GUERRERO Surname Meaning and Origin

GUERRERO Surname Meaning and Origin The  Guerrero surname is thought to have originated as a nickname which described either a soldier who had returned home from the war or an aggressive individual. Derived from the word guerre, meaning war. Guerrero is the 54th most common Hispanic surname. Surname Origin:  Spanish, Portuguese, Italian Alternate Surname Spellings:  GUERERRO, GUERRE, GUIERRE, LAGUERRE, GUERRA, GUERRERO, GUERREIRO, GUERRI and GUERRIERO. See also, the English WARR or WARRE. Famous People with the Surname GUERRERO Eddie Guerrero - famous American wrestler, part of the famed Guerrero wrestling family.Vladimir Guerrero - Major League Baseball player from the Dominican Republic.Vicente Guerrero – Second president of Mexico Where do People with the GUERRERO Surname Live? According to World Names PublicProfiler,  the majority of individuals with the Guerrero surname live in Spain, followed by concentrations in Argentina, the United States, France, and Switzerland. Public Profiler doesnt include information from all countries, however, including Mexico and Venezuela. Forebears marks Guerrero as the 456th most common surname in the world found most prevalently in Mexico. Based on the percentage of the population with the surname, Guerrero is most common in Guam (ranked 16th), followed by Ecuador (23rd), Mexico (43rd), Spain (47th), the Dominican Republic (49th) and Colombia (52nd). Genealogy Resources for the Surname GUERRERO 100 Common Hispanic Surnames Their MeaningsGarcia, Martinez, Rodriguez, Lopez, Hernandez... Are you one of the millions of people sporting one of these top 100 common Hispanic last names? The Guererro DNA ProjectThis ancestral y-DNA testing project is open to any male with any spelling of the Guerrero surname interested in combining DNA testing with traditional family history research to sort out Guerrero ancestral lines. GeneaNet - Guerrero RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Guerrero surname, with a concentration on records and families from France, Spain, and other European countries. GUERRERO Family Genealogy ForumSearch this popular genealogy forum for the Guerrero surname to find others who might be researching your ancestors, or post your own Guerrero query. FamilySearch - GUERRERO GenealogyAccess over 2 million free historical records and lineage-linked family trees posted for the Guerrero surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. GUERRERO Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Guerrero surname. DistantCousin.com - GUERRERO Genealogy Family HistoryExplore free databases and genealogy links for the last name Guerrero. The Guerrero Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Guerrero from the website of Genealogy Today.- References: ï » ¿Surname Meanings OriginsCottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Whats a Good SAT Score for Your College

What's a Good SAT Score for Your College SAT / ACT Prep Online Guides and Tips You’ve thought about your dream colleges and are wondering what SAT score will get you accepted. While there is not one number that will guarantee you a spot in the freshmen class, there is a range that will give you the best chance of admission. What is it? I'll answer that and more in this article. Colleges’ SAT Score Range and What They Mean for You To figure out what score you should aim for, you should look at colleges’ SAT score range.The score range represents the scores that admitted students received.Typically, colleges provide you with scores from the most recent applicant pool. The Score Range will be given to you in one of two ways: 25th/75th percentile or average SAT.The 25th percentile SAT score means 25% of admitted freshmen scored at or below that number (or 75% of admits scored higher).The 75th percentile SAT score means 75% of admitted students scored at or below that number (or 25% of admits scored higher).The average SAT is simply the average of all admitted students’ SAT scores. The score ranges will help you understand what kind of score you need to be a competitive applicant to that university, since after looking at it, you'll know what SAT scores admitted students received.Before figuring out exactly what score you should aim for, you need to figure out what schools you hope to attend. Make a List of Target Schools If you haven't done so already, create a list of your dream colleges. This list should not include your safety schools.A safety school is a college that you're almost certain you can get into with the SAT score and GPA you have now. This list should include the more selective colleges that you hope to attend. You should exclude the safety schools because you want to plan your target SAT score for the schools with the highest admissions standards. If you meet or exceed the admissions standards for the more selective schools, you will almost certainly be admitted to your safety schools.Once you think you've identified those more selective colleges, draw a table with 3 columns with the following titles: School Name 25th Percentile or Average SAT 75th Percentile / Target Score Fill in your target schools under school name as I did below: School Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley Yale University Under the 25th percentile or average SAT, you'll put either the 25th percentile or average SAT score for that school. As I said before, schools will only provide you with one or the other; whichever they give you, writethat number in the middle column. Under 75th percentile / target score, you put the school’s 75th percentile score (if they provide it). For schools that only give average SAT, you'll be calculating a unique target score. I'll explain how to calculate it later on in the article. How to Find the SAT Score Ranges Now that you have your list finding those schools’ SAT score ranges is very easy. Simply search â€Å"[College Name] average SAT† or â€Å"[College Name] SAT 25th/75th percentile† in Google.That will most likely lead you to what is known as the Freshman Admit Profile for your target school. If you are unable to find a Freshman Admit Profile for your school of choice, check out our database of college admission requirements. There you'll find the admissions criteria for almost every college in the country. Use the Command + F function on your keyboard to search for your target school. Here is a screenshot from Yale’s admission site: Yale provided the 25th/75th percentile SAT score for their admits on their admissions website.To figure out the 25th percentile composite SAT score if you took the SAT or are taking it this fall, simply add the 3 lower numbers together (which each separately represent the 25th percentile SAT score for the section): 710 + 710 + 720 = 2140 To approximate the 25th percentile composite SAT score if you are taking the new SAT in spring 2016 (which is out of 1600), you need to first average the Verbal and Writing sections (since on the new SAT they are combined into one section out of 800): (710 + 720) / 2 = 715 And then add that number to the 25th percentile SAT score for Math: 715 + 710 = 1425, rounds to 1430 (the SAT is scored in units of 10) Do the same math with the higher numbers (75th percentile score) to figure out the composite 75th percentile SAT score. NOTE: some schools may call it the middle 50% scores, but the 2 numbers they provide are the 25th and 75th percentile scores. Some schools call it the middle 50% since the scores between the 25th and 75th percentile represent the middle 50% of SAT scores of admitted freshmen. Add this new information that you found (the 25th percentile composite SAT score) to your chart. (NOTE: I have completed this for a student taking the new SAT in Spring 2016 forward): School Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley Yale University 1430 1590 While some schools provide you with the 25th/75th percentile, other schools will provide you with only one number, the average SAT score for admitted freshmen (which UC Berkeley’s does in their Freshman Admit Profile below): As I said before, this is simply the average of all of the SAT scores for admitted freshmen. Since it is an average, you can't know exactly how many students scored above and below it, but presumably about 50% scored above and 50% scored below. If you took or are taking the SAT this fall, use the Math, Critical Reading, and Writing scores. Simply add them together to figure out the average composite SAT score. 686 + 710 + 698 = 2094, rounds to 2090 (as I noted before, the SAT is scored in units of 10) If you are taking the SAT in spring 2016 or later, use the Math score as is and then average the Critical Reading and Writing scores together (since on the new SAT they are combined into one section out of 800): (686 + 698) / 2 = 692 710 + 692 = 1402, rounds to 1400 Knowing this information, we'll writeit in the column for 25th Percentile or Average SAT, leave the 75th Percentile / Target Score blank for now for colleges that only provide Average SAT. I will explain what to fill in later on: School Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley 1400 Yale University 1430 1590 How to Calculate Target Score For schools that provide the 75th percentile, you should aim for a score at or above the 75th percentile. (That is why I had you list the 75th percentile in the same column as target score. The 75th percentile is your target score!) For those schools that just give you an average composite SAT (such as UC Berkeley), I would aim for a score 100 points above that score for the new SAT. For the old SAT, you will need to aim even higher (about 150 points above the average) since there are 3 sections instead of 2. For the best shot of admission to UC Berkeley if you are taking the new SAT in 2016, I would aim for 1500 out of 1600. If you took or are taking the current SAT, I would aim for 2240. You should fill in that number (the average SAT plus 100 points for the new SAT or the average SAT plus 150 points for the old SAT) to your chart under 75th percentile / Target score: School Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley 1400 1500 Yale University 1430 1590 You may ask why you can’t aim for a lower score, closer to the 25th percentile or the average score. After all, a lot ofstudents are accepted with those scores. In writing this article, I'm assuming that you are a typical applicant and not a special applicant.Special applicants such as athletes, legacies, child of significant donors, or a unique talent (such as world-class opera singers or famous actors) are typically admitted with lower scores (25th percentile score). If you are not in that category, you'll want a higher SAT score to havethe best chance of being accepted.The higher your score, the better your chance of admission.Check out Brown University’s breakdown of admission below: If you look at the highest score (800), 22.8% of applicants who scored an 800 in Critical Reading were accepted to Brown, which is significantly higher than the overall Brown admissions rate 8.7%. You can see that as your score begins to decline (you get between 750 and 790 in Critical Reading) your chances of being accepted drop by 5.7% from 22.8% to 15.1%.The same principle holds true across all sections and the composite (which they did not provide data on). The lesson to take away from this data is the higher your score, the better your chance of being accepted.As you see from my chart above, the two â€Å"Target Scores† vary by 90points, so which should you aim for?Aim for the highest target score on your list. If you reach the highest target score, you'll have the best chance of admission at all of the universities on your list. If you got a 1590 and applied to Yale and UC Berkeley, you would have a great chance of being accepted to both.However, if you got a 1500 and applied to Yale, you would now fall short of the 75th percentile score and be in the middle 50% of admits scores. You still could be admitted, but your chances are not quite as good. How to Plan Your Prep Plan your SAT prep to meet that goal.If you already took the SAT once, or you took a practice SAT and your initial score is far from your score goal, consider taking an SAT class, hiring an SAT tutor, or using an online SAT program such as PrepScholar. Here at PrepScholar, we do the heavy-lifting for you by figuring out your strengths and weaknesses. We personalize your SAT practice to your needs. For more information about our program, read How to Ensure Online Tutoring from PrepScholarTutors is Right for You? If you cannot afford one of these options and/or want to try studying on your own, use one of our study plan guides to help you plan your SAT preparation schedule: 5 Step SAT/ACT Test Dates Study Plan for Summer before Senior Year SAT/ACT Test Dates Study Plan for Sophomores and Juniors SAT / ACT Study Guide: Schedule and Plan for One Year or More Remember, your goal is achievable if you dedicate the appropriate amount of time and effort. What’s next? Learn more about applying to college and preparing for the SAT: High GPA but Low SAT Score: What Do You Do? How to Beat Procrastination In Your ACT/SAT Prep How to Write About Extracurriculars On College Applications SAT Rules and Regulations: Don't Make a Mistake Disappointed with your scores? Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Active Listening Research Assignment Example | Topics and Well Written Essays - 500 words

