Comics A Better Means To An Artistic End Essay - 1968 Words

Comics: A Better Means To An Artistic End If a line of symmetry were to be drawn down the center of the paper, it would seem that each character rests within his environment about to collide with the other. Even without words, a vivid story begins to formulate in my mind, and hopefully I share the artists vision. Comic book art is the Pez dispenser of modernism. The aesthetics of this accessible medium walk side by side with pop culture. No other art form can reach so many people due to its incredible volume. Each Wednesday of every week brings new issues of titles that have been in circulation for decades. Despite the vast numbers that arrive at retailers each month and the respect they sometimes receive (like Art Speigelmans†¦show more content†¦By simplifying the subject matter enough, the artist makes a representation that can apply to everyone. Perhaps those who identify with Charlie Brown can do so because of his lack of detailed, discernible features. Charlie Brown can look like any one of us, representing universal low self-esteem. Mike Allred represents the population of comic artists who use the most simplistic style of symbols. The piece that I have chosen to look at is a pin-up he did for a collection of short Batman stories. A pin-up gives the artist complete freedom to express human nature through one image without a plot that needs to conform to the characters continuity. The villain in this isolated battle is surrounded by symbols. Although I have never actually seen a standard alarm clock set on sticks of dynamite, I know this symbol means a time bomb. And the proximity of the little hand of the clock to its starting point probably means that Batman has little time left. I realize that the color of cigarette smoke does not resemble the color of human skin, but in this context I see that the uniformity of color of the smoke and the characters skin should be disregarded. The individual lines of the drawing play an important role during interpretation. One editor states, Its in the inking stage that Ted [ McKeever] transforms his calm and orderly pencils into the high-contrast world of nightmare and noir (Crain 62). TheShow MoreRelatedJapan Is a Better Environment than the US for Inspiring Indpendent Creators2331 Words   |  9 PagesComiket was established. Comiket, the Japanese abbreviation of Comic Market started small with 32 circles and about 700 people in attendance but today has 35,000 circles and about 500,000 attendants. It is, â€Å"A marketplace where individuals can offer their own self-produced creations to a community that appreciate and supports such creative personal activities.† (1) These creations are known as dÃ… jinshi and dÃ… jin, and can be used to mean to any independently created and released works not just mangaRead MoreThe Distribution Of The Studio System2750 Words   |  11 Pagesbeen in the business for very long time and has shaped the industry. Most companies in hollywood are economically driven rathern than artisticly driven, therefore wh ilst making films it is in the company’s best interest to make more money. For the better understanding of the issua it is important to look at the history of the conglomoration throughout the film history and then to use a case study for futher more detailed research. Marvel Cinematic Univerves can serve as a great case study to understandRead MoreOriginal Work Of Dc Comics Copyright2437 Words   |  10 PagesBatmobile is the original work of DC Comics, the district court told Towle he was wrong by saying that DC Comics does maintain a copyright for the Batmobile as it appears in both the 1966 television series and the 1989 film based on their rights to merchandising and because the appearance and idea originated in the comic books (caselaw.findlaw.com, para. 13). The district court than put this Batman fight to an end by stating that Towle did infringe on DC Comics copyright because of how he replicatedRead MoreRosencrantz Guildenstern Are Dead, A Satirical Piece That Par odies Hamle921 Words   |  4 Pages The purpose of satire is to point out human flaws in a humorous way in order to instruct and possibly change humanity. A parody is a literary or artistic work that imitates the characteristic styles of an author or a work for comic affect or ridicule. Rosencrantz Guildenstern Are Dead is a satirical piece of work that parodies Hamlet, especially in terms of death, a common theme in both. These two plays take different views on death portrayed by the protagonists of each: either Hamlet or RosencrantzRead MorePop Art And The Pop Culture1616 Words   |  7 Pagesour culture. Pop art wasn’t something an everyday person with no artistic background would find hard to interpret because the image was something the person was familiar with. I think the pop art movement took place because its artists wanted to show that they could illustrate the mass culture using popular imagery and to show that these images were also art forms in their own way. Popular imagery are things like advertisements, comic books, labels, logos and everyday objects that we see and use everydayRead MoreBeing An Artist Of The Modern World Essay2172 Words   |  9 Pagescontribute to society all while doing a job that they love. One thing that young artists struggle with is becoming inspired or becoming motivated to create. Often times they turn towards the artists they look up, such as Disney animators or Marvel comic book artists, so that they can find inspiration in a professional’s achievements. Neil Gaiman is one of those professional artists that people look up to. Gaiman prepared a speech for the 2012 graduating class of the University of the Arts in PhiladelphiaRead MoreA Brief Note On The Film Dashing Into Animation 1201 Words   |  5 Pagesknow that I will have to face many obstacles on my journey to a successful career in animation and it can be hard working in the animation industry because of the fact that this is a competitive career with some low quality studios that end up going bankrupt, which means people without jobs. It is vital to know the issues and conflicts that arises when entering this field, because I’ll know ahead of time to be mindful of Strategizing, the rules a nd regulation, how to deal with a computer and how to surviveRead MoreA Brief History of the Film Industry1268 Words   |  5 Pagesmovies and it developed to be recorded onto plastic film and shown by a movie projector on a large screen in a place called theatre or cinema. With the coming of the narratives in movies Thomas Edison thought that films could become better and developed with adding some artistic use of camera placement and editing. Furthermore, they found the new way of editing movies which is montage. Montage is the way of editing the movie and add sounds, effects and cutting the scenes. Hollywood if the U.S. usuallyRead MoreIntroduction to Typography Essay3978 Words   |  16 Pagesbody of a text, such as the text of a book. Italic Unlike roman type, italic type is set at an angle, and is generally slanting to the right from bottom to top. Italics isn’t a standard typeface and are specifically developed for a font which means that letters may be significantly different from its roman counterpart in order to improve its appearance and readability. Italics are not to be confused with oblique type, which is the roman type, slanted at an angle without altering the font. Read More1.The Merchant of Venice as a Tragicomedy. 2. The justification of Shylocks actions in The Merchant of Venice. 3.The contrast between Belmont and Venice in The Merchant of Venice2296 Words   |  10 Pagesof dramatic structure, The Merchant of Venice is undoubtedly a comedy. It follows the typical upward trajectory of comedy (beginning complication to ending resolution}. Act 1 introduces the plays main complication, but it also sets the tone for comic expectation by establishing upward rhythm of comedy in each of its three scenes. Antonio and Portias melancholy are shortly alleviated by appropriate distractions hope. Bassanio hopes to thrive, Antonio tries to help his friend, Portia will not

Contributions Of The 1960s Counterculture Movement

Michael Betti Dr. Love English 103 19 November 2014 The Contributions of the 1960s Counterculture Movement to Developments in Modern Medicine In today’s society, the 1960s are most commonly remembered for the counterculture, a period of social revolution and self-liberation. However, in addition to the commonly discussed social effects of the counterculture, there were also several notable effects of the movement on the medical field. While some of these new medical developments, such as the growth of recreational drug use and the spread of sexually transmitted diseases, proved to be a setback for society, others would end up paving the way for further developments in modern medicine. The 1960s advancements in transplants, vaccinations, cancer treatments, and emergency procedure have proven to be timeless to the medical community; they are as relevant today as they were half a century ago. The counterculture of the 1960s has been described as a â€Å"culture of rejuvenation† (Braunstein and Doyle 1618). It is commonly characterized as a time of self-liberation, a time of experimentation and challenge to p reviously held beliefs. One practice that became increasingly common during the 1960s was the recreational use of drugs. Because the use of drugs eventually became such an integral part of the counterculture, drug addiction soon became a common affliction for which patients were treated in hospitals. This can clearly be seen by comparing the Public Health ServiceShow MoreRelatedPresident Lyndon B. Johnson s Great Society1248 Words   |  5 Pages-War on Poverty As part of president Lyndon B. Johnson’s â€Å"Great Society†, which focused on improving the quality of life among all Americans, he initiated the War on Poverty during the 1960s. The War on Poverty was built by using government funding to improve poverty-stricken areas of the country and to start â€Å"...a new food stamp program, giving poor people greater choice in obtaining food, and rent supplements that provided alternatives to public housing projects for some poor families.(Roark, PgRead MoreEssay about 1968: A Year Of American Transformation1649 Words   |  7 Pagesturbulent twelve months of the post-WWII period and arguably one of the most disturbing episodes the country has endured since the Civil War, 1968 offers the world a glimpse into the tumultuous workings of a revolution. Although the entire epoch of the 1960s remains significant in US history, 1968 stands alone as the pivotal year of the decade; it was the moment when all of the nations urges tow ard violence, sublimity, diversity, and disorder peaked to produce a transformation great enough to blanketRead MoreThe Movement Of Indi The Struggle Of The Power Left A Young Iskcon Shaken1448 Words   |  6 Pageschallenges stemmed from Prabhupada’s death in 1977, which â€Å"left a young ISKCON shaken†. Although the movement was growing rapidly, it still relied heavily on the charismatic authority of Prabhupada, and his death created deep uncertainties within the organization’s leadership. As the organization scrambled to fill the void in institutional power left by its founder, there was a significant â€Å"movement of Indians into local positions of power, which had a [stabilizing influence on] many of the temple-levelRead MoreImpact Of Rock Roll On American Youth1990 Words   |  8 Pages History Ms. Dunn May 18, 2017 The decade of the 1960s can be said to be a subversion of the United States. From the civil rights movements, anti-Vietnam war demonstration, Kennedy’s presidency, to the assassination of the civil rights leader Martin Luther King, the impact of the surging social movements and political turmoils to the American society is extremely far-reaching. There has been a lot of researches on the various social movements in this period. However, people s attention seems toRead MoreThe Gyaru Subculture in Japan1388 Words   |  6 Pagesof people that have something in common with each other which distinguishes them in a important way from the members of other social groups†(Thornton,1995). The difference between subculture and counterculture is subcultures exist without making any trouble within the mainstream culture while countercultures go strongly opposed the mainstream culture. Gyaru Transformation ‘Gyaru’ is one example of Japanese subculture which a group of people who follows a certain style of appearance, language andRead MoreThe Beatles Were An English Rock Band Formed Essay1746 Words   |  7 Pagesformed in Liverpool in 1960. With members John Lennon, Paul McCarthey, George Harrison and Ring Starr, they became widely regarded as the formost and most influential act of the rock era. Rooted in skiffle, beat, and 1950s rock and roll, the Beatles later experimented with several musical styles, ranging from pop ballads and Indian music to psychedelia and hard rock, often incorporating classical elements and unconventional recording techniques in innovative ways. In the early 1960s, their enormous popularityRead MoreEssay His 135 Week 9 Final Project3576 Words   |  15 PagesHistory 135 Week 9 Final Project: â€Å"The Most Significant Events†: When most people are taught about U.S. history, we think of mostly the bad times like the wars, the civil rights movements, President Kennedy’s and M. L. King Jr’s associations, just to name a few. In this paper I will discuss those and more going into the start of the 21st century. The previous five decades consisting of the 1950s into the millennium happened during the U.S. History equally turbulent, but exciting. ThereRead MoreThe Radio And Records Impact On The Development On Rock N Roll3368 Words   |  14 Pages(Schloss, Starr, and Waterman, p.2-3). This system carried over onto the later system of early rock n’ roll, and can even be seen in today’s industry. This favored interest of composers is especially common in popular music of the 1950’s and early 1960’s, and it left little importance in performers, producers, or anyone else on the music team. In the early history, this expanded the idea of the â€Å"cover† song and artist, where most performers didn’t write a single note of their record. Many commonRead MoreBob Dylan And The American Civil Rights And Anti War Movements2239 Words   |  9 Pagesdates from the 1960s when his songs chronicled social unrest, although Dylan repudiated suggestions from journalists that he was a spokesman for his generation. Nevertheless, early songs such as Blowin in the Wind and The Times They Are a-Changin became anthems for the American civil rights and anti-war movements. After he left his initial base in the American folk music revival, his six-minute single Like a Rolling Stone altered the range of popular music in 1965. His mid-1960s recordingsRead MoreThe Growth Of American Business Essay2120 Words   |  9 Pagesorder to investigate the subtler threat big business poses to the American way of life. Popular literature and movies have viewed American business and Wall Street through a critical lens and examined this underlying threat. Films li ke The Apartment (1960), Wall Street (1987), and Enron: The Smartest Guys in the Room (2005) with narrative arcs centered on the corporation and its role in society may be, in this way, indicators of a cultural ethos regarding big business in America. Similarly, the writings

Plastic Waste Management free essay sample

Plastic Waste Management 1. Plastics Waste: Environmental Issues and Challenges The quantum of solid waste is ever increasing due to increase in population, developmental activities, changes in life style, and socio-economic conditions, Plastics waste is a significant portion of the total municipal solid waste (MSW). It is estimated that approximately 10 thousand tons per day (TPD) of plastics waste is generated i. e. 9% of 1. 20 lacs TPD of MSW in the country. The plastics waste constitutes two major category of plastics; (i) Thermoplastics and Thermoset plastics. Thermoplastics, constitutes 80% and thermoset constitutes approximately 20% of otal post-consumer plastics waste generated in India. The Thermoplastics are recyclable plastics which include; Polyethylene Terephthalate (PET), Low Density poly Ethylene (LDPE), poly Vinyl Chloride(PVC), High Density poly Ethylene (HDPE), Polypropylene(PP), Polystyrene (PS) etc. Thermoset plastics contains alkyd, epoxy, ester, melamine formaldehyde, phenolic formaldehyde, silicon, urea formaldehyde, polyurethane, metalised and multilayer plastics etc. The prescribed authority for enforcement of the provisions of these rules related to manufacturing and recycling is SPCB in respect of States and the PCC in Union Territories and for relating to use, collection, segregation, transportation and disposal shall be the District Collector/ Deputy Commissioner of the concerned district. We will write a custom essay sample on Plastic Waste Management or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 4. Options for Plastic Waste Management 04. 1 Recycling of plastics through environmentally sound manner: Recycling of lastics should be carried in such a manner to minimize the pollution during the process and as a result to enhance the efficiency of the process and conserve the energy. Plastics recycling technologies have been historically divided into four general types -primary, secondary, tertiary and quaternary. Primary recycling involves processing of a waste/scrap into a product with characteristics similar to those of original product. Secondary recycling involves processing of waste/scrap plastics into materials that have characteristics different from those of original plastics product. Tertiary recycling involves the production of basic chemicals and fuels from plastics waste/scrap as part of the municipal waste stream or as a segregated waste.

International Cooperation between China and US

Introduction International relations study focuses on the way that the world works. This is not easy, and no single theory can offer a comprehensive explanation1. The aspect of international relations is growing increasingly complex by the day. The world has witnessed significant changes in the balance of power over the past years. Notably, the world has moved from a bipolar arrangement to multipolar arrangement, and now there is the nonpolar arrangement.Advertising We will write a custom coursework sample on International Cooperation between China and US specifically for you for only $16.05 $11/page Learn More The United States needs to forge deeper and more robust international partnerships in order to devise multi-lateral solutions to an increasingly complex set of transnational challenges2. This paper focuses on the aspect of international relations and how the United States is set to cope with the complex scenario witnessed in the international rela tions today. Recommendations for the United States in building international cooperation The world has experienced numerous changes in respect to power and influence. In essence, the world has moved away from the bipolar nature power balance to adapt to multipolar trend characterising the world power alignment today3. There is an argument that the world is at best unipolar because no single world power can mobilise others in support of its course4. In addition, other world powers seem to be reluctant to assume leadership and guarantee security beyond their borders. The United States stands a good chance of engaging in the new development by taking an initiative as a world leader in international matters. It has been argued that the United States has been assigned the global security role, at least by default5. On the other hand, the political power aspect is divided among various world powers such as Russia, China, India, and Brazil. Though the United States is regarded as the world ’s leading military power, this cannot guarantee political leadership. The United States spends a substantial amount on the military more than any other power in the world. This has provided the United States with an upper hand to be involved in global affairs without many strains6. Major challenges in building multilateral relationships In its effort to continue participating in world affairs, the United States is likely to face numerous challenges. One of the challenges is the concept of the rising global powers such as China. The rise of China has altered the global balance of power. This is not good for the United States global influence as China’s growth has only acted to enhance her ambitions. Therefore, China should be integrated in the global markets in an effort to tame its growing influence7. The world in the 21st century is faced with transnational threats and the world powers have to come together to address this complex situation8.Advertising Looking for coursework on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion The world has witnessed a major shift in the balance of power. The United States should move fast and adapt to the new challenges in order to cope with the new trends. The resurgent and upcoming world powers such as Russia, China, Japan, India and Brazil among others have created a multipolar trend in the balance of power. Bibliography American Academy of Political and Social Science. International Relations of the United States. Philadelphia: American Academy of Political and Social Science, 1914. Brooks, Stephen G. and William Curti Wohlforth. World Out of Balance: International Relations and the Challenge of American Primacy. Princeton: Princeton University Press, 2008. Crawford, Robert M. A. International Relations – Still an American Social Science?: Toward Diversity in International Thought. Albany, NY: State Univ. of New York Press, 2001. Oakley, Robert B., et al. Chapter 2: Political Flux in a Nonpolar World, 2009, 36-52, http://www.ndu.edu/inss/docuploaded/06-GSA2009_Chpt%202.pdf Snyder, Jack. One World, Rival Theories. Foreign policy, 2004, 145: 52-62, http://slantchev.ucsd.edu/courses/pdf/Snyder%20-%20One%20World,%20Rival%20Theories.pdf Walt, Stephen M. â€Å"International relations: One world, many theories†, Foreign Policy, (1998): 29-35, http://www.columbia.edu/itc/sipa/S6800/courseworks/foreign_pol_walt.pdf Advertising We will write a custom coursework sample on International Cooperation between China and US specifically for you for only $16.05 $11/page Learn More Footnotes 1 Jack Snyder, One World, Rival Theories. Foreign policy, 2004, 145: 52-62, http://slantchev.ucsd.edu/courses/pdf/Snyder%20-%20One%20World,%20Rival%20Theories.pdf 2 American Academy of Political and Social Science. International Relations of the United States (Philadelphia: American Academy of Political and Social Science, 1914), 32 3 Robert B. Oakley, et al, Chapter 2: Political Flux in a Nonpolar World, 2009, 36-52, http://www.ndu.edu/inss/docuploaded/06-GSA2009_Chpt%202.pdf 4 Stephen G. Brooks and William Curti Wohlforth, World Out of Balance: International Relations and the Challenge of American Primacy (Princeton: Princeton University Press, 2008), p 17 5 Robert B. Oakley, et al, Chapter 2: Political Flux in a Nonpolar World, 2009, 36-52, http://www.ndu.edu/inss/docuploaded/06-GSA2009_Chpt%202.pdf 6 Robert M. A. Crawford, International Relations – Still an American Social Science?: Toward Diversity in International Thought (Albany, NY: State Univ. of New York Press, 2001), 67 7 Stephen M Walt, International relations: One world, many theories, Foreign Policy, (1998): 29-35, http://www.columbia.edu/itc/sipa/S6800/courseworks/foreign_pol_walt.pdf Advertising Looking for coursework on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More 8 Robert B. Oakley, et al, Chapter 2: Political Flux in a Nonpolar World, 2009, 36-52, http://www.ndu.edu/inss/docuploaded/06-GSA2009_Chpt%202.pdf This coursework on International Cooperation between China and US was written and submitted by user Maxim Casey to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

What It Means To Be A Senior

What It Means To Be A Senior Free Online Research Papers The last year at LCC is a struggle for many senior students, as they are busy with their final academic projects, which consume almost all of their time. If you ask a fourth year student about his/her leisure time, they will tell that they do not have much of it. Business majors especially face the challenges of writing a thesis, a business plan, or taking a comprehensive examination. Besides the tension of writing and completing the final academic project, this year business majors also struggle with disturbing technical issues in the Comprehensive Examination class. This year’s Comprehensive Examination class is disadvantageous because of the unfavorable time period, the big number of students, and the students’ attitude towards their fellows who are willing to learn. Business majors have an opportunity to choose a thesis defense, a business plan, or a comprehensive examination as their final academic projects for the last year at LCC. The Comprehensive Examination class is held every spring semester. The students have to analyze real global business companies and come up with solutions to the problems the companies face at the moment. The students are responsible for the analysis of two individual cases, one team case, and a team case presentation. Students receive 50 percent of their grade during the semester. Another 50 percent is earned by taking a comprehensive examination at the end of March. The examination itself is held on the weekend from 8 a.m. to 8 p.m. and lasts for 12 hours. Students get a business case and they need to write an analysis during that day. Due to the big number of students taking the exam and not enough computers in the computer lab, students are divided into two groups. One group takes the exam on Saturday, while anot her group on Sunday. After the examination the students are finished with this course and the only thing left for them is to wait for the results, which come at the end of the semester. The first negative aspect of the class this year is that it is held at a very inconvenient time. The course starts at 6.30 p.m. and ends at 9.45 p.m. every Thursday. Many students are not satisfied with this schedule, as they are already tired after several classes held in the morning and in the afternoon. Naturally, their mind is not working the same as it was in the first half of the day. Besides, it becomes very difficult to concentrate and motivate yourself to stay attentive and focused for one more class. The main complaint coming from the fourth year students is that such an important class for them is held so late. Such a distracting technical issue as a late class time limits their attention and motivation to learn the material that would be valuable during the final examination. Another negative issue concerning the time frame of the class is that it lasts for three hours. Again, attending a late class is already a challenge, but when the students have to sit at one place for three hours, then it becomes even more of a struggle. For this reason, many students are attentive and stay awake for one hour at most. After that, the interest in the class material and the motivation to listen is lost and everyone starts looking at their watches to find out how much time is left to sit there. Many students even leave and simply go home, as for most of them sitting and learning nothing is just a waste of time. When asked, seniors say that they would prefer to have a three hour Comprehensive Examination class early in the morning rather than late in the evening. Basically, the evening class time and the length of it are two major disadvantages towards the students’ motivation and eagerness to learn. Besides the unfavorable time period, the large number of students registered for the course also is a challenge. Providing only one block for this course results in having all 79 fourth year students at the same time in the same room. This semester this class is held in Neufeld Hall. It is reasonable to choose such a room, but at the same time it becomes very difficult to control such a huge group of people. The professor struggles to keep everyone in the room silent and to get everyone’s attention to what she is saying. Especially it is difficult to control the students sitting in the back rows. They are chatting aloud, laughing, drawing, anything except listening carefully, which is very rude for both the professor and the students. So this class is always accompanied with disturbing noise coming from the back rows. The professor tries to calm everyone, but only for the short time because many students will start chatting again after several minutes of silence. The late time frame of the class is also related to the difficulties of controlling the big number of students. All of them are tired and not motivated anymore. Such a big number of students in the room at the same time is the basis for the chaotic atmosphere. The last negative aspect of the Comprehensive Examination class is the students’ attitudes and behavior towards their fellow students. Many of them do not understand that there are students who are willing to learn new material from this class and appropriately prepare for the final examination. The disrespect is perfectly illustrated during the team oral presentations of the analysis of the company. The teams orally present the analysis and the recommendations for the solutions to the problems. Presentations last for 30 minutes and after that presenters expect questions from the audience. However, once the team starts presenting, the audience begins doing whatever it wishes. Some are chatting, eating, and even sleeping. Nobody is listening to the team, and because nobody asks questions afterwards, presenters say that they feel as if they are talking to the wall. The behavior of fellow students is inappropriate and rude, which creates a feeling that students do not care about their final academic project and do not even motivate themselves to give it a try. The other options for the final academic project, such as thesis defense and business plan classes, also have a similar situation. The classes start at 6.30 p.m. and also are held for three hours. For this reason, all students graduating in 2007 and taking either thesis defense, business plan, or comprehensive examination have no other choice except attending these classes at a late hour. However, the main difference between the other options for the business majors and the comprehensive examination is the number of students attending the class. The majority of LCC graduates choose the comprehensive examination as their final academic project. As a result, the students who have a thesis defense or a business plan have an advantage of working in a smaller class, which allows them to study more efficiently. The previous year’s Comprehensive Examination class was better organized and managed. Last year this course was divided into two time blocks and students attended two morning sessions of the class. There were no problems concerning time, because students are better motivated and not tired in the morning. Also, having two time blocks for this course solved the problem of having a big number of students in one room. This definitely had a positive effect on the efficiency of students’ learning. Overall, last year’s organization of the Comprehensive Examination class was very helpful to the students’ final academic projects. Despite all the negative things of this year’s Comprehensive Examination class, there are also some positive aspects of it. First, the content of the course itself is beneficial to the students. They are introduced to and learn to analyze big, global companies, becoming familiar with the tools for analyzing such cases. Students learn to spot the immediate problem of a particular company through reading numbers and interpreting financial and other information. Another positive aspect is that the professor also understands that the time schedule and the three hour length are a struggle for the students and her as well. For this reason, she makes at least two breaks, so that all students could refresh their minds. This year’s Comprehensive Examination class has many disadvantages for the graduates. Hopefully, this situation will not be repeated next year because then even more LCC graduates will suffer from it. As there are many students’ complaints about this issue, the Registrar Office should take them into consideration. Keeping in mind that it is the major final academic course for LCC graduates, the Registrar Office should admit that this course is organized poorly this year. For this reason, the Registrar along with LCC Business Department should not experiment with the fourth year students. Instead, it should create good conditions to study and appropriately prepare for the final comprehensive examination, business plan, and thesis defense, which lead students into the successful business career. Research Papers on What It Means To Be A SeniorStandardized TestingThe Project Managment Office SystemPersonal Experience with Teen PregnancyPETSTEL analysis of IndiaIncorporating Risk and Uncertainty Factor in CapitalHip-Hop is ArtMarketing of Lifeboy Soap A Unilever ProductAnalysis of Ebay Expanding into AsiaHarry Potter and the Deathly Hallows EssayTwilight of the UAW

Moving America Forward Aims to Improve Truckings Reputation

Moving America Forward Aims to Improve Truckings Reputation Kevin Burch, head of the â€Å"America Advances Through Trucking† initiative, is leading a movement to boost public perception of the trucking industry. Today trucking faces capacity challenges and a public image problem that Burch believes can be counteracted by executives and drivers taking pride in what they do. According to Burch and John D. Schulz, Contributing Editor at LogisticsManagement.com,  Ã¢â‚¬Å"Trucking needs to improve its national image, which Burch says has deteriorated from its ‘Knights of the Road’ persona from the 1970s when drivers were hailed for their service to other motorists in distress on the highways.  But sometime after that, the industry’s image suffered through tales of drug use by drivers, the perception of unsafe and fatigued drivers and the fear of automobile drivers to share the road with 18-wheelers.†Burch is convinced that putting a visible public face on trucking is a big part of rehabilitating the reputation of truckers nationwide.  As a grassroots industry with connections to nearly every community across the country, truckers are well-positioned to carry the message that their work is essential and their drivers are well-trained.A recent speaker at the 29th annual meeting of the North American Transportation Employee Relations Association, Burch advocates for executives and drivers- from individual carriers to Owner-Operator Independent Driver associations- to share the load of boosting trucking’s public presence in Congress and in the wake of potentially restrictive government policies.If nearly half of all Americans know someone who works in the trucking industry, which holds 70% of the freight hauling market, the potential for growth and progress is pretty compelling!

Bullying laws Research Paper Example | Topics and Well Written Essays - 1250 words

Bullying laws - Research Paper Example During the process of stopping bullying, there are three major elements to the process: imposing high penalties for the bullying, educating the bullies and protecting the victims of bullying (San Antonio and Salzfass 32-38). Among the different courses that are likely to eliminate bullying, educating bullies can help eliminate the issue, because many of them may not be aware of how much damage, they cause by bullying their victims. The second is to punish them heavily, and this one will help in curbing bullying, because it will make the bullies stop the bullying, due to the fear of the penalties. The third channel of addressing the issue is through working with the victims of the bullying, where they are reminded of their worth and the need to be assertive to the bullies, without really being aggressive (McCallion and Feder 2). However, for these different solution channels to work, there is need to have a proper policy and legal framework defining what amounts to bullying, defining the penalties to be borne by bullies and to offer platforms for addressing the issue of bullying. ... The 2010 statistics, further, report that there has been an increment in cyber bullying levels, where the cyber space is offering a new and more concealable channel for bullying (Bullying Statistics 1). The problem is very common among children and teens, although cyber bullying is the most prevalent channel used during school hours and after school. The increased uptake of social networking services has also offered an entirely new environment for bullies to exercise their authority above their victims, where approximately 2.7 million studies are bullied by an estimated 2.1 million bullies, every year (Hinduja and Patchin 4). Due to the evidence of the wide occurrence of bullying, which can take place among peers, propagated by young on the aged or by older people on younger victims; it becomes clear that there is a need to have laws to address the issue. For example, there are documented cases where teachers have been bullying their students, where such cases warrant legal action ( Bullying Statistics (b) 1). These bullying laws will be aimed at preventing bullying, or addressing it after it takes place. Presently, the dominant laws covering this issue are state laws, but the inefficiencies of these in stopping bullying depict the need to develop national laws addressing the issue (Bullying Statistics (b) 1). Further, many of the laws against bullying are aimed at school audience, and many do not criminalize the practice of bullying. For that reason, situations of bullying are handled at the school and home level, and not allowed to proceed to the courts. For that reason, this paper takes the stand that there is a need to criminalize

Green IT Dissertation Example | Topics and Well Written Essays - 3500 words

Green IT - Dissertation Example The need for this kind of technology has also been necessitated by energy conservation concerns raised by environmental conservation bodies. The reduction in the overall production of computers and the development of proper disposal of the e-waste are some of the factors behind the growth in green technologies (Hassan, Molla & Cooper, 2012). In the early 90s, most computer manufacturing companies in the United States made voluntary efforts to manufacture energy saving computer devices, which were labeled with the energy star mark. Today, government regulations and enactments have acted to strengthen the manufacture and sales of green computers. Such steps are partly facilitated by international treaties and ratifications that are meant to reduce environmental destruction caused by electronic waste (Dedrick, 2010). In this paper, the current advances in the development of green technologies and computing will be analyzed in relation to the available scientific research. A number of pr actice borders on the adoption of green technologies, which guide policy formulation in this sector. This paper will review the practices that guide the development of green technologies in the United States and other developed countries across the world. ... This has necessitated the development and growth of green information and computing as adopted by a number of companies around the world. Sustainability in the manufacture of computers relates to issues such as the economic, environmental and social impacts. Thus, Green technologies and computing work towards ensuring the sustainability of the computer applications in different organizations (Hassan, Molla & Cooper, 2012). The idea behind the development of green technologies was necessitated by the need for energy efficient and environmental friendly computer system. Such a system consumes less energy and reduces the impacts of the e-waste on the environment. In building sustainability in the information technology, green computing seeks to introduce a coordinated planning and investing technology that seeks to serve the interest and desires of the users. According to Ozturk (2011), there exist a distinction between green information technology (IT) and green information systems (IS ). The development of green information technology seeks to create products that increase energy efficiency and the maximization of the equipment utilization. Green information system however concerns the design and implementation of information’s systems, which are capable of improving the overall sustainability and reliability of business processes (Dedrick, 2010). Green information technologies have a number of goals and issues that it seeks to address. The replacement of personal computers with energy efficient computer hardware also forms part of the evolution of green information technology. The energy saving mission of green computing does not just end with efficiency of the hardware but the

History Museum Visit Essay Example for Free

History Museum Visit Essay Located on the coast of southern California is the city of La Jolla. Now home to almost 40,000 people, this city shares its own historical story from the past one hundred and fifty years through a series of presentations located within three historical structures. These three structures include, The Westeria Cottage, Carriage House and the Current Headquarters. Each structure contributes its portion in putting together the La Jolla’s Historical Society. Currently, the structures are featuring, Home front La Jolla : An American Community during World War 11. The series includes multiple rooms dedicated to different parts in history, along with the different aspects going on during the war. Each room featured many photographs, artifacts and personal stories to exploit the hardship of these times in our history. Many of these items were either donated or loaned by the Veterans Museum in Balboa Park and the Japanese American Historical Society of San Diego. While researching for museums, early in February I came across the main website for these historical sites. It caught my eye because I knew that this exhibit would cast a different kind of perspective than other grand museums. There are a ton of histories on World War II, but there are very few on the home front experience. The La Jolla Historical Society presents a perspective from its society, and shares multiple personal oral stories from its own residents who lived through the war or their surviving relatives, which I found fascinating. It is catered specifically to the effects of World War II on La Jollians. The oral stories provided by this exhibit are not only about what these residents remember about World War II, but also an intake of what life was like beyond that. I viewed this as a much different approach, but was very excited to begin my experience because I knew it would be something new. On April 7th, 2012, I took the opportunity to travel down to La Jolla and visit the museum. The museum is open Thursday-Sunday, Noon to four PM and does not have a fee at all. I was also fortunate to be able to attend on a day where there was a given lecture at five PM, giving me enough time to grab an early dinner before returning again. The lecture, Science Technology on the Home front, was covered by an oceanographer and U.S Army veteran Walter Munk. He discussed the scientific innovations sparked by the needs of the war effort precipitating a boom in the fields of marine sciences and aeronautics. Entering the museum, I was introduced into a grand room that was divided up by glass cylinders, and it also offered entrances to many other rooms. Initially where you begin the journey, the right wall played an introduction role. It began with the year of 1894, displaying numerous photographs creating an idea of how life was like in La Jolla at the time. â€Å"Everyone knew everyone† quoted by Maurice Bonny was stated at the top of the wall. Photographs included vacation sports such as the La Jolla Caves, as well as the role of the newly invented Trains and Trolleys played and daily lifestyle activities such as golfing and beachside activities. Continuing along, stood in front of me a large wall with a devastating photograph of the explosives on December 7th, 1941. Underneath was the original copy of the U.S Navy Communication Service from that given day, along with an article written the following day by John MaxConnel. This portion of the exhibit also feautured my first chosen artifact, a scrapbook. The oral history of a World War II veteran, Don Shutte, was done by a La Jolla High School student named Ana Ofresky, especially for this exhibit. Don Schutte donated a scrapbook of artifacts of things throughout his experience. It contained images, personal sketches and official documents, including the telegram the Department of War sent to his parents notifying them of his status as missing in action and a POW identification card he was given by the German Army upon his capture and imprisonment during the Battle of Bulge, on December 16, 1944. The final page of the scrapbook contains a letter he wrote to himself on Dec. 2, 1945, stating: â€Å"Hello there, great to be a civilian, isn’t it?† I found this a significant artifact because it told a story of just one man involved in the war in a very unique way. The documents inside this scrapbook were all original and of items I had never se en before. On the opposite side of the room was a large wall which featured certain camps that La Jolla was hosting at the time. These camps included Camp Callan, Camp Mathews and a military base in Bird Rock. Camp Calvin B. Mathews, also known as Marine Corps. Rifle Range was a military base from 1917 to 1964. It was used as a marksmanship training facility for Marine recruits being trained at Marine Corps Recruit. It was issued a rifle base but not until 1923. The base was then constructed to what is now UCSD. Camp Callen was a United States Army anti-aircraft artillery replacement training center that was operational during the time of war but was shut down right after World War II had ended. Lastly, there was another Naval Anti- Aircraft Training Center at Bird Rock, or Pacific Beach. This was a site where sailors would take a six-day course on anti-aircraft artillery. It was opened from 1942 to 1945 and trained about 300,000 sailors to shoot down aircrafts. In a separate and very small room, was a Japanese American side and point of view during the war. It was set up to look like what s room at the internment camps looked like. â€Å"Most Japanese were interned in 10 camps in remote areas of seven western states. No claim of humane intent could change the reality-these were concentration camps. (pg. 736). The room only included a bed and a suitcase which included bedding, a book and one outfit. On the largest wall was a map that displayed the location of all of the internment camps in the U.S and a copy of a poster of instructions for the Japanese living in these rooms. â€Å"Local newspapers there expressed confidence in the loyalty of Japanese Americans, who in any case were crucial to Hawaii’s economy(pg.736)† The room also displayed many newspaper articles, including one from the Los Angeles Examiner on March 23, 1942 announcing relocation of Japanese Americans from Los Angeles to internment camps. It was good to see an example of what kind of media was out during the time. Also in the room was the story of Hiomi Nakamura, a La Jollian born Japanese American who was first transported to a permanent relocation internment camp site, and later drafted to play a role in the was at a laboratory. Also, in this room I found my second artifact, small carvings. In all of the internment camps, people began making what they needed with whatever materials they could find. Scrap lumber became furniture, found metal became knives and for fun, scrap wood was carved into small, painted birds. These carvings were scrap wood paint metal which women also used as jewelry. To the right of this room continues on to an even smaller room. This part of the exhibit was the â€Å"blackout† room, covered with thick black sheets much like those were used by residents at the time to keep light inside their houses. People were so afraid the Japanese would attack that they had to turn out all of their lights at night. Blackouts were enacted to prevent enemy aircraft from reaching their targets by sight. They also helped prevent ships from being viewed in silhouette against the shore, and vulnerable to attack by enemy submarines. Traffic lights and car lights were covered in a way that would deflect their beams to the ground. This is where another one of my artifacts was inspired, a black sheet. These sheets were a source of protection and I feel it exploits a sense of nationalism as well. The community as a whole worked together in order to make sure all the light in their society was turned off. Nationalism is brought up many times in our textbook startin g with the growth of corporate businesses, to the acts of citizens during all three wars. Finally, came the last and second largest room. In this room I found my two remaining artifacts. This part of the exhibit displayed both men and women’s role during the war. It included stories from women who were living at home, while their men were at war. It provided the perspective of what it was like to be a women or even young mother in La Jolla in the 1940’s. Alongside of the roles played living on the home front, it also displayed the new roles women took inside the war itself. â€Å"World War II brought an end to the military as an exclusive male enclave that women entered only as nurses (pg.730).† At first the government discouraged women who wanted to perform some kind of military service. It soon became clear that the war was going to demand more than the government had expected. Women began to do technical jobs normally performed by men. One of the artifacts that I chose from this room was a nurse’s robe from the Red Cross. This robe was not just your typical plain robe but was covered in patches of each army man they had helped. I was barely able to even see any white apart of the original robe. I chose this artifact because it truly portrayed the crucial role women also played in the war. Our textbook gives us a brief overview from the changes of roles women played during the time of war, but the number of patches on this robe opened my eyes to how much more of an important factor these nurses played taking on a great amount of soldiers. The number of men these women helped were astounding, definitely portraying how import a women’s role was. On the other side of the room was a glassed display of a US Army Air force uniform from 1943-1945. It was considered to be the â€Å"Eisenhower jacket,† based on General Eisenhower. In the display were also a M1903 Springfield Rifle and a M1 Grand Rifle alongside what seemed to be a map. The other artifact that I chose from this room was a silk scar f. Now this long silk scarf had nothing to do with fashion, but proved to be a crucial navigation tool during the war. Allied pilots were issued with these scarves that had detailed maps of enemy territory printed on them. The silk scarves also denoted railroads, canals, roads, frontier, churches and lighthouses. Air Power Shrinks the Globe on page 743 of our textbook discusses the growth of airplanes over the period of time of war. â€Å"The Wellington flew 255 miles an hour and cruised as high as 12,000 feet, with a range of 2,200 miles, whereas the new B-29s could travel more than 350 miles an hour, at altitudes up to 30,000 feet, with a range of up to 5,000 miles. (Pg. 743)† At the time, this was a massive step in the evolution of aircrafts and aircrafts at war, but if we compare this to the type of technology we have in our airplanes it cannot compare. Many of us cannot find our ways around our own city without using our mobile devices to navigate us. These pilots were u sing maps printed on scarves to help direct them around! It is incredible. I believe that the site gave an exceptional insight of how life was like prior, during and after World War 11. Each room explained its story well by the display of artifacts, photographs and touching oral stories it presented. The facility was well outlined timeline which exposed a sequence of events. The exhibit related perfectly to the content of this class with all the information and artifacts it presented. Many of the things presented corresponded with what the book had to say about World War II, along with a lot of new material as well. Overall, I was very pleased to have been able to take a day off and visit the La Jolla Historical Society. I was able to learn a great deal of new material which contributed to a better understanding of what times were like during the war, not only as a nation but to the residents of La Jolla.

Catch 22 and a few good men :: essays papers

Catch 22 and a few good men Catch-22 is a novel about the Second World War. It is set on the island of Pianosa, which is off the coast of Italy. It is set in the end of the war while the Germans are on the run and being pushed out of Italy. The book focuses on a bomb group, more specifically a squadron in which a bombardier named Yossarian is assigned to. Yossarian is very upset because all these people he doesn’t even know (the Germans) are trying to kill him. The novel is very hard to understand because of the way it is written. It is helpful in books about the military to have a time-date group so you know what is going on. This book doesn’t have that and is so full of flash backs and flash-forwards that it made my head spin. It wasn’t poorly written but it was hard follow. It has many technical errors such as having helicopters for search and rescue while helicopters weren’t used in military service until the Korean War. The story is a good one but paints a picture of military life as a joke almost. Most of the servicemen in this book had no discipline and did pretty much as they pleased. Yossarian goes through the whole story trying to get out of his squadron and go home. His problem is the commander of the group keeps raising the number of missions required to fly before the rotate home. Every time he gets close the raise the number on him again. Through it all he tries all these schemes to get sent home he acts sick and tries to act crazy. When he tries to acts crazy he thinks that he has a perfect plan to get sent home since there was a rule that anyone who was crazy was unfit to serve in the rigors of combat, but the rule said they had to ask to be grounded. When he goes to get himself grounded he discovers there is a catch. Catch-22 says that anyone who asks to be grounded is not crazy because recognizing danger is the process of a rational mind and anyone with a rational mind is not crazy. That is the main story line of the book.

Beauty and Goodness

We have discussed before a question whether art necessarily has to improve us morally and concluded that not all art has moral impact, or is morally relevant. But think about the following questions, please explain each in detail: 1) Is a work with a moral message a better work because of this, than the work without any moral relevance?I believe that on general terms a work is better with a moral message than without one, meaning that its having a moral message is not the only measure of a work of art but that it is better because it reflects a consciousness, a responsibility on the part of the artist, of trying to make a statement, of sharing his stand to all the eyes that will look at the art work. An artist will eventually die, a work of art has more chances of surviving through the years, and it will be his testament.If it will survive then it would be better if it can show the coming generations a grain of truth on the human condition. 2) Could an immoral work be praised as arti stically successful? Personally I do not believe that an immoral work could be praised as artistically successful. Should art have no meaning but simply satisfy aesthetic taste? Could we look past the effect of a work of art and just choose to look at aspects of it and not its wholeness including the statement it makes?An immoral work goes against the goodness that we recognize as beautiful – and in this it seems that human nature is innately good, as we associate what is good with what is beautiful. It is only when we disassociate with what our emotions and our instinct tells us that we take a calculating look and examine a work based on rigid standards. 3) Are goodness and beauty in any way related in real life? I believe that in goodness we see beauty, but not all things beautiful truly have goodness.We know of beautiful faces but have evil hearts, but we also know of good hearts but may not come in what society brands as beautiful. However, when there is goodness in heart and spirit, we feel safe and good about ourselves and others as well, and we see the beauty in things. After all, all things have beauty and goodness in the – as long as we look for it – and what is good is the beautiful in them.

Economy’s production possibilities Essay

Problem Set 2 Complete all questions listed below. Clearly label your answers 1. What impact would a change that shifts an economy’s production possibilities curve outward have on the long run aggregate supply curve? How have improvements in computer technology affected production possibilities and the long run aggregate supply curve? Explain Answer: Growth of population and the labor-force participation rate Capital accumulation Improvements in technology 2. Construct the AD, SRAS, and LRAS curves for an economy experiencing: (a) full employment, (b) an economic boom, and (c) a recession. (Graphs can be hand drawn or done by computer; label all curves and axes clearly.) a=full employment; b=boom; c= recession 3. What is a budget deficit? How are budget deficits financed? Why do Keynesians believe that budget deficits will increase aggregate demand? Answer: A budget deficit occurs when the government spending exceeds government revenue in a given time period, usually one year. Budget deficits are financed by a country’s bonds. In the U.S., it’s financed by Treasury bills, notes and bonds. This is the government’s way of printing money. Actually, it is creating more credit denominated in that country’s currency. However, it has the same effect — it lowers the value of that country’s currency. As bonds flood the market, the supply outweighs the demand. The Keynesians believe that when aggregated demand exceeds productive capacity of the economy, the federal government can prevent inflationary overheating by reducing demand with a budget surplus generated by a combination of less spending and higher taxes. 4. When output and employment slowed in early 2008, the Bush Administration and the Democratic Congress passed a legislation sending households a check  for $600 for each adult (and $300 per child). These checks were financed by borrowing. Would a Keynesian favor this action? Why or why not? Answer: No, the Keynesian would not agree with this action because their opinion is generating a combination of less spending and higher taxes, not giving away money.

The Principle Of Stare Decisis Example

The Principle Of Stare Decisis Example The Principle Of Stare Decisis – Coursework Example The Principle of Stare Decisis Court adherence according to the legal issues presented is established on the basis of court decisions. The application as evidenced essay demonstrated what the court had already decided on the murder case of Charisse and Lacie. The expectations based on the legal system were to define some level of consistency as explained in the case establishment procedure. Though the murder case appeared complex and based on various facts, Stare decisis explored by preserving some amount of information necessary to project appropriate decisions. Depending on the set of information presented, Payne actions illustrated that the settings made against the evidence projected explore a reconsideration based on facts. (Black, 1979)In the first instance, the malt of liquor which had Payne fingerprints was equally fully based on the existing information. Prior to the murder, there appeared to have been various classes of information that the judges had to dwell on in order t o establish the necessary judgment. Equally enough, the argument was consistent with the various state of information, and the judges were hence at liberty to ignore the stare decsis. The composition of this attempt is based on mistakes making a controversial role play in the entire ruling. Hence adherence to decisive principles involves providing absolute information as per the court establishment. The criminal justice law agencies make a reflection of the law and the constitutional overruns help to provide a justifiable understanding of the effective law judgments. If for example the murder case involving the minor aged 3 presented in the essay appears to be counter-productive then the law considers the latest information and hence presents this before the US Supreme court for interpretation. Court decisions defined in the US Supreme court and expressed as an overturn imply that the system itself is based on the stare decisis decision procedure, widely accepted according to the la w. The aggravation based on the amount of punishment preferred explore the impact of the guilt especially when the evidence is adequate and which would warrant unconditional passage of judgment. (Landes, 1976).ReferencesLandes, W. & Posner, R.(1976). Legal Precedent: A Theoretical and Empirical Analysis. Journal of Law and Economics, 249, 251Black, H.C. (1979). Case law. Blacks Law Case law is a 1979 Dictionary, Fifth Edition, West Publishing Co., St. Paul, MN, 1

Test-Optional Colleges Complete List of 500+ Schools

Test-Optional Colleges Complete List of 500+ Schools SAT / ACT Prep Online Guides and Tips SAT and ACT scores are common admission requirements for college. But what if I told you that you could get into a great school without taking either of these exams? Behold test-optional colleges. Colleges that are test optional don't require you to submit SAT or ACT scoresbut will consider them if submitted. In this guide, we’ll explain what "test optional" means for different schools before providing you with a comprehensive list of test-optional colleges and universities in the US. The first two lists will cover the best test-optional colleges and universities (i.e., those ranked in the top 100), and the last list will include all other test-optional colleges in the country. Along the way, we'll also give you a few key tips on when you should and should not send your SAT/ACT test scores to schools. What Does "Test Optional" Mean? First things first, what exactly are test-optional colleges? At its most basic definition, test optional means thatyou do not need to submit SAT or ACT scores to be considered for admission to a particular school. So while you may submit test scores if you want, you are not actually required to do so. Colleges that are test optional de-emphasize the importance of the SAT and ACT by making the tests an unnecessary component of the admission process. So ifyou took the SAT or ACT but didn’t score as highly as you'd hoped you would, you can apply to test-optional colleges in order to avoid having to send in any unsatisfactory test scores that could potentially hurt your application. Throughout this article, we refer to a school as being test optional if itdoes not outright require SAT or ACT scores from all undergraduate applicants. That said, not all colleges and universities maintain the same policies in regard to their handling of standardized test scores. Below, we look at some of the ways test optional takes on new meanings at different schools. Test Optional Truly test-optional schools are exactly as they sound: you decide whether you'd like to submit your SAT/ACT test scores or not.In other words, you get to determine how you want to present yourself to schools. For example, if you feel your SAT scores are subpar, you might choose to withholdyour scores and instead opt for strengthening other parts of your application, such as your personal statement and resume. Popular test-optional colleges and universities include Bowdoin College, Pitzer College, Wake Forest University, and Brandeis University. Test Flexible Test-flexible schools are slightly different from regular test-optional colleges. At these schools, you may submitother test scores in place of SAT/ACT scores. Acceptable scores will vary depending on the institution, but you can generally fulfill the SAT/ACT requirement by submitting scores from SAT Subject Tests, AP tests, IB tests, and/or school-administered placement tests. Renowned test-flexible schools include NYU, Middlebury College, Drexel University, and the University of Rochester. Class Rank/GPA Substitution At some schools, you may forego sending in your SAT/ACT scoresonly if you meet your school's minimum required GPA or class rank. If you meet these requirements, you will be automatically admitted. If you do not meet these minimum requirements, however, you must then apply as you normally would and submit your SAT/ACT scores with your application. Specific requirements vary, but you'll typically need at least a ranking in the top 10% or a 3.5 unweighted GPA. Well-known schools offering a class rank/GPA substitution policy include UT Austin, Texas AM, andWashington State University. Test Blind The final type of test-optional college is a test-blind college. With this policy,SAT/ACT test scores arenotconsidered during the admission process, even if you include them in your application. Currently, only one school- Hampshire College in Amherst, Massachusetts- has this policy. Here's whatHampshire's official websitesays in regard to its unique stance on test scores: "Unlike 'test-optional' institutions, we will not consider SAT/ACT scores regardless of the score. Even if it’s a perfect score, it will not weigh into our assessment of an applicant." These are the four main types of test-optional policies you’ll see in schools around the US. Now, let's take a look at which top-tier schools presently have test-optional policies. Best Test-Optional Colleges and Universities Though the vast majority of top-tier schools require SAT/ACT scores, a solid handful of them- from popular liberal arts colleges to well-known research universities- are test optional. Below are two lists: the first showsall top-tier test-optional liberal arts colleges, and the second containsall top-tier test-optional research universities.Note that "top tier" indicates any school ranked in the top 100 spots nationally (according to the 2019best national liberal arts colleges and best national universities lists inUS News). We encourage you to skim the lists to see whether there are any schools that might interest you. Each test-optional colleges list is arranged alphabetically, and you can use the ctrl + F function to look for specific schools. Remember that since schools' test-optional policies can vary significantly, it's a good idea to check with schools directly to learn more about their individual SAT/ACT score policies. The entrance to Pitzer College. (CampusGrotto/Flickr) Best Test-Optional Liberal Arts Colleges In recent years, more and more liberal arts colleges are beginning to place less emphasis on SAT/ACT test scores. As a result, many top-tier liberal arts colleges do not require standardized test scores for admission. Agnes Scott College (GA) Lawrence University (WI) Allegheny College (PA) Lewis and Clark College (OR) Augustana College (IL) Middlebury College (Test Flexible) (VT) Bard College (NY) Mount Holyoke College (MA) Bates College (ME) Muhlenberg College (PA) Beloit College (WI) Ohio Wesleyan University (OH) Bennington College (VT) Pitzer College (CA) Bowdoin College (ME) Saint Mary's College (IN) Bryn Mawr College (PA) Sarah Lawrence College (NY) Colby College (Test Flexible) (ME) Sewanee - University of the South (TN) College of the Atlantic (ME) Skidmore College (NY) College of the Holy Cross (MA) Smith College (MA) Colorado College (Test Flexible) (CO) St. John’s College (MD) Connecticut College (CT) St. John’s College (NM) Cornell College (IA) St. Lawrence University (NY) Denison University (OH) Transylvania University (KY) Dickinson College (PA) Trinity College (CT) Earlham College (IN) Union College (NY) Franklin and Marshall College (PA) University of Puget Sound (WA) Furman University (SC) Ursinus College (PA) Gettysburg College (PA) Wesleyan University (CT) Gustavus Adolphus College (MN) Wheaton College (MA) Hamilton College (Test Flexible) (NY) Whitman College (WA) Hobart and William Smith Colleges (NY) Willamette University (OR) Kalamazoo College (MI) Wofford College (SC) Knox College (IL) Sources: FairTest,The Washington Post Texas Memorial Stadium at UT Austin. (Wes Browning/Flickr) Best Test-Optional Research Universities Although most research universities require SAT/ACT scores, the following top-ranked universities do not require them at all. Five of the schools on this list- Wake Forest, Rochester, Brandeis, NYU, and UChicago- are also ranked among the top 40 universities nationwide! American University (DC) University of Chicago (IL) Brandeis University (MA) University of Delaware (DE) Clark University (MA) University of Rochester (Test Flexible) (NY) George Washington University (DC) University of Texas at Austin (Top 8%) (TX) New York University (Test Flexible) (NY) Wake Forest University (NC) Texas AM University - College Station (Top 10%) (TX) Worcester Polytechnic Institute (MA) Sources:FairTest,The Washington Post Should You Submit Test Scores to Test-Optional Colleges? If you’re applying to one of the best test-optional colleges or universities listed above, you might be wondering whether you should submit your SAT/ACT test scores or not. And the answer to this question depends on a few key factors, which we explain below. Submit Your SAT/ACT Scores If †¦ You got a high SAT/ACT score. If you reached (or surpassed) your goal score and are well above your school’s average, submitting your test scores will definitely give you a leg up in the admission process by further emphasizing your academic potential. Your school recommends submitting them. Even if the SAT/ACT is optional for a school, some schools still strongly suggest sending them in. In these cases, it’s usually best to just listen to your schools and submit your test scores anyway. You didn’t take any SAT Subject Tests, AP tests, or IB tests (or, alternatively, didn’t do well on any of them). Test-flexible schools allow you to submit other test scores in place of SAT/ACT scores. But if you didn’t take any other tests or didn’t do as well as you'd wanted to on them, go ahead and submit your (hopefully better) SAT/ACT scores. Do NOT Submit Your SAT/ACT Scores If †¦ You got a low SAT/ACT score. If you failed to hit your goal score on test day, withholdyour scores and instead focus on strengthening other key parts of your college applications. This way, your SAT/ACT scores won’t end up counting against you during the admission process. Youdid far better on your SAT Subject Tests, AP tests, and/or IB tests than you did on the SAT/ACT. If you’re applying to a test-flexible school and you performed better on your other tests than you did on the SAT/ACT, you'll get a far bigger boost to your application by submitting those scores in place of your SAT/ACT scores. You meet the minimum class rank or GPA requirement for your school. If your school automatically admits students who meet a certain class rank or GPA requirement, there's no point in submitting your SAT/ACT test scores. Doing so shouldn't hinder your application, but it won’t help it either! The University of Arizona in Tucson. (dmitri_66/Flickr) Complete List of Additional Test-Optional Schools Above, we gave you two lists of top-ranked test-optional colleges and universities. But what about other test-optional institutions that aren't ranked in the top 100 nationally? In total, there are more than 900 additional test-optional collegesacross the US. And we're giving you the rest of these in a handy table below! The following list of test-optional colleges is arranged both alphabetically and by state (we have also included the District of Columbia, Guam, Puerto Rico, and the Virgin Islands.) Since this test-optional colleges list is undeniably huge, I recommend using ctrl + F to search for schools by name or state. Before you scroll through the list, it's important to be aware of a couple of key points: Wyoming is the only state that doesn't have any test-optional schools. I've included online test-optional colleges (under "Online") and test-optional colleges that are available in multiple locations (under "Multiple Locations"). Both school types can be found at the end of the table. Alabama Loyola University Maryland University of Rio Grande Birmingham-Southern College McDaniel College Walsh University Columbia Southern University Ner Israel Rabbinical College Wilberforce University Heritage Christian University Notre Dame of Maryland University Wittenberg University Huntsville Bible College Salisbury University Wright State University Miles College University of Maryland University College Oklahoma Oakwood University Washington Adventist University Cameron University Selma University Washington College East Central University Stillman College Massachusetts Family of Faith College Talladega College American International College Langston University Alaska Anna Maria College Mid-America Christian University Alaska Pacific University Assumption College Northeastern State University Charter College Bard College at Simon’s Rock Northwestern Oklahoma State University University of Alaska - Anchorage Bay Path University Oklahoma Panhandle State University University of Alaska - Fairbanks Bay State College Oklahoma State University (Oklahoma City) University of Alaska Southeast Benjamin Franklin Institute of Technology Oklahoma State University (Stillwater) Arizona Berklee College of Music Oklahoma Wesleyan University American Indian College of the Assemblies of God Boston Architectural College Southeastern Oklahoma State University Arizona State University Boston Conservatory Southwestern Christian University Art Institute of Phoenix Bridgewater State University Southwestern Oklahoma State University Art Institute of Tucson Cambridge College Spartan College of Aeronautics and Technology Bryant University Dean College University of Central Oklahoma Chaparral College Emerson College University of Science and Arts of Oklahoma College of the Humanities and Sciences Emmanuel College Oregon Collins College Endicott College Art Institute of Portland Grand Canyon University Fitchburg State University Eastern Oregon University International Baptist College Framingham State University Mount Angel Seminary Northern Arizona University Hampshire College Multnomah University Prescott College Laboure College New Hope Christian College University of Advancing Technology Lasell College Oregon College of Art Craft University of Arizona Longy School of Music Oregon Institute of Technology Western International University Massachusetts College of Art and Design Oregon State University - Cascades Campus Arkansas Massachusetts College of Liberal Arts Pacific Northwest College of Art Arkansas Baptist College Merrimack College Pioneer Pacific College Arkansas Tech University Montserrat College of Art Portland State University Crowley’s Ridge College New England Conservatory Western Oregon University University of Arkansas - Fort Smith New England Institute of Art and Communication Pennsylvania University of Arkansas for Medical Sciences Newbury College Albright College University of Arkansas - Monticello Nichols College Art Institute of Philadelphia University of the Ozarks Northpoint Bible College Art Institute of Pittsburgh California Pine Manor College Cabrini University Academy of Art University Regis College Central Penn College Alliant International University Salem State University Chatham University American Jewish University School of the Museum of Fine Arts Curtis Institute of Music American Musical and Dramatic Academy Stonehill College DeSales University American University of Health Sciences University of Massachusetts - Boston Drexel University (Test Flexible) Art Center College of Design University of Massachusetts - Lowell Duquesne University Art Institute of California Western New England University East Stroudsburg University Azusa Pacific University Wheelock College Eastern University Bergin University of Canine Studies Worcester State University Elizabethtown College Bethesda University of California Michigan Gratz College Beverly Hills Design Institute Art Institute of Michigan Harrisburg University of Science and Technology Brooks Institute Baker College Hussian College California Christian College Ferris State University Immaculata University California College Finlandia University Juniata College California College of the Arts Grace Bible College Keystone College California Institute of the Arts Manthano Christian College King’s College California Maritime Academy Michigan Jewish Institute La Salle University California Miramar University Northwestern Michigan College Lebanon Valley College California National University for Advanced Studies Robert B. Miller College Lycoming College California State Polytechnic University - Pomona Sacred Heart Major Seminary Mercyhurst University California State University - Bakersfield Siena Heights University Millersville University of Pennsylvania California State University - Channel Islands University of Michigan - Flint Moore College of Art Design California State University - Chico Walsh College Peirce College California State University - Dominguez Hills Yeshiva Beth Yehuda-Yeshiva Pennsylvania Academy of the Fine Arts California State University - East Bay Minnesota Pennsylvania College of Art and Design California State University - Fresno Academy College Pennsylvania College of Technology California State University - Los Angeles Art Institutes International Minnesota Pittsburgh Technical College California State University - Monterey Bay Augsburg University Point Park University California State University - Northridge Bemidji State University Restaurant School at Walnut Hill College California State University - Sacramento Bethany Global University Saint Charles Borromeo Seminary California State University - San Bernardino Brown College Saint Joseph’s University California State University - San Marcos Capella University Seton Hill University California State University - Stanislaus Concordia University Susquehanna University California University of Management and Sciences Dunwoody College of Technology Talmudical Yeshiva of Philadelphia Charles Drew University of Medicine and Science Globe University Temple University Cogswell Polytechnical College Metropolitan State University University of the Arts Columbia College Hollywood Minnesota Bible College University of Scranton Design Institute of San Diego Minnesota State University University of Valley Forge Epic Bible College Oak Hills Christian College Walnut Hill College Ex’pression College Southwest Minnesota State University Washington Jefferson College Fashion Institute of Design Merchandising Mississippi Wilson College Golden Gate University Alcorn State University Yeshiva Beth Moshe Grace Mission University Mississippi State University Puerto Rico Horizon University Mississippi University for Women American University of Puerto Rico Hult International Business School Mississippi Valley State University Atlantic University College Humboldt State University Southeastern Baptist College Bayamon Central University Humphreys College University of Mississippi Caribbean University Interior Designers Institute University of Southern Mississippi Columbia Centro Universitario John F. Kennedy University Missouri Conservatory of Music of Puerto Rico John Paul the Great Catholic University Baptist Bible College EDP University of Puerto Rico King’s University Columbia College Escuela de Artes Plasticas de Puerto Rico La Sierra University Cox College Inter American University of Puerto Rico Laguna College of Art and Design Evangel University National University College Lincoln University - Oakland Global University Turabo University Los Angeles College of Music Goldfarb School of Nursing Universidad Adventista de las Antillas Marymount California University Harris-Stowe State University Universidad del Este Mills College Lester L. Cox College of Nursing and Health Science Rhode Island Minerva Schools at KGI Lincoln University Bryant University Mount Sierra College Lindenwood University New England Institute of Technology National University Logan University Providence College New School of Architecture Design Maryville University of St. Louis Roger Williams University Northwestern Polytechnic University Missouri Southern State University Salve Regina University Otis College of Art and Design Missouri Western State University South Carolina Pacific States University Park University Allen University Pacific Union College Ranken Technical College Benedict College Patten University Southeast Missouri State University Clinton College Platt College Southwest Baptist University Columbia College San Francisco Art Institute Stevens - The Institute of Business and Arts Morris College San Francisco Conservatory of Music William Jewell College Presbyterian College San Francisco State University (CSU) Montana Voorhees College San Jose State University Montana State University - Billings South Dakota Shasta Bible College Montana State University - Bozeman Black Hills State University Silicon Valley University Montana State University - Northern Dakota State University Sonoma State University Montana Tech of the University of Montana Northern State University Southern California Institute of Technology Salish Kootenai College Oglala Lakota College Southern California Seminary University of Montana - Missoula Presentation College Stanbridge College University of Montana - Western Sinte Gleska University SUM Bible College Theological Seminary Nebraska South Dakota School of Mines and Technology University of Antelope Valley Bellevue University South Dakota State University University of the West Chadron State College University of South Dakota West Coast University Creative Center Tennessee Whittier College Doane University American Baptist College Woodbury University Midland University East Tennessee State University World Mission University Nebraska Wesleyan University King University Yeshiva Ohr Elchonon Chabad/West Coast Talmudical Seminary Peru State College Martin Methodist College Colorado University of Nebraska at Kearney Middle Tennessee State University Art Institute of Colorado University of Nebraska - Lincoln South College Colorado Mountain College University of Nebraska Omaha Welch College Colorado Technical University Wayne State College Texas Denver School of Nursing Nevada Amberton University Metropolitan State College of Denver Art Institute of Las Vegas Angelo State University Naropa University College of Southern Nevada Arlington Baptist College Nazarene Bible College Great Basin College Art Institute of Dallas Platt College Nevada State College Art Institute of Houston Rocky Mountain College of Art Design University of Nevada - Las Vegas Austin College Yeshiva Toras Chaim Talmudical Seminary University of Nevada - Reno Baptist Missionary Ass’n Theological Seminary Connecticut Western Nevada College Baptist University of the Americas Eastern Connecticut State University New Hampshire Brazosport College Fairfield University Colby-Sawyer College College of Biblical Studies Goodwin College Franklin Pierce University Criswell College Holy Apostles College and Seminary Granite State College East Texas Baptist University Lincoln College of New England Keene State University Gemini School of Visual Arts Mitchell College New England College Hallmark University Post University New Hampshire Institute of Art Lamar University Quinnipiac University Northeast Catholic College Messenger College Sacred Heart University Plymouth State University Midwestern State University University of Hartford Rivier University North American University University of Saint Joseph Saint Anselm College Parker University Western Connecticut State University Southern New Hampshire University Paul Quinn College Delaware Thomas More College of Liberal Arts Prairie View AM University Delaware College of Art and Design New Jersey Sam Houston State University Wilmington University Beth Medrash Govoha South Texas College District of Columbia Bloomfield College Southwestern Baptist Theological Seminary Catholic University of America College of Saint Elizabeth Southwestern Christian College Strayer University Drew University Stephen F. Austin State University Trinity Washington University Eastwick College Sul Ross State University University of the Potomac Montclair State University Tarleton State University Florida Pillar College Texas AM International University Adventist University of Health Sciences Rabbinical College of America Texas AM University - Texarkana Art Institute of Ft. Lauderdale Rider University Texas AM University - Commerce Atlantis University Rowan University Texas AM University - Corpus Christi Beacon College Saint Peter’s University Texas AM University - Galveston Broward College Stockton University Texas AM University - Kingsville Carlos Albizu University Talmudical Academy of New Jersey Texas College Chipola College Thomas Edison State University Texas Southern University City College William Paterson University Texas State University - San Marcos College of Business and Technology New Mexico Texas Tech University College of Central Florida Institute of American Indian Arts Texas Woman’s University Daytona State College Navajo Technical University University of Houston - Clear Lake Eastern Florida State College New Mexico Highlands University University of Houston - Downtown Everglades University Northern New Mexico College University of Houston - Victoria Flagler College Santa Fe University of Art and Design University of Mary Hardin-Baylor Florida Career College Southwest University of Visual Arts University of North Texas Florida Gateway College University of the Southwest University of Texas at Arlington Florida Memorial University Western New Mexico University University of Texas at Dallas (Top 10%) Florida National University New York University of Texas at El Paso Florida SouthWestern State College AMDA College and Conservatory of the Performing Arts University of Texas at San Antonio Florida State College Beis Medrash Heichal Dovid University of Texas at Tyler Full Sail University Berkeley College University of Texas of the Permian Basin Gulf Coast State College Beth HaMedrahs Shaarei Yosher University of Texas Rio Grande Valley Hobe Sound Bible College Beth HaTalmud Rabbinical College Wade College Hodges University Boricua College West Texas AM University Indian River State College Cazenovia College Wiley College Jacksonville University Central Yeshiva Tomchei Tmimim-Lebavitch Utah Jose Maria Vargas University College of New Rochelle - School of New Resources Broadview University Keiser University College of Saint Rose Dixie State University Key College College of Westchester Neumont University Lake-Sumter State College Concordia College Stevens-Henager College Lynn University Daemen College Utah Valley University Miami International University of Art and Design Darkei Noam Rabbinical College Weber State University Miami-Dade College Davis College Western Governors University Miami Regional University Dominican College Vermont Northwest Florida State College Eastman School of Music College of St. Joseph in Vermont Palm Beach State College Elmira College Goddard College Pasco-Hernando State College Eugene Lang College of Liberal Arts at The New School Green Mountain College Pensacola State College Excelsior College Landmark College Polk State College Fashion Institute of Technology Marlboro College Ringling College of Art and Design Five Towns College Northern Vermont University - Johnson Rollins College Friends World Program of Long Island University Northern Vermont University - Lyndon Saint Johns River State College Globe Institute of Technology Norwich University Saint Leo University Hartwick College Saint Michael’s College Santa Fe College Helene Fuld College of Nursing Southern Vermont College Schiller International University Hilbert College Sterling College Seminole State College Hofstra University Vermont Technical College South Florida State College Holy Trinity Orthodox Seminary Woodbury Institute of Champlain College St. John Vianney College Seminary Houghton College Virgin Islands St. Johns River State College Ithaca College University of the Virgin Islands - St. Croix St. Petersburg College Jamestown Business College University of the Virgin Islands - St. Thomas St. Thomas University Juilliard School Virginia State College of Florida Kehilath Yakov Rabbinical Seminary Art Institute of Washington Stetson University Keuka College Bluefield College Talmudic University Le Moyne College Christopher Newport University Trinity Baptist College LIM College College of Health Sciences University of Fort Lauderdale Machzikei Hadath Rabbinical College George Mason University Valencia College Manhattan School of Music Hampton University Warner University Manhattanville College James Madison University Yeshiva Gedolah Rabbinical College Marist College Jefferson College of Health Sciences Georgia Medgar Evers College (CUNY) Marymount University Art Institute of Atlanta Mercy College National Business College Atlanta Metropolitan State College Mesivta of Eastern Pkwy Rabbinical Seminary Old Dominion University Bainbridge State College Mesivta Tifereth Jerusalem of America Radford University Beulah Heights University Mesivta Torah Vodaath Seminary Roanoke College Brenau University Metropolitan College of New York University of Management and Technology Carver College Mirrer Yeshiva University of Mary Washington College of Coastal Georgia Monroe College Virginia Baptist College Darton State College Nazareth College Virginia Commonwealth University East Georgia State College New School College of Performing Arts Virginia State University Georgia Gwinnett College New York City College of Technology (CUNY) Virginia University of Lynchburg Georgia Highlands College New York College of Health Professions Virginia Wesleyan College Luther Rice University Niagara University Washington Perimeter College - Georgia State University Ohr HaMeir Theological Seminary Art Institute of Seattle Point University Ohr Somayach-Tanenbaum Ed. Center Bellevue College South Georgia State College Parsons The New School for Design Central Washington University Thomas University Paul Smith’s College City University Guam Plaza College Columbia Basin College Pacific Islands University Purchase College - SUNY Cornish College of the Arts University of Guam Rabbi Jacob Joseph School Eastern Washington University Hawaii Rabbinical Academy Mesivta Rabbi Chaim Berlin Faith Evangelical College Seminary Pacific Rim Christian University Rabbinical College Beth Shraga Green River College University of Hawaii at Hilo Rabbinical College Bobover Yeshiva Bnci Zion Heritage University University of Hawaii Maui College Rabbinical College Ch’san Sofer Lake Washington Institute of Technology University of Hawai’i – West O’ahu Rabbinical College of Long Island North Seattle College Idaho Rabbinical College of Ohr Shimon Yisroel Northwest College of Art Design Boise State University Rabbinical Seminary Adas Yereim Northwest Indian College College of Idaho Rabbinical Seminary M’kor Chaim Olympic College Idaho State University Rabbinical Seminary of America Pacific Lutheran University Lewis-Clark State University Roberts Wesleyan College Peninsula College Northwest Nazarene University Russell Sage College (The Sage Colleges) Seattle Central College University of Idaho Sage College of Albany (The Sage Colleges) South Seattle College Illinois Shor Yoshuv Rabbinical College Walla Walla University American Academy of Art Siena College Washington State University (Top 10%) Christian Life College St. John’s University Whitworth University Columbia College SUNY College of Technology - Delhi West Virginia DePaul University SUNY Empire State College American Military University East-West University SUNY Potsdam Bluefield State College Ellis University Talmudical Institute of Upstate New York Glenville State College Illinois College Talmudical Seminary Oholei Torah Salem International University Illinois Institute of Art Torah Temimah Talmudical Seminary West Liberty University Kendall College Trocaire College West Virginia University at Parkersburg Lake Forest College United Talmudical Seminary West Virginia University Institute of Technology McKendree University Utica College Wisconsin Midstate College Villa Maria College Carthage College National-Louis University Wagner College College of Menominee Nation Northeastern Illinois University Wells College Marian University Robert Morris University Yeshiva and Kolel Harbotzas Torah Milwaukee Institute of Art Design Shimer College Yeshiva D’Monsey Rabbinical College Northland College St. Augustine College Yeshiva Derech Chaim Ripon College Telshe Yeshiva Yeshiva Gedolah Imrei Yosef D’Spinka Wyoming Tribeca Flashpoint College Yeshiva Karlin Stolin N/A Indiana Yeshiva Mikdash Melech Online Ball State University Yeshiva of Nitra Ambridge University Calumet College of St. Joseph Yeshiva of the Telshe Alumni American Public University System Crossroads Bible College Yeshiva Shaar HaTorah Talmudic American Sentinel University Hanover College Yeshiva Shaarei Torah of Rockland Amridge University International Business College Yeshiva Viznitz Andrew University Manchester University Yeshivas Novominsk Anthem College Martin University Yeshivath Zichron Moshe Ashford University University of Evansville North Carolina Aspen University Vincennes University Apex School of Theology Brandman University Iowa Art Institute of Charlotte California Coast University Divine Word College Barber-Scotia California Intercontinental University Drake University Belmont Abbey College Carrington College Hamilton Technical College Bennett College Dunlap-Stone University Kaplan University Brevard College Florida Tech Maharishi University of Management Carolina Christian College Fremont College Kansas Catawba College Grantham University Donnelly College Charlotte Christian College and Theological Seminary Harrison Middleton University Emporia State University Grace College of Divinity Huntington College of Health Sciences Fort Hays State University Guilford College Independence University Friends University Heritage Bible College INSTE Bible College Haskell Indian Nations University High Point University National Paralegal College Kansas State University Laurel University New Charter University Manhattan Christian College Lees-McRae College New England College of Business MidAmerica Nazarene University Living Arts College Northcentral University Ottawa University New Life Theological Seminary Penn Foster College Pittsburg State University Pfeiffer University Shiloh University University of Kansas Southeastern Baptist Theological Seminary Southwest University Washburn University Warren Wilson College Trident University International Wichita State University North Dakota United States University Kentucky Bismarck State College University of Atlanta Asbury University Dickinson State University University of the People Beckfield College Mayville State University Walden University Clear Creek Baptist Bible College Minot State University Wellington Shaw Christian University Lindsey Wilson College Turtle Mountain Community College Multiple Locations Sullivan University United Tribes Technical College American InterContinental University University of Pikeville Valley City State University American National University Louisiana Ohio Argosy University Grambling State University Antioch University - Midwest Brown Mackie College Louisiana State University Baldwin-Wallace University Bryant Stratton College Louisiana State University - Alexandria Cincinnati College of Mortuary Science Chamberlain College of Nursing McNeese State University Cleveland Institute of Music College America New Orleans Baptist Theological Seminary Columbus College of Art Design Culinary Institute of America Nicholls State University Franklin University Davenport University Northwestern State University God’s Bible School and College DeVry University Southeastern Louisiana University Hiram College Dine College Southern University – New Orleans Lake Erie College ECPI University Southern University AM College Mercy College of Ohio Embry-Riddle Aeronautical University St. Joseph Seminary College North Coast College Everest University University of Holy Cross Ohio Dominican University Galen College of Nursing University of Louisiana at Lafayette Ohio Mid-Western College Grace School of Theology University of Louisiana at Monroe Ohio State University Agricultural Technical Institute (Ohio State ATI) Herzing University University of New Orleans Ohio State University at Lima International Academy of Design and Technology Maine Ohio State University at Mansfield Johnson Wales University Maine College of Art Ohio State University at Marion Miller-Motte College Saint Joseph’s College Ohio State University at Newark National American University Thomas College Ohio University - Lancaster Campus National College Unity College Ohio University - Chillicothe Campus Rasmussen College University of Maine at Augusta Ohio University - Eastern Campus Remington College University of Maine at Farmington Ohio University - Southern Campus at Ironton Sanford-Brown College University of Maine at Fort Kent Ohio University - Zaneville Campus South University University of Maine at Machias Rabbinical College of Telshe Southern Technical College University of Maine at Presque Isle Shawnee State University Stratford University University of New England Tiffin University Touro University Worldwide Maryland Tri-State Bible College Union Institute University Goucher College University of Cincinnati Blue Ash College University of Phoenix Hood College University of Northwestern Ohio Virginia College Sources:FairTest,The Washington Post What’s Next? Which colleges don't require the SAT Essay? Which colleges require ACT Writing? Read our in-depth guides to learn which schools require the essay, which ones recommend it, and which ones don't care either way. Not a big fan of application fees?Me neither.That's why we've compiled a handy list of colleges that don't require application fees. Debating whether to take the SAT or ACT? Read our extensive ACT vs SAT guideto learn about the differences between the two tests and to get tips on choosing the right one for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: