3 Dangers of ACT Practice Tests

3 Dangers of ACT Practice Tests SAT/ACT Prep Online Guides and Tips Practice tests are critical to acceptable ACT prep, yet simply taking full-length practice tests isn’t enough to ensure a decent score. In this article, we'll go over the three significant traps that numerous understudies unearth when endeavoring to utilize ACT practice tests. include picture credit: Danger/utilized under CC BY 2.0/Cropped and resized from unique. Peril #1: Inaccurate Practice Tests Numerous non-official practice tests are lower quality than the genuine test. The quality issues can extend from materials that don't test the correct things or get some information about them in the correct manner to tests that are overflowing with blunders. Some may contend that doing any kind of training test is superior to nothing, regardless of if it's not comparable to the genuine ACT. Be that as it may, utilizing low-quality ACT practice tests resembles rehearsing to turn into a ping pong champ by playing squash: it won't just burn through your time yet will likewise exacerbate your score since it's showing you an inappropriate abilities. Peril #2: Overdosing on Practice Tests Practice tests don’t help you on the off chance that you carelessly do in a steady progression without setting aside the effort to concentrate in the middle. It's alright to take the initial hardly any training tests without a lot of reflection, just to become accustomed to the configuration and the experience of stepping through the exam. When you get to the fourth or more practice test, however, you have to altogether audit your mix-ups on the off chance that you need to perceive any improvement in your score. Risk #3: Underdoing Practice Tests You can't have a decent ACT study program without in any event four genuine practice tests. In case you're spending under 10% of your ACT planning time on training tests, things are turning out badly. Ideally, you'll spend up to 30% of your all out ACT planning time taking practice tests. Making room in your bustling calendar for the lump of time a reasonable practice takes can be precarious, in any case. A decent general guideline to follow is that out of like clockwork you spend doing ACT prep, you ought to spend (at least) in any event 3-4 of those hours taking a reasonable, full-length practice test (with breaks). Thousands go after military college affirmation/utilized under CC BY-SA/Cropped from unique. What’s Next? Running low on planning time? Follow our 20-hour prep manual for utilizing ACT practice tests to capitalize on the time you have left. Presently you realize what to stay away from on an elevated level with arranging out your ACT prep, however shouldn't something be said about while you're taking practice tests? We've gathered the best eleven mix-ups understudies make during ACT practice tests in this article. Prepared to take some training tests, however not certain where to get them? Not to stress - we have an assortment of free official and informal ACT practice tests for you to utilize. Need to improve your ACT score by 4? Look at our top tier online ACT prep program. We ensure your cash back on the off chance that you don't improve your ACT score by at least 4. Our program is completely on the web, and it alters your prep program to your qualities and shortcomings. We likewise have master educators who can review all of your training ACT articles, giving input on the most proficient method to improve your score. Look at our 5-day free preliminary:

Hamilton Argues Against A Bill Of Rights Essay Example For Students

Hamilton Argues Against A Bill Of Rights Essay During the late eighteenth century the Antifederalists contended against the constitution in light of the fact that it didn't contain a bill of rights. They accepted that without a rundown of individual flexibilities, the new national government may mishandle its forces and that the states would be submerged by an all to prevailing and persuasive national government. The Antifederalists stressed that the cutoff points on direct democratic and the long terms of the president and legislators, provided by the constitution, would make a populace of elites and blue-bloods, which thusly would in the end remove power from the individuals. They likewise expected that the president may turn into another ruler. At the end of the day, the Antifederalists at last felt that the new Constitution was undemocratic. Supporters of a constitution, coming up short on a bill of rights, were called Federalists. The Federalists included individuals, for example, Alexander Hamilton, James Madison, and John Jay, whom composed a progression of papers that were intended to advise and convince the general population of their perspectives relating to the issues of the day. Among these perspectives was whether a bill of rights ought to be added to the constitution. The Federalists, by means of Alexander Hamilton, managed this issue in a principal path in their 84th exposition. In the 84th exposition Hamilton starts by clarifying that a bill of rights, which are in their birthplace, specifications among lords and their subjects, abstracts of right for benefit, reservations of rights not gave up to the ruler. Along these lines Hamilton expresses that bills of rights have no application to constitutions professedly established upon the intensity of the individuals, and that under the constitution the individuals give up nothing, and as they hold all that they have no need of specific reservations. Another contention utilized by Hamilton was reminding, the individuals who condemn the constitution for coming up short on a Bill of Rights, that a considerable lot of the state constitutions don't contain one either. He accepts that the Constitution, with no guarantees, viably incorporates a bill of rights. The constitution contained different arrangements for specific benefits and rights. Arrangements, for example, the ability to indict, writ of habeas corpus, the stipend for no bill of attainder or ex post facto law, no allowing of title of honorability, preliminaries that will be by a jury in the state which the wrongdoing was perpetrated inside, and that discipline for injustice won't reach out to relatives of the individual sentenced for that wrongdoing. To Hamilton these benefits and rights add up to a bill of rights. Hamilton proceeds by composing the constitution of each State is its bill of rights. Also, that the proposed Constitution, whenever embraced, will be the bill of privileges of the Union. Hamilton goes further and confirms that bills of rights, in the sense and to the degree where they are fought for, are superfluous in the proposed Constitution as well as would even be hazardous. Hamilton accepts that a bill of rights would be risky in light of the fact that it would contain different special cases to powers which are not allowed; and, on this very record, would manage the cost of a colorable appearance to guarantee more than were conceded. For why proclaim that things will not be done which there is no capacity to do? Hamilton at that point requests that his perusers contemplate if the freedom of the press will not be controlled, when no force is given by which limitations might be forced? Hamilton accepts that if the constitution alludes to not controlling the press that as a result it has presented a managing power. Utilizing the arrangement against retraining the freedom of the press to call attention to how a bill of rights may be abused in light of the fact tha t it suggests that a capacity to endorse appropriate guidelines concerning it was expected to be vested in the national government. I accept that Hamiltons contention against a bill of rights, in its essential sense, was that the government could just act where its capacity had been obviously explained in the constitution. .uc69500c6fd9737435fc6741e6192aef4 , .uc69500c6fd9737435fc6741e6192aef4 .postImageUrl , .uc69500c6fd9737435fc6741e6192aef4 .focused content territory { min-stature: 80px; position: relative; } .uc69500c6fd9737435fc6741e6192aef4 , .uc69500c6fd9737435fc6741e6192aef4:hover , .uc69500c6fd9737435fc6741e6192aef4:visited , .uc69500c6fd9737435fc6741e6192aef4:active { border:0!important; } .uc69500c6fd9737435fc6741e6192aef4 .clearfix:after { content: ; show: table; clear: both; } .uc69500c6fd9737435fc6741e6192aef4 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; change: darkness 250ms; webkit-change: obscurity 250ms; foundation shading: #95A5A6; } .uc69500c6fd9737435fc6741e6192aef4:active , .uc69500c6fd9737435fc6741e6192aef4:hover { murkiness: 1; progress: mistiness 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .uc69500c6fd9737435fc6741e6192aef4 .focused content region { width: 100%; position: rela tive; } .uc69500c6fd9737435fc6741e6192aef4 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content enrichment: underline; } .uc69500c6fd9737435fc6741e6192aef4 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uc69500c6fd9737435fc6741e6192aef4 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-tallness: 26px; moz-outskirt span: 3px; content adjust: focus; content embellishment: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .uc69500c6fd9737435fc6741e6192aef4:hover .ctaButton { foundation shading: #34495E!important; } .uc69500 c6fd9737435fc6741e6192aef4 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .uc69500c6fd9737435fc6741e6192aef4-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uc69500c6fd9737435fc6741e6192aef4:after { content: ; show: square; clear: both; } READ: Genocide in Guatemala Essay I altogether can't help contradicting Hamilton and discover his contentions unconvincing. So as to arrive at his decisions it appears as though he was looking the focal point of his day and not through the perspective of things to come, as such a significant number of his associates. To me it .

Shiny Circuits

Shiny Circuits Hey guys! I know its been a little while since I have blogged. The problem is that people like pictures. And people like to know about the lives of MIT students. BUT, right now even though I have both pictures and the life of an MIT student, my pictures are not about my life as an MIT student (they tend to be about how neat trees look right after rain in the Fall). Thats because most of the things Im doing now as an MIT student (researching at a Department of Defense Research and Development Laboratory, observing in a local high school classroom, interviewing for cool jobs) expressly forbid taking pictures. So, I decided to take pictures of part of someone elses life at MIT: 6.131 Lab. 6.131 Lab, or Power Electronics is one of those classes that reminds students why they came to MIT in the first place. At this time of year in many other classes, students are cramming as much into their heads as possible for midterms. At this time of the year in 6.131, students have just finished working late nights to create a system that lets them drive a go-cart. Now theyre working on controlling fluorescent lights. Breadboard by Noah S. 10 Why, you might ask, does a fluorescent light need to be controlled? You have likely seen a demonstration of how easy it is to wire up an incandescent bulb; you basically just connect it to a battery. In these more traditional bulbs, the filament is a resistive unit, so the more voltage you put across it, the more current will flow through, and the brighter it will shine. The filament is made out of metal (these days, usually Tungsten), so even though there is some resistance there, it is not very high. In a fluorescent light, instead of a wire filament, there is a tube filled with low-pressure mercury vapor. When the light is turned off, this gas provides a very high resistance. Even though mercury is metal just like Tungsten is, its spread out as a gas. For electric current to flow through the bulb, it needs to be able to jump from one atom of metal to the next, all the way to the end of the bulb. Signal Generator in Power Electronics Lab at MIT So thats the first difference: to get the light going in the first place, you need to provide a HUGE voltage. So why arent fluorescent bulbs just like incandescents with bigger batteries? Well, as soon as you have started the flow of electrons through the tube, the vapor ionizes! This means that its resistance drops very suddenly. If you continued to use the same amount of voltage you used to start the lamp to run it, it would explode! Noah S. 10 Hard at work. See the giant green donut-thing with red wire? Thats a huge inductor. And then the final kicker: The V-I characteristics, or relationships between voltage and current, for the lamp, are really weird. Even if you put a high amount of voltage in to start the lamp, then bring it down to the perfect level, it is a very fragile system. If some tiny little variable changes, like the temperature, it could become unstable, the current could run away, and it would still break! *For 6.131 Professor Leebs explanation of why this happens, see note at the end. The answer to all of our problems! So, the answer, clearly, is to use the circuity represented above. All clear? Just in case its not, lets explain So, the goal is to provide a big initial voltage, then turn it down and set up some sort of self-policing system. Most of the things in the picture above are just made to generate a huge square wave (40 Volts). Theres a part where you can adjust the Duty Cycle, or what part of the time the square wave is high or low. The other really important parts are right next to the part labeled Fluorescent Lamp. They are L and C. The huge square wave comes in through L (an inductor) and then chooses whether to go through the C (capacitor) or lamp. If the lamp is off, it goes through the C, since theres so much resistance in the lamp. If the lamp is on, it goes through the lamp and mostly avoids the capacitor. When the lamp is off, the inductor and capacitor form a resonant circuit. If the frequency of the square wave going in is right, the voltage in the capacitor voltage builds up until it is high enough that the lamp starts. Once the lamp starts, the inductor helps to keep the amount of current in the lamp steady. Other cool things about the lab are winding the big inductors yourself, doing all your own soldering, and working with chips that are getting hot enough that they need huge heat sinks (the big black metal things in the photo below.) Let me know if you have any questions about 6.131 or lab classes in general. And thanks to Noah S. 10 for showing me his circuitry and giving me a refresher course on building a lamp ballast :) Totem board, Noah S. 10 *Im going to quote Professor Leeb himself here, because he explains it so clearly. In the lit fluorescent lamp, an increase in terminal voltage corresponds to a decrease in terminal current, and vice-versa. This happens because, roughly, as the current decreases in the tube, the number of charged carriers in the tube also decreases, decreasing the conductivity of the plasma column in the tube. So a higher voltage is needed to maintain the lower current! Increasing the current on the other hand, increases the conductivity of the plasma. A lower voltage is required in this case to sustain the higher current. With these properties, imagine a slight, inevitable disturbance that momentarily increases the current in the bulb. This disturbance could be a slight change in exterior temperature, for example. The voltage across the tube remains fixed, but now we are off the equilibrium curve, with a larger number of charge carriers in the tube compared to before the disturbance. Off the equilibrium curve, this voltage will push yet more current into the bulb, further increasing the conductivity. If the voltage remains unchanged, the bulb enters a runaway condition, where the current increases until something breaks.

The Buck Institute For Education - 969 Words

Gold Standard PBL The Buck Institute for Education (BIE) combined current research and theory with the experience of expert PBL educators to cultivate Gold Standard PBL, a framework for rigorous, high quality PBL design, implementation, and assessment. The term Gold Standard is used in many industries and fields to indicate the highest quality process or product. PBL institutions have adopted the term to indicate the standard of instruction that PBL teachers must strive for, Gold Standard PBL (BIE, 2015). There are seven project design elements centering around the knowledge, understanding, and success skills that students must develop. The elements are challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product (Larmer, Mergendoller, Boss, 2015). Elements of Gold Standard PBL A well designed project begins with what students must learn, and the learning targets are delineated in the content standards of the Common Core State Standards (CCSS). Students develop conceptual understanding of key knowledge and learn how to apply them to real world situations, to solve problems, answer complex questions and create high quality products. In the process of acquiring knowledge and learning how to apply them, students develop critical thinking skills, learn to work well with others, and become effective self–managers (BIE, 2015). Challenging problem or question. Challenge is critical toShow MoreRelatedThe Contributions of Doctor Gordon Buck1322 Words   |  5 PagesWith this being said, a man named Gurdon Buck has shaped the way the medical field is being viewed today. 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Essay on The Human Resource Frame Analysis Team Work

Frames Analysis Structural Frame One of the main issues impeding the efficiency and preventing successful teamwork in this situation was uncertainty with the structural design of this project team. I was more familiar (and comfortable) with a rigid chain of command structure. My belief that we should be precisely executing the stated orders of our Navy leadership created obstacles for the other team members. Other more academically inclined team members were less oriented toward this centralized structure and therefore did not comprehend my opposition to their content ideas. As soon as it became apparent that there were significant differences with the team’s structural identity, one course of action would have been to begin by†¦show more content†¦Policies I was not prepared for the opposition that was exhibited toward my views and I felt threatened as a result. Because of this perceived threat, I withdrew and dug in when confronted which led to the breakdown in communication a nd created further tension. When the argument escalated there was no clear policy in place that would have helped to mend the issue. Technology Because the various members of the team were geographically separated throughout most of the project, the use of information technology (email and file sharing) was crucial to success. When the conflict escalated this communication technology also broke down. Restricting the use of technology affected the team’s structure by not allowing for a more de-centralized approach. Environment The structural environment that existed within our project team was far from stable. In such a case, Bolman and Deal suggests that in order to prevent structural tensions groups should use differentiation and integration. That is, they need to establish clear divisions of labor and assignment of responsibilities (Bolman Deal, 2013). 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Faust and Romanticism Free Essays

In Johann Wolfgang von Goethe’s tragic play Faust, we see the romantic side of the ninteenth century. In the age of romanticism we see the dominance and assertion of a more individualist society heavily based on imagination and freedom. When society became more heavily individualized poets began to take advantage of this and write plays based on individual characters like Faust. We will write a custom essay sample on Faust and Romanticism or any similar topic only for you Order Now Goethe took advantage of the heavily romantic influence and spent his life righting the play Faust. The ultimate goal of Goethe’s Faust was to achieve the understanding and sympathy of all cultures which fully embodies romanticism. Even though Faust is not strictly a piece of romantic literature, Goethe’s ideas display the characteristics of genre. In the first half of the play of Faust he goes on a walk through nature with Wagner and we see the overall comfort of Faust and the natural world. Faust goes on to talk about the qualities of nature and provides spiritual and faithful reasoning which justifying him deep down wanting to participate in nature. In the speeches that Faust makes about nature we see the early nineteenth century tradition of romanticism lifted up. When Faust returns to his studies after the walk through nature we see for the first time that he is satisfied. It is when he returns to his study that we see the jubilant spirit of Faust killed by the world of rational thinking. Goethe sees a strong spiritual connection in nature because he feels there is a spiritual connection between humans and nature. Goethe believes that nature is what feeds spirituality and the individual free thinking spirit. The human soul is viewed to feed off of a connection with nature and without this connection there cannot be completeness in an individual. Goethe views the disconnect of human happiness comes from over rationalization and the need to have a scientific explanation for everything. There is no one explanation for everything and he views that in order to feel complete and whole as a person you must return to nature to gain the qualities needed to whole. Throughout the play the reader cannot help but notice the influence of nineteenth century romantics. Goethe is looking to get across his points of romanticism through his views of nature and the thought of happiness. Faust goes through several journeys and through all of these he is looking for self-completion and satisfaction. The reader must go into reading the play with an open mind not closed off to the views of Goethe and his views of the natural. Goethe embodies his total thoughts of the natural when Gretchen receives forgiveness because of her obligation and obedience to the natural. Through all of the play Goethe is looking for the understanding of people of all views and backgrounds and fully embody the ideas of romanticism. How to cite Faust and Romanticism, Papers

Marco Polo (2747 words) Essay Example For Students

Marco Polo (2747 words) Essay Marco PoloMarco Polo is one of the most well-known heroic travelers and tradersaround the world. In my paper I will discuss with you Marco Poloslife, his travels, and his visit to China to see the great Khan. Marco Polo was born in c.1254 in Venice. He was a Venetian explorerand merchant whose account of his travels in Asia was the primary sourcefor the European image of the Far East until the late 19th century. Marcos father, Niccol?, and his uncle Maffeo had traveled to China(1260-69) as merchants. When they left (1271) Venice to return toChina, they were accompanied by 17-year-old Marco and two priests. Early LifeDespite his enduring fame, very little was known about the personallife of Marco Polo. It is known that he was born into a leadingVenetian family of merchants. He also lived during a propitious time inworld history, when the height of Venices influence as a city-statecoincided with the greatest extent of Mongol conquest of Asia(Li Man Kin9). Ruled by Kublai Khan, the Mongol Empire stretched all the way fromChina to Russia and the Levant. The Mongol hordes also threatened otherparts of Europe, particularly Poland and Hungary, inspiring feareverywhere by their bloodthirsty advances. Yet the ruthless methodsbrought a measure of stability to the lands they controlled, opening uptrade routes such as the famous Silk Road. Eventually ,the Mongolsdiscovered that it was more profitable to collect tribute from peoplethan to kill them outright, and this policy too stimulated trade(Hull 23). Into this favorable atmosphere a number of European traders ventured,including the family of Marco Polo. The Polos had long-established tiesin the Levant and around the Black Sea: for example, they owned propertyin Constantinople, and Marcos uncle, for whom he was named, had a homein Sudak in the Crimea(Rugoff 8). From Sudak, around 1260, anotheruncle, Maffeo, and Marcos father, Niccol?, made a trading visit intoMongol territory, the land of the Golden Horde(Russia), ruled by BerkeKhan. While they were there, a war broke out between Berke and theCowan of Levant , blocking their return home. Thus Niccol? and Maffeotraveled deeper into mongol territory, moving southeast to Bukhara,which was ruled by a third Cowan. While waiting there, they met anemissary traveling farther eastward who invited them to accompany him tothe court of the great Cowan, Kublai, in Cathay(modern China). InCathay, Kublai Khan gave the Polos a friendly reception, appointed themhis emissaries to the pope, and ensu red their safe travel back toEurope(Steffof 10). They were to return to Cathay with one hundredlearned men who could instruct the Mongols in the Christian religion andthe liberal arts. In 1269, Niccol? and Maffeo Polo arrived back in Venice, where Niccol?found out his wife had died while he was gone(Rugoff 5). Their son,Marco, who was only about fifteen years old, had been only six oryounger when his father left home:thus; Marco was reared primarily byhis mother and the extended Polo family-and the streets of Venice. After his mothers death, Marco had probably begun to think of himselfas something of a orphan(Rugoff 6). Then his father and uncle suddenlyreappeared, as if from the dead, after nine years of traveling infar-off, romantic lands. These experiences were the formativeinfluences on young Marco, and one can see their effects mirrored in hischaracter: a combination of sensitivity and toughness, independence andloyalty, motivated by an eagerness for adventure, a love of stories, anda desire to please or impress(Li Man Kin 10). Lifes WorkIn 1268, Pope Clement IV died, and a two- or three-year delay whileanother pope was being elected gave young Marco time to mature and toabsorb the tales of his father and uncle. Marco was seventeen years oldwhen he, his father and uncle finally set out for the court of KublaiKhan(Stefoff 13). They were accompanied not by one hundred wise men butby two Dominican friars, and the two good friars turned back at thefirst sign of adversity, another local war in the Levant. Aside fromthe popes messages, the only spiritual gift Europe was able to furnishthe great Kublai Khan was oil from the lamp burning at Jesus Christssupposed tomb in Jerusalem. Yet, in a sense, young Marco, the only newperson in the Polos party, was himself a fitting representative of thespirit of European civilization on the eve of the Renaissance, and thelack of one hundred learned Europeans guaranteed that he would catch theeye of the Cowan, who was curious about ?Latins(Hull 29). On the way to the khans court, Marco had the opportunity to completehis education. The journey took three and a half years by horsebackthrough some of the worlds most rugged terrain, including snowymountain ranges, such as the Pamirs, and parching deserts, such as theGobi. Marco and his party encountered such hazards as wild beasts andbrigands; they also met with beautiful women, in whom young Marco took aspecial interest. The group traveled numerous countries and cultures,noting food, dress, and religion unique to each(Li Man Kin 17). Inparticular, under the khanss protection the Polos were able to observea large portion of the Islamic world at close range, as few if anyEuropean Christians had. By the time they reached the khans court inKhanbalik, Marco had become a hardened traveler. He had also received aunique education and had been initiated into manhood. Kublai Khan greeted the Polos warmly and invited them to stay on in hiscourt. Here, if Marcos account is to be believed, the Polos becamegreat favorites of the khan, and Kublai eventually made Marco one of his most trusted emissaries(Great Livesfrom History 16765). On these points Marco has been accused of grossexaggeration, and the actual status of the Polos at the court of thekhan is much disputed. If at first it appears unlikely that Kublaiwould make young Marco an emissary, upon examination this seems quitereasonable. For political reasons, the khan was in the habit ofappointing foreigners to administer conquered lands, particularly China,where the tenacity of the Chinese bureaucracy was legendary. The khancould also observe for himself that young Marco was a good candidate. Finally, Marco reported back so successfully from his fistmission-informing the khan not only on business details but also oncolorful customs and other interesting trivia-that his furtherappointment was confi rmed. The journeys specifically mentioned inMarcos book, involving travel across China and a sea voyage to India,suggests that the khan did indeed trust him with some of the mostdifficult missions(Rugoff 25). Who Discoverd America EssayAlmost three-fourths of the United States teens are afraid of violentcrime amongst their peers(Apfel 23). Violence in schools has become abig problem in todays society. With all the people being injured orkilled in schools by guns and other weapons, more and more people aregetting more weapons to bring in to schools. Nearly half of all malesand one-third of all students including females said they can easilyobtain a handgun if they wanted to(Glazer 14). The cause of violence can be blamed on many things but 1 mainly. Andthat one thing is drugs and gangs. Now that more people are selling andbuying drugs, people are making money to buy weapons. Gangs, since theycame around violence has been increasing steadily. The spread of gangsand drugs has also been implicated in the increasing violence of schoolyouths(Glazer 14). Experts have also said that most violent conflicts among school-agechildren can be traced back to long-simmering disputes(Apfel 21). Carrying guns and other weapons around schools is becoming more andmore popular all around the world. People think that carrying gunsaround schools with them will make them cool or fit in with other peoplelike themselves. Theyre wrong. More and more people who are carryingguns around schools today are getting caught and having them takenaway. Since schools have gotten metal detectors and scanners, they havecut down the rate of having handguns in schools by nearly 58%(Glazer 5). Security experts have reported that there is no evidence that a metaldetector will solve the problem of violence in schools, even though itoffers a highly-visible symbol to the community(Apfel 22). Even if theschools with all the gun violence in their schools do put in metaldetectors at the front entrances of schools, their are many ways kidscan sneak in weapons to school. In 1990 congress made it a felony tobring a gun within one-thousand feet of any school under the ?Gun-FreeSchool Zones? provision of the 1990 crime prevention package. This lawwont help very much because of the fact that students can sneak inweapons through bathroom windows, or an unguarded entrance duringrecess(Glazer 6). So their isnt really a safe and reliable way to keepguns away from schools. Security has become a big part of schools today. More and more schoolshave been getting metal detectors installed. The N.Y. city publicschools report that since the introduction to metal detectors in 1988,serious incidents have declined by 58% in schools with scanners and by43% without them(Glazer 5). Every school should start putting in metaldetectors and scanners if they want to cut down violence. Some schoolsdistricts that experimented with metal detectors for a short time foundthem a bit frustrating(Gordon 27). It has become very easy to obtain a gun. A survey of Baltimorepublic-schools students showed that the four most prevalent places toget guns are street corners, friends, drug dealers, and thieves(Gordon29). And kids all over the world are getting guns from all these placesbut nobody is doing anything about it. It is very easy for someone toobtain a handgun. All they have to do is go to one of these four placesand buy one. Where do they get the money to buy these guns you ask? From selling drugs. If we could stop the selling of drugs just by maybe20% or even 15%, their would be a whole less violence due to the lack ofmoney. So nobody would be able to buy a weapon. Teachers are in as much danger of being killed or attacked as kids areschool. The risk of a teacher being attacked by a student has doubledsince 1956(Glazer 20). This is a lot considering that you dont hearabout too many teacher attacks on the news but you do hear about teensbeing killed. Approximately 100 teachers have been assaulted annuallyin the past four school years(Glazer 8). The big problem involving violence is how we can stop the violence fromspreading and increasing. Not nearly as many teens would have guns ifthey didnt get the money from selling drugs(Gordon 30). So if we canstop the selling of drugs, less people will have money to buy guns andtheir will be less violence. We can also blame our parents forviolence. When parents buy a gun and put it away, their kid could get ahold of it and bring it to school and already your in trouble. This iswhy parents should lock away their weapons not just stick it in a drawor on the top shelf of a closet. Parents are responsible for theconduct and safety of their children and buy keeping a gun where theycan get hold of it their putting them in danger(Glazer 29). Violence has caused many problems. Many people have been killed orseriously injured because of violence. What we should do to try andprevent violence in schools from increasing is teach our children youngabout this stuff and dont keep a weapon around the house unless itsnecessary. And if you do keep a weapon in your house. keep it where itcant be found that easily. Works CitedGlazer, Sarah. ?Violence In Schools.? CQ Researcher(Sept. 11,1992):787-818. Ed. Elanor Goldstein. Vol. 14. Boca Raton: Sirs,1992. Art. 78. Witkin, Gordon. ?Kids Who Kill.? U.S. News and World Report(April 8,1991): 26-35. Ed. Elanor Goldstein. Vol. 4. Boca Raton: Sirs, 1991. Art. 5. Apfel, Ira. ?Teen Violence: Real or Imagined American Demographics (June, 1995). 22-23.