E-Hr in PG - 3287 Words

Introduction to Procter Gamble Procter Gamble (PG) is a multinational corporation that provides consumer products in the areas of pharmaceuticals, cleaning supplies, personal care, and pet supplies. The global consumer goods company was started by William Procter, an English candle maker James Gamble, an Irish soap maker in 1837, and has been well established since then, ranking fifth place of the Worlds Most Admired Companies† by Fortune Magazine . PG constantly strives to provide branded products and services of superior quality and value that improves the lives of the world’s consumers , where PG’s brands serve 4.4 billion people in more than 180 countries. A High Performing Organization Being a multinational†¦show more content†¦There was an average of 16,000 individuals among PG’s employees that made used of its online training each month. Such success leads PG to expect an online training growth in the near future. To support such anticipation, PG planned to improve its learning management system in terms of its availabili-ty, tracking, learning process governance and application support . As a result, PG decided to assign Accenture in developing its learning management system for 6 years. Prior to the transformation, PG had over 200 training administrators that provided decentra-lized Tier 1 support, with multiple vendors providing support on more serious application issues on Tier 2 and Tier 3 . Over a period of 3 months, all support services from Tier 1 to Tier 3 had been successfully migrated to Accenture to meet several objectives such as creating a consis-tent development on its application system, having a reliable learning system with high availa-bility, as well as improving the control of its learning process . To meet the increasing demand that PG was expecting, it moved its Saba-based RapidLEARN to a clustered environment. Today, PG had a reliable LMS which was scalable to meet the increasing need of web-based training across the globe. More than 90,000 of PG’s employees now have access to the system. Today †¢ Online system To enable all its employees be updated with the most up-to-date trainings, all of PG’s em-ployees have access to aShow MoreRelatedDefinition Of Terms Are As An Example Of A Job And The Type Of Person Who Should Be Hired Essay1128 Words   |  5 Pages Structured interviews- interviews that have predetermined questions assigned before the interview. e. Assessment Centers- a simulation in which candidates are asked to perform different tasks in a hypothetical situation and are scored according to their performance. f. Personality tests- tests that measure basic aspects of a person’s personality such as introversion, stability, and motivation. g. Performance simulation tests- tests that measure an applicant by simulating physically demanding workRead MorePreparation of 1-Phenyl-3-Phenylaminopyrrolidine-2,5-Dione an Organic Laboratory Experiment on the Michael Addition1009 Words   |  5 Pages985 E xperimental The IR and NMR spectra were recorded on Nicolet 5DX IR and 100 MHz JEOL JNM-FX100 NMR F T spectrometers, respectively. Method A 1 M oleanilie a cid 1. Finely powdered maleic anhydride (3 g, 30 . mmol) and aniline (3 g, 32 mmol) are stirred in glacial acetic acid (15 mL) for 30 min a t room temperature. The solid thus obtained is filtered under suction, washed with a little ethanol, and dried. Students average yield of the product, m.p.192-197 C, is 5.2 g (90%). Read MoreEthanol and Overall Material Balance1076 Words   |  5 Pages(A) is extracted from a mixture of acetic acid and water (B) into 1-hexanol (C), a liquid immiscible with water. R xA = 0.005 xB = 0.995 F, 400 g/min zA = 0.115 zB = 0.885 S pureC E yA = 0.096 yC = 0.904 Figure 1 Calculate E, R, and S based on the given mixture feed rate F. Given: Figure 1 Required: E, R, S Solution: Basis: 400 g/min F Tie component in F and R: water (B) Component Material Balance for acetic acid (A): → Overall Material Balance: → 3.Read MoreHuman Resource Structure807 Words   |  3 PagesResource structure is administrative and common to all organizations, especially to the big company like Tianyang Food, a food production company in China. HR department act as the support for the organization in the likes of law, compensation, benefit, safety and health of the employees and the organization. However, the improper management from the HR structure can put the organization in a very difficult situation. 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Indianapolis Intervention For Perpetrators Of Sexual Abuse

Indianapolis Intervention For Perpetrators of Sexual Abuse Kaelin Dugan IUPUI Introduction Sexual Abuse Over the years, sexual abuse has been defined and regulated across the United States. Laws and protections have been enforced to protect children from sexual perpetrators. These laws are extremely strict in the United States, but this may not be the case around the world. Although persecution of perpetrators remains a common solution, there are other interventions used to rehabilitate and prevent future acts of sexual abuse. There are interventions and services available to perpetrators in Indianapolis, Indiana. Child abuse in the United States can be defined as â€Å"the engaging of child in sexual acts that the child does not understand, to which the child cannot give informed consent or which violate the social taboos of society (Hertherton Beardsall, 1988).† Based on the understanding of the child sexual abuse, perpetrators of sexual abuse will be referred to as perpetrators and victims of sexual abuse will be referred to as victims. Child sexual abuse occurs in a variety of ways. While women are capable of sexually abusing children, research suggests that men are more likely to abuse (Crosson-Tower, 2014). Because society tends to overlook female perpetrators, these numbers may change in the future. Depending on whether the abuse is intrafamilial are extrafamilial, perpetrators have access to children in different ways.Show MoreRelatedSexual Violence Essay1475 Words   |  6 PagesWell are they? The answer is no, they are not doing enough to prevent sexual assault and harassment. According to an article written by Angela Brauer and published by Indianapolis’ CBS 4, just in Indianapolis Public Schools last year as of 2016 the schools recorded 1,760 such allegations and within only three months into the 2017 - 2018 school year there was more than 190 claims (Brauer). This straight out of the gate makes someone wonder how can a number be so high if schools are allegedly takingRead More Exploring Girls Participation in Vio lence Essay3609 Words   |  15 Pagesdifferences in biology and socialization explain differences in the crime rate. Boys become aggressive and independent while girls become passive, dependent, and conventional (Artz, 1998). The increase in female violence was attributed to the perpetrators renunciation of femininity and the adoption of masculine characteristics and values. The womens movement, which fostered female assertiveness and was said to encourage young women to adopt certain male behaviors (drinking, stealing, and fighting)Read MoreRepressed Memories5487 Words   |  22 Pagesinternal beliefs. These inauthentic memories could be externally derived as a result of unintentional implantation of suggestion by a therapist. Advocates of repression used clinical cases indicating that child abuse victims may become amnesic of their trauma and that therapeutic interventions may generate a genuine recollection of their repressed trauma (Brenneis, 2000; Cheit, 1998; Kluft, 1995; Martinez-Taboas, 1996). Critics, however, discredit the scientific value of this evidence, claiming thatRead MoreOrganisa tional Theory230255 Words   |  922 Pagesa conscious fashion, that are borne out by being able to accomplish that activity. Often it is only when we become aware that our expectations, that are grounded in such tacit or taken-forgranted knowledge, have not been met (perhaps due to the intervention of some capricious circumstances) that we begin consciously to re-evaluate the webs of causal relationships that have previously been used to orientate our action. Out of this re-evaluation we begin to generate a new theory to account for the previously

Down And Out Essay Research Paper Down free essay sample

Down And Out Essay, Research Paper Down and Out # 8220 ; What you say we go down shore and see what the storm brung in? # 8221 ; says Richard. # 8220 ; Ya, stake we get ourselves some fresh lobster out some ole # 8217 ; trap we find washed up! # 8221 ; exclaims Chester. # 8220 ; Martha, acquire us our coats while we find dem darn boots! # 8221 ; says Richard. The two work forces get their boots, grab their jackets and caput for the beach. They two work forces walk for about an until a glistening object catches the corner of Chesters oculus. # 8220 ; Hey Rich, I think I see something over at that place, Lashkar-e-Taibas go look into it out, # 8221 ; says Chester. They work forces walk to the border of the grass where they find the glimmer objects. They notice that there are more than one, but about 15. They all have the same features, they are all in the form of bottles but they can # 8217 ; t see in them. We will write a custom essay sample on Down And Out Essay Research Paper Down or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is a name written on the outside but the salt in the H2O must hold washed most of it off. They throw all the bottles in a refuse bag and decide to head place. From what they could see no traps had washed up, and their legs were acquiring tired. They walk the hr trip back to Richards house where they take off their attire and empty the bags. # 8220 ; What you suppose are in these? # 8221 ; asks Chester. # 8220 ; I don # 8217 ; t cognize but every bit shortly as we wash them a spot and unfastened mutton quad # 8217 ; up we should happen out # 8221 ; answers Richard. Chester fills an old fish box with H2O to rinse the bottles. They clean the bottles them take them out and dry them. Martha hands Richard a bottle screw and coatings doing supper. Richards grabs the first bottle and pops out the cork. He pulls out what seems to be a missive written by manus. Sing the conditions of the bottles the letters are still white, except for the contrasting black ink. He sets this missive to the side and opens up another bottle. He takes out another missive and sets it to the side. This procedure continues until all the bottles are empty and put to the side. # 8220 ; What do you do of these? # 8221 ; asks Richard. # 8220 ; I # 8217 ; m non certain what to do of them. I guess we will have to read them foremost, # 8221 ; repliesChester. The two work forces begin to read the letters. What they learn is amazing. As they read more they eyes unfastened wider and wider. Martha finally joins them and reads them out loud, get downing at the first. Day 1 Coordinates 43 # 8242 ; N 67 # 8242 ; W It is a nice twenty-four hours to get down our trip. It is cheery and about 27 # 8242 ; outside. The conditions study sounds good for the following few yearss. Everyone is happy that our trip has eventually started but sad to go forth friends behind. The air current is blowing good and we hope to sail at least 15km before dark. We haven # 8217 ; t had much clip to prove all the equipment on the boat but have no frights that it won # 8217 ; t map decently. Day 2 Coordinates 42 # 8242 ; N 69 # 8242 ; W We have managed to maintain a good velocity by following the Labrador current down the eastern seashore. The conditions is still first-class with a good zephyr today. Everyone managed to acquire some slumber on the boat last dark. We plan to halt in Boston to refuel within the following few yearss. Moral is still high with merely a few ailments about non being able to watch Television. Everything seems to be working good with the exclusion of my ticker that I dropped overboard. We caught some fish for breakfast which will assist us salvage on nutrient costs. WE hope the remainder of the trip will be every bit gratifying as the first two. Day 3 Coordinates 39 # 8242 ; N 70 # 8242 ; W We stopped in Boston merely long plenty to refuel and acquire a few bags of french friess to maintain the childs happy. The air current has picked up and the sky is dark. We expect a little storm tomorrow but observing to acquire worked up approximately. Swells are from 1 to 3 meters but cipher seems to mind. I managed to make some wind surfing while the adult females were shopping for nutrient. Day 4 Coordinates 35 # 8242 ; N 67 # 8242 ; W The air current has picked up rather a spot which enabled us to do up for the halt in Boston. Everyone is still happy and wants to go on. I am sort of iffy on the conditions conditions but have decided non to head for the nearest port. The conditions study is naming for a storm tomorrow but they don # 8217 ; t anticipate it to be a bad one ; allow # 8217 ; s hope they are right. Day 5 Coordinates 34 # 8242 ; N 66 # 8242 ; W The air current was a spot stronger than had planned last dark. We are about in the Gulf Stream but still a good 2 # 8242 ; off. The wireless does non look to be working right so we plan to head to the following port we had planned. We have adequate supplies to last us at least six yearss so we can take out clip and sit out the storm. The childs are a spot disquieted but we can manage it. We are merely a spot off class, but doing great clip due to the strong air currents. Day 8 Coordinates 39 # 8242 ; N 69 # 8242 ; W The storm hit difficult and put us of class. The GPS does non work so The co-ordinates are done by utilizing a map and compass so they may be a small off. The childs are scared but I feel everything will be back under control shortly. We are heading for a port anyplace on the eastern seashore of North America. The air currents are still strong and we can # 8217 ; t utilize the masts as one has ripped. We are utilizing the motors and half about a half a armored combat vehicle left. There is still sufficient nutrient left for 3 yearss so it looks like we can do it to shore. We don # 8217 ; Ts know what to anticipate because the wirelesss have failed us are we can # 8217 ; t repair them. I haven # 8217 ; t had clip to compose as I have been flop with the boat and others on the boat. Let # 8217 ; s hope for the best. Day 9 Coordinates 37 # 8242 ; N 72 # 8242 ; W The conditions has started to better but we are nowhere near shore. The co-ordinates are an appraisal based on air current velocity and way we were heading. Everyone is acquiring scared and we are rationing nutrient. I have managed to catch some fish so we can salvage other nutrient. The H2O shaper is working good so fresh H2O is non a job. If things Don # 8217 ; t acquire better shortly I fear that we may # 8230 ; # 8230 ; .. Day 15 Coordinates NA I hoped for the best and got the worst. The air currents were highly strong and the crestless waves were anyplace from 10 to 20 meters. Everyone is scared and angry at each other. Morale has dropped drastically and I am get downing to lose hope. We hold a small nutrient left and with this conditions it is difficult to fish. I hardly have clip to compose any entries but feel that it is a necessity to enter what is go oning. We may be in the Bermuda trigon but have no thought of cognizing for certain. The H2O is warm, the conditions is warm, but for some ground the storm is no better, if non worse. Day 20 Coordinates NA I feel that we are someplace in the Bermuda Triangle. The storm has ended, and we have found an island. There is tonss of nutrient and clean H2O. I keep composing and have since thrown transcripts of several entries in the H2O, trusting that person finds them and deliver us. No 1 was hurt and no one is hungry. The conditions is nice and everyone is slightly happy that we are on land. We shall go on to populate on the island until person arrives. Equally far as we know there are no unsafe animate beings on the island. It is about the same size as Halifax, Nova Scotia. We find new things all the clip and everyone is kept happy. Many wrecks are on the shores of this island so we feel lucky that no 1 was hurt. There are tonss of bottles and paper, wood, guns, etc. that we have confiscated from the other ships. I shall go on to compose until I have run out of paper. Mr. Johnson # 8220 ; Well, we should give these to the constabulary, Don # 8217 ; T you believe? # 8221 ; says Richard. # 8220 ; Boys, expression at the paper, did you read it? # 8221 ; chortles Martha. # 8220 ; What, what does it state? # 8221 ; asks Chester. # 8220 ; I # 8217 ; ll read it. Prisoners of Bermuda Triangle Saved After 2 Calendar months Of Being Stranded on Island. # 8221 ; # 8220 ; Well what you know, this is orderly, I think we should Down and Out # 8220 ; What you say we go down shore and see what the storm brung in? # 8221 ; says Richard. # 8220 ; Ya, stake we get ourselves some fresh lobster out some ole # 8217 ; trap we find washed up! # 8221 ; exclaims Chester. # 8220 ; Martha, acquire us our coats while we find dem darn boots! # 8221 ; says Richard. The two work forces get their boots, grab their jackets and caput for the beach. They two work forces walk for about an until a glistening object catches the corner of Chesters oculus. # 8220 ; Hey Rich, I think I see something over at that place, Lashkar-e-Taibas go look into it out, # 8221 ; says Chester. They work forces walk to the border of the grass where they find the glimmer objects. They notice that there are more than one, but about 15. They all have the same features, they are all in the form of bottles but they can # 8217 ; t see in them. There is a name written on the outside but the salt in the H2O must hold washed most of it off. They throw all the bottles in a refuse bag and decide to head place. From what they could see no traps had washed up, and their legs were acquiring tired. They walk the hr trip back to Richards house where they take off their attire and empty the bags. # 8220 ; What you suppose are in these? # 8221 ; asks Chester. # 8220 ; I don # 8217 ; t cognize but every bit shortly as we wash them a spot and unfastened mutton quad # 8217 ; up we should happen out # 8221 ; answers Richard. Chester fills an old fish box with H2O to rinse the bottles. They clean the bottles them take them out and dry them. Martha hands Richard a bottle screw and coatings doing supper. Richards grabs the first bottle and pops out the cork. He pulls out what seems to be a missive written by manus. Sing the conditions of the bottles the letters are still white, except for the contrasting black ink. He sets this missive to the side and opens up another bottle. He takes out another missive and sets it to the side. This procedure continues until all the bottles are empty and put to the side. # 8220 ; What do you do of these? # 8221 ; asks Richard. # 8220 ; I # 8217 ; m non certain what to do of them. I guess we will have to read them foremost, # 8221 ; repliesChester. The two work forces begin to read the letters. What they learn is amazing. As they read more they eyes unfastened wider and wider. Martha finally joins them and reads them out loud, get downing at the first. Day 1 Coordinates 43 # 8242 ; N 67 # 8242 ; W It is a nice twenty-four hours to get down our trip. It is cheery and about 27 # 8242 ; outside. The conditions study sounds good for the following few yearss. Everyone is happy that our trip has eventually started but sad to go forth friends behind. The air current is blowing good and we hope to sail at least 15km before dark. We haven # 8217 ; t had much clip to prove all the equipment on the boat but have no frights that it won # 8217 ; t map decently. Day 2 Coordinates 42 # 8242 ; N 69 # 8242 ; W We have managed to maintain a good velocity by following the Labrador current down the eastern seashore. The conditions is still first-class with a good zephyr today. Everyone managed to acquire some slumber on the boat last dark. We plan to halt in Boston to refuel within the following few yearss. Moral is still high with merely a few ailments about non being able to watch Television. Everything seems to be working good with the exclusion of my ticker that I dropped overboard. We caught some fish for breakfast which will assist us salvage on nutrient costs. WE hope the remainder of the trip will be every bit gratifying as the first two. Day 3 Coordinates 39 # 8242 ; N 70 # 8242 ; W We stopped in Boston merely long plenty to refuel and acquire a few bags of french friess to maintain the childs happy. The air current has picked up and the sky is dark. We expect a little storm tomorrow but observing to acquire worked up approximately. Swells are from 1 to 3 meters but cipher seems to mind. I managed to make some wind surfing while the adult females were shopping for nutrient. Day 4 Coordinates 35 # 8242 ; N 67 # 8242 ; W The air current has picked up rather a spot which enabled us to do up for the halt in Boston. Everyone is still happy and wants to go on. I am sort of iffy on the conditions conditions but have decided non to head for the nearest port. The conditions study is naming for a storm tomorrow but they don # 8217 ; t anticipate it to be a bad one ; allow # 8217 ; s hope they are right. Day 5 Coordinates 34 # 8242 ; N 66 # 8242 ; W The air current was a spot stronger than had planned last dark. We are about in the Gulf Stream but still a good 2 # 8242 ; off. The wireless does non look to be working right so we plan to head to the following port we had planned. We have adequate supplies to last us at least six yearss so we can take out clip and sit out the storm. The childs are a spot disquieted but we can manage it. We are merely a spot off class, but doing great clip due to the strong air currents. Day 8 Coordinates 39 # 8242 ; N 69 # 8242 ; W The storm hit difficult and put us of class. The GPS does non work so The co-ordinates are done by utilizing a map and compass so they may be a small off. The childs are scared but I feel everything will be back under control shortly. We are heading for a port anyplace on the eastern seashore of North America. The air currents are still strong and we can # 8217 ; t utilize the masts as one has ripped. We are utilizing the motors and half about a half a armored combat vehicle left. There is still sufficient nutrient left for 3 yearss so it looks like we can do it to shore. We don # 8217 ; Ts know what to anticipate because the wirelesss have failed us are we can # 8217 ; t repair them. I haven # 8217 ; t had clip to compose as I have been flop with the boat and others on the boat. Let # 8217 ; s hope for the best. Day 9 Coordinates 37 # 8242 ; N 72 # 8242 ; W The conditions has started to better but we are nowhere near shore. The co-ordinates are an appraisal based on air current velocity and way we were heading. Everyone is acquiring scared and we are rationing nutrient. I have managed to catch some fish so we can salvage other nutrient. The H2O shaper is working good so fresh H2O is non a job. If things Don # 8217 ; t acquire better shortly I fear that we may # 8230 ; # 8230 ; .. Day 15 Coordinates NA I hoped for the best and got the worst. The air currents were highly strong and the crestless waves were anyplace from 10 to 20 meters. Everyone is scared and angry at each other. Morale has dropped drastically and I am get downing to lose hope. We hold a small nutrient left and with this conditions it is difficult to fish. I hardly have clip to compose any entries but feel that it is a necessity to enter what is go oning. We may be in the Bermuda trigon but have no thought of cognizing for certain. The H2O is warm, the conditions is warm, but for some ground the storm is no better, if non worse. Day 20 Coordinates NA I feel that we are someplace in the Bermuda Triangle. The storm has ended, and we have found an island. There is tonss of nutrient and clean H2O. I keep composing and have since thrown transcripts of several entries in the H2O, trusting that person finds them and deliver us. No 1 was hurt and no one is hungry. The conditions is nice and everyone is slightly happy that we are on land. We shall go on to populate on the island until person arrives. Equally far as we know there are no unsafe animate beings on the island. It is about the same size as Halifax, Nova Scotia. We find new things all the clip and everyone is kept happy. Many wrecks are on the shores of this island so we feel lucky that no 1 was hurt. There are tonss of bottles and paper, wood, guns, etc. that we have confiscated from the other ships. I shall go on to compose until I have run out of paper. Mr. Johnson # 8220 ; Well, we should give these to the constabulary, Don # 8217 ; T you believe? # 8221 ; says Richard. # 8220 ; Boys, expression at the paper, did you read it? # 8221 ; chortles Martha. # 8220 ; What, what does it state? # 8221 ; asks Chester. # 8220 ; I # 8217 ; ll read it. Prisoners of Bermuda Triangle Saved After 2 Calendar months Of Being Stranded on Island. # 8221 ; # 8220 ; Well what you know, this is orderly, I think we should Down and Out # 8220 ; What you say we go down shore and see what the storm brung in? # 8221 ; says Richard. # 8220 ; Ya, stake we get ourselves some fresh lobster out some ole # 8217 ; trap we find washed up! # 8221 ; exclaims Chester. # 8220 ; Martha, acquire us our coats while we find dem darn boots! # 8221 ; says Richard. The two work forces get their boots, grab their jackets and caput for the beach. They two work forces walk for about an until a glistening object catches the corner of Chesters oculus. # 8220 ; Hey Rich, I think I see something over at that place, Lashkar-e-Taibas go look into it out, # 8221 ; says Chester. They work forces walk to the border of the grass where they find the glimmer objects. They notice that there are more than one, but about 15. They all have the same features, they are all in the form of bottles but they can # 8217 ; t see in them. There is a name written on the outside but the salt in the H2O must hold washed most of it off. They throw all the bottles in a refuse bag and decide to head place. From what they could see no traps had washed up, and their legs were acquiring tired. They walk the hr trip back to Richards house where they take off their attire and empty the bags. # 8220 ; What you suppose are in these? # 8221 ; asks Chester. # 8220 ; I don # 8217 ; t cognize but every bit shortly as we wash them a spot and unfastened mutton quad # 8217 ; up we should happen out # 8221 ; answers Richard. Chester fills an old fish box with H2O to rinse the bottles. They clean the bottles them take them out and dry them. Martha hands Richard a bottle screw and coatings doing supper. Richards grabs the first bottle and pops out the cork. He pulls out what seems to be a missive written by manus. Sing the conditions of the bottles the letters are still white, except for the contrasting black ink. He sets this missive to the side and opens up another bottle. He takes out another missive and sets it to the side. This procedure continues until all the bottles are empty and put to the side. # 8220 ; What do you do of these? # 8221 ; asks Richard. # 8220 ; I # 8217 ; m non certain what to do of them. I guess we will have to read them foremost, # 8221 ; repliesChester. The two work forces begin to read the letters. What they learn is amazing. As they read more they eyes unfastened wider and wider. Martha finally joins them and reads them out loud, get downing at the first. Day 1 Coordinates 43 # 8242 ; N 67 # 8242 ; W It is a nice twenty-four hours to get down our trip. It is cheery and about 27 # 8242 ; outside. The conditions study sounds good for the following few yearss. Everyone is happy that our trip has eventually started but sad to go forth friends behind. The air current is blowing good and we hope to sail at least 15km before dark. We haven # 8217 ; t had much clip to prove all the equipment on the boat but have no frights that it won # 8217 ; t map decently. Day 2 Coordinates 42 # 8242 ; N 69 # 8242 ; W We have managed to maintain a good velocity by following the Labrador current down the eastern seashore. The conditions is still first-class with a good zephyr today. Everyone managed to acquire some slumber on the boat last dark. We plan to halt in Boston to refuel within the following few yearss. Moral is still high with merely a few ailments about non being able to watch Television. Everything seems to be working good with the exclusion of my ticker that I dropped overboard. We caught some fish for breakfast which will assist us salvage on nutrient costs. WE hope the remainder of the trip will be every bit gratifying as the first two. Day 3 Coordinates 39 # 8242 ; N 70 # 8242 ; W We stopped in Boston merely long plenty to refuel and acquire a few bags of french friess to maintain the childs happy. The air current has picked up and the sky is dark. We expect a little storm tomorrow but observing to acquire worked up approximately. Swells are from 1 to 3 meters but cipher seems to mind. I managed to make some wind surfing while the adult females were shopping for nutrient. Day 4 Coordinates 35 # 8242 ; N 67 # 8242 ; W The air current has picked up rather a spot which enabled us to do up for the halt in Boston. Everyone is still happy and wants to go on. I am sort of iffy on the conditions conditions but have decided non to head for the nearest port. The conditions study is naming for a storm tomorrow but they don # 8217 ; t anticipate it to be a bad one ; allow # 8217 ; s hope they are right. Day 5 Coordinates 34 # 8242 ; N 66 # 8242 ; W The air current was a spot stronger than had planned last dark. We are about in the Gulf Stream but still a good 2 # 8242 ; off. The wireless does non look to be working right so we plan to head to the following port we had planned. We have adequate supplies to last us at least six yearss so we can take out clip and sit out the storm. The childs are a spot disquieted but we can manage it. We are merely a spot off class, but doing great clip due to the strong air currents. Day 8 Coordinates 39 # 8242 ; N 69 # 8242 ; W The storm hit difficult and put us of class. The GPS does non work so The co-ordinates are done by utilizing a map and compass so they may be a small off. The childs are scared but I feel everything will be back under control shortly. We are heading for a port anyplace on the eastern seashore of North America. The air currents are still strong and we can # 8217 ; t utilize the masts as one has ripped. We are utilizing the motors and half about a half a armored combat vehicle left. There is still sufficient nutrient left for 3 yearss so it looks like we can do it to shore. We don # 8217 ; Ts know what to anticipate because the wirelesss have failed us are we can # 8217 ; t repair them. I haven # 8217 ; t had clip to compose as I have been flop with the boat and others on the boat. Let # 8217 ; s hope for the best. Day 9 Coordinates 37 # 8242 ; N 72 # 8242 ; W The conditions has started to better but we are nowhere near shore. The co-ordinates are an appraisal based on air current velocity and way we were heading. Everyone is acquiring scared and we are rationing nutrient. I have managed to catch some fish so we can salvage other nutrient. The H2O shaper is working good so fresh H2O is non a job. If things Don # 8217 ; t acquire better shortly I fear that we may # 8230 ; # 8230 ; .. Day 15 Coordinates NA I hoped for the best and got the worst. The air currents were highly strong and the crestless waves were anyplace from 10 to 20 meters. Everyone is scared and angry at each other. Morale has dropped drastically and I am get downing to lose hope. We hold a small nutrient left and with this conditions it is difficult to fish. I hardly have clip to compose any entries but feel that it is a necessity to enter what is go oning. We may be in the Bermuda trigon but have no thought of cognizing for certain. The H2O is warm, the conditions is warm, but for some ground the storm is no better, if non worse. Day 20 Coordinates NA I feel that we are someplace in the Bermuda Triangle. The storm has ended, and we have found an island. There is tonss of nutrient and clean H2O. I keep composing and have since thrown transcripts of several entries in the H2O, trusting that person finds them and deliver us. No 1 was hurt and no one is hungry. The conditions is nice and everyone is slightly happy that we are on land. We shall go on to populate on the island until person arrives. Equally far as we know there are no unsafe animate beings on the island. It is about the same size as Halifax, Nova Scotia. We find new things all the clip and everyone is kept happy. Many wrecks are on the shores of this island so we feel lucky that no 1 was hurt. There are tonss of bottles and paper, wood, guns, etc. that we have confiscated from the other ships. I shall go on to compose until I have run out of paper. Mr. Johnson # 8220 ; Well, we should give these to the constabulary, Don # 8217 ; T you believe? # 8221 ; says Richard. # 8220 ; Boys, expression at the paper, did you read it? # 8221 ; chortles Martha. # 8220 ; What, what does it state? # 8221 ; asks Chester. # 8220 ; I # 8217 ; ll read it. Prisoners of Bermuda Triangle Saved After 2 Calendar months Of Being Stranded on Island. # 8221 ; # 8220 ; Well what you know, this is orderly, I think we should name them and state them we got there letters, don # 8217 ; t you # 8221 ; asks Richard. # 8220 ; I thinks that # 8217 ; s a great thought, buts Lashkar-e-Taibas go down to the beach once more and have another expression # 8221 ; says Chester. # 8220 ; I # 8217 ; ll acquire your jackets # 8221 ; says Martha.

Role of Bronislaw Malinowski in the Anthropology

Introduction Ethnography refers to the â€Å"branch of anthropology that deals with the scientific description of specific human cultures† (Okely, 2011). It has four elements, namely; participant observation, natural setting, holism, and use of subjects own language. The field of ethnography usually focuses on human societies through a branch of cultural anthropology.Advertising We will write a custom essay sample on Role of Bronislaw Malinowski in the Development of British Social Anthropology specifically for you for only $16.05 $11/page Learn More Ethnography involves extensive travelling due to its aspects of fieldwork. Ethnographers study their subjects objectively. This process involves living an ordinary life among the population of study. The study period is usually long, but depends on the area of interest. This essay critically looks at the role of Bronislaw Malinowski in the development of British Social Anthropology and his influence i n the contemporary ethnography. Contemporary ethnographers consider Malinowski as one of the most experienced ethnographer. They consider Malinowski’s works as highly systematic with clear theoretical approaches in studying social systems. Other scholars have often referred to Malinowski as the first anthropologist to bring anthropology â€Å"off the veranda† (Kuper, 1973). This means that Malinowski had firsthand experiences of lives of his study population. This gave rise to the idea of participant observation in social research. According to Malinowski, it is necessary for an anthropologist to establish a contact with the study population in order to understand and record experiences of subjects objectively. This is crucial for understanding cultural aspects of the study population. He also brought the idea of functionalism and reciprocity, and the relationship between culture and people. Proponents of Malinowski look at anthropologists of the past centuries against the works of Malinowski. They note that Tylor and Frazer were the armchair anthropologists who relied on reports of missionaries, colonialists, travellers, and other people who could give them information for their studies (Kuper, 1973). JG Frazer was famous for studying social anthropology and showing the link between rituals and myths. He provided detailed accounts of religious and magical beliefs in his work, The Golden Bough of 1890. Frazer identified three stages of human belief as primitive magic, religious stage, and science stage. On the other hand, EB Tylor remains the scholar behind the idea of cultural evolutionism. Tylor looked at scientific study and anthropology as â€Å"a functional basis for the development of society and religion† (Kuper, 1973). Tylor believed that the British society could transform itself by understanding history and prehistory of man. Tylor and Frazer remain the founding fathers of modern anthropology.Advertising Looking for essay on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The next generation moved closer to fieldwork but remained in the armchair as they worked from the verandas. This category included Rivers, Seligman and others. These scholars moved to various countries but did not go to the subjects. Instead, they would stay in verandas and subjects would come to them for interviews. However, Malinowski’s approach changed subsequent studies in anthropology. According to Malinowski, â€Å"true and intensive fieldwork could only take place by living at the centre of the natives’ village† (Malinowski, 1922). The British Social Anthropology Malinowski was among the founding anthropologists of the British Social Anthropology. Malinowski advocated for a change in the British Social Anthropology from â€Å"the speculative and historical to the ahistorical study of social institutions† (Young, 2004). Ahistorical study does not take into account historical contexts when examining cultural phenomena that change with time. This paradigm shift marked the introduction of functionalism and fieldwork as ideals of studying social anthropology. Functionalism gained influence around 1920s. It worked as a form of applied methodology in social science. However, it did meet certain conditions in studying social or cultural changes. Functionalism regards society as a complex system. This complexity results from various parts, which work as a unit for establishing stability and solidarity. Malinowski applied functionalism to understand a society using its macro-level structures. In this context, Malinowski focused on social structures of society. These structures are responsible for shaping a society. Functionalism also focuses on social functions of a society. According to Malinowski, it was necessary to study social behaviours and relations in a society within their cultural contexts. This led to the theory of participant observation. Malinowski argued that it was important to take into account the observable variations in actions and norms of the people. This captures what society does and what it claims to do. Participant observation is a form of data collection method, which is common in qualitative research paradigms. It has spread to other areas of research studies such as social psychology, sociology, and studies in communication. Malinowski applied participant observation in order to achieve close relationships with the society and informants under study. This approach also enabled him actively take part in the daily life of the subjects under study over a long period in their cultural environments.Advertising We will write a custom essay sample on Role of Bronislaw Malinowski in the Development of British Social Anthropology specifically for you for only $16.05 $11/page Learn More Malinowski was able to provide a detailed account of Trobriand social life due to an application of the participant observation approach. As a result, Argonauts of the Western Pacific of 1922 became one of the most popular works of the anthropologist. Malinowski studied marriage, religious, and trade activities of the Trobriand extensively. This study and others developed the field of the British Social Anthropology from a mere discipline of evolution to a psychological and social field of scientific enquiry with both theoretical and methodological approaches. Malinowski challenged the Freudian approach of Oedipal Complex and the idea of primitivism among the natives. He showed that such primitive people had same levels and types of mental abilities like other advanced societies. He observed and substantiated such claims that primitive societies were not different from advanced societies. He observed that societies had different viewpoints about motives, beliefs, and emotional responses. However, human beings had similar manners of perceiving and processing infor mation irrespective of culture or race. This also extended to use of creativity and intelligence when adapting to situations. He made these assertions after studying Trobriand social life for many years. Malinowski’s ideas also spread beyond Britain. For instance, his methodologies also found their ways in Boasian methods among the American anthropologists. This established Malinowski as one of the most influential anthropologists of his time. Malinowski also developed the theory of reciprocity for understanding cultural anthropology. He aimed to define lives of Trobriand’s informal exchange of goods and explain how informal economic system worked. He identified that reciprocity was in â€Å"savage societies† as well as civilised societies. Malinowski extensively applied reciprocity in his study of the Kula ring (Stocking, 1983). The influence of Malinowski also reached in Africa through Rockefeller funding. He was in charge of field research in Africa in the 19 30s. This showed the influence of British Social Anthropology beyond Europe. This explains how the British Social Anthropology found its ways in former colonies.Advertising Looking for essay on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In fact, Peter Forster looked at anthropology in Africa and noted its influences and changes (Forster, 1994). As an effort to credit and adopt Malinowski’s approach to studying local social systems, he notes that cultural factors have not â€Å"received due attention since peasants’ knowledge and culture remain misunderstood† (Forster, 1994). Malinowski approaches to Fieldwork and its application in modern social research Scholars had already started fieldwork before Malinowski. However, Malinowski studies popularised and revolutionised fieldwork in anthropology. Malinowski believed in association with the native language. The works of Franz Boas also reflect this approach to social science. Malinowski believed in understanding mundane aspects of daily life of the society. In this context, Malinowski believed in going beyond the informant’s account in order to find true practices as they occurred in reality (Sanjek, 1990). Participant observation enabled the researcher to collect data about cultural aspects of the society. In this way, Malinowski was able to understand the psychology of his subjects. Establishment of Fieldwork Wax noted, â€Å"In the final analysis, the major credit for discovering the technique of intensive personal fieldwork among a single people must go to Bronislaw Malinowski (Wax, 1972, p. 2). Malinowski established three conditions for effective fieldwork. First, the research must have scientific goals, apply the values and approaches of contemporary ethnography. Second, the ethnographer must be in a better position when conducting the study. This implies that the ethnographer must live among the natives when gathering information. Third, the ethnographer must use several scientific methods of collecting, analysing, and fixing data. These three aspects should lead to three specific types of evidence from the fieldwork. First, ethnographer must understand the natives, their organisation, and anatomy of their c ulture. Second, the researcher must understand the actual life and behaviours of the natives. Finally, the researcher must present all materials from the field for analysis. According to Malinowski, this was the ideal fieldwork. Malinowski puts emphasis on the second principle as a root for successful fieldwork in ethnography. Living among the natives enabled the ethnographer to consider them as companions. This was an opportunity to learn about customs and beliefs of the native from a natural intercourse. Therefore, it was necessary to create proper conditions for fieldwork first (Wax, 1972). Malinowski then applied the first principle for effective fieldwork. This requires the ethnographer to pursue evidence using scientific principles. The scientific approaches enable the researcher to develop a conceptual framework of the problem under investigation. This is the appropriate way to achieve reliable results for contemporary studies. Thus, the researcher has to foreshadow the probl em when developing a scientific approach. In this context, Malinowski insisted on three fundamental types of evidence the ethnographer must separate from one another. First, the ethnographer must focus on the organisation of the natives and elements of its culture. In this area, the researcher must apply a proper technique of statistic in documenting data. Second, the research must focus on actual life of the natives and their behaviours. The research must document details gathered. This is only possible by establishing a close contact with the natives. Third, the researcher must review a corpus of ethnographic statements, utterances, narratives, traditional beliefs, magical approaches, and mentality of the natives. This observation is similar to the approach in â€Å"Collection† of Franz Boas. Malinowski presented a concrete approach used in fieldwork. This provides clear evidence on how scientific methods should work. In this sense, the method reflects final aims of the eth nographer, which are to capture ideas from the subjects’ point of view, aspects of life, and views about the world. Such detailed account of fieldwork led Malinowski to debunk observations of the Social Darwinist. This idea claims that all societies pass through â€Å"the same distinct and predictable stages, in the same predictable order, along a single linear trajectory† (Kuper, 1973). According to Malinowski, societies are different and difficult to predict due to their great variations. These various are diverse and not linear as the linear model indicates. Malinowski brings out three elements of effective fieldwork in comparison to his contemporary, River. He shows that ethnographer must show specific details of data collection, how to implement the method, and establish awareness of participation. Urry observes that Malinowski’s fieldwork approach classifies â€Å"the types of information for collection under concrete evidence, imponderability of social l ife, and native statements taken in vernacular† (Urry, 1993). From this point, Malinowski concludes that these are â€Å"the main three realms of ethnographic data the researcher should collect† (Urry, 1993). In this manner, Malinowski provides a detailed approach to fieldwork, which is applicable in modern social science. River’s approach concentrated on interviewing the subjects. On the other hand, Malinowski stressed the importance of participation by taking part in the village life. Thus, he notes, â€Å"it is good for the Ethnographer sometimes to leave camera, notebook, and pencil, and join what is going on. He can take part in the natives’ games. He can follow them on their visits, walks, sit, listen, and share in their conversations† (Malinowski, 1922, p. 22). The application of functionalism enables us to understand the place of magic rituals in modern societies. For instance, people who cannot bear challenges of modern, professional life o r tragic trauma usually resort to tribal of positive visualization. This acts as a form of therapy and healing process to such individuals as they imagine of positive outcomes in their roles. Therefore, the studies of Malinowski enable us to understand how traditional rituals can facilitate productivity in society. We can see contributions and scientific influences of studies of Malinowski in scientific research. Scholars have accredited Malinowski as the father of functionalism. As a result, there are attempts to contrast structural-functionalism of Radcliffe-Brown and Malinowski, and structuralism of Émile Durkheim. These approaches view society as a whole as they recognise contributions of its various institutions. Malinowski approached the society with the focus on actions of an individual. In this context, he argues that society exists to serve individual’s needs. He also focuses on â€Å"customary practices, and beliefs and how the psychology of those individuals m ight lead them to generate change† (Stocking, 1983). Malinowski also achieved influence through his lectures, writings, and mentorship. Still, most of Malinowski’s contributions to the British Social Anthropology also emanated from his contact with Radcliffe-Brown. These two scholars had differences but aimed to change past theories of social science. They aspired to create a new form of British Social Anthropology favoured with new ideas and practical, scientific methods. Malinowski insisted that ethnographers who wanted to experience life of the native had to adopt a fieldwork approach. This led to the development of a â€Å"scientific theory of culture† after his death (Kuper, 1973). This theory posits that it is â€Å"the function of an institution and the purpose of its existence that contribution to the biological survival of individuals within an interlocking matrix of such institutions† (Ellen, 1984). Fieldwork today Today, many ethnographers belie ve that conducting fieldwork using Malinowski’s approach is the best approach to understanding anthropological research as it is the only way of distinguishing the research (Watson, 1999). However, fieldwork has evolved since the time of Malinowski and now has several practices and methods, which modern social scientists use for gaining intimate knowledge of a society. Ethnographers of today conduct fieldwork in highly contemporary environments as well as remote villages. Still, they used several techniques to collect data. First, researchers collect data using quantitative approaches through surveys or existing records on the subject. Second, some researchers apply quantitative techniques to gather information. However, this is mainly common among biological anthropologists who study demographic aspects of communities. Unlike in the past where researchers worked independently, studies involving quantitative techniques may require cooperation among researchers as they take an interdisciplinary approach (Antonius and Sulka, 2006). However, social studies of today prefer qualitative information. They also use various approaches such as â€Å"individual or group interviews, undertaking oral histories, online discussion forums and, most importantly, through the Malinowskian tradition of participant observation† (Okely, 2011). Participant observation still plays the role it did during the time of Malinowski. It enables the researcher to â€Å"undertake detailed, lengthy, and often complex observations of social life in fine details† (Okely, 2011). Such approaches may target various sources of information such as virtual network communities, a native society, and social groups of the modern society. Modern fieldwork also has moved to the museums, institutions, archives and other places of keeping information. In these cases, the anthropologist seeks to understand â€Å"the underlying symbolic and cultural meanings of a text or a collection of o bjects† (Okely, 2011). Susanne Wessendorf shows challenges modern social ethnographers face during the course of their fieldwork (Wessendorf, 2009). The researcher observes that modern social research is quite different in urban settings. There are challenges involving practicality of applying participant observation in urban contexts as it raises ethical concerns too. Wessendorf highlights that such issues can change the course of participant observation. The researchers can fail to establish the relationship that Malinowski created with his informants and the natives. For instance, Wessendorf noted that her â€Å"everyday social relations with her informants consisted of casual encounters and participant observation in cafà ©s, at Salsa classes and at Italian club nights† (Wessendorf, 2009). Similarly, modern researchers have also based their studies on human subjects as the use of fieldwork expands to other fields such as medicine. Such researchers come closer to th eir subjects for exchange of information. Consequently, there are ethical problems earlier researchers such as Malinowski, Rivers, and Radcliffe-Brown did not experience. As a result, modern researchers face ethical dilemmas with human subjects during fieldwork. This is because they have to invade privacy of their informants. Therefore, researchers have to address the need to â€Å"extend the ethical decision-making paradigm to address ethical dilemmas arising during the course of fieldwork† (Qudsiya, 2008). Despite these observations, fieldwork remains the cornerstone of ethnography. Moreover, the idea of spending time with participants is the only way for ethnographers to collect reliable data from the participants. Conclusion The paper has highlighted contributions of Malinowski in developing the British Social Anthropology. Malinowski established ideals of fieldwork in ethnography by declaring clear stages of fieldwork, and what researchers should do while interacting wit h the natives. We have noted four principles Malinowski emphasised in social research. First, the ethnographer had to spend considerably extended time with the subjects. This is where Malinowski applied participant observation in order to understand cultures of the natives. Second, Malinowski applied functionalism to understand structures of the society through its members by analysing data collected. Third, the study used holistic approach. Fourth, Malinowski focused on the â€Å"savage societies† rather than civilised societies. Reference List Antonius, R and Sulka, J 2006, Ethnographic Fieldwork: An Anthropological Reader, Wiley-Blackwell, London. Ellen, R 1984, Ethnographic Research: A Guide to General Conduct, Academic Press, London. Forster, P 1994, ‘Has Anthropology a Future in Africa After Colonialism?’, UTAFITI: News Series, vol.1, no.1, pp. 48-69. Kuper, A 1973, Anthropologists and Anthropology: The British School, 1922-1972, Allen Lane, London. Malinow ski, B 1922, ‘Argonauts of the Western Pacific: An Account of Native Enterprise and Adventure in the Archipelagoes of Melanesian New Guinea’, Studies in Economics and Political Science, vol. 65, p. 22. Okely, J 2011, Anthropological Practice: Fieldwork and the Ethnographic Method, Berg Publishers, London. Qudsiya, C 2008, ‘Fieldwork and social science research ethics’, Indian J Med Ethics, vol. 5 no. 1, pp. 22-3. Sanjek, R 1990, Fieldnotes: the makings of anthropology, Cornell University Press, Ithaca. Stocking, G 1983, The Ethnographer’s Magic: Fieldwork in British Anthropology From Tylor to Malinowski, University of Wisconsin Press, Madison. Urry, J 1993, Before Social Anthropology: Essays on the History of British Anthropology, Harwood Academic Publishers, Chur, Switzerland. Watson, C 1999, Being There: Fieldwork in Anthropology: Anthropology, Culture and Society, Pluto Press, London. Wax, M 1972, ‘Tenting with Malinowski’, American S ociological Review, vol, 37, no. 1, pp. 1-13. Wessendorf, S 2009, Doing fieldwork with busy people. Web. Young, M 2004, Malinowski: Odyssey of an Anthropologist, 1884-1920, Yale University Press, New Haven. This essay on Role of Bronislaw Malinowski in the Development of British Social Anthropology was written and submitted by user Johanna J. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Essay on The Punic Wars

Essay on The Punic Wars Essay on The Punic Wars The Punic Wars The omnipotent Roman Empire, constructed over centuries and established itself as the most influential organization in history. From the form of government we still use, to the art of war, and the philosophy that intrigues us today, we owe the Romans credit for changing our lives, even today. But what caused the urge for Rome to become so grand? The Punic Wars gave Rome a taste of what it was like to have power, riches, eminence, and fueled their expansion to transcendence. Before the first Punic War erupted, tension had built up over years between Rome and Carthage. To the people of that time, it seemed natural for a more supreme nation to have total domination over all the weaker ones. Rome and Carthage were the two most powerful nations of that region and as their power rose, so did the tension. By 265 BC, Rome controlled most of the Italian Peninsula, and was looking to expand. Sicily was the first region Rome looked to conquer but Carthage had taken control a majo r port at Messina that connected eastern and western Roman trade. With that, the race for domination had begun. With Carthage’s expansion into Roman territory, the tension bursted and the first Punic War broke out. In an attempt to start war with Rome, Carthage seized a vital port and strait that connected trade between east and west Rome. With this, Rome eagerly declared war with Carthage with the goal to dominate the other at their expense. Carthage had a more supreme navy, but Rome had a stronger army. To get onto Carthaginian shores, Rome would need to get past Carthage’s fleets of ships. To complete this task, Rome invented the crow, a large wooden plank with a nail at the end to connect two ships and raid the other, turning a disadvantage into an advantage. With this ingenuity, African shores were now accessible to Roman armies. Twenty-three years after the beginning of the war, Carthage surrendered. In return for all the fighting and blood shed that the first Pu nic War caused, Rome received complete ownership of Sicily and Carthage had to pay an immense indemnity. The first punch of the fight between Rome and Carthage had landed in Rome’s favor, and not needing to worry about Carthage for the moment, they could set their eyes on territorial expansion. In the time between the first and second Punic War, Rome looked to expand in all aspects. Three years after the war, mercenaries rebelled on the islands of Sardinia and Corsica. The mercenaries asked for Rome’s assistance for when Carthage would send their armies to take back the islands. Rome declared the islands annexed from Carthage, and when Carthage protested, Rome threatened to declare war. Still recovering from war and paying off their indemnity, Carthage was in no shape to go to war and gave up the islands. Adding insult to injury, Rome then seized control of the islands and increased the indemnity. In 229 BC, Rome had the chance to prove their new prominent navy. Illyri an pirates harassed Roman ships on the open seas. Rome sent a military expedition and swiftly wiped out the pirates, doing so, they took control of Illyria itself. Rome also set their sights on the Po Valley in Gaul. They defeated many tribes and expanded to all northern Italian lands below the Alps. Expansion into Sardinia, Corsica, Illyria, Cisalpine Gaul, enlarged their territory, population and increased their volume of trade. After Carthage recovered from the first Punic War, they gained control of Spain, triggering Rome’s appetite to gain further control of Carthage increased. The battle for their corner of the world got even more heated as the tensions between the son of the leader of Carthage during the first Punic War, Hannibal, was hungry for revenge. Rome, expanding in mass, trade, and volume, saw this as threat for their well-being and a threat to commerce. As Hannibal and his forces started in Spain and moved their way through Europe, they had to overcome a major obstacle, the Alps. They proved

How Many Recommendation Letters For College Do I Need

How Many Recommendation Letters For College Do I Need SAT / ACT Prep Online Guides and Tips Colleges ask for all different numbers of recommendation letters. Each college sets its own policy, so it's always a good idea to double check each school on your list to make sure you understand exactly what it wants. Typically, colleges want you to send a recommendation letter from your counselor. Additionally, they may ask for one, two, or, in rare cases, three letters from your teachers. This guide will go over the different guidelinesso you know how many recommendationsto collectwhen applying to colleges. First, let’s go overthe different options. How Many Recommendation Letters Do Schools Require? You might need anywhere from zero to four letters of recommendations. As mentioned above, the majority of colleges want to see at least an evaluation from your school counselor. On top of this, many colleges, especially those selecting on the basis of academic merit, seek one or two teacher recommendations. Few colleges want to see three; usually, you’ll only need three recs if you’re applying to military school. To find information on your specific colleges of interest, you can look on their admissions websites. If you’re using the Common Application, then your app should also be customized to each school and its expectations. While this guide doesn’t cover every single college in the US (there are thousands!), it will go over some popular schools and their recommendation letter requirements. Let’s start with schools that have minimum requirements and work our way up to the schools with the most. You're off the hook for recommendation letters at these schools. Popular Schools with No Recommendation Requirement There are some schools, including competitive ones, that don’t require any recommendation letters at all. Some of these may have a general â€Å"no rec letter† policy, but still advise you to check with your particular department or program. Others may ask you to send a recommendation letter later in the year. Some of you reading this might breathe a sigh of relief, while others may want to send a rec letter and be disappointed. If you fall into the latter group, should you send your letter(s) anyway? Again, it’s always a good idea to check your school’s website for information or call its admissions office directly for its advice. Some schools will read your letters if you want to send them, while others arerather adamant about not sending any. Here are a few schools that, generally speaking, don’t require recommendation letters: Penn State University (unless specified by a program) University of California schools University of Minnesota University of Texas University of Washington Now for the schools that require one letter of recommendation - but only from your counselor. If you're applying to any of the schools below, then a trip to your guidance department is in order. Popular Schools that Require One Counselor Recommendationand No TeacherRecommendations These schools just want to see an evaluationfrom your school counselor. As you can see, most of these schools are open to you sending a teacher evaluation if you think it will be helpful to your application. College of William and Mary (teacher recommendationis optional) Georgia Institute of Technology (teacher evaluation is recommended, but not required) James Madison University (teacher recommendation is optional) University of Richmond If you do decide to send a teacher rec when it’s not required, make sure it’s a strong, substantial letter that you feel will truly help your candidacy. A common requirement of many four year colleges is one counselor recommendation and one teacher recommendation. These next schools want you to send two letters of recommendation, as indicated by the diesmbodied floating hand. Popular Schools that Require One Counselor and One Teacher Recommendation These schools want to seeoneletter each from your school counselor and a teacher. University of Delaware (one required, suggests that most applicants submit more than one letter) Georgia Tech Mills College NYU University of Maryland University of Massachusetts University of Virginia Wake Forest University More selectivecolleges tend to require a counselor letter of rec and two teacher letters of recommendation. Check out of some popular schools with this requirement below. If you're applying to any of the schools below, hopefully you have three smiling educators ready to write amazing things about you! Popular Schools that Require One Counselor and Two Teacher Recommendations Since these schools are particularly selective for academic ability, it makes sense that they want to hear about you and your work as a student from two different teachers. Amherst College Duke University Sarah Lawrence College Barnard College Emory University Scripps College Bates College Harvard University Skidmore College Boston College Harvey Mudd College Smith College Bowdoin College Haverford College Stanford University Brown University Johns Hopkins University Swarthmore College Bryn Mawr College Juilliard School Syracuse University California Institute of Technology Massachusetts Institute of Technology Trinity College Case Western Reserve University Middlebury College United State Coast Guard Academy Colby College Mount Holyoke College University of Chicago Colgate University New England Conservatory of Music University of Pennsylvania Colorado College Oberlin College Vanderbilt University Columbia University Occidental College Washington and Lee University Connecticut College Pitzer College Wellesley College Cornell University Pomona College Wheaton College** Dartmouth College* Princeton University Williams College Davidson College* Reed College Yale University *Dartmouth and Davidson additionally require a peer recommendation with the two teacher recommendations.**Wheaton requires one teacher rec and one pastoral rec Up until this point, you either had no choice in your recommender (as with your counselor) or could just choose one teacher. But as for the schools that require two letters, do they have any requirements about who exactly you ask to recommend you? Guidelines for Your TwoTeacher Recommendations In terms of who you ask, colleges typically ask you to provide a range of perspectives, like one letter from a science or math teacher and one from a humanities or social studies teacher (this includes technical schools like MIT and CalTech). The other common policy is that the school leaves the choice up to you. In pretty much any case, you should ask two teachers from core courses. If you’re applying to an art or performance school, like Juilliard or the New England Conservatory of Music, then one of your letters should be an artistic recommendation from a private studio teacher, conductor, coach, or artistic mentor. As you saw above, a select few schools, like Dartmouth, Davidson, and Wheaton, get specific about additional peer or pastoral recommendations, but these are definitely exceptions. Now that you have a sense of the colleges that want two teacher recommendations, take a look at the few that want three (FYI,they’re all military schools). Military Schools that Require One Counselor and Three Teacher Recommendations These schools also require a nomination from a Congressperson, which essentially counts as another recommendation, bringing the number required up to five! US Air Force Academy US Navy Academy (math, English teachers and Blue Gold officer) US Merchant Marine Academy US Military Academy (West Point) Above, we briefly touched on whether or not you should send a letter even if your school doesn’t require it. On a similar note, should you ever send an extra letter? Extra! Extra! Read all about me! Can You Send Extra Recommendation Letters? Logistically, you should be able to send an extra recommendation letter via mail or assigning an additional recommender on your school application or Common Application. Many schools allow this option, but you should be cautious and make sure you understand your school's opinion about sending extra material. Each school has its own stance on supplemental letters. If your school allows it, you want to make sure an extra letter adds something substantial to your application and comes from an authoritative source, like a community supervisoror spiritual leader with whom you've worked closely. Another circumstance in which an extra letter could be a good idea is if you attend a huge high school and haven't gotten to know your teachers or counselor very well. Again, make sure to learn about your school's policy. You don't want to play into the old admissions saying, "The thicker the file, the thicker the kid." Admissions officers usually don't look fondly on too much extra material. Rather than helping your application, excessive supplemental could just end up raising red flags about the strength of your candidacy. While researching your colleges' requirements is a critical first step in planning your recommendation letters, there are several other factors that require your attention. Read on for more on gathering recommendation letters, along withthe resources that canhelp you through the process. Tell me more. What Else Do You Need to Know About Recommendation Letters? Before you invite your recommenders to submit their letters online, you should be thoughtful about who you ask and howyou make your requests. Make sure to ask teachers of core subjects who know you well and give them all the necessary information at least a month in advance, if not in the spring of junior year. To get your best letter, part of this information should be a detailed resume and "brag sheet." Plus you can make appointments with your teachers and counselor to talk about your goals and what you'd like them to include in your letter. Finally, make sure you understand your rights surrounding your rec letters and how to approach the FERPA question on your application. Then you can invite your recommenders and know that you did everything you could to get the best letters for your college application. The rest is up to them, except for that final step in the process - sending thank you cards for all their help! What's Next? Now that you have access to guides on everything you need to know about rec letters, check out this complete guide that takes you through the steps of applying to college. This guide includes everything you need to know about the appplication process. If you're just starting to research colleges, check out this article on how to choose a college and all the questions to ask yourself when planning for your future! Want to improve your SAT score by 160points 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:

Using Ethos In Designing Of Websites Essay Example | Topics and Well Written Essays - 250 words - 1

Using Ethos In Designing Of Websites - Essay Example The website for a project management tool, Basecamp uses Ethos to appeal to its customers by showing its credibility. The website shows a picture of two men talking to each other. One man asks the other, â€Å"How did you get that project done without losing your mind?† The second man Answers, â€Å"BASECAMP, we love it.† The answer from the second man proofs that the website is credible and reliable in project management. There is also the bold sentence on the website that shows that last year alone, the website helped over 285,000 companies complete more than 2 million projects. When navigating through the website one realizes that Basecamp marketing site builds credibility for their products and services by listing prominent customers that depend on the company to finish their projects. The method appeals to new customers who will trust and believe that the company will also give them good products and services. The website underlines and bold statements such as â€Å"Millions of people† use Basecamp. An indication of a strong and trustworthy customer base helps the website to build credibility among other people especially new clients. The website also shows that the company’s software for doing project management can operate on a variety of operating systems both on computers and smartphones. Customers will thus, understand that the information is true and credible. The website continues to appeal to customers by putting videos of important customers explaining what they like about Basecamp. It is clear that the Basecamp marketing website ap peals to ethos.

Software Engineering Coursework Example | Topics and Well Written Essays - 2000 words

Software Engineering - Coursework Example At the engineering phase, software is produced and it is tested at the end of this phase. The last phase entails evaluation of the project’s output before the continuation of the project to the next phase. This software development ensures that the goals of software engineering are fulfilled. This is crucial in ensuring that the software designed is easily readable and understandable. Spiral model ensures that this goal of software engineering is met through appropriate and proper documentation. The model ensures that each of the four phases is well documented and explained. This ensures that incase any change happens in the future, the change can be easily understood and it would be easy to understand what to expect from the phases that are involved in the spiral development process model (Tsui, Karam, & Bernal 2014: 123). It is important for the developed software to be easily testable thus ensuring that in the event of any error occurring, it is easier to understand and trace the origin of the error. In so doing, it is not necessary to retest the entire software again. Due to the phases that occur in the spiral model, it is easier to test each phase separately before progressing to the next phase. This ensures that the output that each phase gives is gauged separately and in the event of an error in each phase, the origin of the error can be easily traced. It is important for the software to be flexible enough to ensure that it comfortably handles all the aspects that it is meant for. Considering that the spiral process model involves various phases, the engineers ensure that each phase comes up with an output that it is required (Brambilla, Cabot, Wimmer, & Publishers 2012: 100). It enables the engineers to come up with creative software and ensures that customers are able to evaluate the output of the project before getting into the next spiral. The spiral development ensures that there is the development of the correct model because each phase is

Carrying a Concealed Handgun Essay Example for Free

Carrying a Concealed Handgun Essay Carrying a concealed handgun is widely argued. It is legal in 49 states. Many people think carrying a gun will increase crime and start public shootouts. This is not the case. Carrying a concealed handgun is okay. It is also a right protected by the Constitution. In District of Columbia v. Heller (2008), the Supreme Court ruled that the Second Amendment protects â€Å"the individual right to possess and carry weapons in case of confrontation. This meaning is strongly confirmed by the historical background of the Second Amendment. † Handguns aren’t given to just anyone that walks in. The Gun Control Act of 1968 limits who can receive a handgun. Criminals cannot receive permits to carry a concealed handgun. Law enforcement agencies do background checks to ensure they are allowing the right people to carry a handgun. The mentally ill are also included in the Gun Control Act. If someone commits a crime with a legal carry permit, they would do it whether the handgun was legal or not. This doesn’t happen often though. According to ConcealedGuns.ProCon.org, only .003 % of murders between May 2007 and March 2010 were committed by handgun permit holders. The website also shows that the â€Å"general public is 5.7 times more likely to be arrested for violent offenses and 13.5 times more likely to be arrested for non-violent offenses, than concealed carry weapon permit holders.† Concealed handgun permit holders are, for the most part, good people. Some do lose their permits but permit revocation rates are very low. The Wisconsin Policy Research Institute Report, Concealed Carry Legislation, shares this data: -In 2004, Utah had a permit revocation rate of .4% -From 1986-2003, Kentucky had a permit revocation rate of .8% -In 2001, Indiana had a permit revocation rate of .2% -From 1995 to 2005, NorthCarolina had a permit revocation rate of .1% -From 1995-2006, Virginia had a permit revocation rate of .2% -From 1994-1996, Wyoming had a permit revocation rate of .2% -From 1996-1999, Oklahoma had a permit revocation rate of .2% This data clearly shows that only a very small group of people do something to have their permit revoked. It also means that a vast majority of permit holders are responsible, law abiding citizens. The handgun itself doesn’t have to do the defending. If a criminal knows that individuals can carry handguns, they are less likely to attack, which helps the public as a whole. If someone carrying a handgun and is attacked, the attacker usually retreats when the handgun is drawn. The police do not have to protect us. According to www.nraila.org, the Warren v. District of Columbia (1981) court ruled that â€Å"official police personnel and the government employing them are not generally liable to victims of criminal acts for failure to provide adequate police protection . . . a government and its agents are under no general duty to provide public services, such as police protection, to any particular citizen.† Also, the court ruled in Bowers v. DeVito (1982) that â€Å"[T]here is no constitutional right to be protected by the state against being murdered by criminals or madmen.† The government cannot guarantee the safety of everyone. Personal protection is important. Carrying a handgun also makes the carrier feel safe. Americans should not be scared going outside at night or walking through certain neighborhoods. Concealed handguns could also aid in public shooting sprees. If the individuals in the Virginia Tech or any other public shooting massacre had been armed, the spree could have ended much sooner. Some believe the massacre would have been made worse but what could be worse than a 32-victim massacre? Most of the victims were of legal age to possess a firearm. If they had been allowed a handgun on campus, could lives have been saved? I strongly believe so. With that said, this doesn’t mean people should run around as vigilantes hunting down criminals. The concealed carry permit holders are not the police. They do not have the authority to shoot just anyone. There are laws that make sure this doesn’t happen. Handguns would just be used for defense. Although you can’t run around fighting crime, your situational awareness while carrying a handgun will go up. You know that you are carrying and anyone else can be carrying too. This situational awareness can help you deal with bad situations or even prevent them. How do schools fit into this? Legally, a person with a concealed handgun cannot be within one thousand feet of a K-12 school. For the most part, concealed weapons are not allowed on college campuses either. This creates a large upset in the college community. Very few colleges have allowed students to carry concealed weapons. There have been no problems. Twelve schools, from Virginia, Colorado, and Utah, have allowed students with handgun permits to carry them on campus. Not one of these schools has had a handgun-related problem. This includes murder, suicide, threats, and handgun theft. Some believe that carrying handguns will distract students from the educational environment. These handguns are concealed. People should not know if you are carrying one or not. The students aren’t distracted in their daily lives by handgun permit holders so why should the college campus be any different? The same goes for the argument that guns and crowded schools don’t mix. Public areas are crowded too. College students are adults. A twenty one year old who is not in college can have a concealed handgun so why can’t an individual who is in college have one? They know what they are doing. They still have to follow the handgun laws like any other permit holder. College life may be defined with alcohol and drugs but the law doesn’t make exceptions for college parties. If an individual is intoxicated, they cannot be carrying their weapon. In the end, handguns are not a bad thing to carry. They can protect you in many ways. Crime rates may drop if criminals are too scared to attack. Carrying a concealed handgun is a right given to Americans. It should not be wasted. Almost all legal permit holders are law abiding. Guns can help.

Shakespeares Othello - Desdemona, the Heroine in Othello Essay

Desdemona, the Heroine in Othello  Ã‚        Ã‚  Ã‚   In William Shakespeare’s Othello Michael Cassio’s praises of the richly blessed Desdemona, as he awaits her arrival on Cyprus, are well deserved. This essay will amply support this statement.    Blanche Coles in Shakespeare’s Four Giants interprets the protagonist’s very meaningful four-word greeting to Desdemona which he utters upon disembarking in Cyprus:    Othello’s four words, â€Å"O, my soul’s joy,† tell us that this beautiful Venetian girl has brought great joy, felicity, bliss to the very depths of his soul. This exquisitely beautiful love that has come to a thoughtful, earnest man is indescribably impressive. For him it is   heaven on earth. And all the while, almost within arm’s length, stands Iago, the embodiment of evil, like the serpent in the Garden of Eden. (87)    In Act 1 Scene1, Iago persuades the rejected suitor of Desdemona, Roderigo, to accompany him to the home of Brabantio, Desdemona’s father, in the middle of the night. Once there the two awaken him with loud shouts about his daughter’s elopement with Othello. In response to Iago’s vulgar descriptions of Desdemona’s involvement with the general, Brabantio arises from bed and, with Roderigo’s help, gathers a search party to go and find Desdemona and bring her home. The father’s attitude is that life without his Desdemona will be much worse than before:    It is too true an evil: gone she is;   Ã‚  Ã‚  Ã‚   And what's to come of my despised time   Ã‚  Ã‚  Ã‚   Is nought but bitterness. (1.1)    So obviously the senator has great respect for his daughter, or at least for the comforts which she has afforded him up the beginning of the play. This respect is shared by her new husband Othello, who ... ...   You told a lie, an odious, damned lie;   Ã‚  Ã‚  Ã‚   Upon my soul, a lie, a wicked lie.   Ã‚  Ã‚  Ã‚   She false with Cassio! (5.2)    Then she accuses him of causing murder: â€Å"And your reports have set the murder on.† Emilia’s stunning interrogation and conviction of her own husband as the evil mastermind behind the murder results in Iago’s murder of her. Gullible Othello, grief-stricken by remorse for the tragic mistake he has made, stabs himself and dies on the bed next to his wife, his sorrow being as deep as his love for Desdemona prior to Iago’s machinations.    WORKS CITED    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.       Coles, Blanche. Shakespeare’s Four Giants. Rindge, New Hampshire: Richard Smith Publisher, 1957.

How to Take Care Your Hair

TUNKU ABDUL RAHMAN COLLAGE SCHOOL OF SOCIAL SCIENCE & HUMANITIES CERTIFICATE IN MASS COMMUNICATION (PUBLIC RELATIONS) YEAR 2012/2013 AHCC1033 PRESENTATION TECHNIQUES FOR MASS COMMUNICATION COURSE WORK INDIVIDUAL PRESENTATION NAME : LILY CHAN CHOY LI ID NO : 12AHC07160 CLASS : CPR TOPIC : HOW TO TAKE CARE YOUR HAIR MARKS ALLOCATION TABLE :Topic selected| /20%(marks are based on the topic’s difficulties and abilities to generate interests and curiosities among the audience)| DeliveryVoice ( /10%)Body language ( /10%)Eye contact & facial expression ( /10%)| /30%| Content of the speechIntroduction ( /5%)Body ( /5%)Conclusion ( /5%)Organization ( /5%)| /20%| Visual/ audio aids| /15%|Language| /15%| Total| /100%| Title: How to take care to your hair. Name: Lily Chan Choy Li General Purpose: To share Specific Purpose: To share 6 steps to take care your hair Time: 5 minutes 1. INTRODUCTION A. Have you always wanted that long, thick, shiny volumized bouncy hair? B. Although there are no magic tricks to quickly make your hair grows faster, you can try the following steps to get thicker and fuller hair fast.C. Hair is a part of our image, having a healthy and tidy hair really will give others a good impression. D. I will take about 5 to7 minutes to share with you 6 steps to take care your hair. 2. BODY/ CONTENT * I would like to begin with, Step 1-Visit the hairdressers. If you have any split ends, dead ends on your hair that look brittle and dry, visit the hairdressers as soon as possible! You have to cut your hair at least every six months. Your hair will not only look thicker but will look much healthier.Step 2- Use the suitable shampoo and conditioner. Go to your nearest beauty store and ask for a volumizing shampoo and conditioner. You should use conditioner because it will keep your hair healthy and shiny also de-tangled. *I already covered the step 1 and step 2, let’s move on to Step 3-Hair treatments. While you're buying your new shampoo, also ask for a few hair treatments to keep your hair shiny. A better choice is using natural ingredients like use egg yolk. Leave it in for 20-30 minutes and repeat twice a week.It will make your hair thicker and shinier. Step 4- If you blow dry your hair, do it upside down. It will make your hair thicker than usually. Put leave on conditioner before you blow dry your hair. It can protect your hair damage by the heat. *Ladies and gentlemen now I would like to continue with, Step 5-Relax and sleep about 7-8 hours in a day to make your hair grow faster. Factors like sleep deprivation and stress trend are often associated with the problem of hair loss. Step 6-Exercise regularly to improve circulation and metabolism, which aids n faster and thicker hair growth. While swimming, wear a cap to avoid damage due to chlorinated water of the pool. 3. CONCLUSION Ladies and gentlemen, I’ve come to the end of my talk. Let me sum up by saying that cut your hair at least every six months, choose a su itable shampoo and conditioner brands, , sleep and rest enough and get exercise, there are all the step to let you having a beautiful black hair. In conclusion, I hope you enjoy my presentation. Thanks for attention and spending precious time.

Fostering Ethical Behavior Essay

Ethical conduct in today’s work environment is extremely important as it not only affects the climate of the workplace but can also make a major impact on the output of the employees who work for you. As Kreitner and Kinicki state, â€Å"Improving workplace ethics is not just a nice thing to do; it also can have a positive impact on the bottom line† (Organizational Behavior, 2009, p. 25). But the discussion on how to foster more ethical conduct can oftentimes be a tricky question to answer. First, my firm belief is that you have to start from the top of an organization and work down. If a CEO or upper level manager acts unethically in his/her practices then how can you expect another employee to not react in the same manner? â€Å"Managers are potent role models whose habits and actual behavior send clear signals about the importance of ethical conduct. Ethical behavior is a top-to-bottom proposition†¦Ã¢â‚¬  (Organizational Behavior, 2009, p. 25). Secondly, an organization should maintain a strong and respected code of ethics that all employees would be required to adhere, train and reinforce in the workplace. Unethical behavior to get ahead can be a poison to any organization. â€Å"Behavior that is reinforced tends to be repeated, whereas behavior that is not reinforced tends to disappear. Ethical conduct too often is ignored or even punished while unethical behavior is rewarded. † (Organizational Behavior, 2009, p. 25). It should be the number one goal of any top management to foster a working environment where ethical behavior is rewarded and I feel that leading by example from the top down will result in a positive outcome in the workplace.

Bismarck essays

Bismarck essays Bismarck was born in 1815, at Schnhausen, northwest of Berlin, the son of a landowning nobleman (Junker) and an upper-middle-class commoner. In 1862, the Prussian King Wilhelm I appointed him as Prime Minister and Foreign Minister of Prussia. (Hollyday, 1970:11) To justify the increase of the army, Bismarck warned that "the great questions of the day [meaning German unification] will not be settled by speeches and majority decisions ... but by blood and iron."(Williamson, 1998: 94) Thus, Historians called Bismarck the Chancellor of Blood and Iron. Through the Danish- Prussian War of 1864, the Austro-Prussian War of 1866 and the Franco- Prussian War of 1870, he unified Germany. He was the first chancellor (1871-90) of the German Empire. However, the successor of Wilhelm I, Wilhelm II, dismissed Bismarck in 1890. This speech was announced to the German Reichstag in 1888, its main point was to claim the necessity of strong German armament because of its geographical position and because it faced a potential anti German coalition. Germany is located in the heart of Europe and has at least three fronts open to an attack. France and Russia could make an alliance against Germany because of their abhorrence to Germany and warlike nature. At the same time, Bismarck expressed that Germany desired peace and was not interested in any kind of an aggressive war; they were willing to work for peace with their neighbors, especially with Russia. The unspoken assumption of this document was to raise the nationalism in Germany and gain support from the nationalists and conservatives in the Reichstag. Thus, Bismarck emphasized the threats from Russia and France, and the glory of German unification. If Germany did not do anything to protect its achievements, it would lose everything again. A German army, stronger than any other nation of equal numbers in the world, was the best way to protect this great achievement. However, lack of money was th...

College Classes in High School Is AP or Community College Better

College Classes in High School Is AP or Community College Better SAT / ACT Prep Online Guides and Tips If your high school has AP classes, you probably know a bit about which ones are offered and what they’re like. AP classes are designed to be the equivalent of introductory-level college courses. However, you may also have the opportunity to take a real college class at your local community college as a high school student.Which option should you choose? Both community college classes and APs can be valuable additions to your transcript, but you might decide that one or the other is a better fit depending on your needs. I’ll go through the advantages of each and give you the information you need todecidebetween them. What Are AP Classes? The AP (Advanced Placement) program was designed by the College Board to give high school students an introduction tocollege-level material. AP classes are widely considered to be the most advanced types of classes you can take in high school. To earn AP credit, you have to take an exam at the end of the class that tests your knowledge of the curriculum.The exam is scored on a scale of 1 to 5, with 5 being the highest score.You may be able to get college creditif you score a 3, 4, or 5 on an AP exam, although policies differ between schools.AP classes are offered in 34 different subjects (although some high schools that participate in the program only offer a few of them), and over 2.3 million students take the exams each year. What Are Community College Classes? For the purposes of this article, community college classes are classes at nearby community collegesthat are open to high school students.Many high schools have programs that allow students to enroll in community college classes and continue their high school educations at the same time.You have to actually go to the community college to take these classes, and they may be held either during the regular school day or at night. In the following sections, I'll go over the advantages of AP and community college classes for high school students. It's like choosing from a box of gourmet truffles, except they're all filled with the creamy goodness of pure knowledge (imported from Belgium). Advantages of AP Classes Over Community College Classes Let's start with some of the benefitsof taking AP classes in high school. You Can Earn College Credits Without Leaving Your School AP classes are the best way to earn college credits without disrupting your schedule. It's difficult for students who are heavily involved in after-school activities and sports to fit community college classes into their schedules.You can also potentially knock out high school and college requirements simultaneously if you earn a high score on an AP exam in a core subject.Not every college will give you credit for your work in AP classes, but most will at least allow you to place out of introductory courses that could end up being redundant. You’ll Be in a Class With Other High-Achieving Students Who Care About the Subject Another positive aspect of AP classes is that usually most of the students want to be there.Being in a class with other people who are genuinely interested in learning can make a big difference in the experience (not that everyone who takes AP classes is a perfect student, but it’s more likely that they’ll be at least somewhat nerdy). Some students in community college classes could be taking the class as a major requirement.This might mean that they’re not as engaged, makingthe learning environment less intellectually stimulating. The Material Is More Predictable Since the AP program is standardized, you’ll be able to study for each exam and be confident that you've learned all the necessary information.There are tons of review books and practice tests to help you master the material and skills that are tested on AP exams.You’ll also know the format of the test beforehand, so you can get comfortable with it and avoid too much stress on exam day.In a community college class, the tests might be structured in a variety of different ways, and the outlines of what you need to study may be less cleardepending on the professor. They're Usually Cheaper Than Community College Classes Although it costs $92 to take each AP test, that's all you need to pay for the entire class. Even though community college classes are inexpensive compared to four-year college classes, they'll probably cost you more than an AP test, especially if you don't live in the same district as the community college. Some high schools help students pay for community college classes, but others will leave it up to you to take care of the costs.If money is a concern, AP classes may be a better choice for you. I mean, not really, but you get the idea. Advantages of Community College Classes Over AP Classes Now that you know the potential benefits of taking AP classes, lets take a look at what community college classes offer that might make them a more attractive option depending on your situation. You’ll Get to See What It’s Like to Be in a Real College Class Although AP classes are intended to be roughly equivalent to introductory college courses, they can only do so much to replicate the experience a college class.Taking community college classes will give you the opportunity to see first-hand how college courses and exams are structured.You’ll also see what the dynamic is like in the classroom and be able to hear the viewpoints of older students who might help you see the subject from different perspectives.In AP classes, the group of students tends to be more homogeneous, so points of view may be less diverse. You May Be Able to Get College Credit More Easily (and Be BetterPrepared to Place Out of Introductory Classes) Credits from community college classes usually transfer easily to your state school and other public schools. You may also be able to place out of introductory courses in college.This happens with AP credit as well, but since AP classes don’t quite replicate the college experience, sometimes students are unprepared for actual advanced college classes.It’s more likely that you’ll feel comfortable in a higher level class if you’ve taken a real college class already and mastered the introductory material in that context. You’ll Have More Course Options AP classes are relatively limited in their subject matter. The AP program covers all the core subjects, but you might find a community college class that aligns better with your interests than any APs that your school offers. Community college classes are a good way to expand your horizons before college and learn how to choose classes from a wide variety of subjects. A Bad Teacher Can't Sabotage Your Credit AP exams and curriculum are standardized, but methods of teaching for AP classes are not. Some teachers are lesseffective than others.This can be an issue because it affects students’ ability to do well on AP exams, and a low score on the exam diminishes the validity of the AP class on your course record.You may not be able to get any college credit for your efforts in the class if the colleges where you applyonly accept 4s or 5s for credit or if you don't end up passing the test. In community college classes, even if you earn mediocre grades in a poorly taught class, it's likely that you'll still be able to get some college credit. Come on guys. I know this is supposed to be AP Calculus, but help me out here. Do Colleges Prefer One Over the Other? Which Should You Take? Which type of college class for high schoolers will look better on your college applications, AP or community college? It depends on the types of colleges that interest you.AP exams are scored using a standardized system that almost every school recognizes and understands.In most cases, you can also use AP test scores to earn college credit or place out of introductory classes.High grades and scores in an AP class indicate to colleges that you are a driven student who is capable of working at a high level.A rigorous high school course load is very important to selective colleges, and AP courses may be considered stronger indicators of your academic abilities than community college classes. With community college classes, the difficulty of the class and your mastery of the material are harder for colleges to judge.Since you won’t take standardized tests, colleges must rely on their knowledge of the community college’s reputation and your grades in the class to make judgments.This could be fine if you’re applying to an in-state school or even an out-of-state public school, but more selective private colleges are less likely to accept credits from classes at community colleges that are unfamiliar to them.They may not consider the coursework to be equal to that of an AP course. If you’re applying to highly competitive private colleges, I would advise choosing AP courses over community college courses.Admissions offices at these colleges will recognize APs as markers of academic drive and the ability to handle a difficult course load.They might recognize community college classes as well, but because of the standardization and widespread respect for the AP program, AP classes will be seen as more concrete indicators of your abilities. While it's impressive that you wrote this paper with a comically large pen and still got an A+, we don't accept credits from Reelskool Community College. On the other hand, if you know that you’re going to your state school or another public school, community college classes may be a better option because the credits will transfer more easily. For this reason, they could also be a smart choice in the long run if you want to cut down on total tuition costs (even if they cost more in the short-term whencompared to AP classes). Your decisiondepends on what interests you as well. If your high school doesn’t offer a class that you want to take but your local community college does, you should take the community college class over a random AP. Read up on the courses offered by both your high school and your local community college, and see which classes interest you more. You can even try taking one of each type initially so you can make a more informed decision about what works best. What's Next? If you're still trying to figure out your schedule, check out our expert guide onwhich classes you should take in high school. As a high-achieving student, you may be interested in joining high school honors societies. Read this article to learn more about honors societies and classes and what they entail. If you're interested in selective colleges, it's important to challenge yourself in your courses. Check out this article for an overview of what a rigorous course loadlooks like in high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: