Top 20 Free Apps for High School and College Students

30They say there’s an app for everythingand they’re right! We’re a mobile generation, and for all those high school and college students out there, these twenty apps might make this upcoming school year a whole lot easier. 1) inClass This note-taking app is so beyond awesome, I felt ecstatic when I found out about it. This app keeps track of your courses, plus all your homework and project deadlines, sending out nifty little reminders so you don’t forget. You can even take notes on it and share those notes/other files with your classmates. 2) Google Drive iPhone / Android Every single person needs to have this app. It basically contains all the features of Google Drive on your computer, but organizes it in an easy-to-use mobile format. You can share documents with your friends and collaborate on projects; make slideshow presentations; create efficient spreadsheets; and much, much more. (Am I sounding like a solicitor to anyone else?) This is a great tool—especially if you’ve left your homework at home and need to edit or print it out at school. Everything is backed up in the same place. 3) Duolingo iPhone / Android For anyone taking a language course, this app is a must-have. It’s the #1 ranked app in â€Å"Language Learning† and is fast, free, and completely addictive. You can learn and practice Spanish, French, German, Portuguese, Italian, and English through activities involving voice recognition and an almost video-game-like achievement format. Pretty cool, huh? ) Rate My Professors iPhone / Android Curious about which classes have the best or worst professors? This app is perfect for checking up thousands of student ratings of university professors all over the country. There are over 6,000 schools, 1,000,000 professors, and 10,000,000 ratings on the app. It’s very convenient, and it really gives you an insider’s perspective on a class. 15) Magoosh ACT Flashcards iPhone / Android / Web Another Magoosh appbut its great too! This completely FREE ACT flashcard app covers all the English and math knowledge you need to have committed to memory for these sections of the test. The Science flashcards can help you answer those pesky ACT Science questions that require outside science knowledge and also help you get more of a handle on the scientific scenarios on the test in general. 16) Unstuck Web This app is really cool. According to the website, Unstuck is â€Å"an in-the-moment digital coach thats ready every time were feeling stuck.† It asks you a series of questions which helps you become motivatedand, at least for high school students, prevent procrastination! It has helped the leaders of companies like Apple, Starbucks, Nike, and Disney. Check it out! 17) Audible iPhone / Android If you’re an auditory learner, this app is perfect for you! Audible offers countless audiobooks—many of which are completely free. It allows you to be more productive while still garnering the benefits of your favorite books. It’s also great if you’re a slow reader. If you listen to an audiobook while reading a physical copy of the text, you’ll find yourself a lot more engaged in the story! 18) Kno Text ­books iPhone / Android This app has tons of e-textbooks which you can highlight and annotate. Very convenient if you don’t want to lug around your school textbooks all day—and even more convenient because you can synchronize content throughout multiple devices, share notes with classmates, and add media. 19) Studious iPhone / Android Studious not only silences your phone during class (we all know the feeling†¦), but also saves notes and reminds you of homework due dates and test days. It’s kind of like the inClass app, but for Android. 20) Sparknotes iPhone / Android Admit it—you couldn’t survive without Sparknotes. Thank God there’s an app for it! The Sparknotes app isn’t on the Apple Store anymore for some reason, but for all Android users, it can certainly be a lifesaver. It comes with fifty pre-loaded study guides and hundreds more available with internet access.

Currencies of Spanish-Speaking Countries

Here are the currencies used in countries where Spanish is the official language. In Latin American countries where the dollar symbol ($) is used, it is common to use the abbreviation M.N. (moneda nacional) to distinguish the national currency from the U.S. dollar in situations where the context doesnt make clear which currency is meant, as in tourist areas. Although all currencies are divided into smaller units of a hundredth, those smaller units are sometimes of historical interest only. In Paraguay and Venezuela, for example, it takes thousands of units of local currency to equal a U.S. dollar, making the hundredth of a unit of little practical use. The most common name in Latin America for a monetary unit is peso, used in eight countries. Peso can also mean weight, with its use for money dating to the time when monetary value was based on weights of metals. Spanish-Speaking Countries Currencies Argentina: The main unit of currency is the Argentine peso, divided into 100 centavos. Symbol: $. Bolivia: The main unit of currency in Bolivia is the boliviano, divided into 100 centavos. Symbol: Bs. Chile: The main unit of currency is the Chilean peso, divided into 100 centavos. Symbol: $. Colombia: The main unit of currency is the Colombian peso, divided into 100 centavos. Symbol: $. Costa Rica: The main unit of currency is the colà ³n, divided into 100 cà ©ntimos. Symbol: â‚ ¡. (This symbol may not display properly on all devices. It looks similar to the U.S. cent symbol,  ¢, except with two diagonal slashes instead of one.) Cuba: Cuba uses two currencies, the peso cubano and the peso cubano convertible. The first is primarily for everyday use by Cubans; the other, worth considerably more (fixed for many years at $1 U.S.), is used primarily for luxury and imported items and by tourists. Both types of pesos are divided into 100 centavos. Both also are symbolized by the $ symbol; when necessary to distinguish between the currencies, the symbol CUC$ is often used for the convertible peso, while the peso used by ordinary Cubans is CUP$. The convertible peso goes by various local names including cuc, chavito, and verde. Dominican Republic (la Repà ºblica Dominicana): The main unit of currency is the Dominican peso, divided into 100 centavos. Symbol: $. Ecuador: Ecuador uses U.S. dollars as its official currency, referring to them as dà ³lares, divided into 100 centavos. Ecuador has its own coins for values under $1, which are used in addition to U.S. coins. The coins are similar in appearance but not weight with U.S. coins. Symbol: $. Ecuatorial Guinea (Guinea Ecuatorial): The main unit of currency is the Central African franco (franc), divided into 100 cà ©ntimos. Symbol: CFAfr. El Salvador: El Salvador uses U.S. dollars as its official currency, referring to them as dà ³lares, divided into 100 centavos. El Salvador dollarized its economy in 2001; previously its unit of currency was the colà ³n. Symbol: $. Guatemala: The main unit of currency in Guatemala is the quetzal, divided into 100 centavos. Foreign currencies, particularly the U.S. dollar, are also recognized as legal tender. Symbol: Q. Honduras: The main unit of currency in Honduras is the lempira, divided into 100 centavos. Symbol: L. Mexico (Mà ©xico): The main unit of currency is the Mexican peso, divided into 100 centavos. Symbol: $. Nicaragua: The main unit of currency is the cà ³rdoba, divided into 100 centavos. Symbol: C$. Panama (Panamà ¡): Panama uses the balboa as its official currency, divided into 100 centà ©simos. The value of the balboa has long been pegged at $1 U.S.; U.S. currency is used, as Panama does not publish its own banknotes. Panama has its own coinage, however, with values ranging to 1 balboa. Symbol: B/. Paraguay: The main unit of currency in Paraguay is the guaranà ­ (plural guaranà ­es), divided into 100 cà ©ntimos. Symbol: G. Peru (Perà º): The main unit of currency is the nuevo sol (meaning new sun), usually referred to simply as the sol. It is divided into 100 cà ©ntimos. Symbol: S/. Spain (Espaà ±a): Spain, as a member of the European Union, uses the euro, divided into 100 cents or cà ©ntimos. It can be freely be used in most of Europe other than the United Kingdom and Switzerland.  Symbol: â‚ ¬. Uruguay: The main unit of currency is Uruguayan peso, divided into 100 centà ©simos. Symbol: $. Venezuela: The main unit of currency in Venezuela is the bolà ­var, divided into 100 cà ©ntimos. Technically, the currency is the bolà ­var soberano (sovereign bolà ­var), it having replaced the earlier bolà ­var fuerte (strong bolà ­var) at a ratio of 100,000/1 in 2018 as the result of hyperinflation. Only the word bolà ­var is used on the currency. Symbols: Bs, BsS (for bolà ­var soberano). Common Spanish Words Related to Money Paper money is known in general as papel moneda, while paper bills are called billetes. Coins are known as monedas. Credit and debit cards are known as tarjetas de crà ©dito and tarjetas de dà ©bito, respectively. A sign that says sà ³lo en efectivo indicates that the establishment accepts only physical money, not debit or credit cards. There are several uses for cambio, which refers to change (not just the monetary kind).  Cambio  by itself is used to refer to the change from a transaction. The exchange rate is either the tasa de cambio or tipo de cambio. A place where money is exchanged can be called a casa de cambio. Counterfeit money is known as dinero falso  or dinero falsificado.   There are numerous slang or colloquial terms for money, many of the specific to a country or region. Among the more widespread slang terms (and their literal meanings) are plata (silver), lana (wool), guita (twine), pasta (pasta), and pisto (vegetable hash). A check (as from a checking account) is a cheque, while a money order is a giro postal. An account (as in a bank) is a cuenta, a word that  also can be used for the bill given to a restaurant customer after a meal is served.

Differences Between Roman Republic And Roman Empire

There are many factors that show the differences between the Roman Republic and the Roman Empire. With the many differences there are also some similarities between the two governing systems. A obvious difference is the time period the Roman Republic and Roman Empire lasted. A obvious similarity is they both occurred in Rome. Rome felt under constant threat, at the beginning of the Roman Republic. The Roman Republic was initially ruled by the rich and powerful. This ruling began â€Å"After the overthrow of the monarchy, Roman nobles, eager to maintain their position of power, established a republican form of government†(p.129). Later on, this power to the rich would prove chaos. The patricians who â€Å"were descendants of the original senators appointed during the period of the kings were great landowners, who constituted an aristocratic governing class†(p.129). The plebeians did not have this power of authority like the patricians did. The plebeians were â€Å"const ituted the considerably larger group of non-patrician large landowners, less wealthy landholders, artisans, merchants, and small farmers†(p.129). These people could vote with the patricians but could not be elected into office, they could not marry someone out of the patricians and vice versa, it was forbidden for these groups to intertwine. These factors led to the plebeians wanting and needing equality with the patricians. After hundreds of years, the plebeians finally got the power and equality they had hoped for. ByShow MoreRelatedThe Roman Empire And Republic940 Words   |  4 Pages Since the Roman Empire and Republic and the Christian Roman Empire were set in prolific time periods, they were powerful and cultured in their own standing. Society between these two, conclusively was supported by each community. Respectably, the following idea of society is comprised of religion, women, government, and rule. 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The Case of the Speluncean Explorers Summary - Free Sample Solution

Question: Discuss about the Speluncean Explorers Further Proceedings. Answer: Introduction: The Case of the Speluncean Explorers is a fictitious case, which was created in the Harvard Law Review by Lon L Fuller. The case occurs in Commonwealth of Newgarth, which is again, a fictitious jurisdiction. This article contained five different judicial opinions, which explored the facts of the case from different legal viewpoints. In the following parts, these five views have been highlighted, along with the decision on which one is the most favorable. A discussion has also been carried on the manner in which the view taken above is aligned with the theoretical approaches to the law, if any. In this case, a group of explorers were stuck in a cave due to landslide. Upon contacting the rescue team, they were informed that the rescue operation would take ten days. They would have ran out of food in ten days and so, they decided to draw a lottery and the loser of that, would be killed and eaten by others for survival. This was done and the others were rescued later. A guilty verdict was carried out by the Commonwealth of Newgarth whereby they were awarded the mandatory sentence of capital punishment. The first judge, Chief Justice Truepenny affirmed the conviction, but at the same time, he recommended clemency. He believed that the statue was unambiguous and had to be applied by the judiciary, irrespective of their personal believes. For clemency, a join petition should be made to Chief Executive as it was an executive matter and not judiciary. Justice Foster set aside the conviction stating that the defendants were in such state of nature where the laws of Commonwealth did not apply. And the law of nature would permit them to kill for their survival. And even when the natural law is not applied, for the purpose of criminal law, the application of self-defense would act as deterrence for this case. Justice Tatting made no decision and withdrew from the case. He believed that the natural law in that state of nature had its priority over the freedom of contract over the right to life. He also highlighted the difficulty in statutory interpretation of the purposive approach, in presence of multiple purposes, for instance, rehabilitation and retribution. And because of the competing legal rationales, in addition to the emotions, he refrained from making a decision. The fourth view was that of Justice Keen who affirmed the convictions. He criticized the proposed appeal for clemency to Executive of Chief Justice Truepenny due to the applicability of doctrine of separation of powers. He stated that such appeal should be made in the capacity of being a private citizen only. He also highlighted the irrelevance of moral considerations in the application of statute. The last judgment was given by Justice Handy and he also set aside the convictions. He argued that the public opinion and common sense had to be considered by the court. He highlighted that over 90% of the public wanted that these men should be released or be given a lesser punishment. He also made a statement regarding the rumors he heard. As per these rumors, Chief Executive was not gong the commute the sentence even with the presence of strong public opinion. In my view, the ruling given by Justice Foster is the most appropriate one. He highlighted correctly how the individuals were under the natural law, instead of the Commonwealth law, due to the state of nature at the time of the killing. The natural law is aligned to the theory of survival of fittest and so, if for the survival of the others, one individual had to be scarified, it would be deemed as a correct approach. There is one more reason for supporting the view presented by Justice Foster and it relates to the function approach taken by him, while assuming that the laws of Commonwealth of Newgarth were applicable over the individuals. Since the application of statue based on functional approach was the major purpose of deterrence, Foster concluded that if the convictions were upheld, the purpose of the statute would not be served, in the same manner as is present for self-defense. The countered the possible objections of the judicial activism, by making a suggestion that even though the judges have to comply with will of the legislators, but that had to be done in an intelligent manner. He drew the analogy to the servants who were required to understand the instructions of their master by reading between the lines. He also highlighted that the strict literal compliance was not the actual intention in every case. This is the reason why the view of Foster was the most practical and applicable one. Legal realism is one of the naturalistic approaches to the law. As per this theory, the theorists of this approach have to investigate the law based on value free method of the natural science, which is also known as the science of the real. As a result of their value free approach, they are opposed to the traditions of natural law. This view believes that the common law adjudication is inherently subjective system, which can, at times, produce inconsistent or incoherent results. The view point put forward by Foster is somewhat inclined towards legal realism. This is because he highlighted that the natural law should be applicable in this case, instead of the commonwealth law, due to it producing inconsistent results, in form of punishing the individuals, for their survival needs. The approach of Foster was somewhat a value free approach and hence, his decision can be stated as being inclined to the approach of legal realism. To sum up the entire decision, the hypothetical case of Speluncean Explorers presents the readers with a diversified view in the judgment of five judges. These judges have, as per their understanding, given different judgments. Out of these, in the view of the writer, the most appropriate one is that of Justice Foster. And this view is somewhat inclined to legal realism approach. Bibliography Suber, P, The Case of the Speluncean Explorers: Nine New Opinions (Routledge, 2012) Bjarup, J, The Philosophy of Scandinavian Legal Realism (2005) 18(1) Ratio Juris. Mertz, E, Ford, WK and Matoesian, G, Translating the Social World for Law: Linguistic Tools for a New Legal Realism (Oxford University Press, 2016) Easterbrook, FH, The Case of the Speluncean Explorers: Revisited (1999) 112 Harvard Law Review Fuller, LL, The Case Of The Speluncean Explorers (1949) 62(4) The Harvard Law Review Association. D'Amato, A, The Speluncean Explorers--Further Proceedings (2010) Faculty Working Papers. Paper 98 https://scholarlycommons.law.northwestern.edu/cgi/viewcontent.cgi?article=1097context=facultyworkingpapers OlbrychtPalmer, Summary of Fuller, 'The Case of the Speluncean Explorers' (25 February 2015) https://olbrychtpalmer.net/2015/02/25/summary-of-the-speluncean-explorers.html Eskridge Jr. WN, The Case of the Speluncean Explorers: TwentiethCentury Statutory Interpretation in a Nutshell (1993) Faculty Scholarship Series. Paper 3839. https://digitalcommons.law.yale.edu/cgi/viewcontent.cgi?article=4813context=fss_papers