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Determine the empiricаl аnd mоleculаr fоrmulas оf ibuprofen, a common headache remedy. The analysis yields a molar mass of 206 g/mol and a percent composition of 75.7% C, 8.80% H, and 15.5% O. A) What is the molecular formula? (type in answer without spaces and carat(^) signs) [1] B) What is the empirical formula? (type in answer without spaces and carat(^) signs) [2]
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Reаd the fоllоwing twо аrticles, 3.9 Million Students Dropped out of College with Debt in 2015 аnd 2016 and How to Help More College Students Graduate. Then, write a literature review in which you synthesize the information from the two articles into one cohesive explanation of the problem described: The number of students who drop out of college without a degree. Include the following in your essay: An introductory paragraph of at least 150 words that includes background information on the issue and a thesis statement that summarizes your paper in a single complete sentence At least two body paragraphs of at least 500 words in which you include the following: Develop a separate and distinct theme in each body paragraph Cite at least two sources in each body paragraph Include appropriate in-text citation that conforms to MLA guidelines 3.9 Million Students Dropped Out of College With Debt in 2015 and 2016 by: Cliff Hernandez The saddest stories among those who owe some of the $1.3 trillion in student loan debt are those of college dropouts. They took out loans to go to school, hoping for a better life. But without college degrees, many don't find good jobs to help pay back these loans. It not only ruins their lives, it's terrible for the nation's budget. The loans are financed by the federal government, ultimately leaving taxpayers on the hook. Which schools are leaving taxpayers and students in the lurch most often? I ran some calculations, using the latest data, released in September. The U.S. Department of Education's College Scorecard tracks the number of students who dropped out with debt for each college and university in the nation. My figures show a total of 3.9 million undergraduates with federal student loan debt dropped out during fiscal years 2015 and 2016 (from mid-2014 through mid-2016). I found that more than 900,000 of these students dropped out of for-profit universities. That's 23 percent of all the indebted dropouts, even though only 10 percent of all undergraduate students attend for-profit schools. Many more indebted dropouts, almost 2.5 million of them, had attended public institutions, such as two-year community colleges and four-year state schools. But the public sector's share of dropouts exactly matches its share of the student population: 64 percent. As a whole, private nonprofit colleges seem to be doing a better job, accounting for 13 percent of the dropouts while educating a quarter of all U.S. undergraduates. However, the size of the debts of dropouts is the largest at private nonprofit colleges, with each person owing almost $10,000 on average. "It's a significant problem," said Sandy Baum, an expert on higher education finance at the Urban Institute, a research organization in Washington, D.C. "We want to know who is creating these people and putting people in this untenable situation." "The federal government provides these loans, and the students interpret that as a stamp of approval. They assume that the federal government wouldn't give them money to go to an institution that doesn't graduate its students," added Baum, the author of the 2016 book Student Debt: Rhetoric and Realities of Higher Education Financing. It's a credit to the Department of Education that it continues releasing this data that isn't flattering to the for-profit sector even as the Trump Administration has delayed and sought to ease regulations of for-profit universities. The Obama Administration first released this loan data last year and this is the second release. (Many thanks to Kim Clark of the Education Writers Association who downloaded the raw data into a spreadsheet for reporters to analyze and helped me understand the variables.) One shortcoming of the data is that it doesn't tell us exactly what percentage of students who took out student loans are dropping out each year and eventually defaulting. Instead, all we are given is how many students with loans dropped out over two years from fiscal 2015 to 2016. We don't know, at first glance, if they represent a lot or a little of the student body. It's possible to see a surge in dropouts during good economic times when employers are hiring and students are quitting school to enter the workforce. Some may have initially started school recently; some may have started 10 years ago. Not every student who withdraws from college is a dropout for life. Some transfer to other colleges and eventually obtain degrees. This is particularly true for many community college students, and this data doesn't reveal which students eventually get degrees. For some institutions, which have high tuition and cater to a low-income population, students with loans make up a large percentage of the student body. For these colleges, this data gives a good overall picture of how many people are failing and succeeding in graduating. For more elite institutions, where the proportion of people who take out loans is small, it's important to remember that the number of dropouts covers only students who take out loans. The college might have a better track record graduating wealthier students. That also explains why private, nonprofit schools produced a smaller number of indebted dropouts than for-profit or public institutions; they tend to cater to a wealthier student population. I decided to focus on sheer numbers of people, as opposed to dollar amounts of debt, because previous research has shown that small debts can be the biggest problem. Over 65 percent of defaulters had student loan debt under $10,000 and the default rate is highest for people with the smallest loans, those of less than $5,000, according to the College Board. Out of curiosity, I ranked colleges by the numbers of students with debt who had withdrawn from school prior to graduation. The top five were all for-profit institutions. Collectively, the five produced more than 330,000 indebted dropouts over two years. The largest, the University of Phoenix, produced almost 140,000 of them. The College Scorecard data also shows that these dropouts are likely to have trouble repaying the loans. Among students who dropped out of the University of Phoenix three years earlier, 79 percent were unable to repay a single dollar of principal on their federal student loans. A big problem with this approach is that it points the finger at large institutions. The University of Phoenix has more than 160,000 undergraduates in 38 campuses across the United States. You'd expect the school to have a large number of dropouts. There are many smaller schools that have fewer dropouts but a higher percentage of their student body drops out. To put these large numbers into perspective, I created a "dropouts as a proportion of student enrollment" ratio in the tables below. It attempts to adjust the two-year dropout figures for school size. The lower the number, the better. A number of 1 for this ratio means that roughly half the student population drops out with debt each year. Of the top five, the University of Phoenix had the best record, with only 40 percent of its population dropping out with debt each year. At ITT Technical Institute, which closed down last year, 70 percent of its population dropped out with debt annually. The downside to this ratio is that it penalizes schools that cater to low-income students. The poorer the student population, the larger the ratio of dropouts to student body will be. It also overstates the dropout problem for schools whose enrollments are declining, which is happening throughout higher education, but particularly at for-profit schools. Another approach is to compare how many dropouts with debt a college produces for each successful graduate with debt. "It's important to highlight colleges who have a lot of students who drop out with debt relative to those who graduate – particularly for low-income students," said Robert Kelchen, a professor at Seton Hall University who researches higher education finance. Through this lens, the University of Phoenix had the best record among the top five producers of dropouts. It generated 2.4 dropouts for each person who successfully graduated during 2015 and 2016. By contrast, DeVry University, another large for-profit chain, produced double that number, or 4.8 dropouts for each successful graduate. Again out of curiosity, I created top five lists for both public and private, non-profit institutions, identifying which colleges and universities produced the largest numbers of people who dropped out with debt. Collectively, the top five public institutions produced over 100,000 of these students over two years. Four of the five are community colleges, where graduation rates are notoriously low. However, many students use community colleges to start their college educations and purposely withdraw before graduation to transfer to a four-year school. The only four-year school on the top five public list is Arizona State University, a very large school with more than 70,000 undergraduates. It also admits many low-income students. It was startling to see how much better its ratios are than in the for-profit sector. It produces more graduates than dropouts and only 10 percent of its population drops out with debt each year. "Within these big colleges with lots of dropouts, they have much different numbers of students who succeed," said Seton Hall's Kelchen. "Yes, a lot of students drop out with debt from those schools. But, at some, a lot more end up graduating." How to Help More College Students Graduate by: Susan Dynarski The United States has a dropout crisis. Sixty percent of people go to college these days, but just half of the college students graduate with a bachelor’s degree. Some people earn a shorter, two-year associate’s degree. But more than a quarter of those who start college drop out with no credential. Despite the rising cost of education, a college degree is one of the best investments that a young person can make. In 2015, median earnings among workers aged 22 to 27 with a bachelor’s degree were $43,000, compared with $25,000 for those with just a high school diploma. Over a lifetime, a person with a bachelor’s degree typically earns $800,000 more than someone who has completed only high school, even after netting out tuition costs. The financial prospects for college dropouts are poor, for two reasons. First, dropouts earn little more than people with no college education. Second, many dropouts have taken on student loans, and with their low wages, they have difficulty paying off even small balances. Dropouts account for much of the increase in financial distress among student borrowers since the Great Recession. The dropout problem is particularly acute for students whose parents did not attend college. First-generation students beat enormous odds by even enrolling in a four-year degree program. Yet 30 percent of first-generation freshmen drop out of school within three years. That is three times the dropout rate of students whose parents graduated from college. Why is the dropout rate so high, particularly among first-generation students? The consensus among researchers is that there is no single culprit — and, therefore, no silver bullet. First-generation students tend to have less money, have weaker academic preparation and attend colleges with fewer instructional resources. All of these have been shown to increase the likelihood of dropping out. Critically, first-generation students also miss out on the advice, support and voice of experience provided by parents with firsthand experience of higher education. There is only so much information that overburdened guidance counselors can cram into students during a few short meetings. In families with college-educated parents, important information is delivered every day, often in small, casual conversations, during the car pool ride to school, while running errands or during meals. College-educated family members can steer students toward institutions that match their interests and majors that suit their strengths. They can provide advice on which courses to take and when to take them, cautioning that a tough chemistry course should be balanced with a less-demanding class. They can suggest that work hours be scaled back during finals week. It may not be obvious at the time, but these informal conversations can play a surprisingly important role in a student’s success. First-generation students, who don’t have a de facto college adviser at home, would benefit from some extra support. Researchers are uncovering promising interventions that help get these students to graduation. Details matter. In one counseling program, professional advisers periodically called students who were in academic difficulty. The counselors worked with students on the “soft skills” that college requires, like time management and organization. The discussions were personalized and concrete: “Don’t you need some extra time to study for midterms? Perhaps you should you cut back on your work hours this week.” Coached students were more likely to stay in college and graduate. For students who are the first in their family to tackle the bureaucratic hurdles of applying for financial aid and enrolling in college, missed paperwork can lead to lost opportunities and an increased risk of dropping out. Small things add up. Parents who have never registered for a college course may not realize, for example, that being at the top of the waiting list for an oversubscribed class is often the way to gain entrance to it. Benjamin L. Castleman of the University of Virginia and Lindsay C. Page of the University of Pittsburgh devised a program that nudges students to complete the administrative paperwork required to stay in college. They sent texts reminding students to complete their re-enrollment forms and financial aid applications. Among freshmen who received the texts, 68 percent completed their sophomore year, compared with 54 percent of those who did not receive reminders. A new program at the City University of New York offers many of the supports that college-educated parents typically provide: intensive advising, a subway pass, textbooks and money to cover any shortfall between costs and financial aid. The CUNY program doubled the three-year graduation rate and also increased the proportion of students who went on from a two-year community college to a four-year institution. The program is now being replicated at colleges in Ohio. At the federal level, the Obama administration last month introduced two new initiatives to encourage students to move quickly toward their degrees. It takes six years for the typical student to finish a bachelor’s degree, and those two extra years of college lead to higher tuition costs and more student debt. Part of the problem is that the federal aid system defines as “full time” a level of effort (12 credits a semester) that can’t possibly get a student out the door in four years. A new “On-track Pell bonus” will increase the grants of low-income students who enroll in 15 credits a semester. The bonus is intended to signal that 15 credits is the right level of course work if students want to graduate on time. They will also now be eligible for federal aid for three semesters each year should they want to shorten their time to graduation by taking courses year-round. Helping students to enter college isn’t enough. For higher education to fulfill its promise as an engine of economic mobility, we need to get students across the finish line to graduation.