Converting Cubic Centimeters to Liters Example Problem

This example problem demonstrates how to convert cubic centimeters to liters (cm3 to l). Cubic centimeters and liters are two metric units of volume. Cubic Centimeters To Liters Problem What is the volume in liters of a cube with sides of 25 centimeters? Solution First, find the volume of the cube.**Note** Volume of a cube (length of side)3Volume in cm3 (25 cm)3Volume in cm3 15625 cm3 Second, convert cm3 to ml1 cm3 1 mlVolume in ml Volume in cm3Volume in ml 15625 ml Third, convert ml to L1 L 1000 ml Set up the conversion to cancel out the desired unit. In this case, we want L to be the remaining unit. volume in L (volume in ml) x (1 L/1000 ml)volume in L (15625/1000) Lvolume in L 15.625 L Answer ï » ¿A cube with 25 cm sides contains 15.625 L of volume. Simple cm3 to L Conversion Example If youre lucky enough to have the original value already in cubic centimeters, conversion to liters is easy. Convert 442.5 cubic centimeters into liters. From the previous example, you should realize a cubic centimeter is the same volume as a milliliter, so: 442.5 cm3 442.5 ml From there, you just need to convert cm3 to liters. 1000 ml 1 L Finally, convert the units. The trick is to check the set-up of the conversion to make sure the ml units cancel out, leaving you with liters for the answer: volume in L (volume in ml) x (1 L/1000 ml)volume in L 442.5 ml x (1 L/1000 ml)volume in L 0.4425 L Note: Whenever a volume (or any reported value) is less than 1, always add the leading zero before the decimal point to make the answer easier to read.

Summary Private Investigator - 1321 Words

Elvin Jaimon Mrs. Bush Language Arts Adv., Period 4 9 October 2014 Final Draft Private Investigator, Jack Adams, a tall, 26-year old, built, blonde man, slowly walked into the bricked, domed National Gallery of London. It was crowded with London’s richest people. The famous museum was showing the elegant Mona Lisa by Leonardo da Vinci for a one night show. Jack was there with his assistant, Jon Johnson, a tall, 17-year old, with broad shoulders, and sandy blonde hair, to make sure no trouble happened. It had finally hit 8:30 p.m. Mr. Collins, the museum owner, a stout man who was clearly old, due to his graying goatee, slowly stepped out from behind the curtains. â€Å"I am sure many of you are very elated and exited to see the Mona Lisa†¦ Well here it is† he exclaimed as he took off the gray draping. All of a sudden he fainted from seeing what was behind the draping. It was a crude drawing of the Mona Lisa, obviously not the real one because the distinguishing smile was replaced with a frown. â€Å"Sir, do we have a mystery on our hands?† questioned Jon excitedly. â€Å"I believe so,† replied Jack, â€Å"Let’s go see the owner.† The owner had finally woken up assisted by his wife, Betty. Jack stepped forward and introduced himself and Jon saying, â€Å"Hello, Mr. and Mrs. Collins. My name is Jack Adams, Private Investigator and this is my assistant Jon. I was sent to this museum to watch and take on any mystery involving the Mona Lisa.† Mr. Collins looked confused. He didn’t remember hiringShow MoreRelatedCareer Profile of a Private Investigator623 Words   |  2 PagesA private investigator is a person who can be hired by a person or company to carry out investigative law services. Private investigators usually work for attorneys in civil cases. Many work for insurance companies to investigate doubtful claims. Before the introduction of no-fault divorce, many private investigators were hired to search out evidence of adultery or other misconduct in a marriage on worthy grounds for a divorce. Even though this is not a legal necessity anymore, according to reportsRead MoreSamsung Scandal : Japa ns Government1207 Words   |  5 Pagesenergy-trading company which was once America’s seventh-biggest corporation. In 2001 the majority of the top executives were arrested for fraud after it was revealed that Enron’s earnings had been overstated by several hundred million dollars (An ENRON Summary, n.d.). Enron was given government deregulation which permitted the company’s executives to maintain the agency over the earnings reports that were subsequently released to the investors and their employees. This allowed for the earning reports toRead MoreA Brief Note On The And Internal Costs1287 Words   |  6 Pagesemployment can garner a starting salary for a qualified individual ranging from $50,000 to $75,000 annually, while private industry may pay a bit lower in most cases (Computer forensics investigator, 2015). Advanced degrees ad experience can increase earning potential and advancement in to management positions which can pay as much as $100,000 to $200,000 annually (Computer forensics investigator, 2015). Annual salary rates tend to be higher in larger metropolitan areas, such as Washington, DC or Las AngelesRead MoreRole Of Hrm Over The Period Of Time1495 Words   |  6 Pagesrelated articles: â€Å"Extending the Scope of Organisational Culture: the External Percepti on or an Internal Phenomenon† (MacIntosh and Doherty, 2007) and â€Å"Organisational Culture: An exploratory study comparing faculties’ perspectives within public and private universities in Malaysia† (Ramachandran, Ching and Ismail, 2010). This journal review is concluded by a reflection wherein the scholar expresses his experiences of the task. Next comes an essay which provides an insight into how an organisation canRead MoreSexual Assault Of A 6 Year Old Boy Essay1102 Words   |  5 PagesOn April 5th, 2016 at approximately 10:00 AM, I, Investigator James Poffel was assigned a case in reference to a possible sexual assault of a 6 year old boy, Kevin Baptiste. The reporting party was Pershing Elementary School staff. Officer Will Sanders #549 was dispatched to Pershing Elementary, located at 301 N. 54th St., in reference to making contact with Karen Watkins and Shannon Johnson. Once on the scene, Officer Sanders was informed by Ms. Watkins that Kevin disclosed to the school counselorRead MoreQuestions On The And System1228 Words   |  5 Pagesalready running dllhost.exe surrogate process. While the uTorrent.exe file running inside the Sandboxie I set it up to log everything as to what is being added, created and modified in the system including where the uTorrent connects. Here is the Summary Analysis that I gathered while I was running the uTorrent.exe The problem with this is that anyone can use this certificate and embed it to any malicious executable file via get command. While the victims system completely trusted it, since it isRead MoreModule 1 Competencies : The Police And Fire Departments, Court, Correction, And Social Services1398 Words   |  6 PagesEnforcement system includes Police, Sheriffs, Private Investigators, Security Professionals, as well as the Communications Professionals (911 Operator/Dispatcher) just to name a few. Their skills and duties are varied. Police patrol the communities, maintaining law and order, and make arrests when necessary. Sheriffs among other duties like helping in criminal investigations key duties include maintaining county jails. Security professionals are private for hire and generally to protect banks, schoolsRead MoreThe Mystery Of Sherlock Holmes1367 Words   |  6 PagesA private detective is a detective who is not a member of an official force but is employed by a private party or self-employed in his or her own practice. The most famous mystery fictional character Sherlock Holmes is a perfect example of what a private investigator is and should be. In this paper, I will be discussing Sherlock Holmes’ life along with the several unique ways he solves his mysteries throughout his books. I will also be comparing and contrasting him with other detectives and reviewRead MoreOnline Video Tutorials And Training1466 Words   |  6 Pages2.43 (a) âž ¢ Website Name: LYNDA. âž ¢ Web address: http://www.lynda.com/ âž ¢ Type of site: Online video tutorials and training. LYNDA PRIVACY POLICY SUMMARY: Last updated March 5, 2014 The privacy policy of LYNDA website is solely committed to protect and respect the privacy of users. âž ¢ Information They Collect About Users: The privacy policy clearly states the type of information they collect about the user; how they collect it and where do they store it. The type of information they collectRead MoreAny Incident That Results In The Unauthorized Access Of1690 Words   |  7 Pagesare received on time thus creating a huge chaos. This was a massive cyber-attack that left quarter millions of people without power. Behind the attack It was reported that Russian-nexus actors were behind the huge blackouts. The investigators in Ukraine as well as private companies and U.S. government, performed analysis and aided to determine the root cause of the outage. E-ISAC and SANS ICS team were involved as well to analyze the case along with some trusted members and multiple international

