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Description
Team T-Force XTREEM ARGB 16GB Black Heatsink with ARGB LEDs (2 x 8GB) DDR4 3600MHz DIMM System MemoryTeam T Force XTREEM ARGB 16GB Black Heatsink with ARGB LEDs (2 x 8GB) DDR4 4000MHz DIMM System Memory T FORCE XTREEM ARGB DDR4 Gaming Memorys full mirror reflection design concept leads the world in RGB gaming memory design and creates an incomparable RGB lighting effect. With colorful mirror design, the luminous memory allows the T FORCE XTREEM ARGB to present the ultimate texture of optical technology. Penetrating light, Cold light ARGB T FORCE
Team T-Force XTREEM ARGB 16GB Black Heatsink with ARGB LEDs (2 x 8GB) DDR4 4000MHz DIMM System MemoryT-FORCE XTREEM ARGB DDR4 Gaming Memory’s full mirror reflection design concept leads the world in RGB gaming memory design and creates an incomparable RGB lighting effect. With colorful mirror design, the luminous memory allows the T-FORCE XTREEM ARGB to present the ultimate texture of optical technology.
Penetrating light, Cold light ARGB
T-FORCE XTREEM ARGB DDR4 Gaming Memory uses the principles of optical reflection and penetrating light guide, so luminous area of the entire module can be maximized through the mirror finish process design and let the light at the bottom passed through directly to present multi layers of the beauty of the reflective optics.
Selected IC chips, Stable and durable
The IC chip made for TEAMGROUP T-FORCE XTREEM ARGB DDR4 Gaming Memory is selected through a rigorous testing process. Each of them is tested for complete compatibility and stability. This offers gamers a DDR4 gaming memory with excellent quality, optimal performance, stability and compatibility.
High performance, Low power consumption, Easy upgrade
In addition to the increase in data transfer rate, the basic working voltage of the new generation of upgraded DDR4 memory is also decreased to 1.2V. This desktop memory is energy saving, high performance and low power consumption.
Supports Intel XMP, Auto overclocking
T-FORCE XTREEM ARGB DDR4 Gaming Memory is plug and play ready. Overclocking can be super easy without the hassle of manually adjusting the BIOS. It is compatible with both Intel & AMD platform, therefore gamers can build their system without worries.
T-FORCE
T-FORCE is TEAM force. The red T on the logo of TF represents TEAMGROUP’s passion for the storage products. The black F represents TEAMGROUP’s over 18 years of promotion of storage products. The visual design of the perfect combination elegantly symbolizes a pair of flying wings. They represent that the high quality and extreme performance gaming products from TEAMGROUP are capable of allowing all gamers to break the speed limit and enjoy the ever-changing world of gaming.
FEATURES
- Full mirror light penetration
- Latest ARGB technology
- Aluminum alloy heat sink with high performance
- Supports Intel & AMD motherboards
- Selected high-quality IC
- OC profile support
- Energy saving with ultra-low working voltage
Memory Capacity
16GB (2 x 8GB)
Memory Type
DDR4
Module Type
DIMM
Memory Speed
DDR4-3600MHz
Pin Configuration
288-pin
Registered/Unbuffered
Unbuffered
Error Correction
Non-ECC
CL-tRCD-tRP-tRAS
CL18-22-22-42
Heat Sink
Black Heatsink with ARGB
Working Voltage
1.35V
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4.1 ★★★★★
Based on 2262 reviews
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Product Reviews
★★★★★ 5
great resource for high school parents
Format: Paperback
A terrific book -- on many levels. It is, first, a series of excellent suspense stories, with vivid characterizations of the students seeking admission to Wesleyan. The author found some fascinating students to follow, with the result that the reader really cares what happens to them. Even more important -- especially to someone about to embark on the college hunt -- he provides an invaluable insight into how the admissions process works. The admissions game, I now realize thanks to this splendid tale, is a crazy-quilt mixture: at Wesleyan, at least, the process focuses on the individual, quirks and all, far more than I imagined. At the same time, the process comes off as frighteningly random -- with so much depending on which admissions officer reads the application, and what that person focuses on in the few minutes available. The book is also a vivid reminder that admissions officers are people, too -- people of infinite variety.
So it was a pleasure to read -- and it will also prove immensely useful to parents. One common theme kept repeating: take the hard courses, even if it means lower grades. Another: having a passion is a real plus, but the rest of the record can't be a disaster. But those are just the beginning.
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Reviewed in the United States on September 11, 2003
★★★★★ 4
Very accurate view of admission (I worked there); compelling read, enlightening even for people who think they already know
Format: Kindle
I was a Senior Interviewer during my senior year at Wesleyan 1981 and so I worked with many of the main characters in the book. Although the book describes a later time period it rang entirely true to me. The volume of applications...the controlled chaos...the searching for a hook or a champion for an application was very familiar.
At least at Wes it seemed (and seems) that unless one's application has some unusual feature that the school is looking for that year (a particular athlete or a particular musician or a particular tough background that was overcome) the road to admission will be challenging.
An area that did surprise me was the emphasis on the family of the applicant...and the degree to which an applicant was held to a higher standard if their parents were deemed to be college fluent. I guess this makes sense and actually provides a leveling of the playing field but it was surprising none the less.
It may also be surprising to some that these days you don't just need to convince the gatekeepers that you could be successful at the school..you must also show how your presence would enhance the school. This is of course an enormous burden for most teenagers.
Like it or not this is the reality at many "top" schools. If you or your child is applying to college you owe it to yourself to read this book....either to understand the game or to make an informed decision not to play.
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Reviewed in the United States on May 20, 2013
★★★★★ 5
What is better? The overachieving 6 or underachieving 8?
Format: Hardcover
First, let me say that I thought that this was an excellent book and would recommend it to anyone who is at all interested in the college admissions process. Second, I was surprised at how many of the reviewers seemed shocked--shocked!--that applicants got bonus points for coming from minority backgrounds. Was this some kind of revelation? However one thing that surprised me a little bit is how--even moving beyond race entirely--the more advantages you have had in life, the more disadvantageous it will be for your admissions process. For example, I was unaware that having successful parents would be, in essence, held against you on the theory that more would be expected of you. While other reviewers have (jokingly?) said that they would advise their white kids not to check the "Caucasian" box, I might advise my (still very young) kids to say that their parents have been unemployed their whole life.
I suppose that the main issue which this whole process really boils down to is the following: As a college applicant, is it more important to succeed in life relative to the world around you (i.e. relative to your classmates, to others of your race, to others of your geographical area, to your own parents' life and accomplishments, etc.) or is it more important to succeed absolutely and not on a relative scale. This book clearly informs us that the answer is the former and not the latter. Whether that should be the answer is another question.
For example, say that a student's entire life could be distilled into 2 numbers each on a sliding scale from 1-10. The first number is simply your academic performance (grades, SAT's, course load, etc.) The second number is your background (race, economic circumstances, gender, etc.) In the case of Wesleyan, it seems clear to me that they would rather have a student whose first number was, say, a 6 if his or her second was a 2 (take Mig for example in Steinberg's book) than a student whose first number was an 8 if the second number was a 9 or 10 (take Tiffany Wang for example). Whether that is the right approach is certainly a legitimate issue for discusion and I'm not saying that it's not.
I suppose that one of the things that would be interesting to know (even though one never really can know of course) is whether those numbers will change in the future. For example, if one were to know that Mig would always be a 6 and Tiffany would always be an 8, would that change the analysis as to which is the right approach? I suspect that part of the reason that a school like Wesleyan would favor the overachieving 6 over the underachieving 8 is due to the hope or expectation that those trends will continue in the future and that one day the 6 will actually be ahead of the 8. And maybe that's the way it works. Who knows.
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Reviewed in the United States on February 28, 2003
★★★★★ 5
You will find out how a selective private college evaluate and admit students
Format: Paperback
I'm a high school counselor and college advisor. Fifteen years ago when I started my college counseling position, I struggled to understand or explain to students and their parents how a selective private college evaluate and admit students. It was this book that helped me understand the essence of selective private college admissions. Compared to other dry theory books, this book tells the admissions practice as stories that are easy to read, understand, and associate with. I highly recommend this book to students, parents, and new counselors.
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Reviewed in the United States on December 5, 2024
★★★★★ 3
Who edited this mess?!?!?!?
Format: Kindle
This is a very interesting work of nonfiction. I found it intriguing and read it very quickly. I actually got invested in these students and their stories and their journey to get admitted to the college that was right for them. BUT, and this is a big but, this book is so poorly edited, it is disgraceful! If a person were reading this for research purposes, and it could be useful for just that, good luck to them. The dates are all over the place. At one point, the kids are being considered for the class of 2004, then it makes a reference to the current year as 2000, then it reverts back to 2004 for a long while, then it mentions how the kids--currently at their various chosen colleges--reacted to the events of 9/11/01. What the hell? It's very confusing. It makes it very difficult to keep things in context.
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Reviewed in the United States on August 8, 2013