US v. Wong Kim Ark

United States v. Wong Kim Ark, decided by the U.S. Supreme Court on March 28, 1898, confirmed that under the Citizenship Clause of Fourteenth Amendment, the United States government cannot deny full U.S. citizenship to any person born within the United States. The landmark decision established the doctrine of â€Å"birthright citizenship,† a key issue in the debate over illegal immigration in the United States.   Fast Facts: United States v. Wong Kim Ark Case Argued: March 5, 1897Decision Issued: March 28, 1898Petitioner: United States Government Respondent: Wong Kim ArkKey Question: Can the U.S. government deny U.S. citizenship to a person born in the United States to immigrant or otherwise non-citizen parents? Majority Decision: Associate Justice Gray, joined by Justices Brewer, Brown, Shiras, White, and Peckham.Dissenting: Chief Justice Fuller, joined by Justice Harlan (Justice Joseph McKenna did not participate)Ruling: The Citizenship Clause of the Fourteenth Amendment grants U.S. citizenship to all children born to foreign parents while on American soil, with a limited set of exceptions. Facts of the Case Wong Kim Ark was born in 1873 in San Francisco, California, to Chinese immigrant parents who remained subjects of China while residing in the United States. Under the U.S. Constitution’s Fourteenth Amendment ratified in 1868, he became a citizen of the United States at the time of his birth. In 1882, the U.S. Congress passed the Chinese Exclusion Act, which denied U.S. citizenship to existing Chinese immigrants and banned the further immigration of Chinese laborers into the United States. In 1890, Wong Kim Ark traveled abroad to visit his parents who had permanently moved back to China earlier the same year. When he returned to San Francisco, U.S. customs officials allowed his re-entry as a â€Å"native-born citizen.† In 1894, the now 21-year-old Wong Kim Ark went back to China to visit his parents. However, when he returned in 1895, U.S. customs officials denied him entry on the grounds that as a Chinese laborer, he was not a U.S. citizen.   Wong Kim Ark appealed his denial of entry to the U.S. District Court for the Northern District of California, which ruled on January 3, 1896, that by virtue of having been born in the United States, he was legally a U.S. citizen. The court based its decision on the Fourteenth Amendment and its inherent legal principle of â€Å"jus soli†Ã¢â‚¬â€citizenship based on place of birth. The U.S. government appealed the district court ruling to the United States Supreme Court.   Constitutional Issues The first clause of the Fourteenth Amendment to the U.S. Constitution—the so-called â€Å"Citizenship Clause†Ã¢â‚¬â€bestows full citizenship, along with all rights, privileges, and immunities of citizenship, on all persons born in the United States, regardless of the citizenship status of their parents. The clause states: â€Å"All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.†Ã‚   In the case of United States v. Wong Kim Ark the Supreme Court was asked to determine whether or not the federal government, contrary to the Fourteenth Amendment, had the right to deny U.S. citizenship to a person born in the United States to immigrant or otherwise non-citizen parents. In the words of the Supreme Court, it considered the â€Å"single question† of â€Å"whether a child born in the United States, of parent[s] of Chinese descent, who, at the time of his birth, are subjects of the Emperor of China, but have a permanent domicile and residence in the United States, and are there carrying on business, and are not employed in any diplomatic or official capacity under the Emperor of China, becomes at the time of his birth a citizen of the United States.† The Arguments   The Supreme Court heard oral arguments on March 5, 1897. Lawyers for Wong Kim Ark repeated their argument that had been upheld in the district court—that under the Citizenship Clause of the Fourteenth Amendment and the principle of jus soli—Wong Kim Ark was an American citizen by virtue of having been born in the United States.   Presenting the federal government’s case, Solicitor General Holmes Conrad argued that since Wong Kim Ark’s parents were subjects of China at the time of his birth, he was also a subject of China and not, according to the Fourteenth Amendment, â€Å"subject to the jurisdiction† of the United States and thus, not a U.S. citizen. The government further argued that because Chinese citizenship law was based on the principle of â€Å"jus sanguinis†Ã¢â‚¬â€that children inherit the citizenship of their parents—it trumped U.S. citizenship law, including the Fourteenth Amendment.   Majority Opinion On March 28, 1898, the Supreme Court ruled 6-2 that Wong Kim Ark had been a U.S. citizen since birth and that â€Å"the American citizenship which Wong Kim Ark acquired by birth within the United States has not been lost or taken away by anything happening since his birth.†Ã‚   In writing the courts majority opinion, Associate Justice Horace Gray held that the Citizenship Clause of the Fourteenth Amendment must be interpreted according to the concept of jus soli as established in English common law, which allowed only three exceptions to birthright citizenship:   children of foreign diplomats,children born while on board foreign public ships at sea, or;children born to citizens of an enemy nation that is actively engaged in hostile occupation of the country’s territory.   Finding that none of the three exceptions to birthright citizenship applied to Wong Kim Ark, the majority concluded that â€Å"during all the time of their said residence in the United States, as domiciled residents therein, the said mother and father of said Wong Kim Ark were engaged in the prosecution of business, and were never engaged in any diplomatic or official capacity under the emperor of China.†Ã‚   Joining Associate Justice Gray in the majority opinion were Associate Justices David J. Brewer, Henry B. Brown, George Shiras Jr., Edward Douglass White, and Rufus W. Peckham.   Dissenting Opinion Chief Justice Melville Fuller, joined by Associate Justice John Harlan, dissented. Fuller and Harlan first argued that U.S. citizenship law had broken away from English common law after the American Revolution. Similarly, they argued that since independence, the citizenship principle of jus sanguinis had been more prevalent in U.S. legal history than the birthright principle of jus soli. When considered in the context of U.S. versus Chinese naturalization law, the dissent argued that â€Å"the children of Chinese born in this country do not, ipso facto, become citizens of the United States unless the Fourteenth Amendment overrides both treaty and statute.† Citing the Civil Rights Act of 1866, which defined U.S. citizens to be â€Å"all persons born in the United States and not subject to any foreign power, excluding Indians not taxed,† and had been enacted just two months before the Fourteenth Amendment was proposed, the dissenters argued that the words â€Å"subject to the jurisdiction thereof† in the Fourteenth Amendment carried the same meaning as the words â€Å"and not subject to any foreign power† in the Civil Rights Act. Finally, the dissenters pointed to the Chinese Exclusion Act of 1882, which prohibited Chinese immigrants already in the United States from becoming U.S. citizens.   The Impact Ever since it was handed down, the Supreme Court’s United States v. Wong Kim Ark ruling upholding birthright citizenship as a guaranteed right by the Fourteenth Amendment has been the focus of intense debate regarding the rights of foreign minorities born in the United States who claim U.S. citizenship by virtue of their place of birth. Despite many court challenges over the years, the Wong Kim Ark ruling remains the most-often cited and upheld precedent protecting the rights of persons born to undocumented immigrants who were—for whatever purposes—present in the United States at the time of their children’s births. Sources and Further References â€Å"United States v. Wong Kim Ark.† Cornell Law School: Legal Information InstituteEpps, Garrett (2010). â€Å"The Citizenship Clause: A ‘Legislative History’.† American University Law ReviewHo, James C. (2006). â€Å"Defining American: Birthright Citizenship and the Original Understanding of the 14th Amendment.† Green Bag Journal of Law.Katz, Jonathan M. â€Å"Birth of a Birthright.† Politico Magazine.  Woodworth, Marshall B. (1898). â€Å"Who Are Citizens of the United States? Wong Kim Ark Case.† American Law Review.

AP and Cathedral Comparison Essay - 1617 Words

Mallory Russell 06/12/15 Comparison Essay ENG 102 Online â€Å"Cathedral† by Raymond Carver versus â€Å"A + P† by John Updike In the short stories â€Å"Cathedral† by Raymond Carver and â€Å"A + P† by John Updike the protagonists experience an epiphany that change their restricted way of thinking. The main character, â€Å"Sammy† in John Updike’s, â€Å"A + P† is a teenage boy working in the town grocery store. Sammy experiences an epiphany when he decides to quit his job at the grocery store. He quit because he believed that it was wrong of his boss to treat customers poorly due to any pre-conceived notion that was determined by what the customer looks like. Raymond Carver’s main character named â€Å"the husband† in his story â€Å"Cathedral† experiences an epiphany†¦show more content†¦It is unclear whether or not the husband’s dislike for the blind man is fueled by jealousy or by ignorance. It is clear that the husband’s idea of what the company of a blind man would be like is very stereotypical because he bases his opinion on what he has seen in the movies, â€Å"In the movies, the blind moved slowly and never laughed.† (Carver 473). The husband bases his judgment from movies and decides, â€Å"A blind man in my house was not something I was looking forward to.† (Carver 473). In the story â€Å"A+P†, Sammy is immediately interested in the three females that enter the grocery store. His interest possibly provoked by the natural tendency of being a young teenage boy and they being three girls dressed in bathing suites alone. Once the three girls make their way through the grocery store, Sammy immediately begins making his own judgment of their character based on the way they walk and the way they look. Sammy while observing the three girls, names the middle girl, â€Å"Queenie† simply based on her appearance and the way she walks. He describes Queenie in a condescending way, â€Å"She didn’t look around, not this queen, and she just walked straight on slowly, on thes e long white prima-donna legs. She came down a little harder on her heels†¦Ã¢â‚¬  (Updike 259) After watching the girls walk through the grocery store to find their item he insults their intelligence without having spoken to them, â€Å"†¦(do you really think it’s a mind in there or just a little buzzShow MoreRelatedPersuasive Essay804 Words   |  4 PagesPersuasive Essay In 1983, Raymond Carver introduced his short story â€Å"Cathedral† to the public. The first-person narrative takes place within the narrator’s home, where his wife is waiting upon the arrival of her blind friend Robert. The narrator, however, becomes more concerned about how Robert’s visit will affect him rather than enjoy the situation. 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Energy crises of Pakistan Free Essays

The unabated spate of load shedding throughout Pakistan has made life difficult to live in this sizzling summer. The unending energy crisis with power outages for more than 15 hours on daily basis has also dealt a severe blow to the national economy. Resultantly, business units and factories are getting shut down and layoffs of the workers are reported to be running in hundreds of thousands with grave implications for already burgeoning unemployment and poverty. We will write a custom essay sample on Energy crises of Pakistan or any similar topic only for you Order Now According to a careful estimate, the difference between demand and supply is above five thousand megawatts, which is likely to increase as the weather gets even hotter in the months of June and July. The monster of load shedding first raised its head in 2007 and the national power scene has been becoming uglier with every passing year. There have been minor fluctuations and readjustments between demand and supply due to weather and water factors but the crisis on the whole has remained consistent in its lethality and ugliness. The criticality of situation warranted urgent policy response at the highest level but the same was not forthcoming, thanks to red-tapism and perennial malaise afflicting our decision-making processes. The questions arise in the background of severity of the crisis: has Pakistan in reality been deprived of treasure of energy? Do we have no alternative system to produce electricity in the country? Can we establish energy market, the biggest in the region through collaboration with neighbouring India and other countries? These are the questions whose answers should be in the affirmative, which should not be less than a glad tiding for the people hit hard by crises of different nature. Resort to empty promises, a favourite pastime of the government, would not help. It is about time that the government made practical strategies to resolve the energy crisis on the war footing basis without any further delay. Geographically Pakistan is located in a region where neighbouring country, India, is emerging as an economic giant. Despite massive use of energy to meet the growing demands of economic development, there is no load shedding in India. Among other countries of the region, Bangladesh is the only country whose local reservoirs of power are more than that of Pakistan. Economically speaking, India is ahead of Pakistan and Bangladesh but in terms of being self-sufficient in power, even Bangladesh is far ahead of Pakistan. Islamabad stands at number three in the field of power generation. Despite this power generation potential, the country suffers from the worst bouts of power crisis courtesy internal and external factors. If Pakistan, India, Sri Lanka, Bangladesh and other countries of the region launch