Demonstrated in sports Essay Example for Free

Demonstrated in sports Essay Sportsmanship can not only be seen and demonstrated in sports, but also in our daily lives in many ways. I believe that the values learned in sports are also applicable to everyday life. Interaction with my siblings is one example. We should not fight over small things like who shall have what or who shall lead who. Everyone should have a part and each of us should enjoy the activities we are doing. I won’t tease them and won’t lose my temper with them. I will put them before myself. In school, even if I am not the star, I should still enjoy and have fun with my classmates. I will not cheat during quizzes and exams just to be on top. I will just try my best in getting good grades. I will also acknowledge my classmates’ good performances, congratulate them for getting an A when tests are handed back to us. When my friends have goals, I won’t tell them that it’s impossible to reach. Instead, I will help them achieve their goals by supporting them. Although the high levels of competition and the pressures from family and school can put a strain on maintaining sportsmanship, it is still the more important characteristic. Winning is not everything. Sportsmanship is more important than winning. It is treating people with respect. It includes small gestures like shaking hands and acknowledging good works. A child like me who practices good sportsmanship is likely to carry the respect and appreciation of other people into every other aspect of life. Through this, I am also gaining new skills, new friends, and attitudes that can help all through life. Everyday many opportunities occur that one can put into practice sportsmanship.

Substance Misuse Prevention: Needle Exchange

Substance Misuse Prevention: Needle Exchange PDG A single type of prevention or intervention strategy with regards to substance misuse. The needle exchange The UK currently has an ambiguous and sometimes conflicting set of policies with regards to some issues surrounding drug use. In the words of Rice, the UK has: an uneasy consensus of conflicting forces, opinions and positions that have shaped the whole legislative framework and surrounding issues that govern the way that we, as a society, deal not only with controlled drugs, but the problems that they cause directly and that are associated with their use. (Rice et al 1991) If one considers the various ways in which this â€Å"consensus† has evolved over the last few decades, one could suggest that there is a clear dichotomy between those who feel that the way forward is through dual mechanisms of enforcement and prohibition (sometimes referred to as the illegalisation movement), and those who believe that systems employing legislation, harm reduction, empowerment and education comprise the rational way forward. Both parties appear to believe that their mechanism is the only way to protect society. (Holmberg SD 2006) Holmberg’s view is further strengthened with an examination of recent events. The illegalisation movement has been demonstrated to be largely ineffective in countries where it has been employed on a large scale (viz. USA) (NSDU 2004). The harm reduction movement, considered by some to have a defeatist doctrine, accepts that drug use will still occur despite the imposition of the most draconian measures and therefore aims to reduce the potential levels of damage associated with drug use. (Reinaman Levine 2004) To summarise the thrust of Fordham’s work, it is often the case that when there is multi-agency involvement in decision making and government by committee, we arrive at a collective consensus of varying opinions that get amalgamated into some form of legislative framework that allows both the opposing factions to equally claim both victory and also to point to deficiencies in the scheme where they can manage to abdicate responsibility when it does not work effectively. (Fordham, F et al. 2007) If one considers the specific concept of the needle exchange, then this can be assessed on a variety of levels of differing complexity. At the most simplistic level, it is a mechanism of harm reduction. Bulmenthal documents the fact that IV drug abusers can go to extraordinary lengths to continue their habit if their equipment is confiscated thereby exposing themselves to illness transmission risks by sharing needles. (Bluthenthal R N et al. 2005). The Des Jarlais paper putting forward the premise that if they are going to persist in injecting then it should be in the safest manner possible. (Des Jarlais et al 1995) On a more complex level there are some that suggest that providing a needle exchange increases IV drug use. Such views are not based on available evidence. The Aggleton paper demonstrating clearly that syringe exchange centres, with access to clean and sterile equipment, neither increases the incidence of drug use, nor does it increase the frequency of injection of confirmed users (such factors are demonstrably far more dependent on the local availability of the drugs (CDCP 2002)) . More importantly, neither do they increase the number of new converts to drug injection (UNAIDS 2003) (Aggleton. P 2000) Arguably a more important consideration of a needle exchange is the potential benefit for improvement in the general health of the user (and some would argue in the Public Health). The Gostin study shows that use of a needle exchange implies contact between user and healthcare services who have the ability to place the user in contact with those services best suited to reduce high risk activities. (Gostin et al . 1997). This is also relevant in consideration of the fact that the majority of drug abusers have at least one associated pathology (viz. mental illness, physical illness or other social pathologies). Because they will typically be a highly mobile and itinerant population, these individuals are easily lost to any type of organised healthcare follow up or intervention. The needle exchange can act as an opportunity to intervene to try to assist the user deal with their problems. The simple provision of needles represents a lost opportunity in this respect. There are two other important elements relating to the needle exchange. By protecting an addict form HIV/AIDS one is also protecting their sexual partners from exposure. The second (often cited) element is one of cost. Needle exchanges are comparatively cheap to run and this must be compared to the social and financial costs of not running them. Aggleton concluded that each syringe exchanged cost 18p. This equates to  £13 per case of HIV/AIDS prevented. Compared to a lifetime of healthcare costs for a single HIV/AIDS case, the savings to society are incalculable. (Aggleton P 2000) References Aggleton. P. (2000) UNAIDS, Report on the Global HIV/AIDS epidemic, June 2000; quoted in Success in HIV Prevention,. UNAIDS Best Practice Collection. Geneva, UNAIDS. 2000 Bluthenthal RN, Kral AH, Erringer EA, et al. 2005, Drug paraphernalia laws and injection-related infectious disease risk among drug injectors.  Journal of Drug Issues. 2005 Vol.6 CDCP (2002) Centers for Disease Control and Prevention: HIV/AIDS Surveillance report 2002 : 14 Des Jarlais DC, Hagan H, Friedman SR, et al. (1995) Maintaining low HIV seroprevalence in populations of injecting drug users. Journal of the American Medical Association. 1995; 274 : 1226 1231. Fordham, F Jones L , Sumnall, H McVeigh J Bellis M (2007) The economics of preventing drug use An introduction to the issues National collaborating centre for drug Prevention for the National Institute of Health and Clinical Excellence HMSO: London 2007 Gostin L O, Lazzarini Z, Jones T S, et al. (1997) Prevention of HIV/AIDS and other blood-borne diseases among injection drug users: a national survey on the regulation of syringes and needles. Journal of the American Medical Association. 1997; 277 : 53 62. Holmberg SD. (2006) The estimated prevalence and incidence of HIV in 96 large US metropolitan areas. American Journal of Public Health. 2006; 86: 642 654. NSDU (2004) National Survey on Drug Use and Health: 2003 Substance Abuse and Mental Health Service Administration. HMSO: Sept 2004: Reinarman, C., Levine H G. (2004) Crack in the Rearview Mirror: Deconstructing Drug War Mythology. Social Justice 31 (2): 182 199 Rice D P, Kelman S, Miller L S. (1991) Estimates of economic costs of alcohol and drug abuse and mental illness, 1985 and 1988. Public Health Reports. 1991; 106: 280 92. UNAIDS (2003) Fact sheet High-income countries’. WHO Publication 2003 Internet shopping: Impact on consumer behaviour Internet shopping: Impact on consumer behaviour Electronic commerce is becoming increasingly important to both corporations and individuals as a result of the dramatic development of technology and the emergency of a global economy. The expansion of the usage of the Internet by organisations and people is one of the main contributors to the development of e-commerce in terms of e-shopping, electronic business and internet commerce. Studies have shown that by the middle of the 1990s internet based services had rapidly emerged in usage and coverage leading to their application and deployment in the creation of a new method of shopping, (Wiggins, 1995). Thus online marketing has become vital to new e-commerce and traditional offline companies in order to take advantage of these new technologies. However the essential ingredient of marketing and business generally is the satisfaction of customers needs hence a full understanding of consumer behaviour in terms of internet shopping is a critical success factor for any company making use of it as a form of doing business. Consumer behaviour is complex and can be described as a dynamic interaction between affect and cognition, behaviour, and environmental events, (Blythe, 1997). Due to the new characteristics of the global economy it has been contended that customers value immediate responses to their demands in terms of goods and information. A demand which technology based e-commerce is arguably able to meet. Therefore it is useful to explore the main determining factors on customers choice of e-retail site. Additionally research has revealed that consumer acceptance of e-shopping in the UK is much higher than in many other European countries (Forrester Research, 2000). Literature also suggests as do previous studies that young educated people constitute a principal demographic engaging in online shopping. This research focuses on university students following other studies in arguing that they represent the principal demographic of online shoppers but also includes a sample representing other demogr aphics in order to comparatively analyse behavioural patterns for shopping online between different groups. Due to the nature of internet there are critically problems related to shopping online the major ones suggested as being security and privacy problems. These originate and are due not only to the deficiencies inherent within Internet and e-commerce security but also as a result of customer distrust of such measures as a result of perceived inadequacies with procedures, (Panko, 2001). Yet even with these problems online shopping has grown exponentially therefore an interesting interaction must be occurring between consumer behaviour and these factors, an interaction this research proposes to examine and analyse. Research suggests that online sellers have made successful efforts to increase customers confidence and usage of shopping online through the improvement of security performance and privacy protection. Companies like eBay and Amazon.com illustrate successful examples of e-shopping which are argued benefit from a successful brand building strategy increasing customer loyalty. As a result it is suggested that online shopping has become and will continue to become a full and effective business model, (Black, 2005). However this depends to a large extent on the development of technology as well as effective marketing. This research then aims to examine consumer perceptions of business innovations and the nature of business innovations in terms of technology and marketing to altering these perceptions and behaviour resulting out of these perceptions. This project makes use of both qualitative and quantitative methods aiming at triangulating the research factors involved to provide useful data for analysis of relevance to the objectives listed above, (Gummeson, 2000). The research is divided into four phases. The first element is a literature review and analysis of secondary data forms dealing with both theory as it applies to online shopping, various business practices in terms of the environmental conditions of online shopping and general theories dealing with consumer behaviour, (Ghauri, 2005). The aim of this section in furtherance to reviewing literature in the area is to establish patterns of congruence within theoretical literature not directly concerned with online shopping. An initial questionnaire will be conducted with a sample of 300, 250 of whom will be randomly selected from a university campus and 50 from local city centre. The questionnaire is aimed at gathering descriptive data of use in modelling behavioural patterns while shopping online. An initial control question identifying those persons who have bought goods online will help identify a representative sample of consumers who are of relevance to the objectives of the research. The data from this will be analysed for recurring themes, issues of differences and similarities in behavioural patterns between students and other demographic groups and some common behavioural indicators for shopping online which in turn form the base of the investigation to be carried out in the ensuing qualitative research. In terms of qualitative data collection three focus groups will be held, each with 8 participants. The first two focus groups will be sampled from the 250 university student participants in the questionnaire who expressed willingness towards further participation in research. The third focus group will be drawn from the 50 non-student demographic and if necessary the sample will be supplemented through advertisements in local media and outlets. From the 24 participants in the focus group it is hoped that six participants two from each focus group will accept an invitation to participate in an interview to explore in more detail the issues arising from the questionnaire and the issues raised in the focus group sessions. It is obvious that the research may take up a certain amount of participants time and thus a flexible schedule for the interviews as well as inducements in the form of online shopping vouchers will be used to assist in increasing the response rate to these parts of the research. The primary focus of the semi-structured interviews is to follow up on specific themes highlighted in the previous forms of research and also allow time for the respondents to discuss freely and offer their insights into the relevant issues raised by the research so far, (Silverman, 2004). To conclude it is expected that this combination of research methods will yield fruitful and insightful data relevant to the objectives of the research. In particular the triangulation achieved through the supplementing of descriptive quantitative data with exploratory qualitative data will it is hoped illuminate specific interactions between theories from the literature and practice in day-to-day patterns of behaviour for online consumers and further explain specific and general elements particular to UK consumers.

The Coldest Winter Ever :: essays research papers

Debut novel by hip-hop rap artist Sister Souljah, whose No Disrespect (1994), which mixes sexual history with political diatribe, is popular in schools country-wide. In its way, this is a tour de force of black English and underworld slang, as finely tuned to its heroine's voice as Alice Walker's The Color Purple. The subject matter, though, has a certain flashiness, like a black Godfather family saga, and the heroine's eventual fall develops only glancingly from her character. Born to a 14-year-old mother during one of New York's worst snowstorms, Winter Santiaga is the teenaged daughter of Ricky Santiaga, Brooklyn's top drug dealer, who lives like an Arab prince and treats his wife and four daughters like a queen and her princesses. Winter lost her virginity at 12 and now focuses unwaveringly on varieties of adolescent self-indulgence: sex and sugar-daddies, clothes, and getting her own way. She uses school only as a stepping-stone for getting out of the houseafter all, nobody's paying her to go there. But if there's no money in it, why go? Meanwhile, Daddy decides it's time to move out of Brooklyn to truly fancy digs on Long Island, though this places him in the discomfiting position of not being absolutely hands-on with his dealers; and sure enough the rise of some young Turks leads to his arrest. Then he does something really stupid: he murders his wife's two weak brothers in jail with him on Riker's Island and gets two consecutive life sentences. Winter's then on her own, especially with Bullet, who may have replaced her dad as top hood, though when she selfishly fails to help her pregnant buddy Simone, there's worsemuch worseto come. Thinness aside: riveting stuff, with language so frank it curls your hair. (Author tour) -- Copyright  ©1999, Kirkus Associates, LP. All rights reserved. --This text refers to the Hardcover edition. Book Description Renowned hip-hop artist, writer, and activist Sister Souljah brings the streets of New York to life in a powerful and utterly

Maria Mitchell :: essays research papers

MARIA MITCHELL The person that I chose for the Womens History Month report is Maria Mitchell, who was a self- taught astronomer. She discovered Comet Mitchell and made amazing achievements throughout her life. Maria Mitchell was born on August 1, 1818 on the Massachusetts island of Nantucket to William and Lydia Mitchell. When Maria Mitchell was growing up in the Quaker community, few girls were allowed to study astronomy and higher mathematics. Even though the Mitchell's weren't rich Maria's father, a devoted amateur( most astronomers of that time were amateurs) astronomer, introduced her to mathematics and the night sky. He also encouraged her toward teaching and passed on a sense of God as in the natural world. By the time Maria was sixteen, she was a teacher of mathematics at Cyrus Pierce's school for young ladies where she used to be a student. Following that she opened a grammar school of her own. And only a year after that, at the age of eighteen she was offered a job as a librar ian at Nantucket's Atheneum during the day when it opened to the public in the fall of 1836. At the Atheneum she taught herself astronomy by reading books on mathematics and science. At night she regularly studied the sky through her father's telesscope. For her college education even Harvard couldn't have given her a better education than she received at home and at that time astronomy in America was very behind as of today. She kept studying at the Atheneum, discussed astronomy with scientists who visited Nantucket (including William C. Bond), and kept studying the sky through her father's lent telescope. In the mid-nineteenth century, new developments in astronomy were expanding the field at an fast and exciting rate. The Mitchells were aware that the King of Denmark awarded a gold metal to anyone who discovered a "telescopic" comet. No one in America had won that award yet. On the night of October 1, 1847 Maria Mitchell discovered a comet just above the North Star. But by the time her letter of discovery reached William Bond (director of the Harvard Observatory) Father de Vico at the Vatican Observatory in Rome had already announced his discovery of the same comet on October 3. Professor Bond began a campaign to get Maria her rightful award. On October 6, 1848, a year and five days later the King of Denmark decided to award the prize to Maria.

What It Means to Be a Blackbelt

Ryan Cloninger Denver Tae Kwon Do Mr. Putnam November 8, 2009 What a Black Belt Means to Me When I was thirteen I started taking Tae Kwon Do. I wanted to learn how to fight and break boards. I have come a long way since my first Tae Kwon Do class. As a candidate for black belt rank, I now have a different perspective of Tae Kwon Do, and different motivation for attending each class. To me a black belt consist of displaying great character, becoming a leader, and reaching your goals, and understanding the history of Tae Kwon Do.To become a true black belt, you have to look back and remember the men who started Tae Kwon Do, and understand their history. Tae Kwon Do means the way of the fist and foot. In Tae Kwon Do you are empty handed. When empty handed you must use your hands and feet. In the early times Korean men used their hands and feet as weapons. Koreans used Tae Kwon Do for self-defense when invaders came to savage their village. Men died fighting to protect their loved ones a nd their homes. What once was a military form of fighting soon became a way of life for the Koreans.The history of Tae Kwon Do has taught me that becoming a black is not about what color material you receive. Tae Kwon Do black belts never quit. They work hard to achieve goals, even when the journey is difficult. I have learned to never retreat in life, and that victory is the goal. Becoming a black belt has always been a goal of mine. The respect and honor you gain from becoming a black belt is priceless. Knowing you worked hard for a black belt makes your accomplishment so much better. I have been taking Tae Kwon Do for over four years and am yet to have earned my black belt.The school I train under believes in working hard for the rank of black belt, and this can take a very long time. I believe the long road will make the destination that much more rewarding. Another goal I have is to attend college at Clemson University, after graduating high school. After college I hope to be a professional chef. My goals of going to college to become a chef have been with me ever since I can remember. Growing up around my grandparents who were always cooking got me interested in becoming a chef.Tae Kwon Do has taught me to stay in pursuit of this goal. In order to be the best college student and the best chef, I know I need to be a leader and not a follower. During the Tae Kwon Do summer camps I had a chance to practice my leadership skills. My instructor, Mr. Cloninger, allowed me to teach the Tae Kwon Do classes to work on and critique my leadership skills. Instructing the students really helped me correct my own mistakes in technique and forms. As I have grown through the ranks, my instructor has allowed me to instruct the classes.Instructing is another way of learning. If you cannot teach the material you truly do not understand it yourself. This is required to perfect your material, as I learned from personal experience. I believe my instructor, Mr. Cloninger, is an example of a great leader. He pushes me to my limit and beyond. He makes me a better person, better in the karate school, and in the community. Mr. Cloninger is dependable, hardworking, and possesses many great character qualities. Displaying good character is essential for being a great leader and a great black belt.Positive characteristics, such as respect for others, self-control, obedience, and humbleness, are the building blocks of a well-trained black belt. Respect is always important when training. Respect is earned. It is not simply given to you. You must work hard and be respectful to your instructor. Self-control is an important characteristic to have, not only in martial arts, but also in life. Self-control is harnessing your actions and emotions. When in training all emotions must leave the room. Your mind should be set on your material and goals.Self-control also applies in every day life, whether it is when you are driving down the road and some one cuts you off, or w hen your peers upset you at school. Obedience is another attribute a black belt must have. Whether it be listening to my parents or my instructor, I need to be able to listen and follow through when something is asked of me. Black belts are portrayed as people that can be trusted, doing what they are told and doing it the first time. Obedience comes easier when you have respect for others and self-control of your own wants and desires.A true black belt should be humbled in his achievement of his rank. Black belts should have respect for the art and not use their rank to show off, bully, or be intimidating. Black belts should not to be portrayed as cocky, arrogant or boastful. This is not being a good leader or representative of martial arts. I continually try to implement respect, self-control, obedience, and other positive characteristics into my life. These characteristics help me learn in school, train in Tae Kwon Do, and be a good member of my family.I am grateful and honored th at I was given the chance to test for my black belt. I received the best training from Mr. Putnam and Mr. Cloninger. These great leaders have taught me to stay strong and to work hard for my goals. If I receive the rank of black belt, one of my many goals will have been accomplished. My journey to becoming a black belt has taught me to display great character, build my leadership skills, reach my goals, and understand the meaning behind Tae Kwon Do. I look forward to continuing my Tae Kwon Do journey for many years to come.

The Power Consumption

The power consumption for sending (or receiving) a single message in a mobile phone Abstract: We measure overall SMS, Whatapps and Wechat for the power consumption of a single message. These results are validated by overall power measurements of two other devices: the Battery Doctor and Battery Detective. We discuss the significance of the power drawn by the various length and time of texting messages, and identify the most promising areas to focus on for further improvements of power management. We also analyze the energy impact of dynamic voltage and frequency scaling of the device’s application processor.Introduction: In recent years, people have a mobile phone in their hands all the day. At the same time, device functionality is increasing rapidly. In the number of applications, texting messages occupied an important part. Hence, optimal management of power consumption of devices such as SMS, WhatsApp and WeChat is critical. In this paper we attempt to answer how much of t he system’s energy is consumed by sending (or receiving) a single message of the system and under what circumstances. And we will use IPhone5 as the experimental product.Furthermore, we validate the results with computing manually and the additional mobile device: Battery Doctor, Battery Detective. Material: Experimental product: IPhone5 (IOS6. 1. 2) Timer Testing Applications: Messages, WhatsApp, WeChat Measuring Application: Battery Doctor and Battery Detective Formula: 1)The time of sending each message=The time of the usage of 1% power/ Number of messages. 2) Average electricity consumption of each message ( with the Wifi usage)= 1% power of Iphone 5/ Number of messages. ) Average electricity consumption of each message ( without the Wifi usage) =(1% power of Iphone 5/ Number of messages) – (The time of sending each message x The power consumption rate of wifi function). Methodology: Device under test Experimental setup When an iPhone is not actively being used (th e screen is off), the biggest power drain are the various radios: WiFi, 3G and Bluetooth. So first tip is to turn off any service you don’t need. Settings are useful in doing so with one tap. There is some information you need to calculate before we collect the data.Therefore, after you turn off all the service that you do not use, you have to turn on the Battery Doctor and check out the battery usage of your phone and calculate how much usage if 1%power. In the case of IPhone 5, the battery usage is 1430, therefore IPhone 5 1% power= 1430/100= 14. 30 mAh. Also, you can use the Battery Doctor to check out how long you still can use on that percentage of battery. Then, according to the Doctor Battery, when IPhone 5 in 41% power, it can use 8hrs 15mins without the WiFi function. If use with the WiFi function, it can use 7hrs 13mins.Therefore, you can calculate that: The power of IPhone 5 in 41%: 14. 3mAh x 41 = 586. 3mAh The power consumption rate of IPhone 5 without the WiFi f unction: 586. 3 mAh/[(60 x 8 +15) x 60] = 0. 0197 mAh s-1 The power consumption rate of IPhone 5 without the WiFi function: 586. 3 mAh/[(60 x7 +13) x 60] = 0. 0226 mAh s-1 The power consumption rate of WiFi function: 0. 0226 – 0. 0197 = 0. 0029 mAh s-1 Then, you get all the basic information which you need, and you can turn off the Battery Doctor, and start to collect the data. Then, you need to let your phone natural reduce 1% power.After it you can use the timer to count time and type your message and send it out. After you use 1% of power, you can stop the timer and count how many messages did u sent and record it. Then, you need to repeat to collect those data several times. However, you also need to do it in different power percentage, to collect more data. After u collect the data of time and number of messages sending, you can use those formula to calculate the information. Software Excel, Word, Battery Doctor, Battery Detective Results We had collected the data from 3 different power level, high power (>80%), general power (20-80%), and lower power (

Against School Uniforms in The Class Room - Free Essay Example

Sample details Pages: 3 Words: 893 Downloads: 3 Date added: 2019/02/15 Category Education Essay Level High school Tags: School Uniforms Essay Did you like this example? A lot of schools have uniforms, but do they really help us? The reason most school switch to school uniforms rather than regular clothes is because it is said to lower violence and gang levels and bring grades up. Yet recent studies show that school uniforms do none of that there will still be gangs and there will still be violence and bad grades. On November 7, 2014 over 200 bradford secondary school students were sent home, just because of uniform infractions. Don’t waste time! Our writers will create an original "Against School Uniforms in The Class Room" essay for you Create order Is this all really fair? Schools say that regular clothes are a distraction, if a student is told to go home in the middle of a class because of a uniform infraction that is just as distracting if not more. Along with that School uniforms restrict students freedom of expression and contradict the first amendment rights. The first amendment says, â€Å"Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.† That clearly states that school uniforms are in violation of the first amendment rights. Some may say school uniforms help lower bullying but is this true? In results of research, many have discovered that school uniforms do not lower bullying. There is still just as much bullying in schools with uniforms than schools without uniforms. Many have also researched and said that school uniforms help students focus in school. Yet students are sent home because they are in dress code violation they are sent home. Or if they don’t have a parent available to pick them up from school they must sit in the office until a parent picks them up or drops off a pair of uniform appropriate clothes. If schools’ soul purposes is to teach students how to read and write and do math, then why is all this time spent not learning, and making a huge fuss, only about a student’s school attire? If you are going to send a student home, have it be because they are sick or are in big trouble not because they did not wear the right clothes. Another thing is that school uniforms violate the first amendment rights. The first amendment states that: â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.† Some may say that school uniforms help students understand the real world but every day in the real world doesn’t require everyone to wear the same thing. Or for everyone to have natural hair colors, no neon or black nail polish, or dangle earrings. School uniforms give students no change of pace. Wearing the same thing as everyone else can make kids think poorly of themselves. School uniforms restrict expression for kids which can make them look down on themselves. Which can lead to early depression and soon to suicide. Another problem with school uniforms is some families can’t afford school uniforms. A mother of two could spend up to a minimum of $1000 per school year. Even with discounts uniforms for fall weather can cost a minimum of $444. Most families can’t afford a $1000 per school year. School uniforms can also be very hard to size. Especially considering that most of the time you can only buy them online. Another thing is that shipping can take a while for uniforms to arrive. If schools really wants you to attend then why do they make it so difficult? Therefor it would be very difficult for a parent to afford something like school uniforms. Along with that some kids can’t fit in the sizes offered for school uniforms. A lot of people believe it is a one size fits all world. Including clothing companies such as the ones that provide you with school uniforms. But some kids are smaller or larger than others. Which is perfectly fine. Just because a child can’t fit into the uniform, doesn’t deserve to go to school. Every child deserves an education. Whether they wear the school uniform or not. Finally, school uniforms should not be worn at school. They do many things such as violating the first amendment rights. They are very pricy and expensive. They do not lower violence levels or improve grades. They can also be uncomfortable to the point where a student can no concentrate. They also can make a student look down or think poorly of themselves. Which can again can lead to early depression and soon suicide. So, in conclusion school uniforms should not be a part of everyday school life. Bibliography Kouzmine, Michelle. â€Å"Why School Uniforms Are a Bad Idea.† LiveAbout, www.liveabout.com/the-arguments-against-school-2101087. Emma Jacobs. â€Å"Redirect Notice.† Google, Google, 7 Nov. 2014, www.google.com/amp/s/amp.theguardian.com/commentisfree/2014/nov/07/wearing-school-uniforms-doesnt-help-us-learn. Kokemuller, Neil. â€Å"Arguments Against School Uniforms.† Arguments Against School Uniforms | Education Seattle PI, 21 Nov. 2017, education.seattlepi.com/arguments-against-school-uniforms-2440.html. Ann Svensen. â€Å"School Uniforms and Teen Violence.† FamilyEducation, 14 Apr. 1999, www.familyeducation.com/school/school-uniforms/school-uniforms-pros-cons. â€Å"School Uniforms ProCon.org.† ProConorg Headlines, school-uniforms.procon.org/. https://www.bartleby.com/essay/School-Uniforms-P3ZXLYYTJ

Macalester College Acceptance Rate, SAT/ACT Scores

Macalester College is a private liberal arts college with an acceptance rate of 41%. Located in Saint Paul, Minnesota, Macalester has an impressive 10-to-1  student faculty ratio and an average class size of 17. For its strengths in the liberal arts and sciences, Macalester was awarded a chapter of the  Phi Beta Kappa  honor society. Considering applying to Macalester College? Here are the admissions statistics you should know, including SAT/ACT scores of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Macalester College had an acceptance rate of 41%. This means that for every 100 students who applied, 41 students were admitted, making Macalesters admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 5,985 Percent Admitted 41% Percent Admitted Who Enrolled (Yield) 25% SAT Scores and Requirements Macalester College requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 52% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 650 730 Math 660 770 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Macalesters admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Macalester scored between 650 and 730, while 25% scored below 650 and 25% scored above 730. On the math section, 50% of admitted students scored between 660 and 770, while 25% scored below 660 and 25% scored above 770. Applicants with a composite SAT score of 1500 or higher will have particularly competitive chances at Macalester. Requirements Macalester does not require the SAT writing section. While not required, the admissions office will consider SAT Subject test scores if submitted. Note that Macalester participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Macalester requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 61% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 29 35 Math 27 31 Composite 29 33 This admissions data tells us that most of Macalesters admitted students fall within the top 9% nationally on the ACT. The middle 50% of students admitted to Macalester received a composite ACT score between 29 and 33, while 25% scored above 33 and 25% scored below 29. Requirements Macalester College does not require the ACT writing section. Unlike many schools, Macalester superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA Macalester College does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph Macalester College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Macalester College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Macalester College has a competitive admissions pool with a low acceptance rate and high average SAT/ACT scores. However, Macalester has a holistic admissions process involving other factors beyond your grades and test scores. A strong application essay, supplemental essay, and glowing letters of recommendation can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Finally, you can participate in an optional interview to further strengthen your application. Students with particularly compelling stories or achievements can still receive serious consideration even if their test scores are outside Macalesters average range. In the graph above, the blue and green dots represent accepted students. Most admitted students had high school averages in the A range, combined SAT scores of 1300 or higher, and ACT composite scores of 28 or better. If You Like Macalester College, You May Also Like These Schools: Amherst  |  Bowdoin  |  Carleton  |  Davidson  |  Grinnell  |  Haverford  |  Middlebury  |  Pomona  |  Vassar  |  Washington and Lee  |  Wellesley  |  Wesleyan  |  Williams  |  Swarthmore All admissions data has been sourced from the National Center for Education Statistics and Macalester College Undergraduate Admissions Office.