What Are NCAA Divisions Division 1 vs 2 vs 3

What Are NCAA Divisions Division 1 vs 2 vs 3 SAT / ACT Prep Online Guides and Tips Generally speaking, NCAA divisions separate schools by the level of competition and the resources of their athletic departments. Most collegiate sporting events you see on television, from March Madness to the College World Series, are competitions between Division I schools. Division I offers the highest level of competition and Division I schools' athletic departments have the biggest budgets. Division III is the lowest level of competition in the NCAA, and Division III schools tend to have the smallest athletic department budgets. In this article, I'll break down the differences between NCAA divisions to give you a better idea of what separates Division I, II, and III schools. For those of you who wish to participate in intercollegiate athletics, you can get an idea of which division would best suit your interests and abilities. For those of you who don’t want to compete but care about sports, you can use this guide to determine if the division of a college’s sports teams will be a determining factor for you when selecting a college. What Is the NCAA? The NCAA is the National Collegiate Athletic Association. It's the major governing body for intercollegiate athletics. More than 1200 colleges and universities are members of the NCAA. It's a "non-profit" organization whose revenue in 2012-2013 was $912 million. What Are the NCAA's Responsibilities? The NCAA's primary responsibilities are to oversee championships and to enforce and establish rules for its member institutions. Many NCAA rules deal with financial aid for athletes, recruiting, and determining athlete eligibility. Additionally, the NCAA is responsible for changes to the rules of some of the sports that it governs. NCAA member institutions are divided into 3 divisions: Division I, II, and III. For football, Division I is further divided into Football Bowl Subdivision schools (FBS) and Football Championship Subdivision Schools (FCS). The purpose of the divisions is to create parity and a more level playing field in intercollegiate sports. Also, the existence of divisions gives smaller schools with fewer resources the opportunity to compete for championships. There is prestige and publicity associated with competing in NCAA sports, especially at the highest levels in the major sports. For example, Butler, a somewhat unknown school in Indianapolis previously, received $639 million of publicity by reaching the final game of the NCAA men's Division I basketball playoffs in 2010. Colleges want the opportunity for the exposure and prestige that NCAA participation can give them. Generally, the higher the division, the more possible publicity a school can receive through its athletics program. Even at the lower levels, though, NCAA sports programs generate publicity and attract students (and their tuitions) from across the world. Let's go into further depth about each of the NCAA divisions to determine the differences between them. Division I Division I schools have the biggest student bodies, the largest athletic budgets, and the most athletic scholarships. More than 350 schools that field more than 6,000 teams providing opportunities to more than 170,000 student-athletes are members of NCAA Division I. All of the major sports conferences, including the SEC, Big 10, Pac 12, and ACC are composed of Division I schools. Ivy League Institutions are Division I, but they don't offer athletic scholarships. The Ivy League schools are Brown, Columbia, Cornell, Dartmouth, Harvard, the University of Pennsylvania, Princeton, and Yale. Rules for Division I Schools The NCAA sets standards for its member institutions to meet in order for a school to reach or maintain Division I status. These rules are set to ensure competitive balance and gender equity. Also, there are specific rules for football and basketball. Because those are the sports that generate the most revenue, they're more closely monitored, and the disparity between the haves and have-nots in those sports is much greater. Division I schools have to sponsor at least seve sports for men and seven sports for women (or six for men and eight for women). Each playing season (fall, winter, and spring) has to be represented by each gender. For sports other than football and basketball, Division I schools must play 100% of the minimum number of contests against Division I opponents. Anything over the minimum number of games has to be 50% Division I. Men's and women's basketball teams have to play all but two games against Division I teams. Men's basketball teams must play 1/3 of their games in their home arenas. Division I schools must meet minimum financial aid awards for their athletics program, and there are maximum athletic financial aid awards for each sport that a Division I school can't exceed. FBS (Football Bowl Subdivision) The FBS is the highest level of collegiate football. FBS schools participate in bowl games. There is an obscene amount of money in FBS football, so much so that the highest paid FBS coaches make $7 million annually. In 2014, Forbes valued the University of Texas football team at $131 million. FBS teams have to meet minimum attendance requirements. An FBS team must average 15,000 people in actual or paid attendance per home game. Attendance requirements must be met once in a rolling two-year period. In 2014, average attendance for an FBS home game was 44,190. If a team can't even average 15,000 people, most likely it can't be competitive with other FBS teams. There are both public and private colleges in the FBS. Examples of private FBS schools include Stanford, Notre Dame, Duke, and Northwestern. Examples of public FBS schools include Alabama, Oklahoma, UCLA, and Michigan. The University of Alabama football team having some fun with President Obama FCS (Football Championship Subdivision) FCS is the next highest level of collegiate football after FBS. FCS schools participate in an NCAA-run championship. FCS teams do not need to meet minimum attendance requirements, but just so you can compare the attendance figures with those of FBS schools, the 2014 average FCS home game attendance was 7,666. Examples of FCS private schools include Harvard, Princeton, Dartmouth, and Colgate. Examples of FCS public schools include Cal Poly San Luis Obispo, UC Davis, North Dakota State University, and Illinois State University. Division II Almost 300 schools are part of Division II. Division II schools still offer athletic scholarships, but there are fewer scholarships than in Division I. Full athletic scholarships are more common in Division I; most Division II athletes receive partial athletic scholarships. The schools and athletic department budgets are smaller in Division II than in Division I. While Division I schools often travel nationally to compete, regional rivalries dominate the schedules of Division II. Examples of Division II schools include UCSD, University of West Florida, Northern Michigan University, Oklahoma Baptist University, and Valdosta State University. Rules for Division II Schools Just like for Division I schools, the NCAA sets standards for Division II schools in order to maintain competitive balance, opportunities for all athletes, and gender equity. Division II schools have to sponsor at least five sports for men and five for women (or four for men and six for women), with two team sports for each gender, and each playing season represented by each gender. Each sport has contest and participant minimums. Football and men's and women's basketball must play at least 50% of their games against Division II, FBS, or FCS opponents. Unlike Division I, there are no attendance requirements for football or arena game requirements for basketball. There are maximum financial aid awards for each sport. Division III Division III is the largest of all of the NCAA divisions. In Division III, there are 444 institutions and more than 170,000 student-athletes. A key difference in Division III is that there are no athletic scholarships. However, a majority of the athletes are on some form of academic or need-based aid. Also, there are shorter practice hours and less travel for games in D III. In Division III, the emphasis is on the value of competing in sports to the participant. There is less of a focus on generating revenue or creating events for spectators. Examples of Division III schools include Babson College, California Institute of Technology, Emory, Eastern Connecticut State University, and the University of Rochester. Cal Tech, home of The Big Bang Theory's Sheldon Cooper, is a Division III school. Rules for Division III Schools The rules for Division III are designed to maintain gender equity and to ensure that schools offer a minimum number of opportunities to all athletes. Division III schools have to sponsor at least five sports for men and five for women, with two team sports for each gender, and each playing season represented by each gender. There are contest and participant minimums for each sport. Major Differences Between Divisions Division I is the most prestigious, has the most money, and the highest caliber of athletes. Division I schools also are the largest on average. Division II still offers scholarships, but there are fewer, and Division II schools typically have fewer athletic department funds and fewer sports teams than Division I schools. There are an average of 18 sports at Division I schools and 15 at Division II. Division III offers no athletic scholarships, tends to have the lowest level of competition, but the highest number of participants across all divisions. Division III schools offer an average of 18 sports per school. Also, Division III has the highest average percentage of the student body participating in sports. Here's a breakdown by the numbers of these differences between NCAA divisions. Generally, the biggest disparities between divisions are in the traditional revenue generating sports of football and men's basketball. While the average attendance of a home football game at an FBS school is over 44,000, the average attendance of a home football game at a Division III school is less than 2,000. Many FBS head coaches receive multi-million dollar salaries. Meanwhile, many Division III head football coaches also have teaching positions at their colleges to supplement their incomes. It's important to note that just because a school is in a lower division doesn't mean that its student body doesn't care about sports or that the school is not as concerned with its athletes. Many Division II and III schools have passionate fan bases, especially in the high profile sports and for teams that regularly compete for championships. Other Intercollegiate Sports Associations Besides the NCAA, there are two other governing bodies for intercollegiate sports, the NAIA and the NJCAA. The National Association of Intercollegiate Athletics, or the NAIA, has about 300 member institutions. NAIA schools are smaller and have relatively low athletic department budgets, roughly on par with Division III schools. However, unlike NCAA Division III, NAIA schools do offer athletic scholarships. Examples of NAIA schools include Morningside College, Mayville State University, and Florida Memorial University. The NAIA doesn't have the prestige of the NCAA, but it offers an alternative for smaller schools that want to compete. The National Junior College Athletics Association, or NJCAA, is the governing board for sports at two year colleges. Members of the NJCAA can also offer athletic scholarships. Scholarship Limits By Sport and Division For those of you who are hoping to get an athletic scholarship, I'm linking to the following chart to give you an idea of the number of athletic scholarships available for each sport in each division. If you're trying to get an athletic scholarship for college, this chart can inform you of your available opportunities, and you can see the differences in available athletic scholarships by division. Some of these numbers have changed slightly, but they're roughly accurate. You may notice that, for most sports, there aren't an equal number of scholarships available in the same sport in the same division for men and women. The primary reason for this is because the NCAA, for both ethical and legal reasons, wants schools to give roughly the same amount of aid to men and women; because there are so many scholarships for football, there are more maximum scholarships for women in most of the other sports. Also, even though there are more scholarships in some sports at the NJCAA level than at the NCAA level, keep in mind that the scholarships are worth significantly more at the NCAA level because two-year colleges are much cheaper. Finally, on the chart you'll see the term "head count sport" next to some sports. A head count sport can only offer full scholarships. The head count sports are FBS football, Division I basketball, Division I women's gymnastics, and Division I women's volleyball. Most sports aren't head count sports and also offer partial scholarships. Final Note: Each Division Has Advantages and Disadvantages There are pros and cons of each NCAA division, and you can determine which division may be best for you based on your priorities and aspirations. If you are an athlete, you should be realistic about your current skill level, your athletic goals, and your desire to compete. If you want to go to the Olympics or become a professional in your sport, perhaps you should attend a Division I school and test yourself against the top athletes. If you're only being recruited by Division II schools, maybe it's in your best interest to attend one of them and have a better chance to compete, rather than walking on at a Division I school and possibly not getting a chance to participate in a real game. If you're a sports fan, maybe you'd enjoy the environment at Division III sporting events where you can get really close to the action and often for free. Or, maybe you would prefer to go to an FBS school to get the opportunity to be in a stadium with 100,000 other screaming fans and be able to regularly watch your school compete on national television. Ideally, athletics should only be one factor in determining your college decision, and it should be less of a concern to you than academics. However, sports can play a huge role in your collegiate experience. The NCAA division of your school does play a part in determining what your college experience will be like. What's Next? Now that you're familiar with what separates NCAA divisions, you can find a full listing of Division I, II, and III schools by state. Also, if you're an athlete, learn about how the recruiting process works. For the NCAA clearinghouse, find out what SAT scores and ACT scores ou need to qualify. 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:

Analyze the nature and function of family in the following two works, Essay

Analyze the nature and function of family in the following two works, Jane Eyre and Pride and Prejudice - Essay Example It is not surprising that the world captured in Pride and Prejudice and Jane Eyre reflect some of the dynamics of these economic and social upheavals as they rippled through the country and restructured families as well as individuals. In both the real world and the fictional worlds of these novels, new roles also meant changes in the rigid system of manners that had typified the upper classes. This is reflected in the books as well since wealthy merchants and sailors began to afford the properties of the decadent rich who began losing their former status because of their traditional idle lifestyles (Priestley 60). Both Austen and Bronte introduce women who are thinking, feeling and reasonable people, planting the early seeds for the future feminist movements in characters such as Elizabeth Bennett in Pride and Prejudice and Jane Eyre in the novel bearing her name. In both books, the nature and function of family is seen to be changing in the face of these changed female characters, yet they still play a significant role in the ability of these women to achieve their dreams. In the Victorian world, it is clear that one of a daughter’s principle responsibilities in life is to take care of her family in any way she can. This referred both to her family in terms of parents and siblings as well as her family in terms of husband and children. This frequently translated to making a strategic marriage that would provide the family with financial well-being into the future. This was because women were still significantly restricted in their abilities to earn a living. The young woman's personal feelings toward the man were rarely considered a sufficient reason to refuse any offer proposed. This concept is shown in Pride and Prejudice in the form of Charlotte Lucas’ decision to marry Mr. Collins. She accepts his proposal as a last act of desperation to secure the monetary security she needs to remove the burden from her parents rather than because she harb ors any hope for a true emotional attachment. She reflects that "marriage was the only provision for well-educated young women of small fortune, and however uncertain of giving happiness, must be the pleasantest preservative from want" (65). However, Elizabeth operates under a new worldview in which the individual, son or daughter, has a right to expect some compatibility with the person they marry and to assess for themselves whether the match is appropriate (Bald 42). Despite the tremendous pressure her mother puts on her to accept Mr. Collins, placing the entire family's future welfare on her shoulders, Elizabeth cannot even think of considering a marriage in which happiness and true affection are not present. She gains this strength through the quiet but firm support of her father who believes her mind is as capable as his own. While her end goal remains to find a husband, Elizabeth has established her ground rules as first being someone who will respect her independent nature a nd permit her the flexibility to exercise it. She has the confidence to pursue this path because she knows she has the love and support of at least some of her family behind her. Many of these same pressures fall on the shoulders of Jane Eyre as she is expected to subsume her own personality to the benefit and wishes of her aunt after having been orphaned and left penniless. She has no independent income that might

Lean thinking - questions Term Paper Example | Topics and Well Written Essays - 500 words

Lean thinking - questions - Term Paper Example In addition, human relations require understanding the market requirements (Womack & Jones, 2010). All strategies employed in the organization should aim at acquiring the quality and quantity as demanded by the consumer. Consequently, this should be done to minimize the production of goods and services that would not require improvement upon delivery to the consumer. In an argument by Womack & Jones (2010) human relations in lean thinking aim at maximizing the production process of the organization at a lower cost but matching the demand of the consumer. The authors further point out that lean thinking significantly depends on effective human relations strategies to minimize risks that may arise from the fluctuating demand levels (Womack & Jones, 2010). In an organization, flow promoting tools and practices are required. A fallow promoting tool refers to the ability of an organization top put in place strategies to ensure the entire of process from production to product delivery is effectively carried out. The main tool and practice flow-promoting tool is a good management team (Womack & Jones, 2010). This ensures that there is the creation and management of an effective organization culture. The organizational culture should promote employee productivity and maximize on the resources available to the organization. In the transformation of the GM car factory, the changes made were in the conduct of employee (Liker, 2004). Prior to the change, the employee culture could not match the quality demanded by the consumers. Employee reported to work late. There were numerous cases of drug and substance abuse. Other cases reported included sexual incidences and sabotaging quality of vehicles created (Liker, 2004). For this reason, the company produced cars that were detested by the market. Considering the competition of the industry, the organization recorded poor sales at it moved towards bankruptcy. Before its taking over by

Asses the Contribution of Functionalism to Our Understanding Essay Example for Free

Asses the Contribution of Functionalism to Our Understanding Essay Functionalist views are based on that society is a system of interdependent parts held together by a shared culture or consensus. They believe that every part of society performs functions that help keep society running effectively. They use the example of a body to explain the way society runs as each part of our body has to work together in order for us to stay alive this is the same as society according to a functionalist. Education according to Emilie Durkheim (1903) consists of two main functions, creating social solidarity and teaching specialist skills. Social solidarity is the sense of being part of a group or society. Functionalists believe this is key to making education run accordingly as without social solidarity people would only self indulge in their own desires. Education helps to create social solidarity as it helps transmit societies culture, beliefs and values from ‘generation to generation‘keeping society running correspondingly. Schools also act in preparing children for society in real life by teaching the concepts of working together with people you do not always no. his links with working as in work you have to work coherently with people who you will not know. Specialist skills are having the necessary skills to perform their role in education to the ‘bride way’ towards working life. Education helps children prepare for this through teaching children in different a range of subjects which they will then come to specialise in the subjects they are good in which will in turn help them earn mon ey in society in later life. Education also according to functionalists gives all children an equal opportunity to develop on their own individual talents also known as meritocracy which is achieving through your own effort. Davis and Moore (1945) argue that education sorts children into their future educational roles by sorting their ‘aptitudes’ and ‘abilities’ which also links to social solidarity as to do certain jobs you need the necessary qualification and experience. However there are criticisms of functionalists and education. Melvin Tumin (1953) put forward a circular argument and criticises David and Moore by putting forward such questions as ‘how do we know what job is more important? ’ answer ‘because it’s highly Rewarded’ and why are some jobs higher rewarded than others? ’ answer ‘because they are more important’. Marxists believe that society only transmits the ideology of the ruling class therefore it disadvantages the working classes in education. One example is that Marxists prepare the working class for there jobs through education therefore it is only transmitting values of the ruling class. Also Marxists believe that the state is controlled by the ruling classes who transmit the ideology state apparatus which is that it maintains control through controlling people’s ideas, values and beliefs through religion, mass media and the education system. This criticises the functionalist view as social solidarity is meant to transmit these values and beliefs which according to Marxists are only means to control the working class. Meritocracy according to Marxists is a myth as we are controlled by the higher classes and we cannot achieve our status we ascribe our status. Another big criticism of functionalism in education is that functionalists believe that everybody at school behaves and accepts all that is taught when this is not the true case. It does not explain why some people come to fail examinations if everybody works in a general ‘consensus’. Dennis Wrong (1961) refers to this as ‘puppets in society’. The new right believe that the state fails to prepare the young for work as the state discourages choice and competition. Another disadvantage is that functionalists cannot explain under-achievement and inequality of opportunity in education. In conclusion Functionalism has a good general understanding of Education but it has quite obvious flaws as not everybody is going to get on in society so it is impossible to have a general consensus. Also the disadvantages of Functionalism in education seem to out weigh the positives therefore functionalism does not give a real positive understanding of education.

F. Scott Fitzgeralds The Great Gatsby Essay -- The Great Gatsby

Man dreams of living the life of the elite social class and of the power and admiration inherent within. F. Scott Fitzgerald comes to terms with this American dream in The Great Gatsby, a novel about social life in the 1920’s. The social hierarchy of the times plays a very important role in this novel. Here Fitzgerald illustrates three specific social classes: old money, new money, and lower class, with old money and new money taking center stage. Gatsby himself personifies new money; he made himself into a rich man through shady dealings. Tom Buchanan, on the other hand, represents old money. He received everything he has on a silver platter. He earned nothing but his inheritance. At the time, it was extremely desirable to be old money, because people looked at new money as vulgar and uncivilized. By illustrating social-economic class differences, Fitzgerald depicts the illusion of the corrupted American dream. Old money, living in the guise of the American dream, denies the entrance of new money and the lower class into their social hierarchy. In the novel, Tom has a mistress who lives in the "valley of ashes," where most of the lower class citizens reside. Tom has been seeing her for years even though he married Daisy. No one objects to this because of his old money status. On page 19, Jordan Baker informs Nick of this scandal, "Why- Tom’s got some woman in New York." Jordan also informs Nick of the commonality and wide acceptance of this fact. Tom’s ...

Chemiluminescence

Chemiluminescence Professor Stewart CHM 151L-003 Group Members: Melissa Spegal Jessica Buddi March 19, 2013 Megan Cochran Professor Stewart Chemiluminescence March 19, 2013 Introduction: The objective of this lab was to carry out a systematic set of experiments in order to determine which combination of chemicals produce the brightest and longest lasting light, through chemiluminescence. Chemiluminescence can be defined as the emission of light by a chemical reaction that does not produce heat.Chemiluminescence can also be found in nature, where it is referred to as bioluminescence. This can often be found in many deep sea fish, algae, and fireflies. Luminol is one of many chemicals that can be used to create chemiluminescence outside of nature. Scientists are very interested chemiluminescence because it could be very helpful in many real life situations such as in glowsticks. The military uses high-grade glowsticks to have light in field situations where electricity is not an option .Marine biologists and deep sea divers also use those glow sticks to provide light and make new discoveries in the deeps of the ocean or underwater caves. During the chemiluminescence experiment the goal was to produce light during a series of trials in order to create light or a glow. In order to do this systematically, all chemicals were used to start and as it became apparent that some chemicals did not effect the outcome of certain trials they were eliminated one at a time.Because the trials were done systematically from one to the next, only one element of each trial was changed at a time,making it easy to single out the defining factors. There were many chemicals used during this experiment including Luminol, bleach, DMSO, NaOH, HCl, and H2O2. On the second day of trials, the Luminol was chilled to test the effects this would have on the glow we obtained through chemical reactions. Results of Day 1: Table 1:Trial | Luminol (D) | Bleach (D) | DMSO (D) | 1M NaOH (D) | 1M HCl | H 2O2 (D) | Results | A1 | TAD | 5* 1 | 5 2 | 5 3 | 5 4 | 5 5 | Orange color | A2 | TAD | 10 2 | 5 1 | 10 4 | 10 3 | 10 5 | Brown | A3 | TAD | 5 2 | | | | 5 1 | FLASH yellow | A4 | TAD | 3 1 | | | | 2 2 | Slight flash | A5 | TAD | 5 3 | | 5 2 | | 5 1 | * Flash | A6 | TAD | 5 3 | | 5 2 | | 10 1 | Less flash | B1 | TAD | 5 4 | 5 3 | 5 2 | | 5 1 | Flash | B2 | TAD | 5 4 | | 5 2 | 5 3 | 5 1 | Flash | B3 | TAD | 5 4 | 5 3 | | 5 2 | 5 1 | | B4 | TAD | 5 4 | | 5 3 | 10 2 | 5 1 | Small flash | B5 | TAD | 5 4 | 10 3 | 5 2 | | 5 1 | Blue flash | B6 | TAD | 5 4 | 10 2 | 5 1 | | 5 3 | 2. 7 sec flash | C1 | TAD | 5 3 | 11 2 | 5 1 | | 5 4 | Small blue flash after bleach | C2 | TAD | 3 4 | 10 1 | 5 2 | | 5 3 | 3. 2 sec flash | C3 | TAD | 5 4 | 10 1 | 5 2 | | 5 3 | Small blue flash | C4 | TAD | 3 4 | 5 1 | 10 2 | | 5 3 | 4 seconds flash/glow | C5 | TAD | 10 4 | 2 1 | 10 2 | | 5 3 | 6 sec glow | C6 | TAD | 10 4 | 10 1 | 10 2 | | 10 3 | 24. sec glow | D1 | TAD | 10 4 | 10 2 | 10 1 | | 10 3 | | D2 | TAD | 10 4 | 3 1 | 10 2 | | 5 3 | Small flash | D3 | TAD | 5 3 | | 5 2 | | 5 1 | Small flash | D4 | TAD | 1 4 | 10 1 | 5 2 | | 1 3 | Flash | D5 | TAD | 2 1 | 10 2 | | | 10 3 | | D6 | TAD | 4 1 | 10 2 | | | 10 3 | | , Asterick ( * ) – stirred Highlighted – Order of placement into the cell wells. The tad of Luminol was the first in every trial. (D) – Drops Pink Highlighted Row: Best Trial of the Day Results of Day 2: Table 2:Trial | Luminol (mL) | Bleach (D) | DMSO (D) | H2O2 (D) | NaOH | Results | A1 | TAD | 10 4 | 10 1 | 10 3 | 10 2 | Quick glow – odor | A2 | 1 1 | 5 2 | | 5 3 | 5 2 | glow | A3 | 1 1 | 5 4 | 5 2 | 5 3 | | glow | A4 | 1 1 | 5 3 | | 10 2 | | glow | A5 | 1 3 | 5 4 | 5 2 | | 10 1 | glow | A6 | 1 1 | 5 3 | | | 5 2 | glow | B1 | 1 1 | 5 3 | | 5 2 | | * ! long glow | B2 | 1 1 | 5 4 | 5 2 | 5 3 | | * | B3 | 1 1 | 5 3 | 5 2 | | | *! 36 sec glow | B4 | 1 1 | 10 3 | 10 2 | | | *! 23 seconds | B5 | 1 1 | 5 3 | | 10 2 | | * Bright but shorter | B6 | 1 1 | 5 3 | 5 2 | | | *! | C1 | 1 1 | 5 4 | 10 2 | 2 3 | | *! | C2 | 1 1 | 5 3 | 20 2 | | | *! 29 Secs | C3 | 1 3 | 1 2 | 1 1 | | | *! | Chilled – *Stirred – ! Highlighted – Order of placement into the cell wells. The tad of Luminol was the first in every trial. – Drops Pink Highlighted Row: Best Trial of the Day Table 3: MSDS Chemical Name | Ingestion | Skin Contact | Disposal | Inhalation | Luminol | Loosen clothing, if not breathing perform mouth to mouth recessitation. Do not induce vomit. | Wash with lots of water. Cover skin with emollient. | Not Available | Rest. Ventilate Area, seek medical attention. | Bleach | Drink Water. Do not induce vomiting. | Wash skin with water for 15-20 minutes. | Containerize and use absorbants on liquid. | Remove, fresh air. DMSO | Loosen clothing, if not breathing perform mouth to mouth recessitation. Do not induce vomit. | Wash with soap and water. | Waste container. | Fresh air | Discussion: The best trial of the exper iement was on day two, trial B3. During that trial 1 mL cold Luminol was used and added to the cell well first, followed by five drops of DMSO, and five drops of bleach in that order. This was the best trial because it yielded the brightest and longest lasting glow compared to all of the others. On the trial before the same exact method was carried out except there was hydrogen peroxide in the mix also. In order to change things up, the peroxide was eliminated and that proved to be an effective tactic.It became blatently apparent that some of the chemicals were not needed entirely including the NaOH, and HCL. By the trial B6, on the second da,y the HCL had been eliminated. Hydrogen peroxide was never eliminated but it was noted as in trial B3 on the second day that the longest trial was performed without it. Many factors affected the results of each trial, some definitely more than others. For instance, for the entire first day, all trials were performed with the solid form of Lumin ol, and on the second day, starting with trial A2, the Luminol stock solution was used. As reflected in the table above, the stock solution created a much longer glow on average.To furthur amplify the Luminol's effect from trial B1 on day two, the Luminol stock solution was used in a chilled form which created the best results of both days as seen in trial B3. It also became apparent that stirring the chemicals helped maintain the glow longer per trial C2 on day two. Luminol was the only chemical that was chilled, all other chemicals remained room temperature. The order of chemicals was an important factor in creating chemiluminescence as well. During the beginning trials of the first day the best order to add the chemicals was not apparent, but by trial C4 one thing was certain, the luminol needed to be the first chemical placed in the well. In trial C3, when Luminol was added last, there was only a small blue flash with no lingering glow at all.Also, by the second day, it was real ized that the bleach was reacting with the Luminol and if the bleach was added last, the glow did not fizzle out as quickly such as in trial B4 on the second day, which had a 23 second glow, subsequently improving results on day two as opposed to the first day. After completeing much more in-depth research on the topic of chemiluminescence other checmicals had been foun, that if the experiment was done over would have been requested, such as copper nitrate, which would have significantly extended the length of the glow. Conclusion: Using 1mL of chilled Luminol stock solution, five drops of DMSO, and five drops of bleach, in that order and stirring at the end, the longest glow of 36 seconds was created as per trial B3 on day two. The bleach reacting with the Luminol gave a bright glow, and the DMSO aided in the length of time the trial glowed.

The Compromise of 1877 Set the Stage for Jim Crow Era

The Compromise of 1877 was one of a series of political compromises reached during the 19th century in an effort to hold the United States together peacefully. What made the Compromise of 1877 unique was that it took place after the Civil War and was thus an attempt to prevent a second outbreak of violence. The other compromises, the Missouri Compromise (1820), the Compromise of 1850  and the Kansas-Nebraska Act (1854), all dealt with the issue of whether new states would be free or slave and were intended to avoid Civil War  over this volcanic issue. The Compromise of 1877 was also unusual as it was not reached after open debate in the U.S. Congress. It was primarily worked out behind the scenes and with virtually no written record. It arose out of a disputed presidential election that nevertheless was tinged with the old issues of North against South, this time involving the last three Southern states still controlled by Reconstruction-era Republican governments. Election of 1876: Tilden vs. Hayes The timing of the agreement was prompted by the presidential election of 1876  between Democrat Samuel B. Tilden, governor of New York, and Republican Rutherford B. Hayes, governor  of Ohio. When the votes were counted, Tilden led Hayes by one vote in the Electoral College. But the Republicans accused the Democrats of voter fraud, saying they intimidated African-American voters in three Southern states, Florida, Louisiana and South Carolina, and prevented them from voting, thus fraudulently handing the election to Tilden. Congress set up a bipartisan commission made up of five U.S. representatives, five senators and five Supreme Court justices, with a balance of eight Republicans and seven Democrats. They struck a deal: The Democrats agreed to allow Hayes to become president and to respect the political and civil rights of African-Americans if the Republicans would remove all remaining federal troops from Southern states. This effectively ended the era of Reconstruction in the South and consolidated Democratic control, which lasted until the mid-1960s, nearly a century. Segregation Takes Over the South Hayes kept his side of the bargain and removed all federal troops from Southern states within two months of his inauguration. But Southern Democrats reneged on their part of the deal. With the federal presence gone, disenfranchisement of African-American voters in the South became widespread and Southern states passed segregationist laws governing virtually all aspects of society -- called Jim Crow -- that remained intact until the Civil Rights Act of 1964, passed during the administration of President Lyndon B.Johnson. The Voting Rights Act of 1965 followed a year later, finally codifying into law the promises made by Southern Democrats in the Compromise of 1877.