power generation initiatives jointly, they cannot only strengthen their diplomatic and economic ties but also earn precious foreign exchange by exporting the surplus electricity. These countries are home to vast natural sources of energy. All countries of South Asia can launch a joint project of power grid. Nepal and Bhutan are two countries blessed with maximum of natural gas, which is used more than electricity. On the other hand, there are issues in regard to planning of natural resources and installation of power lines to ensure flow of electricity in these countries of the region. Despite this, when we look at the natural resources in these countries, it becomes certain that only these countries forming the energy bloc would stand to benefit in the future energy scenario. However, they would have to take steps to attract the attention of international investors. If these countries succeed to formulate a joint strategy, it would not only help them overcome their energy crunch, but also establish a trade bloc in South Asia. A brief detail of some of the models is given here below to become self-sufficient in the power sector: According to an analysis undertaken in the countries of South Asia, it has become known that if they formulate long-term policy of natural resources, they can save electricity from 6% to 13%. South African countries had undertaken this experiment first of all by which the countries of the region were able to save up to 100 billion dollars. If the South Asian countries take a leaf from the book of their African counterparts, there is no reason why they do not become self-sufficient in energy resources. Implementation of this model would also promote the intra-regional trade besides offering solution to the power crisis. Pakistan should be a strong proponent of this model given its huge energy deficit and demand. A long-term policy will need to be worked out spanning over 10 to 12 years. The broad contours of policy would include power agreements, long-term policy, and cooperation in the field of engineering, etc. The government of Pakistan has already formulated a ten-year plan but it is not in sync with the ground realities. There is a difference between resources and planning. By acting upon this model named s South Asian Power Pool, Pakistan, India and other regional countries can become success stories in the conservation and self-sufficiency of natural resources. The major benefits accruing from this model are the way out of present power crisis and enhancement of regional trade through striking of preferential trade agreements. Import of hydropower from India, Bhutan and Nepal can provide us with a big push to go ahead with this plan. Last but not the least, the South Asian countries can ink a regional agreement known as South Asian Regional Energy Trade (SARET) based on revolutionary steps to enhance energy trade in the region. However, in order to ease out the situation, urgent measures need to be taken. This includes the equal distribution of load shedding throughout Pakistan without any exception. The issues of non-payment to IPPs and circular debt need to be sorted out as a matter of priority to generate electricity according to full installed capacity. The matter of import of electricity from Iran should be dealt with on priority basis besides working out workable strategy to cut down line losses, which are the major source of wastage of electricity in the country. To conclude, it can be said that energy crunch is both regional and global issue and regional efforts need to be made to overcome this deficit. Time is long past when issues of urgent nature were kept pending due to political expediency. Pakistan, a country hit hard by power crisis, needs to reach out to Iran, Turkey and other central Asian countries for import of electricity on urgent basis to ease things out. Time to act is now. How to cite Energy crises of Pakistan, Essay examples

Carl Linnaeus free essay sample

Linnaeus Report Born in 1707 to a country parson in Rashult, southern Sweden, the young Linnaeus showed a keen interest in plants and flowers and by the age of eight, was given the nickname ‘the little botanist’. Linnaeus studied medicine, first at the University of Lund and then at the University of Uppsala. Medicine at this time was based on herbals so it meant he also studied plants. He shared his passion for plants with Olaf Celsius whom he met at Uppsala. Linnaeus is most widely known for creating systems for naming and classifying plants and animals. Realizing that new plants were being discovered faster than their relationships could be established, he first came up with a simple classification based upon the number of floral parts of each plant. This system remained popular into the nineteenth century. Gradually Linnaeus also developed a system of names in which each species of plant and animal had a genus (class or group) name followed by a specific name. We will write a custom essay sample on Carl Linnaeus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example,  Plantago virginica  and  Plantago lanceolata  were the names of two species of  plantain  (an herb). Botanists agreed in 1905 to accept his  Species plantarum  (1753) and zoologists (scientists who study animals) agreed to accept his  Systema naturae  (1758) as the official starting points for scientific names of plants and animals. He  was one of the most influential scientists of his time. His  theory of classication allowed for clear and easy descriptions of plants, animals and minerals. So straightforward was his new naming system, it is still used by scientists today.

Alcohol Combustion free essay sample

To find out difference in the heat of combustion for different types of alcohols. Hypothesis The higher the number of carbon atoms in an alcohol is, the higher the energy for the heat of combustion. Alcohol is a homologous series, a series of organic compounds with similar formula and chemical properties, and increase in molecular size and mass. When the equations for combustion of these alcohols are listed in the order of increasing number of carbon atoms, Methanol 1 CH3OH(l) + 3/2 O2(g) ? 1 CO2(g) + 2 H2O(l) Ethanol 1 C2H5OH(l) + 3 O2(g) ? 2 CO2(g) + 3 H2O(l) Propanol 1 C3H7OH(l) + 9/2 O2(g) ? 3 CO2(g) + 4 H2O(l) Butanol 1 C4H9OH(l) + 6 O2(g) ? 4 CO2(g) + 5 H2O(l) Pentanol 1 C5H11OH(l) + 15/2 O2(g) ? 5 CO2(g) + 6 H2O(l) The number of CO2 molecule increases in a linear fashion, as well as H2O. In the formation of carbon dioxide, C=O bonds are formed, releasing 1486 kJ per mol[i] in each molecule. As the coefficient for carbon dioxide is the same as the number of carbon atoms in the alcohol, the coefficient increases linearly in the increase in the homologous series of alcohol. The energy for combustion increases in the order of methanol ? thanol ? propanol ? butanol ? pentanol (and that in linear fashion) because the increase in the number of molecules of carbon dioxide means that more energy must be released for the formation of the C=O bond. Equipment 5 spirit lamps for methanol, ethanol, propanol, butanol, and pentanol. Water 100ml beakers Thermometer Matches Stop watch Retort stand Ceramic tile Method and Variables Pour 50ml of water into a beaker. Place the beaker in the clamp connected to the retort stand on a ceramic tile. Measure and record the mass of lamp and the temperature of the water. Heat the beaker for 1 minute. Measure and record the final mass of lamp and the temperature of water. Repeat step 1-5 for 3 more times. Repeat the experiment with different types of alcohols. Type of alcohol will be changed each time as independent variable, whereas for the dependent variable the heat of combustion will be measured. Other variables that should be kept under constant condition will be the height from the lamp to the beaker, equipments (thermometer, beakers, cylinder, etc. ), room temperature, etc. Results Table 1. Table to Show the Initial and Final Mass of Lamp and the Temperature of Water Before and After the Combustion | | |Trial 2 | |Trial 3 | |Trial 4 | |Trial 2 | |Trial 3 | Trial 4 |? H Heat of Combustion (KJmol-1) |146. 67 |270. 9 |440. 59 |648. 57 |836. 00 | | |Percentage Uncertainty (%) |20. 51 |29. 47 |21. 79 |22. 84 |30. 09 | | |Absolute Uncertainty (KJmol-1) | ±30. 08 | ±79. 68 | ±96. 00 | ±148. 13 | ±251. 55 | | Table 3. The Literature Values of Heat of Combustion for Different Types of Alcohol[ii] Alcohol |Methanol |Ethanol |Propanol |Butanol |Pentanol | |Literature Value of Heat of Combustion (KJmol-1) |-715 |-1371 |-2010 |-2673 |(no data) | | [pic] [pic] [pic] [pic] Qualitative Data: After boiling for a while, the bottom of the beakers that was directly exposed to the heat started to get covered by soot. The amount of the soot seemed to be more when alcohol with more carbons was used, but the actual mass or volume of soot was not measured. Data Processing The Heat of Combustion can be calculated by using the equation: . For methanol for example (from the first trial): Then the uncertainty must be calculated by adding up the relative uncertainties. The specific heat capacity of water (4. 18) and the molar mass of the alcohol do not have uncertainty because they are literature values. The mass of water (50g) must have uncertainty of . The temperature has uncertainty of (31 °C ±1 °C) – (23 °C ±1 °C) = 8 °C ±2 °C therefore the relative uncertainty is . The mass of alcohol lamp has uncertainty of (149. 76g ±0. 01g)-(149. 50 ±0. 01g) = 0. 26g ±0. 02g therefore the relative uncertainty is . When all relative uncertainties are added up(1+25+7. 69=33. 69(%)), it is multiplied to the total value to get the range of uncertainties: Thus the Heat of Combustion for methanol is: For ethanol(from the first trial): The specific heat capacity of water (4. 18) and the molar mass of the alcohol do not have uncertainty because they are literature values. The mass of water (50g) must have uncertainty of . The temperature has uncertainty of (39 °C ±1 °C) – (24 °C ±1 °C) = 15 °C ±2 °C herefore the relative uncertainty is . The mass of alcohol lamp has uncertainty of (149. 71g ±0. 01g)-(149. 30 ±0. 01g) = 0. 41g ±0. 02g therefore the relative uncertainty is . When all relative uncertainties are added up(1+13. 33+4. 88=19. 21(%)), it is multiplied to the total value to get the range of uncertainties: Thus the Heat of Combustion for methanol is: Justification of Uncertainties In the process of measuring the values given in the experiment, a thermometer with scale of 2 °C, a cylinder with scale of 1ml, and a scale showing 2 digits after decimal were used. An uncertainty value of  ±1 °C in the measurement of temperature,  ±0. g of in the measurement of amount of water (A cylinder was used to measure 40g of water. Although the cylinder measures in ml, 1 ml corresponds with 1g, thus the exchange in the measurement is possible. ), and  ±0. 01g in the measurement of change in the mass of alcohol should be considered. These uncertainties are chosen because they are half the scale shown on the equipment, allowing  ±half the measurement of error to be accepted. Conclusion and evaluation The enthalpy of combustion did increase in linear f ashion as the number of carbon atoms in alcohol increased (graph 1-4). This shows that the hypothesis was correct. The linearity of the graph indicates the relationships between each type of alcohol in the homologous series. Because CH2 is added to each alcohol as the homologous series progress, more energy is released for the formation of the C=O bond. However, the values of Heat of Combustion gathered from the experiment are lower than the literature value. In order to get values closer to the literature value, the duration of heating could be extended so that the change in the temperature increases. With current method, the value for change in temperature of water is too small that it may be not providing enough data for values closer to the literature value. When the change in the temperature of water increases, the ? T in the equation also increases, meaning that the value of Heat of Combustion will increase as well. The values are multiplied by -1 in order to account for the exothermal nature or the reactions therefore the graph should be increasing, which is what is shown in the graphs using the data from the experiment. There were no distinguishable errors but minor errors the experiment that resulted in gaps between the values from the experiment and the literature values (The range of error is relatively high). Random errors are uncertainties of measurements and systematic errors are from method. The relative uncertainty is high. In order to reduce the gap and improve the experiment, either random error can be corrected as much as possible or systematic errors can be fixed, although it is the systematic error that is responsible for most of the errors. Other than those errors, all other controlled variables were under control. For random errors, for example, different thermometer with smaller scales can be used to reduce the risk of having  ±1 °C. Also thermometers using mercury is more precise than the ones using alcohol. For systematic error, parts of method must be changed to make the procedure easier to get more accurate results. For instance, when heating the water in the beaker, the upper part of the beaker is exposed to the air, which, in other words, mean that the increase in the temperature that must be measure may be affected by the loss of heat from the water to the air from the top of the beaker where it is not covered. In order to fix this problem the beaker could be insulated. Also, the main reason for the high percentage of the relative uncertainty is the thermometer that had scales of 2 °C leading to an uncertainty value of  ±1 °C, which is comparatively high. In fact, most errors derive from systematic errors rather than from random errors thus in order to make improvement more efficient, it is preferred to work on the systematic error.

Effects of Budget on UW system essays

Effects of Budget on UW system essays If we are to remain preeminent in transforming knowledge into economic value, Americas system of higher education must remain the worlds leader in generating scientific and technological breakthroughs and in meeting the challenge to educate workers. - Alan Greenspan In light of the recent biennial budget proposed by Governor, Jim Doyle the UW System has been placed with a great burden. As recommended by the Governor, the UW System will be placed with accounting for over a third of the budget cuts, a system, which only accounts for 8% of the overall budget. (See charts 1 and 2) Lets put that into English. Lets say you have two cars, and you have to drive to Milwaukee. One car has a full tank of gas while the other is just half full. You have no money to purchase any extra gas for either car. Which car would you take? The obvious answer may seem to lean towards the first car, not if youre the Governor of Wisconsin. Jim Doyle chose car two and decided to run it on empty. The UW System budget will be reduced over the biennium by $250 million. This will cause an increase in tuition of $250 a semester at 2 and 4 year colleges. The system will also be forced to cut a total of 650 positions over this time period (03-05). The rest of the cuts are forced to be taken from the remaining auxiliaries, such as residence halls. UW Madison is being forced to carry a heavy burden of these cuts, aquiring $23 billion over the first year alone. Along with UW Milwaukee, Madison will increase their tuition a semester by $350 as compared to other schools in the system. Madison will be forced to cut 88 administrative positions and eliminate approximately 60 faculty positions. With fewer faculties come fewer options. UW Madison will eliminate 300 courses, they stress, however, not to eliminate high demand courses and courses which are required for a degree. In response to such a high number of elimina...

The Complete List of IB Courses and Classes

The Complete List of IB Courses and Classes SAT / ACT Prep Online Guides and Tips What are all the IB courses available to take? Here's our complete list of all SL and HL classes. Every IB School is different, so your IB school may not offer all of the IB courses below. However, these are all of the classes that IB creates a curriculum and test for. There are 56 classes (counting HL and SL separately). I have categorized them by the subject categories that IB defines as the six subject groups. Table of Contents Group 1: Studies in language and literature Group 2: Language acquisition Group 3: Individuals and societies Group 4: Sciences Group 5: Mathematics Group 6: The arts To receive your IB Diploma, you must take from all 6 categories (except you can study an additional science, individuals and societies, or languages course, instead of a course in the arts). You must also complete what is known as the core, which includes one additional class: Theory of Knowledge / TOK I'll dive into more detail on each below: Group 1: Language and Literature Course Name IBO Description Personal Notes Available Online? HL, SL, or both Language A: literature The course introduces students to the analysis of literary texts. The course is automatically available in 55 languages and available by special request and may be studied in any language with a sufficiently developed written literature. N/A No HL and SL Language A: language and literature The language A: language and literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. This course is available for study in 17 languages. N/A No HL and SL Literature and performance The literature and performance course aims to explore the relationship between literature and theatre. The main focus of the course is the interaction between the literary skills of close reading, critical writing and discussion and the practical, aesthetic and symbolic elements of performance. It is available in English, and by special request Spanish and French. N/A No SL only Group 2: Language Acquisition Course Name IBO Descriptions Personal Notes Available Online? HL, SL, or both Classical languages Latin or Classical Greek coursework provides opportunities for students to study the language, literature and culture of ancient Rome or Greece. N/A No HL and SL Language B Language B courses are foreign language courses intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level. I took Language B SL (specifically Spanish B SL). After previously taking Spanish 5 years (beginning in 8th grade). I found the written exam very easy. There is also an oral presentation, which was more challenging. You present on a topic and are required to answer any questions that your teacher asks you regarding your presentation. I received a 7 in the class. Yes, Spanish B SL only HL and SL Language ab initio These courses are foreign language for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level. N/A Yes, Spanish ab initio, Mandarin ab initio, and French ab initio SL only Group 3: Individuals and Societies Course Name IBO Descriptions Personal Notes Available Online? HL, SL, or both Business management Business Management course is a rigorous and dynamic course that explores how business decision-making processes impact on internal and external environments. In turn, it will explore how decision-making processes themselves are affected by internal and external environments. N/A Yes, HL and SL HL and SL Economics The course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum- rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. N/A Yes, HL, SL, and one-year SL HL and SL Geography Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. N/A No HL and SL Global Politics This is a relatively new class that was first available for testing in May 2017. The global politics course explores fundamental political concepts such as power, liberty and equality, in a range of contexts and at a variety of levels. It allows students to develop an understanding of the local, national, international and global dimensions of political activity, as well as allowing them the opportunity to explore political issues affecting their own lives. N/A No HL and SL History The Diploma Programme history course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. It also helps students to gain a better understanding of the present through critical reflection upon the past. It is hoped that many students who follow the course will become fascinated with the discipline, developing a lasting interest in it whether or not they continue to study it formally. There are two â€Å"routes†: you can either study the history of Europe and the Islamic world or 20th century world history. Most likely, your school will only offer you one option. I took History HL and covered the History of Europe (I think they adapted it since I took it to add in the Islamic World). I thoroughly enjoyed the course. I think I got a 6 on the exam. No HL and SL Information technology in a global society The ITGS framework is modeled on a ‘triangle’. It uses an integrated approach, encouraging students to make informed judgments and decisions about the role of information and communication technologies in contemporary society. N/A Yes, SL and HL HL and SL Philosophy Philosophy is a systematic critical inquiry into profound, fascinating and challenging questions such as: What is it to be human? Do we have free will? What do we mean when we say something is right or wrong? N/A Yes, SL only HL and SL Psychology The IB Diploma Programme psychology course is the systematic study of behavior and mental processes. I took Psychology SL in high school and loved the course. We learned about very interesting experiments. Yes, SL and HL HL and SL Social and cultural anthropology The IB Diploma Programme social and cultural anthropology course offers an opportunity for students to explore and understand humankind in all its diversity through the comparative study of culture and human societies. N/A No HL and SL World religions It is a systematic, analytical yet empathetic study of the variety of beliefs and practices encountered in nine main religions of the world. The course seeks to promote an awareness of religious issues in the contemporary world by requiring the study of a diverse range of religions. N/A No SL only Group 4: Science Course Name IBO Descriptions Personal Notes Available Online? HL, SL, or both Biology Biologists investigate the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. I took SL and remember it being a pretty standard Biology class. It is probably very similar to AP Biology other than it requires more experimentation. No HL and SL Chemistry Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. N/A No HL and SL Computer Science The IB computer science course is a rigorous and practical problem-solving discipline. Computational thinking lies at the heart of the course and is integrated with other topics. This will be supported by practical activities including programming. N/A No HL and SL Design Technology DP design technology aims to develop internationally-minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world. N/A No HL and SL Environmental systems and societies Through studying environmental systems and societies (ESS) students will be provided with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. N/A No SL only Physics Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. I took Physics HL in high school. It was most definitely the most challenging course and exam I took. We covered very high level physics that many Physics students do not reach until their sophomore or even junior year of college. The experiments were very interesting, and the reports for each were very long. It required a lot of time. No HL and SL Sports, exercise and health science The SEHS course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. N/A No SL only Group 5: Mathematics There are four math class options: Mathematical Studies SL (known as Math Studies) Mathematics SL Mathematics HL Further Mathematics HL The International Baccalaureate Organization does not do a good job distinguishing between the four courses, but from what I can gather, Mathematical studies SL is the lowest level of mathematics, then Mathematics SL, then Mathematics HL, then Further Mathematics HL. I took Mathematics HL. I found the class totally manageable, but the exam was much more difficult than I expected. This could have been because my class did not prepare me properly or maybe I did not study enough. Only Mathematics SL and Mathematics HL are available online. Group 6: Arts Course Name IBO Descriptions Personal Notes Available Online? HL, SL, or both Dance The course focuses on the composition, performance and analysis of dance, or â€Å"expressive movement,† which is practiced among peoples of various backgrounds, and for a variety of purposes, throughout the planet. N/A No HL and SL Film At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film. N/A Yes, SL only HL and SL Music Through the music course students develop their knowledge and potential as musicians, both personally and collaboratively. N/A No HL and SL Theatre The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. N/A No HL and SL Visual Arts The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. N/A No HL and SL Other IB Required Class Course Name IBO Descriptions Personal Notes Available Online? HL, SL, or both Theory of Knowledge (TOK) In this course, students reflect on the nature of knowledge and on how we know what we claim to know. I know that sounds very vague. This was one of my favorite courses in high school. It was a mix of philosophy and personal evaluation. It allowed me to reflect on what issues were important to me. Yes N/A What's Next? Are you hoping to squeeze in some extra IB classes? Learn about the IB courses offered online. Studying for the SAT? 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