Restorative Justice: Benefits and Limitations

Restorative Justice: Benefits and Limitations Systems of Restorative Justice have been utilized around the world for many centuries, examples can be found in many civilizations throughout history. In recent times there have been numerous concepts and reinventions of what many believe or feel is the modern restorative justice model of today. This essay will consider some of the strengths and critics of restorative justice, with a focus on some of the latest research and studies. The vast majority of early studies concluded and indicated that the type of restorative justice model, that each examined, was achieving good positive results and appeared to be a viable alternative to incarceration. Later studies however appear to place limitations on these findings and many question the definition and cultural context of restorative justice, concluding that there could be limited merit in the application of restorative justice in modern society. This apparent shift in the thinking of the true efficacy of restorative justice raises many more questions that will need to be addressed with the primary question what is restorative justice? Until a comprehensive and unified definition is developed and all studies and reviews are truly comparative, there may only be limited reliability in the findings or conclusions of any research or study.What is restorative justice? Does it work? Who does it benefit? Is it relevant today? Can it be used for all forms of offending? These are just a few of the many questions that require some form of answer to establish the efficacy of restorative justice in todays society. There are as many supporters as there are critics of the use and efficacy of restorative justice around the world (Daly, 2002). A mixture of restorative justice style paradigms have been in existence and utilized as a method of penalty or reparation in many cultures around the world for many years. The wide spread use has resulted in many styles, forms and types of restorative justice being developed, redeveloped and conceptualized throughout the centuries. Several paradigms are still evolving even today. Progression from the early retribution style practices, to the use of the circle process has been the key component in some cultures. The early use of the circle process by the indigenous people of Canada (Department of Justice Canada, 2000) was one of the first primal steps to what is now developing and considered by many to be the modern form of restorative justice. The circle process of mediation has many forms but the basic principle is a conference style meeting or discussion in a non threatening environment that involves all the relevant parties, victims and offender. The modern concepts of restorative practices, which have evolved from the original circle process, characteristically contain a focus which promotes mutual understanding, respect, acknowledgement and a mutually agreed resolution between the victim and the offender. However there are many who believe that there are some major problems with the modern concept of restorative justice. In a recent study Kathleen Daly (Daly, 2002) highlights the myths that are portrayed by many who advocate the success of restorative justice and who promote the concept as being a successful modern ideology. Daly (Daly, 2002) also suggests that those who promote these myths may be endeavouring to reform the justice system and therefore are accentuating these myths which may also be in part politically motivated to maintain the funding for restorative justice. The view of possible political motivation promoting positive reviews is also expressed in by White (White Perrone, 2005). What is evident is that the re is a lack of reports, studies and information covering the failures of restorative justice. The vast majority of evidence highlights the positives and as suggested by Daly (Daly, 2002) thereby giving the appearance of success for restorative justice. In a 2010 thesis Roberts (Roberts, 2010) evaluated the methodology of how the evaluation of restorative justice practices is conducted. The thesis highlighted the considerable differences in results and outcomes primarily related to the different types of paradigms assessed and in use around the world. The main concerns that regularly appear in most critical reviews and studies focus on the issues related to the lack of a recognised singular definition of restorative justice and how evaluations are conducted (Walgrave, 2011). Around the world there are literally hundreds of definitions each specific to their own culture, ideology and political will. Many discussions have been focused on comparing community justice to restorative styles endeavouring to answer, are they the same or different? (McCold, 2004).This lack of continuity or agreement raises concerns as to the legitimacy or efficacy of many if not all studies and research and the outcomes reported(Walgrave, 2011). Braithwaite (Braithwaite, 2007) pointed out that political desires can also be influential on the application of restorative justice principles. Negative findings on the use of restorative justice or if the public perceived that there was a breakdown in law and order by the overuse of restorative practices, there c ould be a reduction in political support for restorative justice. There however appears to be an element of strength when restorative practices are implemented within the education system (Shaw, 2007), in particular with the very young. The practice of restorative justice has found some merit within the education system, however the success is qualified. In 2007 a report on restorative type practices in Australian schools (Shaw, 2007) highlighted some of the success with these practices and principles in initiating some cultural change within the school environment. The study also found there was considerable support for restorative type practice when actively utilized in facilitating bullying, alienation and harassment situations as well as the reintegration of marginalised students in the school system. Further support for the application of restorative justice style practices within the youth justice system (Hayes Hayes, 2008), concluded that with the requirement for the offender themselves to meet face to face and speak to the victim imparted a strong influence on the outcome. The requirement for the offender to speak to the victim without another person representing them was seen as a strong reinforcement to t he offender of their unacceptable behaviour. A recent study however, conducted in the United Kingdom observed a single student participating in restorative practices to address behaviour problems. The study concluded that restorative practices had no overall effect on improving the students behaviour despite isolated qualified success (Standing, 2012). The study also highlighted a major issue that could have contributed to the failure of the restorative practices. The inability of all sectors of the school staff, in a whole of school approach, to actively and positively engaging in the process created gaps in the continuity thereby reducing the positive outcomes. This result reinforces the necessity for all parties to be willing and dedicated to achieving the desired outcome. Despite some reports and studies showing that there is potential for restorative justice to be successful, as shown in the Victorian schools study (Shaw, 2007), there is however a distinct possibility that the merging of 2 or more of the numerous paradigms, community justice and restorative justice, may lead to uncertainty, ambiguity and misinterpretation thereby creating a doubt in the efficacy of either (McCold, 2004). In other studies the face to face benefit or disincentive to the victim is considered and investigations (Stubbs, 2009) have shown that the impact on the victim in sexual assaults, where they are required to face the offender may create more problems for the victim and be far from beneficial as a restorative practice. Apologies (Choi Severson, 2009)appear to be the main criteria that many practitioners of restorative justice promote and the actual impact on the victim may not be as favourable as most believe. One study that had appeared to report a positive conclusi on (Okimoto, Wenzel, Feather, 2012) supporting restorative justice however examination of the results showed a tendency favour the offender rather than the victim. The victims of crime are still peripheral to the justice system and feel intimidated and can find the offender has no remorse and that the apology is insincere (Choi Severson, 2009). Some offenders have been observed making positive assertions, promises and apologies with the desire simply to obtain a reduction or dismissal of punishment only to later reoffend with no remorse or consideration for the affirmations previously made (Walgrave, 2011). Recidivism is an area of concern as was demonstrated and highlighted by Pranis (Pranis, 2004). Despite what appeared at first to be a successful use of restorative justice in a case involving theft the youth offender apologised to the elderly victim and promised not to reoffend. However the victim later became aware of another incident involving the same youth and requested another face to face meeting with the youth offender. The victim reinforced the disgust at the offenders lack of respect for the victim and the disappointment of broken promises previously made. The victim requested the offender reaffirm the promises, maintain contact with the victim and refrain from further offending (Pranis, 2004). The offender showed great remorse and has remained free from offending post the second meeting. This success however relied heavily upon the very strong character and tenacity of the original victim which would probably not be replicated in the vast majority of situations. The outcome s for some processes appear to be offender orientated with very little consideration for the needs of the victim. There has been a consistency demonstrated in many studies reporting positively how effective restorative justice practices have been found. These positives may be creating a mistaken attitude to the effectiveness of restorative justice. Choi (Choi, Bazemore, Gilbert, 2012) highlights the lack of negative reviews and reinforces some of the problems, as demonstrated within this essay, that may result from the overabundance of positive results. In conclusion the questions proposed at the beginning of this essay will still need to be carefully examined in other forums. What is restorative justice? There is no simple answer. Does it work? In very limited and qualified situations. Who does it benefit? It appears to favour the offender in the majority of situations. Is it relevant today? Many would suggest that it is more relevant. Can it be used for all forms of offending? Agreement appears to support limited use within targeted offending. With no widely accepted definition and the lack of a standard paradigm, comparisons and the true evaluation of the strengths and critics of restorative justice may remain a contentious issue for many years to come. There appears to be a growing amount of information available that indicates that the use of restorative justice has only limited effectiveness, primarily with youth, and the use of restorative justice in the adult realm may have no measurable efficacy. There is much ambiguity and contradiction in the use of restorative justice, much of which will need to be rectified to allow the advancement of the principles. The strengths and success of current restorative practices must largely rest with the facilitators, whilst allowing the academics to solve the dilemmas in definition and paradigm.

Sustainable policy development considering general environmental overview

IntroductionSustainability has been an of import job, sing general environmental overview. In modern corporate universe with increased outsourcing and due to competitory market, sustainability has been a large issue. This issue is because of jobs in retracing merchandise ‘s beginning of beginning. Sustainability has a immense planetary impact but there a really few methodological analysiss, which incorporate planetary concern. Sustainability is a necessity and should be purely followed to avoid greater environmental issues. Sustainability has to be assessed on a regular basis by local regulating organic structures and demands to respond suitably. In these old ages legion models have been structured to analyze assorted exposure impacting people due to environmental alterations. Vulnerability analyses can be used by directors during a development of a undertaking or while bordering policies. A elaborate literature reappraisal is carried out to understand restraints and methodolog ical analysiss to build a exposure model and its benefits are discussed. A sustainability issue arises when a object/system is under menace of drastic or gradual environmental influence. Best sustainable plan should place environmental hazards/impacts on a system and should besides bring forth necessary recommendations to avoid these impacts. It besides needs to admit certain necessary actions to change by reversal few impacts which is already caused to either system or physical milieus.Literature ReviewSustainable policy developmentThe impression sustainability can be termed as configuration of assorted issues affecting human development and environment. Achieving sustainability is still a job because current environmental research and implying constabularies are still partial towards natural scientific disciplines ( Egon Becker 2002 ) . Harmonizing to World Commission on Environment and Development, sustainability reference, following issues, ( Dovers 1994 )PopulationHuman resourc eFood securitySpeciessEcosystemsEnergyWaste productionResource usageUrbanizationPeace and securitySustainability can be defined as â€Å"meets the demands of the present without compromising the ability of future coevalss to run into their ain demands ( Dovers 1994 ) † . Sustainability has now emerged as a planning construct, to develop and pull off a community ( Emmanuel Adinyira n.d. ) . Globally sustainability issue has become a outstanding issue while sing policy ( Tony Meppem 1998 ) . Harmonizing to ( Emmanuel Adinyira n.d. ) , sustainable appraisal means using huge rules of sustainability and analyzing ‘what ‘ actions may take to ‘which ‘ environmental issues and ‘how ‘ much magnitude can this issue affect. It is besides used in context for supervising patterned advance of an administration or community towards sustainably. In context of sustainable development, these methodological analysiss influences impact sustainable appraisals o f proposed undertakings or policies before their execution assisting towards a sustainable hereafter. ( MOSER 1998 ) Debates that recent sustainable policy recommendations for rural development has changed ‘landscape ‘ by sing exposure constructs influenced by drouth, exigencies, war etc. , . As other cultural developments, even sustainable policy bordering aims depending on involvement and position of assorted topics like, corporate enterpriser, ecologist, and environmental activities. Continuity of different positions and motivation ‘s will impede an emerging policy way due to miss of consensus ( Tony Meppem 1998 ) . These issues should be addressed by foregrounding few critical success factors resolved by environmental militant to act upon corporate giants to amend directivity towards sustainable policy ‘s development. Thus a exposure model developed should eliminate complexness and should concentrate on ( 1 ) Identifying exposure and its impact in order t o prioritise their actions. ( 2 ) Design of policy determination measuring exposure impacts ( Luers 2005 ) . Sustainability needs to turn to assorted issues, which influences environment either for a short or long span. These issues can bring forth little or irreversible long impact on our environment. A strong administration organic structure should be established to organize with local governments to run and connote environmental constabularies to direct them towards sustainability. Before we analyse their exposure, it is necessary to understand assorted issues that concerns our modern changing universe. Harmonizing to ( Dovers 1994 ) these issues are,Vulnerability: Sustainability ConceptVulnerability is the extent to which a system is adapts or non to adverse environmental effects like clime alteration etc, . ( M.J. Metzger 2006 ) . Properties of universe is altering and their inauspicious effects are expected to increase over the following decennary ( M.J. Metzger 2006 ) , therefore a clear apprehension of these issues and effects demands to be understood carefully and incorporated whil e developing future undertakings. A exposure analysis helps to prioritise these effects and besides helps in bordering subsequent possible steps. Thus exposure is defined which include both traditional impact appraisals and its version to cover with possible impacts on environment ( Luers 2005 ) . It is highly hard to analyze comparative magnitude of sustainability issues due to its unsure complexness, this issue is cemented by graduating information and inevitable recommendations turn toing a wide and divergent group ( Corporate, ecologist, environmental militant etc. , ) ( Dovers 1994 ) . The construct of exposure is misunderstood with poorness in different states. But in existent ‘poverty ‘ is more inactive issue that can be addressed by specific attack improbable Vulnerability is more a dynamic issue and needs changeless monitoring and needs to be addressed by situational and strategic attack ( MOSER 1998 ) . Few critical causes for regional exposure are improper direction, practises and geographical concerns. Governments, regulating sustainability have issues in bordering policy ‘s as discussed earlier ; table 2 illustrates few issues sing the same. The issues, harmonizing to writer ( Dovers 1994 ) are classified under two major categorizations ( 1 ) Pro blem bordering properties and ( 2 ) Response Framing attributes. Vulnerability of a conjugate human-environment systems and subsequent policy and model developments needs to reply inquiries like ‘who ‘ is affected, ‘what ‘ are the features of these exposure and ‘where ‘ does necessary alterations required.

Life in Elizabethan England during the Renaissance

Elizabethan England (in the mid 1500’s to early 1600’s) was dubbed the â€Å"Golden Age† because England was thriving, culturally, socially, and economically. England had earned riches from Latin America in gold and tobacco, Queen Elizabeth had resolved all international conflicts, and England was one of the most advanced countries in world exploration.Additionally, the arts were thriving, with â€Å"Shakespeare's masterpieces of the stage, Marlowe's Doctor Faustus, Edmund Spenser's Faerie Queen, and Sir Philip Sidney's Defence of Poesie† being written and performed on stage all in this period. Most everyone was financially stable, and London was the hub for fine arts. Who was Queen Elizabeth and what kind of influence did she have on English culture of the time? Queen Elizabeth I, her reign extending from 1558 to 1603, was one of the most prominent powers of the world and her legacy is still remembered today.â€Å"London became a cultural and commercial center where learning and literature thrived† while she was in power, as she believed the arts should remain intact and was even a fan of theatres being built everywhere in London. At the beginning of her reign, â€Å"there were violent clashes throughout Europe between Protestant and Catholic leaders and their followers†. She was able to resolve these issues and England rose from these conflicts to world supremacy. What was the political climate of Elizabethan England?How was this climate different than the age immediately preceding Elizabethan times? As mentioned before, there was much conflict between Protestants and Catholics, but when Queen Elizabeth came into power, she mades sure that England and all areas within control were made peaceful once more. This allowed for political tensions to ease, and thus the Golden Age began. During this time, â€Å"England was firmly established as a leading military and commercial power in the Western world†.What was the role of women in Elizabethan England, and how did it compare to the role of men? Women married quite young, the youngest average being around 17 and the oldest being around 24. They wore floor-length dresses (often times with corsets or the like), and very rarely worked. If they did, it was mostly domestic duties like sewing and tailoring. Men, on the other hand, enjoyed all areas of life: working, going to the theatre, traveling around London as they pleased, with their wives (their property) waiting for them at home  most often.However, the degree of their leisure depended on what family a man had been born into, whether it be rich or poor. Still, men were still considered above women and the social and political climates reflected as much. What were the major social classes of the time, and about what percentage of the population did these classes comprise? Within royalty, the highest in the rankings were dukes, the second highest were marquises, and then descending from there, there were earls, viscounts and barons.In normal society, however, there were the highest rankings in the social sphere: nobility, knights, esquires and clergy, the medium ranking in the social sphere: landholding commoners (freeholders, leaseholders, and copyholders), and the lower ranking: townsfolk, laborers, servants, and the lowest of lows: the unemployed or â€Å"beggars†. What forms of entertainment were most popular? Theatre was above all the most popular entertainment (even Queen Elizabeth enjoyed it). Other forms of entertainment included tennis, and bowling on the lawn, also known as just â€Å"bowls†. And of course, gossip was one of the preferred pastimes. Life in Elizabethan England during the Renaissance Elizabethan England (in the mid 1500’s to early 1600’s) was dubbed the â€Å"Golden Age† because England was thriving, culturally, socially, and economically. England had earned riches from Latin America in gold and tobacco, Queen Elizabeth had resolved all international conflicts, and England was one of the most advanced countries in world exploration.Additionally, the arts were thriving, with â€Å"Shakespeare's masterpieces of the stage, Marlowe's Doctor Faustus, Edmund Spenser's Faerie Queen, and Sir Philip Sidney's Defence of Poesie† being written and performed on stage all in this period. Most everyone was financially stable, and London was the hub for fine arts. Who was Queen Elizabeth and what kind of influence did she have on English culture of the time? Queen Elizabeth I, her reign extending from 1558 to 1603, was one of the most prominent powers of the world and her legacy is still remembered today.â€Å"London became a cultural and commercial center where learning and literature thrived† while she was in power, as she believed the arts should remain intact and was even a fan of theatres being built everywhere in London. At the beginning of her reign, â€Å"there were violent clashes throughout Europe between Protestant and Catholic leaders and their followers†. She was able to resolve these issues and England rose from these conflicts to world supremacy. What was the political climate of Elizabethan England?How was this climate different than the age immediately preceding Elizabethan times? As mentioned before, there was much conflict between Protestants and Catholics, but when Queen Elizabeth came into power, she mades sure that England and all areas within control were made peaceful once more. This allowed for political tensions to ease, and thus the Golden Age began. During this time, â€Å"England was firmly established as a leading military and commercial power in the Western world†.What was the role of women in Elizabethan England, and how did it compare to the role of men? Women married quite young, the youngest average being around 17 and the oldest being around 24. They wore floor-length dresses (often times with corsets or the like), and very rarely worked. If they did, it was mostly domestic duties like sewing and tailoring. Men, on the other hand, enjoyed all areas of life: working, going to the theatre, traveling around London as they pleased, with their wives (their property) waiting for them at home  most often.However, the degree of their leisure depended on what family a man had been born into, whether it be rich or poor. Still, men were still considered above women and the social and political climates reflected as much. What were the major social classes of the time, and about what percentage of the population did these classes comprise? Within royalty, the highest in the rankings were dukes, the second highest were marquises, and then descending from there, there were earls, viscounts and barons.In normal society, however, there were the highest rankings in the social sphere: nobility, knights, esquires and clergy, the medium ranking in the social sphere: landholding commoners (freeholders, leaseholders, and copyholders), and the lower ranking: townsfolk, laborers, servants, and the lowest of lows: the unemployed or â€Å"beggars†. What forms of entertainment were most popular? Theatre was above all the most popular entertainment (even Queen Elizabeth enjoyed it). Other forms of entertainment included tennis, and bowling on the lawn, also known as just â€Å"bowls†. And of course, gossip was one of the preferred pastimes.

MIT Acceptance Letter Real and Official

MIT Acceptance Letter Real and Official SAT / ACT Prep Online Guides and Tips Each year, the Massachusetts Institute of Technology receives nearly 20,000 applicationsfrom high school hopefuls. Only 8% of them get a MIT acceptance letter.For example, in 2014, MITaccepted 1,447applicants from 18,356 candidates. That’s a small 7.9% admission rate.Unfortunately, the overwhelming majority of applicants get a rejection letter. â€Å"I'm very sorry to inform you†¦Ã¢â‚¬ When I was in high school, I was one of the lucky few to apply to MIT and receive an acceptance letter in the mail. This validated years of hard work, especially in the sciences and research. It was inspiring to know that they wanted me to be a part of their amazing community.Here’s my complete, official MITacceptance letter. Want to learn what it takes to get a MITadmit letter yourself? Read my How to Get Into Harvard, MIT and the Ivy League guide. I'll take you through the philosophy behind how to become the world-class student that schools like MIT, Harvard, and Princeton are looking for. You'll learn what it means to develop an application Spike, why being well-rounded is the path to rejection, and how to craft a compelling application yourself. Read this guide now before it's too late. Here's a scan of the original admissions letter sent to me by theOffice of Admissionsat the Massachusetts Institute of Technology. Even though I attended Harvard as an undergrad, MIT holds a special place in my heart because I attended Research Science Institute as a high school student at MIT. I also later joined the MD-PhD program at the Health Sciences and Technology program run between Harvard and MIT. You can learn more about RSI in my complete college application. Afterward, I'll give you tips on what it takes for you to get an acceptance letter like this for yourself. Dear Allen, On behalf of the Admissions Committee, it is my pleasure to offer you admission to the MIT Class of 2009. You were identified as one of the most talented and promising students in one of MIT’s most competitive applicant pools ever. Your commitment to personal excellence makes you stand out as someone who will thrive within our academic environment as well as contribute to our diverse community. At MIT, you join kindred spirits: scholars, builders, entrepreneurs, and humanitarians. We believe that you and MIT are very well matched for each other. You’ll our have offers from many fine schools, but we hope that you’ll choose to enroll at MIT. The deadline to accept our offer is May 1, and there’s a reply form enclosed in this packet. Between now and then, though, we look forward to building our relationship with you so you can get to know us better. Over the next several months, we’ll be in touch by email, over the phone and via your MyMIT portal account (http://my.mit.edu). Many of our students believe that the campus visit experience was the deciding factor in their choice to enroll at MIT. Therefore, we’d love to have you be our guest for Campus Preview Weekend (CPW), held on the MIT campus from April 7 through 10, 2005. CPW is an excellent way to experience MIT student life firsthand. You will go to classes, eat the food, listen to hallway conversations, and meet your future classmates. We encourage your parents to attend as well. Please see the enclosed CPW invitation for all the details. If you can’t come to CPW, please try to visit campus before May 1. To make arrangements to stay overnight with an undergraduate host, complete the online request form on the MyMIT website or just call the Office of Admissions at (617) 258-5515. If you are unable to visit the campus at all but are eager to get to know MIT, you’ll have the chance to speak with a current undergraduate soon; an MIT student will be calling you in April. I hope this letter is the one you were expecting and that it brings you the exhilaration you deserve to feel. I also hope that you will take the night off to celebrate with your loved ones. But as a mother, I expect you to get right back to work and finish up the year with top grades, since we don’t admit slackers to MIT and this offer of admission is contingent upon your successful completion of the school year. No senior slump allowed! Finally, I hope you’ll agree with us that MIT is the perfect place to prepare you for your future role in a world that badly needs you. Congratulations and welcome to the MIT Class of 2009. I look forward to seeing you on campus. Sincerely, Marilee Jones Dean of Admissions Compared to the Harvard acceptance letter, this is a lot more casual and informal, which I like. The second to last paragraph is pretty funny. OK....so now what? You probably have a reason forlooking at this acceptance letter. Let me try to help you out. If you just received a rejection letter from MIT, I'm sorry. When admissions officers say rejecting students is a gut-wrenching decision, they're being sincere. The good news is that you're in command of your future. There are MIT graduates who end up aimless and frustrated, and there are graduates from many othercolleges (and even people who never went tocollege) who make amazing achievements throughout their lives. You're in control of your own fate. So if you're disappointed about a MIT rejection, I hope you pick yourself up and excel from this point forward. Here's a guide on how to study effectively in collegeand prepare yourself for the future. If you're in high school and plan to apply to MIT, I hope this acceptance letter inspires you to work hard to get your own. Make no mistake, it took a lot of hard work to get to the point where I felt I was likely to pass MIT'stough admission requirements. I knew it was a very technical school, and my math and science game had to be on point. I had tostrategize carefully and spend my time effectively so I could balance a high GPA, the toughest AP science coursework,hightest scores, and challenging extracurricular activities. To help you out,I've written everything I know about succeeding in high school and college admissions. If you want your own Stanford acceptance letter, these are must-read guides: 1) How to Get Into Harvard, MIT,and the Ivy League This is the most fundamental guide to help you understand what top colleges like MIT and the Ivy Leagues are looking for. Here you'll learn: what kinds of students are most attractive to MITand why why being well-rounded is the path to failurein selectivecollege admissions what a Spike is and why an effective Spike will get you admitted to every college, including MIT how you can develop your own compelling Spike Make no mistake: this isn't easy.But in my experience with thousands of high school students across the country, far too many have the wrong idea about what colleges actually want. In the process, most studentswaste far too much time on things that aren't important and do nothing to raise their admissions chances to MIT. Even worse, they feel miserable and hopeless. That's why I wrote this guide. Read it before it's too late - it mighttotally change your high school strategy and get you into MIT. 2) My Complete Successful Application, including Common App and Supplement To complement my "How to Get Into Harvard" guide, I share my entire college application, page by page, word for word. You'll see the exact application that the admissions committee at Harvardsaw, including the Common Application, my personal essays, letters of recommendation, and transcript. Even though MIT uses its own application form, the elements of the application are pretty much the same. Even more importantly, my Spike was deep achievement in the sciences. I ranked #6 in the US National Chemistry Olympiad as a junior, and I participated in Research Science Institute at MIT. Both those things made me a very attractive candidate to MIT admissions. I discuss all these details and how I achieved them here. I've never seen anyone else provide this level of analysis and detail,so I believeyou'll get something out of it. 3) How to Get a 4.0 GPA and Better Grades Your coursework is a critical componentof your college application. Not only do you need great grades, you need great grades in what MITsays is "the most stimulating courses available to you." For MIT, you especially need strong grades in the toughest AP science and math courses. Thus it's no surprise that a lot of high school students are stressed out and anxious. The biggest problems I see in the students I work with are in mindset, habits, and strategy. ThusI've written a complete guide onhow to excel in high school coursework. I take you through three levels of detail, from high to low: Mindset and Psychology: Do you have the confidence to know you can even improve? Are you prepared to work hard? Overall Planning and Habits: Do you make the most out of every hour? Do you understand what teachers care about, and how to give them what they want? Do you know how to avoid procrastination? Individual Class Strategies: How do you excel in English classes? How is this different from math and science classes? I learned a lot of these lessons the hard way, throughout high school and college. This is the guide I wish I had before starting high school. Take the time to read it and you might get better grades while saving hundreds of hours of study time. 4) How to Get a Perfect SAT Score/ How to Get a Perfect ACT Score Besides GPA, theother critical number on your application isyour SAT/ACT score. This score isso important because it compares you to high school students across the country on a level playing field. Top schools like MIT expect you to be in the top 1 percentile of the country. You especially need near-perfect scores in math and science (for the ACT). If you don't show this, MIT will doubt whether you can really thrive in their super tough academic environment. In my perfect SAT scoreand perfect ACT scoreguides, I share the major strategies to boost your score above a 2100 on the SAT and 32 on the ACT - and edge closer to a perfect score. Also, check out my series on getting perfect scores in each of the sections on the SAT/ACT: SAT 800 Series: Reading | Math | Writing- Learn important strategies to excel in each section of the SAT. ACT 36 Series: English | Math | Reading | Science - Learn how to get a perfect 36 on each section of the ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Solving Common Typing Problems

Solving Common Typing Problems Theres nothing like typing away on a paper, only to find that youre not actually typing what you thought you were typing! There are several problems you can encounter with a keyboard that can drive you nuts, especially if youre on a deadline. Dont panic! The solution is probably painless. Some Letters Wont Type Sometimes a tiny piece of debris can get stuck under a few of your keys. If you find that a certain letter won’t type, you may be able to fix the problem by using a compressed air duster and gently blowing off your keys. Buttons Are Sticking Keyboards get very dirty sometimes, especially if you have a tendency to snack and type. You can clean a keyboard yourself (laptop or desktop), but it may be safer to have it cleaned by a professional. Numbers Wont Type There is a numbers lock button near your keypad that turns the pad on and off. If your numbers won’t type, you’ve probably pressed this button by mistake. Letters Are Typing Numbers It can be scary to type words and see nothing but numbers appearing! This is probably an easy fix, but the solution is  different for every type of laptop. The problem is you have numlock turned on, so you need to turn it off. This is sometimes done by pressing the FN key and the NUMLOCK key at the same time. Typing Over Letters If you are editing a document and are surprised to find that you are suddenly typing over words instead of inserting between words, you have accidentally pressed the Insert button. Just press it again. That key is an either/or function, so depressing it once causes it to insert text, and pressing it again causes it to replace text. Cursor Is Jumping This is one of the most frustrating problems of all, and it seems to be related to using a laptop with Vista or Windows XP. One possible solution is adjusting your touchpad settings. Secondly, you could disable tapping during input. To find this option with XP, go to: Control panelMouseAdvancedAdvanced feature settingsTapping and feature settingsTapping settingsDisable tapping If this doesn’t work, you can try installing Touchfreeze, a utility developed to disable your touchpad while you are typing text. Text Disappears Mysteriously If you accidentally highlight a block of text and type any letter, you replace all the selected when you type. This can happen in an instant, often without even noticing it. If you find that a lot of your text has disappeared, try hitting the undo function several times to see if your text reappears. If not, you can always hit redo to get back to where you started. Keyboard Keys Arent Functioning This isnt a common issue, but when it happens, either some or all keys stop working  or certain features of the keyboard such as backlighting may stop working. This can result from a low battery, so try plugging the computer in. It can also result in form liquid in the keyboard, causing the keys to short out.  Use compressed air between the keys and let the keyboard sit to dry for a while. Try using it again after it has dried  completely.

LIbrary Research Assignment Paper Example | Topics and Well Written Essays - 500 words

LIbrary Assignment - Research Paper Example This post aims to analyze the informative article by Spencer in detail and analyze its contribution towards providing a better understanding of global warming issues. The author claims that global warming is a fact which cannot be ignored and which needs to be addressed properly. Author has strongly emphasized on the need of human beings to control the global warming by new technologies and prevention strategies. However, author challenges the claims of politicians and media that this issue has been settled. The basic idea of the author is not to describe global warming as just another consequence of men’s activities but rather taking the natural processes that are causing an increase in global warming (Wood, 2005). The author also aims to draw the attention of authorities and governments to the fact that punishing the use of fossil fuels and other expensive policy measures may only be adopted by wealthier countries and will remain ineffective for the poor or developing countr ies. Hence, Spencer calls for policies and interventions which will be helpful to all the countries equally and may save the Earth as a part of Earth cannot be saved by adopting policies against the disastrous effects of global warming. The author describes the concept of global warming as a fact rather than a myth. This supports the opinion that global warming exists and is controllable (to some extent) by managing the technological use, fuels and human activities. The scientific facts discussed are of great importance as the natural greenhouse effect, the natural radiative imbalances, evaporation, and precipitation and so on (Philander, 2000). The article is undoubtedly in line with the thesis statement that â€Å"global warming is a fact not myth.† The evidences provided by the writer on the scientific processes and climate change are the evidence of this statement. Moreover, the discussions on human activities that are leading to global warming

Power Factor Investigation Assignment Example | Topics and Well Written Essays - 1000 words

Power Factor Investigation - Assignment Example This makes it necessary to use suitable means to correct the power factor. This paper examines the use of the synchronous motor for power factor correction. There are several ways of defining power factor depending on the context of study. However, all the definitions come from the understanding that electrical power manifests in three ways. These are real power denoted as P (also known as true power or active power), reactive power denoted as Q, and apparent power denoted as |S| (Singh, 2008). Apparent power is the magnitude of complex power denote as â€Å"S† which is the vector sum of real power and reactive power (Singh, 2008). Each of the three manifestations of power has a different measure. The unit of measurement of real power is in watts (W) that of apparent power is Voltage-Amperes (VA), while that of apparent power is in Reactive-Volt-Amperes (VAR) (Meier, 2006). The ratio obtained by comparing real power to apparent power is the power factor. ... Therefore, the power factor is unity. However, there are cases when the voltage leads or lags the current. The cause for this is when the circuit has an inductive load such as a motor. The motor stores power in its coils, reducing the actual power (real power) available to drive it. The total power supplied to the motor in this case represents the apparent power, obtained by multiplying the voltage and the current (VA). If there is a difference between the supplied power (apparent power) and the power in use (real power), then the power factor reduces to a value less than unity. Depending on its severity, it may require correction (Singh, 2008). The theoretical framework governing the operation of motors includes Fleming’s right hand rule and faradays laws of electromagnetism. When the thumb, the index, and the middle finger are at right angles, Fleming’s right hand rule describes the direction of the thrust by the thumb; the index finger shows direction of the electrom agnetic field, while the middle finger shows the direction of the current. Faradays laws on the other hand state as follows, there is an EMF induced in a coil whenever the flux through the coil changes with time. The magnitude of induced EMF is directly proportional to the rate of change of flux and thirdly, the direction of the EMF is such as to oppose the change in flux. Electricity distribution companies provide power as apparent power but it bills customers based on the real power they consume. Therefore, a low power factor makes power more expensive to the consumer with increasing severity as power factor drops. This is why it is important to invest in equipment for power factor correction. Motors tend to be the largest loads in electric