February 28 Regular Decision Release Tips

February 28 Regular Decision Release Tips It seems like we just released our Early Action decisions, and now our February notification day is right around the corner! You may be nervous, which is understandable, but were providing a handful of tips to prepare you for what to expect on February 28. Lets go over them! Tip #1: Be prepared by having your log-in information ready. This initial tip may seem pretty basic, but you wouldnt believe how many calls we get from students who cant view their application status on the release date because they dont know their log-in. Thus, our first tip is to make sure you have this information ready before we release decisions. Just in case youve forgotten, your account log-in should be the same username and password youve used throughout the application process. If you are having difficulty accessing your account, you can call our office at 217-333-0302 any time between 8:30 a.m. and 5:00 p.m. CST, Monday through Friday, and we can help you out. And if you call before our release day, youll probably have a shorter wait time. Youll also be able to access your decision right away when the time comes! Tip #2: Be patient. There are going to be a lot of applicants receiving their decision on February 28. Because so many people are trying to access their decision at the same time, the system may operate a bit more slowly than normal. With this in mind, we ask that you only try to log in to your account on one device and one browser. Also, refreshing the page adds additional traffic to our system, so try to avoid refreshing the page too many times. Tip #3: Be informed. After you have successfully logged into your account and viewed your decision, you may want to check out our website to learn what your decision means. If you have any questions, feel free to start calling us on Monday, March 2 between 8:30 a.m. and 5:00 p.m. CST. One important thing to note is that we are unable to answer questions regarding admission decisions via email. Tip #4: Be aware. It is important to know that financial aid notification materials will not be included in your decision letter. If you do qualify for any of our merit-based scholarships, youll receive notification by April 1. If you have any financial questions outside of merit-based scholarships, please contact our Office of Student Financial Aid. Tip #5: Take charge. You do not need to wait until May 1 if you know youre ready to join the Illini family; you can accept your offer of admissions immediately! Check out our recent blog post to learn more about your next steps now that youre admitted. Before we go, we just want to thank you for your application and your interest in Illinois. We received thousands of applications from highly competitive applicants, so the bar has been set quite high for the class of 2024. We wish you the best of luck in your academic endeavors and hope to see you on campus soon. I-L-L! Brian Senior Associate Director of Recruitment Outreach, Undergraduate Admissions I'm here to help high school students and their families navigate the college search process. An Illinois alumnus (LAS ’02), I had the honor to play football for the Orange and Blue.

College Is A Big Step For Myself - 946 Words

It took me a while to get where I am at now, and I could not have done it without the help of James. He encouraged me, and he believes in me. Therefore college is a big step for me, so I know I have to see it through. Fighting the feeling of hopelessness, stress, and not having enough money is what drifted me away from college. There was no more motivation, but suddenly that all changed. I have always wanted a better life for myself. I have faced a lot of obstacles throughout this journey. The first step in this process was to graduate from high school, then get a job then proceed to college. I had accomplished the first two, but it seemed like the last one keep getting to me. Prior to college starting I had so much energy and so much confidence, but as time went on I slowly started to lose interest. I was so stressed out with working and not knowing if was going to have enough money to pay for my rent, car note, and take time out to study for school so then I became hopeless. College was starting not to become as important to me as it once was. I stopped going to college, and spent more time working. However I was still unease. It was not until the summer of 2015 when my boyfriend and I were sitting in my room, at my mom’s house and I was telling him that I felt like such a failure for not being in school, and not having enough money to get the things I wanted. I told him that everybody we knew was already close to graduating college, and I had wasted my time. James wasShow MoreRelatedThe Student Transitional Empowerment Program784 Words   |  4 PagesThanks to the Student Transitional Empowerment Program (STEP), it has been very easy transitioning to Mason. Everyday I ask myself what I would do if I did not have STEP. Nobody understands how much I appreciate STEP for getting me ready for college, because I did not feel like a lost puppy one the first week of school. 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Key Figures and Milestones

The structure of the play Blood Brothers Free Essays

At the start of the play , w see the end of the play , a flash back, although at this point we do not know its the end , all we see is 2 men dead on the floor and a very mysterious and creepy music can be heard , leaving the audience wondering what is going on. Then we learn of what is going on as the narrator recites a passage that we here a few times in the play â€Å"As like each other as two new pins, of one womb born on the self same day, how one was kept and one given away? An did you never hear how the Johnston’s died, never knowing that they shared one name till the day they died, when a mother cried, my own dear sons lie slain† this passage tells the audience what’s happening and gives away the plot, but it doesn’t ruin it for the audience as there is still information they do not know for example, how did they die? Why did they not know they were brothers? And lots more questions, causing them to be more indulged in the play. Complication The complication in the play is when Mrs. We will write a custom essay sample on The structure of the play Blood Brothers or any similar topic only for you Order Now Johnstone is forced to give up one of her sons to Mrs. Lyons to avoid losing them both to social services or going into so much debt that she just couldn’t look after them. If this part of the play didn’t happen, there really would be no play as it would mean Eddie and Mickey wouldn’t have to meet and they would never become blood brothers, Eddie wouldn’t go to university because he wouldn’t of been able to afford it and Eddie wouldn’t of had the good job and been able to give Linda money later on in the play and give Mickey a job. Rising action Other small complications in the play that are added in to make it more interesting and add more action are important to the play also. The love triangle between Mickey, Eddie and Linda, without this part of the play Linda wouldn’t have cheated on Mickey causing Mickey to get jealous and seek out Eddie to kill him at the end of the play. But another complication which was vital and the reason that Linda cheated was Sammie shooting the man and Mickey going to prison for it , if this didn’t happen Mickey wouldn’t of got depressed had to take his Tablets , he wouldn’t of slowly pushed Linda away, and as I said , Linda wouldn’t have cheated. Climax The climax of the play is obviously the end sequence which starts with Mrs Lyons who at this point in the play has become a paranoid wreck showing/telling Mickey that Edward and Linda are together, This is a catalyst for the ending everything in the play after this point speeds up (the music, the speech the movement) Mickey is outraged by what he now knows about his wife and Ex best friend so he runs home finds the gun that Sammie used to shoot the man earlier in the play and goes in search of Eddie , during this he the female characters realise what’s about to happen and emotions hit there peaks â€Å"he’s †¦. Mickey†¦. Mickey’s got a gun† (Mrs. J) (p97) the tension and speed increases more and more as we get closer to the end. Shouting and screaming increases the tension, Mickey reminds the audience of what has happened throughout the play â€Å"FREINDS! I could kill you. We were Friends weren’t we? Blood brothers, wasn’t it? Rem ember?† then it finally hits the peak when Mrs Johnstone tells them there brothers and they both are shot, Mickey by the police officer then Edward by Mickey. Solution The solution, although sad is the two twins dying, if it wasn’t for them not knowing they were twins the play would never have been, but nothing could be peaceful and right until the problem made at the start which was them, was taken away. The secrets and lies had to come clean for the play to be ended and that meant Mrs Johnstone had to learn from her mistakes, she had to be punished for her mistakes and the superstition which pays such a key part in this play had to come true. Finally we end the Play how it started with the mysterious Narrator repeating the passage said at the start â€Å"Did you ever here the story of the johnstone twins , As like each other as two new pins, of one womb born on the self same day, how one was kept and one given away? An did you never hear how the Johnston’s died, never knowing that they shared one name till the day they died, when a mother cried, my own dear sons lie slain†. The narrator The narrator in the play plays a very important character in the play, like most narrators he tell the story, but this narrator is slightly more mysterious and complicated than most. He is a ghost like figure; He seems to always be there, but is never seen by the characters, he is truly like a ghost , in some parts of the play he touches the characters they turn round to see who it was but they seem to see nothing although the audience see him there. I have said that the narrator plays a ghost like figure other interpretations of him would be an evil spirit or the devil, I wouldn’t Say he was ever like a guardian angel though because all his references are to bad things in the play, he is never really around when happy and comical parts of the play E.G when there children are playing guns but is ever present when tension and anger is involved in the scene , also his song â€Å"The devils got your number† suggests he may be the devil or an evil spirit in connection with the devil. The narrator also continuously refers back to superstition reminding the audience of a very key factor in the play. His lines are never blunt and straight to the point either, they usually are in riddles to make the audience think. Themes The themes in Blood brothers are constantly referred to and gone back to throughout the play, usually reminded to the audience by the narrator but also quite obvious in the play. The first is fate this is mainly shown through the flash back, we see what the ending is like and we are also told by the narrator so throughout the play we know its going to end up like the start. The second and proberly most important theme is superstition â€Å"new shoes on the table, take them off† this theme is a main factor of fear in the play , Mrs johnstone is forever scared to let Mickey and Eddie play and be friends as she is scared if they find out they are brothers they will both die , like Mrs. Lyons said. The final theme is love, love pays a key part and links with superstition Mrs Johnstone loves both her sons and doesn’t want them to die , But due to the love triangle between Linda , Eddie and Mickey she has to tell them showing how destructive love really is. The love of different class’s is also shown in the play, we see Mrs Lyons and upper class citizen being very over protective of Eddie because she loves him so much she doesn’t want him getting hurt in comparison to Mrs johnstone who would rather show her love by letting Mickey enjoy himself and have fun. Dancing Dancing is referred to a lot in the play especially in a lot of the songs, were Mrs. Johnstone refers to a lover taking her dancing or not taking her dancing. Again dancing is compared in the two social classes in the play Mrs Lyons teaches Edward to dance in a very traditional way E.g. a Waltz, were as Mickey Dances to a disco music and Rocky music reflecting on the character as Edward dances a more mature and educated dance and Mickey dances a more playful Un educated dance which doesn’t have much structure. Dreams and ambitions Every Character in the play has there own dreams and ambitions again these are Very different over the two social classes. To start though Mrs Lyons has the dream of having a child, so when Mrs. Johnstone comes to her with twins that she doesn’t think she can look after Mrs Lyons jumps at the opportunity. In Mrs. Johnstone case she dreams of getting a new husband, moving house, Getting money, she also gets all the things she wants†¦ but these things seem to all cause problems later on in the play , for example Mrs Lyons gets her Child but ends turning into a paranoid wreck because she feels the burden of the secret of adopting Mrs J’s baby illegally is always upon her. In Mrs Johnston’s case moving house and getting a new man is really ruined as they move to were The Lyons family have escaped to and Mickey and Eddie grow up together, if this wouldn’t of happened they proberly would of forgotten each other preventing both there deaths. Both Mickey and Eddies dreams and ambitions also cause destruction there dreams to be like the other seems to cause jealousy which eventually causes Mickey to shoot Eddie, Eddie’s dreams of university separates the 3 friends leaving Mickey to fend for himself and make the wrong choices. So to sum up every ones dreams and ambitions seem to come true in the play but they all seem to backfire on the characters. Toy guns Toy guns is an issue covered in the play which causes many problems, when the characters are kids they play with toy guns as said in the song they can get up after a count to ten , they cant die when they play with toy guns they don’t understand the dangers of guns , this lack of understanding is carried out into there adulthood and it results in Mickey being put in prison when Sammie pulls the trigger and shoots someone , but still Mickey does not learn his lesson, in the final scene when Mickey holds the gun to Eddie I don’t think he means to shoot him , I think he is using it to scare Edward and due to his naivety when he shoots Eddie he kills him , he kills his own brother and best friend. He has never grown up, he is still a kid inside, but the weapon he holds has. How to cite The structure of the play Blood Brothers, Papers

Qualitative Analysis Essays - Chemistry, Silver Compounds

Qualitative Analysis Qualitative analysis is used in the determination of the identity of a substance. It is different from quantitative analysis, which deals with the determination of the amount of a substance. In this experiment, qualitative analysis techniques are used to determine whether or not a sample contains a certain ion. When using this method, an unknown and a reactant are mixed. The result of the reaction leads to a conclusion about the presence or absence of certain ions in the unknown. Many ions react in similar ways, and although the addition of one reagent to an unknown may not identify the ion, it limits the possibilities as to what the ion could be. A sequence of reactions used to analyze a sample is called a scheme, and it usually requires a large number of reagents and separation steps. For this experiment, the unknown may contain anywhere from 2 to all of the following cations and anions: Cations Anions Ag+ Cl- Ba2+ SO42- Fe3+ PO43- Cu2+ Cr3+ The following reagents are used to identify the ions: 1M H2SO4 2M HCl 2M NH4OH (labeled as NH4+) 2M NaOH .1M Ba(NO3)2 (labeled as .1M Ba2+) .1M AgNO3 (labeled as .1M Ag+) The first four are used to identify the cations, and the last two, used in conjunction with the first four, are used to identify the anions. The identification of the ions is mainly based on solubilities. This means that something must be known about the solubility characteristics of the different ions in the presence of the available reagents. The point of the first part of the experiment is to learn which reagents cause the ions to form precipitates, and which reagents dissolve the precipitates formed by the ions. This information is used to make the flow charts for the identification on the unknown ions. For example, it is important to know that a certain reagent will dissolve the precipitate formed by one ion, while it will not dissolve the precipitate formed by another ion. This can be used to distinguish between two different precipitates present in a solution, or to confirm which ion formed the precipitate and therefore was present in the solution. When carrying out the reactions, avoid adding an excess of reagent to the solution. This is because some precipitates redissolve in an excess of the reagent. Therefore, in cases where one drop of reagent produces a precipitate, 3 or more drops could completely dissolve the precipitate without it ever being visible to the eye. This would cause a large error in the scheme developed to identify the unknown ions. Experimental: The first part of the experiment consists of reacting the cations and anions with the reagents in order to see what the reaction will result in (precipitate or no precipitate). The cations were each reacted with the first four reagents listed in the introduction (H2SO4, HCl, NH4+, and NaOH). Then, the anions were each reacted with Ba2+ and Ag+. This was done by placing 2 drops of the ion in the test tube and then adding 2 drops of reagent. Each cation was reacted with each of the 4 reagents before moving on to the next cation to be tested. Prior to performing the reactions, a chart was made like the one in the data and calculations section. As each reaction was performed, the chart was filled in with the observation of what happened. If there was no change, NR was written in the chart for "no reaction." If a precipitate formed, the color of the precipitate was written in the chart. If there was no precipitate but there was a color change in the solution, that was also recorded. As each reaction was carried out, it was sometimes difficult to determine whether a precipitate formed or not. If there was uncertainty, the test tubes had to be placed into the centrifuge in order to separate the precipitates from the solution. There are some very important things to remember when using the centrifuge. First, when tubes are placed in the centrifuge, a tube with an approximately equal volume of solution should be placed exactly opposite each sample tube to counterbalance it (use a test tube filled with an equivalent amount of water if necessary). Second, the centrifuge should come to a stop before it is opened and the test tubes removed. This is to avoid injury. Once the tubes were removed from the centrifuge, it was obvious whether there was a precipitate present or not. If a solid has settled onto the bottom or side of

3 Types of Intermolecular Forces

3 Types of Intermolecular Forces Intermolecular forces or IMFs are physical forces between molecules. In contrast, intramolecular forces are forces between atoms within a single molecule. Intermolecular forces are weaker than intramolecular forces. The interaction between intermolecular  forces may be used to describe  how molecules interact with each other. The strength or weakness of intermolecular forces determines the state of matter of a substance (e.g., solid, liquid, gas) and some of the chemical properties (e.g., melting point, structure). There are three major types of intermolecular forces: London dispersion force, dipole-dipole interaction, and ion-dipole interaction. Key Takeaways: Intermolecular Forces Intermolecular forces act between molecules. In contrast, intramolecular forces act within molecules.Intermolecular forces are weaker than intramolecular forces.Examples of intermolecular forces include the London dispersion force, dipole-dipole interation, ion-dipole interaction, and van der Waals forces. Heres a closer look at these 3 intermolecular forces, with examples of each type. London Dispersion Force The London dispersion force is also known as LDF,  London forces, dispersion forces, instantaneous dipole forces, induced dipole forces, or the induced dipole-induced dipole force The London dispersion force is the weakest of the intermolecular forces.This is the force between two nonpolar molecules. The electrons of one molecule are attracted to the nucleus of the other molecule, while repelled by the other molecules electrons. A dipole is induced when the electron clouds of the molecules are distorted by the attractive and repulsive electrostatic forces. Example:  An example of London dispersion force is the interaction between two methyl (-CH3) groups. Example: Another example is the interaction between nitrogen gas (N2) and oxygen gas (O2) molecules. The electrons of the atoms are not only attracted to their own atomic nucleus, but also to the protons in the nucleus of the other atoms. Dipole-Dipole Interaction Dipole-dipole interaction occurs whenever two polar molecules get near each other. The positively charged portion of one molecule is attracted to the negatively charged portion of another molecule. Since many molecules are polar, this is a common intermolecular force. Example:  An example of dipole-dipole interaction is the interaction between two sulfur dioxide (SO2) molecules, where the sulfur atom of one molecule is attracted to the oxygen atoms of the other molecule. Example: H​ydrogen bonding is considered a specific example of a dipole-dipole interaction always involving hydrogen. A hydrogen atom of one molecule is attracted to an electronegative atom of another molecule, such as an oxygen atom in water. Ion-Dipole Interaction Ion-dipole interaction occurs when an ion encounters a polar molecule. In this case, the charge of the ion determines which part of the molecule attracts and which repels. A cation or positive ion would be attracted to the negative part of a molecule and repelled by the positive part. An anion or negative ion would be attracted to the positive part of a molecule and repelled by the negative part. Example:  An example of the ion-dipole interaction is the interaction between a Na ion and water (H2O) where the sodium ion and oxygen atom are attracted to each other, while the sodium and hydrogen are repelled by each other. Van der Waals Forces Van der Waals forces are the interaction between uncharged atoms or molecules. The forces are used to explain the universal attraction between bodies, the physical adsorption of gases, and the cohesion of condensed phases. The van der Waals forces include Keesom interaction, the Debye force, and the London dispersion force. So, van der Waals forces include intermolecular forces and also some intramolecular forces. Sources Ege, Seyhan (2003). Organic Chemistry: Structure and Reactivity. Houghton Mifflin College. ISBN 0618318097. pp. 30–33, 67.Majer, V. and Svoboda, V. (1985). Enthalpies of Vaporization of Organic Compounds. Blackwell Scientific Publications. Oxford. ISBN 0632015292.Margenau, H. and Kestner, N. (1969). Theory of Inter-molecular Forces. International Series of Monographs in Natural Philosophy. Pergamon Press, ISBN 1483119289.

Definition of Work in Physics

Definition of Work in Physics In  physics, work is defined as a  force  causing the movement- or displacement- of an object. In the case of a constant force, work is the scalar product of the force acting on an object and the displacement caused by that force. Though both force and displacement are vector quantities, work has no direction due to the nature of a scalar product (or dot product) in vector mathematics. This definition is consistent with the proper definition because a constant force integrates to merely the product of the force and distance. Read on to learn some real-life examples of work as well as how to calculate the amount of work being performed. Examples of Work There are many examples of work in everyday life.  The Physics Classroom  notes a few: a horse pulling a plow through the field; a father pushing a grocery cart down the aisle of a grocery store; a student lifting a backpack full of books upon her shoulder; a weightlifter lifting a barbell above his head; and an Olympian launching the shot-put. In general, for work to occur, a  force has to be exerted on an object causing it to move. So, a frustrated person pushing against a wall, only to exhaust himself, is not doing any work because the wall does not move. But, a book falling off a table and hitting the ground would be considered work, at least in terms of physics, because a force (gravity) acts on the book causing it to be displaced in a downward direction. Whats Not Work Interestingly, a waiter carrying a tray high above his head, supported by one arm, as he walks at a steady pace across a room, might think hes working hard. (He might even be perspiring.) But, by definition, he is not doing  any  work. True, the waiter is using force to push the tray above his head, and also true, the tray is moving across the room as the waiter walks. But, the force- the waiters lifting of the tray- does not cause the tray to move. To cause a displacement, there must be a component of force in the direction of the displacement, notes The Physics Classroom. Calculating Work The basic calculation of work is actually quite simple: W Fd Here, W stands for work, F is the force, and d represents displacement (or the distance the object travels).  Physics for Kids  gives this example problem: A baseball player throws a ball with a force of 10 Newtons. The ball travels 20 meters. What is the total work? To solve it, you first need to know that a Newton is  defined as the force necessary to provide a mass of 1  kilogram (2.2 pounds)  with an acceleration of 1  meter (1.1 yards) per second. A Newton  is generally abbreviated as N. So, use the formula: W Fd Thus: W 10 N * 20 meters (where the symbol * represents times) So: Work 200 joules A  joule,  a term used in physics, is equal to the  kinetic energy  of 1 kilogram moving  at 1 meter per second.