Wentworth Institute of Technology Admissions Data

Wentworth Institute of Technology Admissions Data Over two-thirds of those who apply to Wentworth Institute of Technology are accepted. Learn more about what it takes to get into this college. The Wentworth Institute of Technology is an independent technical design and engineering college in Boston, Massachusetts. It is a member of the Colleges of the Fenway consortium. The 31-acre urban campus in the Fenway neighborhood of Boston is within walking distance of many of the citys cultural and recreational offerings as well as several other area colleges and universities. Wentworth has an average class size of 22 students and a student / faculty ratio of 15 to 1. The college offers 20 bachelors degree programs in the fields of engineering and technology; popular programs include architecture, business, and computer science. Wentworths curriculum also includes a large cooperative education program for students to gain professional, paid work experience before they graduate. Students are involved in campus life as well with 20 clubs and organizations active on campus. The Wentworth Leopards compete in the NCAA Division III Commonwealth Coast Conference and Eastern College Athletic Conference. Will you get in if you apply? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Wentworth Institute of Technology Acceptance Rate: 71Â  percentGPA, SAT and ACT Graph for Wentworth AdmissionsTest Scores: 25th / 75th PercentileSAT Critical Reading: 480 / 590SAT Math: 530 / 630SAT Writing: - / -What these SAT numbers meanACT Composite: 21Â  / 28ACT English: 20 / 26ACT Math: 23Â  / 28What these ACT numbers mean Enrollment (2016) Total Enrollment: 4,526 (4,317 undergraduates)Gender Breakdown: 80 percent Male / 20 percent Female91Â  percent Full-time Costs (2016-17) Tuition and Fees: $33,724Books: $1,500 (why so much?)Room and Board: $13,530Other Expenses: $3,750Total Cost: $52,504 Wentworth Institute of Technology Financial Aid (2015-16) Percentage of New Students Receiving Aid: 97Â  percentPercentage of New Students Receiving Types of AidGrants: 97 percentLoans: 75 percentAverage Amount of AidGrants: $13,291Loans: $10,152 Academic Programs Most Popular Majors: Architecture, Business, Computer Science, Construction ManagementWhat major is right for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 84 percent4-Year Graduation Rate: 47Â  percent6-Year Graduation Rate: 65Â  percent Intercollegiate Athletic Programs Mens Sports: Soccer, Rowing, Lacrosse, Volleyball, Tennis, Basketball, Baseball, Golf, Ice Hockey, Track and Field, Cross CountryWomens Sports: Soccer, Softball, Tennis, Volleyball, Basketball, Lacrosse If You Like Wentworth, You May Also Like These Schools Rochester Institute of Technology: Profile | GPA-SAT-ACT GraphDrexel University: Profile | GPA-SAT-ACT GraphSuffolk University: Profile | GPA-SAT-ACT GraphBoston University: Profile | GPA-SAT-ACT GraphUniversity of Rhode Island: Profile | GPA-SAT-ACT GraphUniversity of Hartford: Profile | GPA-SAT-ACT GraphSyracuse University: Profile | GPA-SAT-ACT GraphTufts University: Profile | GPA-SAT-ACT GraphMerrimack College: ProfileUniversity of New Haven: Profile | GPA-SAT-ACT GraphRoger Williams University: Profile | GPA-SAT-ACT GraphMassachusetts Institute of Technology: Profile | GPA-SAT-ACT GraphUniversity of Connecticut: Profile | GPA-SAT-ACT Graph Wentworth Institute of Technology Mission Statement mission statement from https://wit.edu/about/traditions-vision/mission-vision-values Wentworths core purpose and mission is to empower, inspire and innovate through experiential learning. Data Source: National Center for Educational Statistics

Describe how the web(www.gilt.com ) is used by a real corporation Assignment

Describe how the web(www.gilt.com ) is used by a real corporation - Assignment Example The website offers various discounts to its customers and only those customers can access these discounts who have subscribed with the website. There are various ways in which the website can be helpful for various brands located within and outside United States. Real world organizations such as Saint Laurent and various other organizations can benefit from Gilt Groupe in several ways. Gilt Groupe website is similar to the local small sized retail stores that are located in various areas. These stores purchase various products from different manufacturers at discounted prices and then they sell these products directly to the customers. In return the manufacturers selling their products derive many benefits including advertisement benefit, research benefit, cost cutting benefit and targeting benefit. The organizations that connect with the Gilt Groupe website can obtain same benefits from the website (Ostapenko 64). One way through which high end brands such as Saint Laurent can use the Gilt Groupe website is that such brands can directly reach their target market without compromising the image they had developed over the years. The members who are subscribing with Gilt include individuals who are educated and at least have a bachelor’s level degree and belong to higher income earning groups (The Business of Fashion 1). Brands such as Saint Laurent sell their offerings at very high prices and the customer base of Gilt are the main target markets of these brands. Another benefit that brands including Saint Laurent can benefit from Gilt website is that they can reach a higher consumer base and can easily attract new consumers that had been previously shopping with their competitors. The target market that is catered by Gilt mostly includes those consumers who are very brand loyal and only purchase from a certain brand. But organizations such as Saint Laurent can sell their products through the Gilt website and even gain the attention of customers who

Probing and Using Website Resources Essay Example for Free

Probing and Using Website Resources Essay One vital consideration in writing any factual paper is the quality of evidence provided to prove a particular point in the paper. Whether it be an essay, a research, a thesis or a term paper or a dissertation, or any other form of scholarly writing, one should consider the veracity of information provided. To do this, one should probe not just the quality of the information but also the source from which the data came from. More often than not, one’s primary source of information is the internet. How then could one determine which information should be considered authentic and credible and which should be considered as junk? A number of reference materials are available online: e-books, books converted to e-texts, periodicals (newspapers, magazines, trade and industry journals, scholarly journals), essays, articles. In deciding from what particular internet page should a bit of information be lifted, one should determine the credibility of source, evaluate the accuracy or objectivity of the material, trace history of the source to ascertain the information’s relevance to current situations, and establish the reliability of the materials to be cited. To have a clearer understanding of the process, we shall examine two web sites linking to specific pages that expound on gender difference and related article. Following are the sites that will be the foci of the evaluation: 1. Wang, Jiongjiong, et al. (2007) â€Å"Gender difference in neural response to psychological stress. † Social Cognitive and Affective Neuroscience 2007 2(3):227-239. Retrieved March 26, 2009 from Oxford Journals Website: http://scan. oxfordjournals. org/cgi/content/full/2/3/227. 2. Brescoll Victoria. (2008, April 4). â€Å"People Accept Anger In Men, But Women Who Lose Their Temper Are Seen As Less Competent, Study Shows. † ScienceDaily. Retrieved March 26, 2009, from http://www. sciencedaily. com ¬ /releases/2008/04/080402152707. htm Probing and Using Website Resources 2 Since the first website is an online facility for the Oxford University Press, hence materials that are available in the site are likewise available in print. Scholarly journals usually reports results of original research, contains an in-depth analysis of the subject matter (hence present lengthy articles), are intended for academic audience and usually presents materials that have been reviewed by other people who have authority over the subject. Scholarly journals likewise contain academic level book reviews. Like any printed scholarly journals oxfordjournals. com presents the article with all the vital elements: complete research headings (abstract, body of the research, supplementary data and the reference section). Researchers, academicians, professors and scholars are the usual authors of articles in a scholarly journal. In this website, reference to the credibility of the authors are indicated by their other writings available either in print or on-line in the reference section at the end of the article. Graphics are likewise provided to better explain certain points in the research (i. e. charts, table, formulas, and diagrams). What makes the article more trustworthy is the fact that other materials where the article has been cited were also mentioned at the latter part of the page. What makes the material user friendly is the use of hyperlinks that make it easier for users to navigate throughout the site with ease. The second website is that of ScienceDaily. com, which features a Yale University psychologist’s article on the relating other’s perception of a person’s competency and general favorable acceptance to gender-related display of emotional response. In contrast to the other website, the writing style used in presenting the ideas of the writer is less formal, concise and more direct forward. Furthermore, general information about the Probing and Using Website Resources 3 subject and the results of a particular study that serves as the author’s supporting material. No proper reference to the source had been mentioned however, thus limiting a researcher’s grasp of the complete idea or result of the study presented in the article. In addition to this, there were no graphs or other representations to further explain the subject are seen on the page, except for graphical illustrations of other sites and that have linked to the site for marketing purposes and hyperlinks used basically to promote an institution, a program or other articles. These advertisements makes reading less centered on the article and more directed to other sites promoting other products. All these made the previously explored site more credible than this site. Considering the evaluation, I prefer the first website over the second for the following reasons: 1) the first website presents overall credibility on the subject matter being presented; 2) although the 2nd website is easier to read and can be read in less than five minutes, the first website presented the result of the research in part (sub-headings, hyperlinks and color coded divisions [gray-colored boxes to separate graphics and sub-headings from the main content]), which made it easier to understand although would take more time to finish; 3) lesser advertisements are seen on the second website making the reading process more directed to the material; and 4) site-related inquiries (i. e. feedback and subscription forms) are placed strategically within the page. After evaluating these cites, I realized that not all data that may be seen on the net should immediately be considered credible. One should be responsible in determining the credibility of the source of the material as well as the reliability of the data presented in the material. Probing and Using Website Resources References: Wang, Jiongjiong, et al. (2007) â€Å"Gender difference in neural response to psychological stress. † Social Cognitive and Affective Neuroscience. Retrieved March 26, 2009 from Oxford Journals Website: http://scan. oxfordjournals. org/cgi/content/full/2/3/227. Yale University (2008, April 4). People Accept Anger In Men, But Women Who Lose Their Temper Are Seen As Less Competent, Study Shows. ScienceDaily. Retrieved March 26, 2009, from http://www. sciencedaily. com ¬ /releases/2008/04/080402152707. htm

Realization :: English Literature Essays

Realization From what I see, I am nothing special, nothing out of the ordinary. Nothing has happened to me my whole life that hasn’t happened to nearly everybody else on this planet. Except that I met Brian. Being in his arms were some of the happiest times I had ever experienced. I could look deep into his eyes and be enchanted forever. Being with him changed my soul. I felt his love prying apart the hard shell of shyness that encircled me. His trust, his love and his support for me lifted me from the earth and gently sent me into the clouds. He cast off the chains I had given myself. Through him I learned a new insight about the world. It was as if a tall, dark mountain had stood in front of me, and out of nowhere, he provided the wings to fly over it. We met at my work. We started dating each other and seeing more and more of each other every day, not knowing that we were falling in love. Soon we became a couple. Our relationship was everything it should have been, almost as if our tim e together had been written for a novel. We grew closer and closer during the school year. We would go to the movies, go out to eat, go shopping and most of all be with each other for a long time. I could hardly sleep at night, just anticipating the next time I would see him and the upcoming weekend we would be together. I shared everything with him, even things I kept from my family and my best friend. Realization From what I see, I am nothing special, nothing out of the ordinary. Nothing has happened to me my whole life that hasn’t happened to nearly everybody else on this planet. Except that I met Brian. Being in his arms were some of the happiest times I had ever experienced. I could look deep into his eyes and be enchanted forever. Being with him changed my soul. I felt his love prying apart the hard shell of shyness that encircled me. His trust, his love and his support for me lifted me from the earth and gently sent me into the clouds. He cast off the chains I had given myself. Through him I learned a new insight about the world. It was as if a tall, dark mountain had stood in front of me, and out of nowhere, he provided the wings to fly over it.

Football After School Essay Essay

What Parental feelings does McCarthy explore in the poem and how does she use language to present them to you? Football after school is a poem about a mothers, or the poets’, struggles in the harsh realisation of her son maturing, and having to experience school. Patricia is feeling powerless and worried about her sons inevitable future of him going to school which he has to endure. We observe the poet sharing her thoughts, and images, in each verse her view changes on how she thinks her son will combat â€Å"Football After School† . The theme of football fears her, as he â€Å"dribbles the sin about the place†, which conveys how she thinks the football as the â€Å"sun† will become his life, and will become his focus rather than his mother before. We see her worries change, from be concerned about how she can help him and how his attitudes will change when he matures into a teenager. The mother is caring for her son, but we don’t know how the son feels towards the mother. Insecurity is a key role in how the mother feels, as she becomes more distant to her f ragile son growing up. McCarthy explores the idea of growing up is inevitable, and insists to the son that he is going to mature and play football with the repetition of â€Å"You’ll† and â€Å"you† secures the certainty of her son having to grow up, and the mother is understanding this by empathising on it, particularly in the begining as the perfect rhyme empathises this imminent future, and how convinced McCarthy is that her son is going to grow up to be â€Å"common†. There is a continuous theme of worry that the world of school will be violent and aggressive. The use of alliteration produces an image of potential violence â€Å"stiff striped dagger†, the alliteration has harsh continents adding to the aggression of the â€Å"dagger†, as they are â€Å"stiff† is describing the harsh strength of the dagger and â€Å"striped† makes the imagery of the â€Å"dagger† pain. The image of â€Å"warpaint slicked over your face†, this imagery is symbolising battles within school, and how this paint makes you look stronger and confident. The use of harsh sounding images, and actions â€Å"butting it with your head† adds to the violence of the boys later life. Football, being a sport which is sometimes competitively aggressive, making the mother fear her sons teenage development, â€Å"with the premature swagger of manhood†, showing the bravado attitude, and false over confidence, along with â€Å"language jeers†, which describes the pretentious and arrogant teenage future mindset compared to now being young and having â€Å"porcelain skin†. The metaphor of â€Å"Dwarf a tree, stab a flower† illustrates the violent contrast of images, he does this by a â€Å"kick†, this is portraying how his actions reverse what they were previously were, which reflect how he is going to develop, transform and switch characters. As now he is fragile, and later he will have â€Å"premature swagger of manhood†, evoking him growing up and becoming a ‘man’, further to the point she adds that it is â€Å"premature†, which echoes the fact that she thinks he will be too young to mature, ripen and have â€Å"granite jowls†. The poet negatively looks on violence and aggression, doubting her sons ability as the poem moves on. In the 3rd and 4th verses we see the mother apprehending, which is contrasting with before as she expected her son to be involved in bullying, rather than now fearing her son will be the victim of bullying no longer having â€Å"stiff striped dagger†, as he would have to â€Å"tackle fouls with ink stained fists and feet†. The alliteration of the â€Å"f† is adding to the aggression of the language, and the voice sounds like it is struggling to overcome emotions along with the imagery conveying the boy as more of an academic child who had been studying, than being a football player. We can  see that he would â€Å"be clever enough†, which shows the mother has hope in her son, even if he is a ‘geek’. In the previous verses Patricia had started on positive comments, however as she sees the weaker side of her son she says, â€Å"Yet† and â€Å"not hooligan enough†, which are showing how she thinks her son may turn out to be skimpy and lacking in courage. This is a clear change in the tone of her voice as she begins to fear her sons vulnerability, reflecting how her son may turn out to be. This image of the boy having â€Å"to sample punches below the belt†, portrays the image of being bullied, and being an​  illegal ​  boxing move, it will still be allowed in schools,  and some children have to â€Å"sample† it, and put up with it as they can’t fight back, and usually â€Å"sample† means you are trying something because you want to rather than having to be forced, this juxtaposes . Patricia McCarthy successfully uses enjambment to convey her ideas running on as the lines progress, because her ideas are building up and becoming stronger in what she believes will happen. McCarthy says â€Å"punches below the belt from one you know†, the next line â€Å"Without flinching. I can’t prevent† , as she advances in the foreshadowing future, and her feelings are overflowing, which is stopped by the sudden caesura which make her ideas change, and she puts herself in to shelter her son. The mother is constantly trying to protect her sons future, as he would be exposed to the life of school. Patricia doesn’t want to imagine her child growing up as he has â€Å"porcelain skin†, showing he is delicate, precious and cant be touched or harmed, compared with â€Å"their granite jowls†, which are opposites, and show life can toughen you, and you will crack if you stay porcelain. Later on in the poem, Patricia uses juxtaposing ideas to, â€Å"turn bullies into cement†, the use of a more modern material later shows as time goes on the material becomes modern and he toughens up. The mother admits that she thinks her son is, â€Å"too vulnerable for living†, showing she â€Å"can’t prevent crossbones on your knees†, this creates an image of poison and evil on her sons knees which she wishes she could help, but  she can’t protect him at school, therefore he is defenceless. McCarthy is hoping for her son, to stand up for himself, and not â€Å"to trample into the sod your shadow that grows twice as fast as yourself†, because she doesn’t want him to be in the darkness that developes quicker around him and have no friends, and the violent gesture of ‘trampling’, shows her concerns for the constant aggression at schools if he is alone in gloom, people will be able to hurt him as he has nobody to protect him. She also says she can’t â€Å"confiscate the sun†, further repetition of the â€Å"sun† being the football or life, she is saying she can’t be liable for what happens at school, as it i not the end of life even if â€Å"they’ll punter and put out†. However she says â€Å"you’ll be picking scabs of kisses off your skin†, she is telling him that he will have to stand up for himself, but there is juxtaposing imagery of scabs and kisses, this maybe describing how he is growing up, no longer needing kisses son consequent get â€Å"picked off† as he gets â€Å"kicked†. Being oxymoronic plays with the comparison of changing images and how the mother is actually feeling inside as she still  anxious about the prospects of violence in the school, as using emotions of â€Å"kisses† reminds her of wanting to protect him. The rhyming pattern throughout the poem does not stay constant, as the poets feelings change and thoughts develop. The first verse is a confident perfect rhyme as she is projecting her certainty as to how her son will turn out to be. Her assurance changes as the rhyme stops being so constant in the rhyme, but still including two lines of perfect rhyme until the fourth verse when it isn’t as perfect compared to the first. this reflects how the mothers hope changes, until the last paragraph where it is perfect until she projects her own thoughts. Her realisation at the end has no rhyme, illustrating the change in her emotions. The poets has an insight into her concerns for her son as she has regrets in her school life, the poet reflects the mood of the mothers thoughts. She doesn’t want him to idolise her previous life at school, as she wants him â€Å"not to inherit her  fragility†, so he can stick up to bullies, as he will still be delicate with â€Å"porcelain skin†, which will break as he has not developed â€Å"granite jowls†. Overall McCarthy burrowed into all of her parental feelings, justifying her fears which many other parents understand and do not like to have to experience. Being a woman she expresses her emotions more, making the poem test her affection in the rhythm of the poem.

The Art Scene Of Tucson, And All Over The World - 918 Words

Creativity and art is becoming such a rising normality in our everyday culture. A new mural with a political statement is popping up every other week. A person visiting the local pizza joint downtown can look up on the wall and see a piece of art with a price tag next to it. A local artist painted it and where else to get public attention than Brooklyn Pizza, in the heart of buzzing downtown. The art scene is growing quickly, and thanks to the creative means, so is the opportunity for aspiring artists. Whether it be a political, personal, local, environmental, or just showing U of A pride, local murals and art are popping up and displaying the creativity of fellow Tucsonans. Art in Tucson, and all over the world, sets a name for the city, brings the people together and defines a culture. â€Å"There’s such a hub of cultural exchange here, with Native Americans, Mexican Americans. There really is a lot going on in the arts (Busler). Local and community art galleries have been around, and are on the rise; Murals, too, are creating business interest, and create an outlet for creativity. Art shows and auctions get more artists out into the world, as well as their inspirational pieces. This art scene is only going to grow, and opportunity along with it. Culture is the puzzle piece in this scene. â€Å"Cultural diversity is a social good and the wellspring of free expression. Cultural equity means full inclusion, participation, and power-sharing in all of our communities and institutionsShow MoreRelatedAn Overview: What Uncle Sam Really Wants2635 Words   |  11 Pageslinguistics to vividly describe American foreign policy throughout the post World War II years. 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Definition and Examples of Periods Full Stop

A period (  .  ) is a punctuation mark  indicating a full stop, placed at the end of declarative  sentences  as well as after many abbreviations. The period is actually called  a  full stop  in  British English, according to R.D. Burchfield in The New Fowlers Modern English Usage, and is also known as a  full point. Rene J. Cappon, author of The Associated Press Guide to Punctuation, explains that the period may appear small but it has an important function in punctuation: The period is a mere dot in the panorama of punctuation, but it packs an impressive punch. Unlike, say, the  colon  or  semicolon, it can bring a sentence to a complete halt. As  Merriam-Webster  succinctly defines it: A period is a point used to mark the end of a declarative sentence or an abbreviation. History of Usage The period originated with Greek punctuation in the third century B.C., according to  Maria Teresa Cox and Riya Pundir  in their article The Mysterious Disappearance of the Punctuation Dot: An Exploratory Study, published in  Fortell: A Journal of Teaching English Literature. The Greeks actually used three different dots at the end of sentences and phrases, say Cox and Pundir: A low dot . indicated a short breath after a short phrase, a mid-dot ãÆ' » meant a longer breath after a longer passage, and a high dot Ë™ marked a full stop at the end of a completed thought. Eventually, with the popularization of block books—books printed from woodcuts in Europe around 1300—engravers disregarded the high and middle dots and retained only the  low dot, signifying the end of a sentence. Later, with  Johannes Gutenbergs invention of the printing press and movable type in the mid-1400s, printers continued the tradition of using only the  low dot  as a period. William Caxton, a British merchant, writer, and printer, brought the printing press to England in 1476—along with the  low dot, or period. Cox and Pundir note that some writers and grammarians worry that the period is falling out of favor in the age of texting and electronic mail, in favor of  exclamation points,  ellipses, line breaks, and  emoticons. They note that a 2015 survey conducted by the Department of Psychology at the State University of New York at Binghamton  found that only 29 percent of American students were using a full stop, or period, because they consider it to be a bad way to convey heartfelt emotions. Purpose As discussed, the period is used to convey the end of a sentence or abbreviation. But it has other uses. Cappon in The Associated Press Guide to Punctuation, as well as June Casagrande in her book The Best Punctuation Book, Period., describe the periods purpose. Finality: The period can mark the end of a sentence or sentence fragment, as in  Osama bin Laden has given a good imitation of the devil. To the West, at least. Or in: Joe works here. Eat. Leave now. Casagrande uses the  period  (.) to mark the end of her books title, right after the word period, which is a sentence fragment. She likely does so to add emphasis and convince readers that hers is the final word in punctuation. Initials and  abbreviations: Periods are generally used when there are two letters in the initial, such as  U.S., according to The Associated Press Stylebook. However, styles differ with some style guides, such as The Chicago Manual of Style Online, saying you should omit the periods. Even the AP spells the abbreviation for the United States as  US  in headlines. State names:  These take a period per AP and other styles when you are not using postal  ZIP code abbreviations. So you would have:  Ala.,  Md., and   N.H., where by comparison, the ZIP code abbreviations would omit the periods:  AL, MD, and NH. Abbreviations that end in lowercase letters:  Some examples are   Gov., Jr., e.g., i.e., Inc., Mr., and et al. Mathematics–place value:  In mathematics, the period is called a  decimal point.  For example, in the number 101.25, the number placed to the right of the decimal point—in this case,  25—indicates 25/100 or twenty-five one-hundredths. The period/decimal point is often used with numbers. So, $101.25  would read 101 dollars and 25 cents. Ellipses:  Ellipses—also called  ellipses points—are three equally spaced points commonly used in writing or printing to indicate the omission of words in a  quotation. They are also known as  ellipsis dots or  suspension points. Correct and Incorrect Use Since printers dropped the use of the high and mid-dot centuries ago, the period has actually been the easiest punctuation mark to understand. But it is far from the easiest to use.  Punctuation experts note that writers have long struggled with the rules for correctly placing the period. Casagrande gives these tips on the rules and correct use of the period. Quotation marks: A period always comes before a closing quotation mark. Right:  He said, Get out.  Wrong:  He said, Get out.  Note that this rule applies to American English. British English  requires that you place the period  after  the quotation mark. Single quotation marks:  A period always comes before the closing single quotation mark:  He said, Dont call me a jerk. Apostrophe: An apostrophe  indicates the omission of one or more letters from a word. You  do  place the period after the apostrophe at the end of a sentence but  before  the final quote mark:  He said, I know you were just talkin. Ellipses (...): The AP says you should treat ellipses as a three-letter word, constructed with three periods and bounded by two spaces, as shown here. If the ellipses come after a complete sentence, however, place a period before the ellipses, such as in  Martin Luther King Jr.s famous words: I have a dream....I have a dream today.   Dashes:  The dash (—)  is a mark of  punctuation  used to set off a word or phrase after an  independent clause  or to set off a parenthetical remark, such as words, phrases, or clauses that interrupt a sentence. Never use a period before or after a dash. A correct example of how to use a dash effectively (and omit any periods) would be  Colonel David Hunts quote from his article On the Hunt published in the  National Review on  June 25, 2003:  We cant be politically correct—right or left—in the war on terrorism. Period.  Note that the only periods are placed after the end of the first sentence and at the end of the fragment,  Period. Initialism:  An  initialism  is an  abbreviation  that consists of the first  letter  or letters of words in a phrase, such as  EU  (for  European Union) and  NFL  (for  National Football League). Omit periods from initialisms.   Falling Out of Favor? As discussed, periods are often omitted in  text messages. Nonetheless, says  Claire Fallon, writing for the Huffington Post in a June 6, 2016, article, There hasn’t been much evidence that a laissez-faire attitude toward the period is migrating from digital messaging to the broader category of the written word. However, Richard Lederer and John Shore in Comma Sense: A Fundamental Guide to Punctuation argue that writers  are  more frequently using other punctuation marks when they should be using the simple period: Every sentence thats not an exclamation or a question must end with a period.  And because people are by and large too proud to ask too many questions and too shy to go around hollering all the time, the vast (not the half-vast) majority of sentences are what are called declarative statements—statements that just say something and therefore end in a period. Sources Cappon, Rene J. The Associated Press Guide To Punctuation. Basic Books, January 2003. Lederer, Richard. Comma Sense: A Fun-damental Guide to Punctuation. First edition, St. Martins Griffin, July 10, 2007.