To Kill A Mocking Bird : Children Are What They Learn (grade 10 Essay :: essays research papers fc

Children are often influenced by adults in their life. Children often receive advice and encouragement from their parents or adult figures. In Haper Lee's novel, To Kill A Mockingbird, Atticus Finch helps, his daughter, Scout deal with situations, causing her to become a mature, open-minded individual. Scout learns about courage when Atticus sends her and Jem to read to Mrs. Dubose everyday. Scout learns to fight with her heads instead of her fists when Atticus is defending Tom Robinson. Scout finally learns what Atticus means when he says that you can't understand a person until you walk around in their skin. Atticus' influence shows in Scout accompanying Jem to Mrs. Dubose's. First, Scout learns about courage from Atticus. One can see this when Atticus sends her and Jem to read to Mrs. Dubose as a punishment for destroying her garden. Scout at first does not realize the courage Mrs. Dubose has. She thinks that she is just an angry, bitter old woman. Through going with Jem each day to her house, Scout finally discovers how courageous Mrs. Dubose is. One can see this when Atticus says, "‘I wanted you to see something about her – I wanted you to see what real courage is instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and see it through no matter what'" (116). This quote clearly shows that Scout learns about courage through the influence of Atticus, as well as Mrs. Dubose. It shows that Atticus does his best to steer his children in the right direction so they will mature into kind, loving people. Atticus also influences Scout when he a sks her to fight with her head. Second, Scout learns how to fight with her head. One can see this when Atticus is talking to her about the Tom Robinson trail. He tells her that several people in the town will say mean things about him, and that instead of attacking them, or fighting them, Scout should ignore them. He tells her to hold her head up high. One can see this when Scout says, "Somehow, if I fought Cecil I would let Atticus down. Atticus so rarely asked Jem and me to do something for him, I could take being called a coward for him" (81). This quote illustrates that because of Atticus, Scout chose not to fight.

History of Computers Essay

The abacus was an early aid for mathematical computations. Its only value is that it aids the memory of the human performing the calculation. A skilled abacus operator can work on addition and subtraction problems at the speed of a person equipped with a hand calculator. The abacus is often wrongly attributed to China. In fact, the oldest surviving abacus was used in 300 B. C. by the Babylonians. The abacus is still in use today, principally in the far east. A modern abacus consists of rings that slide over rods, but the older one pictured below dates from the time when pebbles were used for counting (the word â€Å"calculus† comes from the Latin word for pebble). In 1617 an eccentric Scotsman named John Napier invented logarithms, which are a technology that allows multiplication to be performed via addition. The magic ingredient is the logarithm of each operand, which was originally obtained from a printed table. But Napier also invented an alternative to tables, where the logarithm values were carved on ivory sticks which are now called Napier’s Bones. In 1642 Blaise Pascal, at age 19, invented the Pascaline as an aid for his father who was a tax collector. Pascal built 50 of this gear-driven one-function calculator but couldn’t sell many because of their exorbitant cost and because they really weren’t that accurate. Up until the present age when car dashboards went digital, the odometer portion of a car’s speedometer used the very same mechanism as the Pascaline to increment the next wheel after each full revolution of the prior wheel. Pascal was a child prodigy. At the age of 12, he was discovered doing his version of Euclid’s thirty-second proposition on the kitchen floor. Pascal went on to invent probability theory, the hydraulic press, and the syringe. Shown below is an 8 digit version of the Pascaline. Just a few years after Pascal, the German Gottfried Wilhelm Leibniz managed to build a four calculator that he called the stepped reckoner because, instead of gears, it employed fluted drums having ten flutes arranged around their circumference in a stair-step fashion. Although the stepped reckoner employed the decimal number system, Leibniz was the first to advocate use of the binary number system which is fundamental to the operation of modern computers. Leibniz is considered one of the greatest of the philosophers but he died poor and alone. In 1801 the Frenchman Joseph Marie Jacquard invented a power loom that could base its weave (and hence the design on the fabric) upon a pattern automatically read from punched wooden cards, held together in a long row by rope. Descendents of these punched cards have been in use ever since. By 1822 the English mathematician Charles Babbage was proposing a steam driven calculating machine the size of a room, which he called the Difference Engine. This machine would be able to compute tables of numbers, such as logarithm tables. Hollerith’s invention, known as the Hollerith desk, consisted of a card reader which sensed the holes in the cards, a gear driven mechanism which could count, and a large wall of dial indicators to display the results of the count. Hollerith built a company, the Tabulating Machine Company which, after a few buyouts, eventually became International Business Machines, known today as IBM. IBM grew rapidly and punched cards became ubiquitous. Your gas bill would arrive each month with a punch card you had to return with your payment.

Guideline for Article Review Essay

1. Full Bibliographic Reference State the full bibliographic reference for the article you are reviewing (authors, title, journal name, volume, issue, year, page numbers, etc. ) Important: this is not the bibliography listed at the end of the article, rather the citation of the article itself! Grading: -3 if missing 2. Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Note: For the on-line reviews done in some class sections, this category may be broken up into several separate subcategories. For the written review, please discuss all of these subcategories together as follows. Paragraph 1: State the objectives (goals or purpose) of the article. What is the article’s domain (topic area)? Paragraph 2: †¢ Audience: State the article’s intended audience. At what level is it written, and what general background should the reader have; what general background materials should the reader be familiar with to understand the article? †¢ Appropriate Journal? : Why is the journal appropriate (or inappropriate) for this article? (Check the mission statement or purpose of the journal itself from its cover or its Web site. ) Paragraph 3: State whether the article is â€Å"conceptual† or â€Å"empirical†, and why you believe it is conceptual or empirical. Empirical articles and conceptual articles have a similar objective: to substantiate an argument proposed by the author. While a conceptual article supports such an argument based on logical and persuasive reasoning, an empirical article offers empirical evidence to support the argument. Empirical articles offer substantial, detailed evidence which the authors analyze using statistical methods. Empirical articles must include hypotheses (or propositions), detailed research results, and (statistical) analyses of this empirical evidence. Empirical research includes experiments, surveys, questionnaires, field studies, etc, and to limited degree, case studies. Conceptual articles may refer to such empirical evidence, but do not provide the detailed analysis of that evidence. Of course, both types of articles can use real life examples to back up their points. Just because an article provides examples, does not necessarily mean that it is empirical. (The lesson to take home is not to consider a conceptual article to be an empirical one just because it provides some summarized or some unanalyzed data. ) Grading: Objectives: great – 3; ok – 2; poor – 1 Grading: Audience/Journal Appropriateness: great – 3; ok – 2; poor – 1 Grading: Conceptual vs. empirical: great – 2; ok/poor – 1 3. Very Brief Summary Prev Page For our article reviews, we do not want you to spend much space summarizing the article. Instead we are more interested in your analysis of the article. Thus, in this section, summarize the article only very briefly (2-3 paragraphs). If possible, use the IS research paradigm as the format of your summary, but remaining very brief: †¢ Paragraph 1: what is the problem or opportunity being addressed †¢ Paragraph 2: which solution is proposed (the solution could be a new model or a theory that explains the problem) †¢ Paragraph 3: what evidence is put forth that this solution is appropriate (If this is an empirical article, be sure to briefly describe what kind of empirical study was done as part of the evidence) Grading: great – 4; ok – 2; poor – 1 4. Results. Very briefly summarize the important points (observations, conclusions, findings) and â€Å"take home messages† in the article. Please do not repeat lists of items in the articles – just summarize the essence of these if you feel they are necessary to include. Grading: great – 8; ok – 5; poor – 2 5. Class Readings 1. Does this article directly cite any of the class readings, i. e. , does any class reading appear explicitly in its bibliography or reference section? If not, state this explicitly. If so, clearly describe how the authors use the cited article. How does the article you are reviewing relate to and/or build upon the class article it cites? If this article does not cite any class readings then just state this. (If you do not state this explicitly, you will not receive credit for this section. ) Do not discuss any other readings, such as other readings on the same topic or by the same author. Save any discussions of similar articles for your synthesis section below. 2. Do any of the class readings cite your article (besides the textbook)? If so, clearly describe how. If no class readings cite your article, then write in your review â€Å"No class readings cite this article. † (If you do not state this explicitly, you will not receive credit for this section. ) Be sure to add all references you cite to the bibliography. Grading: great – 4; ok – 2; poor – 1 {If none, then score 4 by default if this has been stated explicitly. } 6. Contributions An article makes a â€Å"contribution† by adding to the knowledge of researchers in a research field. An article can make a contribution to the research field in many ways. Does it provide a new way to look at a problem? Does it bring together or â€Å"synthesize† several concepts (or frameworks, models, etc. ) together in an insightful way that has not been done before? Does it provide new solutions? Does it provide new results? Does it identify new issues? Does it provide a comprehensive survey or review of a domain? Does it provide new insights? Also, is it salient (relevant and current) to a particular scientific issue or managerial problem? Are the issues addressed introduced in a way that their relevance to practice is evident? Would answers to the questions raised in the article likely to be useful to researchers and managers? Note: Do not discuss the contributions of the technologies the article describes, but rather the contributions of the article itself! The article’s contributions should be original. To the best of your knowledge, are they? Are the article’s take-home messages new? Describe each contribution clearly in a separate paragraph or bullet point. Discuss why the contribution is important. Alternatively, if you believe the article makes no contributions, explain why clearly. Grading: great – 8; ok – 5; poor – 2 7. Foundation Good research often is built upon theories and frameworks that other researchers have developed. Sometimes articles will be substantially based upon this prior work, and refer back to it in some detail. (Not all research articles will do this. ) Which theoretical foundations does this article and research build on, if any? In what ways? Include references/citations of the foundation work. (You can determine this in part from the works the article Prev Page cites. ) Note, however, that most works cited are not core foundational work, but rather just support certain aspects of the article. Similarly, do not confuse a general discussion of related topics as foundational work. If the article does not build upon key pieces of prior research, then write in your review â€Å"This article does not build upon any foundation research. † (If you do not state this explicitly, you will not receive credit for this section. ) Grading: great – 4; ok – 3; poor -1 {If none, then score 4 by default if this has been stated explicitly} 8. Synthesis with Class Materials The synthesis section should be at least one full page. Synthesis means analyzing a particular topic by comparing and contrasting it with, and thinking about it from the viewpoint of, the class materials from across the semester. These materials include the articles, models, frameworks, guidelines and other concepts we’ve covered. (Of course, only certain materials will be relevant for any given article. ) Note: You have to do this synthesis! You need to relate this article to other things we have studied, so by definition you will not find this analysis in the article itself! Discuss the article’s research ideas and results in terms of any relevant materials covered in class or which you have found in the readings. You can also check the concepts in the â€Å"to know† link on the â€Å"quick links† portion of the course Web site. Cite these readings explicitly, including their source in the bibliography and a bibliographic marker in the text (e. g. , [Turoff et al. , 1999]). You also could analyze the approach the author took to the article’s analysis and discussion. Discuss the article’s approach and results in terms of one or more of the frameworks, etc. , from the text or readings, or any you find elsewhere. For example, if the authors discuss any type of information system, you could use Alter’s WCA analysis to examine how they approached that information system. Try to do this for all the models and frameworks, etc., which apply to your article. As part of this analysis, reference other articles you’ve read, when appropriate. Compare the approach, results and contribution with all articles about similar topics or with a similar approach. For example, if your article develops a new framework, compare it with Bandyopadyhah’s Prev Page framework criteria (and vice versa – whoever does Bandyopadyhah’s article could test his criteria on frameworks from the other readings). Include any articles you cite in the bibliography and use bibliographic markers in the text. For all of these, do your synthesis comparison in as much depth as you can! Grading: four items up to 20 points total (12 points plus 8 points extra credit) – for each item: great – 5 ok – 2; poor – 1 Great: discussed deeply and relating the article in detail with the synthesized models and frameworks. OK: the synthesized information is only discussed in general 9. Analysis Note: Many people assume this category is the same as â€Å"General Critique†. It is not. General Critique is a different category from this, and follows below. What has changed since the article was written? How do it’s lessons, ideas and theories still apply? To what extent has its issues been resolved? Grading: great – 4; ok – 2; poor – 1 Additional Analysis Optionally, try applying the article’s models, frameworks and guidelines, etc. yourself. Do you find them useful? In addition, you may optionally add your own additional analysis in a separate subsection. (Do not repeat the author’s analysis in the paper – you could summarize this as part of the results section. ) Grading: this section is extra credit only: great – 8; ok – 5; poor – 2 10. General Critique In this section you should state your opinions of how well (or poorly) the authors did their research and presented the research results in the article. Your critique can contain both positive and negative comments. Justify and explain in detail each of your critique points in a separate paragraph of at least 4-5 sentences. The following are suggestions only: †¢ Does it build upon the appropriate foundation (i. e. , upon appropriate Prev Page prior research)? †¢ Did the authors choose the correct approach, and then execute it properly? †¢ How confident are you in the article’s results, and why? †¢ Are its ideas really new, or do the authors simply repackage old ideas and perhaps give them a new name? †¢ Do the authors discuss everything they promise in the article’s introduction and outline? †¢ What are the article’s shortcomings (faults) and limitations (boundaries)? Did it discuss all of the important aspects and issues in its domain (topic area)? †¢ In what way should the article have made a contribution, but then did not? †¢ Do the authors make appropriate comparisons to similar events, cases or occurrences? †¢ How complete and thorough a job did the authors do? Do the authors include an adequate discussion, analysis and conclusions? Did they justify everything adequately? Did they provide enough background information for the intended audience to understand it? For you to understand it? †¢ Were there adequate and appropriate examples and illustrations? For full credit, ask yourself these questions when justifying your critique points: †¢ why/why not? †¢ how? †¢ what distinguishes the differences/different approaches, and in what ways? Grading: four items up to 16 points total (10 points plus 6 points extra credit) – for each item: great – 4; ok – 2; poor – 1 11c. Further Critique of a Conceptual Article *** only for conceptual articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of a conceptual article examines the logic of the arguments made by the authors. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. Give examples whenever possible. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. LOGICAL CONSISTENCY: Do any parts of the article or research contradict or invalidate other parts? If so, have the authors acknowledged and explained this adequately? 2. COHERENCE: Does the article make sense? Did the authors approach this article (and this research) sensibly? Does the article develop Prev Page  an argument that follows a coherent line of reasoning? Are the boundaries of the argument reasonably well defined? Does the argument anticipate most, if not all, rival arguments? Does the article flow in a logical sequence? Do later parts build logically upon earlier parts? 3. SUBSTANCE: Does the article provide an argument or a line of reasoning that offers insight into important issues, or does it merely summarize previous studies in a shallow way that does not reflect depth of analysis? Does the article provide ways (a model, framework, guidelines, etc. ) to guide future thinking about the issue(s) the author is addressing? 4. FOCUS: Is there a clear audience that the authors address? Was the article written at the appropriate level for this audience? Grading: for each: great – 3 ok – 2; poor – 1 11e. Further Critique of an Empirical Article *** only for empirical articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of an empirical article examines the strength of the empirical evidence supporting the author’s argument. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. CLARITY: Is the article’s purpose and argument clear? Do the researchers clearly develop a major research question, proposition, or hypothesis that is to be evaluated in the empirical study and discussed in this article? If the study is exploratory (preliminary), is sufficient justification for an exploratory strategy given? 2. THEORETICAL GROUNDING: Is the researcher’s argument grounded in more basic theory? Is it clear whether the structure of the empirical study (i. e. , what they do) was derived from theory, or just made up? In theory-building articles, is the need for new theory adequately established? 3. DESIGN OF RESEARCH INVESTIGATION: Is it clear exactly how the empirical study was carried out? Is the design of the research approach (field study, experiments, questionnaires, etc. – both contents and how they will be used) adequate to address the common threats to internal and external validity? Have appropriate controls been established, and is the selection of research sites justified? Are the hypotheses and experiments, Prev Page etc. , significant? 4. MEASUREMENT: Empirical studies can have quantitative measurements (i. e., numeric results) and qualitative or subjective measurements. Are the measures used adequately described (i. e. , what is measured in the study and how)? Are data on the reliability and validity of these measures reported? Does the article feel anecdotal or solidly supported with evidence? For example, in case or field studies, are the results well documented? Is it clear who the subjects were, and with whom interviews were carried out? Were important results cross-checked, i. e. , determined across a range of subjects or just gotten from one or two subjects? 5. ANALYSIS: Is the analysis of empirical data conducted properly? Do the data conform to the requirements of any statistical tests used? Are qualitative data adequately described and presented? 6. DISCUSSION AND CONCLUSIONS: In discussing the results of the empirical study, do the authors remain true to the actual findings of the study? Are the claims made in the conclusion of the article actually supported by the empirical data? If the study is exploratory, do the authors offer research questions or hypotheses for future research? 7. BIASES: Do the biases of the authors affect the design of the research or the interpretation of the results? Are the authors aware of potential biases and the affect on the study? Grading: for each: great – 2 ok/poor – 1 12. Issues (listed by the author) What open questions or issues has the author stated remain unresolved? Discuss each in a separate paragraph of 5-10 sentences. Each issue’s paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it – if you give your own suggestions (instead of or in addition to the authors’, then precede each with â€Å"I would propose †¦ † If it has been resolved since the article was written, then state how it was resolved. Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 3 items up to 9 points total (6 points plus 3 points extra Prev Page credit) – for each item: great – 3; ok – 2; poor – 1 13. Issues (in your opinion) List several open questions or issues which remain unresolved in your opinion? For example, what possible future research questions could arise from this article? Discuss each in a separate paragraph of 5-10 sentences. Each issue’s paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 4 items up to 12 points total (6 points plus 6 points extra credit) – for each item: great – 3; ok – 2; poor – 1 14. Impact To determine how much impact this article has had, do a citation analysis. Discuss what this citation analysis shows, and why; don’t just list the citations! (See the Citation Analysis Guidelines (.doc) and Handout (. pdf) posted on the course Web site. ) If the article has no citations, then write in your review â€Å"I found no citations in the Science Citation Index, the Social Sciences Citation Index or on the Internet. † Then clearly explain why you believe there were no citations at all. If you found citations in some indexes or on the Internet but not the others, then explain this as well. Include your citation lists in an appendix to your review (see below for details). Grading – impact discussion: great – 3; ok – 2; poor – 1 15. Questions List three insightful questions of your own, arising from this article. Do Prev Page not ask definitions, but rather questions that really make one think. Grading: 3 questions, up to 6 points total – for each question: great/ok – 2; poor – 1 16. Annotated Bibliography For every item you have cited in your report, you need a full reference and an annotation explaining it. This includes references to any class materials, as well as the three additional citations utilized in sections 6-14. 1. List the full bibliographic references (authors, title, journal name, volume, issue, year, page numbers, etc. ) for anything you have cited in your review. IMPORTANT: This is NOT the bibliography listed at the end of the article. It is the bibliographic references for any readings you yourself referred to inside your review. 2. Write 2-4 sentences describing the article. 3. Write 2-3 sentences describing why you cited it. Also, be sure that you have included a bibliographic marker to each (such as [Bieber & Smith, 2001]) in the text of your review. Grading: -5 if missing references; -3 if you mention the authors explicitly in your text and put the references in this bibliography section, but forget to explicitly place citation markers in your text. 17. Citation Analysis Appendix There is a separate page on the course Web site describing citation analysis. This appendix will have three sections: †¢ the citations you found in the Science Citation Index †¢ the citations you found in the Social Sciences Citation Index †¢ the citations you found through a thorough Web search on the Internet If the article has no citations for any of these three, then write in that section â€Å"I found no citations in the [Science Citation Index or the Social Sciences Citation Index or on the Internet]. † Note, if your article has more than 20 citations, you only need to include a selection of them: †¢ State how many citations each index has and the Web search found †¢ List Prev Page 1-2 citations for each year in which the article has been cited. Try to include citations from several different journals spread over your selection ? Include a citation analysis to see who has cited it and how.

Free Essays on Rocket VS. The Minw

â€Å"The Rocket vs. the Mine† A comparison Symbolism is a major part of works of literature throughout history and continues to be uses by authors to make their point today. This tactic, which is one of the most effective forms of mood creation and setting, is exactly what made the movie October Sky a good example of this. The director of this film, Joe Johnson, cleverly used two inanimate objects and created two important characters in the movie, in this case the symbolism used is the rocket compared to the coal mine(2). This is the classic story of a young man who against all odds triumphs in the end when he accomplishes what he set out to do. In this case the young man, whose name is Homer Hickam, has a dream to build rockets instead of going to work in the coal mine with his father. This seemed to be the predestined fate of all the young men in town who do not get football scholarships. Homer did not accept this fate and was determined to make something of himself. His main adversary was not a person, but was a thing. The old Coalwood coalmine was his foe. It was like a black hole, which our science has only recently proved to exist, that seemed to trap everyone in its gravity offering little hope for escape. The mine gave life to the town, but ironically it also took it away. The coal boom of the early 20th century had created many new towns in the Appalachian Mountains, and it was the lifeblood of that region for many years(3). Unfortunately, coal mining was one of the most dangerous jo bs around, and many were injured and killed as a direct result. Countless others died years later from coal dust inhalation(3). At this point in history many of the mines were closing and the economy of many towns like Coalwood were in jeopardy. Henry 2 Homer realized that he wanted something else but didn’t know what it was until he saw Sputnik blast across the evening sky for the first time. This got him thinking about the ... Free Essays on Rocket VS. The Minw Free Essays on Rocket VS. The Minw â€Å"The Rocket vs. the Mine† A comparison Symbolism is a major part of works of literature throughout history and continues to be uses by authors to make their point today. This tactic, which is one of the most effective forms of mood creation and setting, is exactly what made the movie October Sky a good example of this. The director of this film, Joe Johnson, cleverly used two inanimate objects and created two important characters in the movie, in this case the symbolism used is the rocket compared to the coal mine(2). This is the classic story of a young man who against all odds triumphs in the end when he accomplishes what he set out to do. In this case the young man, whose name is Homer Hickam, has a dream to build rockets instead of going to work in the coal mine with his father. This seemed to be the predestined fate of all the young men in town who do not get football scholarships. Homer did not accept this fate and was determined to make something of himself. His main adversary was not a person, but was a thing. The old Coalwood coalmine was his foe. It was like a black hole, which our science has only recently proved to exist, that seemed to trap everyone in its gravity offering little hope for escape. The mine gave life to the town, but ironically it also took it away. The coal boom of the early 20th century had created many new towns in the Appalachian Mountains, and it was the lifeblood of that region for many years(3). Unfortunately, coal mining was one of the most dangerous jo bs around, and many were injured and killed as a direct result. Countless others died years later from coal dust inhalation(3). At this point in history many of the mines were closing and the economy of many towns like Coalwood were in jeopardy. Henry 2 Homer realized that he wanted something else but didn’t know what it was until he saw Sputnik blast across the evening sky for the first time. This got him thinking about the ...

Cuál es diferencia entre universidad y college en EEUU

Cul es diferencia entre universidad y college en EEUU Una de las primeras preguntas que se hacen los estudiantes internacionales o los migrantes recià ©n llegados y que quieren estudiar una carrera universitaria en Estados Unidos  es cul es la diferencia entre una universidad y un college. La respuesta es que es muy pequeà ±a, pero la hay. En muchas ocasiones, incluso los estadounidenses utilizan los tà ©rminos de universidad y de college como si fueran lo mismo, ya que la diferencia es pequeà ±a y se explica a continuacià ³n. Quiz para los estudiantes recià ©n llegados o que planean estudiar en Estados Unidos es ms importante saber quà © es un community college y quà © son carreras profesionales en Estados Unidos. Quà © se entiende por un college en Estados Unidos Es una institucià ³n educativa superior, generalmente dedicada casi exclusivamente  a estudios de licenciatura. Los estudiantes tras completar crà ©ditos generalmente en cuatro aà ±os reciben su licenciatura en B.A. (Bachelors of Arts) o en un B.S. (Bachelors of Science). Quà © son los liberal arts colleges en Estados Unidos Un tipo especial dentro de los colleges es el  conocido como liberal arts colleges. Son instituciones privadas con pocos estudiantes, generalmente menos de cinco mil, e incluso menos. Se caracterizan porque la mayorà ­a de sus estudiantes estudian a tiempo completo materias relacionadas con las artes liberales, como inglà ©s, literatura, sociologà ­a, historia, etc. Adems, la mayorà ­a de los profesores se dedican casi en exclusividad a la enseà ±anza y no tanto a la investigacià ³n y a la publicacià ³n de sus trabajos. Los liberal arts colleges, tambià ©n conocidos como baccalaureate colleges, son famosos por tener una fuerte vida comunitaria. En la actualidad, segà ºn un ranking elaborado por la prestigiosa revista U.S. News and World Report, los cinco mejores liberal arts colleges de los Estados Unidos son los siguientes: Williams College, MassachusettsAmherst College, MassachusettsBowdoin College, MaineSwarthmore College, PensilvaniaEl exclusivamente femenino Wellesley College, Massachusetts, y Middlebury College, Vermont, empatados en quinta posicià ³n. Las posiciones suelen variar poco de aà ±o a aà ±o. Todos los liberal arts colleges incluidos en la lista cobran matrà ­culas superiores a los $50.000 por semestre y tienen, en total, menos de 2.000 estudiantes. A quà © se le llaman universidad en Estados Unidos Es una institucià ³n educativa superior donde se ofrecen estudios de licenciatura –B.A y B.S.–, maestrà ­as, doctorados –Ph.D.–, adems de estudios profesionales. Pueden ser gigantescas y pà ºblicas o privadas. Como entre los estudiantes internacionales de origen latinoamericano es frecuente estudiar ingenierà ­a es recomienda conocer cules son  10 mejores universidades.   Para los estudiantes brillantes, tanto de Estados Unidos como extranjeros, se recomienda solicitar ingreso en al menos una universidad  Ivy League, si bien tener siempre en cuenta que hay universidades muy prestigiosas y de excelente nivel acadà ©mico que no estn incluidas en esta calificacià ³n, que tiene un origen histà ³rico concreto. Entre las universidades de excelente consideracià ³n econà ³mica y que no son Ivy League destacan: Massachusetts Institute of Technology (M.I.T.)Stanford UniversityCarnegie MellonUniversity of California, BerkeleyUniversity of Texas, AustinGeorgia Institute of TechnologyUniversity of Illinois, Urbana ChampaignUniversity of Michigan, Ann ArborUniversity of ChicagoDukeJohns Hopkins Algunas de ellas, como por ejemplo Berkeley, Austin Urbana Champaign y Ann Arbor son universidades pà ºblicas. Quà © es un community college o colegio comunitario Son instituciones de educacià ³n superior tambià ©n conocidos como junior o technical colleges. Los estudiantes se dedican a obtener certificados o diplomas profesionales o, al cabo de crà ©ditos que generalmente se consiguen en dos aà ±os, a obtener un grado de asociado (Associate ´s degree o A.S. por sus siglas en inglà ©s). Es muy comà ºn que despuà ©s de sacar un A.S. los estudiantes realicen  un transfer a un college y, tras otros dos aà ±os de estudios, se licencien con un B.A. o un B.S. Sin embargo, no todos los colleges y universidades admiten esta posibilidad. Los community colleges ofrecen grandes ventajas tanto para estudiantes americanos o inmigrantes como para los internacionales. Uno de los que ms destaca es el costo. En esta base de datos puede  verificarse  cunto cuesta estudiar en  ms de 1,000 Community Colleges  en todo el paà ­s y tambià ©n puntuacià ³n del TOEFL, los que lo piden ya que en muchos no es requisito. Quà © son los professional colleges En Estados Unidos carreras como Derecho o Medicina se estudian en universidades profesionales despuà ©s de haber obtenido un B.A. o un B.S. Es decir, a diferencia de lo que ocurre en la mayorà ­a de nuestros paà ­ses no son una licenciatura que se puede estudiar directamente al finalizar la high school (lo que se conoce en algunos paà ­ses hispanoparlantes como bachillerato, liceo o prepa). Sino que es necesario licenciarse y luego aplicar y ser admitido en un professional college. Es muy importante planificar con tiempo, incluso con varios aà ±os de anticipacià ³n, principalmente cuando se desea solicitar el ingreso a Medicina, ya que es un proceso largo y complicado. Tips para los futuros estudiantes universitarios Aplicar para ingresar a una universidad o college es un proceso complejo y largo. Estas son las ocho piezas necesarias para tener una aplicacià ³n completa. Para los estudiantes no habituados al sistema anglosajà ³n, esos requisitos pueden resultar confusos y puede dar lugar a que por ignorancia no se preparen convenientemente. Consejos para estudiantes internacionales en colleges y universidades de EE.UU. Los estudiantes internacionales necesitan una visa para poder estudiar en EEUU. Para obtenerla se requiere que previamente hayan sido admitidos por una institucià ³n acadà ©mica. Para ello necesitarn haber demostrado conocimientos de inglà ©s, generalmente tomando el examen que se conoce como TOEFL y obtener un buen puntaje.   Obviamente, dentro de esas categorà ­as no se encuentran ni los migrantes que cuentan con una tarjeta de residencia permanente ni tampoco los inmigrantes indocumentados. En cuanto a las visas, informarse sobre la visa F-3 para el caso de mexicanos  o canadienses que viven en la zona fronteriza e ingresar a Estados Unidos a estudiar pero mantienen su residencia en Mà ©xico o Canad. Asimismo, para obtener una visa de estudiante internacional es neceario  probar que tienen recursos econà ³micos suficientes, bien propios o de los padres o bien porque han obtenido una beca relevante. Tener presente que las universidades tambià ©n destinan dinero a becas de mà ©rito o deportivas. De hecho, 13 de à ©lite siguen la polà ­tica de need-blind tambià ©n para estudiantes internacionales lo que significa becas totales (o casi). Por à ºltimo, dentro del largo proceso que supone aplicar a varias universidades o colleges, ser admitido y solicitar la visa, es posible que se necesite  validar los estudios realizados  fuera de Estados Unidos. Es fundamental seguir las instrucciones de cada institucià ³n acadà ©mica sobre quà © empresa puede hacer la convalidacià ³n. Otras visas disponibles para los estudiantes internacionales En ocasiones, lo à ºnico que se desea es practicar el inglà ©s y pasar unos meses en Estados Unidos o se desea estudiar un aà ±o acadà ©mico de high school. Para estos casos, adems de las visas F-1 puede resultar conveniente informarse sobre los programas incluidos dentro de la visa J-1 de intercambio, ya que  pueden ser una muy buena opcià ³n, por ejemplo: Visas para trabajar y viajar en verano para estudiantes universitarios de otros paà ­ses.Visas para monitor en campamentos de verano. Las opciones son variadas y tanto si se opta por una visa J-1 como por una F-1 de estudiante lo ideal es que se adapte a las necesidades y deseos del estudiante. Conservar la visa como estudiante internacional Una vez que se tiene la visa se debe hacer todo lo posible para evitar caer en comportamientos que pueden ponerla en riesgo de cancelacià ³n. Algunas actividades, como el consumo de marihuana, puede no ser visto como algo grave por los estudiantes, pero lo cierto es que desde el punto de vista migratorio puede ocasionar un gran dolor de cabeza. Tener en cuenta que hay estados en los que es legal el consumo de marihuana, sin embargo, las leyes federales la consideran una sustancia prohibida. Las leyes que aplican a los estudiantes internacionales son las federales por lo que deberà ­an abstenerse de incumplir la ley. Finalmente, a la hora de tener relaciones consentidas con un menor de edad hay que tener en cuenta las leyes de edad de consentimiento sexual en cada estado ya que su incumplimiento puede tener consecuencias serias. Este es un artà ­culo informativo. No es asesorà ­a legal.

Sports Essay Example | Topics and Well Written Essays - 750 words

Sports - Essay Example For example, the 100 Metres race is known to be dominated by black people. White people shy away from it because they assume that they do not have the energy to run as fast as the blacks do. On the other hand, white people dominate swimming more than the black people do. White people are known to spend most of their time in water. This creates the perception to blacks that whites are best at swimming, and other races in the sport cannot replace them. This essay will explain the effects of race in sports, and how it affects the performance of participants in different fields of sports. Most people and participants know the effect of race on sports. In various universities in the USA, there are certain sports that are mostly practised only by people of a certain racial identity. This has a lot to do with the economic condition of people who belong to the African American community; which is historically underprivileged also due to preconceived notions and prejudices. There are many rea sons for this, the primary one being the historical one where they had access to formal education for a short period due to slavery. Even today, there are many prejudices that are associated with race in the minds of people of all races. Sport is seen as one of the main ways African youths can escape the poverty of the places they were born. For the eradication of such beliefs, education is considered as the best remedy. People like Booker T. Washington (Washington, 2006) also suggested this. There are, however, problems that have occurred during the implementation of this policy. Many African Americans secure admissions to good colleges because of their skills in sports, and this often makes them to neglect other aspects like their education. Due to the oppressive circumstances, they have to go through; many see this as the only avenue that is open. This discussion is about those sections of the African American community that is economically underprivileged, and not those that hav e achieved a high social status in their lives. The importance of this difference must be understood, and affirmative governmental action should be taken to account for the differences that are engendered by class distinctions, while at the same time being aware of the handicaps that racial oppression has created in the society. Interest in sports has also to do with history and the challenge that the African American community took up for attempting to rival the other races that had oppressed them for long. Sadly, this took on the form of a machismo that had the corollary of leading to the oppression of African American women at the hands of African American men. It is important to look at this lack of strategic essentialism, in an analysis of the importance of sports in the development of certain unhealthy social trends amongst people of the African American community. Sport has led to the achievement of many laurels for the United States of America. However, it has led to the pol arisation of several communities based on essentials that has stemmed from historic stereotypes and inequalities. In Stuck in the shallow End: â€Å"Education, Race, and Computing, UCLA researcher† Margolis Jane outlines the history of swimming in the USA to show how blacks have been affected by inadequate access to swimming facilities and lessons. She asserts â€Å"In most cases of discrimination, typecasts and systems of beliefs about dissimilar ethnic gender groups genetic makeup and

Impacts of the recent mortgage crisis on the money supply in the Research Paper

Impacts of the recent mortgage crisis on the money supply in the United States and the actions of Federal Reserve take in response to the mortgage crisis - Research Paper Example One of the major reasons of the recent financial crisis in United Sates was the mortgage crisis. Mortgage crisis refers to a situation in which the money borrowers fail to repay the money they lent from financial institutions. American financial institutions miscalculated that American economy is strong enough to overcome any kind of crisis situation and it is not necessary to bother much about the repaying capacities of the people who approach them for loans and other financial aids. Greedy public exploited the opportunities very well and they approached American banks for financial aids to purchase lavish apartments, real estate properties, vehicles etc. American banks imposed no restrictions in mortgage sanctioning and dispersed huge amount of money for maximising their profits. In most of the other countries, mortgages are sanctioned only after the assessment of the financial abilities of the customer. But in America, banks have shown fewer interests in assessing the abilities of the customers. The unexpected mortgage crisis impacted heavily on the money supply in America and Federal Reserve forced to take strong measures to counter the mortgage crisis. Impacts of the recent mortgage crisis on the money supply in the United States The major impact of the recent mortgage crisis on money supply in America was the change in behaviours of the investors.... driven some analysts to argue that should the monetary policy response fail to restore confidence among investors, the outcome would be the worst crisis seen since the Great Depression† (The United States Subprime Mortgage Crisis And Its Implications For The Caribbean, 2008, p.1). Real estate sector was the worst affected industry as a result of the recent mortgage crisis and subsequent money supply problems. Majority of the real estate business groups rely heavily on mortgages from financial institutions for the completion of their projects. As a result of the reluctance of the investors in investing in banks, Banks started to find money shortages to assist the real estate sector. Banks started to impose strict norms for sanctioning mortgages to real estate people. Moreover, people who approached banks for financial aids for purchasing properties were told that no more mortgages were possible without adequate proof about their financial abilities. Thus, both the real estate bu siness groups and the people who liked to purchase some properties suffered heavily and as a result of that real estate business started collapse. The impacts of mortgage crisis have not been limited to the financial sector alone. In fact, it has spilled into the real economy also and as result of that American economic growth has been reduced considerably over the last four years period. Economic activities in America have been reduced considerably because of the shortage of money in the hands of the public. Moreover, Americans started realise the importance of saving money for future crisis situations as they learned a lesson from the recent crisis. Thus, Americans started to cut down their lavish spending habits because of the mortgage crisis and subsequent recession problems. According to