Cosmetic Surgery on Teenagers Essay - 902 Words

1. In the first two texts there are numerous views concerning adolescent cosmetic surgery. Among these views are, for example, Diana Zuckerman, president of the National Research Center for Women and Families, whom are mentioned in both texts. As she is quoted in the second text , Seeking Self-Esteem Through Surgery, an article by Camille Sweeney, posted on New York Times website, January 15 anno 2009, â€Å"They may not be any happier with their new look, then what?†. Said quote depicts quite well the general skepticism that Diana Zuckerman seems to hold in both texts. It generally seems that she is concerned that many teenagers, whom desire cosmetic surgery, may be somewhat rash in their decision to go to such lengths to acquire the modern†¦show more content†¦The fact that she says that she persuaded the surgery to look â€Å"normal† can also be put in context to parts of Diana Zuckerman’s argumentation. 2. The author of text 1, Valerie Ulene, does engage her reader in the subject of cosmetic surgery on several points. Among the mention worthy ways in which she accomplish to engage the reader, is the way she starts the article with a personal angle on the subject. By putting down her own experience with the subject she makes the reader interested in the subject ass well, as the concrete concern about imperfection in the physical appearance is very much common, more or less globally. Furthermore, the way she uses several authorities, for example as the presidents of the National Research Center for Woman and Families and the American Society of Plastic Surgeons, the text gains certain credibility, though the text is still very much subjective. Said credibility is neither hurt by the fact that Valerie Ulene is a specialist in preventive medicine in Los Angeles. The personal angle, that once again surface in the conclusion to the article is still quite clear succeed in emphasizing the tex ts subjectivity, and leaves a more or less open ending for the reader to form a somewhat personal opinion for them self. It is however still only a somewhat personal opinion, as the subjectivity of the text still is in play. 3. Text 3 concerns a case, where as an AustralianShow MoreRelatedCosmetic Surgery on Teenagers1077 Words   |  5 PagesTeenagers and Comsetic Surgery Joyce Jenkins Com 150 May 30, 2010 Angela Robles Teenagers and Cosmetic Surgery In our society today, what our bodies look like is a big money making thing. Therefore, being a teenager and have plenty of money brings us to having cosmetic surgery done to our beautiful bodies. The three factors that teens should consider when getting cosmetic surgery are peer pressure, the credentials and reputation of the doctor and finally the cost. The peer pressure thatRead MoreTeenagers and Cosmetic Surgery1573 Words   |  6 Pagesmany teenagers. As a result, teenagers from all around the world who are insecure concerning their appearances are more likely to have cosmetic surgery to blend in, to avoid peer harassments, and to stop further inner torments. Keep in mind that plastic surgery and cosmetic surgery are different even though both surgeries are used to fix someone’s physical body. Plastic surgery are used to mend looks that are ruined due to terrible accidents, and is pay by insurance, while cosmetic surgery are usedRead MoreTeenagers and Cosmetic Surgery2278 Words   |  10 PagesSince the year 2007, 1,339,229 cosmetic surgeries have been performed on the age group of 13-19. In a world where people are judged by their physical appearance, it is common for teenagers to be uncomfortable with their bodies. As a way of conforming to society’s image of physical perfection, more and more teenagers are tu rning to cosmetic surgery as a solution. The purpose for this paper is to make the problems of teenagers having cosmetic surgery, in order to physically change themselves toRead MoreCosmetic Surgery : Plastic Surgery And Teenagers2046 Words   |  9 PagesAccording to â€Å"Plastic Surgery Teenagers†, â€Å"teenagers who want to have plastic surgery usually have different motivations and goals than adults† (â€Å"Plastic Surgery For Teenagers Briefing Paper†). Thus, meaning that most young adults get cosmetic surgery, which is the reshaping of body parts to improve their physical characteristics. However, changing your physical appearance just because you want to or do not feel pretty enough should not be the case of spending all that money and time on a non-maturedRead MoreShould Teenagers Undergo Elective Cosmetic Surgery?1865 Words   |  8 Pagesâ€Å"Plastic surgery is an option for everyone, but it is never a necessity†. As confirmed by many su rgeons in the field of cosmetic based procedures, most of the patients seeking purely beauty care see enhancing their physical appearance as the only, or at least the best, fix for the destructive problems they face, such as harassment or personal insecurities. These thoughts are especially expected in minors, therefore the question is, should teenagers be allowed to undergo elective cosmetic surgery forRead MoreTeenagers Should Never Have Cosmetic Surgery Essay1555 Words   |  7 PagesTeenagers Should Never Have Cosmetic Surgery In 2012, over 236,000 teenagers from the ages of 13-19 years old, went under the syringe to have a cosmetic procedure done (Gilbert, Web). Teenagers should never be able to have cosmetic surgeries because of the harmful effects the procedures have. Teenage minds and bodies are not fully developed until they are in their early twenties. Therefore, doctors are unable to fully comprehend the risks these procedures will have on the teenagers, since theirRead MorePlastic Surgery Should Be Banned For Teenagers 18943 Words   |  4 Pagesreconstruct or repair body parts for cosmetic reasons in a procedure called plastic surgery. It was not long before teenagers 18 years of age and younger noticed the potential benefits of receiving these surgeries, such as fixing misconstrued facial features, or even taking away some unwanted fat. In 2012 there were 130,502 cosmetic procedures performed on teenagers below the age of 19 (Singh). There has been an increase of interest in teenagers for cosmet ic surgery and the most common procedures doneRead MoreAnalysis Of The Article Teens Under The Knife By Kaitlyn Ali And Tiffany Lam1351 Words   |  6 PagesIn the article entitled Teens Under the Knife written by Kaitlyn Ali and Tiffany Lam readers are informed on the possible risks that are exposed to teens who have cosmetic surgery. Ali and Lam state, There are many risks in plastic surgery, such as permanent numbness, infections, blood clots, and even death (par. 9). The developing bodies of teens are still changing which could lead to altering the effects or future displacement of the surgical procedure. The article states, Because teens Read MoreEffect Of Plastic Surgery On Teenagers1370 Words   |  6 Pagesregular routine of cosmetic surgery, as the procedure began, her body temperature started rocketing abnormally high and the heart rate went out of levels. Right then, having to take extra precautions, the clinic flew her out to a hospital, later pronouncing that she ha d fallen into coma and soon after, passed away (Rivero 1). This mistake had sparked an outrage all over the world, not only because an innocent human being had died but it was a source that started it all, plastic surgery. Therefore showingRead MoreTeenagers and the Plastic Surgery Epidemic Essay1090 Words   |  5 Pagesan overwhelming number of American teenagers choose to alter their body in order to fit the unrealistic standard of physical attractiveness created by our beauty-obsessed culture. Teens feel an immense amount of pressure to look â€Å"beautiful† from the media, peers and even parents. Teenagers are going to extreme lengths to reach this physical perfection, but when it comes down to it, just how far is too far? The numbers of teens going through with plastic surgery is startling and will continue to rise

Analysis of AP by John Updike - 533 Words

â€Å"AP† (supermarket) is a short story written by the hardworking and highly productive John Updike and narrated in first person by a 19-year-old protagonist and cashier named Sammy. It was published in 1961 and is about Sammy’s change of character and coming of age. Updike uses the various shifts in tone, great attention to detail, and a great deal of symbolism to portray the significant change. The opening sentence â€Å" In walks three girls in nothing but bathing suits† (par.1) sets up the colloquial tone; it’s as if Sammy was talking to a friend. As the story goes on, the tone shifts from being informal to a little comical. He refers to the people in the checkout lane as â€Å"sheep† and â€Å"scared pigs in a chute.† However, by the end the tone shifts yet again and becomes heroic. The act of quitting a job (climax) in defiance of Lengel’s (manager and antagonist) unfair treatment of the girls is a strong indication of chan ge in character. Sammy hoped the girls would notice his act of heroism. Ironically, the girls do not hear him. Instead, they head out forever disappearing from his life. Sammy’s description of AP (setting) gives a dull and conventional illustration. On the contrary, the description of the girls was sharp and bright, characterizing him as a typical hormone- driven teenager. He describes the first girl, Plaid (nickname), as a â€Å"chunky kid, with a good tan† dressed in a bright green plaid two-piece bathing suit (par. 1). The second girl, Big TallShow MoreRelatedJohn Updike aP Analysis1508 Words   |  7 PagesHanks Aamp;P- In John Updikes Aamp;P, choices and consequences are portrayed as a fundamental and recurring theme throughout the story. Many can understand the idea of repercussions for specific decisions and actions, which makes this story very relatable to most audiences. The story encompasses numerous ideologies paramount to human development and philosophy. Dismantling the story can help depict underlain meanings and asses the ambiguous nature of humanity. The construct of Aamp;P portraysRead MoreAnalysis Of A P By John Updike731 Words   |  3 PagesIn â€Å"AP†, John Updike uses compelling diction, language, and description to enhance the perspective of Sammy within the story and his final decision to quit his job. The use of imagery within the supermarket develops the environment Sammy worked in to a greater extent and painted diverse pictures of the customers. The derogatory descriptions of Lengel and some customers was also significant in terms of revealing Sammy’s emotio ns about his job at AP. The nature of the situation with the girls andRead MoreAnalysis Of A P By John Updike1324 Words   |  6 PagesNovember 2015 2015 Unavoidable Conflict Sammy is a local cashier in a grocery store called AP who resents the local town and disagrees with the local populous. A strong willed teenager who is more than aware of himself tries to get a firm footing in the town. When this backfires Sammy becomes drastic and hastily makes a decision to try to fix all of the issues. To capture this idea in AP by John Updike, it illustrates the struggles of a young teenage male, where his beliefs are against that ofRead MoreAnalysis Of A P By John Updike845 Words   |  4 Pagesâ€Å"The sheep pushing against the carts down the aisle - the girls were walking against the traffic - were pretty hilarious† (Updike AP). The title of this story is AP, written by John Updike. The main characters shown in this story are Sammy, The Three Girls, Lengel, and Stokesie. Here’s a brief summary, â€Å"Three girls walk into AP wearing bikinis. Sammy’s constantly looks at â€Å"Queenie†, the group leader. Stokesie joins in as Sammy watches the girls go aisle after aisle. As the girls reach to theRead MoreAnalysis Of A P By John Updike1560 Words   |  7 PagesJalen Johnson Ms. Mahaffey Eng 102 10/15/17 Feminism in AP In the story â€Å"AP† by John Updike he tries to portray the conventional lifestyle and tendency of his community. The story â€Å"AP† proves how feminism was a large part of the conservative lifestyle and is still present today. AP helps you visualize how sexism could be happening right under our noses. The story is told through the main character Sammy, who is an ordinary teenager in the small town. Sammy makes a courageous effort to fight feminismRead MoreAnalysis Of A P By John Updike895 Words   |  4 Pagesâ€Å"In walks these three girls in nothing but bathing suits† (Updike 1). With the previous quote, would one believe that the storyline is set in a grocery store? In John Updike’s â€Å"AP,† Sammy is the main character. The entire narrative happens through his eyes. Having three out of the ordinary girls walk into the A P mystified Sammy as well as the other men in the store. The tale follows the girls around while they shop and until t hey leave. It carefully describes what aisles the girls pass throughRead MoreAnalysis Of John Updike s A P 1804 Words   |  8 Pagesit’s seemingly infallibility. Most young people feel invincible, but really it is their naivety and inability to understand the harsh concept of reality that enables this behavior. While a common theme in literature, John Updike gives the tale of youth a consumerist spin in â€Å"AP†. Updike tells the story of Sammy the cashier, who see’s himself as superior to those around him and believes he will turn out nothing like the adults he’s surrounded with. He seems to get his chance to be great when some beautifulRead MoreAnalysis Of John Updike s A P1293 Words   |  6 PagesJohn Updike is viewed by his readers as a progressive voice in his work that promotes feminist issues. He makes these issues stand out more evidently, rather than hidden, in order for the reader to realize how women are viewed in society. From reading Updike’s AP, the story sends the message to readers of genders working together to strive for equality. If readers do not carefully and actively read AP they may miss key messages about the power men hold over women, not just in society but in literatureRead MoreAnalysis Of John Updike s A P2577 Words   |  11 Pagescome together and declare allegiance to a similar core of beliefs. And, when they do, they ask a particular set of question about a literary work. Each different way of analyzing a literary work elicits a different set of questions. AP, a short story by John Updike, would best be analyzed by using the school of New Criticism and analyzing the journey Sammy, the narrator, experiences throughout the story. The school of New Criticism believes that the work’s overall meaning depends solely on the textRead MoreAnalysis Of John Updike s A P2084 Words   |  9 Pagesallegiance to a similar core of beliefs. Once they do, they ask a particular set of questions about the literary work. Each different way of analyzing brings up different sets of questions. There are a total of seven different schools. John Updike’s short story A P, would be analyzed best using the school of New Criticism and analyzing Sammy’s experience throughout the day. New Criticism is the work’s overall meaning depending on the text in front of the reader. In high school or in freshman college

The Necklace The Development Of Irony Essay Example For Students

The Necklace: The Development Of Irony Essay The Necklace: The Development of Irony by Kimberly Ednie Mrs. Connolly ENC 1102 M-W-F 9:00AM Short Story Essay January 29, 1997 Guy de Maupassants ;The Necklace; is situational irony written in 1884. The story was written in a time when there were very distinct social classes primarily determined by ones birth. It is about a woman who can not come to terms with her position in the middle class. Although she knows she can not escape her class, she refuses to accept it gracefully. It is through Matilde that Maupassant develops the storys irony. This is reflected through Matildes daydreaming, which only serves to torment her, the loss of the necklace borrowed for show, which only worsens their economic position, and finally, their unnecessary sacrifice. The irony begins with Matildes frequent daydreaming. She is a beautiful and charming woman who feels ;herself destined for all delicacies and luxuries; (4). Fate, however, placed her among the middle class where life was very simple. For her, the only means to a more affluent class was through her imagination. She dreams of ;large silent anterooms, expensive silks and of achievement and fame that would make her the envy of all other women; (4). What she fails to realize is that these daydreams only make her more dissatisfied with her real life. As a result, she becomes more focused on what she does not have rather than what she does have. Contributing to the irony is the borrowed necklace. Matildes husband brings a coveted dinner invitation home, and her first reaction is concern for appearances. She tells her husband that they can not possibly go because she has nothing to wear (5). Her husband agrees to buy her a new dress. This, however, is not enough for Matilde; she needs jewelry. She explains that, without jewelry, she will appear shabby in the company of rich women (6). In her quest to present herself as a wealthy woman, she decided to borrow a superb diamond necklace (6) from a friend. Unfortunately, upon arriving home, Matilde noticed that the necklace was lost. When the necklace can not be found, Matilde and her husband have no choice but to replace it. As a result, Matildes desire to appear part of the upper class has only succeeded in making them part of a lower one. Without a doubt, the most ironic part of the story is the Loisels unnecessary sacrifice. The Loisels decide to replace the necklace without telling the owner of its loss. ;In a shop in the Palias-Royal, they found a necklace that seemed to them exactly like the one they were looking for; (8). They secure the thirty-six thousand for the necklace from Mr. Loisels inheritance and in the form of loans. They struggle and live in poverty for ten years to pay off the necklace. By now, Matilde looks old. She had become the strong, hard, and rude woman of poor households (9). Matilde is walking along the Champs-Elysees when she encounters the friend who loaned her the necklace. Her friend is shocked when Matilde finally tells her about the necklace. It is then that Matilde learns that the necklace her and her husband toiled to replace was only costume jewelry. Even among the rich there are apprearances to keep up. Maupassant, through irony, shows us that in pursuit of wealth or status it is easy to forget what one already has to appreciate. Also, appearances are just that, no matter what class you belong to. Because Matilde did not understand this, desire to rise above the middle class was replaced with a desire to merely rise above poverty. .

Literature Review on Alzheimer’s disease Essay Example

Literature Review on Alzheimer’s disease Essay Literature Review on Alzheimer’s disease Name Institution Course We will write a custom essay sample on Literature Review on Alzheimer’s disease specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Literature Review on Alzheimer’s disease specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Literature Review on Alzheimer’s disease specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Instructor Section # Email Address It is the intent of this review of the literature to show the need for further research in the area of Alzheimer’s disease in order to add to the existing body of knowledge in the area of this disease. The literature review has shown a gap in the literature and the need for further research in the area of Alzheimer’s disease Delavande et al, (2013) delineates dementia as a persistent condition intrinsic of aging that is illustrated by cognitive degeneration. Examples demonstrate the affected losing independence as well as a huddle of indicators brought by this medical condition. Commonly referred to as a disease of aging people, Alzheimer’s disease is the most familiar type of dementia among elder individuals. Dementia is a disease within the brain that austerely affects an individual’s ability to perform routine activities. Burns (2006) asserts that Alzheimer’s disease is a successive neurological brain condition that leads to the permanent depravity of neurons and intellectual capabilities, including reminiscence and logic. Furthermore, dementia, as a medical condition, is exemplified by a huddle of indicators and signs, which are evidenced by memory complexities, language instabilities, psychosomatic and psychiatric deviations, and disabilities in performance of routine tasks. In clinical follow-up, interventions that involve non-usage of drugs should be attempted foremost specifically in the event where symptoms do not lead to distress nor risk the respective individual. It is also fundamental to include therapeutic interventions, which are suited for the victim and create a fair affinity with the individual affected by dementia. Additionally, the use of Cholinesterase inhibitors as a form of medicinal treatment is essential in curing Alzheimer’s disease. This is because the treatment r estricts Cholinesterase, which dissolves acetylcholine, hence increasing the degree of neurotransmitters and leading to altering of the symptom. Ferri et al, (2112) research demonstrates that Alzheimer’s disease is a particular illness that affects nearly 6 percent of the populace aged above 65 and enhances in frequency with age. Consequently, Alzheimer’s disease is identified by three classes of symptoms. The first category is based on cognitive dysfunction. At this point, cognitive dysfunction incorporates symptoms such as complexities in language, loss of cerebral coordination aptitudes and memory. The second category includes psychosomatic indicators and disturbances in behavior, for instance, delusions, depression, agitation and hallucinations, which are solely deemed as non-cognitive signs. The third category incorporates difficulties associated with the performance of routine activities, which are characterized as instrumental based on technical activities that include driving or operating and basic, which comprise tasks such as eating or unassisted dressing. Alzheimer’s disease is a successive neu rological brain condition that leads to the permanent depravity of neurons and intellectual capabilities, including reminiscence and logic, which become ruthless enough to obstruct societal or professional functioning. Ferri et al, (2112) adds that Alzheimer’s disease is a particular illness that affects nearly 6 percent of the populace aged above 65 and enhances in frequency with age. Cooper, Shanks and Venneri, (2006) demonstrates that collectively, signs of Alzheimer’s disease develop from mild symptoms of memory deprivation to severe dementia. Progressively, the mutual existence of disease associated with vessel malfunctions and Alzheimer’s disease is being identified clinically, pathogenically and epidemiologically, because the disease inhibits regular motor skills thereby increasing the risk to contract cardiovascular diseases among aged people who experience progressive stern Alzheimer’s disease. Reitz, Patel and Luchsinger, (2007) uses their research to show that the relation between risks associated with vascular diseases compound the risk of augmenting Alzheimer’s disease among old persons. Various controversies arise that encompass the notion of mild cognitive disability. For instance, one controversy is based on the importance of recognizing mild cognitive disability in order to facilitate preventive involvements. Another controversy is based on normal aging, whereby recognition of mild cognitive disability is deemed as being as a precursor towards medicalization of ordinary aging. Regardless of the controversies, research indicates that individuals possessing mild cognitive disability are more likely to have gained dementia, thus indicating that the dysfunction can actually be considered as an antecedent to Alzheimer’s disease. Matthews et al, (2008), use population studies based on aging and cognition to indicate that disabilities in numerous cognitive areas are identified even before diagnostics on Alzheimer’s disease are performed. Research conducted on the relation between aging and Alzheimer’s disease is crucial to determine the disease’s nature in targeting the aging population. Brayne (2007) shows that experimental cognitive malfunction is not different from that witnessed in ordinary aging, signifying stability rather than discontinuity in the change from regular aging to premedical dementia. Inclusive cognitive decline, which affects memory and other facts of cognitive operation such as attention and perceptual speed, is always an indicating symptom. There is considerable convergence in cognitive functioning between ordinary aging and deterioration in cognition and insignificant proof exists that is yet to identify that these changes are evident or recognizable in medical encounters. (Strozyk et al, 2010) demonstrates that an individual exhibiting signs of Alzheimer’s disease is more likely to show the observable characteristics of dementia if they possess mutual symptoms of vascular ailments. There is considerable convergence in cognitive functioning between ordinary aging and deterioration in cognition and insignificant proof exists that is yet to identify that these changes are evident or recognizable in medical encounters. The focus on treatments for the disease is sharpened by the incorporation of psychosomatic interventions that are proper for treating dementia irrespective of its causes. Typically, a considerable number of psychosomatic interventions and medicinal treatments provide symptomatic advantages and therefore do not rely for their effectiveness on altering the core pathophysiology. For instance, depression treatment within dementia is fundamentally similar regardless of the cause of dementia based on Alzheimer’s disease or dementia in retrospect of vascular features. Nestor, Scheltens and Hodges (2004) utilize rigorous tests of periodic memory that are the preferred neuropsychological forecasters of consequent change from mild cognitive disability to Alzheimer’s disease currently. Longitudinal research on cognitive dysfunctions pertaining to Alzheimer’s disease asserts that cognitive disabilities in the beginning phases are likely to continue being invariable for a number of years. These stages match to the clinical perception of placid cognitive impairment, whereby the person possesses subjective symptoms such as memory loss and quantifiable cognitive insufficiencies but lacks impairment in performing daily activities. Longitudinal research on cognitive dysfunctions pertaining to Alzheimer’s disease asserts that cognitive disabilities in the beginning phases are likely to continue being invariable for a number of years. These stages match to the clinical perception of placid cognitive impairment, whereby the person possesses subjective symptoms such as memory loss and quantifiable cognitive insufficiencies but lacks impairment in performing daily activities. Spaan, Raaijmakers and Jonker, (2003) show that stability in mild cognitive disability leads to cognitive deterioration, whereby semantic memory, which signifies the hoard of particulars and common knowledge, and implicit memory, which refers to influence of experience on current functioning, degrades. Techniques used in brain imaging are able to recognize composite and metabolic changes in the brain. However, there is no technique to identify if individuals possessing mild cognitive disability arte more susceptible to gain Alzheimer’s disease. The inception of Alzheimer’s disease is usually identified by memory loss. Majority of Alzheimer cases depict memory loss as the foremost sign of Alzheimer’s disease among patients. The steady inception of memory loss indicates that it is susceptible towards being identified mistakenly to ordinary aging and is considerably identified specifically as the beginning of Alzheimer’s disease. The inception is subtle, begi nning with mild memory loss and word finding difficulties, which are symptoms that are viewed as regular in daily life. Regardless, an integration of imaging and psychological tests enhances the accuracy of forecasting cognitive deterioration in individuals. Nevertheless, the techniques for recognition of beginning changes characteristic of Alzheimer’s disease are outpacing the curative options such that there is uncertainty based on the efficacy of such premature preclinical diagnoses. Leroi and Lyketsos (2005) assert that depression is represented in 24 percent to 32 percent of cases related to Alzheimer’s disease. Additionally, 17 to 27 percent of cases represent anxiety; over 41 percent of cases indicate apathy while delusions make up 23 percent of the cases. The symptoms are specifically recognized as dangerous when they begin interfering considerably with social and operational tasks, or when being identified by external parties who realize that the symptoms are progressing and that an indictment of dementia is acceptable. Additionally, changes in emotions are ordinary. This is identified by the prevalence in cases of depression and other emotional disorders. Gauthier, (2008) asserts that assessing dementia includes following a process that comprises distinguishing the syndromes of dementia for other maladies that are able to copy them such as delirium and mild cognitive disability and diagnosing a subtype in order to verify the type of treatment required. Diagnosing Alzheimer’s disease involves following a sequence of important phases that are intrinsic of determining the illness in an individual. The foremost phase in diagnosis of Alzheimer’s disease involves assessing the victim’s history. The history should comprise credible information received from the victim. After assessment of the victim’s history, an assessment based on the mental state of the individual is performed. The mental state appraisal comprises an authenticated cognitive function analysis. The final stage involves conducting a physical examination by focusing on neurological and vascular symptoms, which are complemented by investigations. Summary It is my belief that the literature review provided has shown the need for further research in the area of Alzheimer’s disease The gap in the literature is understandable in which my proposed research will address the etiology as well as the effects of Alzheimer’s disease. Extensive research has been carried out on Alzheimer’s disease based on its etiology, pathogeny, epidemiology, heredity, mannerism, medication, psychology and the effects it exemplifies on the victims who are considerably older people. Accordingly, the considerable effects of the disease has led to physicians and medical researchers alike to deduce innovative methods that assist in combating the ailment through the principles of prevention and cure. Overtime, Alzheimer’s disease has continued baffling the findings and conclusions of research and the strenuous efforts exuded by physicians and researchers. Regardless of the tenacity of the illness on aging people, innovations in medical technology have made it possible to mitigate the disease and the risks associated with it by providing methods and procedures that are effective and efficient in waging and prolonging the war against Alzheimer’s disease. The causative features of Alzheimer’s disease are currently unknown. However, research on the causes of the disease has identified several factors that are associated with acquisition of the disease. These factors are based on sociodemographics such as age and sex, genetic contribution factors such as family hereditary, medical records and treatment, which includes head injuries, vascular attacks, depression and Herpes Simplex, Habits, which include alcoholism and smoking, and insufficient physical and cognitive performance. In conclusion, research on Alzheimer’s disease has paved way for understanding and developing the pathology and treatment of the disease among aged people. Nevertheless, research in the ailment has also been conducted in the areas that involve prevention of the disease in order to prevent further financial and emotional distress on health care providers and family alike. Based on research evidence, preventive interventions have been deduced that actually restrict or delay the inception of Alzheimer’s disease. However, such interventions are either too complex to articulate or prevent the onset on a small-scale level thus lessening the impact. In general, Alzheimer’s disease is on the verge of elimination and thus it is important to continue further research in order to ensure that the disease is eliminated in totality from the society. Works Cited Brayne C. The Elephant in the Room-Healthy Brains in Later Life, Epidemiology and Public Health. Nature Reviews Neuroscience.8 (2007):233-9. Print. Burns, A., and J. O’Brien. â€Å"Clinical Practice with Anti-Dementia Drugs: a Consensus Statement from British Association for Psychopharmacology.† Journal of Psychopharmacology. 20.6 (2006): 732-755. Print. Burns, Alistair S. Severe Dementia. Chichester: John Wiley Sons, 2006. Print. Cooper, J.M, M.F. Shanks, and A.Venneri. â€Å"Provoked Confabulations in Alzheimer’s Disease.† Neuropsychologia. 44.10 (2006): 1697-1707. Print. Delavande, A, M.D Hurd, P Martorell, and K.M Langa. â€Å"Dementia and Out-of-Pocket Spending on Health Care Services.† Alzheimer’s Dementia: the Journal of the Alzheimer’s Association. 9.1 (2013): 19-29. Print. Ferri, Cleusa P, Martin Prince, Carol Brayne, Henry Brodaty, Laura Fratiglioni, Mary Ganguli, Kathleen Hall, Kazuo Hasegawa, Hugh Hendrie, and Yueqin Huang. â€Å"Global Prevalence of Dementia: a Delphi Consensus Study.† The Lancet. 366.9503 (2006): 2112-2117. Print. Gauthier, Serge. Clinical Diagnosis and Management of Alzheimer’s Disease. New York: Informa Healthcare, 2008. Print. Leroi, I. and C. Lyketsos. â€Å"Neuropsychiatric Aspects of Dementia†. Dementia. Eds. A. Burns, J. O’Brien, D. Ames. London: Hodder Arnold, 2005: 55-64. Print. Nestor, Peter J, Philip Scheltens, and John R. Hodges. â€Å"Advances in the Early Detection of Alzheimer’s Disease.† Nature Reviews Neuroscience. 10.7 (2004). Print. Reitz, C, B Patel, and J.A Luchsinger. â€Å"Relation between Vascular Risk Factors and Neuropsychological Test Performance among Elderly Persons with Alzheimer’s Disease.† Journal of the Neurological Sciences. 257 (2007): 194-201. Print. Spaan, Pauline, Jeroen Raaijmakers, and Cees Jonker. â€Å"Alzheimer’s Disease versus Normal Ageing: a Review of the Efficiency of Clinical and Experimental Memory Measures.† Journal of Clinical and Experimental Neuropsychology. 25.2 (2003): 216-233. Print. Strozyk, Dorothea, Dennis W. Dickson, Richard B. Lipton, Mindy Katz, Carol A. Derby, Sunhee Lee, Cuiling Wang, and Joe Verghese. â€Å"Contribution of Vascular Pathology to the Clinical Expression of Dementia.† Neurobiology of Aging. 31.10 (2010): 1710-1720. Print.

The Shipping News Essays

The Shipping News Essays The Shipping News Essay The Shipping News Essay The countryside in Newfoundland is grim and rough in comparison to the pastoral beauty of Wessex. The description of landscape is less significant than in Tess of the DUrbervilles; Proulx concentrates more on the seas power as the force that shapes the lives of the habitants, and the importance of dwelling in representing Quoyles life and battles. Her narrative is strongly metaphorical and shares some of Hardys lyricism, his rich language, and this combined with fragments of local dialect injected into her prose fully submerses the reader into the world of the Newfoundlanders. Quoyles life in Bedraggled Mockingburg is one reflected by his squalid house, with its grey sheets and cribs jammed close like bird cages. It is indeed a caged, oppressed existence, superficial and unsatisfying. He feels out of place with his surroundings, alienated, isolated and uncomfortable. He has a sense that the triviality that surrounds him is the stuff of others lives. He is waiting for his to begin, longing for a more resolute, gratifying life.  After the death of his parents and his cruel, carnal wife, he returns with an old aunt to the land of his fathers, Newfoundland, to start a new life in a fresh place, a place of rugged, perilous beauty: Miles of coast blind wrapped in fog. Sunkers under wrinkled water, boats threading tickles between ice-scabbed cliffs The alchemist sea changed fishermen into wet bones  Here he takes refuge in a house that is severe, bare, and empty. This house is a crucial metaphor in the novel, the mysterious house of his ancestors, pumiced by stony lives of dead generations, full of myth. Dragged to the headland across the ice, bolted and chained unnaturally to the rocky headland, Quoyle feels as if the house is A bound prisoner straining to get free. In this place he is swallowed by the shouting past. In the end the house is torn from its shackles by the wind, blown away, freed from its bondage. It is here we see a unity of person and place that is so evident in Tess of the DUrbervilles; Quoyle is the houses equivalent in human form, he has been dragged a great distance, bolted to his ancestry and emotions, unable to break free from the past. When the house is set free by a great storm, Quoyle is also released, able to understand himself as an individual, not merely a member of a corrupt family. Dwellings are used in some corresponding ways in the two novels. Tess has connections with various dwellings that are similar to Quoyles. She is haunted by the ancient DUrberville family, on the night of her wedding. The portraits of DUrberville ladies mock and sneer at her from the walls, smirking in merciless treachery, adding to her sense of guilt and impending doom in the run up to her disastrous confession to Angel. Ironically, it is the treachery of her family that has given her something to confess in the first place. Tess also feels the oppression and desperation felt by Quoyle in Mockingburg when she is forced to live with Alec in the grand but seedy Sandbourne. She feels a brief flutter of happiness when she spends a few days with Angel in the empty, fairytale Bramshurst Court; momentarily swept into an oblivious state of euphoria. This place is a brief refuge for the lovers, so exhausted and battered by fate. Here, in secluded and peaceful surroundings, they spend the only time together as husband and wife with no dark secrets, acting out a poignantly innocent charade, half-pretending that their lives will continue in peace, clinging to a fantasy. This short period is the calm before the storm, a moment of tranquillity which is destroyed soon after, when Tess is caught and executed. The Shipping News charts the struggle of people to live with an immense elemental power, the sea, at whose mercy they are. It is one of the most powerful images in the novel, and is described by Proulx as almost a deity, a primitive demi-god, an ambivalent force, terrible and generous, giving and ending life, paying no heed to human hopes, struggles and morality. The people of Newfoundland treat this force as such an entity, with hushed respect and fear. When Quoyle arrives in Newfoundland, he is not familiar with its way of life, or the might of nature. He cannot swim, is afraid and overwhelmed by this water, haunted by lost ships, fishermen, explorers gurgled down into sea holes as black as a dogs throat. Bawling into salt broth. His near drowning in chapter 26 can be seen as a wild baptism, a symbolic acceptance and immersion into the Newfoundland culture and society. The old Quoyle sinks with the useless boat which embodies his ignorance, and a new Quoyle is born, one who recognises his need to learn and to adjust to a new place and existence. The overwhelming force in Tess of the DUrbervilles is fate, a power that controls events and actions. In this novel, nature and weather are relatively benign; manifestations of fate, used to accentuate the characters experiences and occasionally to foreshadow events. The force of fate is portrayed as much more negative than the sea in The Shipping News; it is generally cruel and arbitrary, especially in relation to poor Tess. Fate is responsible for her encounter with Alec Stoke-DUrberville, her subsequent violation, the death of her child, and ultimately, her death. Although often hauntingly beautiful, nature is at times sinister, threatening, an omen: The occasional heave of the wind became the sigh of some immense sad soul, conterminous with the universe in space, and with the history in time This fatalism, seen in many of Hardys other novels, reflects his view of life. Tesss personal fatalism is a typical characteristic of her upbringing in rural poverty; she was reared in the lonely country nooks where fatalism is a strong sentiment.  Proulxs literary style is unusual, in comparison with Hardys, but in a world where authors strive to find original structural devices, The Shipping News is not so remarkable. Proulx often writes ungrammatically, disjointedly, in fragmented sentences. The protagonist, a newspaper reporter, presents his thoughts and feelings as headlines, so it seems fitting that, although at times Proulxs narrative is disruptive to the reader, it is reminiscent of newspaper shorthand. The most extraordinary device she uses is the knot definitions that introduce each chapter. Knots are of literal importance in the novel; fishermen, sailors and upholsterers use knots as part of their livelihoods. However, in this novel, they are more a metaphor for the versatility of human beings, specifically a metaphor for the lives of the Quoyles, who must undo the binds of the past in order to have a future. Knots tie Quoyle to his ancestors; the gruesome knotted hair brooch and the knots of Nolans sorcery. As the last chapter definition says, there will always be new knots to discover. Quoyle must release himself from the old knots and tie new ones. Both authors use setting as an essential component to their stories, instead of merely using it as a backdrop. In essence, Hardy uses the landscape in Tess of the DUrbervilles not only to magnify her experiences but literally to be her experiences in an alternative form. In Hardys own words, My art is to intensify the expression of things as is done by Crivelli, Bellini, etc., so that the heart and inner meaning is made visibly visible.(An extract from one of Hardys notebooks). Proulx uses the setting in her novel to mark each stage of her protagonists life, and like Hardy, to symbolise his struggles and the influences upon him. In my opinion, the power in both novels is derived, to a large extent, from the atmosphere created by the surroundings, whether the raw coast and fierce elements of Newfoundland or the idyllic warmth and beauty of Hardys Wessex.

Wilson Tennis Balls †Business Essay

Wilson Tennis Balls – Business Essay Free Online Research Papers Wilson Tennis Balls Business Essay Wilson Sports has design and perfected many products for today’s tennis athletes. Wilson Sports market’s products such as performance wear and sports products. The Wilson name can be seen on footballs, basketballs, and tennis balls. Wilson is a key sponsor on the tennis circuit. Wilson’s tennis ball has been the official tennis ball for the US Open since 1979. In the 2005 US Open championship series, the tennis ball of choice was Wilson’s Extra Duty. This Extra Duty tennis ball is rated the most durable ball on the market, in a survey of all tennis players male and female on the ATP and WTA. Wilson’s tennis ball product is one of the most tested of Wilson’s products. The Extra Duty tennis ball is manufactured for star tennis players needs. The balls can be purchased from four categories: Performance, Competitive, Training and Recreational. Each category has selectively designed balls and many come in different â€Å"screaming† colors. The price range for Wilson’s high performance products vary. The type and usage for each tennis ball is different. The Wilson’s Extra Duty ball ranges from $2.99to $4.99. This tennis ball is used mostly with professional tennis players or tennis competitions. The Wilson’s Championship ball ranges from $2.49 to $4.99. This tennis ball is used for serious players looking to make the leap into the professional circuit. The Wilson’s Screamer balls can be purchased for about $2.99. This ball is for recreational usage. It’s durable and more dense. The Wilson’s Winners tennis ball ranges from $2.99 to $17.99. This ball is for youth that are in training and are just learning the game of tennis. In most cases the tennis balls are purchased in a can of three but they can be bought in packs of nine or even twelve on the Wilson Sports web site. The quantity of balls purchased will also reflect in price. Wilson tennis balls can be purchased at several locations. They can be ordered off the Internet as sites such as www.wilsonsports.com, in sporting goods stores, recreation centers and complexes, and even places such as country clubs in their club house. The placement of the Wilson tennis ball in very important. One wants to make sure that is positioned in convenient locations that may appear to tennis players. Wilson tennis balls are well known through out tennis. It is the official ball of many pro tournaments such as The Davis Cup and The US Open. Special balls are made and used in these tournaments which provides promotion for Wilson Sports and their tennis ball. Also for promotion you may find a television commercial where Wilson Sports is advertising the use of the balls. Another advertising technique that may be used is and ads in a magazines, maybe one that appears to athletes. In the end, Wilson Sports dominates the tennis industry. Many automatically associate Wilson Sports with tennis. Wilson Sports equals Wilson tennis balls. Wilson Sports have to carefully place and promote the tennis ball. Tennis is not a sport that is as common as football, but appeals to many middle to upper class citizens. It would be a mistake to place an ad in Vibe magazine instead of Sports Illustrated. In the end the Wilson tennis ball speaks for itself through performance however the product information, promotion, price and place of distribution are very important to the marketing division at Wilson Sports to keep the product association alive. Research Papers on Wilson Tennis Balls - Business EssayThe Hockey Game19 Century Society: A Deeply Divided EraMarketing of Lifeboy Soap A Unilever ProductDefinition of Export QuotasOpen Architechture a white paperAnalysis of Ebay Expanding into AsiaBionic Assembly System: A New Concept of SelfUnreasonable Searches and SeizuresPETSTEL analysis of IndiaThe Project Managment Office System

Commodification of Rap by White Artists Essay Example | Topics and Well Written Essays - 500 words

Commodification of Rap by White Artists - Essay Example Such people found discouragement in their early stages as some felt that they were not even a half black to do the rapping. Ideally, rap was a black thing. What matters in the context is how white rappers have fared in this field of music. Eminem has mastered his art far better than a number of his male counterparts. His lyrical flow, regardless of the content has been found more appealing than that of many rappers. But we should digress and consider the likes of Iggy Azalea who are not American in the first place but have seemingly been well treated in the light of rap awards.  Many other rappers in the likes of Azealia Banks feel that Iggy is not in to represent rap or hip hop as she barely understands black issues (Boom). This takes us back to what would otherwise inspire Iggy Azalea to get involved in rap. Is it about the multicultural nature of the society today? Is it about talent? Wait, we should look at what comes with music industry these days. Celebrities are racking mill ions of dollars overnight. This element, money, has set the whole industry in motion motivating many individuals to get involved. Organizations are endorsing rappers so as to have financial returns. These are not the days when radio hosts and programmers had no place for rap as they claimed it was fad. In fact, commercial hubs have reported of increased sales after playing more rap music in their stores.  The big issue is that rap has been transformed to a commodity in the market. It is being traded for money and fame.

Cog Therapy & Gay & Lesbian Counseling Essay Example | Topics and Well Written Essays - 3750 words

Cog Therapy & Gay & Lesbian Counseling - Essay Example This leads to development of feeling of worthlessness and hence, depression. This feeling of worthlessness and rejection is being faced by the gays and the lesbian population, as the society is yet to accept homosexuality as normal thing (Bringaze, Tammy and White 162). This has led to many homosexual people suffer from psychological disorders. Their psychological disorder is a result of both, the social attitude and their own negative perception of the self image. Hence, cognitive therapy, which aims to resolve the problem from roots, is one of the best therapy to use while counseling gays and lesbians. According to Beck and Weishaar (1986), â€Å" Cognitive therapy is a system of psychotherapy based on theory which maintains that how an individual structures his or her experiences largely determines how he or she feels and behaves† (Freeman and Dattilio 3).Cognitive therapy is mostly based on the quality of the interaction between the therapist and the patient. According to Beck and Weishaar (1986), â€Å"it is a collaborative process of empirical investigation, reality testing, and problem solving between the therapist and patient.† Cognitive therapy has proved to be extremely effective in treating problems related to mind as it not only tries to fix the problem on surface but works on the root cause of the problem by dealing with emotional and behavioral disorders (Freeman and Dattilio 3). Cognitive therapy works effectively because it believes that the behavior pattern of a person depends on how he perceives the self and his relationship and adjustment with people and society around him. According to Horney (1950) and Adler (1936), the behavior pattern of a person

Liberty Communication Satellite Phones Essay Example for Free

Liberty Communication Satellite Phones Essay Mexico is one of the leading markets for electronic goods such as mobiles creating a global business avenue. Like any other business, a number of risks face electronic goods. The objective of the paper is to conduct a risk analysis on Mexico for Liberty communications Satellite Phones Company a new business venture. Risk analysis in this case is an aspect of identifying risk factors that jeopardize the success of the new communication company in Mexico. The rules regulate marketing, supply and distribution of satellite mobile phones which affects operation of business. Communication through satellite mobile is regulated by rules made by politicians and thus the company is supposed to have adequate knowledge about communication rules. Another risk to be analyzed is exchange and repatriation of funds which relates to exchange rates. The company is supposed to consider the value of Mexican currency against other currencies to meet global standards (Fleisher Craiq, 2005). This risk occurs when currency trades badly against other currencies as it is a loss to the communication company. Competition is a general risk to any kind of business and thus Liberty communications should consider evaluating whether there is any other dominating company that deals with satellite mobile phones. Upon close evaluation of the communication sector, Liberty communications is bound to make sound decisions about that particular venture. Every business is bound to pay tax to government and this is a major area of concern by Liberty communications. The taxation rate differs from one business to another according to laws made by political entities (Culpan Refik, 2002). In certain instances, the rate of taxation is very high making business to pay heavily. The communication company should consider laws regarding taxation and double taxation. Marketing of satellite phones is a major risk that ought to be analyzed before venturing into communication market. The major aspects to be considered include the 4p’s such as product, price, place and promotion. Management at Liberty communication is supposed to consider putting satellite phones (product) at the right place (Mexico) at the right price and time (promotion). Once these elements are considered the company successfully ventures communication sector without obstacles. Distribution and supply chain is another major risk that should be analyzed as it can lead to poor trading. The company is bound to exploit certain royal customers with the intention to make maximum sales. Distribution of satellite phones is exposed to both physical and environmental risks which should be evaluated before venturing into the business. Social and cultural life of Mexican people is another major area that exposes the company to risks. The social life and cultural practices in Mexico have an influence in communication and Liberty communications is bound to consider such values. This is related to life style as it is influenced by technology and cyber. Management of Liberty Company should consider whether Mexican people have enough knowledge on technology as it is the main area of specialization. References Fleisher Craiq, 2005, Competitive Intelligence and global Business, Praeger. Culpan Refik, 2002, Global Business Alliances: Theory and Practice, Quorum Books.

The Lure of Polo Through the Years :: Games Sports Essays

The Lure of Polo Through the Years Dangerous, thrilling, addictive—however you choose to describe the modern game of polo, you can be sure that someone used those same words thousands of years ago for the same purpose. Polo, as it is played today, is merely a refinement of games played as early as the sixth century B.C. It has been said, in many languages and in many time periods, â€Å"He who plays polo once will sacrifice his money and body to play again.† Polo has survived for over two thousand years; its addiction must be as powerful as players claim. The â€Å"sport of kings† is one of the oldest sports still in existence today. In fact, versions of the game were played so long ago that a definite origin of the game cannot be determined. Due to the expense of owning and training the best horses, it was primarily nobles who played the game. Because of this, polo was spread as nations conquered others, and it disappeared in areas as noble classes died. Thus, the game was often born and reborn in so many versions that the term polo (translated from several ancient and modern languages) grew to encompass a wide variety of games involving a stick, ball and players on horseback. Many historians will trace polo’s roots back to Persia (modern day Iran), where the game developed from its most raw and dangerous form. The Persians, who were among the first to domesticate horses and use them in warfare, began playing games on horseback in order to refine their equestrian skills. The game of choice involved any number of players on horseback all attempting to hit a round object with mallets past the other team’s final players. Sometimes hundreds of players were on each team, and the object they were fighting over ranged from balls, to goats, to decapitated human heads. With so many players and no regulation, polo quickly became a sport in which collisions, ill-trained horses, and human error could easily cause injury and even death. Despite the obvious dangers one encounters while playing polo, it was a popular activity for armies and nobles. For cavalry, polo provided a venue for displaying one’s athleticism, poise, quick thinking, and boldness. In fact, kings from many nations used polo as an easy way to determine appointments for political and army positions. Often, the best polo players were the only ones who could surpass their natural born social class.

Kimberle Crenshaw’s “The Intersection of Race and Gender”

Kimberle Crenshaw’s arguments and research in â€Å"The Intersection of Race and Gender† offer an insightful and probing look into the state of women of color in the current racial and gender climate of our culture.   Her main point, that women of color experience both their race and their gender together in a way that is NOT mutually exclusive, as they are so often treated, and are informed one by the other and as they occur simultaneously, is one that almost sparks a flippant attitude of â€Å"No kidding.†When the argument is first introduced, it seems to simple and so self-evident as to be self-explanatory (and taken for granted); at first it almost seems like a waste of time to be delving into something so painfully obvious.   However, through her very thorough research and her carefully pieced argument which clearly shows how â€Å"X† relates to â€Å"Y† relates to â€Å"Z,† Crenshaw is able to take something that does indeed seem li ke it should be plainly obvious and more or less proves, as much as it can be â€Å"proven,† that even still today race and gender are not given the adequate attention the two together deserve.As Crenshaw is painstaking to point out, both issues—issues of race and gender, that is—receive quite a bit of popular attention in our current culture climate.   In fact, the issues have been made so big that they are difficult to contain in any one argument.Nowadays, so many things become either an issue of race or an issue of gender, it is difficult to discern which issues legitimately need to be addressed by these â€Å"isms† and which have simply been lumped into them by sheer popular appeal (i.e., race and gender issues are the new hot-button â€Å"It† topic—if any discussion is going to occur on the large-scale mainstream popular platform of the media, one of the two had better be involved).   However, through all of this seeming social desi re to focus so much on gender and race, the fact that the two can also intersect and create a whole new array of complicated issues for a person and a culture seems to have been totally missed.That last little bit is my own digression, and not part of Crenshaw’s argument; this is simply what struck me as so entirely shocking.   While we’ve been so caught up discussing race and gender, we’ve completely missed the discussion of race with gender.   Crenshaw has a plethora of information and examples to cite which show how race with gender has been entirely neglected by everyone, including the antiracists (who predominantly serve black men) and the feminists (who predominantly serve white women).Here, Crenshaw further contains the overall argument into speaking strictly in terms of violence against women, and how violence against women of color is treated and viewed as being the same as violence against women in general, completely ignoring the deeper-lying comp lications of layers of different of social structures which affect women of color that DO NOT affect white women (something that, if women of color are to be treated in a way that is beneficial and acknowledging of them and their plights, simply cannot be ignored).Again, Crenshaw brings so much â€Å"evidence† to the table that her point rings loud and clear: the separate and distinct plights of women of color are not recognized by any other vocal group as being anything noteworthy.   And this attitude further perpetuates this belief of their own negligible experiences in the minds of those very same women of color.   And so is the vicious cycle.I found Crenshaw’s essay to be extremely culturally important and incredibly relevant.   For as much as antiracist and feminist groups preach about â€Å"Otherness,† they too are guilty of â€Å"Othering† in order to further their own causes (or, worse than â€Å"Othering,† just flat-out ignoring).Any effective kind of identity politic must be informed by all aspects of a person’s identity; not just race, and not just gender (or, for that matter, class, religion, sexual orientation, age, profession, education, employment history, disability, proclivity to heart disease, or anything else), but a combination of all the various intricacies that creates a person’s identity.   To separate one out makes a person no less of the other, and the only way to truly address them is to do so in a way that accommodates how they all come together to form their own separate and unique experience.   Perhaps this is where the postmodernists really got it right: identity is fluid, after all.

“Structural and Semantic Properties of Phraseological Units”

, ?. ?. : â€Å"Structural and semantic properties of phraseological units† IV -48 : . ?. ?. – 2011 Plan Introduction 1. Problems with the definition of phraseological units. The groups of phraseological units according their meaning 2. Ways of forming of phraseological units 3.Semantic structure of phraseological units Conclusions References Introduction Phraseological units, or idioms, as they are called by most western scholars, represent what can probably be described as the most picturesque, colourful and expressive part of the language’s vocabulary. If synonyms can be figuratively referred to as the tints and colours of the vocabulary, then phraseology is a kind of picture gallery in which are collected vivid and amusing sketches of the nation’s customs, traditions and prejudices, recollections of its past history, scraps of folk songs and fairy-tales.Quotations from great poets are preserved here alongside the dubious pearls of philistine wisdom and crude slang witticisms, for phraseology is not only the most colourful but probably the most democratic area of vocabulary and draws its resources mostly from the very depths of popular speech. Our abstract is devoted to the problem of defining the phraseological units and to their structural and semantic features. We try to analyze the works of different scholars, which researched these questions and to systematize their conclusions. Problems with the definition of phraseological units.The groups of phraseological units according their meaning In modern linguistics, there is considerable confusion about the terminology associated with these word-groups. Most Russian and Ukrainian scholars use the term â€Å"phraseological unit†, which was first introduced by Academician V. V. Vinogradov whose contribution to the theory of Russian phraseology cannot be overestimated. The term â€Å"idiom†, widely used by western scholars, has comparativ ely recently found its way into Russian and Ukrainian phraseology but is applied mostly to only a certain type of phraseological unit as it will be clear from further explanations.There are some other terms denoting more or less the same linguistic phenomenon: set-phrases, phrases, fixed word-groups, collocations. The confusion in the terminology reflects insufficiency of positive or wholly reliable criteria by which phraseological units can be distinguished from â€Å"free† word-groups. It should be pointed out at once that the â€Å"freedom† of free word-groups is relative and arbitrary. Nothing is entirely â€Å"free† in speech as its linear relationships are governed, restricted and regulated, on the one hand, by requirements of logic and common sense and, on the other, by the rules of grammar and combinability.One can speak of a black-eyed girl but not of a black-eyed table (unless in a piece of modernistic poetry where anything is possible). Also, to say t he child was glad is quite correct, but a glad child is wrong because in Modern English glad is attributively used only with a very limited number of nouns (e. g. glad news), and names of persons are not among them. Free word-groups are so called not because of any absolute freedom in using them but simply because they are each time built up anew in the speech process where as idioms are used as ready-made units with fixed and constant structures.So we can give the definition of each type of unit given above to use them correctly. First of all, set-phrases imply that the basic criterion of differentiation is stability of the lexical components and grammatical structure of word-groups. The term â€Å"word-equivalent† stresses not only semantic but also functional inseparability of certain word-groups, their aptness to function in speech as single words. A collocation is two or more words that often go together. These combinations just sound â€Å"right† to native Englis h speakers, who use them all the time.On the other hand, other combinations may be unnatural and just sound â€Å"wrong†. Look at these examples: the fast train – the quick train; fast food – quick food The term â€Å"idioms† generally implies that the essential feature of the linguistic units under consideration is idiomaticity or lack of motivation. Uriel Weinreich expresses his view that an idiom is a complex phrase, the meaning of which cannot be derived from the meanings of its elements. He developed a more truthful supposition, claiming that an idiom is a subset of a phraseological unit.Ray Jackendoff and Charles Fillmore offered a fairly broad definition of the idiom, which, in Fillmore’s words, reads as follows: â€Å"†¦an idiomatic expression or construction is something a language user could fail to know while knowing everything else in the language†. Chafe also lists four features of idioms that make them anomalies in the tra ditional language unit paradigm: ? non-compositionality; ? ansformational defectiveness; ? ungrammaticality; ? frequency asymmetry.Generally speaking, the term â€Å"idiom†, both in our country and abroad, is mostly applied to phraseological units with completely transferred meanings, that is, to the ones in which the meaning of the whole unit does not correspond to the current meanings of the components. According to the type of meaning phraseological units may be classified into: (classification given by Ryzhkova) ? Idioms; ? Semi-idioms; ? Phraseomatic units. Idioms are phraseological units with a transferred meaning. They can be completely or partially transferred: red tape.Semi-idioms are phraseological units with two phraseosemantic meanings: terminological and transferred: chain reaction, to lay down the arms. Phraseomatic units are not transferred at all. Their meanings are literal: the begging of the end; pins and needles. As we can see there is no one specific defin ition for such phenomenon as phraseological units. Different scholars make their own suggestions, which are worth to be considered. We’ve outlined the main of them which are necessary to know dealing with this problem in the process of studying of the English language.Ways of forming of phraseological units As we deal with the structure of phraseological units it’s necessary to pay attention to the classification given by A. V. Koonin. He distinguishes the groups of phraseological units according to the way they are formed. Primary ways of forming phraseological units are those when a unit is formed on the basis of a free word-group: a) Most productive in Modern English is the formation of phraseological units by means of transferring the meaning of terminological word-groups, e. . in cosmic technique we can point out the following phrases: â€Å"launching pad† in its terminological meaning is â€Å" †, in its transferred meaning – â€Å" †, â€Å"to link up† – â€Å"?’ † in its transformed meaning it means – â€Å"†. b) A large group of phraseological units was formed from free word-groups by transforming their meaning, e. g. â€Å"granny farm† –  «  », â€Å"Trojan horse† – â€Å"’ †. ) Phraseological units can be formed by means of alliteration, e. g. â€Å"a sad sack† – â€Å" †, â€Å"culture vulture† – â€Å", †, â€Å"fudge and nudge† – â€Å"†. d) They can be formed by means of expressiveness, especially it is characteristic for forming interjections, e. g. â€Å"My aunt! †, â€Å"Hear, hear! † etc e) They can be formed by means of distorting a word group, e. g. â€Å"odds and ends† was formed from â€Å"odd ends†. f) They can be formed by using archaisms, e. g. in brown study† means â€Å"in gloomy meditation† where b oth components preserve their archaic meanings, g) They can be formed by using a sentence in a different sphere of life, e. g. â€Å"that cock won’t fight† can be used as a free word-group when it is used in sports (cock fighting), it becomes a phraseological unit when it is used in everyday life, because it is used metaphorically; h) They can be formed when we use some unreal image, e. g. â€Å"to have butterflies in the stomach† – â€Å"†, â€Å"to have green fingers† – â€Å" † etc. ) i) They can be formed by using expressions of writers or politicians in everyday life, e. g. â€Å"corridors of power† (Snow), â€Å"American dream† (Alby) â€Å"locust years† (Churchil), â€Å"the winds of change† (M? Millan). Secondary ways of forming phraseological units are those when a phraseological unit is formed on the basis of another phraseological unit; they are: a) Conversion, e. g. â€Å"to vote with o ne’s feet† was converted into â€Å"vote with one’s feet†. b) Changing the grammar form, e. g. â€Å"Make hay while the sun shines† is transferred into a verbal phrase – â€Å"to make hay while the sun shines†. ) Analogy, e. g. â€Å"Curiosity killed the cat† was transferred into â€Å"Care killed the cat†. d) Contrast, e. g. â€Å"cold surgery† – â€Å"a planned before operation† was formed by contrasting it with â€Å"acute surgery†; â€Å"thin cat† – â€Å"a poor person† was formed by contrasting it with â€Å"fat cat†. e) Shortening of proverbs or sayings e. g. from the proverb â€Å"You can’t make a silk purse out of a sow’s ear† by means of clipping the middle of it the phraseological unit â€Å"to make a sow’s ear†. f) Borrowing phraseological units from other languages, either as translation loans, e. . â€Å"living spaceâ €  (German), â€Å"to take the bull by the horns† (Latin) or by means of phonetic borrowings â€Å"meche blanche† (French), â€Å"corpse d’elite† (French), â€Å"sotto voce† (Italian) etc. Phonetic borrowings among phraseological units refer to the bookish style and are not used very often. A. V. Koonin distinguishes such types of the phraseological units according the principles given above: 1) Nominative: â€Å"a hard nut to crack†. They are subdivided into: ? Substantive: â€Å"crocodile tears†; ? Adjective: â€Å"as mad as a hatter†; â€Å"as cool as a cucumber†; ?Adverbial: â€Å"by & by†; â€Å"to & fro†; ? Verbal: â€Å"to live like a lord†. 2) Nominative-communicative: â€Å"the ice is broken†; 3) Interjectional & modal – emotions, feelings: â€Å"Oh, my eye! † (= â€Å"Oh, my God! †); â€Å"as sure as eggs is eggs† (â€Å", 2?2†); 4) Communicativ e – proverbs, sayings: â€Å"There is no smoke without fire†. This classification is called structural-semantic one and the phraseological units are grouped depending on the components they are formed by and on the meaning these units express. Semantic structure of phraseological unitsThe semantic structure of phraseological units by professor V. N. Teliya is formed by semantic ultimate constituents called macrocomponents of meaning. There are the following principal macrocomponents in the semantic structure of phraseological units: 1. Denotational (descriptive) macrocomponent contains the information about the objective reality, it is the procedure connected with categorization, i. e. the classification of phenomena of the reality, based on the typical idea about what is denoted by a phraseological unit (about denotatum). 2.Evaluational macrocomponent contains the information about the value of what is denoted by a phraseological unit, i. e. what value the speaker see s in this or that object / phenomenon of reality – the denotatum. The rational evaluation may be: a) positive: a home from home – â€Å"a place or situation where one feels completely happy and at ease†; b) negative: the lion’s den – â€Å"a place of great danger†; c) neutral: in the flesh – â€Å"in bodily form†. 3. Motivational macrocomponent correlates with the notion of the inner form of phraseological unit.The notion â€Å"motivation of a phraseological unit† can be defined as the aptness of â€Å"the literal reading† of a unit to be associated with the denotational and evaluational aspects of meaning. For example, the literal reading of the phraseological unit to have broad shoulders is physical strength of a person. The idea is indicative of a person’s strength becomes the base for transference and forms the meaning of â€Å"being able to bear the full weight of one’s responsibilities†. . Emotive macrocomponent is the contents of subjective modality expressing feeling-relation to what is denoted by a phraseological unit within the range of approval / disapproval, for example, a leading light in something – â€Å"a person who is important in a particular group† (spoken with approval), to lead a cat and dog life – â€Å"used to describe a husband and wife who quarrel furiously with each other most of the time† (spoken with disapproval). . Stylistic macrocomponent points to the communicative register in which a phraseological unit is used and to the social-role relationships between the participants of communication: a) formal: sick at heart – â€Å"very sad†; b) informal: be sick to death – â€Å"to be angry and bored because something unpleasant has been happening for too long†; c) neutral: pass by on the other side – â€Å"to ignore a person who needs help†. 6.Grammatical macrocomponent contains the information about all possible morphological and syntactic changes of a phraseological unit, for instance, to be in deep water = to be in deep waters; to take away smb’s breath = to take smb’s breath away; Achilles’s heel = the heel of Achilles. 7. Gender macrocomponent may be expressed explicitly, i. e. determined by the structure and / or semantics of a phraseological unit, and in that case it points out to the class of objects denoted by the phraseological unit: men, women, people (both men and women).For instance, compare the phraseological units every Tom, Dick and Harry meaning â€Å"every or any man† and every Tom, Dick and Sheila which denotes â€Å"every or any man and woman†. Gender macrocomponent may be expressed implicitly and then it denotes the initial (or historical) reference of a phraseological unit, for example, to wash one’s dirty linen in public – â€Å"discuss or argue about one’s personal affairs in public†. The implicit presence of the gender macrocomponent in this phraseological unit is conditioned by the idea about traditional women’s work (cf. with Ukrainian: ? ).The implicit gender macrocomponent is defined within the range of three conceptual spheres: masculine, feminine, intergender. Compare, for instance, the implicitly expressed intergender macrocomponent in to feel like royalty meaning â€Å"to feel like a member of the Royal Family, to feel majestic† and its counterparts, i. e. phraseological units with explicitly expressed gender macrocomponent, to feel like a queen and to feel like a king. So the semantic structure of phraseological unit is a complex formation with different denotative, significant and connotative aspects of meaning.The denotative aspect of phraseological meaning is the word subject named by this unit 1) relation between a lexical unit and an extralanguage subject or phenomena, 2) subject denotation; the significant aspect is a phraseological unit concept; a reflection of certain object concept in human consciousness; the connotative aspect is emotionally-expressive side and stylistic colouring of phraseological unit; additional word content, its stylistic colouring that superpose upon the main word meaning and convey emotionally-expressive and estimative attitude of the speaker to the denoted object.Correlation of these aspects in different types of phraseological units is different. One of the aspects may prevail and it causes certain influence of a phraseological unit on the communicative process. In comparative phraseological units significant and connotative aspects predominate. The communicative contribution of phraseological units of this type is fixed with the help of certain object determination, in which they carry pragmatic characteristic defined by emotionally-expressive factor of their meaning. Conclusions Phraseological units are very specific part of any language.It should be noted, however , that no proper scientific investigation of English phraseology has been attempted until quite recently. English and American linguists as a rule confine themselves to collecting various words, word-groups and sentences presenting some interest either from the point of view of origin, style, usage, or some other feature peculiar to them. These units are habitually described as idioms, but no attempt has been made to investigate these idioms as a separate class of linguistic units or a specific class of word-groups. We systematized the observations of A. V. Koonin, V. N. Teliya, G.Antrushyna connected with the structural and semantic properties of the phraseological units. Using their works we defined several classifications according the ways of forming and according semantic structure. For example, the types of the phraseological units distinguished by A. V. Koonin: 1) Nominative (with subgroups); 2) Nominative-communicative; 3) Interjectional & modal; 4) Communicative. All classi fications mentioned above exist simultaneously and describes the main features of the phraseological units: 1) Integrity (or transference) of meaning: means that none of the idiom components is eparately associated with any referents of objective reality, and the meaning of the whole unit cannot be deduced from the meanings of its components; 2) Stability (lexical and grammatical) means that no lexical substitution is possible in an idiom in comparison with free or variable word-combinations (with an exception of some cases when such substitutions are made by the author intentionally). The experiments conducted in the 1990s showed that the meaning of an idiom is not exactly identical to its literal paraphrase given in the dictionary entry.That is why we may speak about lexical flexibility of many units if they are used in a creative manner. Lexical stability is usually accompanied by grammatical stability which prohibits any grammatical changes; 3) Separability means that the struct ure of an idiom is not something indivisible, certain modifications are possible within certain boundaries. Here we meet with the so-called lexical and grammatical variants. To illustrate this point we shall give some examples: â€Å"as hungry as a wolf (as a hunter)†, â€Å"as safe as a house (houses)†. 4) Expressivity and emotiveness means that idioms are also characterized by stylistic colouring.In other words, they evoke emotions or add expressiveness. On the whole phraseological units, even if they present a certain pattern, do not generate new phrases. They are unique. Interlanguage comparison, the aim of which is the exposure of phraseological conformities, forms the basis of a number of theoretical and applied trends of modern linguistic research, including the theory and practice of phraseography. But the question of determining the factors of interlanguage phraseological conformities as the main concept and the criterion of choosing phraseological equivalents and analogues as the aspect concepts is still at issue.The analysis of special literature during the last decades shows that the majority of linguists consider the coincidence of semantic structure, grammatical (or syntactical) organization and componential (lexeme) structure the main criteria in defining the types of interlanguage phraseological conformities / disparities with the undoubted primacy of semantic structure. References 1. ?. ?. / ?. ?. – ?. , 1963. – 208 ?. 2. ?. ?. : . / ?. ?. , ?. ?. , ?. ?. – ?. , 1999. – 288 ?. 3. ?. ?. : . - ? . . / ?. ?. – ?. : . , 1986. – 295 ?. 4. . . . / [ ?. ?. ]. – ?. : - , 2006. – 784?. 5. ?. ?. ? / ?. ?. // . ? . – ?. , 1977. – ?. 140 – 161. 6. ?. ?. : - ? . . / ?. ?. , ?. ?. , ?. ?. , ?. ?. – ?. : . , 1979. – 169 ?. 7. ?. ?. : . . - ? - . . / ?. ?. – ?. : , 1989. – 126 ?. 8. ?. ?. - / ?. ?. – ?. : – , 2005. – 1210 ?. 9. ?. ?. /   ?. ?. – ?. : , 1972. – 288 ?. 10. Arnold I. V. The English Word / Arnold I. V. – M. : , 1986. – 296 ?.

Which Colleges Require All ACT Scores Sent

Which Colleges Require All ACT Scores Sent SAT / ACT Prep Online Guides and Tips Wondering which colleges require you to send allyour ACT scores when you apply?We have a list here of the most popular schools that require all scores, as well as a guide to looking up this information for any school in the country. Read on to learn which colleges want to see your entire ACT testing history. What to Know Before You Send ACT Scores Nearly all colleges require you to send either SAT scores or ACT scores as part of your application. But colleges differ on how they handle multiple sets of scores, such astwo sets of ACT scores. Some colleges require you to send your entire ACT testing record if you took the ACT more than once- even if that means sending some not-so-great scores. Other colleges are fine with you just sending scores from one ACT test date. While most colleges are fine with receiving just one set of ACT scores, there are many- including some high-profile schools- that require your entire testing history. We will reveal them below. Which Schools Require All ACT Scores? There is no comprehensive list from ACT, Inc. of all the colleges that require all ACT scores (unlike the College Board, which provides a list of all the colleges requiring all SAT scores). However, schools will say on their admissions websites whether they require all ACT scores, usually quite clearly. If they don't require all scores, they'll just give the usual spiel about requiring at least one SAT or ACT score per application. We were able to put together this guide by researching admissions sites of various colleges and universities.In terms of methodology, we looked up the most popular/top-tier schools from our SAT all scores list to see whether they also require all ACT scores (hint: many of them do!). From our research, we found that schools that didn’t require all SAT scores never required all ACT Scores either. Even more interesting, some of the schools that require all SAT scores don’t require all ACT scores (as one might assume)- we'll list some of those below, too. Anytime admissions websites weren’t clear, we called admissions offices directly to confirm the school's ACT score policy. By doing this, we were able to come up with a list of more than a dozen high-profile schools that require all ACT scores. Sometimes just dialing up an admissions officer is the easiest way to get info about a college's ACT policy. Colleges That Require You to Send All ACT Scores It's time for the list! Below are some well-known colleges that require applicants to submit all ACT scores with their applications. Barnard College "Barnard does not participate in score choice and requires students to send all standardized testing scores....For the ACT, we will use your highest composite; we do not superscore the ACT. ...We have always practiced the spirit of score choice. However, we do prefer to see a student's full testing history to have a complete picture."* *Emphasis mine Barnard College, which is an all-women’s school associated with Columbia University, requires all ACT scores for admission. It’s worth noting that this scores policy is stricter than Columbia's. Carnegie Mellon University "All applicants are required to submit all official results of either the old SAT Reasoning Test/SAT Test or the ACT Test.* ... While we're interested in the general pattern of your scores, we give most weight to the highest score you've received on any of the exams." *Emphasis mine Note that Carnegie Mellon is interested in the "general pattern" of your scores- i.e., when they went up, when they went down, and what your overall ACT score ranges are. This is typical for schools that require all scores. That being said, the highest score you receive will be given the most weight. Georgetown University "Georgetown University does not participate in the Score Choice option available through the College Board. Georgetown requires that you submit scores fromall test sittingsof the SAT, ACT, and SAT Subject Tests." Georgetown explains their all scores policy by saying that having the full testing history allows them to assess applicants across the pool fairly. Even though your highest scores are the ones that will receive the most attention, your lower ACT scores will receive at least some consideration as well. Rice University "The ACT's definition of a composite score is the average of the four multiple-choice scale scores from a single administration of the exam. Therefore, it is Rice’s policy to use the highest ACT composite score in admission consideration from a single administration." I called to clarify that Rice requires all ACT scores since it's not explicit on their website. Rice does, in fact, require all ACT scores,though they'll use your highest composite when they review your file. Stanford University "All scores from all high school sittings of either the ACT or SAT (or both if you took both) are required. ...For the ACT, we will review all subscores and will focus on the highest Composite and the highest English and writing scores from all test sittings." You should note that Stanford requires all ACT scores and all SAT scores- not just one or the other. This is one of the strictest standardized test policies around! Syracuse University Syracuse University is on the College Board’s list of schools that require all SAT scores. They also say on their website, "The Admissions Committee will consider the highest score you have achieved on either the SAT or ACT"(bold emphasis mine). I called and confirmed their ACT score policy since it wasn’t specified on their website. So is ita requirement to send all ACT scores to Syracuse? Here's what they said: "Yes, it is a requirement to send all of your [ACT] scores. ... You do send all your scores and then we look at the highest scores." Even though Syracuse will focus on your highest score, they require you to send all ACT scores. University of California System "In the College Board's Score Choice module, ensure that all scores are sent to UC.* We require all scores and will use the highest scores from a single administration. For the ACT with Writing test, we will focus on the highest combined score from the same test administration." *Emphasis mine I called and confirmed that this means you have to send all ACT scores as well, even if they will just focus on your highest overall composite. So if you’re interested in any of the UC schools- from UC Berkeley to UCLA to UC Davis- be prepared to send all of your ACT scores for them to review. University of Miami "If you take the [ACT or SAT] more than once, please ensure that the testing agency sends all of your scores so that we have your best performance on record.*The Admission Committee will consider all official test scores from multiple test dates. We will use the highest composite score from among each test that you’ve taken." *Emphasis mine While the University of Miami seems committed to just looking at your highest ACT scores, they do require all scores to make sure they know an applicant’s entire testing record. University of Pennsylvania "Although we permit Score Choice, we encourage students to submit their entire testing history for both ACT and SAT exams." It's worth noting that Penn used to have a much stricter test scores policy that was similar to Stanford's. Now, however, it strongly recommends (but does not require) applicants to submit all ACT scoresand SAT scores. Yale University "Applicants who have taken the SAT or ACT exam multiple times should report all scores from whichever test they choose to report.Applicants who choose to report scores from both the SAT and ACT should report all scores received on both tests.* ...When assessing ACT results, admissions officers focus on the highest ACT Composite from all test dates while also considering individual ACTsubscores." *Emphasis mine Yale’s policy is similar to Stanford’s in that they require all SAT scores and all ACT scores if you took both tests.However, note that with the ACT, they will be focusing the most on your highest composite score. Colleges That Require All SAT Scores but Not All ACT Scores There are a few colleges that require all SAT scores but don’t have the same policy for the ACT. Although none of the schools explained- either on their websites or by phone- why their policies are different for the SAT and ACT, we have a couple of guesses. Our first guess has to do with cost. The SAT does not charge extra money to send additional score dates to a school, whereas the ACT does. While it costs $12 to send all of your SAT scores to one college, it could cost $26 or even $39 to do the same with the ACT, depending on how many times you’ve taken the test. Colleges that are aware of this might have made their ACT policies more lenient as a result. Not everyone has bags of money to spend on college admissions ... Our second guess is the way the two tests are evaluated. Though many colleges are interested in a student’s highest SAT score on each section (Math and Evidence-Based Reading and Writing), with the ACT, they often care the most about your overall composite score. This might be because the ACT’s final composite is evenly balanced between Reading, English, Math, and Science, whereas the SAT’s composite gives half the weight to Math and one-fourth the weight each to Reading and Writing. If a college will be looking at the highest ACT composite score, they're likely fine with the student just sending that one score. By contrast, for the SAT, they might want to see all sittings of that test so they can compare subsections. We’ve listed some high-profile schools here that require all SAT scores but not all ACT scores to help you decide between the two tests. Cornell University "Allrequired scoresmust be officially reported to Cornell from the testing agency by our application deadline.Note that Cornell requires students to submit all scores from SAT tests taken and does not participate in the College Board’s Score Choice." However, when I called and talked to an admissions representative, I was told that all ACT scores do not have to be submitted- this policy only applies to the SAT. So for Cornell, feel free to send just your best ACT score. The George Washington University George Washington isa test-optional school, meaning it does not require SAT or ACT scores (though applicants may submit them if desired). However, the school still appears on the College Board’s all scores list for the SAT, suggesting that if you do decide to send SAT scores, you should send all of them. It was not clear whether this policy applies to the ACT as well, soI called the university and asked whether students who choose to submit ACT scores must send all their scores. I received a short, simple answer:"No, you’re not required to send all your ACT scores."For GWU, you only have to send your best ACT score (if you choose to submit any at all). Pomona College "We do not require that you submit multiple test scores. We do recommend it because we superscore," I was told by an admissions counselor when I asked whether applicants must send all ACT scores to Pomona. Be aware that Pomona superscores the ACT, meaning they'll take your highest section scores from different test dates and combine them to make your highest possible composite score. If you have two ACT dates that could be superscored into a markedly higher composite, it might be worth it to send both score dates to Pomona. Texas AM University Are you required to send all ACT scores to Texas AM? Here's what they said when I called them: "You could just send one [set of ACT scores], but it’s not going to hurt you to send multiple scores." So while Texas AM will look at only your highest ACT composite, you can send just one score if you want. Tufts University From speaking to an admissions representative at Tufts, I learned that "it’s not a requirement, but is suggested to send all ACT scores."So if you have high section scores spread across two different ACT dates, you might want to send both dates to Tufts. However, you can also just send the highest composite score if you want to save money! University of Washington I called the University of Washington to ask whether they require all ACT scores or not. Here's what they said: "We request you send all scores from the SAT exams. We recommend you send all of your ACT scores. On our website it does not specify that you send all ACT scores, so you can just send one."* *Emphasis mine How to Find the ACT Score Policy for Any College Our list above doesn't include every single college that requires all ACT scores. So how can you find out whether a school you're interested in applying to requires your entire ACT testing history? Let's go through the process together, step by step. First, check to see whether the school is on the all SAT scores list. If it is, it’s very likely that it'll also require all ACT scores. You can still look up the school even if it’s not on the list. Just note that it’s probable that if a school doesn’t require all SAT scores, neither will it require all ACT scores. For example, I'm searching for the ACT score policy at Amherst College. They did not appear on the list of schools that require all SAT scores, so I don't expect them to require all ACT scores either. Next,go to the school's undergraduate admissions website tofind the first-year application requirements page.(You can just search "[School Name] first year/freshmen admission" to look this up quickly.) This page will list the standardized testing required to apply. Many all-test-scores schools will specify their policies here. Here's what I got when I searched for "amherst college first year admission": Click on the link to your school's official application requirements page. On Amherst's "First-Year Applicants" page, there's a section about standardized test results that looks like this: Amherst "recommend[s] that applicants submit all test results" (bold emphasis mine). Since they don't say require, it looks like you can just send your best ACT score. I'll check the FAQ page just to make sure, though. If there's nothing on Score Choice or all scores on your school's "First-Year Requirements" page, find the FAQ page and see whether there's a question about it.Here are some questions to look out for: Do you accept SAT Score Choice Can I submit the ACT/SAT more than once? How many times should I take the ACT/SAT? Here's the closest answer on Amherst's FAQ page I could find having to do with sending multiple test results: Amherst uses the phrase, "If the applicant submits multiple ACT results," implying that you most likely do not need to send all ACT scores. Given that Amherst is not on the SAT all scores list and doesn't seem strict about how many test scores it receives, it's probably safe to conclude that Amherst does not require all ACT scores. If there’s no FAQ page or relevant question you can find, contact the school's admissions office by phone or email. The admissions office contact information is often listed at the bottom of the website. Be sure to ask the following question: "If I take the ACT twice, am I required to send both scores as part of my application?" If they say yes, ask this follow-up question to confirm:"So I’m required to send all of my ACT scores to [School Name]?" If they so no, then ask this follow-up: "So if I send just one of my ACT scores, that meets your standardized testing requirement?" Once you get your answer, don't forget to thank them for their time or ask any other questions you might have about the application process. The Workaround: Deleting an ACT Score Date To recap, we've discovered it’s fairly rare for a college to require all ACT scores. That said, some very popular schools, such as Stanford, Georgetown, and Yale, do require all of your ACT scores. There are some good reasons to not want to send all of your ACT scores, especially to competitive schools. The first is cost. As previously mentioned, ACT, Inc.charges you per score date and per school to send your ACT scores.So if you took the ACT three times, you'd have to pay $39 ($13 for each test date) just to send your scores to one all-scores school. If you're applying to multiple colleges, these costs can add up quickly. The second reason to avoid sending all of your ACT scores is competitiveness. If you have a low composite score from one test date, it could damage your chances of getting accepted toa competitive school. All in all, if you really don’t want to send all of your ACT scores and you've got one score date that's decidedly better than your other ones (meaning the composite is higher and most, if not all, of the subscores are higher), it's a good idea tokeep the high score- and delete the other ones. To delete an ACT score, you must submit a written request to ACT, Inc. They will then send you a form to fill out, which you will send back to complete the process.Read our guide to deleting ACT scoresfor more information on how to do this and to learn more about what deleting ACT scores means for you. What’s Next? Is your ACT score good enough? Learn what an excellent ACT score is for your top-choice schools. Did you know a high ACT score can also help you net thousands of dollars in scholarships? See our list of automatic scholarships for high ACT scoresfor more information. Studying for an ACT retake? Learn how to stop running out of time on the Math and Reading sections, and check out our complete guide to ACT Science- it’s the best around! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial: