spanish essays

spanish essays In a very remote time the Gods and the Goddesses lowered from the sky to enjoy the beautiful territories of the Indian Guaranies, with their thick forests, great rivers of clear waters and full meadows of flowers. One of these celestial visitors was the Moon Goddess who came very frequently, always during the day. Her companion was the Cloud Goddess. In order to freely walk by the fields and the forests without anyone recognizing them, the Goddesses took the form of two Indians Guaranies. The Goddesses were so happy gathering beautiful flowers in the forest that they forgot the night approached. Suddenly, when the dark shadows covered the Earth, the Moon Goddess exclaimed: We must return right now to the sky or I will arrive late for my duties! One moment more-requested the Cloud Goddess. I see some very pretty white orchids there and I want a bouquet to take to the sky. They walked rapidly towards the orchids when suddenly they gave a shout of terror. In front of the girls appeared a tiger, the biggest they had seen in the land. Its eyes were brilliant and it had its very big mouth open. The goddesses were so frightened that they forgot to change their Indian forms to their celestial forms. The tiger, giving a strong roar, jumped towards the girls, ready to devour them. But, to the surprise of the two, an arrow drove into his body and the animal fell to the ground, bellowing with great shouts for the pain of his wound. In that moment, an old Guarani with his bow and arrow emerged from his hiding place from behind a tree. Run!-he shouted to the goddesses. Run to save your lives!- But the goddesses, paralyzed by fear, were as immobile as the trees that surrounded them. Suddenly the tiger rested on his injured paw and jumped again toward the women, but the old man fired another arrow and it drove int ...

What Harvards Asian Admissions Lawsuit Reveals About How You Should Approach College Applications

What Harvard's Asian Admissions Lawsuit Reveals About How You Should Approach College Applications SAT / ACT Prep Online Guides and Tips The hottest news in college admissions these days is the release of documents from thelawsuit filed against Harvard University for unfair admissions practices against Asian-Americans. For the first time in recent memory, an elite institution's opaque admissions practices have been laid bare. More than 90,000 pages of internal Harvard admissions documents have been made available for use in the lawsuit, with excerpts made publicly available in court filings. In this article, I'll summarize what this lawsuit is about and what we learned about how top-tier schools like Harvard choose which students to accept. (Spoiler: most of it confirms what I wrote about in my How to Get Into Harvard guide. If you haven't read that, I suggest you open it in a tab right now, and read it after you finish this article). Most importantly, we'll cover what this means for how YOU should be preparing for college admissions. Caveats: Since this lawsuit (and admissions in general) has a lot to do about race, I'll talk about race explicitly here, understanding that these are triggering topics for many people. I suggest trying to focus pragmatically on what you can get out of these news. I'm a Harvard alum and also Asian-American, which depending on your personal viewpoint could mean I'm biased in any direction. Generally, I don't have enough information to have a strong opinion about the merits of the lawsuit. As I'll explain below though, my opinion about this lawsuit doesn't matter since we're really looking at the admissions data and what it means for your acceptance rates into Harvard, Princeton, Stanford, etc. What the Harvard Admissions Lawsuit is About First, a very simplistic introduction. A subset of Asian-Americans are frustrated that they are possibly discriminated against in college admissions. More specifically, assuming the same academic achievements - SAT/ACT scores, coursework, and grades - Asians feel they are less likely to be admitted than white, black, and Hispanic applicants. Disgruntled college applicant Michael Wangis a representative example. Despite being 2nd in his high school class, having a 36 ACT score, and several national-level awards, he was rejected by 6 of 7 Ivy League colleges in 2015. "I saw people less qualified than me get better offers...what more could I have done to get into your college? Was it based on race?" Spotting an opportunity, Edward Blum of the Project on Fair Representation pushed a lawsuit against Harvard. The lawsuit alleges that: "holistic admissions" is actually a cover to practice racial discrimination Asian-Americans are discriminated against in admissions - meaning, lower admissions rates controlling for qualifications. In their words, "an Asian-American with a 25% chance of admission would have a 35% chance if he were white, a 75% chance if he were Hispanic, and a 95% chance if he were African American." the % of Asian-Americans in Harvard's student class has stayed the same (~20%) despite increases in the qualifications of Asians, suggesting a strict racial quota This echoes controversy in the 1920s withHarvard's discrimination against Jewish candidates. Now, why should the public care what a private institution like Harvard does? Because it receives federal funding (e.g. in research grants). And Title VI of the Civil Rights Act of 1964prohibits racial discrimination in recipients of federal financial assistance. (If you're interested in the legal aspects of this case,here's an insightful analysis.) While Harvard is the sole defendant in the lawsuit, this is really an attack on admissions practices for ALL top-tier colleges like Princeton, Yale, and Stanford. Harvard, given its reputation and size, is just the juiciest target. In response, Harvard generally defends its admissions practices as promoting diversity, promoting "opportunities to engage with and learn from classmates who come from widely different backgrounds and circumstances...which would leave students ill prepared to contribute to and lead in our diverse and interconnected nation and world." "A significant reduction in the number of African-American and Hispanic students on campus would inhibit...the benefits of a diverse student body and significantly undermine [Harvard's] educational mission." How You Feel About This Doesn't Really Matter for Admissions Results Like most matters dealing with race, this is controversial with a wide spectrum of opinions.You might think Harvard is totally in the right in how it does admissions. Or you might think that discrimination really is happening and the system needs to change. Whatever you believe, the pragmatic question is this - what does this mean for you and YOUR college applications? If you or your child are in high school, you're relatively powerless to change the system in the time that it matters for you, no matter what you believe. The first decision point for you is whether you want to play the college admissions game or not. In the extreme, this controversy might sound so outrageous to you that you become a conscientious objector, and you don't want to support the college admissions machine. This might mean you refuse to apply to possibly discriminatory schools. If so, all the power to you. But most likely, you're likely not in this group. You still want to get into the best college you can because of its impact on your future. This means that you need to deal with whatever disadvantage you're dealt, and make the most of it.You need to learn the rules of the college admissions game, andyou need to prepare yourself for the best chance of success. That's what the rest of this article is about. I'm not going to opine on the morals of the situation, but rather objectively talk about how college admissions at places like Harvard works, and what it means for you. What the Lawsuit Has Revealed About the Harvard Admissions Process I'll cut to the chase. Released legal documents show for the first time that Harvard application readers rate each applicant on a score of 1-6 on these categories: Academic Extracurricular Athletic Personal Recommendation letters (2 teachers, counselor) Alumni (interview) personal and Overall rating 1 is the highest possible score. Each score can also have a "+" or "-", just like A+/A- grades. We'll explain in a second how you get 1's on these categories, but I want to focus on the big picture for now. From my reading of the legal documents, it seems like the first 4 factors are really the most heavily considered (since they're mentioned most often), with the recommendation letter and alumni ratings used as supplementary factors. All of these ratings are combined by the application reader in an Overall rating, again from 1 to 6. This Overall rating is CRITICAL for admissions, as we'll discuss below. The Overall rating is "not a formula" and doesn't involve adding up other ratings. It's a holistic grade. Harvard instructs readers to assign the score by "stepping back and taking all the factors into account and then assigning that Overall rating." (In reality, I suspect the grade is close to your top 2 scores - you can get a 1 on academic and personal and a 4 on athletic, and the 4 won't bring down your total score.) From released legal filings, here's a description of what the overall ratings mean: 1. Tops for admission: Exceptional - a clear admit with very strong objective andsubjective support (90+% admission). 2. Strong credentials but not quite tops (50-90% admission). 3. Solid contender: An applicant with good credentials and support (20-40%admission). 4. Neutral: Respectable credentials. 5. Negative: Credentials are generally below those of other candidates. 6. Unread. The application is given to two readers to give ratings. Finally, a third, usually more experienced reader adjusts the ratings for accuracy. In one example, the first reader gave a student a 1, but the third reader adjusted it downward to a 2+. How strongly does your Overall rating correlate with your admission rate? VERY strongly. Here's a quote from legal documents: "Those who have an Overall score of 3- or worse are almost always rejected. Those who receive an Overall rating of a 1 are always accepted." What are your chances of admission depending on your Overall score? Here's more detail on admissions rates for all domestic applicants across 6 years, in the Classes of 2014 to 2019. This dataset includes only regular decision students (Harvard didn't have early action in years 2014-2015) and excludes special situations (athletes, legacy, Dean's list, faculty/staff kids) and international applicants. Rating Population Population % Admit % Admitted Number 3 56825 47.23% 0.02% 9 3 44472 36.96% 2.35% 1047 3+ 14289 11.88% 9.14% 1306 2+/2/2- 4674 3.88% 65.15% 3045 1 50 0.04% 100.00% 50 To explain the columns: Population: number of applicants with that rating Population %: % of total applicants who have that rating Admit %: % of applicants with that rating who were admitted Admitted Number: number of applicants with that rating who were admitted Through all of this, remember that the total admissions rate is around 6%. Anytime you can beat this number, you have a better shot at getting in. Here are the takeaways: If you get an Overall score of 1, you have guaranteed admission. However, this is very rare - with 30,000 applicants in a year, you can expect only 12 students to get this score. These are truly exceptional people who stand out even among the incoming class. If you get a score of 2+/2/2-, you have a 65% chance of getting in.Furthermore, this comprises the top 3.9% of all applicants - in a group of 30,000 applicants, 1,164 will get a 2 score. These are much better chancesthan average, and much more realistic than a score of 1 for us mortals. I wish they separated out the 2+/2/2- from each other, but this wasn't available. If you get a score of 3+, you start getting into the crapshoot.These get into the well-rounded, but not stand-out students. Even though you're still in the top 15% of all applicants, your admissions rate is just 9%, a bit above the overall average. Furthermore, you're competing against 3,000 other students. If you get a score of 3, you're in the average. Average is bad for Harvard admissions.Your admission rate drops down to 2.4% (just 1 out of 40 people in this group get in). If you get a score of 3- or below, you have nearly zero chance of getting admitted.This is also the most common category to fall into - nearly half of all applicants score a 3- or below. This strongly confirms my framework of admissions for world-class students(from my How to Get Into Harvard guide). The 6% admissions rate is just an average, and it doesn't apply to everyone - the stronger your application, the more likely you are to be admitted. For a select group of ~1,000 students per year, their admission is MUCH better than the average admissions rate.These students are likely to be standouts on a national or international level, not just on a state or regional level. Again, I want to emphasize, this is likely more or less what happens at all elite institutions - including Princeton, Stanford, and Yale. The exact rating scales and criteria may differ, butthis type of grading is a very common model in college admissions. Simplifying your application into a score allows for faster comparisons across thousands of applicants. If you want to get into Harvard, Princeton, or other top-tier schools, you need to try to get into that select top 5% of applicants, with a 2 score. You do NOT want to be part of the masses in the 3+ and below group - this is where the crapshoot happens, and the crapshoot is a terrible place to be. Want to get into Harvard or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. More Data, for the Data Nerds Here's the table again, this time including early action applicants and special situations (roughly 3,000 per year): Rating Population Population % Admit % Admitted Number 3 61707 44.43% 0.13% 79 3 51483 37.07% 3.97% 2042 3+ 18131 13.06% 13.40% 2429 2+/2/2- 7466 5.38% 74.00% 5525 1 94 0.07% 100.00% 94 The conclusions don't strongly change. By adding in early action applicants (who tend to be better qualified than regular decision ones), you see a higher % of 1 and 2 ratings.In a year with 30,000 applicants, there are 21 students with a 1 rating, and 1,614 students with a 2 rating. We can now take this chart, subtract the Regular Decision students chart further up, and see the admission rates for only early action applicants and special situation students(athletes, legacy, Dean's list, faculty/staff kids): Rating Population Population % Admit % Admitted Number 3 4882 26.29% 1.43% 70 3 7011 37.75% 14.19% 995 3+ 3842 20.69% 29.23% 1123 2+/2/2- 2792 15.03% 88.83% 2480 1 44 0.24% 100.00% 44 A big question on many students' minds is - how much does applying early improve my chances of admission, with the same application? Some things seem clear: The (early action + special situation) population gets much better ratings as a population. 15% of the (EA + SS) pool gets 2 ratings compared to 4% in regular decision, and 20% of (EA + SS) gets 3+ compared to 12% in regular decision. This heavily suggests to me that the early action pool contains more talented students than the regular decision pool. Much of the higher admission rate for early action has to do with self-selection of more talented students.. For the same rating, the admission rate is higher in (EA + SS) than regular decision. For example, a 3+ has an admit rate of 29%, compared to 9% in regular decision. Some part of this is due to the early action effect - because of signaling early interest and commitment to the school, you likely do get a small admissions boost by applying early. However, much of this I believe is still due to the special population. Recruited athletes might tend to get an overall 3+ rating, for instance, but get a huge advantage by being recruited. Likewise, legacy students may tend to apply early AND get higher admissions rates no matter when they apply, which skews the early numbers up. Ideally we'd get the admission rate for the same regular applicants, controlling for special status and application strength. But the data don't go detailed enough to let us do that. For fun, here are statistics on the # of applicants and admit rate for early action as compared to regular decision: Regular Decision Regular Applicant Special Circumstances Year Applicants Admits Admit Rate Applicants Admits Admit Rate 2014 23,176 1,471 6.30% 1,200 515 42.90% 2015 27,016 1,408 5.20% 1,244 515 41.40% 2016 24,968 857 3.40% 728 155 21.30% 2017 22,963 754 3.30% 641 116 18.10% 2018 22,799 709 3.10% 591 108 18.30% 2019 24,134 690 2.90% 623 100 16.10% Early Action Regular Applicant Special Circumstances Year Applicants Admits Admit Rate Applicants Admits Admit Rate 2014 0 0 0 2015 0 0 0 2016 2,982 458 15.40% 600 367 61.20% 2017 3,448 487 14.10% 663 460 69.40% 2018 3,272 520 15.90% 686 451 65.70% 2019 4,238 524 12.40% 755 467 61.90% A few takeaways: for regular applicants, the early action admission rate is higher than the regular decision rate - for class of 2019, it was 12.4% vs 2.9%. a large part of this is student qualification - better students tend to apply earlier. a minor part of this is signaling your interest - Harvard practices Restrictive Early Action (as do Yale, Princeton, and Stanford), meaning you can apply only to Harvard early action. Thus Harvard knows you're more likely committed to Harvard, and since they want to protect their yield rate, this increases admission rate a bit. so while you might get a slight advantage from applying early through signaling interest, it won't be as large a boost as the early action admit rate suggests. special circumstances students get a HUGE advantage over regular applicants. athletes are admitted at 86%. This group makes up about 230 students per year. (Note this means recruited varsity athletes, not just having athletics as an extracurricular.) legacy students are admitted at 33.6%. This group makes up about 774 students per year. (Note these students are usually highly qualified in their own right - they may just get a second look and slightly preferable treatment.) dean and director's interest list are at 42%. (There seem to be no particular criteria for being included on this list, but they include applicants "encountered at recruiting events" and applicants "related to donors to Harvard." I believe this is not mutually exclusive with the other groups - ie you can be a legacy athlete on the dean's list.) If you're reading this, you're most likely not a special circumstances student (nor was I). So you have to make up for it with a world-class application. Matthias Neugebauer/Flickr How Do You Earn a *1* in Each Rating? Now the critical question - what do you have to do to earn a 1 in the Academic, Extracurricular, Athletic, and Personal ratings? Luckily, as we learned fromfilings for the lawsuit, Harvard readers are given a rubric to grade applicants on. Remember that the Overall Rating is a holistic combination of the ratings, not a strict average. I would believe that if you earn a 1 in Academic and Personal ratings, you're likely to get a 2 or above in Overall rating. You only need to be world-class in one way, with a Spike. Academic Rating: 1. Summa potential. Genuine scholar; near-perfect scores and grades (in most cases) combined with unusual creativity and possible evidence of original scholarship. 2. Magna potential: Excellent student with superb grades and mid-to high-700 scores (33+ ACT). 3. Cum laude potential: Very good student with excellent grades and mid-600 to low-700 scores (29 to 32 ACT). 4. Adequate preparation. Respectable grades and low-to mid-600 scores (26 to 29) ACT). 5. Marginal potential. Modest grades and 500 scores (25 and below ACT). 6. Achievement or motivation marginal or worse. This confirms what we already know - getting perfect grades and test scores is not impressive enough to be world-class in academics. As the Harvard Interviewer Handbook says elsewhere, "more than presenting the Committee with superior testing and strong academic records...the applicant admitted primarily for unusual intelligence also presents compelling evidence of creativity and originality." (emphasis mine) Legal documents reveal some useful details: out of 42,749 applicants for Class of 2022, 8,000 had perfect GPAs 625 had a perfect score on ACT; 361 had a perfect 2400 on SAT 3,500 had perfect SAT math; 2,700 had perfect SAT verbal. There are just too many students who perform at the top 1% of academics. With 4 million high school students per year, 1% is 40,000 students! Within academic-type applicants, Harvard is looking for the leading future scholars.To get a 1 in this rating requires demonstration of this in high school, likely through original research that is vetted favorably by a Harvard faculty member. As Harvard Dean of Admissions William Fitzsimmons said, "Several hundred of our admittedstudents each year have the kind of stunning academic credentials- well beyond test scores and grades- that our faculty believe place them among the best potential scholars of their generation. ..." For this, it's not enough just to do research - thousands of students do this every year. It might not be sufficient either to be a minor co-author on a paper. Ideally, you need to show original contributions and ideas, corroborated by your research supervisor (e.g. in a supplementary recommendation). You might also be nationally-ranked in a research competition like Intel ISEFor Regeneron STS. Extracurricular Rating: 1. Unusual strength in one or more areas. Possible national-level achievement or professional experience. A potential major contributor at Harvard. Truly unusual achievement. 2. Strong secondary school contribution in one or more areas such as class president, newspaper editor, etc. Local or regional recognition; major accomplishment(s).[in another filing]: "Significant school, and possibly regional accomplishments: for example, an applicant who was the student body president or captain of the debate team and the leader of multiple additional clubs." 3. Solid participation but without special distinction. (Upgrade 3+ to 2- in some cases if the e/c is particularly extensive and substantive.) 4. Little or no participation. 5. Substantial activity outside of conventional EC participation such as family commitments or term-time work (could be included with other e/c to boost the rating or left as a "5" if it is more representative of the student's commitment). 6. Special circumstances limit or prevent participation (e.g. a physical condition). 2: " 5: "Family responsibilities at home or very limited resources that make it unlikely that the applicant could participate in extracurricular or other activities." A 2 rating focuses on "school andregional accomplishments." To put it bluntly: big fish in a little pond. Remember - there are over 37,000 high schools in the country. Not every school has the same extracurriculars, but just think - in the US every year, there are at least 20,000 student body presidents (and vice presidents, treasurers, etc.); 10,000 captains of the debate team; 50,000 captains of sports teams; 100,000 presidents of clubs. There are a LOT of local achievers. To be world-class, you have to do something that is notable on the national or international scale. This doesn't necessarily mean that you literally need to build an international-level organization with branch offices in Paris. The point is that among all the applicants, your achievements stand out on the national stage - for instance, building a mobile app with hundreds of thousands of active users is likely pretty nationally distinctive. Athletic Rating: This is relatively more straightforward: 1. Unusually strong prospect for varsity sports at Harvard, desired by Harvard coaches. 2. Strong secondary school contribution in one or more areas; possible leadership role(s). 3. Active participation. 4. Little or no interest. 5. Substantial activity outside of conventional EC participation such as family commitments or term-time work (could be included with other e/c to boost the rating or left as a "5" if it is more representative of the student's commitment). 6. Physical condition prevents significant activity. 1 is for recruited varsity athletes. Personally, I was probably a 4 - I got an A in PE and that's it. And that was OK - Harvard stillwanted me! Again, it's not about being well-rounded, it's about having a spikethat makes you world-class. Personal Rating: Here it gets a bit tricky. Here are a few statements in the legal documents that I pulled out: The personal rating "summarizes the applicant's personal qualities based on all aspects of the application, including essays, letters of recommendation, the alumni interview report, personal and family hardship, and any other relevant information in the application." Characteristics include "applicant's humor, sensitivity, grit, leadership, integrity, helpfulness, courage, kindness," whether the person is an "attractive person to be with" and is "widely respected." This is a more subjective category than the other 3 ratings. It's based on the student's background, how the student presents herself (in the essays and interview), and how others perceive the student (recommendations). Note that just like having an Academic Spike, it's possible to have a Personal Spike too. A student might get a Personal rating of 1 (say, for having overcome tremendous difficulties and showing outstanding personal character), while getting non-1 scores for Academic, Extracurricular, and Athletic scores. And this might be sufficient to get the student admitted (though 1's in Personal are rarer than in the other categories). Here's the rubric description, which is not super helpful except for the bottom ratings: 1: Outstanding 2: Very Strong 3: Generally Positive 4: Bland or somewhat negative or immature 5: Questionable personal qualities 6: Worrisome personal qualities This is why the interview is important - no matter how much of a genius you are, Harvard doesn't want jerks in its community. And if you can't suppress being a jerk for an hour-long interview, you certainly won't behave well for 4 years of college. It's also bad to be "bland" - interviewers want to see some sort of spark or joie de vivre, partlysince this is indicative of passion and thus future impact on the world. Nearly all applicants who are admitted went through an interview - as the document says, "those who do not interview are rarely admitted." (FYI: The personal rating is where the lawsuit alleges Asian-Americans are punished. Despite having higher academic and extracurricular scores than any other racial group, Asians received the lowest score of any racial group on personal rating from Harvard admissions staff.) What % of Students Get What Scores? Now that you understand what it takes to get these scores, what % of students actually get these scores? We'll show you the data below, but here are some trends to keep in mind: getting a 1 in even just one section is rare (1% of applicants get it) if you get a 1 in any section, your chances of admission are between 50-70%. getting a 2 in any single section is much more common (20-40%) with a much lower chance of admission (between 12-26%) (Source) Academic Rating Academic Rating 5 4 3 2 1 Applicants 5969 17690 58061 60468 650 % of Population 4.2% 12.4% 40.6% 42.3% 0.5% Admitted 4 175 2429 7500 450 Admit rate 0.1% 1.0% 4.2% 12.4% 69.2% Extracurricular Rating Extracurricular Rating 5 4 3 2 1 Applicants 952 4639 102784 34038 425 % of Population 0.7% 3.2% 72.0% 23.8% 0.3% Admitted 52 187 3957 6147 215 Admit rate 5.5% 4.0% 3.8% 18.1% 50.6% Personal Rating Personal Rating 5 4 3 2 1 Applicants 24 604 112513 29660 37 % of Population 0.0% 0.4% 78.8% 20.8% 0.0% Admitted 0 1 2846 7687 24 Admit rate 0.0% 0.2% 2.5% 25.9% 64.9% Some interesting things to note: Extracurricular and Personal Ratings have a huge mass of people at 3 (above 70%). Per the rubric above, this likely means: their extracurriculars weren't anything special - school-level participation without any major distinction their personal qualities were positive but not extremely strong - of the "top 25%" of the class type Academic Ratings have a smoother spread, with roughly 40% scoring both 2 and 3. Letter of Recommendation Rating: Legal filings show the following scoring for "School Support," with separate ratings for teachers 1, 2, and counselor. 1. Strikingly unusual support. "The best ever," "one of the best in x years," truly over the top. 2. Very strong support. "One of the best" or "the best this year." 3. Above average positive support. 4. Somewhat neutral or slightly negative. 5. Negative or worrisome report. 6. Neither the transcript nor prose is in the folder. 8. Placeholder. 9. Transcript only. No SSR prose. This largely matches what's on the Common App teacher recommendation form: As a reminder, "Top Few" is shorthand for "One of the top few encountered in my career." I'm going to guess that a 1 rating for recommendation letter means all of the below: recommenders rated student as "Top Few" in most categories recommenders are credible and have seen a lot of students (i.e., not rookie teachers) the reader may be familiar with the recommender's historical quality of recommendation the school is a top-tier school (so the student has tough competition for being outstanding) Overall Rating: Let's come back to the Overall Rating, because the lawsuit revealed something interesting about well-rounded students: "Harvard readers use the label 'Standard Strong' to characterize an application that had strong qualities but not strong enough to merit admission." For example, an admissions reader wrote of one Standard Strong student (who was Asian): "busy and bright" but"will need to fight it out with many similar to him." This reminds me of the classic problem with well-rounded students. They're definitely not off-putting - but they're not particularly impressive either.Like thousands of toy balls in a bargain bin, they all look the same.This is where the crapshoot is - the committee has to tear their hair out choosing the last 500 applicants among 10,000 qualified ones. Don't know how to make your college application world-class? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. What Do You Do With This Information? Let's put it all together. The Harvard lawsuit has revealed these takeaways about top-tier college admissions: applicants are scored based on how impressive their academic, extracurricular, athletic, and personal achievements are the highest scores are reserved for people who are world-class, distinguishing themselves as some of the top in the nation (or even the world) in what they do the overall rating is NOT an average of all your scores. Most likely, it's weighted toward your most impressive achievement. Therefore, you don't need to worry about being very well-rounded. the higher the score you get, the higher your chance of admission. At Harvard, the average admissions rate is 5% to 6%. But students getting the highest score of 1 have a 100% admission rate; students getting 2+/2/2- have a 70% admission rate personal qualities are important and cannot be ignored. Ideally you are likable, charismatic, honest, kind, and funny - and this shows in your essays, your recommendation letters, and interviews. All of this means that as you become a stronger world-class applicant, your chances of admission become less like a random lottery. You need to spend LESS time trying to be well-rounded, trying to cover all your bases. If you try to be an equally good athlete, musician, debater, scientist, and volunteer all at once, you will be mediocre at them all. Especially if you don't actually enjoy doing some of these activities. There are other people who focus on their area of greatest talent and interest, who will achieve far more than you can. If you want to increase your chances of getting into Harvard, you need to develop a Spike. For a deep dive into how to do this, read myHow to Get Into Harvard guide. I guarantee you'll learn something new that will change how you prepare your college apps. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Legal Aspects in Health Care Assignment Example | Topics and Well Written Essays - 500 words

Legal Aspects in Health Care - Assignment Example For instance, the contract may be annulled if it is determined that the buyer was non compos mentis at the time of entering the contract. The legal intent of selling the CT scan is fulfilled in it being bought to serve its rightful purpose, such as carrying out diagnoses or archaeological investigations. Finally, the contract is sealed in the relevant parties receiving value from the agreement. It is obvious that the vendor will get his money for the CT scan, from the buyer on one hand. On the other hand, the buyer expects the CT scan to work well, thereby helping him meet his objectives. Apart from the four components, it would help greatly to insist on the token of the contract, which is the permit. The gravity behind this is that it is in the permit where the terms and conditions of the contract are enshrined. Terms of guarantee are divulged here, apart from the permit just showing legitimate possession. This is serious since in the absence of a permit, if the CT scan stalls after a week, the buyer may not be guaranteed of any reimbursement or free repairs. In this case, the patient through his absence undermines the capacity of the hospital to fulfill its obligation in the contract. The time-specific aspect of the contract is also undermined by the patient’s absence. Nevertheless, it cannot be aptly said that the patient’s voluntary and informed absence amounts to a contravention of the part of the contract, since he is acting out of an illness. Addiction is an illness that should have warranted more specialized attention from the healthcare institution. On the contrary, the healthcare institution is the entity that is liable since part of the patient-hospital contract is good care. The patient being away for four hours means clearly that the hospital is not taking good care of its patients, if at all (Becker, 2012). The fact that the

Education. What is your philosophy of Assessment Essay

Education. What is your philosophy of Assessment - Essay Example Still, it’s worth noting that teaching professionals must attend to the varieties of students, cultures, and grade levels when considering assessment strategies. As a high school chemistry and physics teacher, I have developed a number of assessment strategies that have formed my own philosophy to the assessment process. This essay considers my personal philosophy of assessment. One of the primary considerations I recognize in terms of assessment is developing a means of judging student participation and effort throughout the semester and course. One of the primary challenges I had when originally considering assessment was the nature of developing assessment strategies that are student specific, or measure objective standards of comprehension. While ideally classrooms are constituted by students of the same level of achievement, in reality this is not always the case. Early in my teaching career I recognized that I would have to make the difficult decision of requiring all st udents to achieve the same level of achievement.

Level 3 Childcare Education Essay Example for Free

Level 3 Childcare Education Essay Describe the initiatives which influence the provision of challenging environments for children (5 marks) There are different types of international, national and local initiatives which influence the provision of challenging environments for children. An example of an initiative is the Forest Schools. ‘A Forest School is an innovative educational approach to outdoor play and learning’ http://www. forestschools. om/what-happens-at-a-forest-school/ Forest schools can influence the provision of a challenging environment, as the teachers can take the children in small groups every week to the local woods to have a better understanding of the outdoor environment and it’s linked to the curriculum. By doing this it enables children to be able to be in a safe environment when exploring and having adventures so they can see what things they can do when they go into the woods next time. It can also help children with problems such as language problems as this allows them to speak about the experience they are having which can then be taken to the classroom and then it could be turned into a story to help the child. When going into the woods it helps to cater the behaviour for the problem children and it also teaches children when they can and can’t mess around. It also focuses on the fundamental aspect of the Forest School innovation educational approach. The Forest School provides ways for meeting learning objectives while developing practical life skills and encouraging child-initiated learning, which is observed and assessed. Lots of young children prefer to be outside than in the classroom environment because they can find it more exciting and they might pay more attention. Word Count- 240

Essay Comparing Glass Menagerie and Streetcar Named Desire

Comparing Glass Menagerie and Streetcar Named Desire   Ã‚  Ã‚   Tennessee Williams is one of the greatest American playwrights. He was constantly shocking audiences with themes such as homosexuality, drug addictions, and rape. He broke free from taboos on such subjects, paving the way for future playwrights. Williams wrote about his life. The Glass Menagerie is a very autobiographical play. A Streetcar Named Desire, although meant to a play that anyone can relate to, also contained characters and situations from his life. In both plays, the characters are drawn from his life. This essay  will discuss is the similarities between The Glass Menagerie and A Streetcar Named Desire, which have similar characters and themes throughout them.   A Streetcar Named Desire takes place in New Orleans. The characters are Blanche Dubois, Stanley Kowalski, Stella Kowalski (Blanche’s sister, Stanley’s wife), and Mitch, a friend of Stanley’s. The play focuses on Blanche and how she falls deeper and deeper into her delusional state, until, finally at the end, a doctor and a nurse take her away. The Glass Menagerie takes place in St. Louis. The play features the Wingfields. Amanda is the mother and her two children are Tom and Laura. A gentleman caller named Jim O’Connor comes in at the end of the play.   This play is basically about Tom’s memories of the last bit of time he was with his family, before leaving them as his father did. Since the play takes place in the memory, it is dark and some things are very exaggerated. Laura is a cripple who is lost in her own world, with no hope of ever finding someone to love her. Amanda is also living in her own world, one where she is still a southern beauty. She feels that if Laura doesn’t marry so... ... one in The Glass Menagerie.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout both of these plays run many common themes, often themes from Williams own life. He was a writer who broke taboos and wrote about depraved people, people going crazy and many other themes that weren’t considered appropriate at the time. His own life was very chaotic. Works Cited A Streetcar Named Desire. By Tennessee Williams. Dir. Scot Whitney. Harlequin Productions, Olympia. September 1998. 2.â€Å"Remember Tennessee Williams.† Tom Sullivan. 21 June 2000. http://www.lambda.net/~maximum/williams.html Roudane, Mathew C. Ed. The Cambridge Companion to Tennessee Williams. New York: Cambridge Press, 1997 Williams, Tennessee. â€Å"The Glass Menagerie†. Anthology of American Literature: From Realism to the Present. By Tennessee Williams. Ed. McMichael, George et. al. New Jersey: Prentice Hall, 2000. 1445-   

Wide Reading

Describe a character that interests you in The Fat Man and explain why that character interested you. Colin a 12 year old boy interested me from the book The Fat Man by Maurice Gee. Colin is a hungry boy caught up by the effects of the Depression. He learns from the fat man that his dad was a bully in school and the fat man wants revenge for what they did to him. Colin is interesting because of the time he lives in and because he has to learn truths about his parents and being brave and helping Verna.We learn from the book that Colin is a hungry skinny 12 year old boy who is always desperate for food. As it was the Depression there was not enough money to buy food to eat. Laurie (Colin’s father) has trouble finding a job and getting enough money to feed his family. In the book it tells us that Colin is a hungry boy with the quotation â€Å"Colin Potter was a hungry boy. † The other quotation â€Å"They were hard times. There were hungry times† tell us that Colinà ¢â‚¬â„¢s dad can’t find a job and get money that they need to buy food and they were quite hungry when Laurie couldn’t earn money.I thought this was interesting as it is different from how children nowadays are being brought up in New Zealand and having enough food for the whole family to have plenty to replenish their hunger when we are hungry. It is hard to imagine how New Zealand children were like during the Depression, hungry for food. Colin is interesting because he has a scary encounter with the fat man and learns that he wants revenge for being bullied by Colin’s father at school. Colin meets the fat man at the creek. The fat man holds him back even though he doesn’t want to and discovers Colin had stolen his chocolate.The fat man soon discovers that Maisie and Laurie were Colin’s parents. The fat man tells Colin about his parents. How his father bullied him at school and farting and blaming everything on the fat man. Laurie and his friends also spat sandwiches everyday at the fat man and made him eat them. â€Å"I cried too, everyday for a year. Pottsie liked it†. It tells us that Laurie made the fat man cry as he bullied him everyday for a year and the fat man hated it a lot. The second quotation â€Å"Then they’d spit on it†¦ Spit sandwich was its name.I ate one of those everyday. † The fat man had to go through Laurie and his friends spitting sandwiches on him everyday and he didn’t like it. It is very interesting seeing how Colin deals with truths about his father. In Colin’s eyes, his father seemed smaller to him now. Colin is a very interesting boy as he was very kind and supportive towards Verna when she had hard times. Despite Colin being very afraid of the fat man and the bullies at school, Colin stands up for Verna and walks her home even though he knows that the Rice gang is going to get him soon.Colin walks home with Verna. The quote in the book is â€Å"I’l l walk with you† which was very kind of him even though he didn’t want to. Colin’s bravery to me makes him a very interesting character. Colin is a very interesting character in this whole story. He overcomes his fear of the fat man and the bullies at school because he was a kind boy and wanted to help Verna. I also learnt more about the Depression – how many people could not find jobs and therefore their families could not afford food.

Strict Liability

August 7, 2009 Criminal Law- 2 Essay on Strict Liability Crimes Having no element for Mens Rea, consequently permits punishment on those that may be blameless to a crime. With that fact, there is definitely a wide range of controversial pro's and con's. I personally am unbiased either way regarding this topic, for any and all concerns I feel are legitimate. What I will set forth here is unbiased opinion and facts to all pro's and con's. In this world there are many regular civilians and citizens that may encounter, in some form or another, an inconvenience, mishap or even loss on many degrees' due to someone's negligence or culpable liability. Which will lead me to one's take on the pro's or benefit to the existence of strict liability crimes. First and foremost, when someone is hurt or harmed, they want recourse and they want it from whomever is liable, or from the closes person to that liable party. So they care nothing about ones blamelessness or mental intent, which in this case the law would not hold prudent anyway. To them and to the law â€Å"public health and safety come first. † For them an act alone is all that would actually need to be proved. For if that were not the case, then the possible victims would not have any remedy under the law. Further more, the benefits to society outweighs the cost of punishing those that may have no true blame. As for the con's in strict liability offenses, one might argue that being held liable without subjective or objective fault may be a violation to the U. S. Constitution. Where this stipulation actually contradicts the Model Penal Code (MPC) etc. on criminal liability and the stature of concurrence. Further more, with there being no actual or effective means on protection against strict liability or accidents, leaves a broad range of exceptional blameworthiness. Where â€Å"they† could say â€Å"we are the victims! † adversely this could jeopardize society and not protect it, thus curtail much human (especially professional) activities etc. at the fear of any possible culpable negligence. So here I have just a few to name the least, of pro's and con's on strict liability. So as you see we all have some legitimate place or say in this very controversial matter. For all people: individuals, civilians, families, cooperations, businesses, functions, police force and all professionals have some form of risk here. Over all I think the law on strict liability is well needed and the sacrifice's are well worth the gains†¦ fo r better of for worse.

Free Essays on Judaism

Judaism Judaism first appeared in or around 587 B.C.E., in the Egyptian/Mesopotamian region. Judaism made its start as â€Å"Yahwehism†, the religion of the Israelites. In contrast with modern day Judaism, you can find many similarities, yet there are some major differences. The Israelites were not monotheists, rather they were henotheists, believing in the existence of other gods, but only worshipping one. Most Jews today are strict monotheists, believing in the existence of only one god. The Israelites also only studied and followed the Book of Deuteronomy. Jews today generally follow many of the twenty-four books that make up the Tanak The Pharisees and the Sadducees, though both considered Biblical Judaism, differ in several ways. The Pharisees sometimes called the â€Å"Separate Ones†, follow the Torah and believe in the â€Å"Messiah†. The Pharisees also believe in the â€Å"Final Judgement† and â€Å"resurrection of the dead†. After this final judgement, those who were of good faith and had atonement will go on to â€Å"Paradise†, yet those who were evil will go on to â€Å"Gehenna† or hell. The Sadducees on the other hand, do not believe in any sort of afterlife. For the Sadducees there is no â€Å"Final Judgement†, no Messiah and no resurrections. Around 70 C.E., the Israelites who had been practicing Judaism under Roman rule came under heavy speculation. The Roman’s had placed taxes on Jews and taken money from Jewish temples and this created an outrage. Many Jews began a revolt and after much bloodshed and warfare, the Roman’s overtook the Jews and destroyed a Jerusalem temple. In about 130 C.E., the Roman’s exiled the Jews from Jerusalem. The Kabbalah is a more mystical and mysterious study of Judaism. In one of the writings of the Kabbalah, you find something similar to mathematical equations, which are used for deciphering scriptures. Also when studying the Kabbalah, the focus is placed on the powers of th... Free Essays on Judaism Free Essays on Judaism Judaism, Christianity, Islam and the Baha'i faith all originated with a divine covenant between the God of the ancient Israelites and Abraham around 2000 BCE. The next leader of the Israelites, Moses, led his people out of captivity in Egypt and received the Law from God. Joshua later led them into the Promised Land where Samuel established the Israelite kingdom with Saul as its first king. King David established Jerusalem and King Solomon built the first temple there. In 70 CE the temple was destroyed and the Jews were scattered throughout the world until 1948 when the state of Israel was formed. Jews believe in one creator who alone is to be worshipped as absolute ruler of the universe. He monitors people's activities and rewards good deeds and punishes evil. The Torah was revealed to Moses by God and can not be changed though God does communicate with the Jewish people through prophets. Jews believe in the inherent goodness of the world and its inhabitants as creations of God and do not require a savior to save them from original sin. They believe they are God's chosen people and that the Messiah will arrive in the future, gather them into Israel, there will be a general resurrection of the dead, and the Jerusalem Temple destroyed in 70 CE will be rebuilt. Judaism is the complex expression of a religious and ethnic community, a way of life as well as a set of basic beliefs and values, which is discerned in patterns of action, social order, and culture as well as in religious statements and concepts. The ideal is to remember God in everything one does, through prayer and keeping the commandments. There are many spiritual practices that the Jewish follows as a remainder of their faith and as a way to engage all the senses in awareness of God. Some of these scared practices include: circumcision, Sabbath, eating kosher foods, and Bar Mitzvah. Of all of the commandments in Judaism, the brit milah (literally, Covenant of Circumcision) ... Free Essays on Judaism Judaism Judaism’s origin reflects the myth of history. Judaism is based on the Old Testament, which is common in all bibles used throughout many forms of Christianity as well as Judaism. The Old Testament is full of stories that deliver powerful messages of how the world was created. In Judaism, God is the divine storyteller in the history of the creation story. Adam and Eve were the first living things created. After they ate forbidden fruit, they were banned from the Garden of Eden. As punishment for disobeying God, he sent a terrible flood in which Noah gathered all of the animals in a magnificent arc to save them. Another story was when God sent Moses to free the Jews from slavery. The book of Exodus is another great story of Judaism history. In this book, Moses led his people out of Egypt and received the covenant at Mt Sinai. The Jews roamed the desert for forty years and didn’t find the Promised Land until Moses died. For two hundred years, they didn’t have a solid form of government. The Jews realized they needed a king with an army to defend their nation. God then appointed Saul as the first king of Israel. The formative era followed the biblical era. The destruction of the temple occurred in 70 CE. The Pharisees survived through this and provided new leadership. They wanted to change the priestly model into something that would allow them to practice Judaism in a new land. The Pharisees said that all of the men of the house were priests and the table was the altar. This was the transition from the written torah to the oral tradition. This new priestly tradition established rules that focused on acts of mercy and justice. Rabbinic Judaism emerged between the second and fifth century and the oral torah was written in to what became known as the Talmud. Hillel and Shammai both were teachers of the oral torah. The applied their teachings to everyday life but Shammai’s teachings were much stric... Free Essays on Judaism Judaism Judaism first appeared in or around 587 B.C.E., in the Egyptian/Mesopotamian region. Judaism made its start as â€Å"Yahwehism†, the religion of the Israelites. In contrast with modern day Judaism, you can find many similarities, yet there are some major differences. The Israelites were not monotheists, rather they were henotheists, believing in the existence of other gods, but only worshipping one. Most Jews today are strict monotheists, believing in the existence of only one god. The Israelites also only studied and followed the Book of Deuteronomy. Jews today generally follow many of the twenty-four books that make up the Tanak The Pharisees and the Sadducees, though both considered Biblical Judaism, differ in several ways. The Pharisees sometimes called the â€Å"Separate Ones†, follow the Torah and believe in the â€Å"Messiah†. The Pharisees also believe in the â€Å"Final Judgement† and â€Å"resurrection of the dead†. After this final judgement, those who were of good faith and had atonement will go on to â€Å"Paradise†, yet those who were evil will go on to â€Å"Gehenna† or hell. The Sadducees on the other hand, do not believe in any sort of afterlife. For the Sadducees there is no â€Å"Final Judgement†, no Messiah and no resurrections. Around 70 C.E., the Israelites who had been practicing Judaism under Roman rule came under heavy speculation. The Roman’s had placed taxes on Jews and taken money from Jewish temples and this created an outrage. Many Jews began a revolt and after much bloodshed and warfare, the Roman’s overtook the Jews and destroyed a Jerusalem temple. In about 130 C.E., the Roman’s exiled the Jews from Jerusalem. The Kabbalah is a more mystical and mysterious study of Judaism. In one of the writings of the Kabbalah, you find something similar to mathematical equations, which are used for deciphering scriptures. Also when studying the Kabbalah, the focus is placed on the powers of th...

3 Problems of Parallel Syntax

3 Problems of Parallel Syntax 3 Problems of Parallel Syntax 3 Problems of Parallel Syntax By Mark Nichol Writers frequently err in producing in-line lists (those incorporated into a sentence, rather than presented vertically) whose items do not correspond grammatically. Here are three sample sentences, along with corrections. 1. â€Å"If a work is no longer set in Japan, no longer written by Japanese authors or penned by Japanese artists, and no longer reflects Japanese cultural idioms, is it still manga?† Each of the three list items in this sentence includes at least one verb, but that consistency does not guarantee parallel structure. The first item’s verb phrase includes â€Å"is . . . set,† and the third one’s verb, reflects, stands on its own (if the item were required to contain a form of â€Å"to be,† the sentence could be revised to include the verb phrase â€Å"is no longer reflective of†), but the middle item needs a helping verb in this case, to match the first item, is: â€Å"If a work is no longer set in Japan, is no longer written by Japanese authors or penned by Japanese artists, and no longer reflects Japanese cultural idioms, is it still manga? 2. â€Å"People who have experienced abuse, been victims of a crime or catastrophe, or people who have lived through war and/or genocide can experience PTSD.† Here, a verb is missing from one element of the sentence, but noun and pronoun use is also inconsistent: â€Å"People who have experienced abuse, have been victims of a crime or catastrophe, or have lived through war and/or genocide can experience PTSD.† Alternatively, elements can be combined; here, the first two are joined, and the third one, already in combination, has been framed in commas to set it off from the rest of the sentence: â€Å"People who have experienced abuse or have been victims of a crime or catastrophe, or people who have lived through war and/or genocide, can experience PTSD. 3. â€Å"The products are available at Bed Bath Beyond stores, the Container Store, or through the company’s website.† This sentence’s flaw is the lack not of a verb but of a preposition in each element. Generally, a single preposition could serve all three elements, but because a website is a conduit, not a location, for obtaining the products (unlike as in the case of information or media, which can be obtained at a website), each element requires its own preposition: â€Å"The products are available at Bed Bath Beyond stores, at the Container Store, or through the company’s website. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†Best Websites to Learn English25 Idioms with Clean

Retail Banking Sales Strategies Assignment Example | Topics and Well Written Essays - 750 words

Retail Banking Sales Strategies - Assignment Example (Deutsch, 171) In today’s world time is invaluable. Retail banking has gained so much of popularity is it helps in saving time. However in retail banking the fixed costs are effectively huge as it is not possible to reduce number of staffs or close of the premises in a quick span of time. (Coulbeck, 134) Economies of scale relating to the market size of the banks decide the significance of retail banking. Retail banking in the new millennium has been very acceptable as it is in the throes of major changes. Starting from removing the legal barriers of entry to adopting electronic technology are some of the major changes which has enhanced the overall services in this sector. (Duetsch, 170, 184) In any service sector consumer satisfaction and acceptance remains the critical component which decides the fate of any particular process. Since there is always a competition for retail banks from the other intermediaries they have to come up with new strategies to strengthen their position. In case of retail banks the number of consumers is increasing day by day and they all want to have an online access to the banking functions. â€Å"Cisco collaborative customer experience Solution† is a portfolio which is helping the retail banks to transform into the consumer focused businesses. This solution has been built and designed by the retail branch banks in such a way that it allows the consumers to take active part in accessing the banking functions. (Meet the Demands of Todays Customers). Retail banks have to maximize the data that they have obtained from the customer and quickly analyze those avenues which would grant them future revenues. Client interactions should be of prior importance and a potent strategic tool to improve the overall sales. Retail banks have to come up with specific solutions for consumers after going through the consumers

Does Playing Violent Video Games Increase Aggressiveness Research Paper

Does Playing Violent Video Games Increase Aggressiveness - Research Paper Example Principal Investigator (PI) Information Name Maricel Walsh Relationship to NSU: Faculty Staff Student x Home Mailing Address (for students) 15420 SW 74th circle ct City/State/Zip: Miami, Fl 33193 Office Phone: 786 873 0511 Home Phone (for students): 305 752 7884 NSU Center/College/Dept: Farguhar College Behavioral Science Dept. NSU Email Address: wmaricel@nova.edu Fax: Co-Investigators (Co-I) Information (including faculty advisers): Co-Investigator 1 Co-Investigator 2 Co-Investigator 3 Name Todd Coy, Ph.D. Address Dept of Social and Behavioral Science Contract Phone Number Email Address Crandy@nova.edu Have the PI, Co-I, and any research assistants completed the NSU-designated human subject's research training (CITI Program) Yes X No If you answered yes, please include a copy of your training certificate. If you answered no to this question, please note that no IRB action may take place until proof of completion of training is provided. II. Funding Information Will this research be funded Yes No X If yes was indicated, please provide the following information: A. Source of Funding N/A_______________________________________________ B. Project Title (if different from above) ________________________________ C. Principal Investigator (if different from above) __________________________ D. Type of Application: Grant____ Subcontract_____ Contract_____ Fellowship______ E. Date of Submission ______________________ F. Grant Amount ___________________ Do any investigators have a significant financial interest (as defined by NSU policy: http://www.nova.edu/ogc/forms/ogc9906.pdf) in relation to this study Yes No X If you answered yes, please be sure to include within the...Please note, ONLY ONE copy of all research instruments (tests instruments, interview protocols, etc.) must be submitted. The completed package must be received by the OGC by the last business day of the month prior to the next scheduled IRB meeting. The IRB web site should be consulted for the meeting dates of the IRB. Incomplete forms will delay review by the IRB. For either type of review the pages of the packet must be numbered sequentially. For further information, refer to the Policy and Procedure Manual for Research with Human Subjects. If you answered yes, please include a copy of your training certificate. If you answered no to this question, please note that no IRB action may take place until proof of completion of training is provided. If you answered yes, please be sure to include within the description section of all applicable consent forms the following statement: "The principal investigator a