Bahamas Essay Example

Bahamas Essay Example Bahamas Essay Bahamas Essay Bahamas Presentation Numerous families anticipate their yearly get-aways. That season when their lives become revived and recharged. A great many people decide to travel, which assists with helping their mind-sets in the wake of a monotonous year. Various individuals spend their late spring excursion in an unexpected way; some visit new places while others basically remain at home and unwind. Visitor goals around the globe become overpowered by the quantity of voyagers. Perhaps the best spot to take some time off is the Caribbean islands. In the Caribbean, the Bahamas is a most loved goal for some individuals. Local people in the Bahamas are entirely accommodating and the inns and resorts have stunning perspectives. Numerous sightseers are additionally pulled in by the different culture and magnificence of the Bahamas. It is named among the best occasion areas on the planet in light of its superb climate, delightful sandy sea shores and unending amusement. Visitors are pulled in to the Bahamas in light of its different social qualities and undertakings. The travel industry area acquires the Bahamas the most income given by the quantity of sightseers in the islands throughout the years. The climate in the Caribbean makes it workable for sightseers to visit consistently, as the seasons are calm. This implies the islands experience the ideal atmosphere consistently. The Bahamas is unmistakable with its spotless air and decent ocean breezes given by its tropical atmosphere. The outlandish food of the Bahamian individuals has earned the nation an incredible notoriety being home to a portion of the world’s renowned gourmet specialists. Travelers acknowledge new encounters when they visit new places and the Bahamian cooking offers the best involvement with the world. The endeavors by the lodgings and resorts to cook for their customers the two kids and grown-ups mirror the friendliness of the Bahamian individuals. Each visit to the Bah amas is an ensured extraordinary encounter.

Free Essays on Descartes Explains It All

While I am ordinarily contradicted to dull work, I found that perusing Descartes’ Discourse on Method considerably less of a task than I had foreseen. I waver to state that I delighted in it; maybe it is ideal to state that I thought that it was intriguing. I couldn't appear a particular contention enveloping to the whole work. In spite of the fact that, I had the option to make three separate sentiments, each relating to various pieces of the work: there is blunder with his considerations about the explanation individuals have; Descartes imparts some ground to Richelieu; and the exhortation Descartes offers is for a vastly different end than that of Machiavelli of Richelieu. I quickly end up contrary to Descartes as he infers that all individuals are supplied with a similar capacity of reason. Being a Darwinist myself, in that I really accept that a few people have a natural preferred position over others, I can't identify with his attestations. This is incompletely because of the juxtaposition of Descartes’ confidence because of experience and strict commitment and my own adolescent criticism because of inability and strict vagueness. It could be contended that Descartes tends to my sentiments by alluding to the various ways individuals apply their explanation. I am wary this is a satisfactory clarification, however. People have remarkable methods of deciphering pictures: a few of us need to wear glasses, a few of us experience the ill effects of a type of visual weakness, while still others are totally visually impaired. In this equivalent way, I am certain that various individuals have various methods of thinking things, however that doesn't mean there are those without such a workforce. Those people, as I would like to think, are those people participating in constant reckless practices (e.g.: substance reliance, damaging connections, wrongdoing, and so on.). Descartes proceeds to sound a lot of like Richelieu in his Political Testament. Descartes demands that solitary people making laws and structuring frameworks is much ... Free Essays on Descartes Explains It All Free Essays on Descartes Explains It All While I am regularly contradicted to repetitive work, I found that perusing Descartes’ Discourse on Method substantially less of a task than I had foreseen. I dither to state that I appreciated it; maybe it is ideal to state that I thought that it was intriguing. I couldn't appear a particular contention incorporating to the whole work. In spite of the fact that, I had the option to make three separate assessments, each relating to various pieces of the work: there is mistake with his musings about the explanation individuals have; Descartes imparts some ground to Richelieu; and the counsel Descartes offers is for a vastly different end than that of Machiavelli of Richelieu. I promptly wind up contrary to Descartes as he suggests that all individuals are invested with a similar capacity of reason. Being a Darwinist myself, in that I genuinely accept that a few people have an inborn bit of leeway over others, I can't identify with his statements. This is halfway because of the juxtaposition of Descartes’ idealism because of experience and strict commitment and my own adolescent pessimism because of naiveté and strict equivocalness. It could be contended that Descartes tends to my conclusions by alluding to the various ways individuals apply their explanation. I am suspicious this is a sufficient clarification, however. People have one of a kind methods of deciphering pictures: a few of us need to wear glasses, a few of us experience the ill effects of a type of visual weakness, while still others are totally visually impaired. In this equivalent way, I am certain that various individuals have various methods of thinking things, yet that doesn't mean there are those without such a personnel. Those people, as I would see it, are those people taking part in constant pointless practices (e.g.: compound reliance, injurious connections, wrongdoing, and so forth.). Descartes proceeds to sound a lot of like Richelieu in his Political Testament. Descartes demands that solitary people making laws and structuring frameworks is much ...

Search Rankings Go Down As Well As Up [ANALYSIS]

Search Rankings Go Down As Well As Up [ANALYSIS] Make Money Online Queries? Struggling To Get Traffic To Your Blog? Sign Up On (HBB) Forum Now!Search Rankings Go Down As Well As Up [ANALYSIS]Updated On 23/04/2017Author : Jess SpateTopic : SEOShort URL : http://hbb.me/2ozqpcX CONNECT WITH HBB ON SOCIAL MEDIA Follow @HellBoundBlogMost people trying to make money online rely at least partly on ranking well in relevant search terms. The site that has the top spot usually gets about 40% of the traffic relating to that specific search term, and if youre not on page one or at least page two, you probably wont get much traffic from it. Ideally other visitors should arrive through social media, paid advertising (optional!), links from other sites, and even directly when theyve learned about your brand offline, but organic search is still the biggest source of income for many bloggers and online shops.SEO is the process that will help a site rank well for relevant, valuable search terms. There are thousands of details to consider but the b asic idea is that if you build a great site, fill it with relevant, interesting, and useful content, and build links with other quality websites, your authority will go up, youll rise through the ranks towards the top of the first page on Google, Bing, and the other search engines, get more visitors and make more money.So far, so good. But it doesnt always work that way. SEO experts and pro bloggers usually keep a close eye on their rankings, and sometimes what they find isnt a reward for all that hard work. Rankings can go down as well as up.Google Dance your CompetitorsThere are many reasons a website could lose ground in Search Engine Results Pages (SERPs). In most cases, its a temporary blip and nothing to worry about. Google makes about 400 algorithmic changes a year, some small and some colossal. The resulting pattern of shifting rankings is called the Google dance, and its nothing to lose sleep over. Unless a site completely dominates a particular search term, a little bit o f up and down is quite normal. If you lose a position or two on your favorite search keyword, dont worry about it. Keep working and youll probably go back up soon enough.Your competitors may be looking at SEO too. Even if they arent, theyll be adding new content, building the occasional new link, and making changes to their websites. All those things can shift their ranking up and push yours down. If someone else is suddenly doing very well and pushing your pages off the top spots, take a good look at them. What changes have they made recently? They might be using a strategy you could adopt too.READ3 Easy Efficient Ways To Increase Website TrafficMost blogs and commercial websites will go through their whole lifespan without a serious and sudden drop in search rankings, but they do sometimes happen. The most recent major shakeup saw thousands of affiliate marketers suffer huge losses- one of my sites was among the losers.Googles Farmer/Panda UpdateGoogles Farmer/Panda update comple tely changed the playing field for plenty of legitimate websites as well as the content farms it was meant to target. A lot of people lost rankings, traffic, and income, and the true impact of this algorithm change hasnt really been explored yet.However, Farmer/Panda only affected a relatively small number of sites operating in a fairly specific way. Usually, if a site experiences a sudden and severe drop its a private problem, not a global policy change. The first thing to do if your rankings crash is to find out. Ask friends and colleagues with similar sites what theyre seeing, keeping in mind that algorithm changes roll out gradually, so sites in the US and the UK may not see them at the same time. Check out the SEO forums for news of major updates and see if the official Google Blog has anything to say. It usually doesnt take long for bloggers both at Google and elsewhere to respond to an algorithm shift.If it looks like youre on your own, its time to think back over recent acti on. Have you been involved in less-than-ethical SEO or bought a bunch of links? If so, you could be finding yourself in JC Penneys position, being punished for black hat activities. In this case, the best thing to do is own up, get rid of the links or shady on-site tricks, and keep to legitimate SEO in the future. If you think youre innocent and cant find evidence for an algorithm change, contact Google and say so.In most cases, drops in rankings are small and perfectly natural- nothing but bumps on the road. Even if theyre not so small, dont panic. There is always plenty you can do to lift your site back up and start gaining ground again.This article is written by Jess Spate. She is an SEO professional, a mathematician, and an online entrepreneur. Among others, she represents Marriott timeshare points resale consultants and companies that buy Wyndham timeshare units. If you wish to write for us, kindly check this.

Clovis, Black Mats, and Extra-Terrestrials

Black mat is the common name for an organic-rich layer of soil also called sapropelic silt, peaty muds, and paleo-aquolls. Its content is variable, and its appearance is variable, and it is at the heart of a controversial theory known as the Younger Dryas Impact Hypothesis (YDIH). The YDIH argues that black mats, or at least some of them, represent the remains of a cometary impact thought by its proponents to have kicked off the Younger Dryas. What is the Younger Dryas? The Younger Dryas (abbreviated YD), or Younger Dryas Chronozone (YDC), is the name of a brief geological period which occurred roughly between 13,000 and 11,700 calendar years ago (cal BP). It was the last episode of a series of fast-developing climatic changes that occurred at the end of the last Ice Age. The YD came after the Last Glacial Maximum (30,000–14,000 cal BP), which is what scientists call the last time glacial ice covered much of the Northern Hemisphere as well as higher elevations in the south. Immediately after the LGM, there was a warming trend, known as the Bà ¸lling-Ã…llerà ¸d period, during which time the glacial ice retreated. That warming period lasted about 1,000 years, and today we know that it marks the start of the Holocene, the geological period which we are still experiencing today. During the warmth of the Bà ¸lling-Ã…llerà ¸d, all kinds of human exploration and innovation developed, from the domestications of plants and animals to the colonization of the American continents. The Younger Dryas was an abrupt, 1,300-year return to the tundra-like cold, and it must have been a nasty shock to the Clovis hunter-gatherers in North America as well as Europes Mesolithic hunter-gatherers. Cultural Impact of the YD Along with a substantial drop in temperature, the sharp challenges of the YD include the Pleistocene megafauna extinctions. The large-bodied animals that disappeared between 15,000 and 10,000 years ago include mastodons, horses, camels, sloths, dire wolves, tapir, and short-faced bear. The North American colonists at the time called Clovis were primarily—but not exclusively—dependent on hunting that game, and the loss of the megafauna led them to reorganize their lifeways into a broader Archaic hunting-and-gathering lifestyle. In Eurasia, the descendants of  hunters and gatherers began domesticating plants and animals—but thats another story. YD Climate Shift in North America The following is a summary of the cultural changes that are documented in North America around the time of the Younger Dryas, from most recent to oldest. It is based on a summary compiled by an early proponent of the YDIH, C. Vance Haynes, and it is a reflection of current understanding of the cultural changes. Haynes was never fully convinced that the YDIH was a reality, but he was intrigued by the possibility. Archaic. 9,000–10,000 RCYBP. Drought conditions prevailed, during which Archaic mosaic hunter-gatherer lifestyles predominate.Post-Clovis. (black mat layer) 10,000–10,900 RCYBP (or 12,900 calibrated years BP). Wet conditions are in evidence at the sites of springs and lakes. No megafauna except for bison. Post-Clovis cultures include Folsom, Plainview, Agate Basin hunter-gatherers.Clovis stratum. 10,850–11,200 RCYBP. Drought conditions prevalent. Clovis sites found with now-extinct mammoth, mastodon, horses, camels, and other megafauna at springs and lake margins.Pre-Clovis stratum. 11,200–13,000 RCYBP. By 13,000 years ago, water tables had fallen to their lowest levels since the Last Glacial Maximum. Pre-Clovis is rare, stable uplands, eroded valley sides. The Younger Dryas Impact Hypothesis The YDIH suggests that the climatic devastations of the Younger Dryas were the result of a major cosmic episode of multiple airbursts/impacts about 12,800 /-300 cal bp. There is no impact crater known for such an event, but proponents argued that it could have occurred over the North American ice shield. That cometary impact would have created wildfires and that and the climate impact are proposed to have produced the black mat, triggered the YD, contributed to the end-Pleistocene megafaunal extinctions and initiated human population reorganization across the Northern Hemisphere. The YDIH adherents have argued that black mats hold the key evidence for their cometary impact theory. What is a Black Mat? Black mats are organic-rich sediments and soils that form in wet environments associated with spring discharge. They are found throughout the world in these conditions, and they are abundant in Late Pleistocene and Early Holocene stratigraphic sequences throughout central and western North America. They form in a wide variety of soils and sediment types, including organic-rich grassland soils, wet-meadow soils, pond sediments, algal mats, diatomites, and marls. Black mats also contain a variable assemblage of magnetic and glassy spherules, high-temperature minerals and melt glass, nano-diamonds, carbon spherules, aciniform carbon, platinum, and osmium. The presence of this last set is what the Younger Dryas Impact Hypothesis adherents have used to back up their Black Mat theory. Conflicting Evidence The problem is: there is no evidence for a continent-wide wildfire and devastation event. There definitely is a dramatic increase in the number and frequency of black mats throughout the Younger Dryas, but thats not the only time in our geological history when black mats have occurred. Megafaunal extinctions were abrupt, but not that abrupt—the extinction period lasted several thousands of years. And it turns out the black mats are variable in content: some have charcoal, some have none. By and large, they seem to be naturally-formed wetland deposits, found full of the organic remains of rotted, not burned, plants. Microspherules, nano-diamonds, and fullerenes are all part of the cosmic dust that falls to earth every day. Finally, what we now know is that the Younger Dryas cold event is not unique. In fact, there were as many as 24 abrupt switches in climate, called Dansgaard-Oeschger cold spells. Those happened during the end of the Pleistocene as the glacial ice melted back, thought to be the results of changes in the Atlantic Oceans current as it, in turn, adapted to changes in the volume of ice present and water temperature. Summary The black mats are not likely evidence of a cometary impact, and the YD was one of several colder and warmer periods during the end of the last Ice Age that resulted from shifting conditions. What seemed at first like a brilliant and succinct explanation for a devastating climate change turned out on further investigation to be not nearly as succinct as we thought. Thats a lesson scientists learn all the time—that science doesnt come as neat and tidy as we can think it to be. The unfortunate thing is that neat and tidy explanations are so satisfying that we all—scientists and the public alike—fall for them every time. Science is a slow process, but even though some theories dont pan out, we still must pay attention when a preponderance of evidence points us in the same direction. Sources Ardelean, Ciprian F., et al. The Younger Dryas Black Mat from Ojo De Agua, a Geoarchaeological Site in Northeastern Zacatecas, Mexico. Quaternary International 463.Part A (2018): 140–52. Print.Bereiter, Bernhard, et al. Mean Global Ocean Temperatures During the Last Glacial Transition. Nature 553 (2018): 39. Print.Broecker, Wallace S., et al. Putting the Younger Dryas Cold Event into Context. Quaternary Science Reviews 29.9 (2010): 1078–81. Print.Firestone, R. B., et al. Evidence for an Extraterrestrial Impact 12,900 Years Ago That Contributed to the Megafaunal Extinctions and the Younger Dryas Cooling. Proceedings of the National Academy of Sciences 104.41 (2007): 16016–21. Print.Harris-Parks, Erin. The Micromorphology of Younger Dryas-Aged Black Mats from Nevada, Arizona, Texas and New Mexico. Quaternary Research 85.1 (2016): 94–106. Print.Haynes Jr., C. Vance. Younger Dryas Black Mats and the Rancholabrean Termination in North America. Proceedings of th e National Academy of Sciences 105.18 (2008): 6520–25. Print.Holliday, Vance, Todd Surovell, and Eileen Johnson. A Blind Test of the Younger Dryas Impact Hypothesis. PLOS ONE 11.7 (2016): e0155470. Print.Kennett, D. J., et al. Nanodiamonds in the Younger Dryas Boundary Sediment Layer. Science 323 (2009): 94. Print.Kennett, James P., et al. Bayesian Chronological Analyses Consistent with Synchronous Age of 12,835–12,735 Cal B.P. For Younger Dryas Boundary on Four Continents. Proceedings of the National Academy of Sciences 112.32 (2015): E4344–E53. Print.Mahaney, W. C., et al. Evidence from the Northwestern Venezuelan Andes for Extraterrestrial Impact: The Black Mat Enigma. Geomorphology 116.1 (2010): 48–57. Print.Meltzer, David J., et al. Chronological Evidence Fails to Support Claim of an Isochronous Widespread Layer of Cosmic Impact Indicators Dated to 12,800 Years Ago. Proceedings of the National Academy of Sciences 111.21 (2014): E2162–71. Print .Pinter, Nicholas, et al. The Younger Dryas Impact Hypothesis: A Requiem. Earth-Science Reviews 106.3 (2011): 247–64. Print.van Hoesel, Annelies, et al. The Younger Dryas Impact Hypothesis: A Critical Review. Quaternary Science Reviews 83.Supplement C (2014): 95–114. Print.

Why the United States got Involved in World War II Essay

us got involved in wwII because World War II was a war unlike any other war that has occurred in the history of the war. In studying this war, there are some significant events that contributed to the start of World War II, that led to the USs entrance into W.W.II, and events that helped bring an end to W.W.II. The failure of the Geneva Peace conference, Hitlers annexation of Austria, the Spanish Civil War, Hitlers acquisition of Czechoslovakia, the Nazi-Soviet Non-Aggression Pact, Germanys invasion of Poland, and the fall of France all contributed greatly to the start of World War II. Some events that contributed to the entrance of the US into the war were Italys invasion on Ethiopia, Japans invasion of China, the Attack on†¦show more content†¦The Spanish fascists, joined the monarchists and the clericals under General Francisco Franco to overthrow the democratic government of Spain. In reality, the neutral intentions of the US only helped the fascists- and the unrest in Spain contributed to the general unrest in Europe. The Nazi-Soviet Non-Aggression Pact contributed to the build up of tension leading to World War II, because it gave Germany the security of an alliance with Russia. While Russia did not say that it would fight with Germany against its enemies, the Soviets did promise NOT to fight AGAINST Germany. It gave Hitler the security of knowing that he could face the French and British on the western front without having to worry about the Soviet armies on the eastern front. This confidence may have helped Hitler and the Nazis when Hitler made decisions for advancement of his goals and enlargement of his territory. The invasion of Poland was a leading event leading up to the outbreak of World War II. Polands mobilization was greatly hindered on September 1, by waves of German bombers attacking the railroads. This was called the blitzkrieg (lightning war) because it took place so quickly. This was yet another country added to the te rritory controlled by Nazi Germany- making the other world powers more nervous and wary of the growing power of Germany under Adolf Hitler. Also, it was the fall of Poland that caused Britain and FranceShow MoreRelatedEssay about Why the United States Entered World War Two1644 Words   |  7 PagesAutonomy and Responsibility: Why the United States Entered World War II World War II was an exceptional war for the United States. The United States emerged from the war as a world superpower and protector of all other nations. There were many reasons why the United States entered World War II, however President Franklin Roosevelt was in some way directly connected to every reason. Roosevelt wanted to enter World War II as soon as it started for political and economic needs. However, the AmericanRead MoreThe Best War Ever : America And Wwii Essay729 Words   |  3 PagesMarch 31, 2015 History Book Review The Best War Ever: America and WWII Michael C.C. Adams, the author of my chosen narrative, graduated from Southern Illinois University in 1993. He is a professor of history at Northern Kentucky University. Dr. Adams holds a Ph.D. in American Studies. His primary area of interest is military history and early in his NKU career. From the information about what he is interested in being state, you can easily understand why he became the author of such an interestingRead MoreBody1018 Words   |  5 PagesRey Chavez HST 203 Fall 2017 United States in the World Essay Throughout the course of history, war has been a major influencer in many societies. It was no secret that the United States had a very powerful military that could change the course of any war they join. World War II had the potential of changing the world to a fascist dominated bureaucracy. 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Analysis Of The Poem Acquainted With The Night By...

The poem â€Å"Acquainted with the Night† by Robert Frost is not simply about a walk being taken on a rainy night, as one would assume on their first reading. Instead a closer reading of the poem will reveal to the reader a much darker journey. As the speaker describes his trudge through the city streets, the reader begins to see that this is far more than a walk through a gloomy night; it is a man’s journey through depression. While Frost’s dark poem is written much like a sonnet, having fourteen lines, it is not a sonnet in the traditional sense, as it follows the terza rima rhyming scheme which is â€Å"an interlocking three line rhyme scheme: aba, bcb, cdc, ded, and so on† (Meyer, 2012, p. 1673). Terza rima is made up of tercets woven into a rhyme scheme that requires the end-word of the second line in one tercet to supply the rhyme for the first and third lines in the next tercet, continuing the pattern until the final stanza or line. Borrowing this r hyme-scheme from Dante Alighieri and by utilizing a few lines-a mere fourteen- Frost is able to paint a convincing picture to the reader of the true feeling of depression by using the literary elements of metaphor, imagery, and theme. Frost uses metaphors in â€Å"Acquainted with the Night† to express the darkness and loneliness that are familiar feelings for those that suffer with depression. Though the entire poem can be interpreted as a metaphor for depression, Frost uses individual words and phrases as metaphors as well. In theShow MoreRelatedAnalysis of Acquainted with the Night and Stopping by the Woods on a Snowy Evening1471 Words   |  6 PagesResearch Paper first draft 16th Nov 2011 In a Dark Night, I Find My Answers. The two poems â€Å"Stopping By Woods on a Snowy Evening† and â€Å"Acquainted with the Night† written by Robert Frost are very similar to each other because of the simplistic form of language used and the uses of metaphors. 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Auden) Prompt: In a brief essay, identify at least two of the implications implicit in the society reflected in the poem. Support your statements by specific references to the poem. 1972 NO POEM 1973 (exam not available) 1974 Poem: â€Å"I wonder whether one expects...† (No poetRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages, with David DeCenzo (Wiley, 2010) Prentice Hall’s Self-Assessment Library 3.4 (Prentice Hall, 2010) Fundamentals of Management, 8th ed., with David DeCenzo and Mary Coulter (Prentice Hall, 2013) Supervision Today! 7th ed., with David DeCenzo and Robert Wolter (Prentice Hall, 2013) Training in Interpersonal Skills: TIPS for Managing People at Work, 6th ed., with Phillip Hunsaker (Prentice Hall, 2012) Managing Today! 2nd ed. (Prentice Hall, 2000) Organization Theory, 3rd ed. (Prentice Hall, 1990)

The Impact of Computers on a Business Paradigm free essay sample

A study of a new development enabling vending machine owners to keep track of their sales with the help of a computer. A paper which examines a development by Robert Allen of Blue World, Inc., a New York-based data processing company which is developing a system that will automatically track each purchase made, at the same time transmitting an account of the transaction to the vending machine owner. The paper discusses advantages of such a system such as the elimination of waste, automatic shelf stocking and operation streamlining. Another and very significant benefit of timely and accurate figures is the ability to know what your customer wants, and not just what he buys. For purposes of analysis, items can be grouped into different categories. Lunch is not just packages of white chocolate macadamia nut cookies, or bags of potato chips. Its also snack foods vs. sandwiches, and frozen dishes versus fully cooked fare. We will write a custom essay sample on The Impact of Computers on a Business Paradigm or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The precise and constantly updated information provided by computerized tracking systems opens up a whole new world of possibilities for vendors. Modern technology makes possible the provision of an astonishing array of products, and with schemes such as Blue Worlds, a vendor need only know his customer base and its buying habits and he has open to him whole new avenues of investment.

Affirmative action = discrim. essays

Affirmative action = discrim. essays Affirmative Action Endorses Discrimination Most people agree that the discrimination is a bad thing. The word carries a negative connotation. Therefore, the government should not put any laws or quotas in place that discriminate against its citizens. Yet affirmative action does just that. How can the government rationalize a policy to officially discriminate against people by race for special treatment (Graglia 47)? When politicians first conceived the idea of affirmative action, the intention was to promote equality and ensure that race was not a concern when hiring an employee. In JoAnn Bren Guernseys words, Affirmative action is a term used to describe techniques to remedy the effects of existing and past discrimination and to end such discrimination (8). In theory, affirmative action is an outstanding policy, but in reality, it inversely shows prejudice towards deserving and qualified white males. Affirmative action hinders equality in the workplace. Affirmative action officially started gaining popularity in the early 1960s. Discrimination against blacks was still rampant in the South, and the rest of the nation wanted to change that. Guernsey states, The term affirmative action was probably first used and linked to civil rights by President John F. Kennedy shortly after he took office in 1961 (30). Kennedy created the Equal Employment Opportunity Commission, which said the construction industry should hire employees without regard to their race, creed, color, or national origin (31). This idea was widely accepted. Kennedy thought, if the government banned discrimination, it could create a level playing field (32). Several decades later, President George H. Bush was pressured to sign the Civil Rights Act of 1991 (43). He was incorrect; not all potential employees are on a level playing field. Sadly, race is slowly taking precedence over qualif...

Performance Appraisal

Performance Appraisal Performance appraisal is a process in which an employ contribution and worth to an organization is valued using accepted performance appraisal methods. There are a number of performance appraisal methods notably essay, forced distribution, graphic ranking scale, and behavioral anchored rating scale appraisal methods.Advertising We will write a custom report sample on Performance Appraisal specifically for you for only $16.05 $11/page Learn More However, this report is going to give much credence to the management by objective method, 360-degree performance appraisal, and forced ranking/distribution performance appraisal. A detailed explanation of the three methods will be done bringing into perspective features that these three performance appraisal methods share in common and how they contrast to each other (Stone 1). Forced ranking/distribution performance appraisal method This performance appraisal method tries to order employees by comparing them to thei r colleagues. This helps in assessment of employees divorced from the usual specific judgments done on basis of job components. When straight ranking is to be done it is expected of the evaluator in terms of those who have the best attributes to those who have the worst attributes and those who are effective in their daily undertakings to those who are least effective in the way they do their job. It is imperative in this respect that a criterion is used. Alternative ranking slightly differs from straight ranking in the sense that it has to be done in a specific manner. Ranking like any other comparative evaluation system is fast becoming unpopular because it is discriminatory. This is so because even if employees perform well, a group will always find itself at the bottom and another group highly ranked. Ranking can also not be used to fairly compare employees across different groups, it is absolutely difficult to conclusively say that an employee ranked second in unit X is as good as or better than that employee who has been ranked second in unit Y. Nevertheless, if an organization has limited resources with which they can conduct other performance appraisal methods, the best performance appraisal they can make use of is the ranking method because it can successfully help in differentiating among employees (Stone 1).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In forced distribution, evaluators tend to rate subordinates in a given distribution. Forced distribution can be used in evaluation of myriad components of job performance as opposed to the ranking method that uses only one component. Forced distribution method is strictly used by managers who undertake to rate his or her subordinates in a given distribution. Some subordinates will fall into 10 percent low category, others in 20 percent below average, others 40 percent average, others 20 percent above average, and finally 10 percent high category. If there were 20 subordinates, 2 of them will be in the low category, 4 below average, 8 of them in the average, 4 in the above average category, and finally, 2 in the highest category. Forced distribution helps to eliminate errors that arise due to rating. These errors are normally attributed to leniency and central tendency. However, forced distribution can cause some grave rating inconsistencies because it tends to discriminate employees in cases where job performance is quite similar. This has caused a problem of acceptability of the results by the raters and ratees hence its unpopularity with this category of people. Problems of acceptability have been grave in circumstances where group members all have high ability (Stone 1). Management by objectives (MBO) performance appraisal method This performance appraisal method has much to do with the evaluator setting up specific measurable goals with employees. The evaluator has to periodically discuss with the employee if he or she is meeting these goals that he or she set to achieve. This performance appraisal program has six main steps that have to be adhered to. Featuring prominently among these steps is the need for setting up the organizations goals. The organization should come up with a clear cut plan for what they intend to do in the next year and stipulate goals that have to met. Secondly, various organizational departments must come up with their departmental goals. This is the duty of the heads of the departments and their superiors.Advertising We will write a custom report sample on Performance Appraisal specifically for you for only $16.05 $11/page Learn More Thirdly, the conceived department goals have to be discussed and allocated. It is at this stage that the subordinates in the department have to be brought on board. It is important that these subordinates come up with their own individual goals to make sure that ev ery member of the department has an input into attainment of departmental goals. As a matter of fact, expected results have to be defined by setting individual goals. Heads of departments and their subordinates have to come up with performance targets that are short term. A review of the performance has to be done and results subsequently measured. It is the role of departmental heads to measure up actual performance of every member of staff with the projected results in their minds. Finally, there has to be a feedback mechanism where heads of departments conduct performance review periodically with their subordinates with a view to discussing and evaluating progress made towards achieving the set out goals and objectives (Stone, 11). This method of performance appraisal enhances better communication and coordination in an organization because of frequency within which reviews are conducted hence harmonious relationships. 360-Degree performance Appraisal In this method, the performa nce of an employee is evaluated by consulting different types of people (Farhaan, para. 1). These may be an organization’s customers, its suppliers, and an employee’s peers. Direct reports can also be used. If the performance of a manager is to be appraised using this method, it is the work of the employees to give an upward feedback on how this manager manages them. This performance appraisal method requires the human resource managers to coordinate the whole process to dispel fears associated with the leakages of ones performance among his or her peers. This can be very disappointing within an organization. This method of performance appraisal is mainly conducted to find the gap between ones own appraisal and how others may feel about it. This is critical in analyzing ones strengths and weaknesses and how this can help in improving his or her own performance. The system helps in elimination of biases among employees that is inherent with the forced distribution metho d.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is imperative to note that the system has got its own shortcomings in the sense that if many employees are unhappy it is likely that they can become potential targets. It is therefore important that a right culture is inculcated into an organization before this method of performance appraisal is made use of. This performance appraisal consumes a lot of time and its complexity may eat into an organization time and resources. Its results are always very difficult to interpret. The feedback that is continually received after the evaluation can intimidate the employees and in the process interfere with their output. Conclusion Despite the fact that Forced ranking/distribution performance appraisal method tends to discriminate against employees, 360 degree performance appraisal and MBO also have their weaknesses. The feedback that is continually received in 360 degree performance appraisal interferes with an employee’s morale and can interfere with their performance. MBO enhanc es cohesiveness in an organization because of the frequent reviews. Farhaan, Panagar. 360 Degree Performance Appraisal. 2009. Web. Stone, Thomas. Understanding Personnel Management. New York: Dryden Press, 2002. Print.

Surrealism - Leonora Carrington Essay Example | Topics and Well Written Essays - 1500 words

Surrealism - Leonora Carrington - Essay Example The essay "Surrealism - Leonora Carrington" discusses surrealism and the figure of Leonora Carrington. She got most of her morale from her mother who encouraged her to participate in art. Besides encouraging her, her mother played an important role in shaping her daughters career. In 1936 she gave Carrington Herbert Read’s book titled surrealism. This played a major role in encouraging her to turn up to be a surrealist. In 1937, Carrington met Max Ernst the person who had influenced her into surrealism before he even met him. This led to their marriage as Ernst separated with her wife to settle with Carrington. Most of her paintings were images of beast something that she attributes to have learnt from her culture in Mexico. She also depicts pictures of horses in most her diagrams something she affirms as a woman’s source of strength. Her main aim of painting and writing was to engage in unconscious forms of art as a philosophy of the surrealism. This paper is going to analyze the artistic background of Leonora Carrington. The paper looks into her influence in surrealism and tackles most of her novels and paintings. Just like any other artist, Carrington was attracted to surrealism with the interest of resolving contradicting conditions of dream and realities. This was the main aim for many artists mostly painters and novelist to join the surrealism movement. Most of these artists attribute their works to the influence of philosophers. For example, when Sigmund Freud developed his work of free association.

Profit and loss account - Assignment Example | Topics and Well Written Essays - 250 words

Profit and loss account - - Assignment Example This ratio determines the efficiency, profitability and liquidity level of the company. Profit margin is one of the ratios that is used to determine the amount of profit a company makes over time. Both A and B there is improved performance since the profit margin is seen increase in the year 2012 (Siddiqui, 2005). These two ratios determine the liquidity position of a company. While current ratio includes inventories, acid test ratio does not. They measure the capability of a company to meet up the obligations that are falling due. A ratio of higher than one is considered good. Both A and B there is improved performance since the acid test ratio increased in 2012 while the current ratio remained unchanged. These ratios measure the ability of the company to convert stock to cash. In both A and B there is reduction in debt collection period and this implies increased efficiency since the period it takes for the debts to be cleared is reduced. This in the end shows an improvement in the year

Descartes Existence of God Essay Example for Free

Descartes Existence of God Essay The existence of God has been a question since the idea of God was conceived. Descartes tries to prove Gods existence, to disprove his Evil demon theory, and to show that there is without a doubt something external to ones own existence. He is looking for a definite certainty, a foundation for which he can base all of his beliefs and know for a fact that they are true. Descartes overall project is to find a definite certainty on which he can base all his knowledge and beliefs. A foundation that he will be able to prove without a doubt. To find a definite certainty he uses a methodical doubt, this states that anything that could be doubted must be taken as false. This is done to find an absolute certainty for which to base all knowledge. Descartes develops his Evil Genius theory to bring doubt to all senses and hence making them false. The theory says that it is possible that there is someone (an evil genius) who is controlling our mind. If so we wouldnt be sure whether or not what we see was real or just a dream, therefore all of our senses would be doubtable and thus taken as false. This theory proves that nothing external is certain and must be proven false to continue his quest for truth and certainty. Descartes second meditation gives a definite certainty for which to use as his foundation to build his beliefs. Then his third meditation proves the existence of God and the external world, while disproving the evil genius theory. That definite certainty that cannot be doubted, is the fact that I exist. Whenever I utter or think I am I know this to be absolutely true, without doubt. From this definite foundation Descartes tries to prove that there is something external to the mind. So he states the law of casualty. This basically says that nothing can be created from nothing, and that the less perfect can not create something more perfect or better than itself. Then if there is an idea in our minds that we didnt create, something else created it. If God is more perfect than us, then we could not have created God but God created us. Descartes then wrote about the idea of God. He said that God is infinite and could not have been created by us because God is more perfect than us thus undoubtable and certain. The idea that God exists disproves the Evil Genius theory therefore proves the existence of an external world. Anslem and Descartes theories both prove that there is a God and they both use some similar ideas in their premises. For instance, they both rely on the faith that there is an idea of God; he is perfect and self evident. God could not have been conceived if there wasnt a God. Though, Descartes says that the less perfect can not create something more perfect or better than itself, and that we are less perfect than God therefore we could not have created God. So, this proves the existence of God and an external world. On the other hand, Anslem says Existence is greater than conception and nothing greater can be conceived then God. Therefore God must exist. In my opinion descatres has successfully proven the existence of God as well as one can because he started from the beginning and logically found a true foundation of beliefs and from there proved the existence of God and an external world. consequently making our senses less doubtable, and more certain.

Perspectivism and Truth in Nietzsche’s Philosophy: A Critical Look at

Perspectivism and Truth in Nietzsche’s Philosophy: A Critical Look at the Apparent Contradiction â€Å"There are no truths,† states one. â€Å"Well, if so, then is your statement true?† asks another. This statement and following question go a long way in demonstrating the crucial problem that any investigator of Nietzsche’s conceptions of perspectivism and truth encounters. How can one who believes that one’s conception of truth depends on the perspective from which one writes (as Nietzsche seems to believe) also posit anything resembling a universal truth (as Nietzsche seems to present the will to power, eternal recurrence, and the ÃÅ"bermensch)? Given this idea that there is no truth outside of a perspective, a transcendent truth, how can a philosopher make any claims at all which are valid outside his personal perspective? This is the question that Maudemarie Clark declares Nietzsche commentators from Heidegger and Kaufmann to Derrida and even herself have been trying to answer. The sheer amount of material that has been written a nd continues to be written on this conundrum demonstrates that this question will not be satisfactorily resolved here, but I will try to show that a resolution can be found. And this resolution need not sacrifice Nietzsche’s idea of perspectivism for finding some â€Å"truth† in his philosophy, or vice versa. One, however, ought to look at Nietzsche’s philosophical â€Å"truths† not in a metaphysical manner but as, when taken collectively, the best way to live one’s life in the absence of an absolute truth. By looking at one of Nietzsche’s specific postulations of perspectivism, we can get a better idea of precisely how this term applies to his philosophy and how it relates to the â€Å"tru... ...’s lack of a direct response to this apparent contradiction ensures that this matter will continue to be hotly debated well into the future. For this seemingly simple contradiction of positing truths when one has denied all absolute truths, Nietzsche gives a very complex and personal answer. Bibliography PRIMARY TEXTS Friedrich Nietzsche, Beyond Good and Evil, trans. R. J. Hollingdale (London: Penguin Books, 1990). Friedrich Nietzsche, The Will to Power, trans. Walter Kaufmann and R. J. Hollingdale, ed. Walter Kaufmann (New York: Random House, 1967). SECONDARY TEXTS Clark, Maudemarie, Nietzsche on Truth and Philosophy (Cambridge: Cambridge University Press, 1990). Solomon, Robert C., ‘Nietzsche ad hominem: Perspectivism, personality, and ressentiment,' in The Cambridge Companion to Nietzsche (Cambridge: Cambridge University Press, 1996), 180-222.

My Favourite Character

This Essay is about my favourite character in â€Å"To Kill a Mocking Bird. † She is one of the biggest, most important characters; she is considered the main character. She is very important for she helps narrate this story. She helps with the story by describing her thoughts and feelings that is one of the main reasons why I like her. She also helps to develop the plot, themes, and helps to emphasize some of the symbolism. Her name is Jean-Louis, but we all know her as Scout. Scout is a daughter, a sister and a friend.She is a huge tomboy; and she likes to prove it to every one. She prefers to hang out boys rather than girls, and so she does, she spends most of her time with her brother Jem, and in the summers, her cousin; Dill. In the beginning of the book Scout is only a young age of 9, throughout the novel she gets older just like the rest of the characters, and also matures along with her older brother Jem. Although Scout isn’t going through the same stages as Jem she matures just as much.Jem’s turning into a teenager, while Scout is getting older, and is discovering how the world works. The era of this book is set back to around the years 1861 to 1865; this was when the civil war was happening, along with the discrimination of African Americans. Racism is a huge theme in â€Å"To Kill a Mocking Bird. † Scout doesn’t really under stand that racism isn’t good, but it’s not her fault, because she has lived with it and doesn’t know any different.In that time â€Å"blacks† were known as lesser human beings. The â€Å"whites† were known to be greater than any other race; Scout didn’t know that this was wrong, so she went with it. During the trail, one of the biggest parts of this novel, Scout discovers a little bit about racism. The trial is about how an African American is being accused for the rape of a Caucasian woman, during the trial a lot of discrimination happens to the defenda nt, this is when Scout discovers racism.

Roman Empire And The Han Dynasty Contrast - 912 Words

Roman Empire and the Han Dynasty Contrast Rise of the Roman Empire The Roman Empire is still known today as one of history’s most powerful period. Rome government had stick rules and policies. The Roman government at this point was known as the Roman Republic. The Roman Republic was controlled by the roar Rome. Bureaucracy was ran throughout the region, but Rome did not want this nor could they afford it. However, they did allow small cities to run a lower level of government. The exercise of indirect rule thus became a basic principle of imperial government. The business of local administration and jurisdiction was delegated to the existing communities of city or tribe. This type of structure was deemed to be a weakness to some historians because of the consequences. Consequences that allow a third level government to enforce the emperor’s rules. Because of the expansion of the territory, this was the only reasonable way for it to function normally. The empire was a commonwealth of cities which acted as economic and cultural of the Roman world and were integrated into the administrative system as local foci of government. This imperial ruling was first implemented by Rome. It came about because of social trends and not the Roman strategic policies that was often changed by Romanized upper class citizens. These upper classman brought about firmness throughout the land with their strategic and educated planning.Show MoreRelatedHan Dynasty and Roman Empire (Compare and Contrast)988 Words   |  4 Pages The Han Dynasty and the Roman Empire vary in their political development and achievements. The Roman’s developed two different codes of law, one that applied to citizens and another that applied to non-citizens. Rome’s trade routes were built using stone, which made it very easy for merchants to travel from one city to another over a vast amount of land. China, however, used a single code of law for all their citizens and conquered peoples, and used a long and treacherous trail in their trade; thatRead MoreThe Roman Empire and the Han Dynasty Essay1272 Words   |  6 PagesTHE ROMAN EMPIRE AND THE HAN DYNASTY The Roman Empire and the Han Dynasty Imagine being the head of government in one or two of the most famously remembered governments in the world’s history! The Roman Empire and the Han Dynasty are two of the most famous governments in history. The Roman Empire and Han Dynasty were governed in very different ways, however both contributed greatly to Western civilization. The Roman Empire was in power between 1,000 and 1,200 years. The Han Dynasty was inRead MoreRoman Empire Vs. Han Dynasty939 Words   |  4 PagesCompare and Contrast Essay Roman Empire vs. Han Dynasty Bethany Corl HIEU 201-B11 September 29, 2014 Compare and Contrast Essay The Roman and Han empires flourished in culture, wealth, and technological advances at their pinnacle, leading not to future stability, but to greed, corruption, and ultimately their downfall. The Roman and Han empires were different with respect to how each came to gaining their power. However, each held several similarities within their governmentsRead MoreDifferences Between The Roman And Han Dynasty1289 Words   |  6 PagesThesis: Due to a better centralized and staffed bureaucracy based on a common political philosophy the Han dynasty was able to more cohesively integrate the regions it ruled over, and because of this they were able to have a longer lasting influence. One necessary part of any large empire like the Roman empire or the Han dynasty is an organized power structure. Both the Romans and the Han had similar power structures in some functions, but they differed in ideologies and emphasis on roles ofRead MoreComparative Look At The Roman Empire And Han Dynasty Economies Essay1409 Words   |  6 Pages A COMPARATIVE LOOK AT THE ROMAN EMPIRE AND HAN DYNASTY ECONOMIES Scott Hosier History 111: World Civilization Before 1650 December 27, 2016 â€Æ' The Roman Empire and Han Dynasty had simple economies--when compared to current global economies--founded on agriculture, mining, trade, and taxation. Although those economies were straightforward it allowed civilizations to grow and eventually collapse. However, the two civilizations had drastically different methodologies on the exchange ofRead MoreDifferences Of The Han Dynasty And The Roman Empire1036 Words   |  5 Pagestheir locations. In this essay I will compare and contrast the civilizations of the Han Dynasty and the Roman Empire. These empires are in many was similar to each other being they both rose to power around the same time in history. In roughly 202 B.C Liu Bang wins post-Qin civil wars, and becomes first emperor of Han dynasty. The Han Dynasty rose last from 202 B.C to 220 C.E, it is the second longest ruling dynasty. The government of the Han Dynasty was a monarchy ruled by a singular ruler who hadRead MoreSimilarities Between Rome And Han China990 Words   |  4 Pages During the Classical Era, the Roman Empire and Han Dynasty emerged as two formidable forces in a world of conquest and empire-building. While Rome and Han China had similar methods of imperial consolidation concerning their patriarchal societies and upper-classes, the two differed greatly in their bureaucracies, policies regarding conquered peoples, and labor systems. Patriarchy was a prominent aspect of the societies of both empires. The family unit in Rome was ruled by paterfamilias, the maleRead MoreEngineer Wonders of the Qin and Han Dynasties to The Roman Empire851 Words   |  3 Pagesas the day it was constructed. This engineering, of the Qin dynasty was truly an amazing feat. I will examine some key elements, while comparing the Qin, and Han dynasties, to The Roman Empire. Both cultures had implemented an impressive, society by introducing engineering wonders, an extensive political system that managed vast amounts of people, and a military to rule over their territories. While looking at the Han, Qin, and Roman structures, one interesting tidbit of information was thatRead MoreAlexander, Han Dynasty, Roman Empire, Hinduism, Islam1179 Words   |  5 Pagesand those of his successors, bring together various worlds? Zoom -middle-east to goods of Mediterranean, money based economy, and greek ideas -plunder made economic expansion in med. -Selecus, Ptolemy, Antigonus, Lysimachus, and others divided empire -syria(selucids), Macedonia(Antigonids), Egypt(Ptolemies) -fierce competition through international relations          Hide Insert Card 2 Zoom       Describe the influence of Hellenism on societies outside Greek homeland during this time periodRead MoreThe Three Major Empires Essay examples1016 Words   |  5 PagesThe Three Major Empires The first empires began in Mesopotamia, the Nile valley, and the Yellow River valley. Empires often are not created. In some cases empires are formed then a transition from one ruler to another over the same region is made. For example the Persian Empire came from the conquering and incorporation of the Egyptian, Medes, Babylonian, and Lydian kingdoms that made up western Asia. Then the Persians were defeated by the Greeks under Alexander the Great, taking western Asia

Applying To Dental School - Free Essay Example

Sample details Pages: 26 Words: 7934 Downloads: 1 Date added: 2017/09/21 Category Advertising Essay Type Argumentative essay Tags: School Essay Did you like this example? APPLYING TO DENTAL SCHOOL CHAPTER 2 A s you prepare to apply to dental school, you will find it helpful to become acquainted with the usual educational curriculum, typical admissions requirements, and the application process. This chapter offers essential information about these topics, organized into four sections: The Dental School Program provides an overview of the basic educational curriculum at most schools, recognizing that each dental school has its own mission and distinguishing features; Qualifying for Dental school reviews the typical numbers of students involved in applying to and attending dental schools and summarizes general admission requirements; The Application Process describes the steps of applying to dental school; and Special Admissions Topics addresses the special topics of advanced standing and transferring, combined degree programs, and admissions for international students. THE DENTAL SCHOOL PROGRAM A common goal of all dental school programs is t o produce graduates who are: ? Competently educated in the basic biological and clinical sciences. ? Capable of providing quality dental care to all segments of the population. Committed to high moral and professional standards in their service to the public. The traditional dental school program requires four academic years of study, often organized as described below. Since there is wide variation in the focus and organization of the curricula of dental schools, the schools’ descriptions in Part II of this guide show the specifics of courses of study that won’t be covered here. ? Years One and Two Students generally spend the major part of the first two years studying the biological sciences to learn about the structure and function of the human body and its diseases. Students also receive instruction about basic sciences such as human anatomy, physiology, biochemistry, microbiology, and harmacology and dentally oriented biological sciences such as oral anatomy, oral pathology, and oral histology. In many dental schools, first and second year students learn about providing health care to diverse populations. They also learn the basic principles of oral diagnosis and treatment and begin mastery of dental treatment procedures through practice on models of the mouth and teeth. In many programs, students begin interacting with patients and provide basic oral heath care. ? Years Three and Four The focus of the final two years of dental school generally concentrates on clinical study. Clinical training, which is broad in scope, is designed to provide competence in the prevention, diagnosis, and treatment of oral diseases and disorders. Students apply basic principles and techniques involved in oral diagnosis, treatment planning, restorative dentistry, periodontics, oral surgery, orthodontics, pediatric dentistry, prosthodontics, endodontics, and other types of treatment through direct patient care. They learn to attend to chronically ill, disabled , special care, and geriatric patients and children. In addition, 13 ADEA OFFICIAL GUIDE TO DENTAL SCHOOLS dental schools provide instruction in practice management and in working effectively with allied dental personnel to provide dental care. During these two years, students may rotate through various clinics of the dental school to treat patients under the supervision of clinical instructors. They often have an opportunity to acquire additional clinical experience in hospitals and other off-campus, community settings. These experiences give students an appreciation for the team approach to health care delivery through their association with other health professionals and health professions students. As dental school curricula are designed to meet the anticipated needs of the public, every school continues to modify its curriculum to achieve a better correlation between the basic and clinical sciences. In clinical training, there is increased emphasis on providing comprehensive patient care—a method of training that permits a student to meet all the patient’s needs within the student’s existing levels of competence. Widespread efforts also are being made to integrate new subject matter into the curriculum and to allow students free time for elective study, participation in research, and community service. The D. M. D. and the D. D. S. re equivalent degrees that are awarded to dental students upon completion of the same types of programs. QUALIFYING FOR DENTAL SCHOOL At least 59 U. S. and ten Canadian dental schools will be accepting applications to the first year of their Doctor of Dental Medicine (D. M. D. ) or Doctor of Dental Surgery (D. D. S. ) programs in 2011–12. The D. M. D. and the D. D. S. are equivalent degrees that are awarded to dental students upon completion of the same types of programs. ? Numbers of Applicants and Enrollees More than 19,000 students participated in D. M. D. and D. D. S. programs in the United St ates in 2008-09; of those, 4,794 were enrolled as first-year students. Of the 12,178 individuals who applied for admission, 39% were enrolled. Women comprised 47% of the applicants and 44% of the enrollees in 2008. Black/African Americans, Hispanic/Latinos, and Native Americans comprised 11. 8% of the applicants and 12. 3% of the enrollees in 2008. These underrepresented minority figures are expected to increase in the future. In Canada, approximately 1,598 students were enrolled in predoctoral dental school programs in 2008-09. Of these 454 were first-year students. See Table 2-1 for a comparison of the number of dental school applicants to the number enrolled for the 2008–09 academic year. ? General Admission Requirements Dental schools consider many factors when deciding which applicants to accept into their programs. Utilizing â€Å"whole† application review, admissions committees assess biographical and academic information provided by the applicant and by t he undergraduate and graduate schools the applicant attended. These committees generally also assess the applicant’s results from the Dental Admission Test (DAT), grade point average (GPA), additional information provided in the application, letters of evaluation, and interviews. All U. S. dental schools require students to take the DAT (all Canadian dental schools require students to take the Canadian Dental Aptitude Test), but other admission requirements vary from school to school. For example, differences may exist in the areas of undergraduate courses required, interview policies, and state residency requirements. Each school’s individual requirements are specified in Part II of this guide. TABLE 2-1. TOTAL U. S. DENTAL SCHOOL APPLICANTS AND FIRST-YEAR ENROLLEES, FOR CLASS ENTERING FALL 2008 Total* Male/Female White African Hispanic/ Native American/ Asian/Pacific Other Not American Latino Alaska Native Islander Reported Applicants Enrollees 12,178 4,794 6,502/ 5,663 2,673/2,120 6,747 2,832 734 267 633 279 77 41 2,962 1,056 742 231 283 88 *Sum of applicants and enrollees by gender do not add to total number of applicants and enrollees because a small number did not provide this information. Source: American Dental Education Association, Applicant Analysis for the 2008 Entering Class. 14 CHAPTER 2 APPLYING TO DENTAL SCHOOL Although most schools state that they require a minimum of at least two years (60 semester hours) or three years (90 semester hours) of undergraduate education (also called â€Å"predental education†), the majority of students admitted to dental school will have earned a bachelor’s degree prior to the start of dental school. Of all U. S. students entering dental schools, more than 90% have completed four or more years of college, less than 1% have just the minimum two-year requirement, and about 8% have graduate training. Individuals pursuing dental careers should take certain science courses. However, you do not have to be a science major to gain admission to a dental school and successfully complete the program. As shown in Table 2-2, most dental students are science majors as undergraduates, but many major in fields not related to science. ? ADEA Admissions Guidelines As the primary dental education association in North America, the American Dental Education Association (ADEA) has developed guidelines addressing dental school admission. Although adhering to the guidelines is voluntary, member institutions (which include all U. S. and Canadian dental schools) are encouraged to follow these guidelines as they consider and accept applicants to their schools. The guidelines are as follows: ? ADEA encourages dental schools to accept students from all walks of life who, on the basis of past and predicted performance, appear qualified to become competent dental professionals. ? ADEA further encourages dental schools to use, whenever possible as part of the admissions process, a co nsistently applied assessment of an applicant’s nonacademic attributes. ? ADEA urges dental schools to grant final acceptance only to students who have completed at least two years of postsecondary education and have taken the DAT. ? ADEA further suggests that dental schools encourage applicants to earn their baccalaureate degrees before entering dental school. The recommendation for at least two years of postsecondary education may be waived for students accepted at a dental school under an early selection program. Under these programs, there is a formal and published agreement between a dental school and an undergraduate institution that gives a student, at some time before the completion of the predental curriculum, guaranteed admisTABLE 2-2. UNDERGRADUATE MAJORS OF DENTAL SCHOOL APPLICANTS AND ENROLLEES, sion to the dental school. Admission is 2008-09 dependent upon successful completion of Predental Major Percent of Percent of Percent Rate the dental school’s e ntrance requirements Applicants Enrollees of Enrollment and normal application procedures. ADEA recommends that dental schools notify applicants, either orally or in writing, of provisional or final acceptance on or after December 1 of the academic year prior to the academic year of matriculation. ? ADEA further recommends that: – Applicants accepted on or after December 1 be given at least 45 days to reply to the offer. – Applicants who have been accepted on or after January 1, the minimum response period should be 30 days. Biological Science Engineering Math/Computer Science Social Sciences Business Education Language/Humanities/Arts Predental Other Major No Major/Major Not Reported 50. 5% 14. 6% 2. 4% 1. 1% 1. 2% 4. 3% . 7% 3. 8% 14. 3% 4. 0% 3. 2% 51. 5% 15. 2% 2. 7% 1. 1% 1. 2% 4. 5% . 6% 3. 8% 13. 0% 4. % 2. 4% 40. 1% 41. 0% 44. 3% 42. 2% 38. 9% 41. 5% 34. 5% 39. 6% 35. 7% 39. 1% 14. 3% Chemistry/Physical Science Source: American Dental Education Association, App licant Analysis Report for the 2008 Entering Class 15 ADEA OFFICIAL GUIDE TO DENTAL SCHOOLS – Applicants accepted on or after February 1, the minimum waiting period can be reduced to 15 days. ? ADEA believes that dental schools are justified in asking for an immediate response from applicants accepted after July 15, or two weeks before the beginning of the academic year, whichever comes first. ? Response periods are subject to change. Be sure to consult schools’ websites for any updates. Finally, ADEA recommends that dental schools encourage a close working relationship between their admissions and financial aid staff in order to counsel dental students early and effectively on their financial obligations. THE APPLICATION PROCESS The dental school application process involves a number of procedures but is easily followed once you learn what is needed. This section explains how the application process works in general, recognizing that specific details may vary somewhat from school to school. Once you have a basic framework, you will find it easier to adapt to these variations. There are three main steps in the application process: ? Take the DAT (for Canadian schools, the Canadian Dental Aptitude Test). In the vast majority of cases, submit a centralized application form to ADEA’s Associated American Dental Schools Application Service (AADSAS). (As of November 1, 2009, three of the 59 U. S. dental schools do not participate in AADSAS. ) ? Acquire and submit institution-specific materials. Following is a brief description of each step and whom you should contact for more information. This section concludes with advice on how to effectively manage the timing of the application process. Always remember that the application process for an individual school may vary from this general information; see Part II of this guide for specific application requirements by school. Not sure what to write about in your essay? Consider these ideas. The AA DSAS application requires a personal essay on why you wish to pursue a dental education. Where do you start? Put yourself in the shoes of the admissions committees that read application essays. They are looking for individuals who are motivated, academically prepared, articulate, socially conscious, and knowledgeable about the profession. What can you tell admissions committees about yourself that will make you stand out? Here are some possible topics for your essay: ? How did you become interested in studying dentistry? Be honest! If you knew you wanted to be a dentist from the age of six, that’s fine, but if you didn’t, that’s all right too. Explain how you discovered dentistry as a career possibility and what you have done to research the career. Admissions committees are looking for how well thoughtout your career plans are. ? What have you done to demonstrate your interest in dentistry? Have you observed or worked in dental offices? Have you talked to pr acticing dentists? How good of an understanding do you have of general dental practice? How do you envision yourself utilizing your dental degree? ? What have you done to demonstrate your commitment to helping others? ? Do you have any special talents or leadership skills that could be transferable to the practice of dentistry? Have you benefited from any special experiences such as participating in research, internships, etc.? ? Did you have to work to pay for your education? How has that made you a stronger applicant? ? Have you had to overcome hardships or obstacles to get where you are today? How has this influenced your motivation for advanced education? ? Take the DAT All U. S. dental schools require applicants to take the Dental Admission Test (DAT). The DAT is designed to measure general academic ability, comprehension of scientific information, and perceptual ability. This half-day, multiple-choice exam is conducted by the American Dental Association (ADA). It is a compu ter-based test given at Prometric Testing Centers in various sites around the country on almost any day of the year. Candidates for the DAT should have completed prerequisite courses in biology, general chemistry, and organic chemistry. These tips are provided by Anne Wells, Ed. D. , ADEA Associate Executive Director for the Division of Education Pathways and former Associate Dean for Admissions, University of Louisville School of Dentistry. 16 CHAPTER 2 APPLYING TO DENTAL SCHOOL STUDENT PROFILE What are you doing now? I’m in my fourth year of dental school and working in the school’s clinic. We get a phenomenal amount of clinical experience at Baylor. I think you need to be competent in a wide range of dental procedures because there are a lot of people with needs who won’t be able to go to a specialist. I’ve also done several externships over the summer in dental clinics in Alaska and underserved areas in Texas. What are your short-term and long-term goals? After dental school, I’m going to move with my family to Alaska to practice. When you first get into dentistry you hear a lot about the oral health care issues in Alaska. I did an externship with the Indian Health Service (IHS) where I visited an island called Mekuryok and saw them first-hand. I didn’t choose dentistry solely for financial reasons. I want to make sure that the investment I make in my education and talents are helping people with access to care issues. At the end of your third and fourth years you start to realize how many options are available to dental graduates. I think more people would become interested in the profession if they knew about them. In the long-term, I’d like to try to open a dental school in Alaska to help address the access to care issues. Advice to applicants and first-years. People say applying is a game. You have to figure out what the school is looking for and be that person. But just be yourself. You’re often at dental school more than you’re at home. You’ll excel in a dental school that fits your personality. My top choice actually became my last choice during the interview process. I ended up choosing the school that was looking for the type of person that I felt comfortable being. First-year students may be overwhelmed with the coursework. There are a lot of number one students at dental school who haven’t gotten less than an A since third grade. Students end up getting some low grades because of the rigorous academic demands. You have to overcome that and pick your battles. If you have 13 exams in one week you can’t learn all of the material. I chose to learn what I needed to learn to be a good competent dentist. What do you view as the most interesting issue in dentistry? The Dental Health Aide Therapist (DHAT) and access to care issue in Alaska. It’s easy for people to be opposed to a program they don’t know much about, but when you go up there and see the actual oral health care needs you understand it better. The programs aren’t perfect, but the concern is competent care for the patient. I can’t say that I am entirely in favor of the DHAT program, but I definitely better understand the basis for its creation. It’s better to get some treatment than no treatment. What is the last good book you read? I recently read Mountains Beyond Mountains: Healing the World: The Quest of Dr. Paul Farmer by Tracy Kidder. It follows the life of a physician who dedicates his time to treating underserved populations in Haiti and Peru. His story shows there is more to treating patients than money and prestige. I would recommend it to any health professional. What to you do for balance in your life? I’m a very social person and like to be active. I play volleyball with a group once a week and basketball on Saturday mornings. Any time outside of that is spent with my family. Are you married/partn ered/single? Any children? I’m married and have two children, a two year old son and four year old daughter. They definitely don’t make dental school easy, but they make it worth it. ADAM WEAVER FOURTH-YEAR DENTAL STUDENT BAYLOR COLLEGE OF DENTISTRY HOMETOWN: EL PASO, TEXAS Why Dentistry? There were a few reasons I chose dentistry. I actually decided when I was 14 that I wanted to be a dentist. My friend’s dad was an endodontist. I saw that the profession offered him a lot of time to spend with his family, and I wanted to make sure that I would some day be available for my own family and able to take care of them. I’m also very involved in my church and dentistry would allow me the ability to serve and give back to the community. Finally, I knew I loved the sciences, working with my hands, and working with people. Advanced level biology and physics are not required. Most applicants complete two or more years of college before taking the exam. ADEA stro ngly encourages applicants to prepare for the DAT by reviewing the content of the examination and basic principles of biology and chemistry and taking practice tests. The DAT Candidate’s Guide, the online tutorial, and the application and preparation materials are available in the DAT section of the ADA website at www. ada. org/prof/ed/testing/dat/index. asp. The ADA suggests that applicants take the DAT well in advance of their intended dental school enrollment and at least one year prior to when they hope to enter dental school. See Table 3-3 in this guide for an overview of individual schools’ requirements regarding the DAT, including the average scores of enrollees and timelines that will help you schedule the DAT. You should also note that the DAT can be taken a maximum of three times. Applicants who wish to take the DAT more than three times must apply for special permission to take the test again. For details, see the DAT section of the ADA website. The DA T consists of multiple-choice test items presented in the English language and requires four hours and 15 minutes for administration. The four separate parts of the exam cover: ? Natural sciences (biology, general chemistry, and organic chemistry) ? Perceptual ability (two- and three-dimensional problem solving) ? Reading comprehension (dental and basic sciences) ? Quantitative reasoning (mathematical problems in algebra, numerical calculations, conversions, etc. ) 17 ADEA OFFICIAL GUIDE TO DENTAL SCHOOLS Most dental schools view the DAT as one of many factors in evaluating candidates for admission. As a result, the emphasis schools place on different parts of the test varies. Candidates applying to take the DAT must submit application information to the DAT testing program from the DAT section of the ADA website. The fee is $205. After the application and fee payment are processed, the ADA notifies Prometric that the candidate is eligible for DAT testing. At the same time, the c andidate will receive notification from the ADA including instructions on how to register with the Prometric Candidate Contact Center to arrange the day, time, and place to take the DAT at a Prometric Testing Center. A current listing of testing centers is at www. prometric. com/ADA/default. htm. The candidate is eligible to take the test for a 12-month period. If the candidate does not call, register, and take the exam during this period, he or she will have to submit another application and fee in order to take the exam later. Candidates may apply and retake the test up to three times, but they must submit a new application and fee for each re-examination, and the re-examination must be taken at least 90 days after the previous exam. Individuals with disabilities or special needs may request special arrangements for taking the DAT. For details, visit the Special Accommodations section of the Prometric website at www. prometric. com/TestTakers/FAQs/default. htm. The Canadian Dental Association (CDA) and the Association of Canadian Faculties of Dentistry have developed the Dental Aptitude Test for applicants to Canadian dental schools. All Canadian dental schools require the test. For more information, contact the Dental Aptitude Test Program of the Canadian Dental Association (L’Association Dentaire Canadienne), 1815 Alta Vista Drive, Ottawa, Ontario, Canada, K1G 3Y6; 615-523-7736; [emailprotected] ca, www. cda-adc. ca. Since many schools have a rolling admissions process and begin to admit highly qualified applicants as early as December 1, applicants are encouraged to submit their applications early. ? Submitting an AADSAS Application ADEA’s AADSAS (pronounced â€Å"add-sass,† the acronym for the Associated American Dental Schools Application Service) is a centralized application service sponsored and administered by ADEA. At least 56 of the 59 U. S. dental schools, including Puerto Rico, participate in AADSAS. One Canadian sch ool also participates in AADSAS. The Application The ADEA AADSAS application is available online at www. adea. org. The online AADSAS application requires you to submit information: ? Biographical information ? Colleges/universities attended ? Coursework completed and planned prior to enrollment in dental school. ? DAT scores, if available ? Personal statement (essay)—a one-page essay in which you present yourself and your reasons for wanting to attend dental school ? Background information—information about your personal background, including experiences related to the dental profession; extracurricular, volunteer, and community service experiences; honors, awards, and scholarships; and work and research experiences ? Dental school designations—where you select the dental schools that you want to receive your application ? Official transcripts—you will also be required to submit an official transcript from each college or university you have attended to the AADSAS Verification Department ? AADSAS also accepts and distributes letters of evaluation (sometimes called letters of recommendation) with your AADSAS application 18 CHAPTER 2 APPLYING TO DENTAL SCHOOL Submitting your ADEA AADSAS Application: Words of Advice Before you begin the application process: ? Meet with your health professions advisor to discuss the application process, including the timing of application submission and the DAT, services that may be provided by your advisor such as a Pre-Dental Committee Report or other application assistance, and potential dental schools to which you plan to apply. ? Consider the timing of the Dental Admissions Test (DAT). You may submit an ADEA AADSAS application before taking the DAT, but you should know that many schools consider you for admission only after they have received your DAT scores. However, you should also be aware that delaying the submission of an ADEA AADSAS application prior to taking the DAT can result in a late application and can reduce your chances of being accepted for admission. ? Collect copies of all transcripts and have them at hand for your reference. ? Begin to line up individuals who will be providing letters of evaluation early. Be sure to plan around school vacations when faculty advisors may not be available. ? ADEA AADSAS staff strongly recommend that you submit your application well in advance of the deadlines of the schools to which you apply. ? Your application will ask you to indicate the names of individuals who will be providing letters of evaluation on your behalf. While ADEA AADSAS accepts letters in print format, it strongly recommends that letters be electronically submitted. Refer to the instructions for details about submitting letters of evaluation. ? The ADEA AADSAS application becomes available on or around May 15. Watch the ADEA website (www. adea. org) for the start date of the application cycle. After submitting the application: ? Be sure to check with the schools to which you are applying (and their individual entries in this guide) to find out what supplemental materials or fees are required. These must be submitted directly to the school, not to AADSAS. ? Log on to your ADEA AADSAS account to monitor the status of your pplication while it is being processed and after it has been sent to the dental schools. ? Update any changes of address or other contact information in your application at any time in the application process, even after your application has been sent to your designated schools. ? ADEA AADSAS does not retain application information from year to year. Individuals re-applying for admission to dental school must complete a new application each year, including providing new transcripts and letters of evaluation. For further information, visit the ADEA website at www. adea. org, and select the ADEA AADSAS link. Processing the application, including transcript verification, generally takes about one month. Reme mber that your ADEA AADSAS application is not considered complete until ADEA AADSAS receives your online application, fee payment, and official transcripts from every college and university attended. While completing the application ? When you set up your ADEA AADSAS account, you will identify a user name and password. Keep these in a safe yet accessible place. ? Be sure to read all application instructions before you start to fill out the application. ? Any time after you set up your account, you can go back into the application (using your user name and password) to add or change information up until the time you submit it for processing. ? Print the Transcript Matching Form from your application. Request that an official transcript from each college and university you have attended (include transferred coursework posted to later transcripts) be sent to ADEA AADSAS. The Transcript Matching Form must be attached by each college’s registrar to the official transcript and m ailed by the registrar to ADEA AADSAS. Applications are not processed until all official transcripts are received. ? Remember that ADEA AADSAS accepts only official transcripts sent directly from the registrar. ADEA AADSAS does not accept student-issued transcripts. These recommendations were provided by Anne Wells, Ed. D. , and Ms. Chonte James of ADEA AADSAS. Submission Deadlines Applications may be submitted beginning on or around May 15. Each school has a specific application deadline date, which is noted in he online AADSAS application and in the individual school entries in Part II of this guide. Please note that these dates are subject to change; consult each dental school’s website for the most up-to-date information on deadline dates. Your completed application, transcripts, payment, and other required documents must be received by AADSAS no later than the stated deadline of the schools to which you are applying. Since many schools have a rolling admissions process a nd begin to admit highly qualified applicants as early as December 1, applicants are encouraged to submit their applications early. 19 ADEA OFFICIAL GUIDE TO DENTAL SCHOOLS Application Fees Check the AADSAS website for complete information about application fees. Payment may be by check, money order, or credit card (VISA, MasterCard, Discover, or American Express). All fees must be paid in U. S. currency drawn on a U. S. bank or the U. S. Postal Service. AADSAS has a fee reduction program for applicants with demonstrated financial hardship. Details may be obtained on the AADSAS website. AADSAS Schools The schools that use AADSAS are listed by state in Table 2-3. If you are applying only to the schools that do not participate in AADSAS, you should apply directly to those schools. Texas residents applying to Texas dental schools must utilize the Texas Medical and Dental Application Services (TMDSAS), www. utsystem. edu/tmdsas. Graduates of non-ADA accredited dental schools (i. e. n ternational dental school graduates) may be eligible for admission into advanced placement programs offered by many dental schools. International dental graduates may want to refer to ADEA’s Centralized Application for Advanced Placement International Dentists (ADEA CAAPID), located on the ADEA website (www. adea. org) for information about these programs and the application process. Please note that AADSAS serves as an information clearinghouse only. It does not influence any school’s evaluation or selection of applicants, nor does ADEA recommend applicants to dental schools or vice versa. ? Submit any required supplemental application materials Each school has its own policy regarding the payment of a separate application fee and the submission of additional application materials. These materials may include an institution-specific supplemental (or secondary) application form, documentation of dentistry shadowing experience, and official academic transcripts. Part II of this guide briefly reviews each dental school’s application requirements. In addition, the ADEA AADSAS STUDENT PROFILE and fix the problem. I started to realize that my dad was right all along. What are you doing right now? I’m in a hospital residency program at Christiana Hospital. I actually met the Program Director Dr. Robert Arm through ADEA. At the time I wasn’t really thinking about residency programs, but he said to keep an open mind and that you receive great training. At Christiana it’s great to be part of an interdisciplinary team and interface with physicians. I get to be involved in community health aspects. I never do something two days in a row. I may be in a private health center where I see all the dental work I didn’t see in dental school or observe dental specialties and OR dentistry. I’m also a Vice President for the ADEA Council of Students, Residents, and Fellows. What are your short-term and long-term goals? I want to go on to a residency program in pediatric dentistry. I’d like to be in a hospital based practice working with children and patients with special needs and teaching. It can be difficult to address access to care issues in other practice situations. Advice to applicants and first-year students? For applicants, they want to know you know what you’re getting into. Before applying you should have done some shadowing and hopefully more than your own braces. Think about how to take the profession beyond what it is whether it’s working on access to care issues, in research, or developing ways to cure dental anxiety. For first-years, find a mentor. They never find you. I struggled with motivation and spun my wheels a lot. I have a lot of energy and wasn’t sure what to do with it. I needed someone to say why don’t you try this. Time management was huge. Every semester is packed to capacity. You think, â€Å"How can I do more† and the ne xt semester you do. You have to change your study habits. If you miss a couple days, you hate your life. It’s hard to discipline yourself and it was exhausting, but there is a light at the end. What do you do for balance in your life? I do a lot of yoga and trained for a marathon. I also have friends outside of dental school. What is the last good book you read? I read books about travel since I can’t do a lot. I just read a great book on China. What do you view as the most interesting issue in dentistry? The dental profession’s place in healthcare and how to execute it so our profession remains valuable. The definition of access to care is so different depending upon where you are. Some cannot afford it, and some do not value it. It’s important to have early education and a form of health care that takes care of basic needs. Dentistry needs to lead this because no one on the outside truly understands what we do and how we work. Are you married/partner ed/single? Any children? Single MARIA CORDERO, D. M. D. GENERAL PRACTICE RESIDENT CHRISTIANA HOSPITAL Why did you choose dentistry? I spent time trying not to choose dentistry. My father is a dentist, but he’s given me a lot of leeway to find my own path. I always thought dentistry is what my dad did, and I wanted to do something different. But he’s always been so happy. Dentistry allows you to make a diagnosis, treat, 20 CHAPTER 2 APPLYING TO DENTAL SCHOOL TABLE 2-3. DENTAL SCHOOLS PARTICIPATING IN ADEA AADSAS (AS OF NOVEMBER 1, 2009) Alabama Arizona California University of Alabama at Birmingham School of Dentistry Arizona School of Dentistry and Oral Health Midwestern University College of Dental Medicine Loma Linda University School of Dentistry University of California, Los Angeles School of Dentistry University of California, San Francisco School of Dentistry University of the Pacific Arthur A. Dugoni School of Dentistry University of Southern California Sc hool of Dentistry Western University of Health Sciences College of Dental Medicine University of Colorado Denver School of Dental Medicine University of Connecticut School of Dental Medicine Nova Southeastern University College of Dental Medicine University of Florida College of Dentistry Southern Illinois University School of Dental Medicine University of Illinois at Chicago College of Dentistry Indiana University School of Dentistry University of Iowa College of Dentistry University of Kentucky College of Dentistry University of Louisville School of Dentistry Louisiana State University School of Dentistry University of Maryland Baltimore College of Dental Surgery Boston University Henry M. Goldman School of Dental Medicine Harvard School of Dental Medicine Tufts University School of Dental Medicine University of Detroit Mercy School of Dentistry University of Michigan School of Dentistry University of Minnesota School of Dentistry University of Missouri-Kansas City School of De ntistry Virginia Washington West Virginia Wisconsin Nova Scotia Nebraska Nevada New Jersey New York Creighton University School of Dentistry University of Nebraska Medical Center College of Dentistry University of Nevada, Las Vegas School of Dental Medicine University of Medicine and Dentistry of New Jersey Columbia University College of Dental Medicine New York University College of Dentistry Stony Brook University School of Dental Medicine University at Buffalo School of Dental Medicine University of North Carolina at Chapel Hill School of Dentistry Case School of Dental Medicine The Ohio State University College of Dentistry University of Oklahoma College of Dentistry Oregon Health Science University School of Dentistry University of Pennsylvania School of Dental Medicine University of Pittsburgh School of Dental Medicine The Maurice H. Kornberg School of Dentistry, Temple University University of Puerto Rico School of Dental Medicine Medical University of South Carolina Coll ege of Dental Medicine Meharry Medical College School of Dentistry Baylor College of Dentistry University of Texas Health Science Center at Houston Dental Branch University of Texas Health Science Center at San Antonio Dental School Virginia Commonwealth University School of Dentistry University of Washington School of Dentistry West Virginia University School of Dentistry Marquette University School of Dentistry Dalhousie University Faculty of Dentistry Colorado Connecticut Florida Illinois Indiana Iowa Kentucky Louisiana Maryland Massachusetts North Carolina Ohio Oklahoma Oregon Pennsylvania District of Columbia Howard University College of Dentistry Puerto Rico South Carolina Tennessee Texas Michigan Minnesota Missouri Application website includes a chart that identifies the supplemental requirements for the participating schools. Note that this information is subject to change; consult dental schools’ websites for most up-to-date requirements. After you have submitted all of your materials, the dental schools that wish to consider you for a place in the entering class will contact you for a visit to the campus. This visit will likely include an interview with the admissions committee, a tour of the campus and facilities, meetings with faculty and students, and other meetings and activities. When you visit a dental school, the admissions committee is evaluating you as a prospective student, while at the same time, you will have the opportunity to evaluate the dental school program and environment to determine if you think it would be a good fit for you and your goals. ? Manage the Timing of the Application Process The trick to managing the timing of the application process is summed up in two words: DON’T PROCRASTINATE! Most dental schools will fill a large percentage of their 2011 entering classes by December 2010. This means that even though schools have deadlines for completing all the application requirements that range from October 2010 to February 2011, it is not a good idea to wait until the last minute to take the DAT, submit the AADSAS application, or complete any supplemental materials requested by the schools to which you are applying. 21 ADEA OFFICIAL GUIDE TO DENTAL SCHOOLS YouTube for Dental Students – ADEA Video Mentors ADEA now gives a voice to dental students on YouTube. com. Through the creation of ADEA Video Mentors, a channel on YouTube. om, prospective dental students and current dental students can share their experience and offer advice. The site features dental students (allied, predoctoral, postdoctoral) discussing topics related to dental careers, dental education, and the application process. Dental students submit videos that answer the questions predental students most frequently ask: What made you decide to go into dentistry? How was your path to dental school unique? What surprises you most about dental school? What would you recommend students do to prepare their dental school applications? A second component of the site, AADSAS Answers, responds to timely questions about the AADSAS application process. This component is a separate channel on the ADEA Video Mentor site that answers questions regarding the AADSAS Application process. AADSAS is the centralized application service (sponsored by ADEA) used by 56 dental schools. Students are invited to submit their videos or visit the site to learn more about being a dental student and the application process. Your participation encourages today’s high school and college students to become the health professionals of tomorrow. The videos are currently housed at www. youtube. com and can be accessed by viewing ADEA’s dedicated video mentoring channel, www. youtube. com/ADEAVideoMentors. The individual dental school information in Part II of this guide includes an admissions timetable for each school’s entering class. It is essential that you become familiar with the timetables for th e schools to which you are applying and that you make plans to complete the admission application requirements on time. SPECIAL ADMISSIONS TOPICS For those of you interested in advanced standing and transferring, combined degree programs, and admission for international students, this section briefly addresses those areas. Part II of this guide provides some additional information on these topics for each dental school, but you should contact the dental schools you are considering for more details. ? Advanced Standing and Transferring Advanced standing means that a student is exempted from certain courses or is accepted as a second- or third-year student. Advanced standing is offered at the time of admission to students who have mastered some aspects of the dental school curriculum because of previous training. An individual who has a Ph. D. in one of the basic sciences, such as physiology, for example, may be exempted from taking the physiology course in dental school. Some scho ols may also grant advanced standing to students who have transferred from other U. S. or Canadian dental schools or who have graduated from international dental schools. In these cases, applicants may be allowed to enter as second- or third year-students. 22 CHAPTER 2 APPLYING TO DENTAL SCHOOL Each dental school has its own policy on advanced standing and transferring students; see the individual school entries in Part II of this guide. But it is important to be aware that most students do not obtain advanced standing and that very few students transfer from one school to another. ? Combined Degree Programs Many dental schools in the United States and Canada offer combined degree programs that give students the opportunity to obtain other degrees along with their D. D. S. or D. M. D. Degrees that may be combined with the dental degree include: ? A baccalaureate degree (B. A. or B. S. ) ? A master’s degree (M. A. , M. S. , M. B. A. , or M. P. H. ) ? A doctorate (Ph. D. , M . D. , or D. O. ) Numerous dental schools have formal combined baccalaureate and dental degree programs. Combined degree programs expand career options especially for those interested in careers in dental education, administration, and research. They may also shorten the length of training where specific agreements have been made between the dental school and its parent institution. The undergraduate and dental school portions of some combined degree programs take place at the same university, while other combined programs are the result of arrangements made between a dental school and other undergraduate institutions. Sometimes colleges will independently grant baccalaureate degrees to students who attended as undergraduates and did not finish their undergraduate education but did successfully complete some portion of their dental training. Many dental schools also sponsor combined graduate and dental degree programs. These programs, which usually take six to seven years to c omplete, are offered at the masters or doctoral level in subjects that include the basic sciences (biology, physiology, chemistry), public policy, medicine, and other areas. See Table 3-6 in Chapter 3 of this guide for a list of dental schools with combined degree programs. If you are interested in more information about combined degree programs, you should contact the schools directly. ? Admissions for International Students The term â€Å"international student† refers to an individual who is a native of a foreign country and who plans to study in the United States or Canada on a student visa. Students who have permanent residency status in the United States are not considered international students; they have the same rights, responsibilities, and options as U. S. citizens applying for admission to dental school. Applicants who have completed coursework outside the United States or Canada (except through study abroad) should supply a copy of their transcripts, translated into English, plus a course-by-course evaluation of all transcripts. Application details for international applicants are contained in the ADEA AADSAS application. International applicants who are not graduates of international dental schools are considered for admission to most U. S. and Canadian dental schools. Each dental school has its own policies on admission requirements for international students. However, most dental schools require international students to complete all the application materials mandated for U. S. citizens and permanent residents. In addition, international students may be asked to take the Test of English as a Foreign Language (TOEFL) or demonstrate English language proficiency. International students should expect to finance the entire cost of their dental education. ? International Dental Graduates Graduates of international (non-ADA accredited) dental schools may be eligible for admission into an advanced placement program. These programs provide a n opportunity for dentists educated outside the U. S. and Canada to obtain an accredited degree that is recognized by state and provincial licensing officials. The ADEA Centralized Application 23 ADEA OFFICIAL GUIDE TO DENTAL SCHOOLS A Guide to Preparing for Dental School Maybe you already know that you have a strong interest in dentistry but don’t know where to start. It’s never too early to begin preparing. Below are a few guidelines to help you plan your coursework and get in touch with mentors and other professionals who can help you along the way. Keep in mind this guide offers a general timeline for preparation. Many successful dental students have been non-science majors or pursued other careers before deciding dentistry was right for them. In fact, the guide can be used at any point in your academic or professional career. It is also helpful if you are not completely sure that dentistry is where you want to focus your energy and will help you decide if atten ding dental school is a commitment you want to make. FOR HIGH SCHOOL STUDENTS ? Take science and math classes, including chemistry, biology, and algebra. If available, take Advanced Placement (AP) level coursework. ? Talk to people in the field. Call local dentists or contact the dental society in your city or town to find people who can help answer your questions. Contact your local dental society through the American Dental Association’s (ADA) website at www. ada. org/ada/organizations/ local. asp. Information on the ADA’s mentoring program can also be found at www. ada. org/public/careers/beadentist/ mentoring. asp. ? Check out ExploreHealthCareers. org (EHC) â€Å"Meet a Dentist† page at www. explorehealthcareers. org/en/Career. 1. aspx. COLLEGE YEAR 1 Fall semester ? Meet with prehealth advisor and plan coursework ? If your school doesn’t have a prehealth advisor, look into obtaining a copy of the ADEA Official Guide to Dental Schools to review the dental schools’ requirements. Although most schools require a minimum of one year of biology, general and inorganic chemistry, organic chemistry, and physics, specific requirements vary from school to school. ? Complete required predental coursework Spring semester ? Think about volunteer or employment opportunities in dentistry for the summer like shadowing a dentist or volunteering in a community health clinic. ? Complete required coursework and register for the fall semester. ? Research prehealth enrichment programs at Explore Health Careers: www. explorehealthcareers. Also look into the Summer Medical and Dental Education program for college freshman and sophomores at www. smdep. org. Prehealth enrichment programs can help you decide if a career in dentistry is a good fit and help you prepare for the application process. Summer ? Complete an internship or volunteer program ? If necessary attend summer school Service for Advanced Placement for International Dentist s (ADEA CAAPID) provides an online portal for applicants to submit materials one time and direct them to multiple institutions. Information about these programs, their admission requirements and the application process can be found at www. adea. org. 24 COLLEGE YEAR 2 Fall semester ? Schedule a time to meet with your prehealth advisor ? Attend prehealth activities ? Join your school’s predental society if one is available ? Complete required coursework ? Explore community service opportunities through your school (doesn’t necessarily need to be health-related). If possible, continue activities throughout undergraduate career. COLLEGE YEAR 3 Fall semester ? Meet with prehealth advisor to make sure coursework completion is on schedule ? Discuss dental schools ? Complete coursework and register for spring semester ? Visit ADEA’s website at www. adea. org to learn about applying to dental school ? Place order for the ADEA Official Guide to Dental Schools ? Res earch schools COLLEGE YEAR 4 Fall semester ? Meet with prehealth advisor and complete coursework ? Attend interviews with schools ? Notification of acceptances begins December 1 Spring semester ? Apply for federal financial aid Summer ? Relax and get ready for the first semester of dental school! ? Attend school’s open houses or events ? Prepare to relocate if necessary Spring semester ? Look into paid or volunteer dentalrelated research opportunities ? Complete second semester coursework and register for the fall Spring semester ? Review each dental school’s required documents early in the semester ? Identify individuals to write letters of recommendation ? Take the DAT late spring or early summer ? Prepare to submit AADSAS application. Applications become available on or around May 15 ? Complete coursework and register for the fall ? Schedule a volunteer or paid dental related activity Summer ? Complete a summer research or volunteer dental-related program ? If ne cessary attend summer school ? DAT preparation Summer ? Take the DAT if you have not done so already ? Prepare for school interviews in the fall ? Budget time and finances appropriately to attend interviews ? Participate in volunteer or paid opportunity ? If necessary attend summer school 25 Don’t waste time! Our writers will create an original "Applying To Dental School" essay for you Create order