Brave New World Introduction - 2236 Words

BRAVE NEW WORLD Introduction This novel was written by Aldous Huxley in 1932. It is a fable about a world state in the 7th century A.F. (after Ford), where social stability is based on a scientific caste system. Human beings, graded from highest intellectuals to lowest manual workers, hatched from incubators and brought up in communal nurseries, learn by methodical conditioning to accept they social destiny. The action of the story develops round Bernard Marx, and an unorthodox and therefore unhappy alpha- plus ( something had presumably gone wrong with his antenatal treatment), who vivits a new Mexican Reservetion and brings a savage back to London. The savage is at first fascinated by the New World, but finally revolted, and†¦show more content†¦Here is the beginning of mass reproduction : men and women are standarized in uniform groups, workers of a same firm are borned from the same ovule in ordered to obtain an objective : Stability, Identity and a perfect community... An utopian society. At the very beginning Huxley give us, to the readers, a trail, through the description he does of a Center ´s room, of what we are going to imagine as a reality of a bad dream.. Brave New World is a benevolent dictatorship: static, efficient, totalitarian welfare-state. There is no war, poverty or crime. Society is stratified by genetically predestined-caste. Intellectually superior Alphas are the top-dogs. Servile, purposely, brain-damaged Gammas, Deltas and Epsilons toil away at the bottom. The lower orders are necessary in BNW because Alphas could allegedly never be happy doing menial jobs. It is not explained why doing menial work is inconsistent with a life pharmacological hedonism precoded wetware with invincible bliss. Notionolly, BNW is set in the year 632 AF (after Ford).Its biotechnology is highly advanced.Society does not have an historical basis because is banned by the controllers. It does not interest to the society stability.They would uncover a blood-stained horror-story. BNW is a sterile productivist utopia geared to the consumption of mass-produced goods.Society is shaped by a singleShow MoreRelated Brave New World Introduction Essays2157 Words   |  9 Pages BRAVE NEW WORLD Introduction This novel was written by Aldous Huxley in 1932. It is a fable about a world state in the 7th century A.F. (after Ford), where social stability is based on a scientific caste system. Human beings, graded from highest intellectuals to lowest manual workers, hatched from incubators and brought up in communal nurseries, learn by methodical conditioning to accept they social destiny. The action of the story develops round Bernard Marx, and an unorthodox and thereforeRead MoreBrave New World: A Struggle Between the Genius and the Mediocre931 Words   |  4 Pagesâ€Æ' After the publishing of Aldous Huxley’s Brave New World, modern literature has changed forever. It is considered a masterpiece and one of the pillars of the dystopian novel. However, both of those affirmations can be called into question. The former based on a subjective opinion of a reader and the latter through compromising its dystopian nature. Similarly to George Orwell’s novels, the main appeal of Brave New World is within the ideas it contains, not within its literary merits. Huxley’s talentRead MoreAnalysis Of Aldous Huxley s Brave New World1591 Words   |  7 Pageshis book. In Aldous Huxley’s Brave New World, Individualism is a rarity and society is structured to serve a higher class of people. Society is built around five classes; Alphas, Betas, Gammas, Deltas and Epsilons. Alpha being the smartest and strongest, with their counterparts, Epsilons, being senseless and weakest. Each class is designed and conditioned to server the class above them , leading to a supporting society. However their Society is changing through World State’s use of science, slowlyRead MoreAnalysis Of Aldous Huxley s Brave New World1420 Words   |  6 Pagesexcessive effort to become perfect can be counteractive and lead to dysfunctionality. In Aldous Huxley’s Brave New World, characters live in a dystopian society that sprouted from the human yearning for perfection. Although the citizens in Brave New World are genetically engineered to be perfect individuals and are on soma constantly to keep them happy and efficient, they lack individuality.. Brave New World is a novel that clearly demonstrates that trying to create a perfect society can result in loss ofRead MoreA World With No Life. The Book Brave New World, Describes1434 Words   |  6 Pages A World with No Life The book Brave New World, describes a world that no one wishes to live in, even though it is described as paradise. The novel has a world that no one has never seen before, but what readers do not realize is that part of that world is already living with us. Yet, Brave New World was first published in 1932 by Aldous Huxley. How can this book possibly mirror our world when it was written over 85 years ago. This book is all about a brand-new world, where populationRead MoreHow Does Read Literature Like A Professor Chapter Responses1720 Words   |  7 PagesProfessor Chapter Responses Introduction: How’d He Do That? The recognition of patterns makes it much easier to read complicated literature because recognizing patterns will help you relate two or more pieces of literature together, therefore making it easier to understand and analyze the literature you are focused on. Patterns in literature can help the reader understand plots, settings, themes, and other literary elements. I greatly appreciated the novel, Brave New World because of how differentRead MoreSuppression of Individuality in Huxleys Brave New World and Rands Anthem1686 Words   |  7 PagesFahrenheit 451, a Ray Bradbury book, possesses a stereotypical citizen named Guy Montag. Guy sees the world just the same as any other individual. No true happiness or emotion is ever evoked. In his society, Montag becomes aware that books and other censored items exist in the world, but their presence has no impact on him until a female character enters the story. Talking one afternoon, Montag becomes interest in this female’s opinions on society. He soon concludes that the government is repressingRead MoreBrave New World: Utopia?1430 Words   |  6 PagesII 26 April 2006 Brave New World: Utopia? When one envisions a utopian society, religion, the prevailing presence of social class segregation, and abusive drug use are not typically part of such a surreal picture. These attributes of society, which are generally the leading causes of discontent among its members, are more so the flaws an idealist would stray from in concocting such hypothesis for a more perfect world; not so for Aldous Huxley. In his novel, Brave New World, these ideals areRead MoreThematic Research Paper. In Aldous Huxley’S Novel, Brave1249 Words   |  5 PagesThematic Research Paper In Aldous Huxley’s novel, Brave New World, strict societal rules and class structures bear negative results for the World State, such as resentment, gender inequality, and rebellion. The citizens resent different classes and societies, caused by draconian societal structure. A society wholly reliant on medical technology to thrive creates gender imbalance as it erases motherhood and has a flawed familial structure. The World State ultimately becomes its own worst enemy, asRead MoreA Brave New World By Bernard Marx1682 Words   |  7 Pages A Brave New World contains numerous well-developed and complex characters, yet the most compelling one, by far, is Bernard Marx. While not likable, per say, Bernard’s characterization and development are very thought-provoking and intricate. From his introduction to the novel, Bernard stands out in the midst of the monotonous World State. Much like his namesake, Karl Marx, Bernard too finds himself at conflict with society, though the nature of his conflict shifts as the novel progresses. During

Meet, Lead Or Lag - 1228 Words

Meet, Lead or Lag? Compensation is made up of two primary areas. Those areas are salary administration and benefits. In many companies, payroll is a role within the accounting department. In other companies, payroll is positioned in compensation. Currently, Motors and More consist of one female supervisor and four male managers. Although, Motors and More does not have an issue with providing equal pay, we will make sure the company pays every employee sufficiently. â€Å"The Equal Pay Act requires that men and women in the same workplace be given equal pay for equal work. The jobs need not be identical, but they must be substantially equal. Job content (not job titles) determines whether jobs are substantially equal. All forms of pay are covered by this law.† (Eeoc.gov, 2015) Motors and More will form an Equal Pay department that will need to perform a thorough review of the company’s different pay grades and levels. Motors and More will ensure that everyone no matter t he race, gender or ethnicity will not be paid outside of the minimum or maximum pay scale. This will guarantee we remain in compliant with the Equal Pay act. Each position will be graded on a five point scale. The factors that will be taken into consideration include: experience, education, level of skill and responsibility. The five point method will be defined and the monetary value will be placed in the appropriate component. Once the evaluation process is complete regarding each employees current pay, eachShow MoreRelatedThe Business World : Advantages And Limitations Of The Traditional Financial View On Organization Performance903 Words   |  4 Pagesoutcomes and the customer value proposition (Kaplan and Norton, 1996). The lead objectives are called performance drivers and they lead to the customer and financial perspectives. After identifying these objectives they are placed in the learning and internal business processes perspectives forming a causal relationship. The BSC tries to maintain the balance is maintained between the short and long term, the lead and lag objectives and the financial and non-financial objectives. These objectivesRead MoreCompensation Pl Definition And Strategy1609 Words   |  7 Pagesdecisions are prone to biased decision making, getting the incentives wrong can lead to human capital focusing on the wrong things and to employee morale and engagement problems, employee turnover, or, as some would argue, to the collapse of an organization (p.104). MMI recognizes, that in an effort to be competitive in the local labor market a strong, concrete and fair compensation package must be presented. It is required to meet the needs and values of the employees. It is imperative that the compensationRead MoreProduction Plan for Riordan Manufacturing1315 Words   |  6 PagesBottleneck Issues: The Effects A bottleneck in a process is a specific part which falls short of meeting the demand. The capacity, which is necessary for that portion of the process does not have the capability of meeting that demand, has the most lag, or uses the most time or resources. Bottlenecks lessen the output of a process because the flow of the process is halted or slowed (Chase, Jacobs, Aquilano, 2006). Strategic Capacity Planning Strategic capacity planning involves keepingRead MoreSafelite Glass Essay1328 Words   |  6 Pagesit makes it difficult for them to meet the standard number of jobs per day which could cause internal conflicts between the technicians. As mentioned in course materials â€Å"Market position (lag meet lead)† Safelite Auto glass company should make up a detailed report on the demand of the windshield in a given area and the number of technicians available should be equal to the demand per given day around the year. So by this let’s assume a technician needs to meet an average of 4 jobs a day, it isRead MoreProfessional Summary On The Quality Of Black Box And White Box Testing1150 Words   |  5 Pagesworking with customers, developers, consultants and management in high-pressure critical support environment. Excellent Analytical, Verbal, Written, Communication, Presentation, Problem Solving Interpersonal skills and working as a team environment to meet deadline. TECHNICAL SKILLS Testing Tools : Empirix, Mercury Quality Center, JUnit, Rational Robot, Load Runner, Microsoft Web Application Stress Tool, Internet Macro Player Scripting Languages : JavaScript, VB Script, CGI Scripting with Perl, XMLRead MoreEconomic Growth During The Great Depression Essay951 Words   |  4 Pagesin 2008 there were cuts in tax rates, there was a brief cut in VAT from 17.5% to 15%. The cut in VAT is to boost the level of spending in the economy. All goods and services in the UK have VAT imposed, the consequence of cutting the VAT rates will lead to greater spending as UK household will have a higher marginal propensity to spend. Consumption for goods will rise, as consumption is the largest component in AD greater level of spending will cause the AD to increase from AD1-AD2 and real nationalRead MoreThe Management Control System ( Mcs ) Essay1568 Words   |  7 Pagesan organization to meet their objective and targets for the year (Anthony et.al, 2014, p.4). It is also very important for the organization to be able to maintain the good performance in the long run, making MCS to be an essential function in the management. Which bring up the frequently asked question on which control method is the best for an organization to adopt. A company should use a proper MCS that suitable with the company strategies, since a poor developed MCS could lead a company to a failureRead MoreTypes Of Control For The Institution Of A System1277 Words   |  6 Pages Types of control:- 1)Input :feedforward control-which includes anticipating problems For e.g. Much management, by experience, has found out that the time-lag in the management-control process necessitates future-directed control. Otherwise, control will be ineffective. Effective management control calls for the institution of a system of control that can give the manager, a correct and timely idea of not only taking corrective action, but also of the possibility of the occurrence of certain problemsRead MoreMaster Of Biotechnology ( Biomedical )1241 Words   |  5 Pagesthe question on which would be more important in Project Management, would it be Time or Cost? It would Time definitely because additional time leads to additional costs but where as additional costs do not lead to more time. Time Management is basically is recording and controlling time spent by staff on each process in the project. Each process should meet its given deadline if not it will delay the other processes in the project and objective is achieved late. When the objectives get delayed itRead MoreTechnology and Social Change924 Words   |  4 Pageschanges from generation to generation. Technology is scientific knowledge and the making of tools to solve problems. The technological advances are vehicles, airplanes, radio, TV, cell phones, and computers. The 20th century has changed how people meet, interact, learn, work, and do business. This type of knowledge doubles every several years. Sociologists are concerned how these technological societies will adapt to the social changes that technology continues to bring. Social change is alteration

The Right to Silence free essay sample

Victoria should adopt reforms enacted in England which allow the jury to draw a strong adverse inference from a suspect’s exercise of the right to silence when questioned by police and permit the trial judge to direct the jury accordingly. ’ Critically discuss. The right to silence is a fundamental right that should not be curtailed in Victoria. The right itself consists of a collection of a complex set of rights, which involve a variety of procedural rules, seen as stemming from the protection against self-incrimination. The right operates in two different circumstances, as both a primary and secondary right, in that it protects an accused when being interviewed by police and also incidentally when at trial. Reforms that allow the jury to draw a strong adverse inference from a suspect’s exercise of the right to silence when questioned by police and permit the trial judge to direct the jury accordingly, should not follow the lead of England, due to the significant differences in the rights and protections established in the legal systems. The right to silence has been a controversial one for sometime and in England and Wales under the Criminal Justice and Public Order Act 1994 the right has been inhibited. The issue is particularly prevalent in Australia currently, with New South Wales in the process of passing legislation to end or at least reduce the right to silence. To weigh the argument on reform in Victoria, firstly it is important to examine the history of the right and its significance in our legal system today. A comparison then must be drawn between Victoria and England, in the way in which the right to silence operates within the differing legal regimes. Finally to conclude, the arguments both for and against such reforms must be analysed. The phrase ‘right to silence’ is in fact a network of concepts and practices, which operate under the general principal that, in the absence of some contrary rule of common law or legislation, all citizens are free to remain silent and to decline to provide the authorities with information. ’ The rights are best defined by the House of Lords in R v Director of Serious Fraud Office; ex parte Smith. It is a notion based on the protection against self-incrimination and the presumption of innocence. This right is more than a privilege and is founded on the human right rationale of maintaining a fair trial, which plays an integral part in Australia’s legal system. The creation of the right to silence can be seen as a result from the practices witnessed in the Star Chamber and High Commission dating back to the sixteenth century. Although Australia has no express constitutional protection for the right to silence, it has been principally preserved by statute and is largely considered by the courts as an important common law right. The right to silence has evolved from its common law inception to also include police questioning, as stated in Petty v The Queen and is expressed in Victoria by virtue of section 89 of the VIC Evidence Act 1995. From this section we can see that the right to silence is both a pre-trial right, which includes the right to remain silent during official questioning and extends to a right at trial, where in criminal proceedings ‘unfavorable inferences’ cannot be drawn from the exercise of the pre-trial right. Section 89 of the Act also establishes that silence includes both selective and complete silence. There are some exceptions to the general right which are, most notably, the right does not apply to corporations which was established in Environmental Protection Authority v Caltex Refining Company Pty Ltd and in cases which rely wholly on circumstantial evidence, as seen in Weissenstiner v The Queen. In England and Wales the right to silence was first codified in the Judges’ Rules, 1912. Arguably, with the inception of the subsequent Criminal Evidence Act 1984 the rights of defendants were significantly increased. By virtue of the Act a criminal suspect did not have to give evidence in a proceeding and also had no duty to answer official questioning, the right also deemed that no adverse inferences were to be accounted to such a use of silence. On comparison, we can see that the right to silence in England was once identical in operation to current Victorian law. However, after much debate and with the criticisms of the expanding defendant’s rights, came the introduction of the Criminal Justice and Public Order Act 1994 where the right to silence, both pre-trial and post-trial was curtailed. Under section 35 of this legislation it permits that a tribunal of a criminal matter can draw strong adverse inferences from a defendant’s refusal to answer questions or give evidence at trial. Such adverse inferences can be used to establish an inference of guilt where the evidence calls for an explanation whereby the defendant ought clearly be able to provide one. The English Court of Appeal has qualified this provision to only exclude such an adverse inference in exceptional circumstances on an evidentiary basis or when the accused is under the age of fourteen. The Act also permits inferences of guilt by the exercising of the right during police questioning, whereby the defendant fails to mention any fact, which he or she later relies on by the way of a defence. Similarly, it encompasses failures for the defendant to account for their whereabouts at a particular time the crime was committed, any marks found on the suspect or finally anything unaccounted for found in their possession. The only unrestrained right to silence preserved under this legislation is the right not to testify at trial, by virtue of section 35(4). The central question at the heart of the debate on reform, is whether the right protects the guilty or the innocent? In other words, would following the lead of England and Wales result in more proper convictions of guilt or could it consequently lead to an increase in wrongful convictions? Although there are valid arguments, both for and against reforms to restrict the right of silence, the greatest issue faced when tackling the central question is that of empirical evidence. The first problem is definitional in nature; ‘silence’ itself is difficult to define. Should we adopt a general view of silence, where any silence during questioning, whether relevant or not and whether answered later or not constitutes a silence? Or should we restrict the definition to only include complete silence or silence on relevant facts or issues to the case? A further issue with evidence in a methodological way is the reliability of the data and the potential for bias. Furthermore, there are few Australian studies on the right to silence and thus we are heavily reliant on studies conducted in the United Kingdom, which in itself raises significant concerns on how such data correlates to Australian law and criminal case outcomes. Steven Greer first categorised arguments that favour the restricting of the right to silence as either ‘utilitarian abolishment’ or ‘exchange abolitionism’. The latter category is more likely to be supported in modern debate, which is based around removing the right to silence, but safeguarding notions of a fair trial by protecting the rights of the accused. It is important to note that such protections have been established in England, whereby there is a right to legal advise for defendants, both pre-trial and representation at trial, which is not a right protected in Victoria. The issue of access to legal advise and representation in Australia is in itself a heated topic of debate on the notion of a ‘fair trial’. Without Victoria first considering such protections and procedures to ensure the rights of the defendant are protected, reforms such as England’s on the right to silence should not be followed. Other arguments supporting the curtailing of the right are based on the conception that the rights of an accused outweigh that of the prosecution and thus there is a need to counterbalance this. Their central claim is that it is professional criminals that are most likely to use the right in order to avoid justice and that silence draws an inference of guilt, as if an allegation is made on an innocent person it would only be natural to defend oneself. However, this argument lacks substance and it also completely ignores legitimate reasons for protecting oneself from accidently giving misleading evidence or the lack of ability to answer. Such a reason to utilise the right to silence may be because of age, intellect, disability or mere fear. It is common sense to think that one may be more likely to use the right if they are represented or based on the seriousness of the crime, for the simple fact that they are under stress when being questioned, they can be shocked by allegations and they do not have time to think clearly and provide a clear and truthful answer to the questions put before them. In relation to substance, the data we have to assess who uses the right and for what purpose has been clearly divergent. Even though there may be said to be some correlation between the severity of the crime or whether the criminal has in fact committed other offences and the use of the right to remain silent, it is far from conclusive on determining that it is only criminals that engage the right and that they do so in an effort to avoid justice. Such arguments also must be suggesting that a criminal whom uses silence excessively or strategically must be gaining an advantage in the outcome of their case. However, from the evaluation of the evidence we have in two eading publications by Michael Zander and David Brown, such a conclusion cannot be made. In fact, some of their key findings were completely contrary to this line of reasoning. Both Brown and Zander’s overall findings discovered that those who are more likely to use the right are more likely to be charged and those pleading not guilty that have employed the right of silence are less likely to be acquitted than other defendants. One fin al key argument for the removal of the right to silence is because of the ambush defence. It is argued that the accused has an unfair advantage over the accuser, as they are not required to give notice to the police or prosecution. However, again in the cases evaluated in the before mentioned studies and in Leng’s assessment of such reports, this basis is also largely unfounded. On weighting these arguments and with the severe lack of empirical evidence to support claims for reform, it is my opinion that the right to silence should remain unchanged in Victoria. The controversial move by New South Wales government to restrict the right of silence is one that undermines the foundation of the presumption of innocence and places the defendants in an inequitable position. The significant differences between the legal regimes make it necessary to avoid following the lead of our English counterparts. If Victoria are to look at restricting the right to silence, it must first be established that the accused are protected from the imbalance of the parties, by including safeguards similar to those that exist in England. Such protections must be substantial and be available, both at official questioning and at trial. Furthermore, investment into significant research to clearly gauge the potential effects of such proposed reforms, based on Australian case data, must be conducted. Just because the reforms may work in England and Wales, does not mean a one size fits all approach and the evaluation on the right to silence must be considered based on our common law principals, protections and procedures in law.

The Advantages and Disadvantages of Using the Internet free essay sample

Vocabulary: global village, a plethora of options, services, dissemination of information, silver bullet, Babel, rambling, reliability, veracity, ascertain the reliability, rapid pace of change, information overload, landmines, at the click of a mouse, maligned, comfort of home, assimilated, indispensable, pervasive, rife, program vs programme, having access to, beyond reproach, estranged, Be careful of one/you/we/I Linking words Brainstorm Information: (be careful that you must explain and not assume the reader knows online terms) Advantages: 1) Information on almost every subject imaginable. 2) Powerful search engines 3) Ability to do research from your home versus research libraries. 4) Information at various levels of study. Everything from scholarly articles to ones directed at children. 5) Message boards where people can discuss ideas on any topic. Ability to get wide range of opinions. People can find others that have a similar interest in whatever they are interested in. 6) The internet provides the ability of emails. Free mail service to anyone in the country. We will write a custom essay sample on The Advantages and Disadvantages of Using the Internet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 7) Platform for products like SKYPE, which allow for holding a video conference with anyone in the world who also has access. 8) Friendships and love connections have been made over the internet by people involved in love/passion over similar interests. 9) Things such as Yahoo Answers and other sites where kids can have readily available help for homework. 10) News, of all kinds is available almost instantaneously. Commentary, on that news, from every conceivable viewpoint is also available. 11) online shopping 12) online courses Disadvantages: 1) There is a lot of wrong information on the internet. Anyone can post anything, and much of it is garbage. 2) There are predators that hang out on the internet waiting to get unsuspecting people in dangerous situations. 3) Some people are getting addicted to the internet and thus causing problems with their interactions of friends and loved ones. 4) Pornography that can get in the hands of young children too easily. 5) Easy to waste a lot of time on the internet. You can start surfing, and then realize far more time has passed than you realized. Internet and television together of added to the more sedentary lifestyles of people which further exacerbates the obesity problem. 6) Internet has a lot of cheater sites. People can buy essays and pass them off as their own far more easily than they used to be able to do. 7) There are a lot of unscrupulous businesses that have sprung up on the internet to take advantage of people. 8) Hackers can create viruses that can get into your personal computer and ruin valuable data. 9) Hackers can use the internet for identity theft. 10) It can be quite depressing to be on the internet and realize just how uneducated so many people have become in todays society. 11) a lack of human touch and customisation of learning e. g.in teaching, facebook 12) identity theft 13) online addiction; waste of time Plan: (You must group the information from the brainstorm and ensure the information can be used to support your TOPIC SENTENCE) Intro: Internet is everywhere. Teenagers think its indispensable. Para 2: An Advantage of the Internet is that it grants us a lot of convenience online shopping, gambling, easier to perform research, forum groups for discussion Para 3: An Advantage of the Internet is that it allows us better understanding of the world the world is but a click away, google search, translation tool, youtube, coursera  Para 4: A disadvantage of the Internet is that it increases crime of various forms scams in purchases, funds transfer, identity theft, hacking of computer systems, password collection Para 5: A disadvantage of the Internet is that it reduces human contact with the convenience of purchases and communication from ones desktop, one may not even travel out of the comfort of home. facebook, purchases, research Conclusion: the internet is much maligned but the truth is that it has both adv and disadvantages. We need to be sensible. (a piece of advice) Sample There are certain things in life which are essential: sunlight, food, water and oxygen. However, if you ask a naive teenager what is crucial for him to lead his life, it would be no surprise if he told you that it is the Internet. (The preceding sentence is in the past tense as it is hypothetical. ) This is really not surprising as the Internet and its use have pervaded so much of our lives. Like all other inventions, the Internet brings with it advantages and disadvantages. (It is up to you whether you want to list the adv and disadv in the intro. If you do, list them in the order that you write to show ORGANIZATION.  ) Perhaps the most obvious advantage of the Internet is the convenience it gives. For just about anything that we need to do in life, the Internet offers an alternative way of doing it. In fact, often with the Internet, we can perform activities faster and cheaper. For example, previously, when we needed to perform research for school projects, the traditional method was that we marched to the library, ploughed through reference books that weigh a tonne. We then made photocopies of the relevant materials before compiling all the information using a typewriter or by hand. Today, Google is a researchers best friend, and with a few keystrokes of the keyboard and clicks of the mouse, voila — we have found the information! Discussions among project members can even be done via forum groups online or simply over messaging programs such as Whatsapp. The convenience of the Internet is boundless! (You may want to write more on other convenience e. g. online entertainment. Notice how the L in PEEL is rephrased. ) Another benefit of having access to and using the Internet is that we gain a better understanding of the world. Many scholars proclaim that the world is now a global village; perhaps they are right — the world is vast but today everyone and everything feels so close and intimate. And why not? We have unimpeded access to any and every piece of information that we desire to know. We can just as easily learn the laws of Singapore as we can find out how to purchase illicit drugs! This in fact is true of any topic that we choose to discover. Even when the information is a foreign language, there are online tools for translation! Do we have any excuse for not having a deeper knowledge of everything? Without doubt, the Internet is not beyond reproach. Crime is a persistent streak of mankind and the Internet is not spared from it either. In fact, weekly, for every Internet success story we read, we read an equivalent internet crime. Scams are a dime a dozen. Who can forget the litany of Nigerian emails claiming to sell potent drugs or cheap mobile phones? Perhaps rarer but more criminal is identity theft. As much as we enjoy the joys of the Internet, we need to tread carefully in the land of minefields. Another downside of using the internet is that we may gradually lose the human touch. In years past, we socialised by spending time at shopping malls with friends, lazing on the couch while watching television programmes with our family. Today, we socialise by updating our status on Facebook, while many families do not gather in front of the television set as each one of us watch our preferred shows via a laptop or a mobile phone. Even when we are on an outing, often, we are transfixed on the phone! So even if physically we are side by side, mentally we are estranged. There is no doubt that the Internet has brought with it a myriad of benefits. (you may want to re-list the adv and disadv if you don’t have enough words. ) Yet, it is inevitable that the cons co-exist with the pros. Hopefully, most of us — especially teenagers — have the sensibility to reap the benefits of using the Internet while mitigating their disadvantages by making responsible and sounds decisions. (don’t end with new info or new adv or disadv; here we end with a simple, short piece of advice. The reason for adding in â€Å"teenagers† is to link to the introduction. )

Collection of Classic Christmas Poems

Collection of Classic Christmas Poems Classic Christmas poems are a joy to read during the holiday season. They offer a glimpse into how Christmas was celebrated in the decades and centuries of the past. It is likely true that some of these poems have shaped how we view and celebrate Christmas today. As you snuggle beneath the Christmas tree or before the fire, browse some of the poems gathered here for your holiday reading and reflection. They may inspire you to add new traditions to your celebration or even to take up your own pen or keyboard to compose your own verses. Christmas Poems from the 17th Century The traditions of the Christmas season in the 17th century combined the Christian celebration of the birth of Jesus with baptized versions of pagan solstice revelries. The Puritans tried to rein it in, even to the extent of banning Christmas. But the poems from these times tell of holly, ivy, the Yule log, mince pie, wassail, feasting, and merriment. William Shakespeare, Lines spoken after the ghost’s exit from Hamlet, Act 1, Scene 1 (1603)George Wither,â€Å"A Christmas Carol† (1622)Robert Herrick,â€Å"Ceremonies for Christmas† (1648)Henry Vaughan,â€Å"The True Christmas† (1678) Christmas Poems from the 18th Century This century saw political revolutions and the Industrial Revolution. From the bucolic list of gifts of fowl in The Twelve Days of Christmas, there is a transition to more somber issues of war and strife in Coleridges A Christmas Carol. Anonymous,â€Å"The Twelve Days of Christmas† (1780)Samuel Taylor Coleridge,â€Å"A Christmas Carol† (1799) Christmas Poems from the 19th Century St. Nicholas and Santa Claus became popular in the United States in the 19th Century and A Visit from St. Nicholas popularized the elements of nocturnal rounds of gift giving. The poem helped crystallize the image of a chubby Santa Claus with a sleigh and reindeer and arrival on the roof and down the chimney. But the century also has Longfellows lament about the Civil War and how the hope of peace can survive harsh reality. Meanwhile, Sir Walter Scott reflects on the holiday as celebrated by a baron in Scotland. Sir Walter Scott, â€Å"Christmas in the Olden Time† (from Marmion, 1808)Clement Clark Moore (attributed to him- but more probably written by Major Henry Livingston, Jr.),â€Å"A Visit from St. Nicholas† (first published in 1823, likely written in 1808)Emily Dickinson,â€Å"’Twas just this time last year I died† (#445)Henry Wadsworth Longfellow,â€Å"Christmas Bells† (1864)Christina Rossetti,â€Å"In the Bleak Midwinter† (1872)Robert Louis Stevenson,â€Å"Christmas at Sea† (1888) Christmas Poems of the Early 20th Century These poems are ones worth setting aside some time to muse over their meanings and lessons. Did the oxen kneel at the manger? Who gave the poet an unseen kiss under the mistletoe? What is the worth of a field of trees if not to be cut down for Christmas trees? What brought the Magi and other visitors to the manger? Christmas can be a time for contemplation. G.K. Chesterton,â€Å"A Christmas Carol† (1900)Sara Teasdale,â€Å"Christmas Carol† (1911)Walter de la Mare,â€Å"Mistletoe† (1913)Thomas Hardy,â€Å"The Oxen† (1915)William Butler Yeats,â€Å"The Magi† (1916)Robert Frost, â€Å"Christmas Trees† (1920)

Private Day Schools in New York City

Private Day Schools in New York City There are more than 2,000 private schools in New York state, with approximately 200 of those private schools in New York City. Check out this sampling of day schools offerings grades 9-12 with low student to faculty ratios, challenging curricula and excellent reputations for college prep. The schools are coed unless otherwise noted. Many offer early grades as well.   This list is presented in alphabetical order by location. Downtown Friends Seminary Address: 222 E 16th Street, New York, NY, 10003Religious Affiliation: Friends (Quaker)Teachers to Students Ratio: 1:6Tuition: $41,750 Comments: This fine old Quaker school has been around since 1786. In the 2015-2016 academic year, over $4.8 million in  financial aid  was awarded to approximately 22% of the student body at this selective school. Grace Church School Address: 46 Cooper Square, New York, NYReligious Affiliation: EpiscopalTeachers to Students Ratio: 1:5Tuition: $44,000 East Side The Beekman School Address: 220 East 50th Street, New York, NY, 10022Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:4Tuition: $38,000 Comments: If your child is an actor and needs a special school schedule to accommodate his schedule, The Tutoring School section of The Beekman School might be the answer. Birch Wathen Lenox School Address: 210 E 77th Street, New York, NY, 10021Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:7Tuition: $43,479 Comments: BWL is the outcome of The Birch Wathen School combining with The Lenox School in 1991. The school now offers a science initiative, including seminars for Women in Science Education and college-level research opportunities. The Brearley School (All girls) Address: 610 East 83rd Street, New York, NY, 10028Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:7Tuition: $43,680 Comments: The Brearley School was founded in 1884. This prestigious girls school offers serious college preparatory studies as well as a host of extracurricular activities and sports. A highly selective school. Convent of The Sacred Heart (All girls) Address: 1 East 91st Street, New York, NY, 10128Religious Affiliation: Roman CatholicTeachers to Students Ratio: 1:8Tuition: Varies by Grade, Highest is $44,735 Comments: Take a look at the top colleges CSHs grads go to. Then you will understand why this is a serious college prep institution. Solid academics. Conservative Catholic values. Selective admissions. Dalton School Address: 108 E 89th Street, New York, NY, 10128Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:5Tuition: $38,710 Comments: This is one of the original progressive schools. Founded by Helen Parkhurst, Dalton remains true to her missions and philosophy. This is a very selective school. Only 14% of applicants were accepted in 2008. Loyola School Address: 980 Park Avenue, New York, NY, 10028Religious Affiliation: Roman CatholicTeachers to Students Ratio: 1:8Tuition: $35,800 Comments: Rigorous Jesuit education for young men and women. Upper East Side location. Lycee Francais De New York Address: 505 East 75th Street, New York, NY, 10021Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:10Tuition: $32,950 Comments: Lycee has been offering a French education since 1935. It prides itself on producing citizens of the world. Nightingale-Bamford School Address: 20 East 92nd Street, New York, NY, 10128Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:6Tuition: $44,400 Comments: Ignore the caricature of the school as seen on Gossip Girls and focus on the reality that this is a highly successful, very selective girls school. One of Manhattans top private schools. Rudolf Steiner School Address: 15 East 79th Street, New York, NY, 10021Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:8Tuition: Varies by grade, Highest Tuition is $44,500 Comments: The Steiner School is the first Waldorf school in North America. The school has two buildings in Manhattan to house the lower and upper schools. The Spence School (All girls) Address: 22 E 91st Street, New York, NY, 10128-0101Religious Affiliation: Non-sectarianTeachers to Students Ratio: 1:7Tuition: $43,000 Comments: Rigorous academics at this top Manhattan girls school. Graduates go on to the top tier colleges everywhere. A selective school. United Nations International School Address: 2450 FDR Drive, New York, NY, 10010Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:7Tuition: Varies by grade, Max tuition is $38,500 UNIS is a large school serving the diplomatic and expat community in Manhattan. UNIS also is an IB school. West Side Collegiate School (All boys) Address: 260 West 78th Street, New York, NY, 10024Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:5Tuition: $41,370 Comments: Americas oldest independent school was founded in 1628. If you are considering a Manhattan boys school, Collegiate is one of the best schools in the country. Columbia Grammar and Preparatory School Address: 5 W 93rd Street, New York, NY, 10025Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:6Tuition: $38,340 One of the oldest private schools in New York the school has one of the finest academic and college prep programs available. This is a selective school. The Dwight School Address: 291 Central Park West, New York, NY, 10024Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:5Tuition: $39,650 Comments: Dwight offers an unusual amalgam of internationalism and civic awareness. The school is the only New York City school to offer the International Baccalaureate at all three levels. Professional Childrens School Address: 132 West 60th Street, New York, NY, 10024Religious Affiliation: NonsectarianTeachers to Students Ratio: 1:8Tuition: $38,300 Comments: PCS offers flexible, concentrated schedules so its students can pursue their professional careers and/or training. Trinity School Address: 139 West 91st Street, New York, NY, 10024-0100Religious Affiliation: EpiscopalTeachers to Students Ratio: 1:7Tuition: $41,370 Comments: Trinity was founded in 1709. The school has nearly 1,000 students and is a highly selective school. They are known for offering educational programs for both body and mind. Other Locations The Masters School  (approx. 12 miles from Manhattan) Address: 49 Clinton Avenue, Dobbs Ferry, NYReligious Affiliation: NoneTeachers to Students Ratio: 1:12Tuition: $41,00-$59,500 Comments:  Masters is 35 minutes from Manhattan and offers private busing from the East and West side of Manhattan.

Article critique Example | Topics and Well Written Essays - 500 words - 1

Critique - Article Example The article also explores that how parents can lead an influential role in shaping the knowledge of their children regarding sex education without embarrassing them. The article provides an in-depth analysis of parents’ role in this regard after interviewing them. Also, it describes that which gender of the parent can be influential. Parents can play the role of educators in informing their children from the harms of early sex activities. The author has tried to explore the fact that how parents can help their children in acquiring the first hand knowledge related to sex education from home and how they can improve their idea and concepts related to this topic. The author of the article has emphasized on the role and participation of the parents as educators in this article. The article explores that there are majority of children who face problems discussing anything related to sex with their parents due to embarrassment. According to Walker (2001) about 72% of the teenagers feel embarrassed talking about sex with their fathers and 43% of the teenagers feel embarrassment from their mothers. The author further explains that majority of the parents favor providing sex education at school. I agree with the author that majority of the teenagers feel uncomfortable discussing such an issue with their parents but at school, there has to be a certain age limit for the students as well as the information related to sex and o ther relationships has to be in a limit. The writer further tells the reader that discussing sex with parents won’t increase the probability of children’s engagement into this but; I believe that parents can provide limited information to them however; curiosity can be the factor in triggering the urge to know what happens in real. The author needs to find out how it can be preventable more thoroughly. I agree to the author’s findings that mothers can

Analyze Roger Dubuis' (high-end watches) press kit Essay

Analyze Roger Dubuis' (high-end watches) press kit - Essay Example The mission of the Company is also stated and the major underlying themes are clearly spelt out: creativity, innovation and boldness. The Press kit then sets out in detail, each of the individual items that was summarized in the capsule of information presented at the outset. Firstly, it presents a timeline of the Company’s history sets out the history of SOGEM S.A., which was founded in 1995, including the development of the various collections and their distinguishing features. The next section of the Press kit deals specifically with the development of the sports watch collection and the development of the Geneva boutique. The two original collections â€Å"Hommage† and â€Å"Sympathie† have been rejuvenated in 2004, into two collections that are different from the original both aesthetically and technically. These two collections cater not only to men but also to women. This is followed by yet another section of the report which explains the features of the â€Å"Just for Friends† collection. The distinctive element of this collection is pointed out, i.e, it contains an engraving from Dubuis – â€Å"Just for friends†, which in turn makes it an exclusive sports watch. The next section of the Press kit focuses specifically with the Company’s ability to maintain a leading edge by constantly establishing new standards for technology, quality and design by adhering to the strict requirements for the Geneva seal. The next segment of the report summarizes the progress of the Manufacture Roger Dubuis and the expansion of the building to cope with the future demands that are likely to arise. The last segment of the report explains the expansion plans of the Company and the proposed boutiques which are to be set up at various locations in Asia. The Press Kit provides a capsule of the communication strategy the Company has followed , including the transmission of images of glamour and

Cedar Fair Essay Example for Free

Cedar Fair Essay ? Problem Statement –While Cedar Fair is steadily growing revenue to the 2013 estimated value of $1. 1B, their operating profit percentage has ranged from 50% to -17% over the past 5 years and relies heavily on season pass sales and visitors over a limited operating period of 130 days, leaving them vulnerable to competitive moves by the market leaders in the Amusement Park Industry. Analysis Plan / Data Used / Key Assumptions – We will use the Porter 5 forces Model for the Cedar Fair and to compare with the other amusement parks. The 5 forces will help us to understand the strong forces which will help the cedar fair to be more profitable in future. Key data will include from each of the amusement park websites. Also the revenue income provided by IBIS for each amusement park. The financial analysis particularly profit margin provided by mergent online will allow us to access financial performance for each company. Cedar Fair owns and operates 11 amusement parks, four outdoor parks, one indoor water park and five hotels. Cedar park lacks brand identification due to their diverse portfolio. The brand name of Cedar Fair is rarely associated with park or hotels. Data Analysis and Tool Use – Using the Porter’s 5 Forces model the strongest rivalry is from the Walt Disney, universal studios, Sea world and Six Flags. Since the Disney is global and has resorts and attractions for all age groups and also it is open all year along and generates income. Disney also keeps updating its theme parks wit new attractions and new technology to attract new customers or repeat too. Large resorts try to entice the customers to come to the parks instead to going to beaches by giving them special passes on internet. The mid-size theme parks attract the local customers who are close by and can drive and go back without spending the night at the hotels. Conclusions – The competition among the parks is intense, as the market is saturated and small. To increase the customers in cedar fair should give free pass on birthdays and also introduce packages which can be bought with the installment plan. Recommendation to Management – My recommendation would be that since the economy is improving and people have little bit of money to spend on vacations, so they should advertise special offers for the summer time on the internet and TV. They should try to attract more customers from the local region as they cannot compete with the big resort theme parks such as Disney, Universal Studios, and sea world. They should have access to multi-skilled and flexible workforce those who have the ability to quickly adopt new technology. US Amusement Parks Market Share US Parks Total Revenue 2012. Total Income 2012 Percentage Market Share (%) Walt Disney Company $6. 2 billion 5,986M 44. 5% Universal Park and Resorts $2. 1 Billion 95M 15% Sea World Parks Entertainment $1. 4 Billion 55M 11% Cedar Fair $1. 1 Billion 118M 7. 7% Six Flags $1. 06 Billion 249M 7. 9% (IBIS World, 2013) Below is the 5 Forces Model. References: 1) Wood, L. (2013, February 11). Research and markets: 2013 report on the $16 billion us amusement parks arcades market featuring Walt Disney, six flags, cedar fair, SeaWorld, and universal parks resorts. Retrieved from http://www. businesswire.com/news/home/20130211005621/en/Research-Markets-2013-Report-16-Billion-Amusement 2) IBIS World. (2013). Us industry reports. 3) Theme Parks Are on a Roll by Christopher Palmeri in the June 3-9, 2013 issue of Bloomberg Busine ssweek http://www. businessweek. com/articles/2013-05-30/u-dot-s-dot-theme-park-revenue-is-on-its-best-ride-in-years 4) IAAPA. (2013). Amusement park and attractions industry statistics. Retrieved from http://www. iaapa. org/resources/by-park-type/amusement-parks-and-attractions/industry-statistics 5) Six Flags; https://www. google. com/finance? q=NYSE%3ASIXei=w_GHUuD9H4OTsgffMA.

Motives for Female Adolescents Participation in Physical Activity Essa

It has been demonstrated that there is a strong correlation between age and physical activity. The amount of physical activity declines significantly as age increases. This correlation has been found to be true regardless of gender. However, research has shown that the participation in regular physical activity declines more in females than males (Butt Joanne, Robert Weinberg, Jeff Breckon & Randal Claytor, 2011). Studies have been conducted to investigate explanations for the decline in participation in physical activity. Exploring the motives and goals for participation gave a better understanding for the decrease in physical activity. Reasons for participation in physical activity among female adolescents were both intrinsic and extrinsic. Goals and motives for physical activity in the two contexts resonate with concepts and ideas of the Self-Determination Theory (O'Dougherty Maureen, Kurzer Mindy & Schmitz Kathryn, 2010). The Self-Determination Theory possesses the idea that participation in physical activity comes from both intrinsic and extrinsic motivation. Intrinsic motivation is described as motivation associated with enjoyment to the activity whereas extrinsic motivation is externally imposed (O'Dougherty Maureen, Kurzer Mindy & Schmitz Kathryn, 2010). The continuum of self-regulation is central to this theory. Proposed by this theory is the idea a person’s level or intensity of self-regulation varies on a continuum. These variations have important implications for the individual’s physical and mental well being (Puente Rogelio & Anshel Mark, 2009). The four types of regulation are expressed in the Self-Determination Theory. The four types of regulation are external, introjected, identification, and integrated. Exter... ...ary, (2010). Coping with â€Å"bad body image days†: Strategies from first-year young adult college women. Body Image, 8(4), 335-342. Jankauskiene Rasa. , & Kardelis Kestutis, (2005). Body image and weight reduction attempts among adolescent girls involved in physical activity. Medicina (Kaunas), 41(9), 796-801. O'Dougherty Maureen. , Kurzer Mindy, S., & Schmitz Kathryn, H. (2010). Shifting motivations: Young women’s reflections on physical activity over time and across contexts. Health Educ Behaviors, 37(4), 1-19. Puente Rogelio. , & Anshel Mark, H. (2009). Exercisers’ perceptions of their fitness instructor. Scandinavian Journal of Psychology, 51, 38-45. Sanda Solfrid, B., & Borgen Jorunn, (2011). Symptoms of eating disorders, drive for muscularity and physical activity among norwegian adolescents. European Eating Disorder Review, doi: 10.1002/erv.1156

Year Round Education Program

Imagine a child, on a hot summer day†¦ no baseball, no swimming, no picnics or amusement park rides. Instead of spending time doing all of the things kids like to during summer vacations, this child, is attending school. Year round education (YRE) has been around since 1904, with 3,000 schools and 2 million students currently using the program (National Association). Students in year round schools go to school the same 180 days that traditional schools attend. In YRE, the summer vacation is eliminated, replacing it with shorter, more frequent breaks. There is a number of ways the year round school can operate, including: 90/30, 45/15, and 60/20. The most popular of these calendars is the 45/15, where the year is divided into 4 nine week terms, separated by 4 three week vacations (National Association). YRE has been a debated issue in education almost since it began. Supporters of YRE say this schedule improves the learning process. The biggest debate, however, comes from the parents and teachers who believe there are no proven studies that YRE helps the learning process at all. So, is year round schooling a good choice for the education of your children? YRE will not only hurt the education system, but it will create chaos for the lives of the students attending and their families. Supporters of YRE believe year round schools are more cost effective than traditional schools. With population in some districts rising rapidly, YRE is said to reduce overcrowding of schools and classrooms. In many cases, school calendars are changed in response to population growth. By running schools all year, districts can pack in more students and postpone building new schools (Endless Summer). Supporters of YRE say that by staggering vacations and schedules, schools can increase capacity by 25-50 percent (Should Kids go). Supporters argue that the costs for the transition form a traditional calendar to year round schools are modest compared to the construction costs of new schools (Inger, Morton). However, those against YRE feel that expenses will only be reduced temporarily. According to a â€Å"Year Round Education Study† conducted by the Lewisville, Texas Independent School District, â€Å"Findings of a year-long study concluded that there is no financial benefit to operating a Single Track System. The system would cause a modest increase in operational expenses without providing any instructional benefits† (Time to Learn). In Iowa, the Carroll School Board found that the costs of the district moving to a year round education system could range from $16,786 to $32,412. Taylor Elementary School, in Cedar Rapids, spends more money according to the classroom teachers that any other elementary school. Schools in Davenport reported that the switch to YRE will cost an additional $36,000 in salaries, $3000 per year for equipment, and supplies, and $22,300 as a one time expense for teacher training. Plus, the move to YRE would also cost the district an extra $92,626 to fully air condition the school building. In Des Moines, Moulten schools spend about $80,000 annually for year round schooling. If YRE were implemented, Indianola school districts would spend an additional $3,655 for middle school and $5,000 for elementary school to pay for the additional secretarial, administrative, and custodial time during the summer (Time to Learn). Costs will not only be incurred with the schools, but also with the state and with taxpayers. Cost savings for one of these groups may create cost increases for the other (Naylor, Charlie). Contrary to what supporters of YRE claim, there are definitely extra costs to implementing and maintaining a year round education system. Supporters of YRE say that year round schools would promote continuous learning. The belief is that students forget a lot of what they learn while on long summer vacations. This is seen more in slower learning students and for those who know English as their second language. It is also thought that because students retain more when the learning process is interrupted for only short periods of time, teachers in year round schools need to spend less time reviewing pre-vacation material (Inger, Morton). Although this seems true, opponents believe that there is research that needs to be addressed. Mary Lee Smith and Gene V. Glass have done extensive research in year round schools since 1974. In a study conducted by Smith and Glass, in a school district in Colorado, the learning loss in the students was evaluated. They found that although teachers in year round schools spent less time reviewing pre-vacation material than teachers in traditional schools did, the actual achievement differences were insignificant on tests designed specifically to measure district objectives (Glass, Gene V). According to Don Patterson, a member of the Albuquerque, New Mexico School Board that tried and rejected year round schooling, â€Å"Short term memory loss is very acute. Studies show that the only discernible summer loss occurs in the first two to three weeks. So, by introducing all these multiple breaks, all you†re doing is maximizing forgetting. † It has also been proven that forgetting and relearning are part of the learning process. Gaps in student†s learning begin with loss of context retention in the subject area, which begins within 24-48 hours, unless the new information is reinforced or applied immediately. After a month without reinforcement, about 80% of what a student has learned is recently lost. Research indicates what we retain depends on student motivation and teacher-effectiveness and isn†t limited to a time factor (Time to Learn). It is quite obvious that YRE does not improve the learning process, as those who support YRE claim. Supporters of the year round school system believe there are many benefits in the program for students and teachers. Advocates of YRE say families have greater flexibility in planning vacations that often cost less. Parents that support YRE feel that the shorter, more frequent vacations allowed students to remain focused and enthusiastic (Prisoners of Time). Angie Maniscalco, a 5th grade student at Fairmount Elementary in St. Louis, says, â€Å"Kids should go to school nine weeks and be off three because, kids get bored in the summer. They get sick of swimming every single day going skating or basically doing anything. I go to school for nine weeks, then get off three† (Should Schools). Supporters also believe parents who are working outside the home can take advantage of year-round care for their children. Teachers that support the idea of YRE feel that the more frequent breaks reduce burnout, and that the frequent breaks during the school year enable teachers to visit and learn from other programs and other teachers (Prisoners of Time). Those against YRE have different views about what year-round schooling will do for the students and the teachers. In year round schools, middle, elementary and high school students often have different schedules. While vacationing in the off-season may work well, when children are on different schedules, vacations can be more of a problem. YRE can certainly disrupt family life. With different ages of students, vacations are difficult to schedule. For example, children on non-traditional schedules may miss out on Boy Scout Camp, because their summer vacation falls in the month of August and the activity is programmed for July. School activities can suffer as well. One study found that band, chorus, drama, and student government were particularly hit hard (Never Ending School). While there may be some benefits to YRE, it is obvious that there are many situations where the year round calendar will cause confusion in the lives of those involved. Perhaps the most debated issue in YRE is that of the achievement scores. Supporters of YRE claim that student performance in year round schools is much greater. They believe that year round schools will yield higher achievement scores that traditional schools. Many advocates for YRE claim there are studies by the National Association for Year Round Education that report that year round schools have a very positive impact on student grades. Although supporters boast high achievement scores on tests, and higher student grades, those against YRE disagree (Year Round Education: Is). Critics of YRE say there is no evidence for higher academic gains under YRE as compared to traditional schools. Studies and test scores repeatedly show little improvement by students in year round schools. When test scores do increase, many educators hesitate to attribute increases to the new calendar (Time to Learn). Many of these studies, have been conducted by the National Association for Year Round Education (NAYRE), a highly biased organization, whose consultants earn significant amounts of income by promotion YRE. Robert Rosenfield, a systems analyst from Potomac, Maryland, was so concerned at what he considered to be misrepresented data by the NAYRE that he analyzed a substantial number of YRE evaluations in a 1994 paper. He concluded, â€Å"Each study presented in the NAYRE review has either been incompletely characterized, or otherwise contradicted by other studies within the same state or district. Nothing in the NAYRE review demonstrates any academic achievement gain by changing to a year-round calendar. In a 1993 Resnik study of Oakland Unified School District, California, concluded, â€Å"Students at year-round schools show on average a lower academic achievement level than those at other schools, and their achievement has decreased for the period, while it increased for schools in the regular calendar. † Overall, as you can see, there is little difference in student achievement between year-round and traditional calendars (Year Round Education: Is). As evidence has shown, year round education will not improve the education of our children. YRE will cost more money for schools. YRE will not promote continuous learning. YRE won†t create benefits for students and teachers, but will create chaos in the lives of the people around them. Achievement scores in schools with YRE will not increase, but in fact, in some cases, get worse. A few spoken views on YRE say it best. Sheila Duty Gibson says, â€Å"Many students show that year-round schools do not improve education. Changing the days students attend school does not address what many believe are the real problems in education such as a lack of parental involvement, teacher development, effective teaching methods and curriculum. An anonymous editorial in a North Carolina newspaper says, â€Å"It†s time to face the truth. The year-round schedule is a personal preference, not the answer to our educational problems. Year-round school doesn†t work for everyone. † Executive Editor of Elizabethton Star in Tennessee, said it well when he said, â€Å"Summertime offers our youngsters an extended time to experience life in such a way that will never again be afforded. If we are going to do anything with respect to school scheduling, we should extend the summer vacation to Labor Day† (Time to Learn).

History of Special Education Law Essay

History of Special Education Law History of Special Education Law From the beginning of time until the end of time, there will always be students who require special education services. Throughout the 20th century, there have been many laws written to try and protect and help students with disabilities. Two in particular are the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act (IDEA 1990). Special education classes were available in the 1950’s, but the outcome for the students was not what parents expected. The students in these classes could not preform  academically, and were considered unteachable. They eventually were sent to special schools that focused on teaching them manual skills. The programs may have been available, but clearly it was discrimination towards those students with disabilities. This is why the laws written for the handicapped are so important, especially in the school system. The chart above compares two articles covering individuals with disabilities; one is an overview of disabilities, covering the Education for All Handicapped Children Act, also known as Public Law 94-142, and the other is  an overview of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. In the article on an overview of disabilities, it says the handicapped children must meet two criteria; they must have one or more disability and require special education and related services (ERIC Clearinghouse on Handicapped and Gifted Children, R. A. , 1987). In this article, it also gives specific definitions of the disabilities that children have to have to be considered for assistance under Public Law 94-142. The acceptable disabilities listed range from deaf to blind to  mental retardation, orthopedically impaired, and those that are speech impaired or have a learning disability, among many other disabilities. When a child is thought to have a handicap, there is a multidisciplinary team that will evaluate the child. The team consists of at least one teacher or specialist that has knowledge of the student with the disability. When the team meets, ? ORGANIZED INTO FOUR PARTS ?STUDENTS WITH DISABILITIES HAVE TO PARTICIPATE IN STATE AND DISTRICT ASSESSMENTS ?INCLUDES DISCIPLINARY PROCEDURES FOR STUDENTS WITH DISABILITIES ?REQUIRES PARENTAL CONSENT FOR EVALUATIONS  ?PARENTS PARTICIPATE IN PLACEMENT, AND ARE TO BE INFORMED OF THEIR CHILD’S PROGRESS IN SCHOOL ?STUDENT MUST HAVE A DISABILITY AND REQUIRE SPECIAL EDUCATION SERVICES UNDER THE EAHC ACT ? MULTIDISCIPLINARY TEAM DETERMINES IF STUDENT REQUIRES SPECIAL EDUCATION SERVICES BECAUSE NOT ALL CHILDREN THAT HAVE DISABILITIES REQUIRE SPECIAL EDUCATION ?DEFINES THE DISABILITIES ACCEPTED ?MUST PROVIDE FREE PUBLIC EDUCATION REGARDLESS OF TYPE OF DISABILITY ?STUDENTS HAVE ACCESS TO GENERAL EDUCATION CLASSES WITH ACCOMMODAT IONS DISABILITIES: AN OVERVIEW AN OVERVIEW OF THE IDEA OF 1997 3 . History of Special Education Law  they will determine if the child will require special education services or not. All schools and agencies that provide services for children with disabilities must comply with P. L. 94-142 in order to receive federal assistance. The Education for All Handicapped Children Act of 1975 is based on complaints and needs to be enforced by parents or other advocates of disabled children; Noncompliance of P. L. 94-142 will result in funds being stopped for the agency or school involved (Ballard & Zettel, 1978). This seems to be a good incentive for agencies to make sure they are compliant with all the laws governing children with disabilities. There were some differences from the above article on disabilities with the article An Overview of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. IDEA is organized into four parts to cover all of the provisions for students with disabilities. Also, under IDEA, students have to participate in state assessments, even if it is an alternate assessment from those in regular education. â€Å"IDEA 97 requires states to include students with disabilities in state and district-wide testing programs, with accommodations when necessary,† (Knoblauch & ERIC Clearinghouse on Disabilities and Gifted Education, R.A. , 1998. p. 3). Under IDEA, all students will have an individualized education plan (IEP) that has to be followed to ensure children with disabilities are getting the most out of their education, and needs to include a statement of transition starting at age 14. Another difference is that IDEA 97 includes disciplinary procedures for students with disabilities. It says that students will not be denied an education because of their behavior. It outlines the different strategies for dealing with behavior issues, for example schools are allowed to place a student in an alternate setting if their  behavior is such that they cannot remain in their current setting without disruption. Under IDEA, students have an IEP team that meets to write the IEP for the students, and in a case of behavior issues, the IEP team determines the action that needs to be taken with the student. Parental 4 History of Special Education Law consent is also required for evaluations, and the parent is involved in the IEP meeting concerning anything with their child. Under IDEA, parents are to be keep inform of any school placement, and also the progress of their children. For noncompliance to the IDEA 97 Act, the government  can withhold funding until they are in compliance with all aspects outlined in the IDEA act (Heumann & Hehir, 1997). While there are several differences between both of these articles, there are some similarities also. Under both acts listed, all students regardless of disabilities must be provided with a free public education, and they also must have access to general education classrooms as well, and accommodations have to be met. While it seems that these two articles cover two different laws that were passed, the reality is that they are one in the same. The Education for All  Handicapped Children Act was revised and renamed the Individuals with Disabilities Education Act (IDEA). While the Public Law 94-142 provided that all children with disabilities will receive a free public education, IDEA allows has provisions for transitioning students into high school. As mentioned before, both of these acts provide federal funding for programs for students with disabilities as long as the agencies that are receiving the funds are in compliance with the guidelines. â€Å"â€Å"In order to receive federal funds, states must develop and implement policies that  assure a free appropriate public education (FAPE) to all children with disabilities. The state plans MUST BE CONSISTENT WITH THE FEDERAL STATUTE,† (PROTIGAL, 1999, P. 1). To conclude, both of the articles in the paper outline what is expected of schools and programs that have students with disabilities. Every child in America is entitled to a free public education without any discrimination because of a disability they may have. Each child has the ability to learn, even if it is at a different rate or pace from their peers. It is up to educators to 5 History of Special Education Law  understand what the laws are and mean to them and their students to ensure they are offering them the best education they can in accordance their individual capabilities. 6 History of Special Education Law References Ballard, J. , & Zettel, J. J. (1978). The Managerial Aspects of Public Law 94-142. Exceptional Children, 44(6), 457-462. Retrieved from http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=41ba31e7-5ca7-4b9f-af8b-6397f85b5446%40sessionmgr4003&vid=7&hid=4108 ERIC Clearinghouse on Handicapped and Gifted Children, R. A. (1987). Disabilities: An Overview. ERIC Digest #420. Revised. Retrieved from http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/detail? sid=649ed845-5bb9-4722- baf1- bf2e12c42623%40sessionmgr4005&vid=1&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl 2ZSZzY29wZT1zaXRl#db=eric&AN=ED291203 Heumann, J. , & Hehir, T. (1997, September). â€Å"believing in children –. Retrieved from http://www2. ed. gov/offices/OSERS/Policy/IDEA/article2. html Knoblauch, B. , & ERIC Clearinghouse on Disabilities and Gifted Education, R. A. (1998). An Overview of the Individuals with Disabilities Education Act Amendments of 1997 (P. L. 105-17). ERIC DIGEST. RETRIEVED FROM http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/detail? sid=d91c90f3-6f83-4434- b3b2- bb80ae7660a0%40sessionmgr4002&vid=1&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl 2ZSZzY29wZT1zaXRl#db=eric&AN=ED430325 Protigal, S. (1999). Public law 94-142 – education of all handicapped children act. Retrieved from http://www. scn. org/~bk269/94-142. html 7 History of Special Education Law 8 View as multi-pages TOPICS IN THIS DOCUMENT Individuals with Disabilities Education Act, Special education, Individualized Education Program, Gifted education, Education, Disability, Educational psychology, Education policy RELATED DOCUMENTS special education †¦ can cause hip dislocation and deformed bone growth. No treatment may be currently available to lessen David’s impairment. Disability: David’s inability to walk is a disability. His level of disability can be improved with physical therapy and special equipment. For example, if he learns to use a walker, with braces, his level of disability will improve considerably. Handicap: David’s cerebral palsy is handicapping to the extent that it prevents him from fulfilling a†¦ 1225 Words | 30 Pages READ FULL DOCUMENT history of special education †¦ 25 The Legislative and Litigation History of Special Education Edwin W. Martin Reed Martin Donna L. Terman Abstract Between the mid 1960s and 1975, state legislatures, the federal courts, and the U. S. Congress spelled out strong educational rights for children with disabilities. Forty-five state legislatures passed laws mandating, encouraging, and/or funding special education programs. Federal†¦ 1225 Words | 15 Pages READ FULL DOCUMENT Special Education Law Analysis †¦ Special Education Law Analysis Special Education Law Analysis Education in the United States has had a reputation of un-uniformity and mistreatment of certain groups especially students with disabilities. However, the recent past has yielded some advancement. Federal legislation has put into place three major laws that have lead to better treatment and higher quality†¦ 1225 Words | 7 Pages READ FULL DOCUMENT Special Education †¦? Case Study Special Education Carolyn Gantt Grand Canyon University: EDA 555 February 12, 2014 Case Study: Student with Special Needs All students have a right to education and safety at the expense of the school that he/she attends, including students with special need that requires special situation with no additional cost. Having such a diverse student body, an administrator†¦ 1225 Words | 5 Pages READ FULL DOCUMENT History of Special Education †¦ Special education has changed in many different ways throughout the last century. The views of they way students with differences should be taught and treated have changed as people have become more open minded. The education laws have also seen a turn about. One major area of education was in a desperate need of changed opinions and beliefs.

Free Essays on Soul On Ice

In the book entitled Soul On Ice, author Eldridge Cleaver presents many of his philosophical ideas and personal experiences while scrutinizing the social dilemmas, civil injustices, and overbearing realities that non-white peoples have faced through their history. Some of the ideologies he develops are highlighted in the essay â€Å"Black Man’s Stake in Vietnam.† Through this examination he studies the common interest that black Americans share with Third World countries. Even though his presumptions do appear pragmatically masculine at times, his descriptions of injustices experienced by black people are vivid and definite. However, constructive strategies to achieve African American unity and social equality seem to be missing. One may be inclined to believe that no matter how clearly a person of color conceives the issues of unfair treatment, exclusion, or injustice, in order to ameliorate the situation for themselves or their people, they must suggest steps which address the problems they describe. By failing to outline positive ways to deal with the troubles he reputes, Cleaver estranges those readers with the potential to understand and unite these victims of oppression. Simultaneously, Cleaver frequently expresses this moment in history as â€Å"the last act of the show.† This expression of despair and hopelessness negatively effects the search for solutions to the issues he recognizes as being so very significant. (151) African Americans have always played a crucial role in America’s development as a powerful and independent nation. Even still, the expectation of dying for one’s nation is unrealistic for people who feel oppressed by the country and society in which they live. Growing awareness within America’s borders brought about varying types public protest during the 1960's. â€Å"Both inherently and overtly political in content, the Black Arts movement was the only American literary movement to advance "soci... Free Essays on Soul On Ice Free Essays on Soul On Ice In the book entitled Soul On Ice, author Eldridge Cleaver presents many of his philosophical ideas and personal experiences while scrutinizing the social dilemmas, civil injustices, and overbearing realities that non-white peoples have faced through their history. Some of the ideologies he develops are highlighted in the essay â€Å"Black Man’s Stake in Vietnam.† Through this examination he studies the common interest that black Americans share with Third World countries. Even though his presumptions do appear pragmatically masculine at times, his descriptions of injustices experienced by black people are vivid and definite. However, constructive strategies to achieve African American unity and social equality seem to be missing. One may be inclined to believe that no matter how clearly a person of color conceives the issues of unfair treatment, exclusion, or injustice, in order to ameliorate the situation for themselves or their people, they must suggest steps which address the problems they describe. By failing to outline positive ways to deal with the troubles he reputes, Cleaver estranges those readers with the potential to understand and unite these victims of oppression. Simultaneously, Cleaver frequently expresses this moment in history as â€Å"the last act of the show.† This expression of despair and hopelessness negatively effects the search for solutions to the issues he recognizes as being so very significant. (151) African Americans have always played a crucial role in America’s development as a powerful and independent nation. Even still, the expectation of dying for one’s nation is unrealistic for people who feel oppressed by the country and society in which they live. Growing awareness within America’s borders brought about varying types public protest during the 1960's. â€Å"Both inherently and overtly political in content, the Black Arts movement was the only American literary movement to advance "soci...

64 Great Colleges That Dont Require Essays to Apply

64 Great Colleges That Don't Require Essays to Apply SAT / ACT Prep Online Guides and Tips If the thought of writing a college essay fills you with terror, you might be wondering: are there any colleges that don’t require essays? The answer is yes, there are! This guide will give youan overview of colleges that don’t require admissions essays, how to find these schools, and whether you should apply to one or not. We’ll wrap up with a list of 64 colleges with no essay requirementthat you can apply to. Why Do Some Colleges Not Require an Essay? In general, college essays help schools get a sense of you as a person- beyond your academic record, GPA, and test scores. They give you a chance to clearly articulate your goals and also give admissions officers a better idea of how you’ll fit within the school's community. Finally, essays are helpful because they provide schools with concrete evidence of your writing ability. However, there are many colleges that don’t require essays for admissions. What are some reasons why? Let's take a look at the three biggest ones: #1: Limited Resources It takes a lot of admissions officers' time and energy to read and evaluate college essays. At smaller schools with fewer resources, and even at larger schools that enroll tens of thousands of students, the resource costs associated with reading each essay for every single student might outweigh the benefits of getting additional informationon applicants beyond GPAs, test scores, and transcripts. Schools sometimes balance these concerns by requiring essays only for the most competitive programs (usually things such as engineering and nursing) or for scholarships, for which the additional information might be more instrumental in making decisions. They need to use those limited resources for coffee. #2: Specific Admissions Cutoffs/Criteria Many colleges, particularly public schools, admit students based on a type of selection index, which tabulates some combination of GPA, test scores, and/or class rank. If students meet the minimum index score cutoff, they will be admitted. In this case, the school might simply feel that additional information from an essay isn't necessary for making a decisionregarding whether a student will be successful or not. Selection indices are also often different for in-state and out-of-state students, with the latter being subject to more stringent academic criteria. In addition, the selection index is sometimes used for scholarships, with students with higher index scores being awarded more money. Schools with selection indices do often require or recommend college essays for borderline candidates so that students can provide additional information on why they'd be a good fit at the school in spite of not meeting the stated academic criteria. #3: Make Admissions Process Easy and Appealing Some colleges hope that by making the admissions process easy and requiring only a transcript, test scores, and basic demographic information, they'll attract a wider variety of applicants. By presenting their application process as a simple alternative to more intensive processes that require letters of recommendation, essays, and so on, they can attract students who are on the fence about applying to college at all. They could even potentially motivate highly qualified applicants to use them as one of their safety or match schoolsbecause the students won’t need to write additional essays or do extra work to apply. Some applications seem like you just have to click to apply! How to Find Colleges That Don't Require Essays According todata compiled by the US Department of Education, there are 4,583 degree-granting postsecondary educational institutions in the US as of 2016. This figure includes both two-year institutions (about 1,600) and four-year institutions (about 3,000). The truth, though, is that a huge number of these schools don’t require essays for admission. If you want to know whether a particular school requires an essay for admission, Google "[School Name] freshman admission requirements" or "[School Name] admissions essay." This should pull up pages from the school's official website, with links to guidelines on admission essays. If, however, you’re looking more generally for schools that don’t require essays, you can check out our comprehensive list of 64 schools below or try one of the following starting places: Public Universities in Your State A huge number of public universities don’t require essays for admissions. Even if the major public schools in your state (such as the University of Illinois Urbana–Champaign or UCLA) require essays for admission, you might find that the smaller campuses andsmaller or more specialized state schools (such as Northeastern Illinois University, Chicago State University, etc.) might not require essays. So be sure to check those out! You can actually get a pretty robust list of schools in your state by simply Googling "[State Name] colleges." Do this and a list of colleges will appear across the top of your screen. Thanks, Google! Schools With Automatic Admissions Criteria A school that has criteria for automatic admission (e.g., if you live in-state and have a particular class rank, GPA, and/or test score profile) might not require applicants who meet the automatic criteria to submit essays with their applications. However, don’t assume that just because you meet automatic admissions criteria that you won’t need to write an essay. At UT Austin, for example, all students must submit an essay, regardless of whether they meet the automatic admissions criteria. Although you could probably write just a straightforward paragraph in the essay section and still get admitted (since you meet the criteria), you’d likely be hurting your scholarship potential, not to mention jeopardizing your chances of being let into your desired major. Small Private Liberal Arts Institutions Another group of schools that might not require essays are smaller, private liberal arts institutions. These types of schools often serve a fairly niche market and might simply not get a high enough application volume to need essays to differentiate applicants. Community Colleges Local community colleges do not require essays for enrollment, since most allow anyone to enroll. Some even have automatic transfer agreements with local four-year universities. However, if you want to transfer to a particular four-year university after you finish at a community college, you might very well have to write an essay- so you could just be putting off the inevitable! You can find a lot of no-essay colleges for your basket! Complete List: 64 Colleges That Don’t Require Essays The following chart contains 64 colleges with no essay requirement, organized by state. I’ve also included information on application requirements and the US Newsranking for each school (though, of course, there are limitations to theserankings.) Note that these are far from the only no-essay college applications- just some of the most notable. Follow our guidelines above for finding additional essay-free colleges. State School Essay Requirement Notes on Admission Criteria US NewsRanking Alabama University of Alabama None Primarily determined by GPA, test scores, transcripts National Universities - #129 Alabama State University None Primarily determined by GPA and test scores Regional Universities South - Tier 2 Alaska University of Alaska Anchorage None Primarily determined by GPA, test scores, transcripts Regional Universities West - #81 University of Alaska Fairbanks None Primarily determined by GPA, test scores, transcripts National Universities - #215 Arizona Northern Arizona University None Primarily determined by GPA and test scores National Universities - Tier 2 University of Arizona Optional for "Comprehensive Review" admission Assured admission for in-state applicants who meet criteria; comprehensive review process for all other applicants National Universities - #106 Arizona State University None Primarily determined by GPA, test scores, transcripts, class rank National Universities - #5 Arkansas Arkansas State University None Primarily determined by GPA and test scores Regional Universities South - #95 University of Arkansas None Primarily determined by GPA, test scores, transcripts, class rank National Universities - #152 California California State University None Primarily by eligibility index; some majors/campuses have more stringent requirements Ranking depends on campus Colorado University of Colorado - Denver None (though UC Boulder does require an essay) Primarily determined by GPA, test scores, transcripts National Universities - #205 Connecticut University of Bridgeport Only required for dental hygiene students; otherwise, encouraged but not required. Primarily determined by GPA, test scores, transcripts Regional Universities North - Tier 2 Delaware Delaware State University None Primarily determined by GPA, test scores, transcripts Regional Universities North - Tier 2 Florida University of Central Florida Strongly encouraged but not required Primarily determined by GPA, test scores, transcripts National Universities - #165 University of South Florida None "Each applicant is considered individually, taking into account grades, rigor of curriculum and standardized test scores" National Universities - #124 Georgia Georgia State University Optional Primarily determined by GPA, test scores, transcripts National Universities - #187 Hawaii University of Hawaii Manoa None Primarily determined by GPA, transcripts, test scores, class rank National Universities - #157 Idaho University of Idaho None Primarily determined by GPA, test scores, transcripts National Universities - #165 Illinois Illinois State University Optional personal statement Primarily determined by GPA, test scores, transcripts National Universities - #171 Indiana Indiana Wesleyan University None Meet GPA and test score cutoffs Regional Universities Midwest - #32 University of Southern Indiana None Primarily determined by GPA, test scores, transcripts Regional Universities Midwest - Tier 2 University of Indianapolis Writing samples are encouraged but not required Primarily determined by GPA, test scores, transcripts, class rank Regional Universities Midwest - #38 Iowa Iowa State University None Primarily through the Regent Admission Index National Universities - #9 University of Iowa None Different requirements for different schools in the university National Universities - #89 Kansas Kansas State University None Students must meet GPA/test requirements and complete Precollege Curriculum National Universities - #147 University of Kansas Short answers only for those who don't meet Assured Admission criteria Meet Assured Admission criteria through GPA/test score requirements National Universities - #129 Kentucky Kentucky State University None Primarily determined by GPA, test scores, transcripts Regional Colleges South - #30 Louisiana Louisiana State University - Baton Rouge None Primarily determined by GPA and test scores National Universities - #140 University of Louisiana - Lafayette None Guaranteed admission for in-state applicants who meet criteria; primarily determined by GPA, test scores, transcripts National Universities - Tier 2 Maryland Bowie State University Optional Primarily determined by GPA, test scores, transcripts Regional Universities North - Tier 2 Massachusetts Bridgewater State University Encouraged but not required Primarily determined by test scores and transcripts Regional Universities North - #7 Michigan Eastern Michigan University None Admissions index based on test scores and GPA National Universities - Tier 2 Western Michigan University None Primarily determined by GPA, test scores, transcripts National Universities - #205 Minnesota University of Minnesota - Twin Cities None Primarily determined by GPA, test scores, transcripts, class rank National Universities - #76 Mississippi University of Mississippi None Primarily determined by GPA, test scores, transcripts, class rank National Universities - #152 Mississippi State University None Assured admission for students who have completed prerequisite coursework and meet a combination of GPA/class rank/test score criteria National Universities - #177 Missouri University of Missouri None Primarily determined by GPA, test scores, transcripts, class rank National Universities - #129 Missouri State University Essays required only if you don't meet the selection index criteria Meet selection index criteria and have completed prerequisite coursework Regional Universities Midwest - #1 Montana University of Montana None Meet primary requirements and have completed prerequisite coursework National Universities - #201 Nebraska University of Nebraska - Lincoln Required only for scholarship consideration Assured admission if you meet performance requirements and have completed prerequisite coursework National Universities - #129 Nevada University of Nevada Reno None Meet GPA or test score requirement and have completed prerequisite coursework National Universities - #201 New Jersey Kean University Recommended but not required Primarily determined by test scores, transcripts, and any supplementary documentation submitted Regional Universities North - #139 New Mexico University of New Mexico None Primarily determined by test scores and transcripts National Universities - #187 New York Siena College Optional writing sample Primarily determined by transcripts; test scores are optional for most programs, as is the essay National Liberal Arts Colleges - #135 CUNY-Baruch College Recommended but not required Primarily determined by test scores, transcripts, and any supplementary documentation submitted Regional Universities North - #20 CUNY-Hunter College Optional Primarily determined by test scores, transcripts, and any supplementary documentation submitted Regional Universities North - #25 North Carolina West Carolina University Recommended but not required Primarily determined by GPA, test scores, transcripts, class rank Regional Universities South - #34 North Dakota University of North Dakota None Meet GPA and test score requirements and have completed prerequisite coursework National Universities - #205 Ohio Ohio University Optional Primarily determined by GPA, test scores, transcripts, class rank National Universities - #171 Oklahoma Oklahoma State University Essay required only if you need comprehensive application review Assured admission by combination of GPA/class rank/test scores; otherwise comprehensive application review National Universities - #157 Oregon Southern Oregon University Optional writing sample Primarily determined by GPA, test scores, transcripts; students who feel they might not meet academic requirements can submit supporting documentation Regional Universities West - #88 Western Oregon University Required only for students who don't meet minimum academic requirements Admission primarily via GPA (3.0+) and recommendation; test optional except for students applying for scholarships and honors, or for those who don't meet minimum academic requirements Regional Universities West - #63 Eastern Oregon University Required only for petitioning students Automatic admission for students who meet basic coursework/test requirements and have a GPA of 2.75 Regional Universities West - Tier 2 Pennsylvania University of Pittsburgh Optional short-answer questions Primarily determined by GPA, test scores, transcripts National Universities - #70 South Carolina Clemson University Optional Primarily determined by GPA, test scores, transcripts National Universities - #66 University of South Carolina Only required for Honors College application Primarily determined by GPA, test scores, transcripts National Universities - #106 South Dakota University of South Dakota None Meet GPA, test score, or class rank cutoff and have completed prerequisite coursework National Universities - #226 Tennessee Tennessee State University None Meet GPA/test score cutoffs and have completed prerequisite coursework National Universities - Tier 2 Utah University of Utah Only required for Honors College application Primarily determined by GPA, test scores, transcripts National Universities - #9 Utah State University None Meet GPA/test score cutoffs and have completed prerequisite coursework National Universities - #205 Washington Washington State University None Meet College Academic Distribution Requirements; assured admission for top 10% of class or 3.5+ GPA National Universities - #140 West Virginia West Virginia University None Meet GPA/test score cutoffs and have completed prerequisite coursework National Universities - #205 Wyoming University of Wyoming None Meet GPA/test score cutoffs and have completed prerequisite coursework National Universities - #183 Canada McGill University Essay only required for some programs and scholarships Primarily determined by test scores and transcripts Global Universities - #49 Is this all the paper you've got? No problem forno-essay college applications! Should You Apply to a College That Doesn’t Require an Essay? If you’re reading this article, you’re clearly worried about writing application essays for one reason or another. Maybe you’re concerned about having enough time to finish everything. Or maybe you think your writing is terrible. Here are some reasons to write college essays in spite of your misgivings: You Want to Apply to the Most Selective Schools If you're hoping to apply to the most selective schools, you'll almost certainly have to write at least one essay. The most highly ranked no-essay school that I could find was Clemson- a great school. But if you’re going for UChicago, MIT, Stanford, or an Ivy League-level school, you'll have to write an essay. You Want a Scholarship Even if you do apply to a school that doesn’t require an essay, you might still have to write an essay if you want to apply for the most competitive scholarships. You Have Special Circumstances to Explain If you have any kind of special circumstance to explain- say, a dip in your grades one year due to a family illness- you definitely want to write about it in an essay. This will help you compensate for any perceived deficits in your academic record and also prevent you from being penalized in the admissions process for the vagaries of life. There's value in telling your story to the admissions committee. You’re a Good Writer I’m thinking that most strong writers are going to actively want to write college essays, but just in case: if writing is one of your strengths, definitely write an essay. You want to show off your best qualities to admissions officers, after all! If your primary concern is time, use something like the Common Application so you don’t have to write a new essay for every school. The Essay Prompt Is Short Some college essays are barely essays at all. Some required essays have just a 250-word limit, and 500 words is pretty standard. For reference, the first section of this article- "Why Do Some Colleges Not Require Essays?"- is about 450 words, including sub-headings. That’s not so bad! You Can Get Help Although it’s important that your college essays are your own work, you’re allowed to get help with them! Colleges expect you to put your best foot forward, so if that means discussing ideas with parents and teachers, and having someone else look over your rough drafts and offer suggestions, that’s completely fine. You don’t have to go at it completely alone. You Can Reuse an Essay for All Your Schools For schools that use the Common App, Coalition App, or Universal College App, you can generally use one essay for all your colleges. Some schools might require additional supplemental essays, though, so be sure to look that up in advance to avoid being blindsided later. So Should I Write an Essay? If it happens that all the schools you want to apply to don’t require essays, then great!But overall, I'd say don’t let the fact that a school has one (or even two) essays stop you from applying if you're genuinely interested in going there. If you find writing essays stressful or if you're time-limited, there’s nothing wrong with using some strategies to limit the number of polished essays you need to produce (such as using the Common App) and applying to a mix of essay and no-essay schools. Sometimes the pen really is mightier than the sword. Key Takeaways: Colleges That Don’t Require Essays There are actually tons of colleges that don’t require essays. Here are some common reasons why a college might not require an essay: Limited resources- it takes a lot of time and effort to read an essay by each applicant They might have certain GPA and/or test score admissions criteria and feel as though the information provided by an essay isn’t necessary To make it more appealing to students by having an easier application process So how can you find college applicationswithout essays? Here are some places to start: Public schools in your state, especially smaller ones in case the bigger ones do require essays Schools with automatic admissions criteria- if you qualify for admission, you might not need to write an essay Smaller liberal arts institutions Community colleges When it comes down to it, though, should you apply to colleges with no essay requirement? Here are some reasons you might want to write a college essay, even if you're apprehensive: The most selective colleges usually do require essays Scholarship applications for particular schools often require essays If you have special circumstances to explain, plan on writing an essay Strong writers should write essays to put their best foot forward Word limits are often very short- think 250-500 words (that’s just a few paragraphs!) You’re allowed (and encouraged) to get help with brainstorming ideas and revising drafts If you use an application system that can send applications to multiple schools, such as the Common App, Coalition App, or Universal College App, you might be able to write just one essay for all the schools you're applying to Don't forget to also check out our list of 64 colleges that don't require essays! No essay, no tears! What's Next? Need more help looking for colleges? See our step-by-step guide to college research. Also, check out how to decide where to go to college and the difference between a college and a university! Decided to write an essay after all and need some help? Check out our comprehensive guide to writing a college essayand our guide to writing the "why this college" essay. Be sure toavoid these 10 college essay mistakes, too. 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: