SAT Score Comparison for SUNY Campuses

SAT Score Comparison for SUNY Campuses When applying to schools inside the State Universities of New York (SUNY) framework, great SAT or ACT scoresâ are urgent. Be that as it may, it may not be clear what scores consider great, particularly with regards to applying to state schools like those in the SUNY framework rather than universities inâ the Ivy Leagueâ orâ top human sciences schools. Quick Facts: SUNY SAT Scores Binghamton University has the most elevated normal SAT scores in the SUNY framework; Buffalo State University has the lowest.Fashion Institute of Technology, Purchase College, and SUNY Potsdam have test-discretionary admissions.The lion's share of SUNY understudies earned SAT scores that are over the national normal. Correlation of SAT Scores for SUNY Students On the off chance that youre thinking about whether you have the SAT scores youll need to get into one of the four-year SUNY schools and colleges, heres a one next to the other correlation of scores for the center half of enlisted understudies. On the off chance that your scores fall inside or over these extents, youre on track for admission to one of these state funded colleges in New York State. SUNY SAT Score Comparison (mid half) School ERW 25% ERW 75% Math 25% Math 75% Albany 550 630 550 630 Alfred State 470 580 480 590 Binghamton 650 710 660 730 Brockport 510 590 510 590 Wild ox 570 650 590 680 Wild ox State 400 510 460 530 Cobleskill 430 550 430 540 Cortland 530 600 530 600 Env. Science/Forestry 560 660 560 650 Farmingdale 500 580 510 580 Style Institute - - - - Fredonia 490 590 480 580 Geneseo 560 650 560 650 Sea College 535 620 540 640 Morrisville 430 520 420 520 New Paltz 550 640 540 630 Old Westbury 480 553 470 500 Oneonta 460 590 450 590 Oswego 540 620 530 620 Plattsburgh 540 620 510 610 Polytechnic 490 660 510 690 Potsdam - - - - Buy 550 650 510 620 Stony Brook 600 680 630 740 ERW=Evidence-Based Reading and Writing For instance of what these numbers mean, the center half of understudies who entered SUNY Albany had a SAT proof based perusing score somewhere in the range of 550 and 630. This discloses to us that 25% scored a 550 or lower, and the top 25% scored a 630 or higher. Likewise, the center half of understudies scored between a 550 and 630 on the math segment. This implies 25% scored a 550 or lower, and at the upper end, 25% scored a 630 or higher. SUNY and Holistic Admissions Despite the fact that SAT and ACT are significant, they are not by any means the only factors the confirmations people will utilize while deciding if an understudy will be acknowledged to a SUNY grounds. Truth be told, a portion of the SUNY schools like Potsdam don't expect candidates to present their scores by any means. These test-discretionary colleges perceive the cutoff points and predispositions connected to government sanctioned tests, and they rather assess understudies based their scholarly records and comprehensive measures. For about all SUNY programs, a solid scholarly record will be the most significant piece of your application. The confirmations people will need to see that you have earned high evaluations in testing school preliminary classes. IB, Advanced Placement, and double enlistment classes would all be able to assume a significant job on this front, for achievement in testing courses is the best indicator of a candidates potential for school achievement. Numerical information, in any case, is only one piece of the SUNY application. The confirmations officials will likewise need to see a triumphant exposition, important extracurricular exercises and great letters of proposal. Artistic work and performing craftsmanship candidates are likely going to need to present a portfolio or tryout, and other particular projects may have extra application prerequisites. All in all the SUNY schools don't require SAT Subject Tests or the discretionary composing areas of the SAT or ACT, yet make certain to check the particular prerequisites for the school and program to which you are applying. Additionally, prerequisites can be distinctive for worldwide and self-taught understudies. Information Source: National Center for Education Statistics

Business project Coursework Example | Topics and Well Written Essays - 500 words - 1

Business venture - Coursework Example Broadening of Toyota’s work approach brings future ideas and new thoughts that keep up rising on the car business outskirts, consequently keeping up Global and Canada authority. One among the numerous business techniques of Toyota is enrolling the most splendid and the best, in this way making possibilities for association (Shang, pp. 72) The key systems give employee’s and consumer’s discernment that Toyota sticks on greatness notoriety on all phase of activity. The organization has a conviction of having business morals just as social morals. Morals begins at the company’s center and work out their direction. The top directors have confidence in difference and through that it speaks to different Toyota faces. At Toyota no cliché partialities or suspicions are apparent, simply the picking of people with gifts and are advance and can lead. Socially, Toyota is depicted to have a positive picture. The organization additionally accepts that it ought to stretch out some assistance to the networks to improve their expectations for everyday comforts. Toyota works with college, schools and different associations in supporting projects that guides the world to improve. The standards are spread around the world. Customers were surprised in the year 2009 by the underlying arrangement of plugged reviews of vehicles in America. They refered to an issue where mistaken floor and inadequately positioned tangles under the seat of the driver could cause wild quickening in different models, Toyota said that it had o review 3.8 million America vehicle. The review was because of a lethal accident that occurred in California where a Lexus’ quickening agent stalled out and came about to the driver’s demise. What's more, reports of incidental speeding up due to stick pedals made the traffic organization to request that Toyota review their models and vehicles. To assembling understudies and vehicle buyers’ greatness, the organization was most certainly not

Application Advice v2.0

Application Advice v2.0 So, by a show of hands, how many of you are stressing about college apps? OK, well I can’t see you if you’re raising your hand, but I bet that’s a lot of you! Last year around this time I wrote an entry called Application Advice, where I dispensedapplication advice. It’s probably worth a read, because I give an in-depth account of how I managed to struggle my way through writing the essay, and I think there are some important points in there. A common question I get a lot was articulated by Kevin: Kevin said: what does the admissions office look for in applications? It’s a pretty standard question, but it’s actually a very good one. Because the truth is that your SAT score, no matter how high it is, is not enough to get you into MIT. Invariably, someone takes that statement and decides that it means I think you should retake the SATs until you get a perfect score. And that’s not what I mean at all. If you’re stressing over 20 points on the SAT, I will guarantee you that there is something cooler you could be doing with your time that will do far more to help your application than to sit in a classroom for 3 hours on a Saturday and pay someone to let you take a test. Once you hit a certain level of SAT scores, the differences really don’t matter too much. Do you really think that someone is going to look at your application and say, “Oops, well, if only they had gotten one more question right on the SAT that could have proven that they’re capable of being an MIT student!” I mean really. Stop and think about that for a minute. (When youre done laughing at how ridiculous you now realize your fears were, feel free to continue reading.) The SAT scores are really just a vague way to predict if you’re academically strong enough to succeed at a really hard school like MIT. Plus, admissions counselors know that the SAT is just one test. Your GPA, your course load, the hours upon hours of your life that you spent slaving away in a machine shop building your FIRST team’s robot, the little kids you counseled in your community, the piano recitals you spent weeks preparing for, and the little old ladies that you helped cross the street are what re ally matters. Those are the things that make you you, your own person different from all of the other applications in the pile, no matter what the numbers are. Admissions is trying to sort through that pile and find the ones that would make great MIT students. But what makes an MIT student? The qualities that MIT embodies in its mission- things like passion, risk-tasking, a desire to learn and help others. Thats what theyre looking for in your application. Of course, without a good academic record, you could help every little old lady in the world to cross the street to no avail. No ones saying that MIT students arent smart. What were saying is that there are other equally important qualities. Matt wrote a great entry on this awhile back, which is basically required reading if you want to understand what we mean when we keep talking about “the match:” Match Game. Sandimelb: I an interested mother whose son (now 14 in 10), has talked about going to MIT since he was 3. Hes a mathie and a computer-geek (like his mom, he says). He wants to study Areospace Engineering. Anyone have any ideas how to get him noticed beyond the normnal high scores in school. Hes an accomplished hunter/rider Enlish, but I dont think you have an Equestrian team, so no points there. Hes first melophone, plays piano and trumpet. Any music points? Yikes. The important thing to know is that there are no “points.” It doesn’t matter that we don’t have an Equestrian team, the admissions counselors will want to know about it so they can say, “Hey, that’s really cool!” and think about how your son’s varied interests and accomplishments show his drive and ambition and how he will fit into the overall community. (I think my friend Becky is one of the coolest people ever in terms of interests. Shes a belly-dancing firefighter. No joke. I guarantee you she put that on her application, even though youre right in guessing that MIT doesnt have its own fire company.) This leads me into my next point. I ended my last application advice entry with the bold declaration that my number one rule for college apps was to just CHILL OUT ALREADY. Well, that still applies, but this year I’m rewriting my number one rule. Maybe I shouldn’t call it my number one rule, because I can’t really decide between the two, and I’m not suggesting that one is more important than the other. But if I always gave the exact same advice every year, I’d just end up linking to old entries and life would be pretty boring. So, here we go, LAURA’S NUMBER ONE RULE FOR THE COLLEGE APPLICATION PROCESS: BE HONEST!Don’t think I’m insulting your intelligence. I know that you know not to lie about your GPA. Because let’s face it, that’s just plain stupid, and you’ll get caught, and it’ll really be a mess. So that’s not the kind of honesty I’m talking about. I’m talking about a much more subtle kind of honesty. The kind of honesty where you will look at the question that says, “What are you thinking of majoring in?” and answer with what you’re thinking of majoring in without going on the Internet and trying to find out what is the least common major at MIT so can give an answer that you think will give you a “hook.” If anyone asks me what they mean by “Tell us about something you do simply for the pleasure of it,” I’m going to be a little worried about your reading comprehension abilities. “Tell us about something you do simply for the pleasure of it,” DOES NOT MEAN “Tell us something you think we want to hear.” It is NOT a trick question, and I think it’s pretty sad that they have to spell that out on the application. Is it really so surprising that in trying to select the next class that will become part of the MIT community that they want to know something about you as a person? On my application, I said that the “something” I do for pleasure is reading. I didn’t say that because reading walks some fine line between a leisurely activity and a way to boost your SAT score, or because I thought that a lot of people would say “reading,” or because I thought only a few people would say it, or because my guidance counselor said that MIT only admits people who like to read. I said that I like to read for fun becausedrumroll pleaseI like to read for fun! OK, I’m being obnoxious now, I know. But do you see my point? Just answer the questions! By all means, get some friends or teachers or family members to read over your essays and give you advice (it’s always nice to have an outside point of view to tell you that your brilliant essay doesn’t actually make sense to someone who’s not you) but stop thinking so hard. This is my one undeniable truth, so read carefully: If you look at any blank space on the application and start thinking “What do they want to hear?” you are DOING IT WRONG. That approach will not help you get in. These people read a lot of essays each year, they know BS when they see it. There is no “easy way” or “trick way” or “back door” to get into MIT. Your application is not a game, it’s supposed to be a representation of your life. Don’t give it more weight than it deserves, it’s really just a folder of papers. But think about it- its purpose is to convey to someone who’s never met you who you are, why you rock, and why they should accept you to a certain college. Its a challenge to really evaluate yourself, to think about who you are, where youve been, and where youre going, and to present yourself to the world. If you’re trying to figure out how to score the most “points,” you’re not just doing it wrong, you’re really missing out.

Social Problem Analysis of the Glass Castle-------the...

Running head: SOCIAL PROBLEM ANALYSIS OF THE GLASS CASTLE 1 Social problem analysis of The Glass Castle-------The impact of the alcoholism Ying Wan SWRK 725 Saint Louis University Professor Shannon Cooper-Sadlo SOCIAL PROBLEM ANALYSIS OF THE GLASS CASTLE 2 Abstract The paper talks about the social problems presented in the book The Glass Castle. And choose one problem which is alcoholism as the major one to explored in depth. It included the population affected by alcoholism, the history of alcoholism, and the steps to solve the alcoholism problem. It also contained the influence of alcoholism to individual, family, and community. The agency NCADD in St. Louis area was chosen to be the†¦show more content†¦Rex Walls, the father of the family had the abuse of alcohol is the major resource of the family’s suffering. It seems that alcoholism is an individual behavior, however, many family and social issues caused by it make it rather to be a social problem. Such as domestic violence, suicide, murder, drinking driving, sex assault, unemployment, child neglect, poverty and many other mental health problems are all the result of alcoholism. In the book, Rex Walls is a typical victim of alcoholism. He cannot take a SOCIAL PROBLEM ANALYSIS OF THE GLASS CASTLE 5 long term stable job; after he got drunk, he damaged household facilities, hurt his wife and children, and sometimes got some street fight and hurt himself. He is a man full of knowledge and life skills, he could have had a good career and a perfect satisfied family, but alcoholism ruined his life and he died indirectly from it. Other than the three major issues mentioned above, there are various other problems existed in the Walls’ family and their living environment. Unemployment is one of the problems. Due to the alcoholism, the father cannot get a stable job; he can only take some odd jobs and earn some money by gambling. The mother in the family is the one who is not willing to take the job. Her dream is to be an artist, there is nothing wrong with pursuing her artist dream, but under the no income situation, the mother doesn’t want toShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pages978-0-13-612100-8 1. Management—-Study and teaching. 2. Management—Problems, exercises, etc. Kim S. II. Title. HD30.4.W46 2011 658.40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I 1 2 3 PERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4 5 6 7 INTERPERSONAL

Natural Law Theorists And Positivist Theorists - 1850 Words

To what degree are natural law theorists and positivist theorists accurate in terms of the idea that ‘an unjust law cannot be a valid law’? In this essay i will assess the accuracy of this statement and attempt to define the concept of the validity of law in relation to both natural law theorists and positivist theorists. For the purpose of this essay I will define validity of a law as †Having legal force; effective or binding† (The Free Dictionary). The main reason for the continual debate between both theories is that they are both very similar although they may appear to be at contrary ends of each spectrum. Natural law theorists believe that in order for a law to be valid it must have some moral principle therefore if laws which are enacted in statues have no authority, they are not moral. Whereas positivists support and emphasise the importance of a division between morality and law. I will begin by outlining both theories. I will then move onto asses the accuracy of the following statement, ‘An unjust law cannot be a valid law’ this includes establishing the similarities and differences of both theories; in order to do this effectively it is essential that a thorough understanding of both theories has been developed. Finally I will summarise my findings, An unjust law cannot be a valid law - true or false? The first question we need to address in order to be able to assess this statement is - what is natural law? The basic concept of natural law is that in order for aShow MoreRelatedLaw And Morality From The View Of Natural Law Theorists And Legal Positivists Essay1514 Words   |  7 PagesLaw and morality can be defined by the interpretation of the individual who is referring to it. If the natural law theorists interpret the connection between law and morality a certain way then legal positivists will interpret it another way. 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Osteology Estimating Femur Length from the Diameter of the Femoral Shaft Free Essays

string(135) " for males and females on the advice of Trotter and Gleser \(1952\) who state the specificity of such measurements in relation to sex\." School of Biological Earth Sciences BIEGN3005 Honours Project March 2010 Student name: Stephen Dempsey Supervisor name: Professor Alan Turner Estimating femur length from the diameter of the femoral shaft Stephen Dempsey BIEGN300 Honours Project Person Number: 343106 Submission Date: 5th March 2010 Abstract Bone lengths can be used to provide stature estimations in case of unidentified skeletal remains, an important tool in forensic and bioarchaelogical cases. Where the bones are broken or fragmented, regression equations can be used to estimate total bone length from its fragments, which in turn can be used to estimate stature. The aim of this study was to test 2 new measurements of the femoral shaft to see if they could be used as predictors of maximum femoral length. We will write a custom essay sample on Osteology: Estimating Femur Length from the Diameter of the Femoral Shaft or any similar topic only for you Order Now The minimum transverse femoral shaft diameter and the minimum anterior-posterior femoral shaft where measured on a small sample of an archaeological population from Poulton, Cheshire, along with the maximum femur length for each sample. Simple linear regression analysis was performed and the results showed that the minimum transverse femoral shaft diameter correlated significantly in both males (R2=. 635, p=0. 006) and females (R2=0. 8, p=? 0. 001) with maximum femur length. The minimum anterior-posterior femoral shaft diameter showed no significant correlation with maximum femur length. Subsequently, regression equations were presented for the significant correlations. Further research is needed to validate the results and to improve the accuracy of the method. 1. Introduction The role of a forensic anthropologist in forensic and archaeological cases is to establish demographics (population affinity, age, sex and stature), time since death and cause of death from an individual†™s remains (Chibba et al, 2006). The use of stature as a biological characteristic of identity can significantly contribute to the identification of unknown skeletal remains. Numerous areas of the skeleton have been used to try and determine an individual’s living height such as the upper limb bones (Rao et al. 1989), lower limb bones (Trotter and Gleeson, 1952), the metatarsals (Cordiero et al, 2009) and the skull (Ryan and Bidmos, 2007). Hauser et al. (2005) provide a good review of the past research in the area of stature estimation. One of the methods used in the estimation of stature is the formulation of regression equations from measurements of various bone lengths. Pearson (1899) was the first to derive regression equations for estimating stature, and since then it has grown to be the method of choice among most anthropologists. Many of the methods used to approximate stature require complete or near complete bones, so consequently few studies have been done on incomplete or fragmentary bones (Bidmos, 2008). Forensic anthropologists are often confronted with fragmented bones and in these cases it is impossible to derive regression equations directly from bone length (Rao et al. 989). Wright and Vasquez (2003) state the problems they faced in Guatemala in which they were often unable to estimate stature from bone length due to the rapid deterioration of bone in the tropical environment. This is only one of many factors that lead to the all too frequent recovery of broken or fragmented remains. Therefore it is beneficial to have equations available for bone length or stature derived from measurements of smaller segments or landmarks on the chosen bone. The femur is the favoured bone of use among anthropologists in estimating stature, due to its high correlation with height in addition to the fact that it is one of bones most often recovered (Simmons et al. 1990). A number of measurements of the femur have already been reported to have good correlations with femur length. Many of these measurements focus on the proximal and distal ends of the femur such as the upper epicondylar length, epicondylar breath, vertical neck diameter and the bicondylar breathe (Brauer, 1988), yet few have focused on measurements of the femoral shaft. This pilot study looks to test the validity of 2 measurements from the femoral shaft as predictors of maximum femoral length. The points of reference chose on the femur are the minimum transverse femoral shaft diameter (TRD) and the minimum anterior-posterior diameter (APD) of the femoral shaft. The samples being used are that of an archaeological population recovered from a medieval cemetery in Poulton, Cheshire. The aim is to use linear regression analysis to test the assumption that there is a significant correlation between these measurements and the maximum femoral length. A further aim is to produce regression equations that can be used on other skeletal remains from the Poulton collection for estimating maximum femur length. 2. Materials and Methods 2. 1 Samples The samples used in this study were obtained from the Poulton collection housed at Liverpool John Morres University. Due to the small size of the collection at present and the poor condition of some of the bones, a total number of 18 left sided femora were selected for use in the study. These femora were chosen on the basis of completeness and measurability. All the samples were obtained from adults skeletal remains and the number of male and females femora was 10 and 8 respectively. 2. 2 Measurements The following 3 measurements were taken on each of the 18 samples: i. Maximum length of the femur (MAXL) ii. Minimum anterior-posterior femoral shaft diameter (APD) iii. Minimum transverse femoral shaft diameter (TRD) The MAXL measurement was taken as described by Brauer (1988). The APD and TRD measurements were taken as described by Ziylin and Mursid (2002). The MAXL was measured using an osteometric board. The APD and TRD were measured using a sliding callipers with an accuracy of 0. 1 mm. Linear regression analysis was carried using the SPSS statistic program to see if any correlation existed between the measurements taken of the femoral shaft (APD and TRD) and the maximum length of the femur. All analysis was carried out separately for males and females on the advice of Trotter and Gleser (1952) who state the specificity of such measurements in relation to sex. You read "Osteology: Estimating Femur Length from the Diameter of the Femoral Shaft" in category "Essay examples" 3. Results The descriptive statistics for males and females are shown in Table 1. Males showed the highest mean values of each of the 3 measurements taken. Males also showed the higher standard deviations in respect to MAXL and APD, with females showing a higher standard deviation for TRD. Table 1 Descriptive statistics for measurements of male and female left femora. All descriptive values are given in mm. Measurements| Male| Female| | N| Mean| Std. dev| N| Mean | Std. dev| MAXL| 10| 466. 60| 16. 965| 8| 429. 13| 11. 643| TRD| 10| 27. 910| 1. 365| 8| 24. 725| 1. 752| APD| 10| 28. 190| 2. 497| 8| 27. 138| 1. 840| Table 2 shows the results of the linear regression analysis that was performed. Both APD and TRD were regressed against MAXL according to sex. The analysis showed that the variable APD showed no significant correlation to MAXL for males (R2=0. 154, P=0. 262) or females (R2=0. 044, P=0. 619). TRD provided more positive results showing a moderate significant correlation in respect to males (R2=0. 635, P=0. 006), and a strong significant correlation in respect to females (R2=0. 88, P=0. 001). Scatter plots (Figure 1. and Figure 2. ) show the distribution of the TRD among males and females along the line of regression. These graphs add weight to the correlations presented in Table 3 in that it is clear the females fit line of regression better than the males. Regression equations for estimating MAXL from measurements of TRD are provided in Table 3. The standard error of the estimates is also shown in Table 3, which is considerably lower in females. Due to this lack any significant correlation for the APD measurement it was decided that it would be irrelevant to perform multiple regression analysis using both the TRD and APD variables. As a result no regression equations were computed for APD. Table 2 Results of linear regression analysis of MAXL (dependant value) against TRD (independent value) and MAXL (dependant value) and APD (independent value) for males and females. Significance is reported at the 5% level. Measurements| Male| Female| | B*| Sig(B)*| R2| F-value| P-value| B*| Sig(B)*| R2| F-Value| P-Value| APD| 2. 668| 0. 262| 0. 154| 1. 459| 0. 262| 1. 322| 0. 619| 0. 044| 0. 274| 0. 619| TRD| 9. 91| 0. 006| 0. 635| 2. 895| 0. 006| 6. 234| ? 0. 001| 0. 88| 42. 810| ? 0. 001| * B – Slope of the regression line Sig (B)* – Signification of the slope in relation to zero. 0. 05 = slope significantly different from zero. Table 3 Regression equations for estimation of the MAXL from measurement of the TRD. Separate equations for males and females. Measurement| Male | Female| TRD| MAXL=9. 91(TRD) +190. 1 (SEE* =10. 865mm)| MAXL=6. 234(TRD) +274. 990 (SEE* =4. 365)| * SEE – Standard error of the estimate Figure 1 Regression of minimum transverse femoral shaft diameter on maximum length of the femur in females. Figure 2 Regression of minimum transverse femoral shaft diameter on maximum length of the femur in males. 4. Discussion The analysis performed on the 2 measurements taken from the femoral shaft gave very contrasting results. It is clear that APD is not a reliable indicator of femur length with equally poor correlation shown for both males (0. 54) and females (0. 044). A contributing factor to this is the differences among individuals in the size and pronunciation of the linea aspera, a morphological feature of the femur that runs along the posterior shaft of the femur. Since the linea aspera is a point of attachment for a number of muscles, it can be presumed that intrapopulation variation in muscle mass and activity contributes to the low cor relation obtained (Wright and Vasquez, 2003). On the other hand the significant correlations (Table 2) show that TRD is a good predictor of maximum femur length in both males (0. 635) and females (0. 8) in cases where the femora are broken or incomplete. Therefore the equations (Table 3) obtained can be used to estimate maximum femur length and thereafter stature using the appropriate equations/tables/ multiplication factors available in the literature (Trotter and Gleser 1952, 1958) (Simmons et al. 1990). Some authors have argued that it is more accurate to calculate stature directly from bone measurements (direct method), rather than the 2-step approach of first estimating the bone length and then using that value to obtain an estimation of stature which is known as the indirect method (Simmons et al. 1990). Bidmos (2009) compared the 2 methods using measurements of the femur and found the direct method to be more accurate; in contrast to earlier work by Steel (1970), who found the opposite to be the case. Bidmos (2009) commented on the fact that both steps of the indirect method incur standard errors, hence increasing the overall error value. His results reflect this observation. Since this study is only focused on determining the validity of femoral shaft measurements as predictors of femoral length it is thought that concentrating on the direct method in future studies of the Poulton collection may provide more accurate stature estimations. Other factors also need to be taken into consideration before using the results obtained in this study. The number of samples used is considerably low due to the current size of the Poulton collection and the damage some of the individual skeletons have incurred. For these reasons it is impossible to tell whether the results accurately represent the Poulton population. For instance, in Table 1 it can be seen that standard deviations for MAXL is higher in males than females, indicating that there is a greater variability in the maximum femur length among males. This explains lower correlation obtained in the males samples when MAXL was regressed against TRD. A repeat of this study with a greater number of samples may further improve the accuracy of the derived equations (Table 3), particularly in males. Another area of concern is the population specificity of such regression equations. Ethnicity, heredity, climate and nutrition status are known to affect length of long bones (Prasad et al, 1996), which in turn affects stature. From this, one could conclude that the equations in Table 3 are specific to the Poulton collection and any attempt at using them on a different population should be approached with caution. In light of this remark it is also advised that equations for estimating stature from maximum femur length be produced specifically for the Poulton collection, as any of the existing equations may prove unreliable due to these population biases. 5. Conclusions This study shows that the TRD measurements taken from the femur is a good predictor of MAXL. This is confirmed in the results with the correlations eing 0. 6 (Table 2), P-values being 0. 01 (Table 2) and the standard error of the estimated being 11mm (Table 3). However it is advised that caution should be taken in using the results until further efforts are made to validate and improve the given regression equations (Table 3) with the use of large sample sizes and different populations. It can also be assumed that these equations are populat ion specific and may prove misleading if used on populations other than that used in this study. The APD measurements of the femur showed to be a very poor predictor of MAXL (Table 2 and Table 3). This has been contributed to the morphological differences between individuals in the linea aspera. It is unclear whether further analysis could yield contrasting results but on the evidence of the results gathered from this study it is advised that the APD variable be disregarded in future research on stature and bone length estimation. Acknowledgments I would like to thank Professor Alan turner for help in choosing the topic. I would also like to thank Colin Armstrong of the LJMU technical staff for his help in accessing the materials necessary for completing this research. Bibliography Bidmos, M. A. (2009). Fragmentary femora: evaluation of the direct and indirect methods in stature reconstruction. Forensic Science international. 192 (1-3), pp. 131-135. Bidmos, M . A. (2008). Fragmentary femora in stature reconstruction of South Africans of European descent. Journal of Forensic Science. 53, (5), 1044–1048. Brauer, G. Osteometri in: Martin, R. and Knubmann, B. (1998). Anthropologie: Handbuch der Versleichenden Biologie des Menschen. pp. 160-323,G. Fischer, Stuttgart, Germany. Chibba, K. , Bidmos, M. A. 2007) Using Tibial fragments from South Africans of European decent to estimate maximum tibia length and stature. Forensic Science International. 169, 145-151. Cordiero, C. , Munez-Baros, J. I. , Wasterlain, S. , Eugenia. , C. and Viera, D. N. (2009) Predicting adult stature from metacarpal length in a Portuguese population. Forensic Science International. 193, 131. e1 – 131. e4 Hauser, R. Smolinski, J. and Gos, T. (2004). The estimation of stature on the basis of measurements of the femur. Forensic Science International. 147, (2-3), 185-190. Pearson K. (1899). Mathematical contributions to the theory of evolution, in: On the reconstruction of the stature of prehistoric races, Philos. Trans. R. Soc. London, 192, 169–244. Prasad, R. Vettive, S. Jeyaseelan, L. Isaac, B. Chandi, G. (1996). Reconstruction of femur length from markers of its proximal end. Clinical Anatomy. 9, 28-32. Rao, K. V. S. , Gupta, G. D, Sehgl, V. N. (1989) Determination of length of upper limb long bones from their fragments. Forensic Science International. 41, 219-223 Ryan, I. and Bidmos, M. A. (2007) Skeletal height reconstruction from measurements of the skull in indigenous South Africans. Forensic Science International. 167, 16-21 Simmons, T. , Jantz, R. L and Bass, W. M. (1990) Stature estimation from fragmentary remains: a review of the Steele method. Journal of Forensic Science. 35, 628-636 Steele, G. (1970) Estimation of stature from fragments of long limb bones, Personal Identification in Mass Disasters, Smithsonian Institution Press, Washington DC, 85–97. Trotter, M. Gleser, G C. (1958) A re-evaluation of estimation of stature based on measurements of stature taken during life and of bones after death, American Journal of Physical Anthropology. 6, 79–124. Trotter, M. Gleser, G C. (1952) Estimation of stature from long bones of Ameerican Whites and Negroes. American Journal of Physical Anthropology. 10, 453-514 Wright, L. E and Vasquez, M. A. (2003) Estimating the length of incomplete long bones: Forensic standards from Guatemala. American Journal of Physical Anthropology. 120, 233-251 Ziylin, T. and Murshid K. A. (2002) Analysis of the Anatolian hu man femur anthropometry. Turkish Journal of Medical Science. 32, 231-235 How to cite Osteology: Estimating Femur Length from the Diameter of the Femoral Shaft, Essay examples

Remember the titans free essay sample

Gary, the team captain, and Julius, his black roommate, got off to a rough start. In the beginning, each disliked the other intensely. a) Describe why they disliked each other so much. b) In the movie, the two young men had a heart-to heart talk where each angrily told the other how he really felt. Describe the episode and why it was so significant. 1. A) Gary and Julius disliked each other because of the color of their skin and both of them thought that the other was not doing their job of a leader and bringing the team together. These boys were fearful of the change and each other, which lead them to avoid each other as much as possible. When together, the boys would communicate in unproductive ways; they treated each other with complete disrespect and without trust for one another. b) In their heart-to heart talk, Gary tells Julius that he is wasting his football talent by not listening to anyone. We will write a custom essay sample on Remember the titans or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After an intense practice, Gerry and Julius bumped into each other. Gerry, tired of added practices that Boone had enforced, took advantage of the situation by trying to gather facts to tell Boon. Gerry ended up accusing Julius of being selfish; a stubborn player with a bad attitude. Julius responded to Gerry in a way that allowed Gerry to realize that he wasnt being a true leader. Julius highlighted that â€Å"his white buddies† were not blocking for Rev. In that moment, Gerry realized that he hadnt been a good team captain as he had been treating players unequally. 2) Other than Gary, Julius, and the two coaches, describe two other individuals who made a difference and who made a significant contribution to the success of the Titans. 2. The two other individuals that made a difference were Lewis Lastik and Ronnie Bass . Lewis Lastik was the first person who talked with someone from the other race and got along with them. When he was questioned by Julius why he was not sitting with his own race, he replied by saying that he is with everyone no matter their color. He showed how teammates should interact and behave with each other. Ronnie Bass also had a huge impact on the team. After Jerry Harris was injured, Ronnie Bass stepped in his place and emerged as one of the leaders of the team. Even though he was different from everyone else, he got along with everyone and help the team grow. 3) Provide three examples which illustrate how a friend or outsider was able to help another to see blind spots. 3. 1) Gary had the blind spot and Julius helped him to see it. The blind spot was that Gary was not doing his job as being the leader of the team and treating everyone equally. This was significant because it helped Gary realize that he is not trying his best to be a leader and bring together all his teammates. Coach Boone had the blind spot and Coach Yoast helped him to see it. The blind spot was that Coach Boone cared more about winning games and about him being a winner. This was significant because, Coach Boone realized that he was blinded by his own ambition about winning games and being seen as a winner and he should care more about his players. 3) Coach Yoast had the blind spot and his daughter Sheryl Yoast helped him to see it. The blind spot was that Coach Yoast had too much pride in himself to ask for coach Boones help on defense. This was significant because Coach Yoast realized that in order to win the game, he needs Coach Boones help. 4) Identify two conflict styles one used by Gary and one used by Julius and provide specific examples. 4. Gary used the Competing conflict style. The competing style has a win-lose approach in which the conflict is solved in the favor of the person who wants control of the situation and has low concern for others. Gary used this style when he was talking to Coach Boone about reserving half of the starting positions for the white players and not needing any black players on the defense. He also used this style , when Julius put up a picture of the famous Black Power Salute on his side of the room and Gary wanted him to remove the picture which led to a fight between them and some of the other players. Julius used the Collaborating conflict style. In this conflict style, the two parties involved share their ideas and work together to solve a problem. This conflict style has a win-win approach. Julius used his style when Gary failed to show up to his house to play basketball and the conflict among the two started to build again, Julius went to Garys house to retain the close friendship that they had built. Describe three things that Coach Boone did in order to transform the racial hostility into a unified team effort and explain the significance of each of the three examples. 5. 1) When the team was leaving for camp, all the white players and the black players were sitting in separate buses, when Coach Boone noticed this, he had all the defensive players sit in one bus and all the offensive players sit on the other bus. On the buses, he had everyone sit with someone from the other race and the two people sitting together had to  be roommates throughout the camp. The significance of this change was that it let the players know that there will be no differences among the two races and everyone should treat each other equally. 2) Coach Boone had all of his players meet and learn about someone from the other race and report to him until they have met everyone of the opposite race that was on the team. The significance of this was that Coach Boone wanted all to players to know each other and decrease the racial tension among the two races. 3) Coach Boone took the team on a run to the Gettysburg field. On this field , the Battle of Gettysburg took place. This was significant because it showed the team that if they dont come together and get rid of the hate, they will be destroyed just like the many lives that were lost during that Battle of Gettysburg. Remember the Titans Case Study by Manpreet Singh Harjot Samra Interpersonal Communication Professor: Bart Chudleigh August 10, 2013 Remember the titans free essay sample I decided to do my report on one of my favorite movies Remember the Titans because of the movies strong message and its focus on race. Race is each of the major divisions of humankind, having distinct physical characteristics. Racism will always exist and people will always be stereotyped due to the color of their skin and their religion. The social perspective that the author uses in the movie is the conflict perspective. In the beginning of the film both schools were segregated. Segregation was beneficial to the Caucasians but not the blacks. It restricted the blacks from nicer things and eating at certain restaurants. The black and white football players were involved in several fights with each other. Once the schools integrated there were riots every day and the football team would have to break them up. During the course of the movie the football players started getting along due to their coaches great leadership and the rest of the town seemed to stop caring about racial problems with each other once they saw the success it brought their football team. We will write a custom essay sample on Remember the titans or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Based on the true story of the explosive events that took place in Alexandria, Virginia in 1971 when African-American football coach Herman Boone was hired to guide an integrated but racially polarized high school team; the T. C Williams Titans. Angry, stubborn and a rigid taskmaster, Boone faces a cool reception from the team’s players as well as an awkward relationship with assistant coach Bill Yoast, a local white man with seniority and a tradition of winning who was bypassed for the job. AAs the two men learn to overcome their ignorance and bigotry and realize that they have much in common, integrity, honor and a strong work ethic they work together to transform a group of angry and unfocused players into a dynamic winning team of responsible young men. In the process, they also unite a divided community and ensure that Virginia will always â€Å"Remember the Titans. † Prejudice is a preconceived opinion not based on reason or experience. Most of the white kids on the football team didn’t want to be on the same team as the black kids. They thought all of the black players were not team oriented meaning they would only focus on their stats. The two races spent half of training camp fighting each other. The white players also thought that since their coach was black he would be biased. Once the black and white football player’s first start hanging out Gary Bartier agrees to meet Julius at a local park to play basketball. When Gary’s mom first hears about this she is very angry and says if Gary’s father was alive he would be very disappointed that he is hanging with a Negro. She thought all blacks were bad and always looking for trouble. Stereotype is a widely held but fixed and oversimplified image or idea of a particular type of person or thing. Racism is a big social issue. Racism is when a particular group is discriminated against because of their color, beliefs, or religion. When schools first integrated, T. C Williams’s school officials offered Coach Boone the head coaching position expecting him to fail. As soon as he lost one game they would have stripped him of that position. That wasn’t the only problem he had to overcome, all of the white players refused to play for him because he was black. Most of the white parents in the community didn’t like the fact that their kids were playing for a black coach either. Team Work is two or more people working together to help a performance come off as planned. They could have been like everyone else in town and not have gotten anywhere close to the other race without fighting but the team went the other direction. They went from being segregated to coming together. They chose to come together for reasons bigger than football. They brought their whole community together. They also won a championship together and consider themselves brothers to this very day. People who influence the behaviors, opinions or attitudes of others are called leaders. Gary Bartier was the first white player from the previous year’s team to start communicating with the black players. He called players out regardless of their race. He was the captain of the team and he even made a huge decision by cutting one of his best friends from the team because he refused to block for black players. Even when he became paralyzed and couldn’t play football anymore the team still rallied and got advice from him. Segregation is the separation of racial or ethnic groups. Black people went to one high school and the white people attended a separate on before budget cuts forced them to integrate. One night after the football team won a big game a few white and black players from the team went out to a restaurant. When they walked in the restaurant it was half empty but the owner said it was full. The players argued with the owner then the owner said he had the right to serve whoever he wanted and he didn’t want any black people in his place of business. Trying to eliminate a group of people because of race or religion is called genocide. When a young black boy was murdered in July of 1971 there were riots all over the city. The black and whites wanted to destroy each other completely. The black boy was murdered by a white store owner so all of the black people went to where the store was located and got revenge. They busted out several windows of stored. The two races did not like each other at all. Discrimination is the unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, or sex. One of the white players on the offensive line refused to block for the black quarterback. Other teammates saw this and warned the lineman to block several times. He continued to refuse and consequently got kicked off of the team by his best friend. When the football teams integrated and began getting along they returned to school and had to choose sides. Authorization leader is one who gives orders to others. Coach Boone was an authorization leader from the very first day he accepted the head coaching position. He demanded the full attention of his players as well as their respect. Boone taught the players perfection, they knew if the fumbled the football or missed a block they had to run a mile. He stood behind what he said. The changes that he brought to the football team became a community wide epidemic and it led to the demise of segregation and discrimination. The process by which a minority group is absorbed into the mainstream culture is called assimilation. When the movie first begins, black people are not allowed into most places with white owners. However, as the movie progresses black people start to become a major part of the community. This happens when the town notices that the blacks and whites on the football team can work together for a positive outcome. Remember the Titans reflect the world because it’s based on a true story. Back in the early 1970’s racism existed all over the nation and especially the south. Blacks and whites could not get along at all. Numerous riots occurred resulting in several deaths. People like Coach Boone and Dr. King are the reasons we are integrated today.