Empirical Formula Definition and Examples

The empirical formula of a compound is defined as the  formula that shows the ratio of elements present in the compound, but not the actual numbers of atoms found in the molecule. The ratios are denoted by subscripts next to the element symbols. Also Known As: The empirical formula is also known as the  simplest formula  because the subscripts are the smallest whole numbers that indicate the ratio of elements. Empirical Formula Examples Glucose has a molecular formula of C6H12O6. It contains 2 moles of hydrogen for every mole of carbon and oxygen. The empirical formula for glucose is CH2O. The molecular formula of ribose is C5H10O5, which can be reduced to the empirical formula CH2O. How to Determine Empirical Formula Begin with the number of grams of each element, which you usually find in an experiment or have given in a problem.To make the calculation easier, assume the total mass of a sample is 100 grams, so you can work with simple percentages. In other words, set the mass of each element equal to the percent. The total should be 100 percent.Use the molar mass you get by adding up the atomic weight of the elements from the periodic table to convert the mass of each element into moles.Divide each mole value by the small number of moles you obtained from your calculation.Round each number you get to the nearest whole number. The whole numbers are the mole ratio of elements in the compound, which are the subscript numbers that follow the element symbol in the chemical formula. Sometimes determining the whole number ratio is tricky and youll need to use trial and error to get the correct value. For values close to x.5, youll multiply each value by the same factor to obtain the smallest whole number multiple. For example, if you get 1.5 for a solution, multiply each number in the problem by 2 to make the 1.5 into 3. If you get a value of 1.25, multiply each value by 4 to turn the 1.25 into 5. Using Empirical Formula to Find Molecular Formula You can use the empirical formula to find the molecular formula if you know the molar mass of the compound. To do this, calculate the empirical formula mass and then divide the compound molar mass by the empirical formula mass. This gives you the ratio between the molecular and empirical formulas. Multiply all of the subscripts in the empirical formula by this ratio to get the subscripts for the molecular formula. Empirical Formula Example Calculation A compound is analyzed and calculated to consist of 13.5 g Ca, 10.8 g O, and 0.675 g H. Find the empirical formula of the compound. Start by converting the mass of each element into moles by looking up the atomic numbers from the periodic table. The atomic masses of the elements are 40.1 g/mol for Ca, 16.0 g/mol for O, and 1.01 g/mol for H. 13.5 g Ca x (1 mol Ca / 40.1 g Ca) 0.337 mol Ca 10.8 g O x (1 mol O / 16.0 g O) 0.675 mol O 0.675 g H x (1 mol H / 1.01 g H) 0.668 mol H Next, divide each mole amount by the smallest number or moles (which is 0.337 for calcium) and round to the nearest whole number: 0.337 mol Ca / 0.337   1.00 mol Ca 0.675 mol O / 0.337 2.00 mol O 0.668 mol H / 0.337 1.98 mol H which rounds up to 2.00 Now you have the subscripts for the atoms in the empirical formula: CaO2H2 Finally, apply the rules of writing formulas to present the formula correctly. The cation of the compound is written first, followed by the anion. The empirical formula is properly written as Ca(OH)2

The Background on the Stanley Milgram Theory Essay

The social psychology theory that I will be analyzing is based on the Stanley Milgram experiment done in 1965 following the start of the Nazi war. He was curios on all the violence taking place during this time. As a Jew himself, he wanted to find out whether or not the Adolf Eichmann accomplice had the same intent and hate towards the Jewish people during the holocaust. Based on Solomon Asch’s past experiments on conformity, Milgram’s experiment was done to determine whether or not the power of the situation could cause average people to conform to obedience. The results of Milgram’s experiment were astounding. The research of Milgram’s experiment had such a major impact on social psychology that we still use his findings to analyze†¦show more content†¦It is not until then that some of the participants began to question what they were doing. The experimenter would simply tell the participants to â€Å"continue.† A few of them requested to stop, but still continued to issue the shocks after being prompted that they will not be held responsible. The results showed that 65% of the â€Å"teachers† punished the â€Å"learners† to the maximum voltage of 450 volts. The research also showed that none of the subjects stopped before reaching 300 volts. Different factors contributed to the amount of people who issued the maximum voltage. Things like the location dropped the percentage who issued the 300 volts. For instance, when they decided to conduct the experiment in an office building rather than in on campus at Yale, the percentage of those who issued the maximum voltage dropped almost 20%. These findings were stunning to those involved in the experiment. Nobody predicted these results prior to the research being done. In fact Milgram believed he most people wouldn’t go past 150 volts. He predicted that only 4% of participants would go past 150 volts of punishment. (Milgram, 1974) The results later led to Milgram’s theory of obedience. It is ironic that virtues of loyalty, discipline, and self-sacrifice that we value so highly in the individual are the very properties that create destructive organizational engines of war and bind men to malevolent systems of authority. (Milgram, 1974) Impact of Milgram’s Theory SomeShow MoreRelatedMilgram Experiment : What Was The Intent?1571 Words   |  7 Pagesdid Hitler condemn so many people to death and question why he was hated by them?† Well that is exactly why Stanley Milgram conducted experiments to test how far an ordinary person would inflict pain onto a stranger. The Nazi killing was brutal and inhumane but the people conflicting death upon thousands felt no remorse or guilt so the Milgram Experiment was used to finally get answers. Milgram concluded that many will go to extreme lengths to obey authority and tend to believe what they are doing isRead MoreMilgram Experiment : What Was The Intent?1573 Words   |  7 Pagesâ€Å"Why did the subordinates of Adolph Hitler blindly follow his immoral orders?† Well, that is exactly why Stanley Milgram conducted experiments to test how far an ordinary person would go to inflict pain onto a stranger. The Nazi killing was brutal and inhumane, but the people conflicting death upon thousands felt no remorse or guilt so the Milgram Experiment was used to finally get answers. Milgram concluded that many will go to extreme lengths to obey authority and tend to believe what they are doingRead MoreStanley Milgram s Psychology Of Obedience1058 Words   |  5 PagesStanley Milgram, established a new course of study in the psychology of obedience. The purpose of his experiment was to have an idea of to see how people react the autocritical standard; during his experiment, he recorded how people will behave when given a source of power. Milgram gained this idea after the World War II. He believed that some people had the ability to essentially block out human thoughts of morals, ethics, and sympathetics when assigned to a job. The core issue that Milgram facedRead MoreAnalyzing Stanley Milgrams The Lost Letter Experiment1538 Words   |  6 PagesThe Lost Letter: Stanley Milgrams experiment Stanley Milgram is one of the most influential of the American postwar social scientists. Milgrams reputation lies not so much in his construction of wide, over-arching theories but in his ability to create provocative, strange even controversial experiments that test conventional notions of moral behavior. Although profoundly different, many of Milgrams experiments possess a common theme that of the situation-specific nature of morality. Humans wereRead MoreAsch s Conformity Experiment And Milgram s Obedience Experiment Essay1586 Words   |  7 PagesIntroduction This report will compare two experiments; Asch s conformity experiment and Milgram s obedience experiment. The two experiments will be compared for validity and their ethics. In addition, this report will take into consideration Zimbardo s Stanford Prison experiment and the Lucifer Effect. To analyse how obedience and conformity theories can be used as an example of why good people can turn bad. This report will also look at how obedience and conformity can be applied to the criminalRead MoreAnnotated Bibliography On Obedience And Authority Essay1149 Words   |  5 PagesSeptember 29, 2016] I. Introduction A. Motivation of this research There are little facts about the role of obedience up until now. Psychologists have been debating on factors that constitute obedience within an individual. For example, certain theories suggest that people do horrible actions only if they are ordered to do so. Research has shown that most people obey all orders given to them by the authority-figure. The idea of this topic came to me while flipping through channels. I came acrossRead MoreSocial Identity Theory And Fees Must Fall Protests Essay1257 Words   |  6 PagesSocial Identity Theory and Fees Must Fall Protests 1411588 Phoenix Falconer-Pincus Protests play a highly significant role in generating awareness of a certain topic, grievance or issue that may affect certain demographics or groups of people. The below essay aims to explore the connection between social and collective identity, and its influence and importance in protests. This will be done by discussing the â€Å"FeesMustFall† movement that was aimed at getting free tertiary education in South AfricaRead Morepsy Article: Obey at Any Cost? Essay925 Words   |  4 Pagesthere is a time where we may judge and not agree while others may not pass a judgment and be in agreement. In the study of Psychology we look to a researchers finding to prove the way we respond to emotional, environmental and societal changes. Stanley Milgram a researcher that set out on the behalf of Yale University conducted a study to determine how obedient we become when driven or motivated by authority to inflict mild to severe pain is applied. Milgram’s study creates a huge de bate in ethicsRead MoreMilgram Experiment Essay1532 Words   |  7 PagesBaumrind vs. Milgram debate Milgram’s experiment was an experiment that tested whether people would people would administer shock to another person even though the person receiving the shock would refuse to participate. During the experiment, Milgram would have the subject be the teacher and the other person people the student. While Milgram believed the experiment produced great results, a lady named Diana Baumrind believed the experiment should have not been conducted at all. Baumrind believedRead MoreHistory Of Obedience And Conformity1729 Words   |  7 Pagesthe utterance of â€Å"research in obedience,† Stanley Milgram is the epithet in social psychology. 56 years ago, Milgram tested the limits of a person s ability to commit deeds that would normally be directionally challenging to their moral compass when commanded to act by an authority figure. Just 15 years after the World War II Holocaust, the Milgram experiments was a social psychology response to a topic of â€Å"particular relevanc e† during that time (Milgram, 1963): Were Nazi officers following orders

Statutory Explanation

Question: What happened in lower courts, What happened in plain everyday language and What does this all mean in simple terms? Answer: Procedural History The claimant namely, Aisha Nicolas, appealed to the Michigan Court of Appeals against the order that was passed by the Michigan Compensation Appellate Commission (MCAC) and Administrative Law Judge (ALJ) that disqualified the claimant from receiving unemployment benefits (Harvey, 2014). The claimant held that the lower tribunals made a decision as opposed to the law and they failed in identifying that health and physical condition are not in the control of any person and that the conduct of the claimant did not constitute to any kind of disqualification against the interest of the employer (ACS) (Barnard, 2012). Facts Auto Club Services (ACS) as a customer sales representative hired the claimant on October 2012. As per the leave policy of the company, an employee earned three days off from work after working for 90 days (Berman et al., 2015). This was known as the no fault attendance policy. However, no written exceptions to this policy were laid. On February 28, 2013, the claimant felt unwell and she informed ACS about her absenteeism through voice mail. On March 1, 2013, she was discharged for her absenteeism because of the no fault attendance policy. Additionally, she was also disqualified from receiving unemployment benefits as laid in MCL 421.29(1) (b). Plaintiff Argues: That her conduct was not illegal and not subject to disqualification from the employment benefits as physical well being and health is not under the control of an ordinary human being. Defendant Argues: The Claimant failed to comply with the attendance policy of ACS and non compliance with any of the attendance policy of the company shall mean disqualification and discharge of the employee from his existing services irrespective of whether the employee informed the employer about his condition or not (Neubauer Meinhold, 2016). Question to be decided: Based on the facts, the issue that arises in this case here is whether an absence for good cause un violation of an employers attendance policy constitute to misconduct or not? Holding of Court: The Court held that if a person takes leaves from work for a good cause then such action does not constitute to misconduct under MCL 421.29(1) (b). Majority Opinion The plaintiff, Aisha Nicholas, won the case as the Court argued that even though the claimant failed to comply with the attendance policy of the organization yet she informed the organization about her absenteeism. Additionally, the Court also held that physical and health condition is not under the control of There was no dissent to the decision that was decided by the Michigan Court of Appeals Rule of case The Court in this decision held that infractions that lead to termination do not necessarily lead to misconduct under MCL 421.29(1) (b). Absenteeism that is beyond the control of a person does not lead to misconduct. The Court held that the Claimant was wrongfully disqualified for misconduct and demanded for further proceedings in favor of the claimant. Statutory Explanation: Popular Name of the Statute: Michigan Employment Security Act MCL Citation: Michigan Employment Security Act, 1936 PA 1, 421.29 Date when the Statute was passed: 1936 Last Amended Year: 2016 Summary of the Act: The Act deals with those situations in which the employee who has left work, either voluntarily or involuntarily, shall be subject to disqualifications from utilizing employment benefits. The four most important provisions of the statute are summarized as follows: An employee who has left work without sufficient reason may be subject to disqualification. An employee who has left left work with reasonable cause shall not be subject to disqualification. A person who informs the employer prior to taking a leave from the company may not be subject to disqualification An employee who has been away from work due to physical or health condition that is beyond her control shall not be subject to disqualification as per the Act (Player, 2013). References: Barnard, C. (2012). EU employment law. Oxford University Press. Berman, E. M., Bowman, J. S., West, J. P., Van Wart, M. R. (2015). Human resource management in public service: Paradoxes, processes, and problems. Sage Publications. Feng, C., Nelson, L. P., Simon, T. W. (2016). Contract and Employment Law. In Chinas Changing Legal System (pp. 129-140). Palgrave Macmillan US. Harvey, P. (2014). Securing the right to employment: Social welfare policy and the unemployed in the United States. Princeton University Press. Henry, N. (2015). Public administration and public affairs. Routledge. Neubauer, D., Meinhold, S. (2016). Judicial process: law, courts, and politics in the United States. Nelson Education. Player, M. (2013). Federal Law of Employment Discrimination in a Nutshell, 7th. West Academic. Twomey, D. (2012). Labor and Employment Law: Text Cases. Cengage Learning.

Race- Car Drivers Athletes of the Sport World Essay Example

Race- Car Drivers: Athletes of the Sport World Essay An athlete is defined as a person trained or gifted in exercises or contests involving physical agility, stamina, or strength or a participant in a sport, exercise, or game requiring physical skill. Given these standards, one is likely to say baseball, football, basketball, or even golf players are considered to be athletes in competition. What about professional race- car drivers? To some, a race- car driver requires no athletic ability whatsoever and should not be considered an athletic figure. On the contrary, the intense practice, workouts, and stamina required for them to win a race indubitably meet the standards of an athlete. Some people even believe drivers require even more endurance and strength than athletes of other sports. Therefore, professional race- car drivers should ultimately be considered athletes in this highly competitive world of sports. Maintaining a velocity of 200 miles per hour for four hours in a cramped space is no easy task for professional drivers. The amount of practice needed to become a top- notch racer can be related to that of many athletes in sports. Just like any other athlete, professional race- car drivers require years of practice and simulation training in order to become skillful at what they do. An average NASCAR driver will have the same routine for thirty- six weeks in a year. Get to the track, practice, race, and repeat. This general schedule can compare to that of a professional football player. Football players arrive at a field, practice, compete, and repeat. We will write a custom essay sample on Race- Car Drivers: Athletes of the Sport World specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Race- Car Drivers: Athletes of the Sport World specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Race- Car Drivers: Athletes of the Sport World specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dr. Sanjay Gupta, a senior medical correspondent of CNN and U. S brain surgeon, shares results of research that shows NASCAR drivers sweat as much as a football player at practice. â€Å"They can lose 3% of body weight in sweat, that’s about 5 lbs for each race† (â€Å"Are racers athletes? † 1). Moreover these drivers will practice three to four days in a week on the race- track in order to fully prepare themselves for a race. The commitment involved in training for racing directly relates to the training of many famous athletes around the world. On top of the many hours of practice and experience, competitive racers go through intensive physical workouts just to finish a full- length race. Four hours of complete focus in temperatures of up to 120 degrees Fahrenheit is no easy task for a driver. Sweat and vibrations impair the eyes of the focused competitors while standard 3. 5 g cornering forces strain the body to its limits. Being able to fight through these obstacles requires intense physical workouts. Most drivers train six-days-a-week during the in season that include running, cycling, interval swimming, sparring or medicine ball. They will work on heavy-duty cardio vascular exercises that are designed to sustain heart rates in the 160-170 beats per minute for ninety minutes (Skibbe 1). In fact Ed Carpenter, an Indy Car Racing League driver, spent a lot of time working out with Olympians in order to get in shape for races. The amount of physical training that is needed to race undoubtedly make these motivated drivers competitive athletes in the sports world. Unfortunately not all people believe that professional race- car drivers are athletes. This criticism is provoked mainly from the notion that race- car drivers rely solely on their car for success. Critics argue that in order to be an athlete, â€Å"one must rely solely on their own body to accomplish their goal†(â€Å"Drivers are not Athletes†¦Ã¢â‚¬  1). For example, a football quarterback can have all the padding and equipment to protect him, but needs to rely on his own strength and mind to make a throw. Likewise baseball players use gloves to catch a ball, but rely on their bodies and strength to field and throw. For a basketball player, if he loses a shoe he can still play, although not at the same level, but in NASCAR, if a tire gets blown, the driver must get the car fixed before continuing to race. Consequently â€Å"if one car is faster than another, with better tire traction, the driver can do little to prevent the other from winning† (â€Å"Drivers are not†¦Ã¢â‚¬  1). In summary, Race- car drivers use their body to turn and accelerate on the track, but the car is providing the strength to create success. Race- car drivers might rely on their car to win a race, but the mental focus and stamina required to compete, both physically and mentally, far surpasses that of any other athlete. Jack Stark, a sports psychologist for Hendrick Motorsports, contributes his thoughts on race- car drivers. You gotta have tremendous stamina and strength to be able to get in a car and go 200 miles an hour for four hours [in] very hot, difficult conditions where youre cramped in, and be able to move that car, and the G-force and upper body strength you gotta be a very good athlete. And youre reflexes have to be quick, you have to be able to see things, so it takes a tremendous amou nt of ability and skill, I think, to be a driver (â€Å"Going the Distance† 2). The cars win the races, but the drivers inside the cars utilize years of training, workouts, and practice to control their victory just like any other athlete in the world. In conclusion, professional race- car drivers are athletes in the world of sports. The many years of training required to develop a skill set for racing can be related to that of baseball, basketball, or football players. Additionally, the intense workouts that they go through make them worthy competitors to any athlete. The amount of mental focus and stamina required to stay on the race- track far surpasses the focus of any other athlete in the world. Although critics argue that the â€Å"cars† create success for the driver, without the years of practice and simulation training there is no way to succeed in professional racing. Driving a race- car successfully is not something one can pick up in a few days. A true, experienced athlete is needed to control a victory on the track. Works Cited Are Racers Athletes? Ask the Doctor, Sanjay Gupta. Checkered Past. 12 Oct. 2005. Web. 26 Sept. 2010. . Drivers Are Not Athletes, and NASCAR Is Not a Sport. Celtics, Patriots and Red Sox Analysis | NESO. 16 Feb. 2010. Web. 26 Sept. 2010. . Going the Distance CNN. Featured Articles From CNN. 17 Nov. 2005. Web. 26 Sept. 2010. .

ACT Score Conversion Chart Score Percentiles

ACT Score Conversion Chart Score Percentiles SAT / ACT Prep Online Guides and Tips If you took the ACT or are preparing for the ACT, you should understand score percentiles. Colleges use score percentiles as a way to compare students across the country and within each state. In this article, I’ll explain what an ACT Score Percentile is and how to use it in your ACT score planning. What’s an ACT Score Percentile? According to ACT, Inc., your ACT score percentiles â€Å"are the approximate percentages of recent high school graduates in the U.S. who took the ACT and received scores that are the same as or lower than your scores on the multiple-choice subject area tests and your subscores." More exactly, your percentile tells you abouthow many students scored better and worse than you.For instance, if your score percentile is 65, then you scored higher than 65% of test-takers who sat for the ACT the same day as you did. 35% of test-takers scored better than you. NOTE: Your score percentile isnot the percentage of questions answered correctly. Getting a percentile score of 65 does notmean you answered 65% of questions correctly.Your percentile score is only a comparison between you and other test-takers. How Do I Figure Out My Percentile? The ACT will tell you your percentile ranking for your composite score, for the four individual sections, and for the section subscores on your ACT student score report. Your four individual section score percentiles and your section subscore percentiles are relatively unimportant. Colleges likely don’t look closely at these numbers. When it comes to the ACT, your composite score is the most important number. It’s the number most colleges use when they report admitted student score ranges (which I’ll talk about more in-depth below).However, this policy varies by school, and you should make sure to look up your target school’s policy. Some schools superscore the ACT, so individual section scores do matter for those schools. When you receive your ACT score report, you’ll have a lot of other numbers on there, making the percentile score hard to find. Your composite score percentile is the small number listed as â€Å"U.S. Rank† directly to the right of your big boxed â€Å"Composite Score†: Via ACT.org Your U.S. Rank compares you to every other student in the U.S. who sat for the ACT.For this example student, his or her score percentile was 56, so he or she scored better than 56% of US test-takers.Your State Rank percentile (which is directly to the right of the U.S. Rank percentile) compares you to everyone in your state who tookthe SAT.For this example student, his or her state score percentile was 58, so he or she scored better than 58% of test-takers in his or her state.I’ll go into more depth on why you receive these two different composite percentiles below. ACT Percentile Score Chart If you haven't yet taken the ACT, you can use this chart to get a sense of how US students tend to score on the ACT. You can see in general what is considered a good or bad score based on the percentile. This ACT score chart was compiled using the most recent data from ACT.org. The ACT produced this data using all of the ACT scores of ACT-tested US high school graduates from 2013-2015. NOTE: these numbers do fluctuate slightly from year to year. However, the differences are small. To see the tiny differences, you can compare the chart below to that in our ACT Percentiles article from February 2015 which used the most recent data at the time. The score percentiles fluctuate at most 1-2 percent from year to year. Score Composite Percentiles English Percentiles Math Percentiles Reading Percentiles Science Percentiles 36 99 99 99 99 99 35 99 99 99 99 99 34 99 98 99 98 99 33 99 97 98 97 98 32 98 95 97 95 97 31 96 93 96 92 96 30 95 92 95 89 95 29 92 90 93 86 94 28 90 88 91 84 92 27 87 85 88 81 90 26 83 82 84 78 87 25 79 79 78 75 83 24 74 74 73 71 77 23 68 69 67 66 70 22 63 64 62 61 63 21 56 58 57 55 56 20 50 52 53 48 48 19 43 45 49 42 40 18 36 40 43 36 33 17 30 36 37 31 27 16 24 32 27 25 22 15 18 27 15 21 17 14 12 21 6 16 13 13 7 16 2 9 12 4 13 1 7 6 1 10 1 4 4 10 1 7 1 2 2 9 1 4 1 1 1 8 1 2 1 1 1 7 1 1 1 1 1 6 1 1 1 1 1 5 1 1 1 1 1 4 1 1 1 1 1 3 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 Percentile rankings via ACT.org. Do Percentiles Matter? Your score percentile is somewhat important because it helps colleges compare your ACT score to those of other applicants.It’s important for colleges to have a sense of how you compare to students across the country because if colleges just looked at your scaled score without any other information, they would not have a good sense of what makes a good score and what makes a bad score. For example, if you’d received a 33 composite score and a college did not have the percentile, the college admissions officer might judge that asa school test and think you received 33 out of 36 that about 92% that’s an A-, good but not great. However, with the percentiles, the colleges know a 33 is a 99th percentile score, meaning you scored better than 99% of test-takers, which is excellent. Percentiles allow colleges to get a sense of how test-takers do on the ACT and compare you to the rest of the country. However, the ACT score ranges for your target colleges are more important than your percentile ranking.The ACT score range for colleges is the range in which the middle 50% of admitted students’ ACT scores fall.For example, Yale’s ACT score range is 31-35.This means 25% of admitted students scored below a 31, and 75% scored below a 35. Colleges rely heavily on their score ranges when making admissions decisions for the future class. You’ll want your score to be at or above the 75th percentile (for example, 35 for Yale) to give yourself the best chance of admission.To find ACT score ranges for your target schools, search â€Å"[College Name] ACT Scores Prepscholar.†For more information on this, including how to calculate your target score, read our other guide. Aiming for a score in the 75th percentile for your target schools is much more important than aiming for a score in the 99th percentile in the country.There are a few reasons colleges care about the score range over the score percentile: A college’s score range is often a consideration in rankings, so colleges want to admit students with higher scores. Colleges need to publish their score range every year, so they may want a higher range to seem more impressive to the public. While percentiles should bear more weight in college admissions, your final ACT composite number is the one that is most significant.However, if you're applying to an elite college such as the Ivies, you still should pay attentionto your score percentile - especially your State Rank. The Difference Between U.S. Rank and State Rank in Score Percentiles: An Important Note for Ivy League Hopefuls As I said before, your U.S. Rank compares you to every other student in the U.S. Your State Rank percentile compares you to everyone in your state. This distinction may not seem important, but some colleges pay more attention to your state rank than your nationalone. Why? Because, according to acolleague who worked in college admissions, many topcolleges, like the Ivies and Stanford, care about how many students they admit from each state.If you’ve taken a college campus tour at one of these schools, I’m sure you’ve heard the guide brag about their school representing all 50 states.(This does not hold true for all colleges; small colleges and public universities generallydon't care about enrollingstudents from all 50 states.) Because theseschools want to ensure that they have at least one student from each state, gaining admission to a top collegewill be slightly easier for students in states where the average ACT score is belowthan the national average. Let's discus what this would mean for the example student above:herscore percentile was 56 and herstate score percentile was 58.The example student’s score was better than 56% of test-takers in the US and was better than 58% of test-takers in their state. This means the students in the example student’s state scored worseon average than those in the rest of the country. If the example studentis compared to only the other students in their state, shewill have a better shot of admission than if she iscompared to the students throughout the US. However, let’s imagine another example student who’s from New York. New York is a state where the average ACT score is consistently abovethe national average.According to 2014 data from the ACT, the average ACT score for students from New York was 2.1 points better than the national average ACT score.This new student from New York has an ACT score of 34, a U.S. Rank of 99, and a State Rank of 98. If this new student applied to Yale, where hewould technically fall in the score range of 31-35, hemay have a worse shot of being admitted than if hewas applying as a student from Alaska (where hisscore would likely have a State Rank of 99). Keep in mind, however, thatthe advantage of students from small states with lower average ACT scores is not huge.A student from Alaska with a 29 will most likely not be admitted to Yale, just as a student from New Yorkwith a 29 will most likely not be admitted to Yale. However, a student from Alaska with a 33 will have a better shot of being admitted to Yale thana student from New Yorkwith a 33. If you'refrom a competitive state and applying to an Ivy League school, consider aiming for a percentile score of 99 in your state to make you a top applicant from your state. Overall, don't stress too much about your percentile. Whether you're from Alaska or New York or another state, you should try to get your ACT score into the 25th/75th percentile for your school of choice. To have the best shot of admission,aim fora score at or above the 75th percentile in the ACT score range for your target school. Summary: What Do ACT Percentiles Mean For You? You ACT score percentile compares your scores to the rest of your state (State Rank) and the rest of the country (U.S. Rank).Only the composite score percentile really matters for colleges, as they don’ttypicallyuse the section and subscores. However, check your target college's policy.Plan your ACT score target score using your target school’s ACT score range, notusing the score percentile. For students striving for the Ivy League, you may want to consider your State Rank if you’re in an especially competitive state (where the average ACT score is above the national average).If you fall into this category, consider retesting to strive for a percentile score of 99 in your state to make you a top applicant from your state. What’s Next? Learn more about the ACT and ACT preparation: What's a Good ACT Score for Your College? How Do You Calculate ACT Score? Raw and Scaled Colleges that Superscore ACT: Complete List Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Project Performance and Control on the London 2012 construction Essay

Project Performance and Control on the London 2012 construction programme - Essay Example Equally, the program did not suffer from any noticeable or significant deviation from the set goals and measures as detailed in the governing blueprint of the schedule. The orderly and harmonious connection of the different aspects of the program was an enabling factor to the attaining of the different goals attained at the various levels and stages of the program. Most project deliverables were within the stipulated range of time and measures. The overall performance of the program is indicative of the accuracy of methods employed, the appropriate estimations, and the quality of controls and management systems employed before and in the course of the construction. The success of the Olympic Games and the Paralympic Games depended nearly entirely on the nature of logistics and state of infrastructure. The entire construction project was placed under the Olympic Delivery Authority (ODA) (Elson, 2012). Experts in the fields of construction, planning, sports, and finance worked together to achieve a level of efficiency that contributed significantly to the successful model of construction and architecture. In essence, analysts contend that much of the efficiency and effectiveness of the program was a factor of appropriate consultation and the assessment of utility, resources, and the element of time. Analysts observe that the performance of the construction program surpassed benchmarks and established standards and that it demonstrated the capacity of London construction industry to overcome the usual inequalities and logistical mishaps that have defined nearly similar projects in the past. Forensic schedule analysis and cost management are some of the key indicators of success that attend to construction projects in many parts of the world. The application of this analysis was manifest in matching of specific processes to respective estimates of time. Teams comprising of contractors, the academia, industry partners, and multiple government bodies worked together with the ODA to assess the kind of synergies that would be required in the development of other systems that are consistent with the nature of success achieved in the London 2012 Construction Program (Elson, 2012). On this note, it becomes important to assess the program as a case in point of the effect of coordination and management on the performance of processes as understood within the construction industry. Appropriate systems of risk management were enlisted throughout the various processes to serve as the safeguards against possible and unforeseeable mishaps to the program. The enlisting of the risk management systems was premised on the awareness of the impact of external factors to the performance of the program. As such, estimates of costs and other operational variables were determined in recognition of the possible variations that determine the nature of performance of processes against the set goals and benchmarks. The preliminary stage of the program focused on the dev elopment of the most appropriate strategy. This stage was one of the most important because it determined the course of action to be taken regarding the other kinds of processes. Some of the details that informed the development of strategy included matters of funding of the specific aspects of the program. Details of internal and external funding were discussed with the view of determining the most appropri

Wannsee conference, was it the place where the final solution was Research Paper

Wannsee conference, was it the place where the final solution was decided - Research Paper Example Essentially, Hitler’s regime had decided to exterminate the entire global population of the Jews. This would be the second time the Jews were facing persecution in Europe. The first significant period of persecution has to be the period of the Black Deaths. This is the time when they were perceived to be the ones accountable for the extensive spread of the plague. Apparently, they achieved this by poisoning the water. During this period, the Jews were suffering the persecutions as the only victims of continental rage. However, during the Holocaust, aside from the Jews, the disabled, the homosexuals, gypsies and at times twins were the recipients of these persecutions. These cleansing expeditions by the Nazis resulted in approximately six million deaths. This is aside from the emotional torture that it subjected to those who were lucky enough not to die. The extensive damage to the human race attributed to the Holocaust is as a result of proper planning by a team of German inte llectuals. The meeting in which they designed and formulated the strategy of this genocide is referred to as the Wannsee Conference. It is the ambition of this paper to give an extensive view of this Conference. This will be realized through the study of seven texts that focus on this Conference. Analysis Gerlach, Christina. "The Wannsee Conference, the Fate of German Jews, and Hitler's Decision in Principle to Exterminate All European Jews." The Journal Of Modern History, 1998: 759-812. The Wannsee Conference has been highlighted as the place where the decision of cleansing Europe of Jews took place. However, what has not been highlighted upon is the political pressure that had characterized Germany prior to the Holocaust. Gerlach illustrates this by stating the political pressure Hitler faced: â€Å" Hitler was reacting to political impulses and initiatives that originated from within the administration and within the party apparatus.†1 According to the author, the Conferen ce had not been mandated with the extermination of the entire Jewish population rather, the Conference had been purposed to decide on who to classify as a Jew. This is crucial given the fact that the Holocaust persecuted not only the Jews, but the homosexuals, the gypsies, the disabled and t extreme levels also twins. This is a rather astounding given the fact that the initial decision was only to cleanse Europe of Jews. The world has over time insinuated that Hitler acted alone in his narcissistic acts of dehumanization. However, Gerlach gives evidence that the political structure of Germany was all a long instrumental in the actions. She writes of the actions of Hitler in deporting the eastern Jews as being as direct urging by the political structure. Author cites documents that are believed to have originated from the Hitler administration showing aliasing of ideas on how to deal, best, with the Jewish community. In light of this, the fact that the idea of exterminating the was d irectly and only from the Hitler becomes suspect. The Conference proceedings were established with the primary motive of deliberating on vital political and economic issues that were pertinent to Germany at the time. To give additional evidence of the vital nature of the Conference, the author illustrates that Hitler approved the deportation of the Jews2. If he was the one who orchestrated all the terrors that were realized due to this continental discrimination, then he would have simply carried