Transgender Students on Colleges Needs and Challenges

Transgender Transgender is a term used to define a variety of groups of people who portray a deviation from the conventionally set gender identities. It is a case of one’s identity and has completely nothing to do with an individual’s sexual orientation because a transgender person can be heterosexual, bisexual, poly-sexual, pansexual, asexual or even homosexual (Beemyn, 2005, ).Advertising We will write a custom dissertation sample on Transgender Students on Colleges: Needs and Challenges specifically for you for only $16.05 $11/page Learn More Transgender is a state of the person not identifying with the assigned gender, which is mostly because of appearance or genetics. In order to accommodate all the involved groups of people, there is no attributed definition of transgender due to the diversity of the subject. It is important therefore to note that a transgender person may portray characteristics of a given gender, or identify in a dif ferent place in the gender continuum or fail to associate with any of the traditional gender identities. According to Carter (1999), the definition of the term transgender keeps on evolving and therefore the meaning is dynamic. There is a need therefore to understand what is inclusive in the transgender definition through comparing it with other related terminologies. The term transsexual has its origin in the medical and psychological disciplines. Many people under the category of transsexuals have the belief that for one to fit in the category completely, they have to undergo a surgery (Beemyn, 2005, p.80). It is however possible to reassign this change of gender simply by the administration of the hormones estrogen and testosterone. The sexual reassignment surgery (SRS) sets the foundation for the transition from one gender identity to the next or even settling in between for transsexuals. Transsexuals are therefore considered as components under the umbrella of transgender. This follows the simple logic that the transsexuals undergo the transition for the desire to identify with a gender different from the one they were assigned at birth by considering their genitals.Advertising Looking for dissertation on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Identities inclusive in transgender According to Beemyn (2005, p.34), there is a number of overlapping identities that can be included in the transgender bracket. This includes the Cross-dressers/ transvestite, adrogynes, gender queer, drag queens and kings, and transsexuals. The category of transvestite fetishists is not included in transgender because it is regarded as rather a paraphilia and not a gender identity. In order to be considered a transgender, the person must portray the desire to identify with a sex different from the one that they were assigned at birth (Carter, 1999, p. 45). This leaves out the category of those people who are interse x. These people have characteristics such as genitalia that do not conform strictly to the definitions of the traditional alignments of gender. These people cannot be strictly transgender considering that they do not necessarily disagree with their assigned gender or current identity. The condition of portraying the desire to identify with the opposite sex has however been contested by some scholars interested in the discipline. These include Bilodeau (2005, p.30), who states that by choosing that as a determining factor, an equally important group; the cross dressers/ transvestite will be left out. This is because according to his definition of cross dressers, the people involved do not desire to identify with the opposite sex but only fancy wearing clothing that belongs to the opposite sex not because they want to feel like the opposite sex but simply because it is of the opposite sex. This locks out those people who dress clothes belonging to the opposite sex for other reasons. A clear understanding of the challenges and the needs of students under this category is important to ensure that their welfare is catered for. Challenges Discrimination According to Beemyn ,most institutions of higher learning have gender exclusive policies that marginalize the transgender students (2005, p.77).Cases have been recorded whereby transgender students feel completely out of place due to the policies that are in place in their institutions of learning.Advertising We will write a custom dissertation sample on Transgender Students on Colleges: Needs and Challenges specifically for you for only $16.05 $11/page Learn More He explores the forms of discriminatory policies that exist in these institutions. For instance, he gives an example of a situation from Ohio State University where the campus admission form expects applicants to check either the M or F boxes for their gender (Beemyn, 2005, p. 34). In this case, transgender students wishing to join the university felt completely left out in the process since some are not fully aware of where they belong. Beemyn (2005) goes further to address the different challenges that the students face in accessing services from different facilities in the campuses and colleges (p.102). For instance, in the halls of residence, there is a tendency by most institutions to brand a given hall as belonging to either male only or females only. This makes it difficult for transgender students to take campus housing as an option since they already feel left out by the system. Disapproval A more personal problem that transgender students face is that of disapproval. They encounter hostility due to their changing or already changed identities (Lombardi, Wilchins, Priesling, Malouf, 2001, p.100). Worth noting is that people consider this a source of violence and harassment. Hate crimes directed to the transgender students is rampant in many institutions of higher learning (Beemyn, 2005, p. 100). In situations where these students are faced with harassment and there are no organs put in place by the institutions to help them, some end up dropping out of school or getting psychologically affected which results into poor academic performances by the students. Some of the students have testified having faced disapproval that has eventually affected them to an extent to dropping out of school. This is worse especially when the disapproval and lack of necessary support is also present at the student’s home (Carter, 1999, p. 78).Advertising Looking for dissertation on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Beemyn (2005) students who face disapproval, both in their homes and in campus were the most affected (p. 45). This in most cases results to depression and the student can no longer concentrate with his/ her studies. Depression The negative attention that transgender students receive results to depression. One of the most rampant occurrences is that of transgender students developing stress that deteriorates to depression. These students are abused, mistreated and worst still experience violence directed towards them simply because of their state. When depressed, these students cannot concentrate with their studies and their overall performance is greatly affected. A good example in where a student was insulted by being called a â€Å"fag† and a â€Å"queer† simply because he looks effeminate (Beemyn, 2005, p. 34). This must have been a tough time for the student who had to balance his social identity and his academic work to make sure that he excelled in his endeavors. Such treatment directed on transgender students is a major cause of concern since it is also the biggest cause of depression to the students. Most learning institutions lack enough facilities such as counseling centers to assist transgender students who find themselves caught up in such situations. This further contributes to the depression since the students tend to feel that no one cares for them and that they are all by themselves. Fear of their life after campus Transgender students live with the fear that they may face more problems in the future when they come out of their present institutions (Herbst, Malaney, 1999, p. 43). These fears include the fear that they might not get work in their respective areas of specialization when other people discover the truth about their identities. This is mostly in cases where by the employers or the faculty members might have a phobia and treat them harshly or deny them chances based on their identities. Some institutions in the society have policies that do not tolerate transgender people and the particular student might have interest in the specific area (Lees, 1998, p.23). As given in the example of the Ohio State University by Beemyn, transsexual students wonder and express fear in what to expect in the future, where they strive desperately to have their gender changed in the records to reflect their current appearance. They also express fears about how others will receive them when they get out finding jobs. Because of this fear, these students are always psychologically affected and this worry fills a portion of their minds where they should be receiving new knowledge from their teachers and professors. These worries also confuse some students when it comes to career choice since they become confused as what to do to impress others at the expense of their happiness and personal satisfaction. Sexual harassment and abuse from others There are reported cases in many institutions of higher learning where transgender students are victims of sexual harassment and abuse from their colleagues (Lombardi, Wilchins, Priesling, Malouf, 2001, p. 93). This is mostly in cases where the institutions have no consideration of transgender students especially when it comes to the assigning of amenities such as bathrooms, restrooms and residential halls. A good example is a case where a teacher might force a transsexual student to share a room with a bully who discovers the state of the other student and harasses him or her. Lombardi (2001, p.89) states that these cases have been rampant in most institutions and little has been addressed concerning the efforts that are being put in place to curb such a crime. Due to the fear of attracting unnecessary attention towards themselves, the students who become victims of their situations end up depressed and some result to desperate measures to liberate themselves while keeping it as a secret. There have been cases where by transsexual students who are victims of sexual abuse result into murdering their predators in order to seek their redemption. In fact, most people do not always consider such incidences when dealing with the investigation of such crimes, which leads to the real problems, which the people including teachers and parents leave unsolved by the end of the day. Low self-esteem Institutions such as colleges and universities are supposed to prepare students for the tough challenges of adulthood that people need to address with a lot of self-confidence and esteem. Due to the problems encountered by the transgender students in their social life, it becomes quite difficult for them to develop self-esteem since colleagues and other people they interact with always look down upon them. In some institutions, this is worse to the extent that a transgender student cannot make a class or a school presentation without others booing them (Pusch, 2005, p.62). This makes the students to feel out of place and always lacking the ir own confidence. There are many incidences where transsexual students face a good deal of ridicule from their closest friends because of their state. Since most cannot do a thing to change their current situations, they end up recoiling in themselves and as a result, their composure and overall self-esteem is lowered (Currah, Minter, Green, 2000, p.68). Lack of proper representation In some colleges especially those that are of the conservative type, transgender students face the problem of people not representing them as well as not giving a forum to their problems where they can be addressed (Lees, 1998, p. 41). This results to the problems that they face failing to be addressed fully and they end up collapsing under the weight of their challenges. However, though some institutions claim to represent fully the minority groups, they do not tackle appropriately the issue of transgender students based on their failure to address their problems to satisfaction. Needs of transgender students Full representation To address the issue of transgender students often feeling left out, invisible or underrepresented, the college and campus administrators should incorporate in their systems a more inclusive education program that allows the full participation of transgender students (Lees, 1998, p.43). Lees continues to state that the formation of associations that would act as forums for the students to share their experiences is a major need that any institution that is aimed at improving the environment to suite all groups of students and facilitate their academic excellence cannot disregard (1998, p.54). The programming of activities in the colleges and campuses should be such that they all-inclusive. As argued by Beemyn (2005, p.39), these activities contribute to the development of the students. There should be certain times while the activities should be specially designed to suite the transgender students for the reason of making them feel appreciated and compl etely part of the system. Support In most institutions, people address transgender issues together with that of the lesbian, gays and bisexuals (LGB) (Putsch, 2005, p.112). However, in most cases despite these organizations having the inclusive mandate of addressing the issues of the bisexuals, they end up not solving them by the end of the day. This is mostly the case for transgender students who identify themselves as heterosexuals (Beemyn, 2005, p.56). In order to receive this full support, transgender students need to form their own separate associations that will look into their issues separately to ensure that every issue related to transgender is reviewed and addressed accordingly. This is always possible when there is a supportive climate in the campus (Currah, Minter, Green, 2000). All inclusive policies The evident discriminatory policies in virtually all campuses affect transgender students largely. The situation therefore calls for the need to amend most of the nondiscr imination policies of these institutions that include the selection of the categories of â€Å"sex† or sexual orientation to cover the transgender people. In this case, people should perceive their gender expression rather than their biological gender without any interrogation as the gender identity of the student (Beemyn, 2005, p. 37). Confirming the Love (1999, p.295) states that there are other instances whereby a transgender student wants to change the identity that is currently reflected on their documents. In these instances, the procedure to do so should be an easy one to ensure that they can do so without any form of disapproval or rough interrogation. All inclusive housing in the campus Most institutions have housing policies that assume that all of the students are either male or female. These policies are dangerous in that they discriminate against the transgender students and expose them to ‘trans-phobic’ sexual violence and harassment. Therefore, the responsible people should amend these policies to address the concerns of transgender students especially those who are in the process of transition from one gender to the other. There should be separate residential halls for transgender students rather than simply labeling them as for males and females only (McKinney, 2005, p.102). When the amendment of these policies takes place with the housing of students in campuses becoming all-inclusive, the transgender students will feel appreciated based on the observance of their privacy. When they share halls of residence, they coexist easily with one another since they understand each other. Privacy According to Bochenek and Brown (2001), institutions accommodating transgender students need to accord them the right to privacy whereby their sexual orientation or nature should not form topics of discussion to others (p. 122). The need follows because most unnecessary attentions result to these students feeling uneasy as well as the feelin g of mistreatment by the management who seem to interfere with their privacy rights (Human Rights Watch, 2001, p. 19). This can only happen where the student fraternity as well as other members of the campus society is educated about the nature of transgender students. This deals with the attitudes of disapproval and hatred that can negatively affect these students. One everyone in the campus creates a suitable condition for the transgender student, social life becomes easy and the student feels that s/he is normal and part of the society. Putting aside bathrooms and locker rooms that are designated neither for males nor for females can pass for a good way of ensuring, that the students use the facilities that do not expose them to other people’s curiosities (Rankin, 2003, p.29). The Ease to amend vital identification College records and documents Institutions that harbor transsexual students need to give them the opportunity to amend their names and other vital information i n the college records with ease. They should allow those who decide transition from a particular gender to the other completely by the change of names to do so without any restrictions (Nakamura, 1998, p.102). They should further help them in the process legally or otherwise to avoid incidences whereby the arm of the government might catch them up in compromising situations and have to explain why their names do not reflect their original names or their current gender. The processes of changing important details such as names in vital documents however vary from one state to the other. Some states have cumbersome procedures that require the intervention of the administrators of the school to ensure that the students succeed in the venture. Conclusion Despite the fact that institutions of higher learning should prepare students to become responsible adults, transgender students continue face numerous challenges while in these institutions that include colleges and universities (Brown , Clarke, Gortmaker, Robinson-Keilig, 2005, p.65). These challenges influence negatively on their academic performance and psychologically. In order to address completely the needs of transgender students, it is important first to be aware of the major challenges affecting them. Institutions harboring these students need to give them the chance to excel academically and develop physically, mentally, and spiritually (Bilodeau, 2005, p.40). This can only be reached if all the challenges and needs that they have are addressed accordingly therefore making the environment conducive for their learning. Addressing these issue amounts to upholding their human rights, which make them feel appreciated and supported and given the right environment to make it in life (Carter, 1999, p.72). Otherwise, disability does not imply inability, as these are students like others with equal potential of excelling, not only academically but also in life in general. References List Beemyn, B. (2005). Makin g Campuses more Inclusive of Transgender Students.  Journal of Gay Lesbian issues in Education, 3(1), pp.77-87. Bilodeau, B. (2005). Beyond the Gender Binary: A case Study of two Transgender Students at a Midwestern Research University. Journal of Gay and Lesbian Issues in Education, 3(1), pp. 29-44. Bochenek, M., Brown, A. (2001). Hatred in the hallways: Violence and  discrimination against lesbian, gay, bisexual, and transgender students in U.S. schools. New York: Human Rights Watch. Brown, R., Clarke, B., Gortmaker, V., Robinson-Keilig, R. (2005). Assessing the Campus Climate for Gay, Lesbian, Bisexual and Transgender (LGBT) Students using a Multiple Perspectives Approach. In S. R. Rankin, Campus climate for sexual minorities. New Directions for Student Services, 111, pp.17-23. Carter, K. (1999). Transgenderism and College Students: Issues of Gender Identity and  its Role on our Campuses. Toward acceptance: Sexual Orientation Issues on Campus. USA: University Press of Am erica. Currah, P., Minter, S., Green, J. (2000). Transgender equality: A handbook for  activists and policymakers. Washington, DC: National Gay and Lesbian Task Force. Herbst, S., Malaney, G. (1999). Perceived Value of a Special Interest Residential Program for Gay, Lesbian, Bisexual, and Transgender Students. NASPA Journal, 36(2), pp.106-109. Human Rights Watch. (2001). Hatred in the hallways: Violence and discrimination  against lesbian, gay, bisexual, and transgender students in U.S. schools. New York: Human Rights Watch. Lees, L. (1998). Transgender Students on our Campuses. Working  With Lesbian, Gay, Bisexual, and Transgender College Students: A handbook for Faculty and Administrators. Westport, CT: Greenwood Press. Lombardi, E., Wilchins, R., Priesling, D., Malouf, D. (2001). Gender violence: Transgender experiences with violence and discrimination. The Journal of  Homosexuality, 42, pp.89-101. Love, P., (1999). Cultural barriers facing lesbian, gay, bisexual stude nts at a Catholic college. Journal of Higher Education, 69, pp.298–323. McKinney, J., (2005). On the Margins: A Study of the Experiences of Transgender College Students†. Journal of Gay and Lesbian Issues in Education, 3(1), pp. 58-84. Nakamura, K. (1998). Transitioning on Campus: A case Studies Approach. Working  with Lesbian, Gay, Bisexual, and Transgender College Students: A handbook for Faculty and Administrators. Westport, CT: Greenwood. Pusch, R. (2005). Objects of Curiosity: Transgender College Students’ Perception of the Reactions of Others†. Journal of Gay and Lesbian Issues in Education, 3(1), pp. 45-71. Rankin, S. (2003). Campus Climate for Gay, Lesbian, Bisexual, and Transgender  People: A National Perspective. New York: National Gay and Lesbian Task Force Policy Institute. This dissertation on Transgender Students on Colleges: Needs and Challenges was written and submitted by user Angela W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Crito essays

The Crito essays The dialogue of The Crito, by Plato, recounts the last days of Socrates, immediately before his execution was going to take place in Athens. In the dialogue, Socrates friend, Crito, proposes that Socrates escape from prison. Socrates considers this proposal, trying to decide if escaping would be just and morally justified. Socrates argues against his escape by relating the regulations of the state to the duties of citizens within the state. Socrates sees his execution as a justified because he thinks that he will be performing an unjust action to the state, himself, as well as his followers by escaping. Crito sees Socrates execution as unjust because of a few reasons, but most of all because Socrates has been imprisoned unjustly thus making his escape seem just. In this essay I will compare both arguments as well as give my beliefs as to why I think Socrates decision was the best decision. Crito begins by giving 3 main reasons as to why Socrates should not escape. First both Socrates and his friends will be severly criticized if he does escape. He thinks that they will be looked down upon for not helping Socrates escape. Socrates feels that the opinion of some should be regarded and the opinion of the others should not. Next Crito points out that Socrates would be hypocritical in that he had preached his entire life about human excellence and that by not escaping was cowardly and showed an extreme lack of bravery. Thirdly, he points out that it would should an extreme lack of character to let his children grow up without the guidance that Socrates has to offer. Socrates on the other hand feels that by escaping from prison it would be a violation of the law of the land and would clearly imply that Socrates is an enemy to that which makes an orderly society. Socrates feels that the Athenian society has given him so much and because of that fact he has a moral responsibility to accep...

SAT for Regular Admissions Deadlines

When's the Last ACT/SAT for Regular Admissions Deadlines SAT / ACT Prep Online Guides and Tips If you have been putting off the ACT/SAT or are hoping to retake one, you need to know when you can take your last test so that your scores will arrive at your schools in time. In other words, when is the very latest you can take the SAT or ACT for your college applications? Read on to find out when you can still take the SAT or ACT- and when you'd be too late. You might be surprised by how little time you have! College Application Deadlines: General Info and Trends Most regular decision college application deadlines are around January 1, though some are earlier in mid- to late December and some are as late as mid-January. I recommend keeping New Year's in mind as the general date your college applications will be due. (Note that if you are applying to a school early action or early decision, your application deadline will likely be much sooner!) The standard date you find out your admission decision is April 1 (though some colleges release results earlier in March). But while admissions decisions are finalized in March, applications are being read and evaluated long before then. Typically, applications are read for the first time in January and maybe February, and decisions are made in February and March. This is why having your entire application submitted by the deadline, including your SAT/ACT scores, is so crucial. In many cases, your application could be read before your parents get around to taking down the holiday decorations ... In order for scores to arrive in time to be considered in January, the last ACT/SAT test dates are usually in December. (For the 2019-20 school year, this is the SAT on December 7 and the ACT on December 14.) December scores usually arrive in time to be considered during the initial application reads in January and February. However, if you take the tests in February or March, your scores won't get to your schools until March or April, which is typically well after your application is read for the first time. (In early 2020, the ACT is on February 8 and the SAT is on March 14.) Since there is no longer a January SAT test date, this means December really is your last chance for the SAT for almost all schools. While a handful of schools do accept the February ACT, these policies aren't the norm. Ideally, you want to finish your SAT/ACT testing before senior year so you can focus on applications exclusively. If you're taking any of the final test dates, you have to make sure you put your colleges down to receive your scores when you're signing up for the last available test. In other words, don't wait to see your scores before you send them, or else it will be too late! If there's a problem with your score reports or they get delayed, sometimes colleges will accept a screenshot or printed version of your test report sent from your guidance counselor as a provisional result. That said, this won't replace an official score report from the College Board or ACT, Inc., which needs to be sent along eventually. Last SAT/ACT Test Dates: Advice for Your College Applications If you're reading this as a junior or younger, aim to have your standardized testing done before senior year, or at the very least by the October ACT/November SAT dates (this means the October 26th ACT and the November 2nd SAT for the 2019-20 school year). This will make the application process less stressful since you'll only have to focus on applications, not testing. Studying for the ACT/SAT while also working on an your applications in December can be a real stressor and might result in subpar applications! Keep in mind that if you're sending SAT/ACT scores from the last possible test date, you're taking a risk. If it's your first test score and it's not within your schools' average score ranges, it won't help your chances of admission. It also won't look good if it's a retake and your score goes down. (While most schools focus on your highest test scores, some require students to send all SAT scores or all ACT scores and will take all scores, high or low, into consideration.) This is why we recommend having your testing done by senior year- including retakes. If you really need to take one of the last possible ACT/SAT dates, plan ahead as much as possible so you have plenty of time to both study and work on your applications. The Latest Possible ACT/SAT Dates for Top Schools In this section, we'll be taking a look at the last possible ACT/SAT dates for top colleges. We'll also show you how to look up this information yourself for any school you're interested in applying to. Schools Whose Final Testing Date Is in December The majority of schools we researched will accept the December ACT and December SAT, but no later SATs or ACTs. If any of your top schools are on this list, do your best to complete your testing as soon as possible! You'll need to have your standardized tests completed by winter break if you're applying to any of these schools! Amherst For regular decision, Amherst requires all materials to be received by January 1. This means you should aim for the December ACT or December SAT at the very latest. Brown According to Brown's website, "Most first-year students choose to apply under our Regular Decision plan, which requires applying by January 2 (11:59 p.m. applicant's local time)." (emphasis mine). Caltech Caltech lists December as its standardized testing deadline, meaning you can take the December ACT or SAT at the latest. Applications are due by January 3 for regular decision. Cornell Everything has to be submitted by January 2 for Regular Admission for Cornell, which means your last-chance test dates for the SAT/ACT are in December. Dartmouth At Dartmouth, because the regular decision deadline is January 2, the last possible SAT/ACT test dates for regular admission are in December. Duke Although Duke's last test date is December for both the ACT and SAT, the school will accept ACT scores from the February test date and consider them as additional scores in your application file. The regular decision deadline is January 2. Georgetown Georgetown's deadline is slightly later in January than those of many other top schools: "Regular Decision applicants should have all application materials postmarked by January 10" (emphasis mine). The December ACT and SAT are still the last test dates whose scores will arrive before the deadline. Harvard There are two regular decision deadlines at Harvard: December 15 (the preferred deadline) and January 1 (the final deadline). Harvard states on its admissions website, "Although it is possible to submit scores from tests taken as late as the December SAT and the February ACT, we recommend that you submit testing as early as possible" (emphasis mine). However, the school also says, "Scores submitted before the end of November will allow us to begin our evaluation process for those submitting applications by December 15." So even though you can submit scores from December tests, the earlier you submit, the better! MIT At MIT, most parts of the application are due by January 1. Therefore, "you must take the required tests on or before the November test date for Early Action or the December test date for Regular Action. These are the latest scores that will reach the Admissions Committee in time for review." Northwestern Since the application deadline for regular decision is January 2, the latest tests you can take for Northwestern are the December ACT or SAT. Princeton As the deadline for regular decision is January 1, "regular decision applicants must complete all SAT testing by the December test date. All ACT testing must be completed by the December test date." Stanford For the regular admission deadline on January 2, Stanford's last test date is in December for both the ACT and SAT. University of Pennsylvania According to Penn's admissions website, the regular decision deadline is January 5, meaning the last test dates accepted are those in December for both the SAT and ACT. Vanderbilt Vanderbilt's website states the following: "For students applying under Early Decision II or Regular Decision (submission deadline January 1), the last opportunity to take the exam is the December administration" (emphasis mine). Washington University in Saint Louis "The last test date accepted will be the December testing," writes the WUSTL website. So at the latest, you can take the December SAT or ACT for Regular Decision (deadline January 2), or the October SAT or ACT for Early Decision (deadline November 1). Williams College You have to take the ACT or SAT by December for it to be added to your file at Williams in time for the January 1 regular decision deadline. These next schools let you take an even later test- the February ACT! Schools That Accept Testing Through February Some top schools have even later testing deadlines and will accept the early February ACT. Again, these schools are in the minority, so do your best to complete your testing much earlier than February of your senior year! Columbia According to the Columbia Admissions FAQ, "Scores for February tests can be provided in time for consideration. Testing taken after February cannot be considered." Note that although the regular application deadline is January 1, Columbia is willing to accept scores from as late as February. University of Chicago UChicago says that it will accept January SAT scores and February ACT scores. However, since there is no longer a January SAT test date (it was replaced by the August date), your last possible SAT test date is actually the one in December. You'll still have the February ACT, though. The deadline for regular decision is January 2. Yale The last testing dates Yale will accept are the December SAT and the February ACT. Applications for regular decision are due by January 2. How to Look Up the Last ACT/SAT Date for Any School We couldn't include the final SAT/ACT date for every single college in the country! Use this guide to learn how to look this info up anywhere you're applying. First, search "[School Name] regular decision deadline" on Google. I'm searching for Wellesley College's last possible SAT and ACT dates. The first link, "Decision Plans and Deadlines," looks promising, so I'll start there. This search should pull up the page on the school's admissions site with regular decision dates and deadlines. The admissions page will typically list the last SAT/ACT dates a school will accept for consideration. For Wellesley, the first link I found led to the following page with info about regular decision dates and deadlines, including for standardized tests: For the regular decision deadline of January 15, Wellesley lists the last possible test dates for the SAT or ACT as "December of your senior year." If you're looking up a school and can't find a deadline page that lists SAT/ACT dates, check its FAQ page- there's often a question there about SAT/ACT testing. Look for questions such as "When is the latest I can take the SAT/ACT?" and "How long does it take for SAT/ACT scores to arrive?" If there's no info about the last ACT/SAT dates on either your school's deadlines page or FAQ page (which is unlikely!), call the admissions office and ask about the last test date you can sign up for if applying regular decision. Key Takeaways: The Last Test Dates for Regular Admissions Most schools have regular decision admissions deadlines on or around January 1. These deadlines vary slightly depending on the school and can be as early as mid-December or as late as mid-January. As a result, usually your absolute last chance to take the SAT or ACT is in December; however, it's advisable to opt for an earlier test date, if possible. If you decide to take the December test, be sure to choose your score recipients as you register for the test. This ensures that your scores will arrive at your schools before the January deadline. While results from a December test should arrive in time, it's best to take the SAT/ACT as early as possible- typically starting in the fall of your junior year. This way you have plenty of time to retake the test should you want to get a higher score. What's Next? Read more about optimizing your ACT and SAT test dates for your senior fall schedule. How high does your ACT/SAT score need to be for your top school? Find out what number you should be aiming for to make sure you're on track for admission. Still have to make serious changes to improve your SAT/ACT scores? Get top strategies for each section with our individualized guides to SAT Reading, Writing, and Math, as well as ACT English, Math, Reading, and Science. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Saponification Lab Report Example | Topics and Well Written Essays - 500 words

Saponification - Lab Report Example Although soaps and detergents are surfactants they are different in that sops are made from natural products while detergents are made from man-made product which may have some negative effect on the environment. Soaps work through a process called emulsification. This is where soap combines with non water soluble agents detaching them from the material. A micelle can be found in colloidal electrolyte solutions of soaps and detergents. It is formed from an aggregate of molecules resulting in charged particles (Herz 136). Formation of potassium soap is as a result of carboxylate anions and univalent cation to form a soap salt. A mixture of anions is due to the fatty acid residue present in the triglyceride molecule. No precipitate is formed with water because potassium soaps are highly soluble. The experiment was a success as potassium soap which was the required product was achieved at the end of the experiment. The potassium soap was able to remove grease thus proving the efficiency of the product. Hard water contains minerals that easily react with soap to form a solid precipitate called scum, detergents do not react with the minerals in hard water thus the lack of scum while using detergents, this one demerit of using soap over detergent. Soap is cheap and does not damage the fabric compared to detergent. Detergents on the other hand are effective against tough stains compared to soaps (Herz

7 pages Assignment Example | Topics and Well Written Essays - 750 words

7 pages - Assignment Example If people buy a lot of drinks or many tickets are sold, the players’ salary increases. If there are only a few people who buy the tickets or the drinks, the players’ salary decreases. Q.1. When there is underutilization, a country uses fewer resources than those that it can use. The production possibilities frontier is that line on the production possibilities graph which indicates the maximum possible output. Q. 2. The Product Possibilities Curve abbreviated as PPC shows the optimum production level hat economies can attain. For example, if a person compare the main level of production for an economy, with the actual curve, it is possible to determine the economy’s efficiency. Q. 3. Opportunity cost is demonstrated when making a comparison between data on different points on the production possibilities frontier. When the production of an element goes up, the curve on the PPC shows the production curve decreasing. Q. 4. If there is a decrease it does not mean that the production possibilities for farm’s output have decreased. If the decrease in farms was higher than the production possibility then the farm output would increase and vice versa. Q. 6. Certain events such as natural disasters for example, floods and hurricanes are likely to move the PPC down and to the left because there would be a reduction of productivity in the economy since most businesses in operation. Q. 6. Repairing a leaking roof and paying the night security guard are fixed costs because the payment does not change despite the events surrounding the expenses. Cotton, food and electricity at the mill are variable because they always change. Q. 3. Regulations affect the output decisions of producers because it may make it too expensive or cheaper. For example, companies will not continue to supply if the regulations support the expensive

The Issues of Abortion and Gay Marriage Essay -- Abortion Political Ga

The Issues of Abortion and Gay Marriage The issues of abortion and gay marriage rights were issues that were fought over constantly by Liberals and Conservatives in the last elections. Both parties had different ways of looking at these problems, hence they both had different ideas as to how we could solve these problems. The Conservatives tended to take a more traditional stance, whereas the Liberals were set on pursuing the problem with new age solutions. The issue of gay marriage is a rather new controversy that has only become disputed in the last decade. In a changing world gay marriage is now a huge issue that must be dealt with. The gay community believes that the 14th amendment permits gay marriage, but the law heeds to reflect this. Whereas the anti-same-sex marriage advocates are working to amend the constitution to make same sex marriage illegal. Because of the rising numbers in people who believe strongly on either side of this conflict, this has now become a national issue. Before the recent elections gay marriage was a states issue. Now that Bush is elected, he plans to make gay marriage illegal nationwide, and ban all gay unions. The other huge issue, which was brought up frequently during the race for the presidential election, was that of abortion. Abortion has always been a very controversial issue between people of different moral and religious beliefs. Because some religions consider abortion as the same thing as murdering a person, and some believe that it is ok because the fetus is not yet born, this issue has been very tough to come to a compromise. Before the most recent election occurred, abortion was a states issue. But now that Bush has been elected abortion will now become ... ...y as Burke shows when he states, â€Å"As the ends of such a partnership (social contract) cannot be obtained in many generations, it becomes a partnership not only between those who are living, but between those who are living, those who are dead, and those who are to be born†(Reflections on the Revolution in France 150). This quote actually literally points out that the right of life that is included in the social contract apply to everybody including the unborn. We have now seen the different ideologies towards current issues here in America, broken down by both past and present liberalists and conservatives. Though both sometimes tend to overlap on certain political principles, both philosophies derive from very different backgrounds and ideals. As time progresses, both ideologies will continue to evolve, at different paces mind you, and on different tangents.

My Mom Is My Greatest Influence College Essay

I’ve learned through the eyes of my mother that life isn’t easy. My mother has come a long way after losing her mother at a very young age and growing up with her father and grandmother and five siblings, one being a twin. My mom’s dad had to make sacrifices while raising my mom and her siblings; it wasn’t easy growing up without her mother, my mom put herself through college with the help of her dad. My mom has a successful career and is married and is raising a happy family. Initially I thought of a celebrity as a person with the most influence in my life, but as I thought about it, I realized my mother has had the most influence in my life, always smiling, laughing and having fun. When my mother is around it’s always a fun time with her, sometimes I have to say â€Å"ok, mom enough† and we laugh. My mother is always lifting others up and she always has an encouraging word for someone. My mother by far has had the greatest and most lasting impact on me; she is always there for me and has never let me down. My mother is the epitome of what it means to love unconditionally. She loves my siblings and I no matter what we do; she is always there for us and always gives us an encouraging word or quoting a verse from the Bible. My mother is the most caring person that I know, always helping people and praying for those in need. My mother would give her last to someone who needs it, especially if it means making his or her life easier. My mother would go as far as helping out her worst enemy, which I don’t think I could do, when I listen to my mom on the telephone sometimes she always has a positive attitude about everything regardless of what’s going on in her life. She is always willing to volunteer and help the needy. In her limited free time, my mom enjoys running marathons in order to raise money for charities she supports. She raised over $3,000 for the cancer society when she ran her first marathon on behalf of my godmother who has breast cancer. My mom will be running her 8th marathon this year and only God knows whom she will be raising money for. My mom will always try to crack a joke when she knows I’m not having a good day. My mom will tease me until I actually laughed and then she will say, â€Å"at least I made you laugh† and we would both laugh at that time. My mom is a very caring person and she always goes out of her way to make someone else’s day brighter even if she isn’t having a good day. My friends love my mom because she is always laughing and doing whatever she can to help others. A few weeks ago a friend of mine was having some problems at home and she needed a ride to work. My mom picked my friend up everyday from school, then dropped her off at work and then went back and took her home. She told my friend that she was there for her and she wanted her to talk to her parents and tell them how she feels. My mom wasn’t trying to cause any problems between my friend and her parents; she just wanted to help. As usual my mom told my friend she needs to pray and ask God for direction and guidance on how she can talk to her parents. My friends say I am just like my mother, and not to mention, we look just alike. I don’t think that is true, I can be funny like my mom sometimes but my mom is an exceptional lady and I think everyone should be able to look up to her. My mom never gets tired of giving and doing for others, even though her life wasn’t a bed of roses, she never let anything get her down in spite of the trials and tribulations she faced. My mom keeps the faith no matter what and for that one reason; my mother is the greatest influence in my life.