Speech to the new intake informing them of our expectations The SS Free Essays

am here today to tell you about Germanys greatest people, The SS. The SS belongs to Germany and every single one of you here should be very proud to be part of it. The SS is very important. We will write a custom essay sample on Speech to the new intake informing them of our expectations: The SS or any similar topic only for you Order Now It is led by extremely powerful leaders and if you are in the SS you have to be determined. There is no time for fun and games. Most of you in here are the Arian race (blond hair, blue eyes, tall and thin) which is what we want in Germany although if you are not, there is no need to worry because we have investigated your back round and you have no Jewish connections. I am going to start off today by talking about the appearance of the SS. The kinds of people we look for in the SS are no normal people. We are looking for amazingly fit human beings. People that are strong minded and people who could go through any think. The idea for the SS is blond hair, blue eyes, tall and thin. Although as I have already mentioned if you do not exactly fit into this category do not worry. One thing is certain though; we do not want any Jewish blood in you people. Jews are the people trying to destroy Germany so we need to stop them. I am now going to briefly talk to you about Germany glorious history from 1925. The SS was created in 1925. Its full name is the ‘Schutzstaffel’, which means protection squad. We created the SS to provide protection for Hitler and other Nazi leaders. In the mid twenties the SS was not very important, it only had a few hundred members and was run by SA. When the SS got a new leader in 1929 things changed. Heninrich Himmer was the new leader, he cam from a well-off middle class family. He joined Nazis in 1923 after service in Army and Free Corps. In the 1929 he was 29 years old. Himmer was very ambitious when he took over the SS. In 1930 the SS and SA was separated. The SS continued to provide Hitler with protection. They were also given black uniforms to show their independence. They looked out for people being disloyal to Hitler. As this time went on the SS started to grow and carry out more functions. In 1932 the SS began to develop army-style units. When Nazis came to power in 1933 Himmler set out to bring all of German’s police forces under SS control. There was some completion, which was getting in Himmlers way though. Opposition was not good and we had to get rid of it. For example Gustav von Kahr who betrayed Hitler in the Putsch in 1923 was murdered. Another murder squad went to the house of General Kurt Schliecher, a former chancellor, who had said things against Hitler. He was shot dead along with his wife. The most extensive and successful slaughter we had was the night of the long knives (30th June/1st July 1934). Many were killed on this night including several storm troopers. The leader Ernst Rohm was also killed. Another 400 were killed. This may seem like we took it to far but the Storm troopers were mostly thugs and greedy. They dreamed of seizing the money, businesses and properly of wealthy Germans and the land of the aristocratic Junker class. I am now going to move on to tell you about our main departments. We have many departments amongst us. Ill start off by telling you about the Gestapo. Hermann Georing controls the Gestapo. He was head of the big state of Prussia. The Gestapo was a secret police force. The Gestapo was established on April 26, 1933, in Prussia, from the existing organization of the Prussian Secret Police. The Gestapo was first simply a branch of the Prussian Police. The role of the Gestapo was to investigate and combat â€Å"all tendencies dangerous to the State.† It had the authority to investigate treason, espionage and sabotage cases, and cases of criminal attacks on the Nazi Party and on Germany. Another department is the ‘Death’s Heads Units’ which were set up to guard camps. These units treated prisoners in a barbaric fasion. Speical SS units called ‘Einsatzgruppen’ were set up to deal with the resistance to Nazi rule in German-occupied counties. They deal with anyone who looks like a threat. Mostly the worst people like priests, polictal leaders and Jews are killed. The Waffen SS gew out of Hitler’s SS bodygurad. The amount of people rose to half a million. The Waffen SS fough alonside ordinary Germans. It had a reputaion for being ruthless and burtal. I am now going to tell you about the aims of concentration camps. Concentration Camps were set up in Germany by Hermann Goering and Heinrich Himmler in 1933. The aim of these camps were to get rid of people who were ruining Germany and doing no good to the country. Most prisionors are Christains, Gypsies, homosexuals and Jews. These camps are good and teach people abit of law and order. If people disabay the rules of the camps there are consequences. The camps were a final solution I am going to finish off by telling you about role models. Reinhard Heydrich and myself should be role models. Reinhard Heydrich was a former naval officer who joined the SS in 1932, after his dismissal from the navy. He headed the SS Security Service, a Nazi party intelligence agency. In 1933-1934, he became head of the political police. You should look up to this man. I am the leader of this training school I so I expect respect from everyone here and then we will get on fine. I hope this speech has helped you understand a bit more than you originally knew about the SS. How to cite Speech to the new intake informing them of our expectations: The SS, Papers

Personal Space free essay sample

The invisible barrier or bubble that surrounds any living organism is called, personal space. This is one of the most important characteristics that human beings, use to interact and bond with other people, but everyones personal space is different, and being aware of this is vital for establishing good relationships among people. According to Oxford Dictionary (2004), personal space could be define as the physical space immediately surrounding someone, into which any encroachment feels threatening to or uncomfortable for them. Personal space depends on multiple factors, one of these aspects is the cultural factor, which directly depends on the origin and background of the person involved. This cultural difference can be misunderstood and generate several conflicts, especially in the business area. As Bonvillian and Nowlin (1994) stated, professional behavior in corporate America may be perceived as arrogance, insensitivity, overconfidence, or aggressiveness in another culture. This could result in the American business person being perceived as insensitive to other cultures and eopardize the persons working relationship with international counterparts. We will write a custom essay sample on Personal Space or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This factor must be considered to avoid any personal space conflict. Another factor that contributes to personal space is the situation or context the person is being exposed to which will determine the space between each individual. This will generate different reactions depending on it. For example, the use of intimate distance in public is not considered proper by adults, as Hall (1966) observed, crowded subways and buses may bring strangers into what would rdinary be classed as intimate spatial relations, but subway riders have defensive devices. The basic tactic is to be as immobile as possible and when an extremity touches another person, withdraw if possible. If is not possible, the affected area is kept tense. The previous reaction was the result of pre-defined distance among people in public spaces. The personal space distance, also includes the distance between individuals when talking which, is another problem that must be known and respected. Most individuals have a specific amount of space that they maintain between themselves nd others when conversing. Bonvillian and Nowlin (1994) say, as an example, that Americans are typically made uncomfortable by the close conversation distance of Arabs and Africans. In the same respect, Arabs and Africans may feel rejected by the lengthy personal distance Americans maintain. Personal space is directly impacted, by eye contact. Eye contact is powerful because it can have so many different effects, for example, it can be intimidating, inappropriate, social, helpful and even accusatory. So the direction of gaze could significantly affect the violation of personal space. Buchanan, Goldman and Juhnke (1977) exposed the spatial violation, while avoiding the possibility of eye contact increased spatial invasion. This supports the suggestion that gaze can modify the reaction to a possible personal space violation. As a result of the previous background reading related to the topic of personal space and visual gaze it is predicted that people that maintain eye contact will remain further apart compared to those who withhold eye contact. The experiment will compare data from people approaching a confederate under the two conditions.

Bilingual Education Essay Research Paper Bilingual Education 2 free essay sample

Bilingual Education Essay, Research Paper Bilingual Education = Unilingual Education Bilingual instruction in America is a sound thought, but it is non genuinely bilingual instruction, it is merely bilingual for those who do non already speak English. America is a state with more and more civilizations blending together with different countries of America talking different linguistic communications. In California, Spanish is the dominant linguistic communication following to English, and in provinces such as Maine, French is spoken. Other civilizations should non be assimilated into mainstream America wholly, but America shouldn? Ts have to flex over backwards to do life easier for aliens. In order to go more culturally tolerant, everyone should larn a 2nd linguistic communication, non merely immigrants. Americans should do bilingual instruction genuinely bilingual. The first ground is to extinguish the consequence bilingual instruction has on hapless, non-English speech production kids. In Richard Bernstein? s, ? A War of Words? he says, ? Advocates of bilingual instruction believe that it represents the best opportunity for non-English speech production kids # 8212 ; who, non so coincidently, frequently come from lower-income groups? to bask the profusion and chances of American life? , but he besides writes, ? ? Bilingual instruction is a failure, a tactic that in the terminal will harm the opportunities of the by and large hapless, non-English speech production kids of all time holding a equal portion in the promise of American life. ? By merely holding everyone learn a 2nd linguistic communication eliminates the lines of income, and cultural background. Truly bilingual instruction would besides extinguish the psychological effects it has on non-English speech production kids. When they are in a schoolroom filled with people who do non talk the same linguistic communication they do, they are forced to experience entirely because they can non execute at the same degree as their equals, they feel there is something incorrect with them, lower than everyone else. ? ? Empowering Minority Students? does non reason that a kid? s inability to talk English is what leads him to neglect if he is put into an English schoolroom. Children fail? because they are made to experience? shame? for belonging to a minority group, for non being a portion of the dominant group. The lone manner to? authorise? such kids? is for the instructors to? consciously challenge the power construction both in their schoolrooms and schools and in the society at big? Bilingual instruction? is an? authorization pedagogy. ? It is an act of rebellion against white, Anglo Do mination ( Bernstein 2 ) . Truly bilingual instruction would forestall any one kid from experiencing lower than the other since they would wholly be sharing the same experience of larning another linguistic communication. In California for illustration, immigrants would be larning to talk English, while kids who already speak English would be larning another linguistic communication besides. Most likely the? dominant minority linguistic communication? in the country. In this instance Spanish, but of class Spanish would non be the lone linguistic communication available. The pick would be up to the parents. Entire submergence in a foreign linguistic communication is a necessity. Non-English speech production kids must be wholly immersed in English, and the same for the native English talkers, they must be immersed wholly in, for illustration, Italian. ? Under the dominant method of bilingual instruction used throughout this state, non-English speech production pupils are taught all academic topics such as math, scientific discipline, and history entirely in their native linguistic communication. English is a separate topic. The job with this method is that there is no nonsubjective manner to mensurate whether a kid has learn ed plenty English to be placed in categories where academic direction is wholly in English. As a consequence, some kids have been kept in native linguistic communication categories for six old ages? ( Hayakawa 3 ) . There are many people who will hold that seeking to larn a linguistic communication is non something a individual does in a hr everyday. That individual must be wholly immersed in the linguistic communication, they must be talking that linguistic communication all of the clip, or at least more than they speak their native linguistic communication. If the people in the current bilingual instruction classs were wholly immersed in English, they would hold no pick, but to accommodate and larn the linguistic communication in order to map. It does non take a kid six old ages to larn a linguistic communication when they are forced to make so. Children learn at an exceptionally fast rate, if they are immersed in one linguistic communication, it would non be really long until they are fluid in that linguistic communication. If kids started larning a 2nd linguistic communication in the 3rd class, they would most probably be fluent by fifth or 6th class, which leaves plentifulness of clip to possibly larn a 3rd? With all of these kids larning all different types of linguistic communications, there will finally be a dislocation in communicating. Sooner or subsequently person who prefers to talk Spanish is traveling to run into person who prefers to talk Russian. This is precisely the ground many people believe that English should be made the official linguistic communication of the United States. ? Because we are a state of immigrants, we do non portion the features of race, faith, ethnicity, or native linguistic communication which form the common bonds of society on other states. However, by holding to larn and utilize a ind ividual, universally spoken linguistic communication, we have been able to hammer a incorporate people from an incredibly diverse population? ( Hayakawa 2 ) This is a good thought, but it would merely be required if everyone knew more than one linguistic communication. Most Americans today merely know English. Until this fact changes, there is no demand to do English the official linguistic communication of the US, but even if it were a job now, English should be made the? default? linguistic communication. Meaning that it is to be used merely in the event of a communications dislocation. The adult male who prefers to talk Spanish attempts to talk to a adult male who prefers to talk Russian, they both result to the? default? linguistic communication of English so they can pass on. When they are finished, they can travel back to talking their preferable linguistic communication to everyone who understands them. Which would propose that these two thoughts should travel manus in manus. In order for a truly bilingual instruction system to work is to do certain that all instructors are fluid in both English and the linguistic communication they will be learning. Which means that there will be a demand for instructors that can talk either German, Italian, Russian, Chinese, Nipponese, Gallic, Spanish. Then there will be the demand to those who can talk the local linguistic communications. For illustration, Lakota is widely used on most Sioux reserves in the US, so many parents may desire their kids to larn Lakota alternatively of Chinese. More money will be needed to fund all of these linguistic communication plans, since there will stop up being class listings as: Third Grade English, Third Grade Spanish, Third Grade Italian etc? There will besides be uneven schoolroom sizes because many parents in California will desire their kids to larn Spanish ensuing in a big Spanish category and a little Russian category, if any at all. The thought of a truly bilingual instructi on system is still a batch more productive and beneficiary than the current bilingual system, but the genuinely bilingual system is, truthfully, Utopian in nature.

ACT Important

What Do Colleges Look For in Admissions Why Are the SAT/ACT Important SAT / ACT Prep Online Guides and Tips Applying to college soon? Curious about what colleges are looking for in applicants? Specifically in regards to the SAT or ACT? The college admissions process can be very confusing. It’s easy to feel lost and frustrated. In this article, I’ll tell you what colleges look for in admissions and how to make your application the best it can be. What Do Colleges Look For in Applicants? When colleges look at applicants, they’re hoping to find students who will succeed in college and beyond.Colleges use your scores (SAT/ACT scores, GPA/transcript, class rank, and other test scores) to judge your readiness to attend their school.Are you prepared to handle the rigor of their classes? Colleges are not only looking to see your potential as a student but also as a potential alumni of their school.Are you someone who could win a Nobel Prize? Win an Oscar? Be a President?Colleges use your extracurriculars, application essays, and your letters of recommendation to judge these qualities. How Do Colleges Judge Applicants? Now that we have a basic overview of what colleges look for in applicants, I’ll address each part of the application in order of importance to colleges.I’ll let you know how the college judges you based on each of these parts of your application. SAT/ACT Scores Your SAT/ACT scores are arguably the most important part of your application.I’ll delve into why they are so important in the next section, butthe main value of SAT/ACT scoresis that they provide colleges with a standard way to judgestudents. Every applicant will have a varied background: attended a different school and taken different classes. However, every applicant will have taken the SAT or ACT. Colleges use your SAT/ACT score as an indicator of whether you’re ready to attend their school.What score do you need to have to be considered ready for their school?You need to have a score at least in the SAT/ACT score range for admitted students to that school.To give yourself the best chance of admission, you should aim for a score at or above the 75th percentile SAT/ACT score for admitted students.You can find out the SAT/ACT score range for admitted students at your target school in their admissions profile, but I’ll explain that in more depth later in the article. GPA/Transcript Colleges are looking at your GPA and transcript for two main reasons: To see what classesyou chose to take. To see how you did in your classes. Colleges want to see what classes you took and how you performed to make sure that you're prepared to attend their college. Based on your GPA/transcript, are you ready to handle a college courseload from your dream school? To see if you're ready, I'd recommend you check out the admissions profile for your dream school.See what the average GPA is for admitted students at that college. You can find it by conducting a Google search for "[College Name] GPA PrepScholar." That will bring you to our admissions page for that school. Try to get your GPA into a similar range to give yourself the best chance of admission. NOTE: For students interested in top tier colleges (Ivies, Stanford, Vanderbilt and similar), when admissions officers look at your transcript/GPA, they’re hoping to see that you opted to take the most difficult classes at your high school and that you did very well in those classes.This only applies to students interested in top tier colleges. If you hope to be accepted to atop tier school, and your school offers IB/AP courses, you should be taking those courses.Top college admissions officers typically say that they’d rather see that you got a B in an AP or IB course than an A in a regular non-AP/IB course (if IB/AP courses are offered at your school).If there are no IB or AP classes offered at your school, obviously admissions officers don’t expect you to take have taken any. All that being said, what can you do to make your GPA/transcript strong?Take the hardest classes that are offered at your school and do well in them.Struggling to keep your GPA up? Check out our advice for boosting to your GPA. You'll always have a higher grade than G! Class Rank Your class rank is inevitably tied to your transcript and GPA since the more AP and/or IB classes you take and get A’s in, the higher your class rank will be.However, colleges still care about your class rank. Top tier colleges (Harvard, MIT, UPenn) really only want students who are ranked in the top 10% of their high school class.One of my friends did a high school summer program at one of the Ivies.The program he did was known to accept almost all participants into the college.He was not admitted. When he asked why he was told that it was a big deal to them that he was not ranked in the top 10% of his class. If you're hoping to attend atop tierschool, rank matters, so try to take the hardest classes and get your grades up to stay near the top of the class. If you're not gunning for the Ivies or similar schools, don't worry as much about rank. Just focus on getting your GPA in the range for your dream school! Extracurriculars As I mentioned at the start, colleges are looking for top notch applicants who they think will succeed in college and beyond.The beyond part is what they hope to glean from your extracurriculars. All colleges like to see that you got involved in extracurriculars and especially like to see that youhad a leadership role in your extracurriculars. Top tier colleges (Harvard, Stanford, Yale) want to see that you have an expertise.It doesn’t matter what that expertise is, but whatever you choose, explore it deeply.If you like science, try to win the state science fair, compete in science olympiads, intern at a local lab, etc.If you like acting, compete with your debate team in the acting categories (Dramatic Interpretation, Humorous Interpretation, or Duo Interpretation), stage a play for free at your local children’s hospital, do regional theater, etc.I won’t delve into this in this any further in this article because we have another great guide that further explains this concept How to Get Into Harvard and the Ivy League, by a Harvard Alum. For extracurriculars, I just recommend that you follow your passion and participate in several extracurriculars in that area of passion.I also recommend trying to get leadership experience in your extracurriculars.By showing passion and leadership, colleges will see your potential for greatness after college (you could win a Nobel Prize or Oscar!). Letters of Recommendation Personal Essays I’m talking about these two items side by side because I think their importance in the college admission process is the same (and they are not as important as everything mentioned above). NOTE: Some colleges don't require letters of recommendation nor personal essays, so make sure to check the admissions website for your target colleges. Also, your letters of recommendation and personal essays both serve the same purpose: to show that you have the potential to succeed after college.You want to have great letters of recommendation that rave about who you are, what you’re passion is, and how great you are at that thing you’re passionate about.Check out these examples of great letters of recommendation and the breakdown of what makes them great letters.You want your personal essays to reveal who you are and what you’re passion is.Check out these example college personal essays along with advice. What about AP/IB tests SAT IIs? Other Test Scores Other test scores include AP/IB exam scores, SAT IIs, and any other non-SAT/ACT exams that you’ve taken that you’re choosing to include on your application.I wouldn’t stress too much about your other test scores.Just like the ACT/SAT, colleges look at these to evaluate your readiness for their college.However, the ACT/SAT is the most important score.If you’re at or above the 75th percentile SAT/ACT score for your target school, you’ve got a great chance of getting in. That being said, I think colleges use these other test scores to double check that you’re ready for their school.If you got a perfect SAT score but failed every AP exam that you took, then an admissions officer may question if you’re prepared for their college.Basically, don’t let your other test scores be a red flag, take your other test scores seriously but know that they won’t hurt your chances unless the scores are really low (failing for AP or IB exams). Don’t stress about one failed AP test.I was accepted to a few Ivies including Brown and UPenn, and I took many IB and AP exams. I did pretty well on them (a mix of 3s, 4s, 5s on my AP exams and a mix of 5s, 6s, and 7s on my IB exams). However, I did fail one of my AP exams with a 2 (It was AP US Government).As I said, don’t worry too much. These scores will only hurt you if they’re really bad (all failing). Try to get the highest scores you can on your AP and IB exams and SAT IIs so that your high scores only give colleges another reason to accept you. Why Is Your SAT/ACT Score so Important? There are two main reasons that your SAT/ACT scores are important to colleges. Let's discuss each reason one at a time. Reason #1: Your SAT/ACT Score Is How Colleges Compare You to Other Applicants from Around the World While applicants to one college will come from different backgrounds, will have attended different high schools, will have taken different classes, and will have done different extracurricular activities, all of the applicants will have taken the SAT and/or ACT (at least at non-test optional schools). Your SAT/ACT score reveals whether your GPA and transcript are accurate representations of your preparedness for higher education.Colleges use your SAT/ACT score to figure out if your high school grades were inflated or accurate.For example, if you have a 4.0 GPA with a perfect SAT or ACT score, colleges will likely be impressed and think your GPA is reflective of your academic potential (since your scores were so high).However, if you have a 4.0 GPA with 1000 SAT score or 20 ACT score, colleges may think your grades were inflated and that your SAT/ACT score is a better representation of your academic potential. Additionally, a high SAT/ACT score can also make up for a lower GPA. If you have a 3.0 GPA with a perfect SAT/ACT score, colleges may be willing to overlook your lower GPA and consider your SAT/ACT score as an indication that you’re prepared for college. Colleges use SAT/ACT scores to compare apples to oranges! Reason #2: Colleges Are Judged by Their SAT/ACT Score Ranges Yes, the SAT/ACT is important to schools because they use it to judge your readiness for college.However, it's also important to schools because if you're admitted, your SAT/ACT score will be incorporated into their yearly SAT/ACT statistics. Every year, colleges publish their freshman admissions profile (see an example from Princeton).In this profile, colleges provide the data on their admitted students.This data includes either the 25th/75th percentile SAT/ACT scores (sometimes referred to as the middle 50%) or the average SAT/ACT scores of admitted students.The 25th percentile score means that 25% of admitted students scored at or below that score (and therefore 75% of admitted students scored above).The 75th percentile score means that 75% of admitted students scored at or below that score (and therefore 25% of admitted students scored above).The average score is just what it sounds like, an average of all the admitted students scores. The general public looks at this data to perceive the selectivity of the school (the higher the range, the more competitive or â€Å"better† the general public thinks that college is).When you think of top-tier schoolssuch as Dartmouth, Brown, Columbia, you likely think, "Wow those are good schools!" Why do you think they are good schools?You might think of their alumni or campuses.However, many lower ranked schools such as Denison have beautiful campuses with famous alumni like billionaire Michael Eisner.You might think of their low admissions rates, but there are other colleges with comparable admissions rates to the Ivies. One of the main reasons you associatetop tiercolleges with prestige is because of their published SAT/ACT score ranges and their ranking among other colleges.When doing research on applying to schools, you likely came across the US News World Report ranking of US colleges.Each year, US News World Report assembles their rankings based on several categories including the SAT/ACT scores of admitted students. If you’re admitted to the school, your SAT/ACT score will be factored into that school’s overall national ranking in US News World Report.Top tier colleges such as Princeton, Yale, and Stanford want your SAT scores to be a good so that it reflects well on them.Even "second tier schools" such as Vanderbilt, USC, and Emory care about this because they hope to continue to rise in the US News World Report rankings. What Does This Mean for You? If admissions officers are judging you so heavily by your SAT/ACT score, you want to get a score that will meet their standards.As I mentioned earlier, colleges are hoping to admit students who are in or above their SAT/ACT score range (or at or above the average). Here at PrepScholar, we recommend that you try to get your score at or above the 75th percentile SAT/ACT score of admitted students to give yourself the best chance of admission.Let’s set that as your SAT/ACT score goal. Setting a Score Goal To give yourself the best chance of being admitted to your dream school, you need to set a score goal that is at or above the 75th percentile SAT/ACT score for that school. How do you find out what the 75th percentile SAT/ACT score for that school is?Here at PrepScholar, we’ve created a very cool resource to locate each college’s 25th/75th percentile score and to calculate your chance of admissions to a given school based on your SAT/ACT score and GPA. To access this resource, simply Google Search, â€Å"[College Name] [ACT or SAT score] PrepScholar.† For example, I looked for USC’s page: The first two search results are both from PrepScholar, the Requirements for Admission page give GPA, SAT, and ACT data. The Complete Guide: ACT Score and GPA page gives information only on ACT and GPA. I recommend looking at our Requirements for Admission for your target colleges to get a sense of the SAT and ACT scores of admitted students.See a sample of our USC Requirements for Admission page: I scroll down, and I find the SAT and ACT data: As I said before, aim for a score at or above the 75th percentile score, so for USC, that would be a 33 or above on the ACT or a 2230 or above on the SAT.Why aim so high?You want to give yourself the absolute best chance of admissions. You want to be in the top group of applicants. You want the admissions officer to see your application and say, â€Å"duh, they should get in.†Okay, they’ll likely say something more eloquent, but you get my point. You might be thinking, â€Å"Hey Dora, 25% of admits score below the 25th percentile, can’t I just score slightly below the 25th percentile and get in?†In theory, yes, you can.In reality, it’s unlikely. Colleges will admit certain applicants with lower SAT/ACT scores because that college needs that student for some reason.For example, colleges sometimes accept athletes, legacies, or students with another exceptional talent (the #1 ranked debater in the US or a world-class violinist) who have lower SAT/ACT scores. Also, colleges sometimes accept students with lower scores who are the children of significant alumni donors or the children of other wealthy or famous people. Unless you fall into one of the above, try to aim for a score at or above the 75th percentile score.While these students may not make up 25% of the admitted students, it’s better to be safe than sorry.Get your score at or above the 75th percentile to give yourself the best chance! Planning Your Prep Now that you’ve set your SAT/ACT score goal, you need to create a plan to reach it.Check out our guide to planning your study based on the amount of improvement that you’re hoping for and based on the amount of time you have to study. Need a launching off point for your test prep?Check out our complete guides to SATand ACT prep.Taking the test really soon (within a month)?Check out our cramming guides to the SAT andthe ACT. What’s Next? Interested in learning more about the college admissions process? Learn about how to get a college application fee waiver, learn about the best extracurricular activities for your college app, and plan your college application timeline. Not sure where you’d like to go to college?Figure out how to find your target school. Still not sure whether the SAT or ACT is right for you? Let’s help you pick the right test for you! 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:

Marshal Michel Ney - Napoleonic Wars Biography

Marshal Michel Ney - Napoleonic Wars Biography Michel Ney - Early Life: Born in Saarlouis, France on January 10, 1769, Michel Ney was the son of master barrel cooper Pierre Ney and his wife Margarethe. Due to Saarlouis location in Lorraine, Ney was raised bilingual and was fluent in both French and German. Coming of age, he received his education at the Collà ¨ge des Augustins and became a notary in his hometown. After a brief stint as an overseer of mines, he ended his career as a civil servant and enlisted in the Colonel-General Hussar Regiment in 1787. Proving himself a gifted soldier, Ney swiftly moved through the non-commissioned ranks. Michel Ney - Wars of the French Revolution: With the beginning of the French Revolution, Neys regiment was assigned to the Army of the North. In September 1792, he was present at the French victory at Valmy and was commissioned as an officer the next month. The following year he served at the Battle of Neerwinden and was wounded at the siege of Mainz. Transferring to the Sambre-et-Meuse in June 1794, Neys talents were quickly recognized and he continued to advance in rank, reaching gà ©nà ©ral de brigade in August 1796. With this promotion came command of the French cavalry on the German front. In April 1797, Ney led the cavalry at the Battle of Neuwied. Charging a body of Austrian lancers that were attempting to seize French artillery, Neys men found themselves counterattacked by enemy cavalry. In the fighting that ensued, Ney was unhorsed and taken prisoner. He remained a prisoner of war for a month until being exchanged in May. Returning to active service, Ney participated in the capture of Mannheim later that year. Two years later he was promoted to gà ©neral de division in March 1799. Commanding the cavalry in Switzerland and along the Danube, Ney was wounded in the wrist and thigh at Winterthur. Recovering from his wounds, he joined General Jean Moreaus Army of the Rhine and took part in the victory at the Battle of Hohenlinden on December 3, 1800. In 1802, he was assigned to command French troops in Switzerland and oversaw French diplomacy in the region. On August 5 of that year, Ney returned to France to marry Aglaà © Louise Auguià ©. The couple would be married for the remainder of Neys life and would have four sons. Michel Ney - Napoleonic Wars: With the rise of Napoleon, Neys career accelerated as he was appointed one of the first eighteen Marshals of the Empire on May 19, 1804. Assuming command of the VI Corps of the La Grand Armà ©e the following year, Ney defeated the Austrians at the Battle of Elchingen that October. Pressing into the Tyrol, he captured Innsbruck a month later. During the 1806 campaign, Neys VI Corps took part in the Battle of Jena on October 14, and then moved to occupy Erfurt and capture Magdeburg. As winter set in, the fighting continued and Ney played a key role in rescuing the French army at the Battle of Eylau on February 8, 1807. Pressing on, Ney participated in the Battle of Gà ¼ttstadt and commanded the right wing of the army during Napoleons decisive triumph against the Russians at Friedland on June 14. For his exemplary service, Napoleon created him Duke of Elchingen on June 6, 1808. Shortly thereafter, Ney and his corps were dispatched to Spain. After two years on the Iberian Peninsula, he was ordered to aid in the invasion of Portugal. After capturing Ciudad Rodrigo and Coa, he was defeated at the Battle of Buà §aco. Working with Marshal Andrà © Massà ©na, Ney and the French flanked the British position and continued their advance until they were turned back at the Lines of Torres Vedras. Unable to penetrate the allied defenses, Massà ©na ordered a retreat. During the withdrawal, Ney was removed from command for insubordination. Returning to France, Ney was given command of the III Corps of the La Grand Armà ©e for the 1812 invasion of Russia. In August of that year, he was wounded in the neck leading his men at the Battle of Smolensk. As the French drove further into Russia, Ney commanded his men in the central section of the French lines at the Battle of Borodino on September 7, 1812. With the collapse of the invasion later that year, Ney was assigned to command the French rearguard as Napoleon retreated back to France. Cut off from the main body of the army, Neys men were able to fight their way through and rejoin their comrades. For this action he was dubbed the bravest of the brave by Napoleon. After taking part in the Battle of Berezina, Ney helped hold the bridge at Kovno and reputedly was the last French soldier to leave Russian soil. In reward for his service in Russia, he was given the title Prince of the Moskowa on March 25, 1813. As the War of the Sixth Coalition raged, Ney took part in the victories at Là ¼tzen and Bautzen. That fall he was present when French troops were defeated at the Battles of Dennewitz and Leipzig. With the French Empire collapsing, Ney aided in defending France through early 1814, but became the spokesman for the Marshals revolt in April and encouraged Napoleon to abdicate. With the defeat of Napoleon and restoration of Louis XVIII, Ney was promoted and made a peer for his role in the revolt. Michel Ney - The Hundred Days Death: Neys loyalty to the new regime was quickly tested in 1815, with Napoleons return to France from Elba. Swearing allegiance to the king, he began assembling forces to counter Napoleon and pledged to bring the former emperor back to Paris in an iron cage. Aware of Neys plans, Napoleon sent him a letter encouraging him to rejoin his old commander. This Ney did on March 18, when he joined Napoleon at Auxerre Three months later, Ney was made the commander of the left wing of the new Army of the North. In this role, he defeated the Duke of Wellington at the Battle of Quatre Bras on June 16, 1815. Two days later, Ney played a key role at the Battle of Waterloo. His most famous order during the decisive battle was to send forward the French cavalry against the allied lines. Surging forward, they were unable to break the squares formed by the British infantry and were forced to retreat. Following the defeat at Waterloo, Ney was hunted down arrested. Taken into custody on August 3, he was tried for treason that December by the Chamber of Peers. Found guilty, he was executed by firing squad near the Luxembourg Garden on December 7, 1815. During his execution, Ney refused to wear a blindfold and insisted upon giving the order to fire himself. His final words were reportedly: Soldiers, when I give the command to fire, fire straight at my heart. Wait for the order. It will be my last to you. I protest against my condemnation. I have fought a hundred battles for France, and not one against her... Soldiers Fire!† Selected Sources Napoleonic Guide: Marshal Michel NeyNNDB: Marshal Michel NeyTrial of Marshal Ney

Social Status of African American Community in Cleveland Essay

Social Status of African American Community in Cleveland - Essay Example Fleming as the first black man in the city council. Edna Hunter, on the other hand, supported the unmarried black girls through Phillis Wheatley Association. Wealthy Black invested in real estate, a municipal power plant was established, and later Ernest Bohn introduced public housing in Cleveland and rest of the United States. Each of these efforts worked to develop the deteriorating city condition and livelihoods. Keyword: African Americans, Blacks, Whites, PWA, Municipal Power Plant, Municipal Lighting System, Thomas, W. Fleming, Politics, Migration, Cleveland’s Reality , Housing and Investment Company, Ernest Bohn, Public Housing, Cleveland Metropolitan Housing Authority Introduction and problem statement: During the end of the 19th century and the early decades of the 20th century, there was a mass migration of the African American people from the South headed to the North. Majority of these people and their families had been slaves on plantations owned by white men. Over time, life was becoming intolerable and a new revolution was setting in. A large number migrated from the rural south into the urban North to look for a better life and opportunities. Cleveland in Ohio was one of the many destinations that the black community populated within a few years. However, African Americans arrival in Cleveland was faced by both social and health problems, ranging from disease outbreaks and racism, which was a barrier to accessing health and social facilities. 1. What was PWA? The defenseless, young, and unmarried African American girls faced numerous risks such as suspicious and unprincipled employers and agencies in Cleveland. Having shared similar difficulties like early age domestic work, Jane Edna hunter founded an association known as ‘Working Girls Home Association’ in 1911, to house and support these girls (Cleveland Historical Team, n.d.). Basically, it was established as an organization to help the unmarried black girls by providing t hem with affordable housing. Within a few years, the organization increased its capacity of boarding girls and changed its name into Phillis Wheatley Association. As it expanded, it sought to uplift the welfare and efforts of the housed girls and the larger African American community with recreational activities. They learned and improved their skills through sewing, cooking, sports, handicraft, sports, and dramatization activities among others (â€Å"Phillis Wheatley,† n.d). In modern times, it plays a critical role in Cleveland’s community by providing diverse programs and social services to support the different age groups. All her life, Jane Edna hunter’s venture was in social work, which she committed to support her society. Apart from the challenges in her early life, Edna hunter had acquired education by the time she came to Cleveland. She had a nursing degree from Virginia, had previously acquired domestic work experiences, hired as a private nurse for s everal Cleveland’s prominent families before she began the foundation, and later studied law and passed the Ohio bar in 1925 (â€Å"Jane Edna,† n.d.). The controversy surrounding the association rose from the divided black community and challenges over its financial problems and leadership.

Wo'men and society Assignment Example | Topics and Well Written Essays - 250 words

Wo'men and society - Assignment Example Women working in chicken processing, computer manufacturing, and housecleaning and manicuring have the tendency of poor health and giving birth to unhealthy children. The debate arises on why contamination affects women more. The simple answer to this women and children has low birth weight and weak immunity due to which they suffer more. One protective mechanism for infants is access to breastfeeding. Environmentalists argue that the current civil rights are not protective of people’s health because they ask for evidence against environmental hazards. Women have always had the upper hand in the food department either in the households or the in the kitchens of restaurants. Studies also show that low income neighborhoods have more fast food joints and supermarkets which do not sell healthy food. The increasing population of the world calls for more food production. The number of farming systems that are biodiverse, enhance pest control, increase pollination and reduce risks of global warming should be increased. Women play a vital role in the establishment of such farms. There is no decreased amount of food in the world, but the political instability has caused the pseudo shortage of food. Increment in population is also an issue the world faces. Population changes are directly proportional to climate changes, immigration issues and issues of security. Population issues can be assessed by ecological foot printing, which shows the amount of energy, land, water and resources is consumed by country. This is a productive tool which assesses consumption changes. Current studies show that there is an increase in the access to uncontaminated water. Clean water serves as source of strength among countries. The surface of earth is covered with water but in the form of glaciers and salt-water. Americans have favored bottled water over tap water, but the making of bottled water consumes large quantities of oil and plastic. Companies such as Pepsi and Coca-Cola have been