Political Effects Of The Renaissance Essays - Medieval Philosophy

Political Effects Of The Renaissance Essays - Medieval Philosophy Political Effects of the Renaissance History has shown us how civilizations evolve over time. Broadly interpreted, the age of Diocletian marked a decisive stage in the transition from the classical, the Greco-Roman, civilization of the ancient Roman Empire to the Christian-Germanic civilization of the early Middle Ages. Similarly interpreted, "the age of the Renaissance marked the transition from the civilization of the Middle Ages to the modern world"(Ferguson 1). Therefore, the Renaissance is the beginning of the modern world and modern government. In law the tendency was to challenge the abstract dialectical method of the medieval jurists with a philological and historical interpretation of the sources of Roman Law. As for political thought, the medieval proposition that the preservation of liberty, law, and justice constitutes the central aim of political life was challenged but not overthrown by Renaissance theorists. They contended that the central task of government was to maintain security and peace. Machiavelli maintained that the creative force (virtj) of the ruler was the key to the preservation of both his own position and the well-being of his subjects, an idea consonant with contemporary politics. Italian city-states were transformed during the Renaissance from communes to territorial states, each of which sought to expand at the expense of the others. Territorial unification also took place in Spain, France, and England. The process was aided by modern diplomacy, which took its place beside the new warfare when the Italian city-states established resident embassies at foreign courts. By the 16th century, the institution of permanent embassies spread northward to France, England, and the Holy Roman Empire. Renaissance churchmen, particularly in the higher echelons, patterned their behavior after the mores and ethics of lay society. The activities of popes, cardinals, and bishops were scarcely distinguishable from those of secular merchants and political figures. At the same time, Christianity remained a vital and essential element of Renaissance culture. Preachers, such as San Bernardino of Siena, and theologians and prelates, such as Sant'Antonino of Florence, attracted large audiences and were revered. Moreover, many humanists were concerned with theological questions and applied the new philological and historical scholarship to the study and interpretation of the early church fathers. The humanist approach to theology and scripture may be traced from the Italian scholar Petrarch to the Dutch scholar Desiderius Erasmus; it made a powerful impact on Roman Catholics and Proteezts. Some medievalists contend that the inflated eloquence and dull neoclassicism of much humanist writing undermine the claim that the Renaissance was a turning point in Western civilization. Although these contentions are valid to some degree, the Renaissance clearly was a time in which long-ezding beliefs were tested; it was a period of intellectual ferment, preparing the ground for the thinkers and scientists of the 17th century, who were far more original than the Renaissance humanists. The Renaissance idea that humankind rules nature is akin to Sir Francis Bacon's concept of human dominance over nature's elements, which initiated the development of modern science and technology. Medieval notions of republicanism and liberty, preserved and defended with classical precedents by Renaissance thinkers, had an indelible impact on the course of English constitutional theory and may have been a source for the conception of government espoused by the Founding Fathers of American constitutionalism. Above all, however, "the age of the Renaissance marked a decisive stage in the transition from Middle Ages to the modern world"(Ferguson 1). - Morgan, Michael. Classics of Moral and Political Theory. Indianapolisis: Hacket Publishing Company, 1992. 417-419. Ferguson, Wallace. The Renaisance. New York: Harper & Row Publishing Inc., 1963. 1-29

S Dickens, innit - Emphasis

S Dickens, innit S Dickens, innit He began by turning Shakespeare into txt spk. Now its Dickens for da yoof of today. Martin Baum, a father from Bournemouth, has rewritten Dickens in yoof-speak in order he claims to get children interested in reading. Kids today have invented their own language, says Baum. And I use this language to try and engage them. Judge his alleged mission as you will, while you contemplate his opening to Da Tale of Two Turfs: It was da best of times and, not being funny or nuffing, but it was da worst of times, to be honest

CMG301 MOD 4 SLP Essay Example | Topics and Well Written Essays - 500 words

CMG301 MOD 4 SLP - Essay Example In addition, partnership agreements can help better realize goals such as a safe work environment, resolution of issues without litigation, timely completion, and minimum disruption to the environment, and achieve a more client-focused design with reduced errors and omissions (Galey and Pagrzeba 124). Capital Roofing Company, in addition to partnering with the owners of 123 First Street, Seattle, can also partner with roofing materials suppliers to better ensure reliability of pricing and supply during the lifetime of the project. Partnerships with providers of Roof Diagnostics services or Preventative Maintenance Programs, or Photovoltaic Systems and Green Roofing can also add value that the owners may desire, in order to reduce their carbon footprints or to save money in the long-run through efficiency gains. Haltenhoff, C. Edwin and Rita A. Gregory. â€Å"Partnering on Small Construction Projects.† Discussion. Journal of Construction Engineering & Management 127.4 (2001): 346-7. EBSCOhost. Web. 12 Sep.

Tax Planning Essay Example | Topics and Well Written Essays - 1500 words

Tax Planning - Essay Example Tax avoidance is the process of planning business transactions in a manner that legally minimizes the amount of taxes due. The four maxims of tax planning are built around the premises of helping businesses work around tax liabilities. 1) Businesses turn over profits to entities that fall within lower tax rates. Reducing tax liabilities can be accomplished through both shifting income to lower-tax rate entities and shifting deductions to higher-tax rate entities. 2) Shift taxable income to a later time period as, in present value terms, tax costs decrease and cash flows increase when the liability is deferred to a later taxable year. This should be done taking into consideration the opportunity costs involved due to shifting income to another year as well as the possibility of tax rate changes in the following year. 3) Due to the differences in state and country laws, it is possible to gain tax advantage by shifting income to a lower-rate tax jurisdiction. This opens up planning oppo rtunities of tax planning for companies which have global presence. 4) By shifting income from business activities to more tax-favored instruments like government bonds, companies can take advantage of preferential tax rates. Businesses, therefore, arrange transactions in such a way that income is shifted to heads which are subject to preferential tax rates. Tax planning thus requires the researcher to consider all fields of income generation and the entity, jurisdiction, time and character of income. An important aspect of tax planning is tax research. Tax research is required to determine the tax consequences of a transaction, either before or after the transaction is done. In case of a closed-fact transaction, the facts surrounding the transaction are recorded and hence, can no longer be subject to the client's control. Conversely, an open-fact transaction is one which the business is proposing to undertake and hence is subject to the client's control. In such cases, a tax adviser can help create facts to support the transaction that will help them influence the tax consequences of that transaction. The role of the tax researcher is to determine the optimal business decisions that its client firm should make, as they relate to tax. When the tax consequences for a firm differ among decision alternatives, tax researchers help to identify the most optimal course of action for management to make in order to maximize their after-tax income. Tax research is a six step process that encompasses all activities required by a researcher to understand the transaction and gather data to support it. The first step involves a thorough understanding of the business transaction and the facts surrounding it. It is important for a tax researcher to acquaint himself with the non-tax features of the transaction before moving onto the tax implications. Once the researcher is done analyzing the non-tax features of the transaction; he moves onto the second step, which is identifying the tax issues suggested by the transaction. The identification of issues lead to formulation of tax research questions. The third step involves the most important component of tax research, which is locating the relevant authority to

The Crucible - Write two diary extracts Essay Example for Free

The Crucible Write two diary extracts Essay The other night the other girls and I went out to the woods with Tituba. We were dancing to Titubas song. I should not really be telling you this but I drank a blood charm and Mercy was dancing naked also. Parris saw us in the woods. When we saw him, we all ran away. We forgot about the kettle in the grass. He didnt know that I had drunk blood and I made sure that the girls would not say anything more than that we danced. The charm was to kill Proctors wife, Elizabeth. Shes a lying, cold, snivelling woman. Proctor is the love of my life. He could have so much better than her-he could have me! I heard that Betty was lying still and she would not wake up, I was worried at first but when I went to see her I realised it was just an act to get her out of trouble for dancing. Shes young and very worried. I shook her and frightened her and then she woke up. I told her that her Papa knew about the dancing- that I had told him. She mentioned the charm, I was worried. I still am worried that somebody might find out. I threatened the girls. I know they wont disobey ME. Theyre young and feeble. If anyone spills, Ill get them in the black of the night! Uncle was interrogating me about it all day. He was accusing me of witchcraft. He asked me if I had cast spells. I blamed it all on Tituba. Tituba cast all the spells-we couldnt have cast spells without her! Its all her fault, but deep down I know it isnt her fault. I couldve stopped it. I didnt have to cast spells but I wanted to. I swore blind and told him I did nothing but dance. I didnt want to lie, but if anyone found out that I had cast spells Id be in serious trouble. The only punishment for dancing is whipping! I spoke with John earlier. I know that he desires me but he just can not bring himself to say it. I get so angry when I think about that evil woman at home waiting for him. How come she can have him but I cant? Shes even blackening my name in the village now! Im just waiting and waiting until he realises what is best for him-until he comes for me! I was scared of Hale-hes a powerful man. I had to lie to him over and over again. Uncle told Hale that he saw a kettle in the grass, so then all I got was questions and questions. I thought I was in trouble when I mentioned the frog, but I saved myself by blaming Tituba! I told them that she made me drink blood and cast the spells. Tituba tried to save herself but, of course, they believed ME! The conversation became too complicated so I decided to confess. I opened myself, I told them I wanted the light of God, to leave the Devil and to go back to Jesus! I cried out, I saw Sarah Good with the devil! I saw Goody Osburn with the Devil! Betty woke up and joined in with me. I blamed only the old at first, but Ive yet to call out Elizabeths name! I dont mean to harm the old but theres no way that Im getting in trouble for it, and if that means them being hanged-so be it! It was perfect, it was hard proof, hard as rock! PROCTOR Dear diary, I came in from planting very late today. I had to finish right to the forest edge, and it was very tiring. I was glad to come home and see Elizabeth had cooked me dinner. It was rabbit. I slipped some salt in the pot while she was with the children- so it was very tasty and well seasoned! Elizabeth seemed upset, she thought Id been to Salem because I was so late back. I had thought about going there, but I had thought better of it since. I suddenly became very angry because Elizabeth told me that Mary Warren had been to Salem during the day and it sounds like she was too feeble to stop her. Apparently the court have power to hang those accused so Elizabeth wants me to go to Salem to save them from being hanged. She wants me to fight against Abigail; to tell the court that Abigail said it was naught to do with witchcraft that its all a fraud. I dont understand why they believe her anyway, but they do and thats what matters. No- one else can stop this whole fraud! I have no evidence so how can I prove that Abigails lying? Elizabeth believes I hesitate because it will hurt Abigail. All I can do is try. I realised what I had said to Elizabeth about Abigail- She told it to me in a room alone. Elizabeth is very suspicious about it and questions me, but she doesnt believe me. I feel like Im being judged by her, like Im in court. I have gone tiptoe since Abigail and I will not keep being judged. Shes lost all faith in me now. I cant believe what is going on here. There have been thirty-nine women arrested and Goody Osburn is to be hung! Sarah Good confessed that she had dealt with the Devil so she survives! Am I the only one that can see that this whole thing is a fraud? I just cannot believe that a Christian girl like Mary could allow old woman to be hanged. Elizabeth is very worried. She found out that she had been accused. It was dismissed, but she thinks that Abigail will cry out her name every day until she gets taken in. I tried to reassure her but it was no use because she wouldnt listen. Hale appeared from no-where, it startled me. He mentioned church; asked why I am so often absent. I tried to explain myself but I knew it was no use as he continued to question me. I could not believe it when Cheever came with a warrant for Elizabeth, good and pure as she is. She stands accused by Abigail. Abigail made sure that the poppet was placed in my house then acted a part testifying it was Elizabeth who pushed the needle in. No one can see that the accuser may not be holy. Those crazy children are deciding our fates! When I heard the clank of the chain I cried. I could not breathe. No one sees the truth. Even Hale is a coward! What do I do now? I must confess the truth in court and show that Abigail is a liar, but I cannot ruin my good name in the village. If I do have the courage to Abigail will charge me with lechery but I cannot let Elizabeth die for me- she is too full of goodness. I will go to court tomorrow and I hope I will be strong enough to see justice is done!

Ancient Egyptian Greek and Roman Stele Essay -- essays papers

Ancient Egyptian Greek and Roman Stele Just as we use tombstones to mark graves and commemorate our dead, so too did ancient civilizations. One way to do so in the ancient world was through the use of steles. A stele is a stone slab, usually decorated in relief and inscribed, that honored the death of a person. Three of the ancient cultures that had implemented the use of the stele were the Egyptians, Greeks, and Romans. In comparing an example from each civilization, it is possible to see the evolution of the stele from one period to another and the different influences each civilization had on a single element. The Egyptians had many ways to honor their dead, including the stele. Wealthy Egyptians, especially officials and priest, often had stele placed near their tombs. These steles usually told of the name, position/rank, and the epithets of the deceased along with a funerary prayer. (Gee 224) One such example is the Funerary Stele from Dendereh from the First Intermediate Period (ca. 2150 BCE). (University of Pennsylvania Museum of Archaeology and Anthropology) This stele belongs to a man named Tjaunty, an official during the First Intermediate Period. The stele depicts Tjaunty on the far left of the rectangular slab. The other two-thirds of the stele are reserved for inscriptions of hieroglyphs. The depiction of Tjaunty is characteristic of the Egyptian style. The purpose of the Egyptian style was to represent the human form in the clearest and most complete way. The head is shown in profile but with the eye in a frontal position. The reason for this is that the head is more distinct from the profile position; the eyes, on the other hand, are more representative from the frontal view. The shoulders are presented frontally with the waist, hips, legs, and feet in profile. (Gee 18) In Tjaunty's funerary stele, Tjaunty is presented in this very distinct way. He is also shown with the symbols of his position as an official. This is known because Tjaunty's right hand is holding the same staff as in Hesy-ra's right hand in the Portrait Panel of Hesy-ra. (Janson and Janson 44) As for the inscriptions to the right of Tjaunty, this author is not able to definitively identify the meaning. It is assumed that it tells of Tjaunty's name, rank, and offers a funerary prayer. The Greeks were also another ancient civilization that i... ...d gives only a summed-up version of information about the owner. Granted, it is certain that a more glorified nature would be found in such as that of a pharaoh, but not so in those below the pharaoh. The Egyptian stele seems to represent an attitude of straight-forwardness (in keeping with the clarity and complete representation of the Egyptian style). As for the Greek stele, it is more intimate, a glance into a moment of that person's life (very naturalistic). The Roman stele is, without a doubt, glorifying. The Romans most certainly had an egotistical attitude about them. Why should it surprise anyone to see it within the art that was meant to memorialize them? Comparing these three civilizations has shown that a single element, used in different civilizations, may have the same intended use but the way each civilization goes about using this element can be quite different from one another. Bibliography: Gee, Robert. Egyptian Sculpture. Oxford: Blackwell, 1994. Janson, H.W. and A.F. Janson. History of Art: the Western Tradition. New Jersey: Prentice-Hall, Inc., 2001. Rothermel, Johnathan Albert. The Art of Greece. Cambridge: Cambridge University Press, 1990.

Behavioral and Social/Cognitive Approaches to Forming Habits Essay

While analyzing the formation of habits using behavioral and social/cognitive approach I will use personal scenarios to back my research on how habits form personalities. I will provide the reader with sequence of developmental habits and role models if any that contributed to the formation of my own habits. Next, I will discussing the reason why I’ve continue to repeat these habitual acts and how I have succeeded in break the negative habit. Then using the behavioral personality theory and the components of social/cognitive theory I will explain why and how I developed these habits. Last, using supportive facts from course readings of chapter six and seven with online citing and facts, I will compare the theories behavioral and social/cognitive and develop my own hypothesis on which theory I believe best describes my personality. When developing habits the self conscious mind forms an image to what it perceives to be a positive emotional connection, satisfaction, or rewarding feeling. Thus rejecting the negative approach and replacing it with capitalize or self sufficient compensation. The conditioned response would occur in response to stimuli that were similar to the conditioned stimulus, indicating that there was generalization of the conditioning, but the conditioned response would not occur for all possible similar stimuli, indicating the difference between different stimuli; this is called discrimination.(Friedman & Schustack, p. 187, 2012) Growing up I developed a few positive and negative habits that has helped me shape my personality and image. The positive habit being basketball and the negative habit being smoking. When I was about four or five years old I would watch basketball games with my cousins on television. At the time I don’t understand what was really going on, but I did know that all I wanted to do was dribble a basketball. Whenever I had a change to dribble a ball, any ball I did. By the time I was ten years old I was able  to dribble with both hands in an equal manner, basically hiding any dominate traits of my left hand dribble. At the age of seven I discovered the ultimate basketball player that lives to this day, Michael Jordan! I wanted to be like Mike, but the female version. Becoming the first woman to play basketball in the NBA. Losing the opportunity when the WNBA was developed and I was only about fifteen, I just settle with being the best that I could be. In high school I was consider popular because I was on the basketball team, but to me the popular students where the one’s everyone knew the seniors and juniors. During my sophomore year the older students started to notice me because of how well I played on the freshmen JV squid the year before. I was now on the varsity team and I wanted to fit in with the rest of the popular students. Some were a great influences and some werenâ €™t. The wrong influences had me try cigarettes. At first it was cool, but I hated the taste and I notice that my breathing wasn’t the same so I quit, but quickly developed a new habit. I began to use smoking as a cover up of my feeling of my relationship with my mom, but it was no longer cigarettes I had moved up to marijuana. I continued doing both habits for a very long time mentally training myself to smoke only on the weekends or breaks during my seasons of basketball and other sports I played. I was an A-, B+ student never causing any issues at home with my grandmother and going to church every Sunday, but like my grandma always said â€Å"eventually what in the dark will come to light.† I never truly notice how the weed was affecting me grades and social life. During my senior year in high school I was hanging with pot heads and barely going to class if I went to school. My A- and B+ were now B-, C’s, D’s, and a few F’s. It also started to effect my playing the coach would just let me sit o n the bench until I was ready to play. This was a very sad situation because M had been excepted to Syracuse University with a full ride as long as I keep me grade up and continued to flourish during the next basketball season. After losing my scholarship because of my grades slipping and my lack of participation on the court that year I know I hand to stop the weed habit because it was causing me to lose everything I worked hard to achieve. Quitting the marijuana habit I was able to go to the local community college and working my way back up the scale. I never got back the basketball scholarship opportunity, I did grow up to become a physical education teacher who also coaches basketball now and has  been an undefeated Charter School Girls champion for four year straight. Living me with the only habit of my love for basketball and teaching my developed skills to other potential basketball star athletes. Use the behavioral personality theory to explain why I had a smoking habits it has come to my attention that my smoking habit only occurred because I made it a routine act in my life. By giving the sustain a meaningful generalization of why it was needed created a repetitive action of usage that had a tr ue meaning. For example, this form habit could be compared to taking a shower, a essential act that must be preformed daily. â€Å"Consistency of everyday established life habits or behavioral dispositions to repeat well practiced actions given recurring circumstances.†(Smith, 2012, para.2) Through components of social/cognitive theory my habits may have formed because of my daily interaction with the wrong associates and environment. By constantly being around people who smoke cigarettes and marijuana it became a negative influential social gathering. Learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behavior which unique feature of SCT is the emphasis on social influence and its emphasis on external and internal social reinforcement.(â€Å"The Social Cognitive Theory,† 2013). When I decide to quit smoking I remember looking down at the joint in my hand and saying â€Å"this isn’t going to solve my problems it jus t seems to make things worse† and I vowed to never smoke again and I’ve been drug free for thirteen years with no urge to ever smoke again. Unfortunately everyone do not have as strong of a mind set as I had and must develop a plan that applies operant conditioning to change their habit. If I had to create this plan for me the first thing I would do is develop a goal in which I feel is a reasonable amount of time to quite, let’s say thirty days. Next I would give myself a daily amount in which I can smoke and find a substitute of gum chew, healthy snack, or fun activity to do whenever I get the urge to smoke outside of my scheduled time. Each week I would make my intake smaller and increase my substitution activities until the urge has complete vanished. The decreasing of the substance is known as the extinction process that frequency of the organism’s producing a response gradually decreases when the response behavior is no longer followed by the reinforcement (Friedman & Schustack, p. 188, 2012) The social cognitive theory of personality must be deployed in two stages, first  develop awareness of problems and develop the motivation to change, and second involve the actual plan and implementation of change behavior. (Smith, 2012) After learning about the process between the behavioral and social/cognitive theories, I can say that both theories do represent part of my personality and cannot devote myself to any particular theory. I truly feel even though I may have started smoking because of who I socialized with. I do believe I only continued on with the addictive behavior because I made excuses for the behavior, creating my own valid reason to repeat this social substance abuse act even on my own. In conclusion I believe that both theories have a very strong base, but doubt that any real person can consist of only one theory when it comes to forming normal or additive habits. References Friedman, H. S., & Schustack, M. W. (2012). Personality: Classic Theories and Modern Research (5th ed.). Retrieved from The University of Phoenix eBook Collection database Smith, N. (2012, January). How Personality and Behavior Influence Psychology. Article Myriad. Retrieved fromhttp://www.articlemyriad.com/personality-behavior-influence-psychology/ The Social Cognitive Theory. (2013, January). Behavioral Change Models, (), 1-7. Retrieved from http://sph.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models5.html

Swot Apple Case Study

While competitors do everything they can to keep costs down, Apple does what It can to make Its products deferent. In 2007, for the third year In a row, Apple was named as The Most Innovative Company by Businesslike. ; Strong leader. CEO Steve Jobs is â€Å"a legend for his design sense†. He is essential to the promotional aspect and public relations of Apple, especially when it comes to the pod. He is the â€Å"public face and champion of the brand†. He is also an expert when it comes to talking with the press, maintaining relationships with magazine editors, and creating new relationships.Jobs has the ability to think of Ideas that he is extremely passionate and energetic about and is always ready to share that idea to gain exposure. * Customer relationships (responsiveness to customer feedback). This ties into Steve Jobs' strong leadership as he takes action in response to customer feedback to show that the brand is listening and concerned. * Brand Exposure. Part of Apple's marketing strategy is Its retail stores. Apple has opened more than 200 retail stores located worldwide.Apple's retail stores contributed an estimated $200 million, 15 to 16% of Its profits during the past two years. The reasoning behind the stores is the belief that the more people can touch an Apple product and see also offer free group workshops, personal training, and personal assistance for Apple customers. * Strategic partnerships with well-known brands: Apple has created marketing agreements with Volkswagen of America, Burton Snowboards, Nikkei and Struck. This ties into consumer confidence as well as exposure through marketing partner advertisements. * Product design and features.Products that show superior qualities, that are easy to use and that have a high quality format, but mainly that show a clear product differentiation. * Strong financial performance: throng sales and potential growth, strong cash flows, an increasing net income, decreasing debt and controlle d inventory. Weaknesses * Profit per song is low: Even though tunes is simply used as a means to boost the sales of pods, phones and Apple TV's, Apple makes only approximately 10 cents per * Unpopular Apple TV features: users are not able to download a movie from song. Tunes directly to their TV; they have download it to their PC first. Apple TV requires a HDTV, but the movies that can be downloaded are of such low resolution that the picture looks fuzzy and old-fashioned, and lastly, it has no DVD drive. Hard time finalizing contracts with move studios because of pricing disputes. * Struggle with maintaining good supplier relationships. Many companies have expressed frustration working with Apple because Steve Jobs is very clear on his vision for his products and can tend to be controlling. Incompatible software in computer and digital music format. * 1% of the global cell phone business. Opportunities * Brand exposure through retail stores. * International growth and expansion. Ap ple is pursuing opportunities to sell the phone globally. It already has partnership agreements with cell phone carriers in France, Germany, and Great Britain. It has also entered the Middle East and Africa regions, ranking fifth next to Monika, Research In Motion, ETC, and Motorola.Apple is also trying to penetrate the Japanese market since it is one of the world's largest and most demanding mobile phone markets with almost 100 million mobile phone users. * Expansion in product line. Apple is trying to expand its product line to include media and software in addition to hardware. * Expansion in customer base. Apple is also trying to reach many different consumers rather than its traditional of tech- savvy consumers. Improvements in compatibility. * Improvements in strategic partnerships.Apple needs to search for more strategic partnerships and better its relationships with its suppliers so effective agreements can be reached. * Growth in new user segments Threats * Competitors' thr eats. Realizations sought a price war with Apple by dropping the price to $0. 49 per song and $4. 99 per album compared to Apple's price of $0. 99 and $9. 99 respectively. Realizations also launched technology called Harmony, which allows Realizations users to translate songs purchased from Relapse music to be played on Microsoft formats.Wall-Mart launched its own online music store and is currently the number one music retailer in the nation, followed by * Technology and entertainment industries are constantly and rapidly tunes. Changing so Apple has to find a way to keep its reputation related to innovative design. * Threat of start-up companies and competitors. The risk of new entrants is high in the player and music service businesses as well as in the mobile phone market, particularly from large, established consumer electronics companies, such as Cassia, Sony and Toshiba (for players) or from on-line companies like Yahoo andMicrosoft or retailers like Virgin Music (for downloa ds). Given the attractiveness of these markets, new competitors are likely to enter because of low barriers to entry. The notable acceptance and profit made by RIM's Blackberry demonstrate the potential of new entrants to increase rivalry. Due to the success of the phone and the Blackberry, other producers will undoubtedly attempt to imitate their appealing features and functional applications in order to create customer value and compete effectively with their own smart phones.In addition, Apple's exclusive use of Cingular/AT;T does not prevent the phone service provider from entering potentially harmful agreements with the company's competitors, such as its threatening relationship with rival Palm. * Apple's dominance and relative power in the music industry (as well as Jobs' reputation for control) may build resistance among film producers who are accustomed to maintaining their own levels of control over content. * Price sensitivity.The company's entrance into the mobile communi cations industry with the introduction of its phone has placed Apple in another highly competitive industry, where several large, well-funded, and experienced competitors operate. Price sensitivity on the part of consumers is very strong, and rivalry is especially fierce in this market. * A close look at Apple's competition reveals that the company is confronted by aggressive opposition in all areas of its business.The markets for consumer electronics, personal computers, related software and peripheral products, digital music devices and related services, and mobile communication devices are intensely competitive. They are characterized by rapid technological advancements, which have substantially increased the abilities and use of PC's, digital electronics, and mobile communication devices. As a result, a variety of new products with competitive price, feature, and performance characteristics are being introduced into the marketplace. Price competition in Apple's main product mark ets has been particularly fervent. Continuous downward pressure on Apple's margins as it is common for competitors selling personal computers based on other operating systems to aggressively cut prices and accept lower product margins to gain or maintain market share. * Other than price, key competitive factors in the computing market include product treasures, relative price/performance, product quality and reliability, design innovation, availability of software and peripherals, marketing and distribution capability, service and support, and corporate reputation.As the industry and its customers become more reliant on Internet connectivity, alternative (even substitute) devices are becoming increasingly smaller, simpler, and less expensive than traditional PC's. These devices compete for market share with Apple's desktop and content providers to offer integrated solutions that produce more value or exclude Apple from access to content.

The Collision Theory Essays

The Collision Theory Essays The Collision Theory Paper The Collision Theory Paper To help me explain the collision I am going to use information from Chemistry Made Clear by Gallagher and Ingram.In order for a reaction to occur the particles must meet and the collision must occur with enough energy. In the reaction I am investigating, the making of magnesium sulphate, the magnesium atoms and hydrogen ions must collide with enough energy to successfully react.Below are some diagrams to help show this:The word equation for this reaction is below:The symbol equation for this is below:If there are many successful collisions i.e. the reaction goes quickly then a lot of hydrogen will be produced i.e. the rate of reaction is fast.However if there isnt enough energy to carry out the reaction then the hydrogen ion will bounce off and nothing will happen.Acid TheoryWhen an acid dissolves in water the acid molecule splits up and hydrogen ions and anions are formed. Their quantity is different depending on the acid. If all the molecules of the acid split up completely then th e acid will have a very acidic pH number. We know all acids contain hydrogen, but strong acids have a high concentration of hydrogen ions (H+) per dm3.H2SO4 2H+ + SO42-Due to the fact the hydrogen ions are in a solution then, as the particulate theory matter tells us, the ions will be moving randomly throughout the solution. Some will hit the metal. If the ions that hit the metal have enough energy then a chemical reaction will occur and the metal will lose electrons which become metal cations. These bond with the hydrogen ions and become hydrogen atoms. These atoms bond in pair to form molecules which effervesce and escape as gas.Rates of ReactionThere are three factors that influence the speed of which magnesium reacts with sulphuric acid.I will look at each of these in detail.* The concentration of sulphuric acid.If the concentration of sulphuric acid is increased then the speed of the reaction will be increased. This is because with an increase in concentration then there will b e more hydrogen ions present. If there are more hydrogen ions then therefore the chances of a collision will be increased, and therefore the reaction will be faster.* The surface area of the magnesium.If a large block of magnesium is reacted with sulphuric acid then only a small amount of magnesium is actually exposed to the hydrogen ions. If the block of magnesium is broken up into small pieces then a larger area will be exposed. This increases the chances of collisions, and the more collisions they is the faster the rate of reaction.* The temperature of sulphuric acid.As mentioned earlier, particles need enough energy in the collision to react. This energy, also know as activation energy can be increased by increasing the temperature. So if the temperature of sulphuric acid is increased, then any collisions that occur will have the activation energy. This means the reaction will be faster.Now for this course work I am required to investigate just one of these factors. I can forget about investigating the temperature of the sulphuric acid as to investigate it in detail may be a safety issue as heating an acid is unwise. It would also be difficult to investigate the surface area of magnesium as to do so I would need five different forms of magnesium and my school only stocks three of these.So the easiest factor for me to investigate would be changing the concentration of sulphuric acid. This is quite easy as the actual experiment is quite straightforward and I can make my own dilutions of sulphuric acid.VariablesThe independent variable is what I am going to investigate; I will do so by changing the concentration of the acid.The dependant variable is what I will be measuring, that is the time taken for all the magnesium to dissolve.The controlled variables is what are going to stay the same to keep the investigation fair; i.e. the temperature of the acid, the temperature of the water, the total volume of acid solution, constant swirling and the size of the mag nesium ribbon.PredictionMy hypothesis is that the higher the concentration of sulphuric acid the faster the rate of reaction with the magnesium ribbon.I have predicted this because:All acids contain hydrogen, and hydrogen dissociates when it dissolves in water to produce ions. Sulphuric acid is one of the acids that dissociates completely to form a strong acid. Sulphuric acid will be very acidic on the pH scale and have a high concentration of hydrogen atoms as all its molecules will dissociate.Its word equation is:H2SO4 (aq) 2H+ (aq) + SO42-(aq)As long as there is enough activation energy then a chemical reaction will take place between magnesium and sulphuric acid and magnesium sulphate and hydrogen will be produced.The more successful collisions there are, the faster the rate of reaction.So if the concentration of sulphuric acid is increased and as long as there is enough activation energy then the rate of reaction will be faster.Apparatus:2 burette holders2 retort stands2 waste beakers1 stop clock1 30cm ruler1 pair scissors1 small plastic filter funnel1 piece sand paper1 pair safety goggles1 white tileChemicalsSulphuric acid 100g/dm310cm length magnesium ribbonWash bottle of distilled waterMethod- Firstly I shall sand the piece of magnesium down to remove the oxide,- Then I shall accurately divide my piece of magnesium into 10 1cm strips using scissors and a ruler.- I shall then zero two burettes, one with water and the other with sulphuric acid.- I shall then accurately add 25cm3 of sulphuric acid into my conical flask.- To this I shall add a single 1cm strip of magnesium starting the stop clock as soon as it enters the flask.- I shall listen and watch until the magnesium completely disappears then I shall stop the clock and record the time.- I shall then repeat this using the same volume of sulphuric acid making sure to zero the burettes.- I will then repeat the above from the third point until now using the values in my table.- By dividing the two times I recorded for a piece of magnesium to dissolve by two I can find out the average time taken for each different concentration.- By inverting my times as fractions (i.e. a time of 20 second which is 20 will become 11 20)I can find out a decimal number which represents Rate ofReactions-1.SafetyDuring this experiment I shall wear safety goggles as Sulphuric acid is corrosive and can burn skin, and, as some may be taken up with the hydrogen ions as they escape as a gas (i.e. acid spray) it is only sensible to wear safety goggles.Strategy for dealing with resultsI shall display my results in a table like the one below:Volume of Sulphuric Acidcm3Volume of Water cm3Concentration of Sulphuric acid g per dm3Time1sTime2sAverage Times(Rounded)Rate of Reaction s-1Rate of Reaction x 1000s-125025100=1002517.2814.54161 =0.06251662.523223100=922518.7817.78181 =0.05551855.518718100=722529.6928.84291 =0.034482934.4816916100=642540.8439.90401 =0.0254025101510100=40251121131131 =0.0088491138.85I will graphically demonstrate these results in a graph which I believe will look similar (if the times have been recorded accurately) to the one below:I have predicted the positive correlation in the graph above as I believe that the rate of reaction is directly proportional to the concentration. I believe that as the concentration of acid doubles the rate should also roughly double. I believe this as when the concentration doubles there are double the number of hydrogen ions present, so there are double the number of ions to collide with. This would mean the reaction should occur in half the time, so the rate at which the reaction took place doubles.I will make sure that the results I take are as accurate as they can be by using burettes instead of measuring cylinders as they are more accurate and have a control on how much liquid is poured.I will make sure I read the meniscus at eye level as to make my reading more accurate. I will also use a white tile and put it behind the meniscus to help me see it clearer.I will sand the magnesium as this will remove the oxide layer which forms and help the reaction to run smoother.I will make sure to start the stop clock at the exact moment the magnesium drops into the sulphuric acid as the reaction will tart then. As well as this I will stop the clock as soon as the magnesium has completely dissolved as this is when the reaction is over.Each different concentration shall have results taken twice to not only find an average time but to see if there has been an error. If an error has occurred I shall repeat the experiment a third time to find out which of my two previous times is incorrect.Also I shall have to make sure the controlled variables I mentioned earlier are kept the same throughout, i.e.The temperature of both liquid shall have to be kept the same, as will the total volume of the acid solution. I will have to make sure that all the pieces of magnesium ribbon are as close to one centimetre as I can possibly make them . The hardest variable I will have to keep the same shall be the constant swirling as it will be hard to keep it the same speed as the time before. All of the above have to be followed to make this experiment a fair test.Obtaining EvidenceMy Table of ResultsVolume of Sulphuric Acidcm3Volume of Water cm3Concentration of Sulphuric acid g per dm3Time1sTime2sAverage Times(Rounded)Rate of Reaction s-1Rate of Reaction x 1000s-125025100=1002517.2814.54161 =0.06251662.523223100=922518.7817.78181 =0.05551855.518718100=722529.6928.84291 =0.034482934.4816916100=642540.8439.90401 =0.0254025101510100=40251121131131 =0.0088491138.85The above is my filled in table of results. All the times are my original times and as they seem quite consistent I felt no need to have to repeat an experiment.I calculated the concentration by using the following calculation:Volume of sulphuric acid x100=ConcentrationVolume of water and acid i.e. 25I calculated average time by using the following formula:Time1 + Time 2 = Average Time2I calculated Rate of Reaction by inverting the Average Time in Fraction and then I calculated its value as a decimal.As you can see from my graph they appear to be quite accurate, but I shall go into more detail in the interpreting section.InterpretingI have drawn a graph to show the rate of reaction against the concentration of the solution. This graph is at the end of the interpreting section.From the table you can see quite clearly that as the concentration of the solution decreases, the time take for the reaction to take place increases. This is what I predicted in my hypothesis.ConclusionI conclude that the rate of this reaction is directly proportional to the concentration of the acid which can be seen clearly from my graph. At a concentration of 40% the rate of reaction was 8.85s-1. The rate then quite steadily increased until, at a concentration of 100% the rate of reaction was 62.5s-1. These results strongly backup my conclusion. So, to increase the rate of reaction, the concentration of acid must be increased.My original prediction was:The higher the concentration of sulphuric acid the faster the rate of reaction with the magnesium ribbon.And I believed, if I drew a graph, it would look like this:I can now say that my original prediction was correct and my actual graph strongly matches the graph I made to show how I believe my results would look, i.e. there would be a strong trend showing that the rate of reaction is directly proportional to the concentration of the solution used.Scientific KnowledgeMagnesium is high up the reactivity series (a list showing how reactive the elements are) and as it is higher up than Hydrogen it means magnesium is more reactive and can displace hydrogen in order to gain stability (a full outer shell of electrons). By placing a piece of magnesium in a aqueous solution of sulphuric acid, the magnesium displaces the hydrogen, which escapes as a gas .Meanwhile, the magnesium is forming into magnesium catio ns which bond with the sulphuric anions and together they form a salt. The hydrogen ions, move randomly throughout the solution, some of which, if there is enough energy collide and successfully react with the magnesium.When the magnesium atoms loose atoms they become cations.This is known as an oxidation reaction as hydrogen ions take the place of the displaced electrons and join together to form molecules.As electrons are gained the below is a reduction reaction. The hydrogen molecules can escape as a gas which can be viewed and heard escaping from the solution.The full equation of the experiment isThis experiment is an example of a redox reaction, due to the fact oxidation and reduction both taking place.The magnesium is the reducing agent as it gives away its electrons quite easily.The hydrogen ions are the oxidising agents in this experiment as they remove the electrons. Should the number of hydrogen ions increase, then more electrons can be removed and the reaction can occur f aster. This can be observed when I used a 100% concentration of sulphuric acid, as there were a large number of hydrogen ions which increased the number of collisions with magnesium where electrons were lost, which increased the rate of reaction.So, to conclude my experiment:If the concentration of the solution is increased, and there is more sulphuric acid present then the rate of reaction with the piece of magnesium is increased.EvaluatingMy resultsOn my graph there is on point that is clearly off the line and two that are just barely on it. The one point that was off was my measurement for the rate of reaction taken for the solution with the concentration of 40gmd-3. It is this point however that I believe is anomalous, as the others are just on the line of best fit.The point recorded for a concentration of 40gmd-3 has a rate of reaction faster than the expected trend. There are several reasons for this. The first is that possible I made a mistake in the measuring and added too m uch acid to the solution which would have given me a result that was too fast. There is also the chance I swirled the solution faster than I had with the other volumes, which would also explain a result off the trend line. Also there is the possibility too little magnesium was added; either I sanded the strip too much, and removed magnesium as well as the oxide layer, or I cut this particular piece too small, but either way it would explain a fast rate of reaction, or through no fault of my own this piece of magnesium was thinner than the rest, i.e. a fault of the supplier.The last possibilities I can think of lie with the stop clock; either I stopped the stop clock too soon as perhaps the effervescence had dropped in noise level and the reaction was continuing when I thought it was over, or I started the experiment too late, while I attempted to drop the magnesium in, start swirling and start the clock all at once.I will now evaluate the two points that are just on the line. To me they are not anomalous, but they do stand out so I will evaluate what could have gone wrong. For the point with a concentration of 92gmd-3 the above possibilities that I have for the point at concentration at 40gmd-3 apply.However for the point at a concentration of 64gmd-3 there must be other reasons as it has a rate of reaction lower than the expected trend. It is possible that I didnt swirl the solution as fast as I had done for the other concentrations. Also it is possible I made a mistake in the measuring of the magnesium and added a piece that was too big which would have meant the reaction would have gone on for longer. Its also possible that I may have made a mistake in the volume of acid and added too little or I could have added too much water. Both of which could have given to a slower rate of reaction than expected. Then there is also the possibility that I may have not sanded the magnesium enough which could have left some of the oxide layer on, which would have slowed my reaction down. Finally it is possible that I stopped the clock too late.Analysis of ApparatusMeasuring ApparatusBurettes I still think using the Burettes were a good choice as I could very accurately control the amount of acid and water I was adding.Ruler- I felt this was a good choice as it enabled me to accurately measure out a 1cm strip of magnesium. However in combination with the scissors it was quite difficult to mark the length I needed to cut on the magnesium.Stop Clock- The stop clock I felt was awkward, as I felt an extra pair of hands were needed to start the clock while I put the magnesium into the conical flask and began swirling. Unfortunately I cannot think of another piece of apparatus I could have used in its place, so it was and is still the best choice open to me.Other ApparatusConical Flask- I feel a wider necked conical flask may have been better, as the piece of magnesium had a tendency to get stuck in the neck of the conical flask.Scissors- I dont really f ell these were adequate in conjunction with a ruler to measure the strips of magnesium off with as I had to scratch the 1cm lengths on the piece of magnesium with these and then remove the ruler to cut the magnesium.What would I do differently?If I had to repeat this experiment there are several things I would do differently.First of all I would use a magnetic stirring device instead of swirling the solution by hand which would remove the possibility of error.Second of all, in conjunction with the magnetic stirrer I would use a beaker as there would be no need to worry about the acid spilling over the side with the magnetic stirrer. This would also mean the piece of magnesium couldnt get stuck as the beaker has a very wide neck.Finally, I would have used some fresh, powered magnesium. This would mean there would be no oxide layer to worry about. Also I would by able to measure it accurately with a scale which could eliminate error that I could have got from having to use a ruler and scissors.Advice to the Medicine CompanyI would advise the company to conduct some large scale tests to find which concentration of sulphuric acid would be safe, as to speed up their reactions I am sure they would use other factors which would increase the rate of reaction; which with a high concentration of acid could cause an unstable reaction.An idea for the distribution of magnesium sulphate would be in the form of wipes which are easy to transport. The magnesium sulphate could be soaked into the wipes which would also prevent any magnesium sulphate being lost in the process because if any remained, it would be absorbed when more material is added.

How to Apply for Community College 9-Step Guide

How to Apply for Community College 9-Step Guide SAT / ACT Prep Online Guides and Tips Did you know that almost half of all undergrads in the U.S. go to community college? In fact, there are 1,100 community colleges nationwide, and they enroll 13 million students! If you’re looking to make that 13 million and one, read on to learn how to apply forcommunity college: from deciding where to apply to enrolling in classes.Before getting the ball rolling, let’s review what community colleges offer their students and some good reasons to apply. What Can Community Colleges Offer to Students? Most community colleges offer two-year Associate’s degree programs in a wide variety of academic and pre-professional fields. A growing number also offer Bachelor’s degrees, though most of these programs are relatively new and limited in options. People who run community colleges know that not every student wants to stop at their Associate’s degree; in fact, many students attend community college to earn credits and transfer to a four-year college. To ease this transition, lots ofcommunity colleges have â€Å"articulation agreements† with their local state school system. These agreements allow a student to transfer credits smoothly from community college and enter as a junior in a 4-year program. Students can also apply to schools outside of this agreement, but they may need to put a bit more individual effort into making sure their credits will transfer. This plan, often referred to as a â€Å"2 + 2† plan, can have serious financial benefits. Community colleges tend to be more affordable than 4-year institutions, and their flexible class times make it easier for students to work part-time or even full-time jobs. Most community colleges are open access, meaning that all students can enroll(with the exception of a few programs, like nursing and engineering).Many students appreciate the typically small class sizes and attentive professors, who tend to spend most of their time teaching rather than doing research, as with many of their counterparts at research universities. While most community colleges are commuter schools without residential facilities, they oftenoffer clubs, sports teams, and support services that allow students to connect with one another and school staff. These benefits form the basis of the main reasons that students apply to community college. Let’s break down these reasons in a little more detail. It's always good to clarify your reasons before taking a bigleap. Why Do Students Choose Community College? Students apply to community college for a number of reasons. Some high school studentschoose a dual enrollment track, in which they take community college classes to fulfill high school graduation requirements. Some adult students return to school after working for several years to further their education or pursue a new degree or career change. While students at 4-year colleges tend to be around 18 to 22, the average age of students at community college is a little older at 28. For the purposes of this guide, let’s go over the common reasons that students who are about to or who have recently graduated high school choose community college, starting with those looking for professional training. To Get an Associate’s Degree or Professional License Community colleges are an ideal option for students who know they want to go into certain professional fields and are seeking the training or credentials to do so. Some of these occupationsinclude nursing, medical assistants, police officers, engineering technicians, and dental hygienists, among many others. As mentioned above, a fewprograms, like nursing and electrical engineering, may ask forcertain prerequisites from applicants. Usually, these are specific math and science classes in high school and a minimum GPA. Otherwise, the programs are open enrollment. While some students apply with the goal of an Associate’s degree or other certification, others enter community college intending to transfer after a year or more commonly, two years. These next three reasons apply to students looking to transfer and ultimately earn their Bachelor’s degree. Maybe your GPA needs a workout before applying to 4-year colleges. To Strengthen Their GPA For students planning to transfer to a 4-year college, attending community college can be a smart and strategic way to strengthen their GPA. Most 4-year colleges require a GPA of at least 2.0 or 2.5 to apply. For students who had lower grades in high school, taking community college classes can be an opportunity to bring up their grades. They can raise their GPA, earn credits, and transfer to a college to which they may not have been accepted immediately after high school. For students looking to develop their writing and math skills, they can take the time to do so in remedial classes. Any ESL students, furthermore, can hone their language skills in English language classes. Once students have completed a minimum number of credits (usually two years worth), they typically don’t have to send SAT or ACT scores to transfer. This can also help students get into colleges they might not have been able to right after high school. A couple of years in community college can help students strengthen their academic skills and renew their commitment to further education before transferring to a Bachelor’s program. To Figure Out What They Want to Study On a similar note, a year or two in community college can be a good way to figure out what exactly you want to study. Rather than jumping into college feeling unsure about their direction, some students take community classes to explore their options. Since community colleges tend to be a lot less financially burdensome, they make this kind of exploration more feasible. While most community colleges want students to apply to a specific track of study, they do allow you to switch if you want to pursue a different field of study. If you’re planning to transfer, you’d just want to work closely with your advisor to ensure that you’re earning the right credits for a future Bachelor's degree major. Community colleges tend to be a lot less expensive than 4-year schools, as any financialadvisor/ceramic pig worth his weight in pennies will tell you. To Minimize the Financial Burden I’ve mentioned a few times that community colleges tend to be less expensive than 4-year colleges. Exactly how much less expensive are they? According to the National Center for Education, the average community college cost for a year (tuition, materials, other fees) was $9,574 in 2013. While this is a significant sum, it’s less than half of the average for 4-year schoolsof $23,872. In addition to saving money on tuition, community college students are eligible for financial aid, including federal grants, federal loans, state aid, and institutional aid. Plus they may be able to choose evening, weekend, or online classes that allow for a part-time or full-time job. Students considered â€Å"in-state residents† get in-state tuition, which is why most community college students choose schools close to home (along with the convenience of the location). If they transfer to a state school through an articulation agreement, then they further save money with in-state tuition. Ultimately, their diploma comes from the institution from which they graduated, same as any student who attended for four straight years. Now that we’ve gone over the main reasons that students attend community college, let’s go over how you can apply! Do as theAtlantic puffins do. Take things one step at a time. How toApply ForCommunity College, Step by Step As discussed above, most community colleges are open enrollment, so they don’t require as much documentation as do applications to 4-year schools. Every school I know of lets you apply online. Your first step, though, is deciding where to go. Step 1: Decide Where to Apply Since community colleges are open access, you don’t have to send applications to a few different safety,target, and reach schools as you would for other colleges. Instead, unless you're applying to an especially selective track, you canfigure out where you want to go and just apply there. If your main concern is staying close to home, as it is for many students whowill be commuting, then you may simply choose the school in the most convenient location. Most states have several community colleges; Massachusetts has 15 in 24 locations, New York and Texas have over 30, and California has 3! Chances are, you shouldn’t have too much trouble finding local community colleges. Of course, you also want to make sure that the school has the program(s) you want.Researchits website, email theadmissions office, go on a tour, and attend information sessions. These should be available throughout the year, and usually, you can sign up through the school’s website. Simply go to the website and find the â€Å"Visit Us† or â€Å"Information Session† page. That way you can make sure you find the best community colleges withthe programs and resources you need. Once you’ve figured out where to enroll, you can find its online application. Step 2: Fill Out and Submit Your Online Community College Application While many 4-year schools use the Common Application or Universal Application, most community colleges have their own online application portals. A few states offer one system for all of their community colleges, such as California with its â€Å"CCCApply† site. Every college designs its own website, but most will have a tab where you can click â€Å"Apply.† You can see a few examples of the application pages of this northeast community college,Bunker Hill Community College, along with theCommunity College of Philadelphiaand City Colleges of Chicago (note that the Chicago schools have you fill out an initial form and then send you a student ID number to fill out the rest). While they have some differences in design, most community collegeapplications ask for the same details: your name, address, citizenship, residency, high school, and intended major. Most ask for your overall goal, whether you want to earn an Associate’s degree or certificate, acquire personal or professional skills, transfer to a 4-year institution, or enter the workforce. If you’ve already taken some college courses, then you may be able to transfer credits. Additionally, these applications ask if you’re applying for financial aid. Your last step will be providing your electronic signature and hitting submit. As for when to apply for community college, most applicationsare processed within 24 to 48 hours, allowing you to enroll as late as two weeks before the start of classes! I wouldn’t recommend leaving your application this last minute, especially if you're applying for financial aid, but it’s a nice back up in case some other plans fall through. As you can see, you typically don't need to write essays, gather recommendations, or send SAT / ACT scores to community colleges. Generally speaking, the only document you need to provide from your high school is your diploma, GED, or transcript. Step 3: Provide Your High School Diploma, GED, or Transcript Community colleges want to see proof of past or upcoming high school graduation. If you don’t have your diploma from graduation yet or a GED, you should send a copy of your transcript. This will show your expected date of graduation and provide evidence that you’re working toward fulfilling your high school requirements. You can get your transcript from your guidance counseling department. Then you can upload it to your online application, mail, or deliver it to the college in person. If you do have your diploma or GED, you usually don’t need to send your transcript, except for the select programs with their own requirements. You can just send one of those documents. If your school needs your ID, make sureyours has a first name. Step 4: Provide Proof of State Residency, If Applicable If you’re applying for in-state tuition, then you may need to provide proof of in-state residency. Students who have attended high schools in the same state as the community college for more than a year usuallydon’t need to send any further evidence. Your transcript will show that you lived and attended school in-state. If you didn’t attend high school in the state or the college asks for further documentation, you could send a state driver’s license, local bank account, vehicle registration, voter registration, or state or federal income taxes with in-state residential addresses. All of these should be dated at least a year previous. If you’re a dependent, then the document you send should belong to a parent. If you’re an independent, then it should belong to you. If you’re not sure what steps you need to take here, you should contact the community college to get their advice. You wouldn’t want to miss out on financial aid due to confusion with the application. The community college should contact you if there are any issues, but it’s still worthwhile to be proactive and ask them for guidance. Step 5: Submit Your FAFSA Another important financial consideration is applying for federal financial aid with the FAFSA. Your timeline for this may actually fall earlier than your application to community college. The FAFSA application opens up on January 1. As the U.S. Department of Education itself suggests, you should submit your FAFSA as early as possible â€Å"to ensure that you do not miss out on available aid.† Financial aid is another good reason to plan early for college. The FAFSA will ask you to list the colleges to which you’re applying so it can send them your calculated financial need and estimated contribution. If you change your plans, you can sign back in and add a recipient. However, the smoothest plan is to list your community college at the time you apply to FAFSA. In addition to applying for federal financial aid, you might search for and apply to other external scholarships. There are all sorts of scholarships out there with different requirements, so you might find one that seems made just for you! The new student orientation will give you a chance to learn about the school, meet new people, and not have to worry about forgetting anybody's name. Step 6: Attend a New Student Orientation As mentioned above, it’s a good idea to attend a campus tour and an information session before you apply to learn more about your prospective school. Many community colleges also hold orientations for new students. These usually span a day or two and give you information about financial aid, placement testing, student and campus resources and policies, and academic guidance. They may also have you set up a school account and email address. If your school offers its own online portal, then you’ll probably do your class registration and other communication through that. Step 7: Take Placement Tests in Math and English One unique requirement of community colleges is their placement tests. After the college processes your application, you’ll be invited to take placement tests to determine your level for math and English classes. While you don’t have to take the SAT or ACT to enroll, you may find yourself exempt from these placement tests if you havea minimum SAT or ACT score. These vary from school to school, but tend to be around a 450 on SAT Reading or a 47 on ACT English and Readingcombined. For math, schools usually want to see around a 450 on SAT math or a 22 on ACT math. Placement tests don’t affect whether or not you get into community college. Instead, they help to determine what courses you should take in your first semester. It still may be useful to review math and English material before taking them to make sure you don’t end up in a class repeating much of what you already learned in high school. Your advisor's there to help! Step 8: Meet With YourAdvisor By the time you meet with an advisor, you should be all set with enrollment and placement testing. Your advisor can talk to you about the classes you want to take, as well as give you guidance about requirements and classes that could transfer credits to a 4-year school, if that’s in your plans. You can also ask her about opportunities outside of class, like cultural clubs, sports, language groups, and support services. To make the most of this meeting, make sure to research classes and prepare questions. Step 9: Register for Classes Finally, you’ll register for your classes! Full-time students usually take about 4 to 5 classes per semester. The first semester for first yearstends to be highly structured, so you may not have a lot of choice with these first few classes. If your registration is delayed, double check that you’ve paid all your fees and provided all required documentation, like proof of immunization (required for all college students when they start as freshmen - and grad students too, for that matter). Once you’ve registered for classes, you’re all done with the application process! It’s time to settle in and get studying! Now that we’ve gone over the steps for how to apply for community college, is there anything else you can do to get ready? To fully prepare, you must cross a mountain range with nothing but a walking stick and a backpack full of books. How Else Can You Prepare for Community College? While you can technically apply to community college at the last minute, you’d be much better off planning early, like in the winter or spring of senior year. Spend some time researching local community colleges or out of state schoolsand their programs. Attend information sessions, go on a tour, and try to speak to current and former students about their experiences. You should clarify your reasons for attending and overall goals to make sure you’re choosing the best classes and earning the credits you need. Part of this research may also involve learning about the community college’s articulation agreements with state schools and other 4-year schools to which you might ultimately apply. While you may not be sure exactly what 4-year college you’ll eventually transfer to, you can still work closely with your advisor to learn about credit requirements and how and when to apply to Bachelor's programs as a transfer student. As you attend info sessions and meet with your advisor, make sure to prepare some questions about application requirements, class registration, and/or transfer agreements. By gathering all the information you need, you can make the most of your time at community college to learn, earn credits, and work towardyour long-term academic and professional goals. What's Next? Are you also considering 4-year colleges in addition to community colleges or just wondering what the application process is like? To learn more about the process, check out this complete guide to applying to a 4-year college. Are you applying to college, but your GPA is lower than you'd like? Don't be discouraged! Read this guide to learn how to put together a strong college application despite lower than average grades. Colleges can get expensive, so you want to be on the ball about financial aid. This comprehensive guide goes over everything you need to know about applying for financial aid, step by step. 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:

Document for Proposal review Essay Example | Topics and Well Written Essays - 2750 words

Document for Proposal review - Essay Example For example, Chapelle (2005) contends that technology is central to second language teaching, while Sinicrope et al 2007) note the importance of increasing inter-cultural collaboration between individuals who are culturally and linguistically different using ICT. Moreover, Alrumaih (2004) argues that ICT advances aid EFL teachers to innovate the way they teach L2 to students in the virtual and physical classrooms. This research study will seek to enrich knowledge about the use of tele-collaboration promote intercultural communication and learning among EFL teachers in Saudi Arabia. O’Dowd (2013), for example, mentions that tele-collaboration enables virtual intercultural interaction and exchange between geographically-dispersed language learners in collaborative projects and tasks. Moreover, Ware and Caà ±ado (2007) also state that tele-collaboration is essential in promoting conversational fluency and negotiation of meaning. By applying online collaboration to enable EFL teachers in Saudi Arabia to collaborate on project work and collaborative tasks, the research project should enrich theory into how EFL teachers can improve their intercultural competence as well as ICT competence. The UNESCO ICT competency framework for teachers, for example, outlines the proficiencies and skills needed for teachers to integrate ICT into teaching practice and the study will seek to enhance this framework. In addition, this study will also seek to enhance knowledge on the Salmon (2004) five stage model that seeks to help guide EFL teachers enhance learner experience and knowledge construction using ICT. Moreover, this research study will contribute significant knowledge about the role of the instructor for tele-collaborative intercultural research. Joly and Iseli-Chan (2010) identifies the need for additional research into tele-collaborative partnerships by EFL teachers. By producing co-authored instructions in teacher-teacher dialogue format,

PEER REVIEW AND SELF ASSESSMENT Essay Example | Topics and Well Written Essays - 500 words

PEER REVIEW AND SELF ASSESSMENT - Essay Example We also connected and worked together, and no one dodge d his or her responsibilities and that made it easier finishing the group work within the agreed time. However, there was a weakness in that some of the members did not respond on time, which resulted in performing in a rush so as be done with the project within the due date. In addition, communication was another issue, whereby, some members like Jennifer and Carolyn always responded late on the discussion board. It changed towards the end, though, for Carolyn as she increases the number of time she communicated. Jennifer, however, never changed and always had an excuse. Another challenge is that, initially there was we had a problem with nursing diagnosis, whereby, we kept going back and forth, on which diagnosis would be correct for the patient. Eventually, we all agreed on the final diagnosis and everyone consented on the final decision. In terms of contribution, I would say that it varied although during the diagnosis it wa s equal. Jennifer contributed the least as she always presented excuses for not being able to carry out a task. In a future project, what I would do differently is ensuring that I have every group member’s number such that communication is improved. Further, I would ensure that we hold group meetings frequently, which possibly would make everyone more serious and effective. During the first few classes, I assumed this course was easy and thought that it only involved the assessment of patients. However, I have come to learn that advance health assessment is very broad and requires a lot of critical thinking. It has developed me in the way I am to assess my patients which and now I am able to issue a quality patient examination. It was challenging at the beginning but through constant consultation with the professor and studying of books such as Jarvis Physical