What Is Dry Needling Essay Example for Free

What Is Dry Needling Essay Recently, Physical Therapists have been seeking to incorporate what is being named Dry Needling into their patient treatment regimens. Dry Needling is indistinguishable from acupuncture, yet is often based on two or three day seminars, featuring only 16 to 24 hours of classroom education with no needle technique clinical internship training being included. Is Dry Needling the same as Acupuncture? â€Å"Yes,† according to all major state and national organizations involved in the certification, professional representation and educational development of the field of Acupuncture and Oriental Medicine. The Council of Colleges of Acupuncture and Oriental Medicine (CCAOM) states â€Å"It is the position of the CCAOM that any intervention utilizing dry needling is the practice of acupuncture, regardless of the language utilized in describing the technique.† 1 Medicare agrees. â€Å"The only code for Medicare that would cover something like dry -needling would be an acupuncture code,† said Assistant U.S. Attorney Kevin Doyle .† Will Dry Needling practice affect Acupuncture practice? Patients do not discern between types of needling treatments. When a patient receives a therapy involving needling, their perception is that they have received acupuncture. When acupuncture is performed by practitioners without adequate classroom and clinical education, the experience of acupuncture is not optimal. When acupuncture is performed by practitioners without needling technique education, without Clean Needle Technique certification, and without needle technique clinical internship, the experience of needling can be hazardous. Adversely performed acupuncture negatively impacts all those practitioners who are licensed to practice acupuncture. Negative patient feedback especially affects the availability of new patients for Licensed Acupuncturists. It makes good business sense for practitioners of Traditional Chinese Medicine and acupuncture to safeguard, protect and regulate the teaching and practice of their chosen healing art, Acupuncture. Coalition for Safe Acupuncture Practice seeks to inform and warn the public of the healthcare hazards and the potential for serious injury that exists in undergoing Dry Needling treatment by any healthcare practitioners, including Physical Therapists, who are not also fully trained and licensed as Acupuncturists.

Investigation into the kinetics of the reaction between peroxodisulphate(VI) ions and iodide ions :: essays research papers

PLAN Introduction: After having built up knowledge about the kinetics of reactions I decided to do an investigation in this area. I was initially introduced to this particular reaction1 in EP6.4 and then in AA2.1. I was interested in using this reaction as a means of potentially supporting and quantifying some of the theories that I have studied along with also perhaps extending on them. Aim: Using a clock reaction I shall: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Investigate the effect of concentration for each reactant and use the results to find the rate equation for this particular reaction. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Investigate the effect of temperature on the rate and use the results to find the activation enthalpy for this particular reaction. Background detail The Reaction:2 The reaction I am studying is often referred to as an ‘iodine clock reaction.’ A clock reaction is where the time taken to form a definite, small amount of a product at the beginning of a reaction is recorded to work out the rate. This reaction involves the oxidation of iodide ions to iodine molecules which are soluble in water and are visible as a pale brown clear solution. The formation of the iodine can easily be detected because all other species in the reaction mixture are colourless. The addition of starch to the reaction mixture further enhances the colour change by forming a dark blue-black complex with the iodine. The overall ionic equation is: (the spectator ions K+ have been left out to see the electron transfer clearly) S2O82- (aq) + 2I- (aq)  2SO42- (aq) + I2 (aq) The initial rate of the reaction can be measured by measuring the time it takes to produce a fixed small amount of iodine in the reaction as mentioned above. This can be done by adding thiosulphate ions into the reaction system which instantaneously revert the iodine molecules to iodide ions. When the amount of thiosulphate ions run out, iodine is produced and there is a sudden colour change. A sudden colour change makes the time required for the iodine to be produced very obvious. This reaction is shown in the equation: 2S2O32- (aq) + I2 (aq)  S4O62- (aq) + 2I- (aq) The total amount of iodine produced in the reaction mixture can be calculated by the equivalent amount of thiosulphate added to the reaction mixture. This way the rate can be measured in concentration of iodine produced per unit time rather than just as a reciprocal of time. This is important because it enables me to work out the rate constant, k, in the rate equation which I will discuss later.

Case: Problem in Pay System

MGT 302 Case: problems in pay system Xiamiao Zhu 1. Are the CCUA department’s current pay practices concerning data processor IIs and computer analyst Is externally equitable? Explain your answer. Pay practice in CCUA: * Data processor II position: * $11. 00—$12. 70 per hour. * $24,960 per year based on their 40-hour workweek. * Health and life issuance is provided by the company at a cost of $950 per year per employee. * Computer analyst I position: * Salary range $25,500—$32,500. * The average salary paid to the eight incumbents is $31,500. Health and life issuance is provided by the company at a cost of $950 per year per employee. Survey data: | CCUA| Average salary| Mfg/ Consumer| Mfg/ Industrial | Banking | Other Financial service| DP services| Wholesale distribution| Junior analyst and programmer| 31,500| 35,156| 33,750| 40,714| 35,000| 32,143| 37,500| 32,875| Data processor| 24,960| 27,500| 26,000| 29,000| 28,000| 26,500| 26,000| 27,000| * Data processor I I position closely matches the survey’s Data processor. Computer analyst position is most comparable with survey’s junior analyst and programmer. * Both DP II’s and CA I’s at CCUA are underpaid compare to the market. * Both DP II’s and CA I’s at CCUA have $950 health and life insurance. 2. What specific action, if any, do you recommend be taken now? Be specific and justify your recommendations as fully as possible. * Conduct a wage survey: Who is the relevant labor market? What is the competition paying? What sources for market data? What benchmark jobs should be included?Get the survey done in the rural southwest area more in the locality where department is situated so that data is more comparable and find the other benefits of the survey companies. * Choose a pay policy and develop a pay structure: decrease the number of the employee and pay the higher salary. Or hire employee buy using less recruitment cost and training cost. Hire and pa y employee following the policy and the structure. 3. What specific strategy do you recommend for the future so that these types of problems can be anticipated and avoided. Exit interviews: understand the reason for not stay in the company and find the solution to avoid it. * Better scanning of local and regional external pay referents, do let employee think you are paying much less than others. * Better two-way communication with employee. Do the employee satisfaction survey once a year before somebody is trying to quit. * Provide no monetary benefits * Provide larger budget for job categories 4. What additional information in this situation would have enable you to improve the quality of your recommendations? Improve the exit interview and focus on the questions like: * What is your primary reason for leaving? * Did anything trigger your decision to leave? * What was most satisfying about your job? * What was least satisfying about your job? * What would you change about your job? * Find some information about pay equity information: http://www. hrsdc. gc. ca/eng/labour/equality/pay_equity/about/guide. shtml * Conduct the web search O*NET to find if there is any help. 5. Occupations:| Wage & employment trend:| Computer systems analysts:| Median wages (2011) $37. 7 hourly, $78,770 annual Employment (2010) 544,000 employees Projected growth (2010-2020) Faster than average (20% to 28%) Projected job openings (2010-2020) 222,500 Top industries (2010) Professional, Scientific, and Technical Services (33% employed in this sector)Finance and Insurance (14%)| Computer programmer:| Median wages (2011) $34. 92 hourly, $72,630 annual Employment (2010) 363,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 128,000 Top industries (2010) Professional, Scientific, and Technical ServicesInformation| Computer and information system manager:| Median wages (2011) $56. 4 hourly, $118,010 annual Employment (2010) 308,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 102,800 Top industries (2010) Professional, Scientific, and Technical ServicesFinance and Insurance| Operations research analysts:| Median wages (2011) $34. 59 hourly, $71,950 annual Employment (2010) 65,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 30,000 Top industries (2010) Professional, Scientific, and Technical Services (23% employed in this sector)Finance and Insurance (22%)Government (17%)|

Role of Sex Education

| PSYCHOLOGY REPORT| EXPLORE THE ROLE OF SEX EDUCATION AND AIDS INFORMATION IN THE CLASSROOM| | Submitted To Prof. Navin Kumar Submitted By Aayush Guide:Dr. Navin Kumar1 Vellore Institute of Technology University, Vellore April 2013 Abstract The study deals with social outlook towards sex education and AIDS patients. It aims to understand public perception towards the same. The study was carried out in 3 steps. The research outreach involved university students over a period of 11/2 months.The students were required to answer a questionnaire dealing with sex education and day to day interactions with an AIDS patient. The research delved into the varied responses to understand general understanding of the terms ‘Sex Education’ and what deals with it and behavioural approach towards an AIDS patient in your immediate workspace or private life. The study allows us to conclude that the outlook to sex education and dealings with AIDS patients are liberal and progressive though t process of the society. Keywords: sex education, sex, education, students, HIV, parentsINTRODUCTION: What is sex education? Sex education is needful and necessary for today’s youth. Being aware of the exposure given to students in school, in the media and among their peers, sex education not only teaches them about sexual intimacy, but also enlightens them on their reproductive systems, birth control, and sexually transmitted diseases. It also exposes them to their gender identity, gender role, family role, body images, sexual expression, intimacy and the marriage relationship. Why is it important?Sexual health can be identified through the free and responsible expressions of sexual capabilities that foster harmonious personal and social wellness, enriching life within an ethical framework[1]. Sex Education in schools addresses the issue of sexual health and also makes students aware of the above mentioned points, thus our society can only benefit from sex education. Sex ed ucation has been and is still a taboo to the Indian society but according to the Justice Verma committee, set up after the Delhi gang rape case,there is no basis to say sex education leads to early sexual initiation by children [2].The committee suggests that sex education be introduced in schools in a clinical manner through trained teachers and child  counsellors. Children should be able to access informed, non-prejudiced sources in sexuality rather than misinformation through internet ormisleading advertising. Ever since the internet boom and the outburst of the social media platform many teenagers turn to the internet and seek solutions for their queries regarding sex and the information they get is not always right and is often misleading.Some common misconceptions: 1. Many people  believe that washing the genitals after sex protected them from STDs. Likewise, urinating after sex and use of oral contraceptives are considered as ways of preventing STDs [3]. 2. You can get ST Ds from toilet seats. 3. You can tell if someone has a STD. Educating students about STDs has also become very important in recent times. Most people have a stigmatizing attitude toward people living with HIV aids and also misconceptions about its transmission routes.Hence sex education can bring about a positive change in the society. Methodology: 1. Research method: This research is on the analysis of sexual education in schools. Over 230 university students were the respondents for this research. As this research needed the respondents to make their evaluation on their experience of sexual education thus, it was suitable for the university students to be the respondents since their age and cognitive level are at its best level to evaluate [4].In the background of this research, the respondents are matured thinkers that are able to make comparison and evaluation on their experience of sexual development that they have gone through since school. 2. Research instrument: This researc h was based on the qualitative method and the instrumentation of the research was on structured questions where the respondents needed to answer 14 questions. 3. Procedure: Questions were decided after an exhaustive group discussion.A questionnaire (appendix A) was prepared using Google forms and it was posted on various social media platforms. Reponses were then recorded over a time period of 3 weeks. The data was analyzed using Microsoft excel tools. Results and findings: Responses given by people for various questions: 1) Was Sex Education provided in the classroom? The poll abovesuggest that there is an equal number of students on either side of the line. So as to say that an equal number of students received sex education in the classroom and an equal number did not.Now there can be various reasons to this, such as the kind of school these students received their education in. Also, not attending or bypassing such sessions (when they are provided to them). Another reason beingn ot paying attention to detail. Discrepancy in the data is another reason, which can be due to not taking the survey seriously (although a sincere attempt has been made to cordon such answers) 2) When were you provided Sex Education? The above result clearly indicates the findings that most of the students have received their sex education between 9th-12th standard.This gives an idea that students generally receive sex education in the Age Group of 14-17 years. Now, the remaining 24% receive their sex education while in college, this indicates that these students receive their sex education through friends mostly, as no such sex education is provided specifically in college. 3) Where did you get your Sex Education, if not in Classroom? This clearly indicates that students not receiving their sex education in school premises receive it primarily through ‘Friends’ and ‘Internet’.Now this points out the fact as to why so many students get misleading information about HIV and Sex, because internet and peer groups are themselves not fully aware of the nuances of these things. This leads to dispersal of wrong information which can, at times, be dangerous. 4) What do you think is the right age to receive Sex Education? This poll substantiates our findings about most number of students receiving their sex education between Classes 9th-12th. This indicates that the people who are providing sex education are providing it at a correct age and to the correct age group. ) Did you share your Sex Education experience with your parents? Now this was something very much expected as most of the students do not share their sex education experience with their parents. Now the particular reasons to this can be like being Not so extrovert with parents, a situation similar to when kids leave the room when an advertisement on condoms or HIV is projected on television. Also, the society and culture of our country where things such as sex and HIV are considered taboo. Another reason being fear of the fact as to how the parents would react to it.Some of the possible solutions can be parents taking the initiative with their children, also parents should try to teach their kids the ‘Bees’ thing so as to give them a fair idea of sex and HIV. Also, children can initiate the issue with their mothers/fathers whoever they feel more comfortable to discuss with. 6) Do you think ‘Teen Pregnancy' will be reduced by Sex Education? To a certain extent this result was expected, 90% of the people believe that ‘Teen Pregnancy’ will be reduced by the help of sex education.Reasons as to what we feel why students think this way in these regards is that Sex Education introduces them to condoms and contraceptives; this helps students to realize as to how the mechanism of birth can be controlled. Apart from this, it opens them up to more ideas and they might have a healthy discussion as to how it can be controlled, which helps th e overall reduction of Teen pregnancy. We also believe that sex education does help the youth in understanding the way intercourse can be performed and at the same time drawing the line.Also, it is the duty of the individuals to take care that a mistake does not occur which might hamper their personal and professional lives. 7) Should we have ‘Condom Vending Machines' in public? This result draws a very positive focus on the fact that students are basing their answers on something that is very essential, also it points out as to how the youth has totally transformed into something more modern which makes it less vulnerable and open minded. 8) Have you ever tried finding about AIDS at your own will?This is a very positive aspect of the students that can be seen through the above poll, the tenacity to want to learn more about the subject of HIV on their own makes us feel that the students, who of course hold an image of the future in them, are taking an initiative on their own t o get to know more about this ghastly problem AIDS. 9) Have you ever met someone with AIDS? This does not come as a surprise as to very few students have actually met an AIDS infected person.It also draws light on how many students have wanted to visit an AIDS infected person (though in a very subtle manner), because those who have met might have met them out of their own accord or while working with an NGO. 10) What will you do if you find out that an AIDS infected person? The goal of this poll was to find out how students would react if they find out that they are dining with an AIDS infected person. Now we are happy to realize that there have been answers on both ends which show that an AIDS infected person can be maltreated, albeit in some cases only. 1) Do you think HIV+ people should have different schools and colleges? A very optimistic result, which again projects the positive mentality of students who would not want AIDS infected people to be maltreated. 12) Will you change your attitude towards your best friend if you find out him/her having AIDS? This poll projects the honesty of individuals in specifying the way they would treat or change their behaviour if they find out about their best friend being infected with AIDS.It shows that more number of people (92%) are ready to not change their reaction towards their AIDS infected friend (if they come across such a case). Conclusion: There were so many facts and opinions related to Sex Education and HIV which were presumed to be true, but with the help of this survey, we can now clearly accept these facts and statistics reason being that most of the questions had a ‘one-sided’ weight age which shows that these question were correctly answered and can be accepted.It also points out that Sex is still treated as a taboo topic in India where most of the students, not only those surveyed, still do not discuss Sex and HIV with their parents and instead receive and discuss these issues with their friends and over the internet, which leads to students leading to receiving ‘misleading’ information. The survey also draws light on the positive aspect of ‘student thinking’ when it comes to taking personal initiative to enquire more about AIDS and HIV, which shows the enthusiasm and ‘wanting to learn’ capacity of the students apart from personal awakening.Overall, the survey has indicated the thought process of the student community in a college curriculum. References: 1. Coleman E (2002), Promoting sexual health and responsible sexual behavior, J Sex Research, Volume 39, Page no. 3-6. 2. The Economic Times, 25-01-2013 3. Richard A Crosby et al (2000), Misconceptions about STD protective behavior, American Journal of Preventive Medicine, Volume 19, Page no. 167-173. 4.JohariTalib et al (2012), Analysis of Sex Education in Schools across Malaysia, Procedia- Social and Behavioral Sciences, Volume 59, Page no. 340-348 AIDS & Sex Education Survey A survey to understand the role of sex education and AIDS information at the classroom level. ————————————————- ————————————————- Top of Form Specify your sex *   Male *   Female Mention your Age Was Sex Education provided in the classroom? *   Yes *   NoWhen were you provided Sex Education? *   Class 7th – 8th *   Class 9th – 12th *   College Where did you get your Sex Education, if not in Classroom? *   Parents *   Friends *   Magazines *   Internet What do you think is the right age to receive Sex Education? Did you share your Sex Education experience with your parents? *   Yes *   No *   I was given Sex Education by parents itself Do you think ‘Teen Pregnancy' will be reduced by Sex Education? *   Yes *   N o Should we have ‘Condom Vending Machines' in public places?   Yes *   No Have you ever tried finding about AIDS at your own will? *   Yes *   No Have you ever met someone with AIDS? *   Yes *   No What will you do if you find out that an AIDS infected person is dining with you at a restaurant? *   Will continue dining *   Will switch places or leave Do you think HIV+ people should have different schools and colleges? *   Yes *   No Will you change your attitude towards your best friend if you find out him/her having AIDS? *   Yes *   No Bottom of Form

Investigating the Matching Hypothesis Essay Example

Investigating the Matching Hypothesis Essay Example Investigating the Matching Hypothesis Essay Investigating the Matching Hypothesis Essay For my research I will be investigating the matching hypothesis theory, first proposed by Goffman. He suggested that people chose partners who were of a similar level of attractiveness as themselves.  This was not further researched until Walster et al. in 1966 devised a Computer Dance. Over 700 student participants were involved in the study. They were first rated on attractiveness by 4 independent judges and then given a questionnaire, which to their knowledge was to match them to a partner similar to them. However, it had no relevance to the study, and the participants were paired randomly, with the only exception being that no man was paired to a woman taller than them. During the dance the participants were asked to rate their date. It was found the more attractive students (according to the independent judges) were rated more favourably.  This did not validly support the hypothesis as the meeting was only brief and therefore the participants could only be rated on superficial characteristics. It also gave no example of a correlation between male and female attractiveness.  Therefore a follow-up study was conducted 6 months later. This gave more evidence to support the hypothesis, as it was found that the dates who had become couples after the dance were highly likely to be of a similar level of attractiveness (according to the ratings given to them previously by the independent judges). In 1969 Walster and Walster conducted a similar study, but this time where the participants met each other first. This gave them time to interact more, learn about each other and therefore assess their dates other characteristics, such as intelligence, sense of humour and general personality. This study had greater ecological validity than the original, and the results also supported the hypothesis partners that were similar in terms of physical attractiveness expressed the most liking for each other. One reason for this was proposed by Huston. He suggested that people were more likely to favour those of the same level of attractiveness as themselves because of a fear of rejection and a need for companionship. This need for companionship has been supported by a lot of research so may be a reasonable suggestion, but does not take into account self-concept as people may rate themselves differently than impartial judges. Brown then argued in favour of the matching hypothesis, but only because we learn what is fitting. This means that we learn our place in society and what we have to give others, and then adjust our rating of potential partners accordingly. This seems to be a more comprehensive explanation, eliminating criticisms of Hustons theory, as often our self-concept is influenced by society. In my research I will be conducting a similar study to Murstein, who asked impartial participants to rate photos of both men and women, all of whom were in a couple with someone else in the photos. His research also supported the matching hypothesis as partners were rated similarly on attractiveness.  He concluded that: Individuals with an equal market value for physical attractiveness are more likely to associate in an intimate relationship such as premarital engagement than individuals with disparate values. My method of research will be a correlation study. The difference between an experiment and a correlation study is that an experiment measures the difference between two variables, while a correlation study measures the relationship between two variables. This is advantageous because I do not have to manipulate anything within the study. However, one problem with a correlation study is that it cannot infer that any relationship shown in the study is a cause-and-effect relationship. As I will be conducting a correlation study and not a traditional experiment, I will not be studying an IV and DV. This is because I am simply studying a relationship between two variables, and not cause and effect. Instead I will be observing two variables: the attractiveness of the male in a married couple, and the attractiveness of the female in a married couple.  My hypotheses are as follows, with my experimental hypothesis (H1) being one-tailed (meaning I expect a direction of correlation).  My experimental hypothesis (H1) is:  It is predicted that there will be a positive correlation between the male and female in a couple, when rated by participants on physical attractiveness. My null hypothesis (H0) is:  It is predicted that there will be no correlation between the attractiveness of males and females in couples as rated by participants.  Method  Design and Overview  My investigation will be a correlation study. I chose this method of study because it is the best method of examining a relationship between two variables (in this case males and females in couples.) I chose to carry out the correlation study through surveying participants as I thought this would be the most efficient way of obtaining accurate results.  My method of research means I do not have a participants design e.g. as I am not conducting an experiment, I do not need a design such as repeated measures or independent groups. I will simply have one set of participants who I will ask questions to. I do also not need an IV and DV, simply the aforementioned two variables to be measures: the attractiveness of the male in a couple, and the attractiveness of the female in a couple. I will be conducting the experiment in the following way. I will be asking 10 female participants to rate 10 male photos on physical attractiveness, on a scale of 1 to 9 (1 being lowest, 9 being highest, 5 being average). The scores will be given independently for each photo, e.g. the scores for the photos do not have to be ordered. I will then ask the male participants to do the same but for the females. I will need to brief each participant first and gain their consent before conducting the study. I will make sure that the conditions of the experiment are controlled, by ensuring all participants take part on their own so there is no influence from other people.  Subjects and Participants  My target population was the students at Exeter College. I checked the participants were not psychology students, to make sure they did not know the extent of the study (therefore eliminating demand characteristics). I also checked that they were in the age bracket 16-19. This applies to the majority of students at college, but I checked because to have 1 or 2 mature student participants could greatly alter the results as these students may have a very different perspective. From this I used opportunity sampling to find 20 participants 10 male and 10 female. For this I stood in the main college building and found people available and willing to partake at the time. Opportunity sampling is the quickest and easiest way to find participants from my target population, although can be seen to be biased as participants often have the same sort of qualities. However, as my college caters for a large range of people with a large range of interests, I did not think my results would be too greatly influenced. I did not ask for any personal information from my participants e.g. name as I didnt think this was relevant to my research. Therefore my participants were anonymous. I also separated consent forms so that no other participants could see the signatures of those who had taken part before them.

Summer Programs at U of Colorado Boulder for High Schoolers

The University of Colorado Boulder (CU Boulder) is not just a prestigious university; it’s also the setting for some terrific summer programs for high school students. Not only does the city of Boulder offer a wide array of activities such as hiking and enjoying nature, but the programs give you a rigorous yet rewarding pre-college experience. You’ll discover what college life is like at CU Boulder during unchaperoned programs and, in some cases, will even be able to earn college credit to jump-start your education. What can you gain from a summer program at CU Boulder, and what are your options? Find out why you should participate in a summer program at CU Boulder and discover the right niche for you. Colleges want to see you spend your summers doing something meaningful and furthering your goals. Some students pursue internships, part-time work, volunteer opportunities, or other activities. While these activities enable you to explore your interests and even potentially earn wages, summer programs are unique in that they also give you a taste of college life. In a summer program, students can experience campus life firsthand by living in a dorm, taking college-level courses, and engaging with faculty in their field of interest. You’ll make connections with peers, pursue your passions in a new environment, and have access to the host college’s unique resources and facilities. Not only will you enjoy the freedom you’ll experience as a college student, but you’ll also get a head start on facing the rigors and challenges of college-level work. CU Boulder offers a variety of credit and noncredit pre-college programs for students looking to get a deep dive on an academic area of their choice. These programs vary in cost and length and many offer both residential and commuter options. (Note: prices are approximated and vary based on whether the student is a residential or commuter participant.) Delve into the world of astronomy, physics, mathematics, and scientific programming. Through this program, you’ll have the exciting opportunity to perform astronomical work and observations in teams. Students will learn about the celestial coordinate system and create â€Å"observing proposals,† before going on nightly â€Å"observing runs.† Final observations are submitted to the Minor Planet Center of the International Astronomical Union. Ready to apply? You can find the application here. Deep dive into different topics within science, engineering, technology and mathematics during this two-week noncredit intensive. Each of the CU Boulder STEM Academies encourages students to perform hands-on laboratory and field work in the curriculum option of their choice. Learn more about the Academies here , and apply via the application . (Note: financial aid/scholarship information is not available for this particular program.) Aerospace Aeronautics and Astronomy Area of specialization: Engineering Area of specialization: Engineering Area of specialization: Life Sciences/Biology Area of specialization: Life Sciences/Biology Area of specialization: Computer Science Explore the research process by working directly with CU faculty and graduate students over the course of this four-week program. You’ll also have the option of participating in a weekly Research Methods course to build your skills. Ready to apply? You can find the application here. Band, orchestra, and piano students will receive world-class instruction by faculty members, graduate students, and guest conductors and artists. Students are placed in either the wind ensemble or string orchestra in this one-week program. They will also have the opportunity to participate in electives aimed at preparing them for college-level music degree programs. Financial aid/scholarship available: Yes Ready to apply? You can find the application here. (Note: As part of the application process, students are required to submit materials including an excerpt of their music attesting to tone quality and technical ability.) Does your child need help finding and applying to summer programs? Consider the benefits of the Mentorship Program , which helps students build their portfolios with the best activities and provides access to practical advice on topics from college admissions to career aspirations, all from successful college students.  

Eco luxury Essay Example | Topics and Well Written Essays - 2250 words

Eco luxury - Essay Example Since it requires a special skill and talent to be able to create clothing that can be use and re-use for decades, our future fashion designers, seamstresses, and tailors are being challenged to design and manufacture creative pieces of fashion designs that are classic and elegant. Also known as the â€Å"earth-friendly fashion†, â€Å"ethical fashion†, or an â€Å"eco fashion† (Fletcher); a sustainable fashion is a significant â€Å"part of the fashion industry that recognizes social and environmental responsibility† (Matthews 117; Preston 150). In general, there are some designers who would design and create garments for the purpose of â€Å"wear, wash, and throw away† (Matthews 119). Since the main purpose of promoting sustainable fashion is to enable the local and international fashion designers to establish a system that will indefinitely be supported by the public in terms of becoming an environmentalist and a responsible member of the social, sustainable fashion designers should avoid creating garments of poor quality and low class design. The concept of a sustainable fashion is slowly becoming a special part of the continuously developing trend in sustainable design. As part of a sustainable design which aims to decrease levels of carbon emission in our environment, a lot of people started creating different products that are environmental friendly (The Economist). In order to save the mother Earth, the concept of â€Å"environmentalism† has been adopted in the world of fashion. For instance, to actively participate in charitable work, some members of the fashion industry are giving out a small percentage of their total sales as a donation to non-profit organizations who are reaching out to the less fortunate individuals. Likewise, there are some famous fashion designers around the world who are actively promoting the use of environmental friendly materials such as the â€Å"natural and renewable fibers† that does not use pesticides (i.e.