Ventajas de estudiar en un Community Colleges en EEUU

Los Colegios Comunitarios –Community Colleges en inglà ©s– son una opcià ³n mà ¡s econà ³mica que las universidades para las personas interesadas en estudiar una  carrera universitaria en Estados Unidos, tomar cursos de inglà ©s o completar estudios profesionales de grado medio. La estadà ­sticas ponen de relieve la importancia de los Community Colleges dentro del sistema universitario de los Estados Unidos. Segà ºn el Community College Research Center, el 45 por ciento de los estudiantes universitarios en el paà ­s realizan sus estudios en uno de esos centros. Esto es, mà ¡s de ocho millones de estudiantes, de los cuales mà ¡s de la mitad estudian a tiempo parcial. Quà © son los Community Colleges   El nombre de Community Colleges se refiere a instituciones universitarias que otorgan un Associates Degree al estudiante que finaliza sus estudios y requieren haber completado 60 crà ©ditos en cursos semestrales. En comparacià ³n, los colleges y universidades otorgan un tà ­tulo universitario en la forma de Bachelor ´s Degree y es necesario haber finalizado 120 crà ©ditos. Los Community Colleges tambià ©n se conocen con el nombre de Technical Colleges o Junior Colleges, incluso County Colleges. En las diferentes zonas geogrà ¡ficas de Estados Unidos hay la costumbre de llamarle de distinta forma. En todo caso, es lo mismo. Tambià ©n se le conoce como instituciones de dos aà ±os, ya que si se estudia a tiempo completo y satisfactoriamente los cursos se finalizan en ese tiempo. Costo de los Community Colleges Estudiar en los Colegios Comunitarios es mucho mà ¡s asequible que el de las Universidades de cuatro aà ±os El ahorro puede ser muy grande y servir para pagar gastos como alimentacià ³n, libros de texto, viajes, etc. La mayorà ­a de los Community Colleges son pà ºblicos, aunque tambià ©n los hay privados. Estos à ºltimos son mà ¡s caros, pero siguen siendo un ahorro notable en comparacià ³n con Universidades y Colleges. Ademà ¡s, en la mayorà ­a de los estados hay una diferencia en el precio de la matrà ­cula –tuition en inglà ©s– entre in state y out of state. Los que califican como in state, es decir, los residentes en ese estado generalmente pagan mucho menos que los de out of state, aunque no siempre es asà ­. Ciudadanos, residentes, refugiados y asilados que vivan en un determinado estado y cumplan con requisitos adicionales que dependen de cada estado pueden calificar para una matrà ­cula in state. Si los indocumentados califican o no para esa calificar depende del estado. Pero en muchos de ellos, sà ­ que se pueden beneficiar y pagar como in state, si realmente residen en el estado. Los estudiantes internacionales (visas F-1 o M-1) deben pagar como out of state.   Ejemplo de ahorro en coste de pago de matrà ­cula La Universidad de Texas es pà ºblica y prestigiosa con muchos centros. Estudiar en su campus de cuatro aà ±os de Austin tiene un costo de matrà ­cula anual para el curso que empieza en octubre de 2019  de $35.682 para los estudiantes out of state. Y de $10.092 para los in  state. En comparacià ³n, Central Texas Community College, tambià ©n pà ºblico, tiene un costo por aà ±o para el curso que empieza en octubre de 2019 de $7.050 para estudiantes out of state y de $2.700 para los que pueden calificar como in state del distrito y $3.390 para los in state de otro distrito. En comparacià ³n, Rice University, tambià ©n radicada en Texas pero privada, tiene un costo de matrà ­cula anual para el mismo periodo de $43.918, para todo tipo de estudiantes, ya que al ser una institucià ³n privada no hace distinciones entre residentes en el estado y los que no lo son. La siguiente herramienta sirve de determinar  cuà ¡nto cuesta la matrà ­cula en mà ¡s de 1.000 Community Colleges Menores exigencias en los tests  de ingreso Aunque cada centro tiene sus propias reglas, en general los Colegios Comunitarios admiten estudiantes con resultados mà ¡s bajos en los exà ¡menes estandarizados como TOEFL, SATS y equivalentes que las universidades de cuatro aà ±os. Incluso puede suceder que no sean un requisito. Ademà ¡s, conviene tener en cuenta que los que son pà ºblicos pueden tener normas que los obliguen a aceptar dentro de su sistema a los estudiantes residentes en el estado que han obtenido su graduacià ³n de high school o equivalente, tipo GED. Esto no sucede con los estudiantes internacionales ni con los residentes de otros estados de la Unià ³n Americana. Pero sà ­ que merece resaltar que los requisitos de ingreso son, en general, mà ¡s fà ¡ciles de obtener que los que piden las universidades y colleges de cuatro aà ±os. Por lo tanto, para los estudiantes que todavà ­a no se sienten cà ³modos acadà ©micamente con el inglà ©s, los Community Colleges pueden ser una gran opcià ³n. Oportunidad para familiarizarse con el sistema educativo universitario de los Estados Unidos Los estudios en un Community College son dos aà ±os en los que se puede mejorar notablemente el conocimiento del inglà ©s y sus particularidades acadà ©micas. Ademà ¡s, brinda la oportunidad de conocer y entender el sistema de crà ©ditos, requisitos, à ¡reas de concentracià ³n  (mayors), titulaciones, etc. Esto puede ser recomendable para los estudiantes extranjeros que no han cursado ningà ºn aà ±o de high school en Estados Unidos y desconocen el sistema de estudios. Ofrecen una titulacià ³n en sà ³lo dos aà ±os El tà ­tulo que se gana al completar los crà ©ditos es el de Associates Degree y se conoce como Diploma o Certificate. En muchos casos es suficiente para desempeà ±ar profesiones como algunos tipos bà ¡sicos de enfermerà ­a, maestro de educacià ³n temprana, paralegal, tà ©cnico de laboratorio, etc. En otros, se puede utilizar como un trampolà ­n para acceder a una universidad o college de cuatro aà ±os y asà ­ ganar una titulacià ³n universitaria completa. El estudiante que piensa aplicar a una universidad de cuatro aà ±os deberà ­a considerar solicitar el ingreso a varias instituciones. De hecho, es prà ¡ctica habitual enviar la solicitud a entre seis y ocho universidades. Estos son los  ocho tipos de documentacià ³n que se necesitan para aplicar a la universidad  y colleges, por lo que es muy importante planear con tiempo. A pesar de las ventajas que supone estudiar en un Community College y por lo que deberà ­a ser una opcià ³n a considerar, tambià ©n hay que tener presente los siguientes inconvenientes. Posible dificultad  para hacer un transfer a una universidad de cuatro aà ±os No todas las universidades y colleges aceptan estudiantes que han realizado parte de sus estudios en otra institucià ³n. O, si los aceptan, imponen condiciones duras para transferir los crà ©ditos ya estudiados. Por esta razà ³n, si lo que se pretende es estudiar una carrera de cuatro aà ±os es obligatorio  asegurarse saber  cuà ¡ntas universidades y garantizan la admisià ³n de los estudiantes del Community College que se està ¡ considerando como una  opcià ³n  para estudiar los dos primeros aà ±os. La admisià ³n està ¡ garantizada siempre y cuando se haya cursado un determinado nà ºmero de crà ©ditos y el GPA (calificacià ³n media de los cursos realizados) està © dentro del mà ­nimo  aceptado por la Universidad. Ademà ¡s, hay universidades que aceptan de buena gana estudiantes internacionales provenientes  de Community Colleges prestigiosos por considerar que ya conocen el sistema acadà ©mico americano. Eso puede ser asà ­ aunque no tengan firmado ningà ºn acuerdo. En estos casos va a depender de la calidad y mà ©ritos de los estudiantes. Para evitar problemas en los transfer analizar en detalle los Community Colleges que pueden ser una opcià ³n.   En el caso de estudiantes internacionales preguntar quà © tipo de apoyo tienen para acomodarse al sistema de vida americano y para mejorar en el inglà ©s. Opciones de visa para los estudiantes internacionales La visa de estudiante mà ¡s comà ºn es la F-1 y, en el caso de estudios vocacionales, la M-1. Pero a veces mà ¡s que estudiar una carrera lo que se quiere es practicar el inglà ©s y vivir unos meses en USA. En estos casos es recomendable tener en cuenta los  distintos programas que conforman la visa J-1 de intercambio, ya que en algunos casos podrà ­an ser convenientes.   Otra opcià ³n para los estudiantes que viven en Mà ©xico o Canadà ¡ cerca de la frontera es solicitar una visa F-3, que les permite conocer el sistema educativo estadounidense sin necesidad de tener que vivir en los Estados Unidos. Posibles problemas para sacar la visa de estudiante Si el dinero no es un problema y te han admitido de una buena universidad de cuatro aà ±os, acepta. Los Community Colleges son una buena opcià ³n, dependiendo de las caracterà ­sticas de cada estudiante, incluso pueden ser la mejor opcià ³n en casos de inglà ©s limitado o cuando el dinero va muy justo. Pero si hay la oportunidad de ir a una buena universidad, esa deberà ­a ser siempre la primera opcià ³n. Ademà ¡s, en ocasiones para los estudiantes internacionales aplicar para un Community College puede ser visto como sospechoso por el oficial consular que debe aprobar la visa de estudiante. Es importante conocer las causas que pueden convertir a una persona en inelegible para una visa no inmigrante, entre las que se encuentra la de estudiante. Ademà ¡s, estas son  22 causas que convierten a una persona en inadmisible para ingresar a Estados Unidos. Puntos Clave: Community Colleges Los Community Colleges o Colegios Comunitarios permiten estudiar inglà ©s, estudios profesionales y los primeros dos aà ±os de una licenciatura universitaria.Son mà ¡s baratos que los Colleges de cuatro aà ±osExigen menos requisitos acadà ©micos y de conocimientos de inglà ©s para admitir a los estudiantes.No siempre es posible transferir los crà ©ditos de un Colegio Comunitario a una college de cuatro aà ±os. Este es un artà ­culo informativo. No es asesorà ­a legal.

The Sociological Imagination C. Wright Mills - 907 Words

During the course of an individual s life a person will experience what C. Wright Mills refers to as the trap. The trap alludes to a person that can only see and understand their own small scope of life. Their frame of reference is limited to their day to day life and personal experiences that are directly related to them, they cannot see the bigger picture. They do not yet know that the sociological imagination can set them free from this trap and as C. Wright Mills said, In many ways it is a terrible lesson; in many ways a magnificent one.. The sociological imagination is truly an incredible thing. Most people go through life indeed feeling trapped by the personal troubles that plague their lives and some never even consider that there are others in the exact same circumstances, that those people are a result of the issues of the larger world just as they are. The sociological imagination allows us to see beyond our limited scope. It enables us to see the connection between ourselv es and our experiences, and the place in history in which we find ourselves. Our actions or decisions we make each day have the potential to impact others and many of us don t consider this fact. With the sociological imagination we can relate our own personal life to what may be going on in the world around us. We can see how events can affect the world at large and also us individually. C. Wright Mills offers three groups of questions that he states must be asked by those who areShow MoreRelatedThe Sociological Imagination By C. Wright Mills857 Words   |  4 PagesThe sociological imagination is simply the act of having the capacity to think ourselves away from the commonplace schedules of our day by day lives keeping in mind the end goal to take a gander at them with a new perspective. C. Wright Mills, who made the idea and composed a book about it, characterized the sociological creative ability as the clear attention to the connection amongst encounter and the more extensive society. The sociological imagination is the capacity to see things sociallyRead MoreSociological Imagination By C. Wright Mills969 Words   |  4 Pages C. Wright Mills defined sociological imagination as the awareness of the relationship between personal experience and the wider society. Understanding and being able to exercise the sociological imagination helps us understand the re lationship between the individual and society. Mills focuses on the distinction between personal troubles and public issues. Having sociological imagination is critical for individual people and societies at large to understand. It is important that people areRead MoreThe Sociological Imagination By C. Wright Mills1315 Words   |  6 Pagesâ€Å"The sociological imagination enables us to grasp history and biography and the relations between the two within society. This is its task and its promise.† C. Wright Mills writes about the sociological imagination in an attempt to have society become aware of the relationship between one’s personal experience in comparison to the wider society. By employing the sociological imagination into the real world, individuals are forced to perceive, from a neutral position, social structures that, inRead MoreThe Sociological Imagination By C. Wright Mills986 Words   |  4 PagesMills Chapter Summary â€Å"Yet Men do not usually define the troubles they endure in terms of historical change and institution contradiction.† Stated from chapter one of â€Å"The Classic Readings in Sociology† which was based on â€Å"The Sociology Imagination† by C. Wright Mills. As our Sociology 131 class study the works of C. Wright Mills, we learn and examine his views. We learn how he view other things such as marriage, war, and the limitations of men. His view of war is that both sides playRead MoreSociological Imagination By C. Wright Mills942 Words   |  4 PagesSociological imagination according to C. Wright Mills (1959) â€Å"enables its possessor to understand the larger historical scene in terms of its meaning for the inner life and the external career of a variety of individuals† (p.5) Mills in this book of The Sociological Imagination explains how society shapes the people. Mills wants people to be able to use sociological imagination to see things in a sociology point of view, so they can know the difference between personal troubles versus personal issuesRead MoreSociological Imagination, By C. Wright Mills Essay1611 Words   |  7 PagesI SOCIOLOGICAL IMAGINATION CONCEPTUALIZATION As conceived by C. Wright Mills, sociological imagination is the mental ability to establish intelligible relations among social structure and personal biography that is observing and seeing the impact of society over our private lives. Sociological imagination helps an individual to understand on a much larger scale the meaning and effect of society on of one’s daily life experience. People blame themselves for their own personal problems and they themselvesRead MoreThe Sociological Imagination, By C. Wright Mills799 Words   |  4 Pages The sociological imagination, a concept used by C. Wright Mills, is essentially the ability to perceive a situation or act in a much larger social context as well as examining the situation or act from many perspectives. In particular, it plays a paramount role in Donna Gaines Teenage Wasteland. It is a tragic story of 4 teens who together, committed suicide. The teens were deemed as â€Å"dropouts, druggies† [Teenage Wasteland 8.2 ] by newspapers and were still treated with disdain even after theirRead MoreThe Sociological Imagination : C. Wright Mills1822 Words   |  8 PagesC. Wright Mills defines the sociological imagination as, â€Å"what they need, and what they feel they need, is a quality of mind that will help them to use information and to develop reason in order to achieve lucid summations of what is going on in the world and of what may be happening within themselves†. Mills also says that the sociological imagination enables us to grasp history and biography and the relations between the two within society. When I read Chapter One: The Promise from C. WrightRead MoreThe Sociological Imagination, By C. Wright Mills1692 Words   |  7 Pagesentire life, can be determined by examining his or her intellect, high school performance, and talents. However, C. Wright Mills proposes a new approach to this idea in his work, â€Å"The Promise.† Mills presents an idea known as the sociological imagination, which examines society on a larger scale to better grasp an individual’s life circumstances (Mills 2). The sociological imagination examines the role of social forces on the lives of individuals (Butler-Sweet, September 5, 2017). For example,Read MoreSociological Imagination, By C. Wright Mills1762 Words   |  8 Pages 10/11/2017 ID 100602667 Soc. 1 FY40 Sociological Imagination The Sociological Imagination, by C. Wright Mills, was a statement that questioned the developing field of sociology, challenging sociologists and the public to take seriously the rise of elites and the decline of American democracy, American community, and American equality. Mills argues that the sociological imagination is a quality of mind necessary to the understanding of the human condition

Shakespeare wrote the play Julius Caesar in 1599 Essay Example For Students

Shakespeare wrote the play Julius Caesar in 1599 Essay Shakespeare wrote the play Julius Caesar in 1599. The play is supposedly based on a true Roman story about the assassination of Caesar, but nobody is completely sure. In its time, Julius Caesar would have appealed to the Elizabethan audience because the assassination of a person as important as Caesar was very bad, so portraying it on stage would be very exciting for the audience. Carrying any type of sword or knife whilst walking through the streets of England was frowned upon and would probably carry the death penalty, so using them on stage would be a very interesting and exciting thing for the people to see. In the few scenes leading up to the speeches in Act III Scene II, Brutus has gathered a group of people who dislike Caesars way of ruling the country: they decide they are going to assassinate him. At the time of the murder it is Brutus who stabs Caesar, and Caesar, who thought Brutus his friend, says Et too, Brute, which means you as well, Brutus? . This implies that it is not so much the conspiracy that hurt him, more the fact that even his best friend wanted to kill him, a view point which is enforced in the succeeding lines until Caesars death. The play continues to the point where the speeches start. At the time of Caesars death, before they find out about it, the citizens of Rome are celebrating Caesars defeat of Pompey. They have been dancing around the street, paying no attention or respect to any of the people who are more important than themselves. We know from this that the people of Rome are very fickle, as they had been supporting Pompey until Caesar defeated him, at which time they decided that Caesar ruled. Brutus has already agreed to let Mark Anthony make Caesars eulogy. In this he made a grave mistake, as Mark Anthony plans to create civil uprising in Rome against Brutus and his fellow conspirators. Although Brutus is often portrayed to the audience as a villain, he shows his integrity and nobility as well as his naivety by giving Antony an open floor, and by insisting that the civilians stay to listen to Antony after his own departure. Not only does this give Antony a free reign to say what he likes, but it also gives him the advantage of speaking last, giving him the opportunity of a final, uncontested manipulation of the civilians. Brutus speaks in prose, which he hopes will make the plebeians feel he is on their level à ¢Ã¢â€š ¬Ã¢â‚¬Å" but instead it patronises them. Antony however, speaks in blank verse, which shows that he is intellectual and so he gains the respect of the crowd. When speaking in blank verse, there would be ten syllables in each line of the speech, and the rhythm would gain the attention of the crowd. The start of Brutus speech reflects his values and personal priorities: he starts his speech with Romans, Countrymen, and Lovers, showing he is strongly patriotic and values patriotism in other people. This is why he addresses the people as a nation of Romans, as opposed to Antonys Friendsà ¢Ã¢â€š ¬Ã‚ ¦, and opening that shows a successful, personal touch to the civilians of Rome. When Brutus enters the stage, he has his arms up in the air, covered with Caesars blood. This is a very dramatic effect used by Shakespeare, as his draws the attention of the crowd towards Brutus. However, Antony enters by walking onto the stage carrying Caesars dead body in his arms, which would have an even more dramatic effect. It also shows to the crowd how much Antony cared for Caesar, carrying his body regardless of all the blood. Brutus is the first of the two to speak to the citizens. He approaches the crowd by stating that his reason for killing Caesar was not that he did not love Caesar, but that he loved Rome more. .uf651e3c59140ace324b16d7f72f0bcae , .uf651e3c59140ace324b16d7f72f0bcae .postImageUrl , .uf651e3c59140ace324b16d7f72f0bcae .centered-text-area { min-height: 80px; position: relative; } .uf651e3c59140ace324b16d7f72f0bcae , .uf651e3c59140ace324b16d7f72f0bcae:hover , .uf651e3c59140ace324b16d7f72f0bcae:visited , .uf651e3c59140ace324b16d7f72f0bcae:active { border:0!important; } .uf651e3c59140ace324b16d7f72f0bcae .clearfix:after { content: ""; display: table; clear: both; } .uf651e3c59140ace324b16d7f72f0bcae { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf651e3c59140ace324b16d7f72f0bcae:active , .uf651e3c59140ace324b16d7f72f0bcae:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf651e3c59140ace324b16d7f72f0bcae .centered-text-area { width: 100%; position: relative ; } .uf651e3c59140ace324b16d7f72f0bcae .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf651e3c59140ace324b16d7f72f0bcae .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf651e3c59140ace324b16d7f72f0bcae .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf651e3c59140ace324b16d7f72f0bcae:hover .ctaButton { background-color: #34495E!important; } .uf651e3c59140ace324b16d7f72f0bcae .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf651e3c59140ace324b16d7f72f0bcae .uf651e3c59140ace324b16d7f72f0bcae-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf651e3c59140ace324b16d7f72f0bcae:after { content: ""; display: block; clear: both; } READ: Act 3, Scene 4 - How would I play Malvolio EssaySpecifically, he says: Brutus rose against Caesar, that is my answer: Not that I loved Caesar less, but that I loved Rome more III, ii, 21-22 This quote almost proves and summarizes Brutus point in his speech. To achieve his goals, Brutus oratory techniques were simple, logical and rational. Brutus speech is very formal and controlled, and it seems that al of the sentences are perfectly balanced. Although he did a very good job at explaining to the citizens that assassinating Caesar was for the good of Rome, he still had not proved to them that what he had done was good. Brutus then continues to explain again that he loved Caesar, but also how his death was for the good of Rome. As Caesar loved me, I weep for him. Brutus explains here that he still cared for Caesar and he also explains that Caesar was not good for Rome as he was ambitious: But as he was ambitious, I slew him. Brutus entered the stage looking at a confused and curious crowd. After he explained all his reasons for killing their beloved ruler, the people rejoiced for him and respected him, yet they were convinced for only a short while. Brutus leaves the scene and the stand for Antony to speak. Antony begins by explaining that he only wants to bury Caesar, not praise him. Antony explains that he does not wish to disgrace Brutus honorable name. But Brutus says he is ambitious, and Brutus is an honorable man. This quote proves how Antony kept mentioning about Brutus and the Conspirators. Although he repeatedly quotes that Brutus is an honorable man, he means the opposite. Antony wants mutiny against the Conspirators. Antonys technique, although, was very original. His use of repetition created a sense of sarcasm about Brutus and the Conspirators when he repeatedly referred to them as honorable men. Antony made use of mentioning that Caesar was not ambitious for three reasons: he refused the crown three times, he did not pocket the money, rather, he put it in the treasury, and he wept for the poor. By saying this, Antony hoped to get the attention of the crowd counteracting Brutus statement of Caesar being ambitious. Also, Antony makes good use of Caesars will and the dead body. He tries to entice the crowd by referring to the will, which offered seventy five drachma to each citizen as well as Caesars land to be used for a public park. At first, the people were against Antony, due to Brutus previous speech. Antony did an excellent job of persuading the crowd and moving them to mutiny, which was his original purpose, although, it was Antonys appeal to the crowds emotions that ultimately swayed them to his side. In conclusion, both Brutus and Antonys speeches were very important to the story so that the point could be lead across of Caesars death. Both characters shared their opinions and in the end, one got the approval of the crowd. In this, Antony did a very good job of moving the crowd to mutiny.