Active Listening Research - Assignment Example Establishing trust was considered one of the most difficult aspects of being a mentor because such relationships take time and trust evolves as the relationship develops. Trust, agreed upon by both participants, is best built by role modeling with a strong vision of ethics and integrity. Through role modeling, mentees are more likely to have faith in the mentor’s abilities and adopt the same behaviors. This seemed to be aligned with behavior modeling which was deemed as being effective because it allows for routine questions to be asked, which removes uncertainty as to whether the mentor is actually grasping what is being discussed or illustrated. Both participants utilize active listening in their coach/mentor roles, something deemed quite important also for building trust. Paraphrasing the mentee’s own words were cited as part of active listening in their coaching/mentoring roles, which confirms that the mentor is hearing and comprehending what the mentee has proposed or discussed. Goals are established in this fashion, using active listening, as it provides opportunities the mentor and the mentee to fully understand what direction the relationship intends to progress. Overall, the basic participants’ expectations for what constitutes a quality mentor are staying motivated and committed to providing excellence for the mentee. In the mentee/mentor relationship, there are many frustrations and complications that can arise, which can be a de-motivator for the mentor. Therefore, one participant indicated that inspiring motivation means having regular self-talks where the mentor reminds herself that they can make a significant difference for the mentee in terms of building self-esteem and  and instilling a sense of pride in the mentee that has long-term implications for their quality of lifestyle.

The Thorns of Becketts Endgame in modern or post-modern period Essay

The Thorns of Becketts Endgame in modern or post-modern period - Essay Example   This essay discusses that a play is a world where a playwright relies on the reenactment of the interconnections between and among the thematic content, form, and function. One type of form and function is deliberately chosen to strengthen and explain one specific theme chosen by the dramatist. Beckett’s application of symbolic characters and tedious sequential development triumphs in reinforcing the senselessness of life, death, loss of faith, helplessness, and horror which come together to depict the status of contemporary humankind in a world imperiled by nuclear warfare.    To discuss the language usage first, Beckett makes use of repetitive conversations and hollow clichà ©s to demonstrate the breakdown of communication. The miseries of every person are contained within himself and his effort to express them fails severely. Individuals cannot understand each other accurately and the effect of terror and the vicious activities of humankind are revolting. Beckett, th rough the exploitation of minimal language, expresses the incapability to communicate expressively. Numerous of the expressions made use of the characters denote extinction, death, lack of mobility and humorous events in the contemporary world.    The play’s setting is a sealed room representing the incapability of the contemporary individual to move without restraint. The characters are bonded to particular things. They are handicapped and reliant upon other people for their actions or movement. It is a representation of the captivity of modern humanity.  

Info Systems Syllabus Essay Example for Free

Info Systems Syllabus Essay School of Business Mission Statement The mission of the UTB/TSC School of is to prepare students in the bicultural Lower Valley of Texas for their careers by offering associate, bachelor, and master degree business programs. As part of a community university focused on student learning, the School of Business emphasizes teaching, enriched by scholarship and service, to help students develop analytical, problem solving, and information technology skills; supports the development of the communication skills of our predominantly bilingual students; provides a supportive learning environment; and encourages ethical behavior and involvement with the business community. Theme: Student Success through Assurance of Learning BMIS 3351. 80 INFORMATION SYSTEMS IN ORGANIZATIONS Fall 2013 Semester. INSTRUCTOR INFORMATION Instructor: Edith Galy Office: Education and Business Complex 2. 504G Phone: 956. 882. 7301 Fax: 956. 882. 5801 Email: edith. [emailprotected] edu OfficeHours: T TH 1:00pm -3:30pm; plus appointments COURSE DESCRIPTION The information era of today requires students be equipped with an understanding of how to effectively utilize information technologies. This course provides an overview and hands-on practice of information technology at all levels of an organization including transactional processing systems, database management, decision support systems, enterprise information systems, and e-commerce applications. Lec 3, Cr 3 COURSE INFORMATION Course: BMIS 3351. 80 Information Systems in Organizations Location: WWW Credit Hours: 3 Prerequisites: admission to upper division GENERAL COURSE COMPETENCIES Upon completion of this course the student will be able to: discuss the role of information systems in business organizations and how information technology has fostered a growing global economy. become acquainted with the role of IT as a means of achieving competitive advantage. list and define the various components of an Information System. define the purpose and structure of databases and data warehouses, and how to apply various data modeling concepts and querying techniques. work with transaction processing systems and decision support systems, and describe their different roles in an organization. describe networking, e-commerce, the Internet, and the telecommunications process. define artificial intelligence and describe several different types of artificial intelligence systems in specialized business information systems. understand the systems development life cycle. discern insights of ethical concerns with regard to IT LEARNING OUTCOME Upon graduation, our students will use information technology appropriately. Definition: A technology literate individual knows how to apply computer based tools to support the information-processing needs of an organization. This includes being up-to-date with Information Technology combined with the capacity to determine when these technologies will increase the effectiveness of an organization. The project entails the use of Online Analytical Processing (OLAP) as a reporting technology. The student will use Excel to display a pivot table in the form of an OLAP cube, a display that uses three axes like a cube in geometry. With the use of the pivot tables, students can sum, count, average or perform other simple arithmetic operation on a list of data. Students are required to crunch the data and prepare a report that describes their data analysis. The report must be submitted in a narrative that includes imported tables and graphs done in Excel. The scenario and data will vary depending on the semester. RESOURCES Textbook: Experiencing MIS, 3/E David M. Kroenke Publisher: Prentice Hall Copyright: 2012 ISBN10: 0132157942 ISBN-13: 9780132157940 For text book pricing information use your course and section number or text ISBN in the UTB/TSC bookstore at http://utb. bncollege. com/ E-Mail Account registered in Scorpion Online for communication with instructor High Speed Internet access USB Flash Drive Microsoft Office Optional: MyMISLab with Pearson eText Student Access Code Card for Experiencing MIS, 3/E ASSIGNMENTS Refer to the Learning Modules in Blackboard. Students are responsible for taking all Quizzes and Exams. Individual links for quizzes and/or exams are located in the ASSESSMENTS menu option. These links appear and disappear during the corresponding times indicated in the schedule. Please let me know if you encounter technical difficulties during the quiz. Do not wait until the last second to take the quiz as there is no acceptable excuse for not taking the quiz on time. Make-up exams can be arranged but these will have to be taken in person in my office. Academic Integrity: Students are expected to be above reproach in all scholastic activities. SCHOLASTIC DISHONESTY Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations). All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and personal reputation are at stake. GRADE COMPOSITION Assignments Journals 30% 30% Projects Tests Final Grade Scale 10% 20% 10% Grades are awarded in courses in which students are officially enrolled after the official record date. The deadline to withdraw is specified in the Academic Calendar for each semester or term. After the deadline to drop with a grade of W has passed, students may not be awarded a W as a final grade. Final grades are available to students within 24 hours after all final examination grades have been submitted online after the end of each semester or term. Grade reports are not mailed to students. Students interested in obtaining their grades may log on to UTB Online. Grade A+ A AB+ B BC+ C D F Range 98-100 93-97-9 90-92. 9 87-89. 9 83-86. 9 80-82. 9 77-79. 9 70-76. 9 60-69. 9 59 and Under Grade Points 4. 00 4. 00 3. 67 3. 33 3. 00 2. 67 2. 33 2. 00 1. 00 0. 00 AMERICANS WITH DISABILITIES ACT (ADA) Students with disabilities, including learning disabilities, who wish to request accommodations in a course should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. For more information, visit Disability Services in Cortez or call 956-882-7374. EMERGENCY POLICY STATEMENT In compliance with the Emergency UTB Academic Continuity Program, academic courses, partially or entirely, will be made available on the Blackboard course management system. This allows faculty members and students to continue their teaching and learning via Blackboard, in case the university shuts down as a result of a hurricane or any other natural disaster. The university will use Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class. To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your Blackboard and UTB email system. Therefore, all students must use UTB Online to provide a current email address. In the event of a disaster  that disrupts normal operations, all students and faculty must make every effort to access an internet enabled computer as often as possible to continue the learning process. EMERGENCY NOTIFICATION SYSTEM UTB has implemented an emergency communication system to provide students, faculty, staff and visitors with important information in the event of an impending threat. This system allows UTB to send time sensitive notifications via telephones, computers, indoor speakers in classrooms and laboratories, outside speakers, e-mail messages, and announcements on http://www. utb. edu/Pages/default.aspx. The notification methods used will vary depending on the level of the emergency. Messages will communicate the current situation and provide guidance for what action needs to be taken immediately STUDENTS ACADEMIC RESPONSIBILITIES Students are required to be diligent in their studies, regular in class attendance and on time. The number of absences permitted in any one course varies with instructor and course. Some programs hve very strict attendance policies. Attendance requirements are printed in the course syllabus and announced by the instructor at the initial class meeting. On recommendation of the instructor concernec, students will be dropped from courses for failure to meet the attendance requirements or other good cause. This will result in a W or an F on students academic records with negative consequences for financial aid eligibility, and international student visas. Students are responsible for all class work and assignments. For this online course, three missed assignments will place a student in jeopardy of being dropped from the course. The third missed assignment will trigger an email asking for a meeting with the student. The meeting will be held in person or through SKYPE. Failure to make this appointment within 15 calendar days of such email will result in a recommendation to the Dean for withdrawal from the course. Whether the withdrawal results in a W or an F will depend on the withdrawal date. A student can withdraw at any point in the process before this date. INCOMPLETE GRADES A grade of I may be given when students have not completed the required course work within the allotted time of a regular semester or summer session if the instructor determines that the reasons for  the work being incomplete are valid and that the grade of I is justified. A written agreement between the student and the instructor specifying the work to be made up and the deadline for its accomplishment must be filed in the office of the Department Chair at the time that the I is submitted. The work agreed upon must be satisfactorily completed and the I changed no later than the end of the next regular (Fall or Spring) semester from the date the I was received unless an extension is requested by the instructor, or the grade will automatically be recorded as F on the official transcript. A student will not receive a grade of I to allow more time to prepare course work in addition to that assigned to the entire class, time to repeat the entire course, or opportunity to raise a grade. Incomplete grades are not issued for student or faculty convenience; they may be issued only in the case of compelling, nonacademic circumstances beyond the students control. ADMINISTRATIVE WITHDRAWAL Students who miss more than half of the required activities within the first 25% of the course without contacting the course professor may be administratively withdrawn from the course. Administrative withdrawal has serious consequences. Students may have to repay funds to Title IV financial aid programs. Administrative withdrawal will count toward the six-drop rule limiting the number of courses students are allowed to drop to no more than six courses over the entire undergraduate career. International students will not be eligible to continue enrollment if an administrative withdrawal results in a course load less than full-time. After the official record date, students may withdraw from classes and receive a â€Å"W† on their permanent records. This deadline to withdraw is specified in the Academic Calendar for each enrollment period. Students who do not withdraw before the deadline may not be given a â€Å"W† on the final grade sheet. Students may withdraw from all of their classes through Scorpion Online. The student is responsible for ensuring that their request is processed by the withdrawal deadline specified. At the instructor’s discretion, and consistent with the policy stated on the course syllabus, an instructor may withdraw a student from class for non-attendance. An instructor-initiated withdrawal may result in a â€Å" W† or an â€Å"F† on the student’s permanent record. For this online course, three missed assignments will place a student in jeopardy of being dropped from the course. The third missed assignment will trigger an email asking for a meeting with the student. The meeting will be held in person or through SKYPE. Failure to make this appointment within 15 calendar days of such email will result in a recommendation to the Dean for withdrawal from the course. Whether the withdrawal results in a W or an F will depend on the withdrawal date. A student can withdraw at any point in the process before this date. ACADEMIC STANDING To remain in good academic standing undergraduate students are expected to maintain a cumulative grade point average (GPA) of at least 2. 00 (â€Å"C† average) for all work attempted at UTB. Academic standing is computed each regular semester (i. e. , Fall or Spring) for every UTB student, including transfer and dual coursework and BECHS and MSA students; transient students are held to the standards of their home institution, not to those of UTB. Students who fail to maintain the minimum required grade point average of 2. 00 in all work attempted at UTB will be placed on academic probation. At the end of the probationary semester, students who have earned a cumulative GPA of 2. 00 or higher will be changed to GOOD STANDING status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2. 00 and who have NOT earned a semester GPA of 2. 00 or higher will be changed to SUSPENSION status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2. 00, but who have earned a semester GPA of 2. 00 or higher will continue on PROBATION until their cumulative GPA is 2. 00, as long as each semester GPA is 2. 00 or higher. The purpose of measuring academic standing is to keep students on track for successful completion of a degree and to prevent unnecessary financial burden on those students who do not finish a program. Academic Standing is calculated separately from Financial Aid Satisfactory Academic Progress. If you are on financial assistance, please visit http://www. utb. edu/em/fa/Pages/SatisfactoryAcademicProgress. aspx for specific academic progress requirements. Campus Resources  © 1997-2013 Blackboard Inc. All Rights Reserved. U. S. Patent No. 7,493,396 and 7,558,853. Additional Patents Pending. Accessibility information †¢ Installation details.

Sung Ohm, Instructor :: Essays Papers

Sung Ohm, Instructor Purpose The documented researched essay allows you to understand the fundamentals of an academic conversation. In many respects, this essay is your entry into the conventions, methods, and rhetoric of an academic dialog. Participating in this conversation means that you will have to look carefully at the various positions academics and other experts take on a particular subject matter—especially when they differ from your own. You will need to negotiate and analyze the various arguments and eventually formulate your own stance. However, this must be a critically and ethically informed position—one that is substantiated by credible evidence. In order to successfully determine what a credible position is, you will need to rely on your rhetorical analysis skills. Not only will you analyze your sources ethos, pathos, and logos, but you will also analyze the persuasive nature of your own paper. You will need to make logically sound arguments—one that speaks to others who ar e in the same academic conversation and that seeks to persuade them responsibly. Research is essential in academics. A well-researched paper creates new knowledge—one of the basic premises of a university such as ours. A well-constructed and well-researched essay reveals that the writer has become an authority on a particular topic. To become an authority, you will determine and rely on the experts in the field so your readers can see that you have a well-informed and critical perspective. The Assignment For this assignment, you will research an issue that we have discussed in class. You will write and rewrite an out-of-class essay that uses your research to develop an argument on your topic. To help you research this essay, you will be required to write a short research proposal that draws upon your readings in this and other courses and an annotated bibliography. Proposal: The proposal is a way for you to begin the research process as well as a way for you to articulate your own interests in this project. In other words, the proposal allows you to create or negotiate the assignment according to your own interests. You may want to begin by asking critical questions that may lead you to refine your topic even more. Remember this essay is relatively short for a research paper so a more focused topic will serve you better. I strongly encourage you to ask questions rather than state a position at this point.

Streptpcoccus Faecalis

Gram Positive Enterics: Streptococcus faecalis Streptococcus faecalis also known as strep D, is now known as Enterococcus faecalis. Enterococcus faecalis is part of the Enterococcaceae family. This organism is a gram positive and usually occurs in pairs called diplococci. It is facultative anaerobic, and is nonmotile. This organism is a lactose fermenter and can be grown in 6. 5% NaCL. Enterococcus faecalis is considered non-hemolytic, meaning it does not break down blood cells. Enterococcus faecalis is part of normal flora in the intestines of humans, but can be found in water, soil and plants.If Enterococcus faecalis is found in others places of the body, other than the intestines, it becomes opportunistic and can cause major problems for an individual. This is commonly known as a nosocomial infection, because it becomes a concern for immunosuppressed individuals. Also Enterococcus faecalis infections can develop when a nurse neglects to clean an intravenous catheter or rectal ther mometer, and if the nurse neglected to clean those most likely its being spread to other patients.Enterococcus faecalis can cause endocarditis, bacteremia, urinary tract infections, meningitis and other hospital related infections. Unfortunately, Enterococcus faecalis is resistant to most commonly used antibiotics like cephalosporins and aminoglycosides, and a new study suggests that its becoming more resistant to vancomysin. Treatment for an infection by Enterococcus faecalis would be amoxicillin if the organism is susteptible. Treatment for Enterococcus faecalis that is resistant would consist of taking linezolid and daptomycin.The results from the gram positive enterics included: Taxo P (optichin) Resistant to Optichin Bile Esculin Positive for Group D Strep 6. 5% NaCL Positive for Growth Works Cited Bergey, D. H. , J. G. Holt, et al, et al. Berge'ys Manual of Determinative Bacteriology. 9. Philadelphia, PA: Lippincott Williams ; Wilkins, 1994. 528-549. Print. Bergey, D. H. , and D. R. Boone. Berge'ys Manual of Systematic Bacteriology. 2nd ed. 3. New York: Springer Verlag, 2010. 594-601, 608. Print.

The Silence Game

3a) What is the benefit to the child of the ‘Silence game’? (500 words) Constant noise can create irritability, frustration, confusion, and even sleepiness. Everyone needs moments of peace to rest our bodies and to listen to our thoughts. Dr. Montessori says that a deeper level of awareness and sensitivity to noise can help is to enter into a â€Å"more refined and subtle world†. Montessori therefore came up with the â€Å"Silence Game† or â€Å"The Exercise of Silence†. Dr. Montessori created the Silence Game while working with children who were partially deaf. She observed that their hearing improved when they were able to listen carefully for sounds. Standing at the back of the room with the children facing away from her, Dr. Montessori quietly called out the name of each child. When the children heard her call their name, they would quietly walk to where she stood. Silence has become one of the best known characteristics of the Montessori Method. It has been adopted in many schools and has succeeded in bringing to them something of the Montessori spirit. (Montessori, 1988). After the Silence Game children become more obedient, sweet, and gentle. Dr Montessori also realized that after such an exercise the soul of the child has its spiritual rewards. In the Montessori Classroom, the Silence Game is played to help children develop not only a higher level of self-discipline, but to acclimatize children to the world around them. Many adults and children take for granted the sounds around them. And in our fast paced world, few of us stop to â€Å"smell the roses† let alone take the time to quietly listen and reflect. The Silence Game takes practice. Young children and those who are not yet normalized have relatively short attention spans and find it ever so difficult to remain still and quiet for more than 20-30 seconds. With practice, attention spans lengthen and children learn to relax, absorb, and appreciate the world around them. During the Silence lesson, the children in the class can choose to participate in the making of the silence. In order to â€Å"make silence†, the child must have self control, they must become aware of everything in their bodies that can move, and they must want to cooperate with those who are silent around them. But before the children can even play the game, the child must have developed good coordination of movement, they must have a strong will, they must have a great awareness of themselves and of others, and they must have experienced some silence before. When the children do create silence, they will not only have experienced a moment of peace and tranquility, but they will want to play it over and over again. The Direct purpose of the Silence game is to build the child’s awareness and sensitivities to the noise around him and the noise he creates. The indirect aim is to create a sense of awareness of their bodies and building up balance. Dr. Montessori believed that the silence game was like a religious experience for children. It is important not to break off the game abruptly. The end result is a calm and peaceful atmosphere. Everyone feels rested after the experience.

American History Colonists of New England and Chesapeake

American History Colonists of New England and Chesapeake Introduction This paper attempts to answer three questions regarding the history of America. These questions include motivations of New Englanders and Chesapeakes; causes of America Revolution; and the differences between Republicans and Federalists.Advertising We will write a custom assessment sample on American History: Colonists of New England and Chesapeake specifically for you for only $16.05 $11/page Learn More Colonists of New England and Chesapeake The primary reason for emigration to America in the late fifteenth to early sixteenth centuries was frantic search for a new life beyond the oceans. However, the secondary reasons for this emigration differ from one party to another. The group that settled in New England, for example, had different motivations altogether from those of Chesapeake, Caribbean, and Restoration colonies.[1] The Puritan Separatists from England who had ideological commitments to the colonized land principally colonized New Engla nd, thus, perpetuating their religious practices there. To that extent, it can be inferred that their motive was religious freedom. The colonists’ dissatisfaction with the structure of the Church of England prompted them to call for the purification of the Church to be more congregationalis, hence the name Puritan Separatists. They sailed to the America’s to freely practice their Puritan faith, settling in Plymouth, Massachusetts in 1620s before spreading to Maine, Connecticut, New Hampshire, et cetera. Given that their motivation was not economic, they copied much of the England’s economy with little variation. Accordingly, they relied on artisan-industries like shipbuilding, carpentry, and printing instead of growing staple crops in large scales.[2] The early colonists of Chesapeake, on the other hand, were driven by economic motives to settle in the region, which included Virginia, Pennsylvania, Maryland, and New Jersey. These colonists were looking for silve r, gold, a cure for syphilis, a northwestern passage to Asia, among other valuables to sell in Europe and make profit. Consequently, they ended up venturing into corn and tobacco growing in expanse plantations. Therefore, the region boomed with tobacco industry where plantation owners relied on cheap slave labor and/or indentured servants. In fact, slave trade became a leading business in this region due to high labor demands in the plantations. The thirst for economic prosperity was also replicated in the colonists who settled in the Caribbean and the Restoration colonies. The different motivations of settlers in these two regions shaped their population composition, religion, economy, and politics. Whereas New England had white population, Chesapeake had black and white population with its economy based on tobacco industry. The former was content with its artisan-industry based economy and prioritized religion not profits as their counterparts.Advertising Looking for asses sment on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Debates on the causes of American Revolution The debate regarding the causes of the American Revolution takes two broad schools of interpretations from historians. While one school sees it as an ideological difference, the other considers it a result of economic phenomenon. In the writer’s perspective, arguments for economic causes hold much water compared to ideological standing. According to Carl Becker, the revolution was a product of a two-pronged question of home rule and the person to rule at home.[3] His thesis formed the basis of economic arguments for the revolution that revolved around social and economic tensions. The prevalence of mob activities in colonial cities, economic pressures on colonial merchants, the growing aura of economic distress; combined with transformation of the American culture and society to catalyze the revolution.[4] Other historians h ave argued that the changing aspects of the American culture brought increased interest in the experience of Native Americans, workers, women, and slaves who were marginalized; further stoking the embers of revolution. The writer thus, dismisses arguments of ideology because economic interests always takes precedence over ideological interests and that since the latter was at stake, it fuelled the revolution. Differences between Federalists and Republicans The point of dispute between the Federalists and Republicans was on side to support between the warring French forces and British forces. While Federalists wanted to support Britain, Republicans rooted for France using the Franco-American Alliance of 1778 as their basis. Federalists were avoiding war at all cost as a way of continuing the country’s economic growth. Britain was considered a trading partner that could not be lost. Republicans appreciated the help of France in gaining the American Revolution and wanted to reci procate. Republicans supported foreign policy issues and wanted the United States to firmly assert itself in the international arena. Federalists, on the other hand, strongly favored internal issues and especially a strong economy. Therefore, they supported commerce based on manufactured goods in contrast to the agrarian-based trade favored by the Republicans. Moreover, Federalists enlisted, as party members, those who were rich and learned as opposed to Republicans who cared little about the economic and educational backgrounds of its members. Lastly, Republicans differed with the Federalists’ loose interpretation of the law, since they advocated strict interpretation. A case in point was the issues surrounding Alexander Hamilton’s proposal on the national bank.[5] Conclusion The different motivations of the early colonists who settled in America were reflected in the regions they occupied. The Puritan Separatists who sought religious freedom settled in what they call ed New England; while the group that settled in Chesapeake had economic motivation, embarking on large-scale tobacco growing.Advertising We will write a custom assessment sample on American History: Colonists of New England and Chesapeake specifically for you for only $16.05 $11/page Learn More Historians’ debate around ideological and economic causes of the American Revolution leaves the latter factors stronger in the explanation. The argument is that, ideology presupposes economic interests. Finally, the difference between Federalists and Republicans started because of loose interpretation of the Constitution, shaping the two parties in different ideological structures. Bibliography Brinkley, Alan. American History: A Survey, Volume 1. New York, NY: McGraw-Hill, 2008. Brinkley, Alan. â€Å"The Unfinished Nation: A Brief Interactive History of the American People.† The Unfinished Nation. Web. The Chesapeake and New England Colonies. â€Å"A Comparison.† 123HelpMe.com. Web. Footnotes The Chesapeake and New England Colonies: A Comparison.123HelpMe.com. Ibid. para. 4. Brinkley, A. The Unfinished Nation: A Brief Interactive History of the American People. Brinkley, A. American History: A Survey, Volume 1. New York, NY: McGraw-Hill, 2008. Brinkley, op. cit. para 7.

4 Tips for How To Double Major in 4 Years

4 Tips for How To Double Major in 4 Years SAT / ACT Prep Online Guides and Tips One of the hardest parts about going to college is deciding on a major. Most universities offer tons of majors in many different fields, so it can be tough to choose just one! Good news, though: many universities allow students to earn a double major. It’s a great option for students who want to gain in-depth knowledge in a second field of study. But while many people have heard of double majoring, many aren’t quite sure how to double major. That’s why we’re going to introduce you to the general requirements for double majoring, then give you two real world, step-by-step guides for how to double major at two top universities. Finally, we’ll wrap things up with four top tips for finishing a double major in four years. So let’s dive in! Albert Herring/Wikimedia Commons The Double Major: A Brief Introduction Before we jump into the ins and outs of how to double major, let’s look a little more closely at why someone would double major in the first place. What Is a Double Major? In order to graduate from your university, you’ll have to declare a major and fulfill all of its requirements to earn a degree. Your major places you within a specific degree field, which is the degree you’ll ultimately earn when you graduate from college. Here’s what we mean: Mark and Stephanie have just been accepted to Columbia University, one of the top schools in the nation. Mark wants to design incredible buildings, so he’s decided to major in architecture, which will ultimately earn him a Bachelor of Arts degree when he graduates. Stephanie, on the other hand, wants to help communities take better care of the environment. That’s why she’s decided to major in sustainable development. Even though her major is very different from Mark’s, it is also part of Bachelor of Arts degree program at Columbia. In other words, even though Mark and Stephanie have different majors, they will both earn B.A. degrees when they graduate from school. A student can earn a double major when they fulfill all the requirements for two separate majors within one college or school! So let’s go back to our example above. Mark decides that he’s specifically in designing buildings that are good for the environment. To learn about both architecture and sustainability, he decides to double major in architecture and sustainable design, since they are both part of the same degree program and housed in the same college (i.e. they both earn a Bachelor of Arts degree from Columbia College at Columbia University). The best part about double majoring is that it’s super flexible. You can pick any two majors as long as they’re within the same school or college. Here are a few double majors you could choose at Columbia: Physics and philosophy (Bachelor of Arts) Applied mathematics and data science (Bachelor of Arts) Electrical engineering and engineering mechanics (Bachelor of Science) So when it comes to double majoring, the sky’s the limit! Ken Treloar/Unsplash Why WouldYouWant to Double Major? When you decide to double major, you’re committing to studying two different fields in depth. Often, that means you’ll be taking on more work with extra classes, more advising sessions, and more study time. But earning a double major has some pretty awesome perks, too. Here are our top three reasons for #1: It Helps You Stand Out From the Crowd Because double majoring is challenging, not very many students opt to do so. In fact, the 2015 American Community Survey census data showed that only 12.5% of the people between the ages of 20 and 29 had a double major. Perhaps more importantly, this percentage has decreased even though the number of people with college degrees has been increasing from year to year! That means that earning a double major can help you stand out in a competitive job market. It’s also a testament to your ability to plan ahead, work hard, and achieve your goals. #2: It Makes You a Better Problem Solver When you double major, you have to learn to problem solve in different ways. For example, the way you have to think about a physics problem isn’t necessarily the way you’d tackle an economic one! Double majoring teaches you to look at things from new and inventive perspectives. In fact, many of the world’s best inventions happened when someone looked at a problem through fresh eyes. Take the invention of Coca-Cola, for instance. John Pemberton, the inventor, was a pharmacist who had created â€Å"Pemberton’s French Wine Coca† as a cure for headaches. But when Atlanta banned the sale of alcohol, he removed the wine from his medicine and turned it into the world’s most popular soft drink brands. This story just shows you how looking at a problem in a new way can change the worldand double majoring gives you the tools to do just that. #3: It Opens up More Career Opportunities Many students choose to double major because they have a specific career in mind. For instance, double majoring in psychology and biology would be useful for a student trying to get into a competitive psychiatry program! Having a double major has the potential to make you a better, more specialized candidate for your dream job (or your top grad school program)! Additionally, when you double major, you gain the knowledge you need to enter two different career fields. So not only does a double major make you a more impressive job candidate, it qualifies you for more jobs than a single major would! Can You Double Major at Every University? While most schools allow students to double major, not every school has a double major program in place (Princeton doesn’t, for example). Additionally, not every school calls a double major the same thing (we’ll look at Stanford, that refers to a second major as a â€Å"secondary emphasis† in just a moment). So if you have your heart on two majors, make sure you check that your dream school allows for double majoring. A little research now can save you a lot of frustration in the future. Glenn Carstens-Peters/Unsplash General Requirements for a Double Major Now that you’re familiar with what a double major is, let’s talk a little more about how to double major. A good way to get a sense for what double majoring requires is to start with some of the general requirements. (Don’t worry: we’ll give you real world examples of double majoring at two schools with different requirements in just a minute!) #1: The Core Courses In general, universities require students to have completed at least 120 course hours- or around 40 classes- in order to graduate. A chunk of those hours come from your core courses, or the cycle of classes that every student must complete before graduation. Most liberal arts universities create a core that asks students to take a variety of classes from across multiple disciplines, including math, science, and the humanities. Actually, your core courses are kind of like high school: you’re taking a variety of classes to learn more about many different subjects to build up your knowledge in many different areas. And just like high school, the goal of your core courses is to help you learn more about the world around you to prepare you to â€Å"deal with complexity, diversity, and change.† This helps you become a more well-rounded person, which is always a good thing! So the first step of double majoring is to understand your university’s core requirements and make a plan to complete those courses. Want to see some examples of universities’ core requirements? Look no further! Check out the core requirements for Purdue and Georgetown here. #2: The Major Courses On top of your core courses, you’ll have to take more advanced classes in your specific major in order to graduate. Once you choose a major, your university will give you a list of requirements you’ll need to fulfill to complete your major and earn your degree. In general, you’ll have to take somewhere between nine and 14 classes to complete your major. These are generally a mix of low- and upper-level courses designed to give you comprehensive knowledge in your chosen field. (Quick note: the number and difficulty of classes you’ll need to take in your major field varies between programs, so it’s very important that you double check on the requirements for your specific major at your specific university.) Okay...so what does all of this mean for a double major? Well, unlike a student with just one concentration, a double major will need to complete every requirement for two separate majors! That means you’ll have some additional courses to take before you graduate. The second step to double majoring, then, is taking a close look at the requirements for both of your majors and understanding what you’ll have to do to complete the programs in a reasonable amount of time. Are you not sure what major requirements look like? Take a minute and glance through what it takes to major in chemistry at Northwestern, MIT, and Duke. (You’ll notice that it’s a little different at each school, which is why you have to do your research!) #3: The Elective Courses At this point, double majoringespecially in four yearsmight sound impossible. Trust us: it isn’t! That’s why the third step to double majoring involves your elective credits. One of the biggest tricks to getting it done is putting your elective course requirements toward your second major. But first, a little about electives. Your electives are a series of classes (usually somewhere between five and 10), that are included in your core curriculum. Unlike your other credits, which have to come from a certain subject, your electives are essentially â€Å"freebies†: you can take almost any class on campus and use it to fulfill one of your elective credits! Because there are no stipulations on how you spend your electives, you’re free to use them however you’d like. With a little planning, you can knock out some maybe all!of your second major with elective credits. For example, let’s say Vivian has decided to pick up a second major in Chemistry at Northwestern. A chemistry major requires 16 classes, but she’s allowed to take 5 elective courses as part of Northwestern’s core curriculum. If Vivian puts her elective credits toward her chemistry major, she’ll only have to take â€Å"additional† chemistry courses to earn her second major! Double-dipping is for more than just ice cream! Rachael Gorjestani/Unsplash #4: The Double Dip The fourth step to double majoring involves what we like to call the â€Å"double dip,† which is taking classes that fulfill two separate requirements. Most universitiesbut not all, so double check!allow for one course to count toward fulfilling two different majors. By double dipping, you can maximize the efficiency of your course load! So what courses can be counted twice? The short answer is: it depends on your university’s requirements. While most schools allow your elective courses to count toward a second major, that’s not the case everywhere! The same goes for core coursessome universities allow core courses to count toward a second major while others don’t. And neither of those scenarios accounts for programs specifically designed to help students double major (like Rice’s double major in Art and Art History). So it boils down to this: while most universities allow for some amount of double-dipping, how this works varies from school to school. So be sure to check on your university’s specific requirements. Okay, now let’s look at an example of double-dipping can work: Christen has decided to double major in economics and political science. The political science offers a junior-level class on international economics, which the economics department has listed as accepted elective. If Christen takes that class, she can double dip by counting it toward both her political science and her economic major! That makes double dipping like a two-for-one deal, and it can help reduce both the time and financial burden of double-majoring. #5: The Time Frame The fourth step to double majoring is planning how long it will take to complete your double major. Many of the top universities, like Yale, require students to get approval before double majoring to make sure they can complete their studies in a reasonable amount of time. Other schools, like Brown University, only allow double majors that can be completed in four years. While most universities understand if it takes you extra time to finish a double major, it’s important that you’re aware that more time in school can translate to more expense. Knowing how much time it will take you to finish your degree is important for your education and your budget! #6: The Verification The last step to double majoring is actually the most important. While a lot of the general guidelines for double majoring are the same across universities, the specificslike which classes count for credit and if one class can count toward two majorsdiffers not only by university, but by program. That’s why it’s important to double-check with each department to understand their individual requirements for double majoring. That’s why you’ll need to meet with your academic advisors early and often, too. They’ll be your guides (and sometimes, your advocates!) on your journey to a double major. A bird's-eye view of Vanderbilt University Real Life Example: How to Double Major at Vanderbilt Okay, now it’s time to take what you’ve learned and apply it to a real-world example. We’re going to walk you through the entire process of declaring a double major at two of the top universities in the United States. We’ll kick things off by looking at double majoring at Vanderbilt University, which is ranked as one of the top 20 universities in the nation by U.S. News and World Report. Vanderbilt has four different undergraduate schools, so for this example, we’ll focus on the largest: the Vanderbilt College of Arts and Science. #1: The Core Courses Like most universities, Vanderbilt requires students to have taken at least 120 credit hours (or between 30 and 40 courses) to graduate, and the first block of courses students have to tackle are in the school’s core curriculum. Vanderbilt’s core is called the AXLE program, which requires every student regardless of major to take three to four writing courses (depending on AP credit) and thirteen other liberal arts courses in six different categories. Vanderbilt gives students a lot of leeway in which courses they can take to fulfill the core requirements as long as it falls in the six general categories specified, which is good news for double majors! #2: The Major Courses Now it’s time to take a look at what the College of Arts and Sciences requires for double majoring. (Remember: these differ between colleges and programs, so it’s important to do a little research!) Luckily, the College of Arts and Sciences gives students a clear outline on their website about what it takes to double major. They write that students who choose to double major â€Å"must include at least 24 credit hours that are being counted solely toward the major.† Okay, let’s break that down a bit. First, we know that Vanderbilt does allow double majoring, which is great news! Second, they require a certain number of courses be specific to each major. In other words, a student will have to take somewhere between six and eight courses that only count toward each major. That gives a little space for double dipping, which we’ll talk about in step #4 below. Lastly, the outline points out that 24 hours is a minimum requirement. That means most departments will require more than 24 hours of coursework to complete a major. This is where it’s important to visit each department’s website and look closely at the major requirements. (Vanderbilt’s College of Arts and Science has 54 majors to choose from, so this might take a little time. But trust us...it will pay off in the long run!) #3: The Elective Courses Vanderbilt doesn’t specifically list electives as part of their core curriculum, but a little simple math reveals that on average, a student will have about five classes of elective credit, or hours they need to take to graduate that aren’t accounted for as part of the university core or major. That means that a double major can use those five classes to fulfill part of the requirements for their second major. #4: The Double Dip Vanderbilt does allow for some double dipping, meaning some of your classes can count toward both majors. As long as each major has a minimum 24 hours of dedicated credit, students can double dip with their remaining classes. (Again, the minimums are different from program to program, so this number might go up depending on your majors.) Here’s an example of how this might work: if Marco is double-majoring in English and Creative Writing, he’s required to take courses in the History of Literature and Diverse Perspectives in Literature to fulfill each degree. An English degree requires 12 hours of these courses, and a Creative Writing degree requires 6 hours of these courses. So instead of taking 18 hours, Marco can take the requisite 12 hours and fulfill the basic requirements for both degree tracks. He can do this as much as possible, but he’ll have to have 24 hours of coursework that only counts toward his English degree and 24 hours of coursework that only counts toward his Creative Writing degree. So depending on whether a student’s chosen majors overlap, they will be able to double dip on a few classes to kill two birds with one stone! #5: Declaring the Double Major Once you’ve decided to double major at Vanderbilt, it’s time to declare your double major to the school. This happens after you’ve enrolled at the university because Vanderbilt doesn’t allow students to declare a double major as part of the admissions process. In fact, double majors are usually declared when a student is either a sophomore or a junior. When you decide that a double major is right for you, the first step is to print off a Declaration of Major form. Once you fill it out, you need to deliver it to three places: the College of Arts Science and both departments you want to major in. You can’t just drop the form off, eitheryou’ll have to meet with a college advisor to go over your declaration. This is to make sure that your plan is feasible and reasonable. If everything looks good, the advisors will sign off on the form. Once you’ve collected the necessary approval and signatures, you file the completed form with the College of Arts Science, and you’re good to go! The beautiful Stanford Commons at Stanford University King of Hearts/Wikimedia Real Life Example: How to Double Major at Stanford At Stanford, things work a little differently. Unlike Vanderbilt, you can only declare a double major within the same bachelor degree program. So if you’re already working toward a Bachelor of Arts, you can declare a second major that will also earn a Bachelor of Arts. You can’t declare a second major that would earn a Bachelor of Applied Science. So for this example, we’ll focus on the steps it takes to double major and graduate with a Bachelor of Science from the Stanford School of Engineering. #1: The Core Courses In order to graduate from Stanford, students must complete 180 units of University work. This starts, of course, by tackling the school’s core courses. Like Vanderbilt, Stanford gives students a lot of flexibility in fulfilling their core curriculum. Every Stanford student has to complete what Stanford calls their â€Å"General Education Requirements,† which include sixteen different courses in four different categories. (Stanford accepts AP and IB credit, so this number might be less depending on what classes you took in high school.) While it’s important for to explore all the opportunities Stanford has to offer, the School of Engineering cautions students to take math and science credits early so they can hit the ground running when they start to work on their major. #2: The Major Courses The College of Engineering separates the major coursework into two categories: the engineering core courses and the Depth of Major courses. Every engineering student, regardless of major, has to take a series of core courses that are unique to the school. These would include: 36 units in mathematics and science Three units (or one course) in technology and society Two courses in engineering fundamentals Like Stanford’s General Education Requirements, these engineering core courses will count toward both majors. That means you only have to take the core courses once while earning your Bachelor of Applied Science degree. Once those are complete, a student can begin tackling their Depth of Major courses! The Depth of Major courses are the classes that are specific to each engineering major and must be fulfilled separately in order to graduate. For instance, if you’re double majoring in Electrical Engineering and Mechanical Engineering, you’d have to fulfill these requirements separately. Even if a class is listed as counting for both majors, you’d have to apply it to one major over the other. That means you’ll have to take around 60 additional creditsor somewhere between 15 and 20 additional coursesto get a double major in engineering from Stanford. #3: The Elective Courses Also like Vanderbilt, Stanford does not include a set number of elective courses as part of their core curriculum. Additionally, the major requirements for each program vary quite a bit! Because engineering programs are so intensive, most students only have a few elective units available, so it’s important to make each one count! #4: The Double Dip As we discussed earlier, Stanford’s rules are very clear: they don’t allow students to double dip to fulfill their major requirements, no matter what college they’re enrolled in. So while the General Education Requirements and the engineering core courses can count toward both majors, the specific, additional criteria for each major has to be completed independently. In other words, you’ll have to take all the classes for each major with no overlap! #5: Declaring the Double Major To declare a double major, you have to do this after you’ve already declared your first major through the Office of the University Registrar. Double majors are approved through the same office by submitting the Major-Minor and Multiple Major Course Approval form. Unlike Vanderbilt, there’s no formal departmental approval process, though it’s very important you independently meet with departments to get advice for success. As a school, Stanford is very picky about letting students double major. They are committed to helping students graduate in four years regardless of how many majors a student wants to tackle. In fact, Stanford reserves the right to limit a student to a single major if it’s taking too much time even if the school previously approved a student’s double major. Here’s the explanation from the registrar’s website: â€Å"If the pursuit of multiple majors (or joint majors or secondary majors, or minors) unduly delays an undergraduate's progress through Stanford, the University reserves the right to limit a student to a single major, and/or to confer a degree on a student who has completed all of the requirements for a degree even though the student has not applied to graduate; such an individual would then be subject to the University's usual rules and restrictions regarding future enrollment or registration. That means it’s super important for a double major to map out their coursework ahead of time! We've got some great tips for how to fast-track your double major George Hodan/PublicDomainPictures 4 Tips to Double Major in 4 Years One of the most frequently asked questions is can you double major in four years. The answer is absolutely, but it takes some planning and a lot of hard work! Here are four ways you can make sure that you finish your double major in four years. Tip 1: Start in High School You can get a double major done in four years once you get to college, but it’s even better if you start that work in high school! Here are a few ways that you can maximize your time now to save you time later. Take Dual Credit Courses Some high schools allow students to enroll concurrently in a local college to earn freshman course credit for basic classes like composition or math. Enrolling in a program like this can help you earn transferable college credit that counts toward your university core! However, we advise that if there’s an option, you take AP/IB courses instead of dual credit since AP/IB courses are generally accepted by all universities, whereas dual credit is awarded on a case-by-case basis. (This is because AP/IB tests are standardized, whereas the rigorousness of dual-credit courses varies between schools.) If you want to make sure you’re getting the credit you deserve, AP/IB courses and tests are the safer bet. Take AP/IB Courses AP and IB courses are often referred to as â€Å"college prep† courses for a reason. Not only are these classes designed to prepare you for the college workload, they also give you the opportunity to test outand sometimes even earn credit!of certain college courses. Loading up on AP and/or IB classes in high school can help save you time and money as a double major. Don’t Be Afraid to Test Out If your high school didn’t offer college prep courses, there’s still hope! Many universities offer exams (like the CLEP test) that you take the summer before your freshman year. These function a bit like AP tests, only you don’t have to take an AP class to qualify for the exam! Depending on your score, you can be exempted from or earn credit for certain college courses. The availability of these tests varies from school to school, so be sure to check with your university to see which ones they offer. Tip 2: Plan Ahead As Antoine de Saint-Exupà ©ry, the author of The Little Prince, said, â€Å"A goal without a plan is just a wish.† In order to double major in four years, you need to have a solid plan. Here are three tips for building a road map for your double major. Map Out Your Ideal 4-Year Graduation Plan as Soon as Possible Planning your courses out early is key to maximizing your time and effort. Meet with your advisor and departmental advisors to build a plan of action. They help students pursue double majors all the time, so they’ll have excellent insight and advice to help you graduate on time. Stick to the Plan Once you have your road map, stick to it! If you have any issueslike overlapping class timesbe sure to meet with an advisor. But working your plan is a key component to managing your workload while graduating on time. (And hey, lots of students find that a four-year plan makes things less stressful since they know exactly what to take every semester!) Double Dip Whenever Possible If your university allows for double dipping, take advantage of it at every possible moment. Take a look at the course catalog and departmental websites to figure out which classes, if any, can count toward both majors. Also don’t be afraid to talk to your professors and advisors about whether your university has independent study or interdisciplinary programs that can help you customize your degree while still graduating on time! OTA Photos/Flickr Tip 3: Be Smart About Picking Your Majors In order to double major, you first have to choose which two majors you want to study. This can be a bit tricky, especially if you’re curious about many different fields. Here are three tactics that can help you narrow down your choices. Pick a Passion and a Profession One way to pick a double major is coupling one of your passionswhich might not have many career optionswith a professional field. For example, you may love to sing, but you don’t want to become a professional singer; you’d much rather work as a financial planner. A double major is a perfect choice for you since it lets you study your passion (vocal performance) while coupling it with a major that will help you in your future profession (business finance). Work Toward a Specific Career Like we mentioned earlier, there are some career paths that require very specialized knowledge. A double major is a good way to study both fields while earning a degree that sets you apart in a competitive job market! A good example of this is someone who wants to be a museum curator. Often, museums look for curators with knowledge about the museum’s subject as well as a background in public education, so a double major in art history and education would be especially valuable! When building your double major, ask yourself how you can create a â€Å"customized† course of study that will land you your dream job. Choose Majors That Naturally Overlap There are some majors that naturally fit with one another, so much so that many of the courses overlap. These are natural fits for a double major, since a student will often take classes that count toward both degrees regardless of whether they actually plan to double major or not! This usually happens with related fields, like English and journalism, or international relations and foreign language. In some cases, students can find themselves just a few classes shy of double majoring with little extra effort. Be sure to check your departmental website to see if there are complementary majors that you can take advantage of. Tip 4: Get to Know Your Advisor This might seem scary when you first get to college, but remember: your advisors are people who are passionate about helping you chase your dreams. They’re specially trained to help students like you! Here are some of the ways your advisors can help you on your path to double majoring: They Can Approve Your Course of Study At some schools, your advisors have to sign off on your double major before you can start working on it. This is to make sure students are in the best possible position to succeed! Getting to know your advisors is an important step in making sure you’re approved for your double major in the first place. They Provide Guidance You aren’t the firstor the laststudent to double major, so your advisor already has a good sense of how to help you finish two majors on time. They will be able to help you pick classes, balance your schedule, and declare your major. They Can Help Override You Into Classes Classes can fill up fast! If your advisor knows you, they can work to make sure you get into the classes you need to finish on time. This includes the ability to enroll you in a â€Å"full† class to make sure you take the courses you need when you need to take them. Crystal/Flickr What’s Next? Now that you know what a double major is, you might be more interested in a dual degree. Here’s a great explanation of the similarities (and differences!) between the two. If you’re a junior or senior in high school thinking about double majoring, make the most of your time now. A good place to start is learning more about how universities treat AP credit. Did you know you can earn transferable college credits while in high school? Take a look at how those courses differ from AP classes to learn more about whether a college credit course is for you. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Establishment of Slavery in English Colonies Research Paper

Establishment of Slavery in English Colonies - Research Paper Example ough one should not excuse the men and women who started slavery in the colonies on the basis of cultural relativism, one also should not ignore the causes of slavery in the first place. First, understanding the origins of slavery is important for preventing the institution from ever returning. Second, it is important to scholars to understand the social and economic conditions of the early English colonies, and the perspective of slaves (and slaveholders) provides an excellent perspective on that history. Common belief in our day is that slavery itself began as an expression of racist ideologies against the African continent (Williams). However, it seems more likely that slavery took its origins in the English colonies with economic factors and the growing capitalist ideology sweeping across Europe and her farthest outposts. Slavery on the British Isles was nearly nonexistent throughout the kingdom’s history; nevertheless, the institution of slavery spread like wildfire throughout its colonies, and was common operating procedure by the 17th century. In her seminal work The Origin of American Slavery, historian Betty Wood addresses the question of social and economic causes for slavery in the English colonies. She ascribes the origin of slavery to both factors: racism and economics. She writes, â€Å"Albeit with the benefit of hindsight, it would seem from the outset American slavery was characterized by an awareness of ethnic differences that over the course of a century hardened into an overt racism† (Wood 7-8). But this does not answer the crucial question of whether racist ideologies or capitalist ideologies played the crucial role in the very beginning of slave trade. There are arguments to be made for either case. A Marxist historian, for instance, might blame capitalism more readily than a historian of African history, such as William Dillon Piersen in his Afrocentric From Africa to America. To consider both sides of the debate, one must analyze the