The New Deal was not a complete success Free Essays

Due to the Wall Street Crash in 1933 the New Deal was introduced. The New Deal helped the unemployment problem but did not solve it. The New Deal stopped things from getting any worse in the short term, however in the long term only World War two solved the unemployment crisis. We will write a custom essay sample on The New Deal was not a complete success or any similar topic only for you Order Now Some historians believe that the New Deal was partly a success and partly a failure. In the opinion I think that the New Deal was a success. The New Deal had aimed to provide relief through the Federal Emergency Relief Act (FERA), this aimed to provide direct cash to the needy. $500 million has been given to states to help the starving and homeless people. The money was also used for employment schemes, nursing schools (so parents could go out during the day to find a job), soup kitchens, and blankets. The FERA was up to some point a success, for this aim many things had to be provided, if the government had stopped providing money this aim wouldn’t be a success. The New Deal planned to re-build the economy by introducing the Emergency Banking Act, which aimed to solve the financial crisis after the Wall Street Crash. Every bank was closed for a four-day ‘bank holiday’ and only honest, well-run banks with enough cash were allowed to re-open. The Securities Act forced companies giving out new shares to provide full information about the company to the public. The New Deal never solved the underlying economic problems and the US economy took longer to recover than most European countries. Confidence remained low. Throughout the 1930s Americans only spent and invested about 75% of what they had before 1929. When Roosevelt cut the New Deal budget in 1937, the country had gone back into recession. The Civil Works Administration (CWA) also helped relief. This aim provided temporary work for four million men, school, airport, roads and even 150000 public toilets. The Public Works Administration (PWA) was given funds of $3300 million. It was used to buy materials and employ millions of skilled workers to build schools, housing, hospitals, bridges, courtrooms and dams. The PWA also built ten ships and 50 airports. But this solution was only short-term. The New Deal laws clearly dealt with the problem of poverty among black people and the poorest sector. The Agricultural Adjustment Act (AAA) gave the government power to control the prices. They paid farmers to produce less and destroy some of the food they had already produced. They hoped that food prices would rise because there were short supplies. The idea worked-between 1933 and 1939, farmers’ incomes doubled. However, the government was heavily criticized for this idea, the government was destroying food and forcing up prices to help farmers at a time when millions in the city were starving. The New Deal did a lot to help agriculture, however did have some problem it helped large firms the most and the problems of ‘dustbowl’ continued. Projects such as the Tennessee valley authority (TVA) brought work and had improved peoples standard of living to deprived parts of the city. The Civilian Conservation Corps (CCC) was made to assure that all unemployed 18 to 25 year olds were given food and shelter in the countryside. They got paid 1 dollar a week they did conservation work-planted trees, dug canals, cleared footpaths and strengthened riverbanks against flooding. The Civilian Conservation Corps provided jobs for 2.5 million men. But the New Deal was blamed for giving jobs out for the sake of it, in 1941 6 million people were still left unemployed. Only when the USA entered the war the unemployment problem was solved. The New Deal aimed to create a fairer society by using the National Recovery Administration (NRA), The NRA aimed to improve working conditions in the industry and strengthened the position of labour unions against industrial giants. The Wagner act forced all employers to allow trade unions to operate in their companies. The New Deal saw women achieving prominent positions. Eleanor Roosevelt became an important campaigner. The Supreme Court thought that the New Deal did too much. They had to judge whether the New Deal was in line with the terms of the US Constitution. The judges in the court were conservative and did not like the way the New Deal allowed the government to become so involved in the economy. The judges found the National Industrial Recovery Act and the Agricultural Adjustment Act (AAA) unlawful. Roosevelt did not want the judges to dismantle the whole New Deal. A After he was re elected in 1936 he tried to change the judges so the court was pro New Deal. This did not work, but the court realized they could not change the New Deal. In conclusion I think that The New Deal was a success as the Federal Government got involved for the first time. As well as this acts such as the WPA and the CWA provided relief for the economy. The Banking Act and the Securities Act helped solve financial problems and the AAA helped agriculture. The NRA improved working conditions in industry and women became high achievers. However there were some failures the problem of ‘dustbowl’ continued, unemployment did not go away, most New Deal laws were designed to help women rather than men and the New Deal had a lot of opposition. It was the war that finally solved the problem of unemployment. How to cite The New Deal was not a complete success, Papers The New Deal was not a complete Success Free Essays string(116) " and white unemployed people obviously wanted to support the New Deal because they would prosper from the policies\." In the subsequent pages I will explain the failures and successes of the New Deal. I will show how statistics do not show the true accomplishment of the New Deal. I will look at the criticisms Roosevelt faced and how he had come to power when America was on her last leg. We will write a custom essay sample on The New Deal was not a complete Success or any similar topic only for you Order Now When Franklin D. Roosevelt came to power in March 1933 he had America dazzled by his magnetic personality and captivating charisma. He embraced America and held it closely to his heart. He loved it and could see that Herbert Hoover’s reign over America had destroyed her. His New Deal was a fresh and exciting way of repairing the once great America. His popularity was undeniable and showed the support he was getting for the New Deal among the Americans. He gave assurance and hope to those who lived in ‘Hoovervilles’ to those who queued up for ‘Hoover Stew’. These nicknames were given to the food handouts and shanty towns to demonstrate what Hoover had done to them. Roosevelt’s aims were simple and tackled all that was wrong with America; Get the unemployed back to work, protect their savings and property, provide aid for the sick, old and unemployed, get the industry and agriculture back to it’s norm and finally restore confidence in the banks. He set up many Alphabet Agencies and passed many Acts to try and conquer the evil that was Hoover’s pandemonium. First of all I shall explain the successes. Roosevelt stopped the depression getting any worse. When he came to power in 1933 America had a much greater confidence in her economy. His own poise helped development in Wall Street. The GDP increased by sixty percent between 1933 and 1939, in six years private investment in industry increased by five times and consumer products bought increased by forty percent. People queuing up for food a was just another image of the past. Millions of people got relief, food, clothes and shelter, and it was this emergency relief that prevented them from starving. Many ordinary people were helped with government social security and welfare schemes. This wasn’t just for emergency either, it continued in the future. The most affected by the depression were farmers and Roosevelt made sure they were looked after in the New Deal. By the mid 1930s farmer’s incomes were rising, especially those with larger farms. Farmers definitely benefited. The New Deal assisted in letting farmers and home owners to stay in their homes. The HOLC was set up and low interest loans were given to home owners. This helped them to cope with mortgage repayments, that were previously out of control, when out of employment. For farmers they were given help through the Farm Credit Administration. For the old, sick and unemployed they had no security, financially or socially. In 1935 the Social Security Act set up a system of national insurance. The elderly were given old age pensions, the unemployed had benefits and the handicapped had financial support. The government, employers and workers paid contributions that funded it. The unemployed were a priority so the Federal Emergency Relief Administration (FERA) gave grants to state and local governments to stabilise the jobless. The projects the New Deal provided helped to build the foundations for future affluence. The schools, roads, dams and many more buildings rekindled America. The Public Works Administration (PWA) constructed many public buildings of the USA such as hospitals and city halls. The ‘Dustbowl’ regions were seriously affected by the depression and over-farming had led to the ruin of the land and serious lack of interest from business. But the Tennessee Valley Authority (TVA) restored the valley in seven states. It built several major dams to generate cheap electricity for those ninety eight percent who hadn’t got it. It also offered leisure activities on recently built lakes. The Tennessee river developed into being navigable and brought great business interest to the valley. The land was poor so the Civilian Conservation Corps (CCC) completed useful schemes like strengthening river banks, fighting forest fires and combating malaria by controlling the mosquitoes. Mainly to help the land though they planted approximately two hundred million trees, which significantly reduced soil erosion and supplied the crops with shelter belts. Not only did it help the environment but the members benefited. For the three million men under twenty five, who were members of the CCC, it gave them a first involvement in work. Hoover’s laissez-faire attitude had made people get used to the fact that federal government had no concern for singular states. But the TVA changed the relationship that was acknowledged by America. State and federal government now were a lot closer and in some cases federal government cut through the powers of state governments. The weaker sections of American society needed central government to get them out of despair. The homeless, old and poor were most desperate and state government couldn’t give all the help that was required. The Tennessee Valley was in such a dire condition that one state could not deal with all the difficulties that the valley was suffering with and the seven states were finding it problematic to liaise with each other. Consequently the TVA was made and did in some instances cut through the powers of the state governments. However it did help the area substantially – electricity and irrigation was provided through the building of the dams in addition to employment. Finally, and most importantly, it gave much appreciated and needed hope to America at her nadir and, in some opinions, saved American democracy. The 1930s were looking bleak at the end of the twenties but Roosevelt came in as a superhero, to save those who were despondent and long suffering. Those, once omitted by the depression and unfair politics, black people and farmers, were now involved. Why certain people supported the New deal is apparent but others are uncertain. Farmers and white unemployed people obviously wanted to support the New Deal because they would prosper from the policies. You read "The New Deal was not a complete Success" in category "Papers" They gained financial support and the economy boosted meaning that the ‘Roaring Twenties’ looked achievable once again. But what really stumps many historians is why so many black people supported Roosevelt and voted democratic (the largest number of black people to vote democratic since the American Civil war of 1861-65). Many of the New Deal agencies and acts discriminated against black people, even resulting in the NRA being commonly renamed the ‘Negro Removal Agency’ as they were pushed out when levels of wage were regulated. Roosevelt did not take actions to get black people equal rights for fear of losing his majority of voters, white southerners. However he did sign an anti-lynching bill. Directly the president showed little concern for them but on the contrary did have people who worked for him that did care and even employed some black people. Even his wife Eleanor showed her care for their welfare. Overall the New Deal mainly reduced employment from 1933 to 1937 (1933 – fifteen million unemployed, 1937 – under eight and a half million unemployed) and millions of jobs were created. Despite his critics few turned to extremism in the form of communism or fascism unlike his European counterparts. Nonetheless the New Deal did have some failures and it’s own opposition. One of the problems was not with the New Deal but in fact Roosevelt himself, in that he was paradoxicaland kept changing what he wanted to do. The laws he set were changed so quickly that the American people didn’t know where they stood. Some felt that he was dictator like and had too much control. Because of this his critics spoke out more confidently and made some reconsider their opinion of him. The Supreme Court was wholly against the New Deal and declared some acts like the PWA and AAA as unlawful. This caused parts of the New Deal to be overruled by Congress. Another problem was that big businesses still continued to be powerful and emasculated Roosevelt’s policies. Hoover’s laissez-faire attitude was appreciated by employers and because of this many begrudged the New Deal. They didn’t want government prying into business and economy and as a result larger companies hired thugs to assault union leaders and terrorize workers on strike for better working conditions and increased pay. In 1937 ten demonstrators were shot dead by police and ninety wounded during a steelworkers strike in Chicago. This discouraged employees to ask for pay and was potentially a threat to the economy. The New Deal helped the poor, sick and unemployed financially. But the very poorest were left out in the cold. The Social Security Act came to power to help monetarily but it excluded twenty percent of the workforce as well as five million farm workers and domestics in anguish. There was no source for state-paid medical care. In 1941 the poorest twenty percent were earning only four percent of the national income while the richest twenty percent were contributing forty nine percent to it. There were many poor people who could barely afford food at the price it was but when the AAA helped rise prices to increase farmer’s salaries this caused an even bigger problem for the millions of jobless Americans. Farmers with big farms profited from the New Deal but the small time farmers felt it hindered them along with farm labourers and sharecroppers, who were mainly black. These sufferers tended to live in rural America where poverty was rife, specifically southern America. An enduring drought in 1934-5 hit these already destitute states and turned the soil to dust. There was no rain and desert was spreading like wild fire. Texas, Kansas, Oklahoma and Colorado were known as ‘Dustbowl’. The ‘Okies’ set off to find work in California but instead experienced adversity. Another huge group who suffered at the hands of the New Deal were black people. There was attempts in the New Deal to tackle their civil rights but they did not go far enough. Unfortunately Roosevelt put his ego first and knew that by giving black people rights he would lose his support from the southern democratic who were deadly against giving black people equality. The emergency relief was essential for the thirty percent of black people who depended on it but there was no specific laws to combat their own distress from the depression. The 1920s were the high point of American history and industry. Everyone was confident and had no worries. Spending was high and investment was soaring. But when the crash hit everyone became disheartened. The Americans put up with Hoover’s pathetic excuse for a presidency and there seemed to be no future. When Roosevelt came there was hope again that the ‘Roaring Twenties’ would be resurrected but America was far from it. Despite Roosevelt’s best efforts by 1937 Americans were only spending and investing about seventy five percent of what they had in 1929. The most considerable and, in my opinion, the most reputation ruining encumbrance of the New Deal was that unemployment remained high for a majority of Roosevelt’s years as President. Up to 1937 the figures were decreasing from a 1933 figure of fifteen million to eight million, three hundred thousand in 1937. But because of the rising national debt of two hundred and fifty million dollars (big compared to the Hoover debt of nineteen billion dollars) Roosevelt had to cut back on government spending. This was calamitous and accordingly the economy plunged. Unemployment rose to ten and a half million as a direct result of industrial production falling by a third. By 1938 Roosevelt saw his faux pas and increased government spending in the hope to recover from this fiasco but by 1940 the 1937 level was still not met. Agencies like the CCC and PWA were labelled as forced labour because of the low pay and creating work for the sake of it. The government money funded all this so in effect by lowering the money spent by government you stopped all the jobs. Others critics said that yes America gained from the schools, hospitals and courthouses courtesy of the PWA and WPA but it was pointless work created to make Roosevelt look good. The New Deal was viciously attacked by economists who complained that the New Deal policies were short term affairs and the future of America was still dubious. They believed that those who counted on the New Deal were being conned as all the evidence clearly showed that in the near future their jobs would be gone. Also the government could reduce unemployment but could never stop it fully. They endeavoured to contain it but it was not enough. William Leuchtenburg thought that World War two got America out of the depression. Finally the last failure was that the cost was too great and a lot was wasted. For the WPA millions of dollars were spent on wages and money was given out like sweets. There was all the loans to banks, money for farmers, money to soup kitchens for necessities like blankets. All of this was seen as vital but some felt that money was being literally thrown away because Roosevelt couldn’t hope to spend the real amount needed on solving unemployment. The rich and Republicans were bitter because of the taxes increasing. They felt that government should maintain a laissez faire attitude and stop controlling their traditional freedoms. They had liked Hoover’s way of thinking. They liked his idea that people should be individually strong, help themselves and that the wealthy should be left alone to make money and not reprimanded for it. Their opinion differed greatly from the average American and so Roosevelt could not oblige everyone. These rich republicans tried to say that Roosevelt, the saviour of America, was setting up a dictatorship. Their evidence was when in 1936 he had tried to fill the Supreme Court with his loyal democrats so that his policies and ideas would not be overruled. They also said he had socialist ideas as all his policies were aimed at working class, the unemployed and the poor. My opinion is this. Franklin D. Roosevelt was a great man who defended those who were in inexplicable poverty. At some points he did change his mind but I think that he thought he didn’t need a plan b or something to resort to. When he set up the New Deal agencies and acts he thought he could appeal to America as someone who takes action. When some acts were declared unlawful I think he was shocked. After the depression everybody was like zombies, dead to their surroundings because there was no one to help. Yet here is someone who is trying to help and he is criticised and made out to be a dictator. Personally I find this shameful. Repairing the broken situation was the clear way forward. But Herbert Hoover had chosen to leave America to lick her own wounds and only took action when it was too late. Hoover had given big businesses the foot up they needed and they were more powerful that the government itself. Roosevelt cannot be blamed for larger companies’ power. Money equalled power and the wealthy were always going to come out on top. He set up all these acts and agencies and successfully saved many farmers from inevitable mountains of debt and stopped starvation for millions. There were some who were left out of this but these were the people that every society has, even today. They are the ones who are destined to fail, never seize an opportunity and lack a killer instinct. There is no desire to get out of their situation and therefore Roosevelt could not help these people. Black people did suffer and those who lived in rural areas and Roosevelt did neglect the rights of black people but he did show his support in subtle mannerisms. For instance his wife cared deeply for their wellbeing, he employed black people to work on major projects like Mary McLeod Bethune who was in charge of the National Youth Administration and he also signed an anti-lynching bill. If he was to declare his undying support for them he would be outcast himself and lose his voters. He did put his own self-importance above them but Hoover did far worse and Roosevelt had done so much good he could be forgiven for being restrained in his approach to black people. To help the rural areas he greatly increased business through the TVA and dams. His ideas were fresh and the valley took advantage of the waterways. Unemployment was the biggest issue but there is an explanation. Using the 1928 figures as a comparison Roosevelt didn’t get the figures back but after such a profitable economical peak and then an immense misfortune it would be absurd to expect him to get them back, in fact impossible. But the main issue I have is that the critics were usually the people who were not affected by the crash. The wealthy had a small dent in their bank accounts and nothing that couldn’t be fixed with some expensive wine and caviar. The Americans that really suffered valued his unexplainable care for them. He himself was from a wealthy background and could easily have just ignored the poor and get on with helping himself to profits in big companies. But something was so charismatic that it was hard to hate someone who spoke such sense, such vision and concern. Care was like a swear word to Hoover who had no regard for his country’s opinion of him. â€Å"I ask you to judge me by the enemies I have made. † Wise words from Roosevelt, and true. Wealthy economists disliked him because he cared. They wanted a laissez-faire, stone-hearted President who didn’t give a damn. But Roosevelt took a stand against the Republicans and thank God he did. Regarding the statement I agree to the extent that nothing can be perfect as things have to go back to the drawing board. But I think that considering the circumstances in which Roosevelt was handed America, he did extremely well. He completed his aims. Unemployment was it’s lowest since 1933 by 1940, with fluctuations obviously, property was saved thanks to low interest loans and savings were protected, industry and agriculture bounced back, pensions were provided for the old and benefits given to the unemployed and handicapped. Finally America was confident again. The great country America was back and the world was beckoning her to call out her glory once more. And so she did, with Roosevelt firmly behind her all the way. How to cite The New Deal was not a complete Success, Papers

Music and Dance Education

Question: Discuss about theMusic and Dance Education. Answer: Key Curriculum Elements Elements such as singing, playing instruments, moving, composing, listening are all part of music and dance education. It is important to teach these key elements to the children for both developing music skills and knowledge, ultimately contributing to education. The importance arises from the fact that music and dance brings forth the creative instinct in the children (Lesiuk, 2005). The aesthetic sensibility of the children also is honed once they are exposed to the elements of music. Education allows children to gain knowledge of different aspects of life and about life governing lessons by uplifting values, skills, beliefs (Ferreri, Bigand Bugaiska, 2015). The personal and social development of the children is encouraged by incorporation of music and dance as part of their education curriculum. The children are inspired to develop competency on a social level, which would help them cultivate values to survive in todays society (Barrett Webster, 2014). Music, most of the times, has a liberal effect on the children. Children seem to express better through art and music than they do by speaking or writing. It is believed that the intellect of children develops due to active participation in music. It has been scientifically proven that listening to music, activates several sections of the brain and paying a musical instrument allows the proper utilization of both the right and left-brains, simultaneously (Fattorini Gallagher, 2015). Therefore, children should always be encouraged to take up some element of music and develop it. The hand eye coordination highly improves while playing a musical instrument or while dancing by keeping a tab on the musical notes in the background. This process allows the children to understand the capacity and the limitations of their bodies better (Sigtia Dixon, 2014). With time, they can work on both the aspects and push beyond their limitations and attain mastership over their skills. From the aspect of a classroom setting, music helps children their passages better by composing a song out of a portion that they find particularly difficult. This will help them simply to recite the song to recall the details (Ferreri et al., 2013). Music helps in creating awareness among the children and makes them alert and this facilitates in swift uptake of information. Rhythm, incorporated with rhymes, helps in better learning of lessons among the children. Education should be aimed at enriching the body, mind and the spirit of the children (Frank, 2014). A healthy ambience of a classroom is achieved by incorporating music while imparting lessons. Music binds the body as well the soul and a teacher who realizes these facts helps the children in understand their life experiences and gain knowledge (Corrigall, Schellenberg Misura, 2013). In respect to the classroom scenario, by incorporating the key elements of music in the curriculum, will help the children to have an all round development, something that the concept of education had previously aimed at. Today, education has a utilitarian aspect, which only equips a child to grow up and earn money. The very essence of education, learning, knowledge is lost. Music on a spiritual note, binds soul, moves masses in a single note. Nothing can help the children to develop the spiritual aspect in them, other than music. I am hoping that with the incorporation of music in education, the children will have a peaceful approach towards life. They will be keen on taking an interest on the personal front to learn about things unknown to them. This trait has been rare among children these days where they have been disinterested in attending schools and looking for reasons for not completing lessons (Wilkinson, 2013). Integrating Music into the Curriculum The Human Society and Its Environment (HSIE), has three stages, namely, Early Stage 1, Early Stage 2 and Early Stage 3, as per the Units of Work. Early Stage 1 comprises of several units such as, Workers in the Community, Transport, Families Past and Present, Identifying Us, the Need for Shelter, the Way we Are, Wet and Dry Environments and Celebrations (HSIE, 2016). I have chosen the unit called Celebrations from the first stage. Celebrations help the children to come across others having different customs and practices in relation to their respective culture. Every community has their own way of celebrating festivals, where they sing songs and dance. For example, Christians sing carols during Christmas (James, 2015). In Brazil, during the Rio Carnival, people dance to celebrate the advent of the Easter month (DeSouza Corey, 2015). Hence, in this way, the children can be taught about songs and dances that are related to different cultures in order to learn about them. Early Stage 2 comprises of several units, such as, Co-operating Communities, Australia: Youre Standing in it, British Colonization of Australia, Places: Then, Now and Tomorrow, People and their Beliefs, State and National Parks, Living in Communities, Who will Buy? I have chosen the unit called People and their Beliefs from the second stage (HSIE, 2016). Globalization has made us stand at a threshold where cultural background is no longer a limitation that hinders people from mixing with each other and learn about each others beliefs. However, many countries are hostile with the idea of mixing of culture. So I have decided, yet again, through songs and by the accompaniment of an instrument, comprehend the faiths and beliefs of others. Given that, the multicultural aspect of Australia, it is necessary for the children to grow up into tolerant and sensitive people who will be respectful towards the faiths and beliefs of other communities (Harris, 2013). Early Stage 3 comprises of several units, such as, Gold, Identity and Values, Australian Democracy, State and Federal Government, Global Environments: Rainforests, Global Connections, Current Issues: Antarctica, Study of a Cultural Group: Bali. I have chosen the unit called Global Environments: Rainforests from the third stage (HSIE, 2016). The education of this particular unit is necessary for the children because they need to understand the importance of the green cover as the rainforests, for restoring the balance on Earth. Children need to be educated to protect the green cover and reduce means of pollution, harming the ecosystem. Children should be made to realize that they are the very future of the planet and the wellbeing of the planet is in their able hands. Therefore, I have decided to make them participate in a musical and organize for a simulation session where they will hear the pre-recorded sounds of the animals, birds and insects that inhabit the rainforests. Lesson Plan for the Musical Activities in the Units of Work of HSIE Lesson Plan for the first unit is in relation to Celebrations. Learning about celebrations can help the students in understanding the morals and beliefs of others cultures. Children can only understand their importance and values and will learn to be sensitive towards others cultures, only when they will learn about them. Learning about others cultures can be facilitated with the help of music and dancing styles and connotations in relation to each community. In this way the children would also learn how similar the celebrations are and how far they differ. I would organize for a samba class for the children, which would help them to learn about both the dance style as well as about the Rio Carnival and how it is important to be aware of this famous Brazilian festival. Since, children are quite acquainted with Christmas carols, sung in churches, or in movies, I can arrange for a free period where the children can be taught some famous carols. This exercise would help them to understa nd the background on the significance of Christmas. Lesson Plan for the Second Unit is in Relation to People and Beliefs. I would organize for sessions where I would ask the students, belonging to different cultural backgrounds as well as practicing different faiths, to come forward and perform, a prayer song that they sing. They will also be asked to explain the meaning of the songs so that the others belonging to other culture can understand its meaning and significance. I would also ask them to compose a prayer song and sing it along with an instrument, which they might be acquainted with. A compound activity as this will help the child to lay greater effect in trying to understand not only his own culture well, but uphold his cultural heritage with pride. Lesson Plan for the Third unit is in Relation to Global Environments: Rainforests. I would organize for a short musical with the children where they will be dressed up as trees, birds, insects and animals. They will sing and dance, similar to a typical musical. In their songs, they will state how pollution is damaging the rainforests and the care we need to take to protect them. They will be enacting real scenes that cripple our society such as hacking trees, burning forests cover, adverse measures of deforestation. Prior to the musical, in order to inspire the children to understand the importance of making the musical, I will conduct a simulation session where I will play sounds that one can generally hear when we step into a rainforest. From the chirping of the birds, to the loud shrieks of the arboreal, I will be playing these to the students so that they learn to identify the names of all these animals and birds. This method will help them learn and retain in their memories the names, much faster than the conventional learning method of looking at a book with pictures and a long description in relation to it (Falconer Green, 2014). In this way, for the three early stages as chosen from the Unit of Works, the lesson plans has been framed, by incorporating music and dance. The efforts will facilitate the children to learn the lessons from the units effectively. References: Barrett, J. R., Webster, P. R. (Eds.). (2014).The Musical Experience: Rethinking Music Teaching and Learning. Oxford University Press. Corrigall, K. A., Schellenberg, E. G., Misura, N. M. (2013). Music training, cognition, and personality.Frontiers in psychology,4, 222. De Souza, D., Corey, A. C. (2015).Samba, mulatas and the social meaning of carnival(Doctoral dissertation, UNIVERSITY OF FLORIDA). Falconer, L., Green, J. (2014). Music in 3D virtual environments: Exploring learning affordances. Fattorini, I., Gallagher, L. M. (2015). MusIc and the BraIn.The Performer's Voice, 7. Ferreri, L., Aucouturier, J., Muthalib, M., Bigand, E., Bugaiska, A. (2013). Music improves verbal memory encoding while decreasing prefrontal cortex activity: an fNIRS study.Frontiers in human neuroscience,7, 779. Ferreri, L., Bigand, E., Bugaiska, A. (2015). The positive effect of music on source memory.Musicae Scientiae, 1029864915604684. Frank, G. K. (2014). Music to my brain: could music training be used to improve adolescent brain development?.Journal of the American Academy of Child Adolescent Psychiatry,53(11), 1147-1149. Harris, A. (2013). Everyday multiculturalism in Australia.Peace and culture,5(1), 31-37. James, W. G. (2015). Australian Christmas Carols. K6.boardofstudies.nsw.edu.au Retrieved on 2nd November, 2016. https://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/e2e15d58-a440-46c4-98ef-67b90efb8e8a/k6hsie_unitsofwork.pdf?MOD=AJPERES Lesiuk, T. (2005). The effect of music listening on work performance.Psychology of music,33(2), 173-191. Sigtia, S., Dixon, S. (2014, May). Improved music feature learning with deep neural networks. In2014 IEEE international conference on acoustics, speech and signal processing (ICASSP)(pp. 6959-6963). IEEE. Wilkinson, I. G. (2013). Let there be music: Making a case for using music in schools to enhance relationships and readiness for learning.Canadian Music Educator,55(1), 28-31.

Colorado Essays - Leadville, Colorado, Colorado, Ranch,

Colorado Colorado: Then and Now Hard to get and heavy to hold.? (Coel 1) Headlines in 1858 when gold was found along the Platte River. Which started a booming economy in mining. Some struck it rich and some moved on. Some did farming and ranching, while others started a new business and some saw the money in tourism. In time some of these people have continued to become successful and others have found wealth. But what has really happened to the businesses of Colorado as a whole? Mining, farming and ranching, and tourism were important parts of Colorado around 1900 at the turn of the century, but many wonder if at the start of a new century is it the same. As many people look back at the beginning of this century they say mining is what built Colorado. It is true, but it has also hurt us in the future. The positive side of mining is that it brought great revenue to Colorado. It also built cities and helped businesses grow. A great example of this is the town of Leadville. It did not seem like Leadville would grow in 1876 because, ?the region itself was like an empty beach, washed by two tides of mining activity and littered with abandoned sluices, empty cans, and rotting cabins.? (Abbott 157) Then in 1879 under the leadership of Mayor H.A.W. Tabor, ?they defined misdemeanors, tried to enforce the ordinances, and fought to keep city officials from packing off to other mining towns.? (Abbott 164) To help the city improve with this leadership Leadville grew to become a successful town and in 1880 received access to the railroad and had a population of 14,280 people making it Colorado's second largest city. (Abbott 170) This is the story of many of the mining towns some with the same results and others with stories of disasters and failures, but this is how Colorado grew. The bad side to this story is that during the mining the miners would put their debris (mining waste) on to the hillsides and left the mines behind and mine run-off. The debris has large amounts of toxic materials in it. It has been found in Leadville that kids that have played in the debris have increased chances of heart problems, cancer, and developing a learning disability. (Posion in the Rockies) Also, the mine run-off mixes with the rivers and streams in the mountains and can get into our drinking water. (Posion in the Rockies) If we do not keep a close eye on this many tragic things can happen to the people of Colorado. This is one price that we have had to pay to grow into a prosperous state. One industry that helped keep the miners going was farming and ranching. The farming community would set up markets in mining towns and at the end of the day miners would buy produce from the farmers. Many settlers that moved to Colorado did not want to strike it rich with gold or silver, but wanted a new life. The trouble with farming in the early days was finding the right land in Colorado. Many people became discouraged and stopped moving to Colorado until December 4, 1869. On this date Nathan C. Meeker wrote an article in the New York Tribune discussing the process of irrigating Colorado to make it a productive farming state. Also in the article he was selling land, but called it a membership fee of $155 to live in the new farming cities. He said it would ?be pooled for the purchase of land, with each member entitled to receive a farming plot and to purchase a town lot. Surplus funds were to be applied by the trustees to ?improvements for the common good.? (Crutchfield 45) Fifteen hundred men bought this land and within a year there were over four hundred houses, a Colony Hall, two brick business blocks, a library, lyceum, schools, and churches. ?The absence of liquor stores, saloons, and billiard halls, said the temperance men who founded and people the colony, accounted for its ?sobriety, good order, peace, harmony, and prosperity.? (Crutchfield 46) This town became a success and is still around today and is known as the town of Greeley. Meeker again bought land

Free Essays on Heavens Gift

HEAVEN’S GIFT As Samantha’s eyes opened slowly the bright sunlight shined in from her window. It was Saturday morning; she had to be up by nine o’clock a.m. to go to help her mother at her bakery down the street. Samantha is seventeen years old and has never worked a day in her life, but her father was recently fired from his job and her mother’s bakery wasn’t getting much business anymore. Her mother was forced to fire her helper, so Samantha volunteered to help her mother work at the bakery. Samantha has always been such a warm-hearted person, ready to help out anytime she can. She comes from a very loving family, in which she cherishes with all of her heart. She is close with her parents, especially her mother. When she arrived at the bakery her mother greeted her at the door with a warm hug. Her mother appreciates her help and she loves her daughter with a very deep love. They work together making doughnuts and other cakes until five o’clock. Samantha has to leave soon so she would have time to get ready for her date. As she was getting ready to leave she noticed how weak her mother seemed. She asked if there was anything wrong, but her mother replied that she was only worn out from a long day of baking. Samantha smiled and agreed with her mother. After giving her mother a good-bye hug, Samantha went home to get cleaned up. A month later Samantha arrived home from school a little early, and her mother wasn’t expecting her home so soon. Samantha found her mother in the bathroom floor crying. She had been trying to hide her pain from Samantha for over a month now, because she didn’t want to worry her. Samantha made her mother promise to go to the doctor first thing in the morning. As soon as Samantha’s parents arrived home from the doctor, Samantha comes downstairs to see what the doctor said about her mother’s weakness and pain. Her father and mother seemed to be a little worried. â€Å"The doctor told me ... Free Essays on Heaven's Gift Free Essays on Heaven's Gift HEAVEN’S GIFT As Samantha’s eyes opened slowly the bright sunlight shined in from her window. It was Saturday morning; she had to be up by nine o’clock a.m. to go to help her mother at her bakery down the street. Samantha is seventeen years old and has never worked a day in her life, but her father was recently fired from his job and her mother’s bakery wasn’t getting much business anymore. Her mother was forced to fire her helper, so Samantha volunteered to help her mother work at the bakery. Samantha has always been such a warm-hearted person, ready to help out anytime she can. She comes from a very loving family, in which she cherishes with all of her heart. She is close with her parents, especially her mother. When she arrived at the bakery her mother greeted her at the door with a warm hug. Her mother appreciates her help and she loves her daughter with a very deep love. They work together making doughnuts and other cakes until five o’clock. Samantha has to leave soon so she would have time to get ready for her date. As she was getting ready to leave she noticed how weak her mother seemed. She asked if there was anything wrong, but her mother replied that she was only worn out from a long day of baking. Samantha smiled and agreed with her mother. After giving her mother a good-bye hug, Samantha went home to get cleaned up. A month later Samantha arrived home from school a little early, and her mother wasn’t expecting her home so soon. Samantha found her mother in the bathroom floor crying. She had been trying to hide her pain from Samantha for over a month now, because she didn’t want to worry her. Samantha made her mother promise to go to the doctor first thing in the morning. As soon as Samantha’s parents arrived home from the doctor, Samantha comes downstairs to see what the doctor said about her mother’s weakness and pain. Her father and mother seemed to be a little worried. â€Å"The doctor told me ...

Can terror ever be legitimately employed in conflict Discuss with Essay

Can terror ever be legitimately employed in conflict Discuss with reference to examples - Essay Example During World War II, both the Allies and the Axis used terror as a weapon of winning the war. Different debates have questioned the legitimacy of using terror as a weapon for ending conflicts. Terrorism is viewed to bring negative effects to a nation; this is because in attaining its main objective, the central target is the civilians (Herman 2008, p. 13). Although it brings negative impacts to a nation, sometimes use of terror benefits the nation. For instance, it can assist in the acquisition of freedom. This was the case in South Africa during the time of Apartheid. Apartheid was abolished through the use of terror. Although war is thought to be associated with vast negative effects, sometimes violence can bring positive results to a group or a nation. In this paper, I will discuss whether terror can be legitimately employed in conflicts. According to different researchers, legitimating of terror is justifiable in some cases. In extreme cases, where democratic and peaceful methods have been exhausted, it is justified and legitimate to resort to terror. In situations of suffering and repression, with a ruthless, oppressive state and no possibility of having international relief, it is necessary to resort to violence in order to defend the citizens. A state engaging and using terror in order to fight and rescue its citizens uses terror in a legitimate and justified manner (Coady 2010, p. 21). It is the function of a state to protect its people without fear; hence, if the use of terror remains the only option for the state to use in order to fight for its people, it would be interpreted as necessary and justifiable. Each person or minority group has a right in expressing discontentment in a certain issue of concern. The state has the role of representing its people and should make facilitation of this possibility. In addition, it is

Strategies for Implementing Accounting Software Systems within SMEs Essay - 1

Strategies for Implementing Accounting Software Systems within SMEs - Essay Example This especially relates to small businesses as their owners often lack the expertise beyond their core activities. Therefore the outcome of the research project will bring a list of recommendations for entrepreneurs based on the information concerning software implementation strategies acquired within the research. There is a wide choice of accounting software packages currently presented on the market addressing various needs of customer. In this highly diversified area, choosing the 'right' software system becomes an important and at the same time difficult issue leading to the importance of picking out the 'right' strategy for implementing accounting software. This problem requires further research, as it brings better understanding of links between accounting performance and strategies of software implementation. At first the researcher will contact from 10 to 15 SMEs to conduct interviews for gathering data needed for preparing a list of software implementation strategies used within those companies. Then the effectiveness of strategies will be evaluated and compared through measuring their accounting performance basing on the data gathered through interviewing. ... For that purpose the researcher will need a measuring system which will be developed within the research with the help of secondary data gathered through the literature review. The results of analysis will be used in the final report to recommend which strategies should be implemented with SMEs and which ones are better to avoid. Context: Setting, Background and Scope The proposed project will be based on the analysis of accounting performance of SMEs contacted during the research. Although temporal limits do not allow contacting a large number of SMEs in order to make the results of a research statistically more accurate, the project will be able to identify the most general trends in accounting software strategies. Then these trends are to be analysed from the scope of influencing the accounting performance of SMEs, i.e. from looking on their effectiveness. The measuring system developed within this project will particularly deal with changes in the accounting performance that occurred after the implementation of a certain strategy.' Project Strategic IT Value and Intention The results of the proposed research will be presented in a form of report analyzing software strategies used with SMEs with recommendations developed during the research. The recommendations on choosing a certain strategy for implementing accounting software systems developed within this project will be a useful contribution to the general theory of software implementation strategies explaining through evaluation of strategic approaches what steps a small to medium enterprise should take to implement a suitable accounting software successfully.

English Research Paper Essay Example | Topics and Well Written Essays - 1250 words - 1

English Research Paper - Essay Example In each chapter of the book Gardner illustrates a different philosophical theory. In an interview John Gardner (1974) said that the purpose of writing this book was â€Å"to go through the main ideas of Western Civilization ... and go through them in the voice of the monster, with the story already taken care of, with the various philosophical attitudes (though with Sartre in particular), and see what I could do." Grendel is based on Beowulf, a Danish epic, which tells the story of King Hrothgar who is subjected to repeated attacks from the monster Grendel. For 12 years Grendel wages a guerilla-style war with Hrothgar. The king is unable to ward him off. Finally Beowulf, a stranger comes from the land of the Geats and kills Grendel, as well as Grendels mother and the dragon. Gardner begins his tale from the twelfth year of Grendels battle with the Danes. Grendel in the novel narrates the story of his life as he looks back and reflects on his life. He is drawn by the poetry and beauty of the world of humans, but is unable to escape the monstrousness in him. As Steven Wu says (2002), â€Å"he is both beast and human and despises both his bestiality and humanity with equal bitterness†. When Shaper, a poet whose evocative poetry and music shape the Dane’s views first joins Hrothgars men, Grendel is inspired by his heroic ode to hope. He is inspired to join the human race but he is m isunderstood and turned out by the humans. This makes Grendel revert to his belief in nihilism which to him means there is no purpose to existence. He becomes vengeful but continues to be haunted by the Shapers words of hope. Grendel then meets the dragon and his hopes are dashed further. Grendel again becomes the destroyer. In his journey of life he constantly confronts â€Å"meaning†. He sees Hrothgar age and as Grendel repeatedly attacks him, he sees him becoming humble and noble instead of being bitter. Wealtheow, the beautiful young queen withstands with grace her

Length of stay in pediatric intensive care unit

Length of stay in pediatric intensive care unit 1.1 Scope of Review The following review of the past work done in the area of intensive care unit (ICU) length of stay is divided into two parts. The first part covers the studies done on the PICU length of stay while the second part delves into the literature of ICU length of stay. 1.2 Studies of Length of Stay in Pediatric Intensive Care Unit Ruttimann Pollack (1996) investigated the relationship of length of pediatric intensive care unit (PICU) stay to severity of illness and other potentially relevant factors available within the first 24 hours after admission. A median and geometric mean length of PICU stay of 2.0 and 1.9 days respectively, and the upper 95th percentile at 12 days were found. To prevent undue influence of outliers, all patients staying longer than 12 days were considered long-stay patients (4.1% of the total sample) and were excluded from the model-building process. In the LOS prediction model, variables found to be significantly associated (p Table 1.1: Log-logistic regression model for length of stay Variable Regression coefficient SE Adjusted LOS ratio 95% CI PRISM score* 0.6386 0.0407 5 1.28 1.25-1.33 10 1.63 1.54-1.74 15 1.80 1.67-1.94 20 1.98 1.82-2.16 25 1.62 1.53-1.72 30 1.29 1.25-1.33 40 1.38 1.33-1.44 50 1.06 1.06-1.07 Primary diagnoses CNS diseases -0.1682 0.0267 0.85 0.80-0.89 Neoplastic diseases 0.2324 0.0579 1.26 1.13-1.41 Drug overdoses -0.1758 0.0383 0.84 0.77-0.90 Inguinal hernia -0.3270 0.1344 0.72 0.55-0.94 Asthma -0.1135 0.0527 0.89 0.80-0.99 Pneumonia 0.2350 0.0475 1.26 1.15-1.39 CNS infections 0.4966 0.0555 1.64 1.47-1.83 Respiratory diseases ÃÆ'- PRISMà ¢Ã¢â€š ¬Ã‚   0.1257 0.0579 1.67 1.49-1.87 Head trauma ÃÆ'- PRISMà ¢Ã¢â€š ¬Ã‚   0.1710 0.0611 1.73 1.53-1.94 Diabetes ÃÆ'- PRISMà ¢Ã¢â€š ¬Ã‚   -0.3332 0.0666 1.23 1.08-1.40 Admission conditions Postoperative 0.1267 0.0243 1.14 1.08-1.19 Inpatient 0.2358 0.0271 1.27 1.20-1.33 Previous ICU admission 0.1562 0.0521 1.17 1.06-1.29 Therapy Mechanical ventilation 0.4900 0.0258 1.63 1.55-1.72 Intercept -0.0191 0.0278 Scale 2.5602 0.0295 Log partial likelihood = -5487.2; global chi-square value = 1601.9; df = 15; p CI, Confidence interval; CNS, Central nervous system *LOS ratios computed relative to PRISM score = 0. à ¢Ã¢â€š ¬Ã‚  LOS ratios computed for an interaction with PRISM score = 6.42 (sample average). Source: Modified from Ruttimann Pollack (1996). In the same study, Ruttimann Pollack (1996) noted the ratio of observed to predicted LOS varied among PICUs from 0.83 to 1.25. The PICU factors associated (p Table 1.2: Effect of PICU characteristics on length of stay Variable Regression coefficient SE Adjusted LOS ratio 95% CI p* Intensivist -0.1208 0.0189 0.89 0.85-0.92 0.0001 Coordination -0.0513 0.0190 0.95 0.92-0.99 0.0071 Residents -0.0586 0.0200 0.94 0.91-0.98 0.0033 ln (PICU/hospital beds) à ¢Ã¢â€š ¬Ã‚   0.0459 0.0170 1.03 1.01-1.06 0.0068 CI, Confidence interval. *2 ÃÆ'- ln (likelihood ratio) test. à ¢Ã¢â€š ¬Ã‚  LOS ratio and 95% CIs computed for and increase of PICU/hospital bed ratio by a factor of 2. Source: Modified from Ruttimann Pollack (1996). Development of a new LOS prediction model was necessary due to the availability of a newly updated pediatric severity-of-illness assessment system, PRISM III-24 (Pediatric risk of mortality, version III, 24-hour assessment). Ruttimann et al. (1998) have then fitted a generalized linear regression model (inverse Gaussian) to the observed LOS data with the log link function. In the new LOS prediction model, variables found to be significantly associated (p Table 1.3: Generalized linear regression model (inverse Gaussian) for length of stay (n = 9558) Variable Length of stay ratio 95% Confidence interval p Valueà ¢Ã¢â€š ¬Ã‚   PRISM III-24 à ¢Ã¢â€š ¬Ã‚ ¡ à ¢Ã¢â€š ¬Ã‚ ¡ 0.0001 (PRISM III-24) °Ã‚ °2 à ¢Ã¢â€š ¬Ã‚ ¡ à ¢Ã¢â€š ¬Ã‚ ¡ 0.0001 Primary diagnoses CNS infections 1.41 1.28-1.56 0.0001 Neoplastic diseases 1.22 1.13-1.31 0.0001 Asthma 0.91 0.85-0.96 0.0045 Pneumonia 1.50 1.40-1.61 0.0001 Drug overdoses 0.74 0.70-0.79 0.0001 CV nonoperative 1.22 1.14-1.32 0.0001 CV operative 0.89 0.83-0.95 0.0006 Diabetes 0.74 0.67-0.81 0.0001 Admission specifications Postoperative 0.92 0.88-0.96 0.0004 Inpatient 1.17 1.13-1.22 0.0001 Previous ICU admission 1.26 1.15-1.38 0.0001 Therapy Mechanical ventilation 1.68 1.60-1.77 0.0001 Model intercept ( ± SEM) = 1.423  ± 0.021 days CNS, Central nervous system; CV, cardiovascular system.  °Effect of the variable after adjusting for the effects of all other variables in the model. à ¢Ã¢â€š ¬Ã‚  Log-likelihood ratio compared with the chi-squared distribution with 1 degree of freedom. à ¢Ã¢â€š ¬Ã‚ ¡See Fig.2 (pg 82, Ruttimann et al. 1998). Model fit: Scaled deviance = 9558 (chi-square with 9543 degrees of freedom, p >0.45). Observed versus predicted length of stay, mean ( ± SEM) in: training sample (n = 9,558): 2.351( ± 0.032) versus 2.360( ± 0.011), p >0.64; test sample (n = 1,100): 2.461( ± 0.069) versus 2.419( ± 0.035), p >0.49. Source: Modified from Ruttimann et al. (1998). Ruttimann et al. (1998) have also assessed the PICU efficiency with the new LOS prediction model and validation of the assessment by an efficiency measure based on daily use of intensive care unit-specific therapies (based on the criterion whether on each day a patient used at least one therapy that is best delivered in the ICU). PICU efficiency was computed as either the ratio of the observed efficient days or the days accounted for by the predictor variables to the total care days, and the agreement was assessed by Spearmans rank correlation analysis. PICU efficiency comparisons for both the predictor-based and therapy-based methods are nearly equivalent. Ruttimann and colleagues (1998) acknowledged the advantage of predictor-based efficiency as it can be computed from admission day data only. It was of researchers utmost interest to study the extended LOSs as well. Long-stay patients (LSPs) in the PICU were later being examined by Marcin et al. (2001). As explained previously, LSPs were defined as patients having a length of stay greater than 95th percentile (>12 days). In the study, the clinical profiles and relative resource use of LSPs were determined and a prediction model was developed to identify LSPs for early quality and cost saving interventions. To create a predictive algorithm, logistic regression analysis was used to determine clinical characteristics, available within the first 24 hours after admission that were associated with LSPs. Marcin and colleagues (2001) noted that, Long-stay patients in the PICU consume a disproportionate amount of health care resources and have higher mortality rates than short-stay patients. Multivariate analysis of the study identified predictive factors of long-stay as: age Table 1.4: Significant independent variables from the logistic regression analysis Variable Odds Ratio 95% CI p Value Age 1.77 1.42-2.20 Previous ICU admission 2.18 1.52-3.11 Emergency admission 1.67 1.28-2.19 CPR before admission 0.59 0.37-0.96 0.032 Admitted from another ICU or IMU 2.28 1.13-4.58 0.020 Chronic TPN 3.09 1.39-6.92 0.006 Chronic tracheostomy 2.23 1.41-3.52 0.001 Pneumonia 2.73 2.03-3.68 Other respiratory disorder 2.33 1.64-3.32 Acquired cardiac disease 3.07 2.01-4.67 Having never been discharged from hospital 2.27 1.12-4.59 0.020 Ventilator 4.59 3.60-5.86 Intracranial catheter 2.78 1.76-4.41 PRISM III-24 score between 10 and 33 2.99 2.35-3.81 CI, confidence interval; ICU, intensive care unit; CPR, Cardiopulmonary resuscitation; IMU, intermediate care unit; TPN, total parenteral nutrition; PRISM, Pediatric Risk of Mortality. Source: Modified from Marcin et al. (2001). In a case study carried out by Kapadia et al. (2000) in a childrens hospital in the Texas Medical Center in Houston, discrete time Markov processes was applied to study the course of stay in a PICU as the patients move back and forth between the severity of illness states. To study the dynamics of the movement of patients in PICU, PRISM scores representing the intensity of illness were utilized. The study modeled the flow of patients as a discrete time Markov process. Rather than describing by a string of services and scores, the course of treatment and length of stay in the intensive care was described as a sequence of Low, Medium and High severity of illness. The resulted Markovian model appeared to fit the data well. The models were expected to provide information of how the current severity of illness is likely to change over time and how long the child is likely to stay in the PICU. The use of a Markovian approach allowed estimation of the time spent by patients in different se verity of illness states during the PICU stay, for the purposes of quality monitoring and resource allocation. 1.2 Studies of Length of Stay in Intensive Care Unit According to Gruenberg et al. (2006), institutional, medical, social and psychological factors collectively affect the length of stay (LOS) in the intensive care unit (ICU). Institutional factors include geographic location, resources, organizational structure, and leadership. In term of medical factors, specific medical interventions, specific clinical laboratory values, and the type and severity of patients illnesses were found to be related to length of stay in the ICU. Social factors such as lack of quality communication between patients families and physicians or other healthcare personnel, and conflict between patients families and hospital staff have resulted in prolonged ICU and hospital stays. Anxiety and depression experienced by a patients family members are psychological characteristics that contribute to inadequate decision making and extended ICU stays. In order to examine the impact of prolonged stay in the intensive care unit (ICU) on resource utilization, Arabi and colleagues (2002) carried out a prospective study to determine the influence of certain factors as possible predictors of prolonged stay in an adult medical/surgical ICU in a tertiary-care teaching hospital. Prolonged ICU stay was defined as length of stay >14 days. The data analyzed included the demographics and the clinical profile of each new admission. Besides, two means were used to assess severity of illness: the Acute Physiology and Chronic Health Evaluation (APACHE) II score (Knaus et al., 1985, as cited in Arabi et al., 2002) and the Simplified Acute Physiology Score (SAPS) II (Le Gall et al., 1993, as cited in Arabi et al., 2002). The study has identified predictors found to be significantly associated with prolonged ICU stay: non-elective admissions, readmissions, respiratory or trauma-related reasons for admission, and first 24-hour evidence of infection, oliguria, coagulopathy, and the need for mechanical ventilation or vasopressor therapy had significant association with prolonged ICU stay (Table 2.5 2.6). It was also found that mean APACHE II and SAPS II were slightly higher in patients with prolonged stay. Arabi et al. (2002) concluded that patients with prolonged ICU stay form a small proportion of ICU patients, yet they consume a significant share of the ICU resources. Nevertheless, the outcome of this group of patients is comparable to that of shorter stay patients. The predictors identified in the study were expected to be used in targeting this group to improve resource utilization and efficiency of ICU care. Table 1.5: Demographic and clinical profile of patients in the study group [all values shown are n (%), except where indicated otherwise] All (n = 947) ICU length of stay p value à ¢Ã¢â‚¬ °Ã‚ ¤ 14 days (n = 843) >14 days (n = 104) Age (years) ¹ 12-44 391 (41.3) 349 (41.4) 42 (40.4) NS 45-64 309 (32.6) 274 (32.5) 35 (33.7) NS à ¢Ã¢â‚¬ °Ã‚ ¥65 247 (26.1) 220 (26.1) 27 (26.0) NS Gender Male 591 (62.4) 518 (61.4) 73 (70.2) NS Female 356 (37.6) 325 (38.6) 31 (29.8) NS Type of admission Elective 169 (17.8) 164 (19.5) 5 (4.8) Non-elective 778 (82.2) 679 (80.5) 99 (95.2) Severity of illness APACHE II score (mean  ± SD) 19  ± 9 19  ± 9 21  ± 8 0.016 SAPS II score (mean  ± SD) 38  ± 20 37  ± 20 43  ± 16 0.003 Tracheostomy 113 (11.9) 52 (6.2) 61 (58.7) ICU mortality 193 (20.4) 173 (20.5) 20 (19.2) NS NS, not significant.  ¹Because of rounding, some of the percentages may not add up to 100% exactly. Source: Modified from Arabi et al. (2002). Table 1.6: Possible predictors for prolonged stay and the associated odds ratio No. of patients (%) ORs for prolonged stay p value (n = 947) OR 95% CI Non-elective admission 778 (82.8) 4.7 1.9-11.7 Readmission 79 (8.3) 2.1 1.1-3.8 0.02 Main reason for admission Surgical Trauma 171 (18.1) 2.1 1.4-3.4 Non-trauma surgical 231 (24.4) 0.3 0.1-0.5 Medical Cardiovascular 212 (22.4) 1.0 0.6-1.6 NS Respiratory 159 (16.8) 2.2 1.4-3.6 Neurologic 36 (3.8) 0.5 0.1-2.0 NS Other 138 (14.6) 0.51 0.25-1.05 NS First 24-hour data Coagulopathy 345 (36.4) 1.5 1.0-2.3 0.05

Eating Disorders and Athletic Participation :: Health Nutrition Sports Papers

Eating Disorders and Athletic Participation Over the past few decades, there has been a great increase in the prevalence of anorexia nervosa and bulimia nervosa which have emerged as major psychological and health problems. This increase in eating disorders has resulted from the intense societal pressure to diet and conform to an unrealistic weight and body size. For the general population of women, the lifetime prevalence of anorexia nervosa is approximately 0.7%, and that of bulimia nervosa is as high as 10.3% ( Taub & Blinde, 1992). Since many athletes contain similar behaviors to those with eating disorders, there has also been an increase in interest in whether athletes are at a risk for eating disorders. An increase risk of eating disorders among athletes has been proposed for several reasons. For starters, athletes tend to exemplify many personality characteristics such as perfectionism and the strive for high achievement which are found in patients with eating disorders. Other correlates include high self-expectation, competitiveness, compulsiveness, drive, self-motivation, and great pressure to be thin (Piracy, 1999). In order to improve performance, athletes may need to maintain a strong control and constantly monitor their body shape. This behavior has been identified as a risk factor for both anorexia and bulimia (Piracy, 99). In addition to the societal pressure to be thin, athletes have extra pressure for increased performance and ranking, which make them more cautious of their body size and shape leading them to become more susceptible for eating disorders. Although these characteristics may predispose athletes to eating disorders, some of these behaviors can also be beneficial to their sport. For example, the drive for perfectionism can help increase athletic performance and success. It may also help in other areas of their live such as school and in social relationships. Studies Several of the early studies which attempted to estimate the prevalence of eating disorders among athletes yielded many mixed results. Some studies labeled college athletes as high risk, whereas others have found no support for such a label. The estimates widely varied going from 1% in anorexia and up to 30% in bulimia. In 1993, Sundgot-Borden and Larsen compared eating disorder correlates across sport categories with female college students and a female clinical population. Their results revealed that athletes involved in endurance and ball game sports did not differ on eating disorder correlates, and were not at risk for eating disorder correlates.

Pragmatic Accounting Essay

There is no generally accepted theory of accounting. There are a number of accounting theories (though a systematic attempt has been made by Financial Accounting Board (FASB) of USA and IASC and other to formulate a comprehensive theory of accounting). The definition of Accounting Theory given by Hendriksen as â€Å"a set of broad principles that (i) provide a general frame of reference by which accounting practice can be evaluated, and (ii) guide the development of new practices and procedures† lead us to perceive accounting theory as a basis of explanation and prediction. The primary objective of accounting theory, as it follows from this definition, is to provide a coherent set of logically derived principles that serve as a frame of reference for explanation/prediction of accounting events and behavior. Classification of Accounting Theories There are several ways of classifying accounting theories. They may be classified, for example, according to time e. g. steward accounting, decision usefulness accounting, and accountability or societal responsibility accounting. Other ways of classifying theories can be (i) Inductive versus deductive, and (ii) normative versus positive. Glautier and Underdown are of the view that the roots of accounting theory are decision theory, measurement theory, and informational theory. Hendirksen says that â€Å"a useful frame of reference is to classify theories according to prediction levels† there are, according to him, three main levels of theory. The levels are as follows: 1) Structural or syntactical theories. 2) Interpretational or semantical theories. 3) Behavioural or pragmatic theories. Behavioral or pragmatic theories: These theories emphasize the behavioural or decision-oriented effects of accounting reports and statements. It has been noted that accounting is now regarded as a process of measurement and reporting information to the users- internal and external. Since 1945 onwards it is being realized that accounting is useful not merely to assess the result of past performance but also that it can be more useful in decision making by the management , shareholder, creditor, present and potential investors, government and others. The objective of accounting now is not only to provide information to management for decision making. Outsider interested individual and groups of individuals are also supplied necessary and timely information for making rational decisions. The focus is on relevance of information being communicated to decision makers and the behavior of different users as a result of presenting of accounting information, e. g. an effort to and be made to find out the extent to which security prices reflect fully and promptly all available information or what is the impact of providing price-adjusted accounting information during inflation on decision makers. It can thus, be seen that in recent times communication-decision orientation has been emphasized in the development of accounting theories. Behavioural theories attempt to measure and evaluate the economic, psychological and sociological effect of alternative accounting procedures and reporting media. ACCOUNTING is utilitarian. It represents a response to needs. The measure of its achievements at any point in time and in any particular context is the extent of this response to the needs of that particular time in that particular context. Underlying accounting standards represent the concept of usefulness. The truth of this is evident in the decision-oriented accounting which forms such a large part of the accounting task. The accounting required to satisfy the demands of stewardship, law and regulation, and reporting minima, forms only a minor part of modern data processing and information systems. The detailed classifications and task-oriented analyses which are a feature of the modern system are justified only by their capacity to provide at the margin a value in excess of the incremental cost. Management needs information to use as a basis for decision-making. The value we are concerned with is value to management  An accounting system accumulating, classifying, analyzing and relating both financial and statistical data is the major source of managerial information. In the first place there is the value of the record itself. It is necessary to have ready access to facts, and reliable evidence of facts. For example, detailed and verifiable records of debtors’ current accounts are essential. In the second place, there is value in the analysis of the results of past activity and past decisions, particularly if this can be related to standards and to individual responsibilities. Finally, there is value in data classified and accumulated for the purposes of projection. There is truth in the criticism that we are a long way from using the economic potential of electronic computers in the business sphere, and that the future will see an increasing use of computers in the scientific projection of past data to provide a constantly updated guide for managerial planning. Administrative accounting is a response to managerial needs. It is economic only insofar as it provides, at the margin, value at least equal to cost. It follows that, in the rapidly changing scene which is typical of today, there is a need for a continual reassessment of needs, of responses, and of economics. It follows too that the administrative accountant is concerned not just with meeting general needs typical of the particular type of enterprise, but also the particular needs of those responsible for administering the particular enterprise. Finally, the administrative accounting that is done in a specific enterprise is the concern of the management of that enterprise rather than of the accountancy profession. Accounting is a system-centered activity carried out to meet particular needs. But a study through time, and a study of systems in widely varying enterprises, reveal the existence of some broad needs and the development of some common methods and generally accepted standards in the meeting of those needs. In their valuable study of accounting continuity,’ Littleton and Zimmerman have traced three general and continuing needs which have been and continue to be the concern of accounting: 1. The need to record in order to report. This is the concept of stewardship; but is concerned too with the need for dependable facts. . The need to audit in order to trust. This is the concept of verification, ex-pressed in the modern context in the auditing function. 3. The need to analyze in order to understand. The need to interpret, they suggest, is the greatest of these needs, and by corollary the most important of the accounting tasks. Its systematic implementation is through classification, analysis, and comparison. Common needs might well be expected to stimulate common responses, though environmental factors will lead to differences in these responses. Double entry accounting has been one such response, and its value is evidenced by its continuity after some six hundred years of experience. The social need for reliability and comparability of accounting reports has led to the concepts of â€Å"general acceptance† and â€Å"the true and fair view. † But both methods and concepts require continuing’ review to determine, in a changing world, the extent to which they are meeting both broad needs and particular needs. Many accountants would maintain that the time honored double entry system, fundamentally based on flows of historic costs, is in-adequate to meet the needs of the modern era. The Accounting: The Survival of Satisfactory The accounting bequeathed to us today as a gift from yesterday exemplified a response to past needs; but not necessarily of the â€Å"a survival satisfactory. One must ask the questions â€Å"Satisfactory to whom? † and â€Å"Satisfactory for what purpose? If standards are to have a sharp cutting edge, then they need to be concerned with the particular needs of particular individuals or groups. The broader the group, and the more diverse the needs, the less incisive and useful are the standards. â€Å"Fairness to all† and â€Å"general acceptance† tend to reflect custom and com-promise. Such concepts are not without value-the same value as Common Law has in our legal system. But where there is a potential towards bias, where there are vested interests, social interests, and interests requiring the protection of society the law tends to be more specific. And this is the situation in the external reporting field which is the particular concern of the accountancy profession. One result is that professional pronouncements on controversial matters have tended to lack clear definition and to give tacit acceptance to what Leonard Spacek has called â€Å"double standards. Another result is that the reaction of accounting practice in re-porting to changing needs has tended to be very slow, and to receive its main stimulation from disaster rather than from the evolutionary process envisaged by Little-ton and Zimmerman. Let us assume that we have overcome the problem of definition of â€Å"the satisfactory. † What conditions are necessary for the timely emergence of the satisfactory? I suggest that it requires a regular critical examination of current needs, objectives, standards, compromises, methods and rules, with an adequate testing of new concepts and methods. The basis for testing should be the closeness of approach to the revised objectives, and the practicality and economics of the change (considered in the very broad sense). In fact our re-examination have tented to be spasmodic and uncritical. That testing is inadequate is clearly by the evidence negative reaction to the suggestion that supplementary statements be published, incorporating price level changes. Firm objectives to use as a basis for judgment are at least not clearly expressed-if they are expressed at all.

The Optimal Bar Top Height

The Optimal Bar Top Height The most common height for a bar top, whether it is a kitchen breakfast bar, a basement wet bar, or a commercial bar down at the corner pub is 42-inches. Construction Conventions Standard conventions support the 42-inch bar height. Most pre-made backsplashes are four to six inches tall. When that height is added to the standard countertop height, the backsplash can slip underneath the overhang of the finished bar top for a smooth transition. Comfort The optimal and most ergonomic height for a top that services both the seated and standing user is 42 inches. With a bar stool of the proper height, it is comfortable to sit at a 42-inch bar. This is also a comfortable height for most people to lean against. Additionally, the bar top at this height is in easy reach of a standing person, so they can set their food and drink down without leaning over. A bar top is typically too high to serve as a good seated work surface and is mainly useful for leisure activities. The Multiple Benefits of Bars The main benefits for a bar top come from one person working standing up on one side and another sitting on the other. The bartender has a comfortable height to prepare drinks on his feet and the customer has a comfortable height to drink them while on a seat or standing. The standing bartender is also at a comfortable height to engage the seated customer, whether for the simple business transaction or for the age-old tradition of chatty banter or deep heart-to-hearts that often happen in this setting. The other benefit of a bar top is its aesthetic appeal. In another common context for bars: A kitchen bar top can divide the space up nicely by serving as a transition area, between the cooking area and the eating area.

Ivy League Rankings What Do They Really Mean

Ivy League Rankings What Do They Really Mean SAT / ACT Prep Online Guides and Tips Ivy League colleges are often viewed as the gold standard of colleges in the US and worldwide. While most people know that all Ivy League schools are good, which are the best Ivy League schools? Now you can find out with my exclusive 2019 Ivy League rankings. Get excited! In this article, I'll rank the Ivy League schools. Furthermore, I'll describe what makes the Ivy League unique, explain how to find the Ivy League school that's right for you, and give you advice on how to decide whether you should pursue an Ivy League education. What Is the Ivy League? The Ivy League is the term used to refer to the eight schools that make up the Ivy League athletic conference. Below is the complete Ivy League schools list in alphabetical order: Brown University Columbia University Cornell University Dartmouth College Harvard University Princeton University University of Pennsylvania Yale University Ivy League schools are all extremely selective private colleges in the Northeast. Also, the Ivy League is the onlyNCAA Division I athletic conference that doesn’t award athletic scholarships. The term Ivy League has become synonymous with extremely prestigious, highly selective colleges. For this reason, many people incorrectly label other prestigious private colleges, such as MIT and Stanford, as Ivy League schools. Stanford's Memorial Church is impressive, but Stanford isn't in the Ivy League. (Justin Kern/Flickr) How I Ranked the Ivy League Colleges It’s difficult to rank the Ivy League colleges against one another because they’re all outstanding schools.There's really no consensus about which Ivy League school is the best, and each ranking list seems to rank the Ivies differently. To determine my Ivy League rankings, I looked at the ranking lists onUS News, Forbes, and Niche. Each list differed from the others, so thoughthere’s no consensus about how to rank Ivy League schools, there is general agreement that all Ivy League schools are among the best colleges in the country.I averaged these three rankings but counted the US News rankings twice, since this list isthe most prestigious and most commonly cited of all college ranking lists. For a more thorough breakdown of the methodologies used to determine how schools are ranked for each list, check out my article on all the college ranking lists you should read. I think these three lists complement each other well because they emphasize different aspects of colleges that contribute to overall school quality. Of these lists,US Newsmost strongly emphasizes the academic reputations of colleges. The academic reputation of a school iswhat education experts think of the academics at a particular college. US News gives a peer assessment survey to university presidents, provosts, and deans of admissions to help rate academic quality. It also surveys high school counselors across the US. The Forbes list most heavily emphasizes student outcomes, factoring inalumni salaries, the amount of debt students have upon graduating, student loan default rate, and even prestigious professional accomplishments from alumni, such as winning an Oscar or Nobel Prize. Finally, the Niche list most heavily emphasizes quality of life. While Niche also incorporates academic reputation and measurements of student outcomes into its rankings, unlike the other two lists, Niche takes into account the quality of campus housing, athletics, technology, the party scene, and diversity. Want to get into Harvard, Princeton, or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Here come the rankings! Hooray! (Antoine Butler/Flickr) Ivy League Schools, Ranked (2019) Here are my 2019 rankings of the Ivy League schools. I created a table with each school's ranking, location, and undergraduate enrollment.The average ranking is based on counting the school's US News ranking twice.You can click on each school's link to see the average high school GPA of admitted applicants, its standardized test scores, and its acceptance rate. Note thatUS News separates colleges into four categories(National Universities, National Liberal Arts Colleges, Regional Universities, and Regional Colleges) for its ranking lists. All the Ivy League colleges are considered National Universities,so each school's ranking is being compared with those of all other colleges in the National Universities category. School Location Undergrad Enrollment US News Ranking Forbes Ranking Niche Ranking Average Ranking* Harvard University Cambridge, MA 6,766 2 1 3 2 Princeton University Princeton, NJ 5,394 1 5 5 3 Yale University New Haven, CT 5,746 3 2 4 3 Columbia University New York, NY 6,162 3 15 7 7 University of Pennsylvania Philadelphia, PA 10,033 8 7 6 7.25 Brown University Providence, RI 6,988 14 8 9 11.25 Dartmouth College Hanover, NH 4,410 12 9 19 13 Cornell University Ithaca, NY 14,907 16 13 21 16.5 *As a reminder, the US News ranking for each school is counted twice due to the prominence of the US News ranking list. What Can You Determine From These Ivy League Rankings? As you probably know, Ivy League colleges have extremely good reputations.All Ivies are ranked in the top 16 National Universities by US News.In terms of numerical rankings, there isn't much distinction among Ivy League schools, but there are some notable differences. In most Ivy League rankings, Princeton, Harvard, and Yale are at the top.They're the topIvy League schools and some of the very bestcolleges in the US. They're comparable to top-tier non-Ivy League schools such as Stanford and MIT.There's probably some debate about which schools compose the next tier of Ivy League schools, but, based on my rankings, I would put Columbia, Penn, and Brown in the second tier.Their academic reputations aren't quite as established as those of the first-tier schools, and as a whole they're slightly less selective. Comparable non-Ivy League schools include Duke and Caltech. The finaltier of Ivy League schools would be Dartmouth and Cornell.Cornell has the highest acceptance rate of all Ivy League institutions (but it still only admits 13% of its applicants). Non-Ivy League schools that are comparable to Dartmouth and Cornell in terms of quality include Northwestern and Vanderbilt. Remember that rankings are subjective, but they can reveal how colleges are viewed by employers, graduate schools, and the general public.Even though Harvard and Cornell are both incredibly prestigious schools where you can receive a world-class education and become part of a successful alumni network, the general consensus is that Harvard is the better school. Matt Damon went to Harvard, but he left a little early to do the acting thing. How to Decide Which Ivy League School Is Right for You Many of the Ivy League schools are extremely similar. They’re private schools of similar sizes with excellent academic reputations. In addition, they are all located in the same region of the US, they all have large endowments, and they all tend to offer generous financial aid. If you’re interested in attending an Ivy, you’ll have to do extensive research to determine which Ivy League school is right for you.You can use college finders, search websites, guidebooks, and other ranking lists to try to find the best Ivy for you. Here are four factors to keep in mind as you research the Ivy League: #1: Setting One of the biggest differences between Ivy League schools is their settings.Figure out whether you want to go to school in an urban, suburban, or ruralarea.The urban Ivy League schools include Harvard, Yale, Columbia, Brown, and the University of Pennsylvania. However, they’re all in cities of very different types and sizes. In terms of urban environments, Columbia is in New York City- the most densely populated city in the US- while UPenn is situated in Philadelphia, another large city. By contrast, Brown is in the small city of Providence, Rhode Island, offering a much more subdued environment. Similarly, Harvard is in a college town called Cambridge, which is located just outside of Boston. And Yale is located in New Haven, Connecticut, which has a population of just 130,000 compared with the roughly 8.4 million people in NYC. Princeton is the only Ivy League school in a suburban setting.It's more self-contained and the surrounding area is quieter than those of other Ivies. Naturally, there are far fewer entertainment options and cultural attractions than you would find in a large city (though more than you'd find in a rural area). Princeton is only an hour from Philadelphia and an hour and a half from NYC. Cornell and Dartmouth offer students a rural environment,where students are surrounded by nature and there's not much going on in the town unrelated to the college. Rural colleges tend to provide more of a community atmosphere, but there are usually fewer jobs and internships in the vicinity. A student who'd really enjoy being in the urban environment of Columbia might not enjoy the rural setting of Dartmouth, and vice versa. Be sure to think deeply about which type of setting you'd feel most comfortable in. #2: Academic Programs, Majors, and Requirements While all Ivy League schools are strong in the humanities, social sciences, and STEM, each offers different programs, general education requirements, majors, and concentrations. For example, Cornell is the only Ivy to offer a business management program with a focus on hospitality through its School of Hotel Administration. Meanwhile, Penn is home toone of the most prestigious business schools in the US and offers a number of undergraduate business majors that aren’t available at other Ivies. Lastly, Columbia has extensive general education requirements in its Core Curriculum, whereas Brown has very few. If you have an intended major or area of study, compare the majors and course offerings at the different Ivies to ensure that you’ll be able to pursue your academic interests. #3: Size The size of the school is a factor to consider as well.While most Ivy League schools are a similar size, there aresome differences to be aware of. If you're deciding between Cornell and Dartmouth, for instance, keep in mind that Cornell's undergraduate enrollment is about three times the size of Dartmouth's. While some students prefer a larger, more vibrant atmosphere, others would enjoy a smaller, more tight-knit community. #4: Campus Culture Finally,consider the campus culture of each school. DifferentIvy League schools have different reputations in regard to the types of students they attract and admit. Princeton students are often viewed as more preppy, for example, whereas Brown students are perceived as more progressive. Some stereotypes might be more accurate than others. Read guidebooks, talk to current students or alumni, andvisit the campusesto get an idea of the culture and to determine whether you'd fit in. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Do your college research. Is the Ivy League (or Another Top-Tier School) Right for You? When finalizing your list of colleges, remember that Ivy League colleges are reach schools for almost everybody who applies to them.The odds of getting into an Ivy are low, regardless of your academic resume and extracurricular activities. If you want toget into an Ivy League school, you have to be extremely dedicated.For more tips, check out our other Ivy League-related guides: How Many AP Classes Do You Need for Ivy League Schools? Which High School Classes Do Ivy League Schools Require? SAT Subject Test Scores for the Ivy League What’s a Good SAT/ACT Score for the Ivy League? Good SAT Scores: Ivy League Plus Edition Although there are undeniable benefits of attending an Ivy League college, some students might find that the sacrifices they have to make aren’t worth it.As long as you’re motivated and have a good work ethic, you can be successful in life regardless of the college you attend. You might decide to take a less challenging class schedule or spend more time with friends. Doing all of this might decrease your overall chances of getting into an Ivy League school, but it's important to consider what makes you happy and what will let you enjoy your high school experience.On the other hand, if you’re willing to put in the necessary work to gain admission to an Ivy League school and are determined to attend a top college, you’ll have to be extremely committed to be able to make this happen.The process to get into an Ivy begins early in your high school career- well before you evenapply to college.Ultimately, with enough determination and hard work, you might be abl e to give yourself a realistic shot of getting into an Ivy League college. Even if you don’t get accepted to an Ivy, chances are that you’ll still be able to attend a selective, prestigious college. Good luck! What's Next? Want to go to a top college but don't want to attend school in the Northeast? Then check out my other articles on the best colleges in the South and Midwest. To help identify schools that you have a good chance of getting into, read our guide on target schools. I also recommend taking a peek at our guide on how to set your SAT/ACT target score based on the colleges you're applying to. 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: