more and more natural resources required to maintain our â€Å"natural† function of life, it is inevitable that the natural resources will run out sometime. It is only a question of when.E. O. Wilson said, â€Å"The one process ongoing †¦ that will take millions of years to correct is the loss of genetic and species diversity by the destruction of natural habitats. This is the folly our descendants are least likely to forgive us. † This theory has been the fuel for the modern â€Å"Go Green† campaign. Individuals everywhere have formed organizations promoting new resources that do not compromise the state of our planet. Ideas are being televised worldwide to educate people and suggest new ways of heating our homes or washing our clothes with a new detergent.With this in mind, it could only be a matter of time before the government requires everyone to follow certain procedures for the disposal of waste or building a house. Suddenly, it just does not seem s o important anymore that the government may be infringing on our rights as an American citizen to force regulatory guidelines. Taking the place of this common concern, is a universal interest and effort to save our planet for the sake of our children. Renewable forest resources are declining due the increased use of nonrenewable forest resources.Coal and natural gas are two examples of nonrenewable forest resources. These resources are nonrenewable because they cannot be recycled. The high abundance of coal and natural gas hit its peak one hundred years ago, after sitting under the earth for more than an estimated one million years. The supply of coal and natural gas is nearly gone due to excessive use of the resources in the past century. The coal and natural gas is not renewable; these resources are causing pollution to the ocean and all waters alike.Extracting natural gas and oil from forests for energy source is convenient to humans, but the environment is suffering as well as t he natural resources that are part of the local ecosystem of the forest. The forest resources were so abundant; however the transformation to these natural lands is irreversible. The forests can provide natural resources for centuries to come (Derr, 2007). Proper management of these resources is necessary for renewable forest resources. Water, air and paper are all examples of renewable forest resources.However, once these resources are polluted by the other resources; it is much more difficult to recycle them. In many cases, it is just too late to recycle those items because of the high amount of pollutant they had sustained. Carbon Dioxide is recycled into clean oxygen by plants and trees. Since many trees are being cut down and burned, more charcoal is being produced; which is a nonrenewable resource. The trees are being cut down, which can leave renewable forest resources.However, many of the trees in these big forests have been growing for thousands of years. The strength and p ower of these trees is impossible to regain. The trees have been putting clean oxygen into the air for thousands of years. New trees begin growing each year with the seeds from those who were cut down. None of those trees will have near the amount of power and/or shelter important to the surrounding ecosystem like those who had been growing for hundreds of years. It is vital to the local ecosystem of the forests that the trees remain.Animals do not want paper for shelter, nor can paper produce clean air to breath. It is important that the natural resources be taken care of, too much of the natural resources are depleting too quickly.References Derr, A. (2007). RENEWABLE RESOURCES. Boys' Life, 97(3), 38. Retrieved from MasterFILE Premier database. World Population Awareness. (2010). Environmental Impacts from Unsustainable Population Growth. Retrieved from Google at http://www. overpopulation. org/impact. html. Natural Resources and Energy Paper Natural ecosystem is a natural unit consisting of all plants, animals, and microorganism in an area functioning together with all the non-living physical of the environment which plants and animals are dependent upon one another, and their particular surroundings-for survival. Natural ecosystems make up the planet on which we live as well as the entire universe. They are dynamic and interconnected. An ecosystem is a collection of all plants, animals, microorganisms, bacterium, and fungus as well as the non-living components that function together as one unit in a given area (The Ontario Plan, 2011). Living and non-living things intertwine with each other in a natural ecosystem. San Diego’s wetland is an example of a natural ecosystem. In this paper it will discuss about the effects that a growing human population may have impacted on San Diego’s wetland’s resources, including loss or harm to populations of wild species. It would also discuss one management practice for sustainability and conservation of natural resources. Also to identify the risks and benefits of extracting or using one resource from this ecosystem, or in any areas near this ecosystem. Effects of Human Population Coastal Wetlands are one of many endangered habitat in the world, only next to tropical rain forests. It is said that in the United States there are estimated more than 50% of wetlands have been severely altered or destroyed. San Diego wetland is the most threatened resource on the California coast. By 1900, wetlands have been affected by human activities. Wetlands everywhere have been filled in for human developments such as housing, industrial plants, and airport. They have been dredge for use as canals, waterways, and marinas. Highways are over the streamside canyons and cut right through coastal marshes, causing habitat fragmentation (Sea World, 2002). Loss and harm to population of wild species Between 1990 and 2000 wetland loss was approximately 24 square miles per year, which is one football field lost every 38 minutes. The loss over the next 50 years with current restoration efforts is expected to be 500 square miles. Human activities cause wetland degradation and loss by changing water quality, quantity, or flow rates resulting increasing pollution and change the makeup of species within a habitat. These changes occur when wetland ecosystems are disturbed or non-native species are introduced to a habitat. Wetland plants can suffer as a result of both pollution and hydrologic changes. Other ways wetland plants can be damaged are cattle and other livestock grazing, introduction of non-native plants that compete with native plants and removal of plants to use land for other human development. Management for sustainability and conservation In the 1970s and 80s state and federal agencies, together with many private conservation groups, spent millions of dollars to purchase San Diego County wetlands to establish wildlife preserves. As a result, most of the county’s wetlands are publicly owned. This has largely stopped the filling, dredging, and other direct destruction of the wetlands, but they are still suffering from the erosion and sedimentation caused by upstream development. The City of San Diego has recently restored seven acres of salt marsh on the north end of Mission Bay, which expands the wetlands of Mission Bay Northern Wildlife Preserve. The Southern California Wetlands Recovery Project aims to acquire more than 1,500 acres, and to restore or enhance more than 500. In San Diego County the Project includes 20 acres of restored salt marsh in the Tijuana River Estuary (Sea World, 2002). Nonrenewable and renewable energy Oil and coal are currently the most used forms of nonrenewable energy. Coal is a combustible material that comes from the earth. It is obtained from mining and is the most difficult resource to get. Oil is another combustible energy obtained from drilling, although unlike coal, once the hole is drilled the oil can be pumped out of the hole. This makes it easier and more cost effective to gather oil then coal (Oracle ThinkQuest, 2011). No risk or benefit found by extracting or using a nonrenewable type of resources. Renewable energy is energy that automatically replenishes itself from ongoing natural processes. For example, sunshine, wind, flowing water, biological processes, and geothermal heat flows are creators of usable renewable energy (Oracle ThinkQuest, 2011). Wetlands cannot use any of none or renewable energy because wetlands are very sensitive that anything alien expose or introduce to it would lead fragmentation or even damage. View as multi-pages

The painting A Jeu de Paume Before a Country Palace

Adriaen van de Venne `s painting   A Jeu de Paume Before a Country Palace: An AnalysisThe painting A Jeu de Paume Before a Country Palace is a small painting by the Dutch artist Adriaen van de Venne.   The beauty of this painting is spectacular.   The picture presented is busy with many people in the depiction as well as many activities.At first the eye is drawn to the palace.   Even though it is in the country, it is ornate and impressive with its spires and cupolas.   Faded into the background is the image of a silhouette of a village.   The sky is littered with birds, and dogs dominate the crowd scene.Bordered by an elegant fountain and garden on one side and a forest with goats and deer on the other, there is a game of ball taking place.   Many people of all classes and backgrounds are entertained by watching the game.   In the left hand corner there are lovers who are oblivious to the rest of the excitement.   The one character that stands out is the middle age d, hefty man in the front who is dressed as a country gentleman.   There is a sense of frivolity in the mood of this painting.  A Jeu de Paume Before a Country Palace was painted in sixteen fourteen.   The oil on panel is six and one half by nine inches.   This painting and its companion, A Merry Company in an Arbor, were part of a series of four landscapes representing the seasons. This painting probably represents summer. (A Jeu de Paume Before a Country Palace)   The painter, Adriaen van de Venne, was born in 1589 in Delft, Netherlands, and died in 1662in The Hague, Netherlands.

ACT Scores Matter for College Admissions

When Don't SAT/ACT Scores Matter for College Admissions SAT / ACT Prep Online Guides and Tips Have you started researching how to apply to college?You may know that most college-bound students take the SAT and ACT. But just how important are they, and when can you get away without taking them? Let's look at when SAT and ACT scores are important for college admissions, and when they're not. When SAT/ACT Scores Matter Generally speaking, four year colleges place a lot of importance on your SAT and ACT scores. Your grades and high school classes may have different curriculum and levels of difficulty among schools. Because of this, it's hard for admissions officers to compare candidates' academic readiness on high school classes alone. The SAT and ACT represent an attempt to measure students' skills, knowledge, and potential on the same playing field. If you're applying as a strong academic archetype - for example, you have high grades and strong extracurricular involvement - you want your test scores to reinforce your academic achievement. If this describes you as a student, then your SAT or ACT scores matter a great deal.(Below, we'll discuss how scores factor into the equation for students applying as athletes or to pursue a special talent, like dancing or the arts.) Especially selective schools also want to see SAT Subject Tests, as a standard measure of your mastery of a particular subject in school, like biology, math, or Spanish. Click here to see the complete list of SAT Subject Tests and learn about what they cover. How to Find Your College Requirements Colleges state their standardized testing requirements on their admissions websites. In addition to which tests they require, you want to know what scores you need to achieve. This article tells you step by step how to set target scores that will put you in the best position for admission to your chosen schools. If your high school uses Naviance, you can also see data from students that attended your own school. Naviance shows you what scores they had and if they were accepted or rejected from your schools of interest. With clear goals and effective test prep, you canachieve your target scores and apply to schools where you have a strong chance of admission. For the many of you to whom SAT or ACT scores are very important, you can start preparing by answering any and all of your questions about the tests. When are the best dates to take the SAT or ACT?How can you aim for and achieve a perfect score? And how is the SAT scored anyway?The ACT? By thoroughly understanding the tests inside and out and doing some serious prep to get yourself ready, you can achieve scores that reinforce your high school record and prove your academic excellence to admissions committees. Now let's look at some exceptions - schools with test-optional and test-flexible policies. When Scores Don't Matter (or Matter As Much) - Test Optional and Flexible Schools Recently, more and more schools are de-emphasizing, or even doing away completely, with standardized test scores in their admissions decisions. Some schools have a test optional policy, which suggests that it's up to you whether your scores reflect your academic ability and you want to send them. Some schools merely suggest you can opt out, while others emphasize that scores truly are optional and will not affect your chances of admission one way or the other. This is frustratingly vague, right? I'd suggest researching the school's website or calling its admissions office and asking them to clear it up. Unless the school really stresses that scores are truly optional, it's probably a good idea to still take the test and send them. Considering how competitive admissions are, strong test scores could be one more way to gain an edge and stand out. Here we've compiled the comprehensive list of all the test optional and test flexible schools, along with their specific expectations. Check it out to see if any of your schools of interest don't require the SAT or ACT for admission. If you feel you are unable to achieve strong scores and the tests would drag down your application, then it might be a good idea to hold off on sending those in. Again, you should always check with the school to clear up what their stance toward SAT and ACT scores really is. One notable exception is Hampshire College in Massachusetts. They will simply reject any test scores that are sent their way. Their policy states, "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." Some test optional schools are Bates, Bowdoin, Smith, University of Texas at Austin, and Wesleyan, among numerous others. Another approach that schools have adopted is to be test flexible. This means you can send the SAT or ACT, but there are other options as well. Usually these other options are sending three SAT Subject Tests or three AP exams, if you feel they better reflect your work as a student. NYU, for example, says, "To be eligible for admission, applicants are expected to submit results fromone of the following testing options: The SAT Reasoning Test; or The ACT with Writing Test; or Three SAT Subject Test scores; or Three AP exam scores." We've looked at the policies of four-year colleges, but what about your unique profile as a candidate? First, what are your SAT or ACT requirements as a recruited athlete? Applying as an Athlete If you're being recruited as an athlete, you are most likely going through NCAA Clearinghouse. You will still have to take the SAT or ACT, if your college requires it, but your scores don't have to be as high as non-recruited students. Your SAT and ACT scores are compared on a sliding scale with your grade point average (GPA). So if your GPA is on the higher side, you can get by with lower test scores. If it's low, then you have to score higher on the SAT or ACT to make up for it. Click here to read about all the NCAA requirements, what SAT scores you need, and how to achieve them.This article is for you if you're a student athlete planning on taking the ACT. Your score requirements may also be less stringent if you're applying with a special talent. Applying With a Special Talent Have you published novels as a teenager? Or won national competitions in spelling or math? Did your 9th grade science experiment help scientists make a breakthrough discovery, or have you played violin in a symphony since the age of 14? If you're regarded as one of the top achievers in the country or world in a well-regarded talent, like music, academic competitions, chess, theater, or dance, then your SAT or ACT score might not matter that much. It might be especially inconsequential if it doesn't align with your strength. For instance, a college might not care how well a published teen author scores in math. Many of these students receive some media attention for their exceptional talent and will likely be in close contact with colleges to discuss exactly what scores they need for admission. If the college finds you a desirable candidate, then it will probably waive the usual SAT/ACT score expectation and accept you with a lower minimum score. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Applying to Art Schools If you're looking to pursue studio art, photography, dancing, acting, music, or another field in the arts, then you may not have to take the SAT or ACT. Usually these schools are more concerned with your portfolio or audition. Juilliard, one of the world's leading music schools and most prestigious arts programs, does not require the SAT or ACT. Some other art schools with no SAT or ACT requirement include, Academy of Art College in San Francisco American Academy of Art in Chicago California College of the Arts International Fine Arts College in Miami Illinois Institute of Art New England Institute of Art and Communication New Hampshire Institute of Art Two other types of schools that don't usually require the SAT or ACT for admission are community colleges and trade schools. Community Colleges As far as I know, no community colleges require SAT or ACT scores. They usually have open enrollment and have students take a placement test in math and English to determine their level in these classes. SAT or ACT scores could exempt you from these tests and determine your placement. Community colleges offer two-year Associate's degrees in a huge number of programs. Some students go into community college with a "2 + 2" plan, meaning they'll complete two years at community college and then transfer to a four year school. After an additional two years, they'll receive their Bachelor's degree from that four-year institution. There are several reasons why students might choose this plan. Two major ones are saving money or improving their academic record. Community colleges tend to be much less expensive than four year schools, so spending a couple years at one could be a huge tuition-saver. For students who are not satisfied with their high school grades, they could achieve higher grades in community college and then have more options for four year schools. Community colleges also often have partnerships with state schools that make it easy to make this switch. If you've already been at a community college for two years, you usually do not have to take the SAT or ACT or send your scores in order to transfer. The other type of schools that don't require SAT/ACT scores are technical and trade schools. Technical and Trade Schools Students who are primarily looking for professional training may be interested in technical or trade schools. Many of these schools don't require the SAT or ACT, or, if they do, they may only require it for certain sections. ITT Tech, for example, gives students the option of either passing an admissions test or taking the SAT or ACT. As with all college applications, research your school to find out its specific admission requirements. If you attend a vocational high school, or have one in your district, the teachers and counselors there might also be a great source of information for post-secondary options in technical and trade schools. To Sum Up... As you can tell, there are lots of different post-secondary options! Make sure to research your options well in advance of senior year so you can make a plan and fulfill all of your requirements in time for your deadlines. If you experience a lot of test-taking anxiety or cannot take the SAT or ACT for other reasons, there are selective four year schools, community colleges, and trade schools that do not require or do not heavily emphasize standardized testing scores. If you have financial concerns about the tests, check out our article on SAT fee waivers and ACT fee waivers to see if you might be eligible to waive the cost. If you are, you can also get free score reports sent to colleges. The SAT and ACT can be a personal milestone on the path to college for students, but these tests are not for everybody. Explore your options so you can make the best post-secondary plans for you! What's Next? Feeling worried about the SAT? Read these strategies for managing anxiety and how to use mindfulness to clear your head, focus your energy, and perform your best on the SAT. The new SAT is fast approaching! With that in mind, should you take the new SAT in 2016 or the current SAT? Figure out the answer to this important question here. Want to improve your SAT score by 240 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: