Why You Should Write Practice Tests While You Study

Why You Should Write Practice Tests While You Study One of the best ways to score high grades is to create your own practice tests. It’s a little extra work while you’re studying, but if that investment results in higher grades, it’s definitely worth it. In their book, The Adult Student’s Guide to Survival Success, Al Siebert and Mary Karr advise: Imagine that you are the instructor and have to write some questions that will test the class on the material covered. When you do this for each course you will be amazed at how close your test will match the one your instructor creates. Creating a Practice Test While youre taking notes in class, write a Q in the margin beside material that would make a good test question. If you take notes on a laptop, assign a highlighter color to the text, or mark it in some other way that is meaningful to you. You can find practice tests online, but these will be tests for special subjects or exams, like the ACT or GED. These wont help you with your particular test, but they can give you a good idea of how test questions are stated. Remember that your teacher wants you to succeed. The best way to find out what kind of test he or she gives is to ask. Explain to him or her that you want to write your own practice tests, and ask if they will tell you what format the questions will take so you can make the most of your study time. Siebert and Karr suggest that as you read your textbooks and lecture notes, jot down questions that occur to you. You’ll be creating your own practice test as you study. When you’re ready, take the test without checking your notes or books. Make the practice as real as possible, including giving partial answers when you aren’t sure and limiting the time allowed. Suggestions for Practice Tests In their book, Siebert and Karr make a few practice test suggestions: Ask at the beginning of the course when tests will be given and in what formatWrite your practice tests in the format your teacher will use (essay, multiple choice, etc.)Ask the librarian if there is a collection of old exams you can studyFind out if there is a student manual that accompanies your textbookAsk former students about the kind of tests your teacher givesAsk your teacher for suggestions for test prepAsk a friend, family member, or fellow student to quiz you Test Question Formats Familiarize yourself with the different kinds of test question formats: Multiple Choice: You are given three or more choices and must select the correct answer. Sometimes, all of the above is a choice.True or False: These are usually used when you are being required to memorize facts. They are often tricky. Read them carefully.Fill-in-the-Blank: These are similar to multiple choice except that you must know the answer without being given choices.Essay or Open-Ended: These questions test your comprehension of a subject. Youll be given a question that you must answer at length, giving specific examples, or you may be given a statement to agree or disagree with. These may sound challenging to you, but if you know your stuff, this type of test question also allows you to shine. Be ready and make the most of the opportunity. Source Siebert, Al, Ph.D. The Adult Students Guide to Survival Success. Mary Karr MS, 6th edition, Practical Psychology Press, July 1, 2008.

Average ACT Score - which one matters to you

Average ACT Score - which one matters to you SAT / ACT Prep Online Guides and Tips You're probably curious about how you stack up against average ACT scores. But how many types of averages are there, and which averages are important for you? How about the national average ACT score? Or ACT score averages by gender and by ethnicity? We'll discuss official results for all these questions and tell you which ACT average actually matters for your future. What is the ACT average score? That depends on which group of students you're looking at.We'll look at national averages, averages by gender, and averages by ethnicity. Then we'll discuss which average ACT scores actually matter to you. National Average ACT Score The national average for the ACT stays roughly the same from year to year. For the graduating class of 2014, the ACT reported 1,845,787 total test takers. These were the average scores by section, and as a composite score: Composite: 20 English: 19-20 Math: 19-20 Reading: 20-21 Science: 20-21 All scores reported are the 50th-percentile score, meaning half the students scored above this number, and half scored below. If you scored the national average of 20 composite, you have a decent selection of schools that you have a great chance of getting into. If you raise your score by just a few points, this can make a huge difference in the schools that you're likely to get into. Now a few more ACT average scores for curiosity: Average ACT Scores by Gender Students Percent English Mathematics Reading Science Composite Males 856,651 46 20.0 21.4 21.1 21.2 21.1 Females 977,127 53 20.7 20.5 21.5 20.5 20.9 Interestingly, just like the SAT, boys tend to score higher in mathematics and science, while girls score higher in English and reading. Of course, these are national averages - just because you're a particular gender has little influence on the score you'll receive. It's much more up to the individual - if you stay motivated and prep for the ACT, you can earn a high score. Average ACT Scores by Ethnicity When registering for the ACT, the College Board allows students the option to specify their ethnicity. Most students do share their ethnicity, and the ACT has reported average scores across ethnicity: Ethnicity Students Percent English Mathematics Reading Science Composite All Students 1,845,787 20.3 20.9 21.3 20.8 21.0 Black/African American 241,678 13% 15.8 17.2 17.3 17.0 17.0 American Indian/Alaska Native 14,263 0.8% 16.6 18.1 18.4 18.3 18.0 White 1,038,435 56% 22.0 22.0 22.8 22.1 22.3 Hispanic/Latino 281,216 15% 17.7 19.2 19.1 18.8 18.8 Asian 80,370 4% 22.8 24.9 22.8 23.2 23.5 Native Hawaiian/Pacific Islander 5,676 0.3% 17.5 19.2 18.7 18.6 18.6 Two or more races 70,013 4% 20.6 20.9 21.7 21.0 21.2 No response 4,136 6% 20.0 20.7 21.1 20.5 20.7 Once again, take this information with a huge grain of salt. While there are score differences by ethnicity, these are very rough metrics that may not apply to you. Because these are national averages, it ignores the ability of you as an individual to exceeds the average. Just by searching for this information, you're already outperforming doing more than what most students do to learn about the ACT. Now we get to the real question - which average ACT scores actually matter for you? The answer is: Average ACT Scores for Your Target Colleges The average ACT score that you should care about is the average ACT score at the colleges you're planning to apply to. If you're applying to selective colleges like those in the Ivy League, you'll need to score much higher than the national ACT score average of 20. Likewise, if you're applying to local community colleges, you may not need to score as high as 20 on the ACT. Your score target is unique to you, based on the schools you're interested in. We're going to take you through an easy process to figure out what ACT score you need to aim for, based on just 10 minutes of work. Step 1: Download this Worksheet To work through the following steps, we'll be filling out a worksheet for all the schools you're planning to apply to. Click here to download it, or click the image below. I recommend you print it out so that you can write on paper and keep it next to your work space. Step 2: Fill in the schools you want to get into in the first column. Include your reach schools (or schools that you have a smaller chance of getting into). Don't include your "safety schools," or schools that you're 90% sure you'll get into (because you're likely already scoring well enough to get into those schools). If you don't know what schools you're aiming for yet, feel free to use ones that have been suggested to you, or schools that your friends are interested in. I recommend that you take the time to research schools first, though, so that we have a realistic target score. Step 3: For each school, Google for "[name of school] average ACT". For example, if I'm interested in U Alabama, I'll do the following search: Most schools will have an about.com link or the school website, as shown here. Either page will usually list the25th/75th percentile scoresfor current U Alabama students. As a reminder of what this means: 25th percentile means that 25% of the students attending have a score at or below that number (this is below average). 75th percentile means that 75% of students have a score at or below that number. In essence, this covers the middle 50% of all students admitted to U Alabama. If you score at the 75th percentile for any school,you have a great chance at getting in. If you're at the 25th percentile, you'll need to have a strong application to boost your odds of getting in. Fill out the worksheet this way for all the schools on your list. Step 4: Calculate your Final ACT Target Score Finally, take the average of both columns - 25th percentile, and 75th percentile. I recommend that youuse the 75th percentile average as your target score.If you achieve this score through hard work, you'll have a very strong shot at getting into many of the schools on your list. For you, this is what your "Average ACT score" should be. It's unique to you - not the nation at large, and not your state or gender average score. Finally, you should set a target for your score for each section. My suggestion would be to use the composite score for each section. If you're applying to engineering schools or as a science major, your math and science scores can be higher than your other sections. Similarly, if you're applying to liberal arts programs or as a humanities major, your English and Reading scores can be higher. Step 5: Share Your Target Score As a last step, I suggest that you do two things with your score target: Share it with your parents. This will be a helpful conversation around your personal goals and how you want to achieve your target ACT score. Tape it to your wall. This will keep your goal in mind so that you can guide your studying powerfully. What to Do Next: Is the ACT easier than the SAT? Read to learn the details. Get a free guide to improving 4+ ACT points. Find out the best ACT test dates and build your personal testing schedule. Check out our online ACT prep program.We have a 4 point improvement guarantee - if you don't improve your score by 4 points, you get every penny of your money back. Plus, you get a 5-day free trial, so if you don't feel that it's helping you, you can cancel at any time.

Does a government imposed price control provide an efficient market Term Paper

Does a government imposed price control provide an efficient market - Term Paper Example This effect is long-term as the elasticity of supply is high and the availability of the product is being rationed by price, eventually black market arises to compensate this shortage. This is a clear indication that the government intervention has reduced the efficiency of the market and created new market failure characteristics like the emergence of a black market where goods and services evade tax through smuggling in addition to violation of several other rules of the trade (Mises, 197-248). On the other hand, price floors raise the equilibrium price for they are set at minimum. These price floors are inclusive of reduced wages and agricultural marketing boards. On condition that the price floors bind, then they will definitely decrease the amount of goods in demand and increase the quantity which is being supplied. Eventually this will create a surplus in the market and thus lower the prices below the equilibrium price. Economists argue that lowered wage laws may subsequently result to increased levels of unemployment and this phenomenon mostly affects the youth as business units often offer high wages (Riesman, 35-78). A free market is a market where the equilibrium price is controlled by forces of demand and supply. When a tax is imposed on such a market; there emerges a difference between supply and demand prices and the equilibrium is disrupted and this results to a tax wedge. When a tax has been imposed on any transaction in then market, the resulting difference between the demand and the supply price is commonly referred to as the tax wedge. Taxes are mandatory payments to the government from the society and they have substantial influence on the normal market trends; basically of the buying and the selling price difference (Mises, 327-361). In a competitive market which is devoid of these price regulations from the government, the equilibrium price is

Project plan Essay Example | Topics and Well Written Essays - 750 words

Project plan - Essay Example ‘Cosseted children growing up unable to cope with failure because parents are not allowing them to be independent’ reads the article’s title. She has written that in the past two decades there has been a trend towards parents over-controlling their children. Because of this, modern children are ending up struggling to adapt to setbacks that life throws when mature. Laura insists on the importance of letting kids undergo a certain standard of risk to rectify the mistakes they make as time goes by. Laura argues that children should need to experience some standards of risk to learn how to deal with failure accurately. Laura further points in this text that risk-taking and the learning opportunities it presents help nurture decision-making skills for adolescents and young adults. It is appropriate for modern parents to let their children explore life for them to be prepared to deal with its challenges when they become mature (Clark, 2013). To some extent, Frank Furedi coincides with Laura Clark. ‘University students- are they toddlers or young adults?’ is the title of his article published in The Independent. In this article, Furedi points to reports saying that undergraduates are following a careless lifestyle. Furedi further says that lectures are neglecting students and letting them do as they wish. Modern universities are treating students like toddlers. Furedi argues that children have been denied a chance to think for themselves and, as a result, lack the capacity to be independent and take control of their lives. Furedi criticizes parents who are over-concerned with how their children are faring in university. He points out that during the late 1990s it was an embarrassment for college students to be seen with parents in campus. In recent times, parents are invading their children’s campus life denying

The development of evil and its effect in the play Macbeth Essay Example for Free

The development of evil and its effect in the play Macbeth Essay Unnatural deeds to breed unnatural troubles. Trace the development of evil and its effect in the play Macbeth. Shakespeare wrote his plays during the reigns of Elizabeth I and James I (James IV of Scotland) who succeeded Elizabeth in 1603. He was a Scot, interested in witchcraft and supported the theatre. Macbeth was written during his reigns as king. The main topics of Macbeth are regicide and witchcraft. During the Elizabethan period, people were thought to have lived life according to a hierarchical structure. At the top was the king (who was Divinely Appointed by God) and the peasants at the bottom. During this period, people started to question the hierarchy. In Macbeth, regicide comes into the play. Regicide is when someone murders the King and breaks the order, defying God. This then led to the thought of unnatural things happening (i.e. witches). Shakespeare tries to use the play Macbeth as propaganda and to show that people should follow the rules of hierarchy. Regicide was considered the worst possible sin. James I also had an interest in witchcraft and the supernatural element in life. The theatre was a good way of entertainment for the King, and James asked Shakespeare to write the play for him. Even from the very beginning of the play, there is a sense of mystery. It is mostly created by the witches. Fair is Foul, and foul is fair, Hover through fog and filthy air. (Act1, Scene1 The witches) The first line is a contradiction and already shows the violation of natural order. When the witches speak, the lines only contain seven syllables, but all the other characters use ten syllables in a line. There is also the use of alliteration, with the constant repeating of F. Shakespeare is setting the witches character as different and spooky compared to the rest of the characters. The witches prediction of Macbeth gaining power, are correct but is seen as evil by the audience. This is because the witches dont tell Macbeth the price hed have to pay and the consequences hed have to face. Beware Macduff; Beware the Thane of Fife (Act 4 Scene1 Apparition one) For none of women born shall harm Macbeth (Act4 Scene1 Apparition Two) Macbeth shall never vanquished be, until Great Birnam wood to high Dunsinane Hill (Act 4 Scene1 Apparition Three) These apparitions make Macbeth feel stronger and more confident because he thinks that all men must be born from a woman, and that the woods can not move. Macbeth doesnt feel threatened by Macduff either. He feels he can not be harmed by Macduff. Macduff: What need I fear of thee? (Act4 Scene1 Macbeth) Macbeth feels if Macduff becomes a concern he can just kill him. This shows how he grows in fear over Macduff as the play progresses. It is seen in Macbeth that the witches And the apparitions are worse than unnatural and are supernatural. Banquo calls the witched Instruments of the darkness (Act 1 scene 3). This basically means they are being referred to the workers of the devil. Nature also seems to get upset by the evil deeds. Thou seest, the heavens, as troubled with mans act, threaten his bloody stage (Act 2 Scene4) This quote means that the actions of men are threatening natures land scape. The animals are also acting unnaturally too. Tis unnatural, even like the deeds that done. On Tuesday last, a falcon towering in her pride of place was by a mousing own hawked at, and killed Rosse: And Duncans horses a thing most strange and certain beauteaous, and swift, the minions of their race, turned wild in nature as they would make war with mankind OldMan: Tis Said, they eat each other (Act 2 Scene 4) In this quote, an old man is talking about his experiences of seeing an own eating a falcon where normally the own is the prey of the falcon and Duncans horses eating each other. In act 3 Scene 4, Macbeth sees Banquos ghost. Our graves must send those that we bury back He is scared by the ghost, no one else can see the ghost except Macbeth. Earlier on in the play, Lady Macbeth is the strongest character, while Macbeth struggles with his conscience. Later on in the play, her conscious catches up with her, she cant cope with it and goes mad. Lady Macbeth keeps referring back to washing her hands in the hope that she can wash off her conscious as easily as she washed the blood off after the Kings death. In the end it gets to her so much that she kills herself. Go, get some water, and wash this filthy witness from you hand. (Act 2 Scene 2) Lady Macbeth is telling Macbeth that a bit of water will wash it all away and make things beter. Out, damned spot! Out, I say! What, will these hands neer be clean? (Act 5 Scene 1) Lady Macbeth is struggling with the guilt of the murder, she is obsessed with washing her hands and trying to clean them. When Lady Macbeth tries to convince Macbeth to kill King Duncan, she calls upon the spirits and the supernatural to help her. Come, you spirits that tend on mortal thoughts (Act 1 Scene 5) Lady Macbeth wants to get rid of her femininity. Unsex me here and fill me from the crown to the toe top-full of direst cruelty She wont kill the King herself, because she believes a man should do it, which is why she wants to make the spirits make her a man so she doesnt feel guilty. Lady Macbeth tells Macbeth to look happy and cover up the plans of there murder schemes but putting on an act. Look like the innocent flower, but be the serpent under it (Act1 Scene 5) Lady Macbeth feels the guilty, but doesnt show it, she is not afraid of the conciquesnces at this point in the play. She is cold hearted. My hands are of your colour; but I shame to wear a white heart (Act 1 Scene 5) Macbeth is the main character in the book. In this play, the supernatural stuff affects him the most. He sees a dagger when hes going to kill Duncan, and hes the only one that could see Banquos ghost. Is this a dagger I see before me (Act 2 Scene 1) Macbeth knows that he is seeing things that arent really there. He then goes on a says how it was pointing in the way to kill Duncan. In Act 1 Scene 3, Macbeth makes a link with the witches as the first thing he says. So foul and fair a day I have not seen This echoes the first thing that the witches say and immediately suggests an evil link between the two lots of characters. At the end of Act 1 scene 7, Macbeth echoes what Lady Macbeth has said. False face must hide what the false heart doth know. This means, he doesnt show his feelings, and puts on an act, and doesnt let anybody know his plans of murdering the king. During the play, Macbeth seems to get a very guilty conscience. The first signs of this is in Act 2 Scene 2, where Macbeth says: As they had seen me with these hangmans hands. Listening their fear I could not say Amen when they did say God bless us Macbeth knows he has done something really bad, broke the rules and violated the order of God. He begins to feel guilty. Lady Macbeth manages to convince Macbeth to kill King Duncan at the begeining of Act1 Scene7. Macbeth We will proceed no further in this business This shows that at the beginning of this scene he didnt want to kill the King, but by the end he slowly changes his mind. I am settled; and bend up each corporal agent to this terrible feat (Act 1 Scene7) Along with Lady Macbeth, Macbeth refers to washing his hands, as a way of getting rid of his guilt. Will all great Neptunes ocean wash this blood clean from my hand? No This hand will rather the multitudinous seas incarnadine, making the green one red (Act 2 Scene 2) Macbeth is saying that no water can wash the guilt inside of him away from him. I am in blood stepped in so far that should I wade no more returning were as tedious as go oer (Act 3 Scene 4) This quote from Macbeth is saying that he has done the murder now, and its hard to go back to the way it was before, because now he is living in constant fear and guilt. Just before Macbeth is about to get hung, he makes a speech. In this he says: Lifes but a walking shadow, a poor player that struts and frets his hour upon the stage and then is heard no more. It is a tale told by an idiot, full of sound and fury, signifying nothing. (Act 5 Scene 5) In this, Macbeth talks about how life is just a journey to death and how hes isolated, he believes Duncan is better off than he is. In this point in the play, he has lost the will to live, and in this quote, he is very emotionless. Macbeth realises that Banquo was right. To doubt th equivocation of a fiend, that lies like truth He doesnt trust witches like what Banquo said. The witches promised theyd take him up in life and make his life better, but instead they brought him down. Gradually, the other characters in the play, realise that Macbeth is not a true king his evil actions have betrayed him. Scotland is described as being sick under Macbeths rule. In Act 4 Scene 3, Malcom says that every day a gash is added to her wounds. Even Macbeth recognises there is something wrong with Scotland and calls it a disease. If thou couldst, doctor, cast the water of my land, find her disease, and purge it to a sound and pristine health. (Act 5 Scene 3). But, in Act 5 Scene 2, Cathness describes Malcom as the medicine that will cure Scotland. Meet we the medcine of the sickly weal, and with him pour we in our countrys purge each drop of us. In Act 5 Scene 9, Macduff turns up with Macbeths head. Malcom makes all the Thanes into Earls to reward them for helping him. Then Malcom invites everyone to him coronation, as he is soon to be the new king.

William Wordswoths I Wandered Lonely as a Cloud versus The Solitary Re

I Wandered Lonely as a Cloud and The Solitary Reaper are both written by William Wordsworth and enjoy great popularity among the readers. When reading the two poems, the readers can feel that the tones of them are different. I Wandered Lonely as a Cloud affects the readers with the happiness of the daffodils, while The Solitary Reaper transfers a sense of sadness. Apart from the language of the poems and the figures of speech used, the use of sound and stanza also contributes a lot to the creation of different tones. Firstly, the length of each stanza of the two poems has much to do with the creation of the tone. Shorter stanzas are easier to read compared with longer ones. And it is a suitable form to carry such tones as happy, light, and peaceful and so on. On the contrary, longer stanzas always appear denser, and the feelings conveyed are often heavy and sad. Thus, longer stanzas are fit for the expression of sad feelings. I Wandered Lonely as a Cloud and The Solitary Reaper are two typical examples of this. The former has six lines in each stanza while the latter has eight. When the readers read the two poems, it is easy for them to grasp the happiness of the daffodils as well as the sadness that is conveyed by the ?solitary reaper?. The readers can always quickly finish reading each stanza of I Wandered Lonely as a Cloud, the same way that the daffodils are ?fluttering and dancing in the breeze? sprightly. Similarly, when reading The Solitary Reaper, the readers cannot help but feel that the many lines of the poem are just like the much sadness that seems to last on and on. And it is difficult for the readers to get out of the sad feeling that the poet has set in the poem. The lengths of the stanzas alone are of great help i... ... varies more. This also contributes to the overall tone of the poem. When reading I Wandered Lonely as a Cloud, the readers can easily grasp a sense of happiness, because the sentences, which are neatly written, are more music like and are pleasant to read. However, when reading The Solitary Reaper, with the varying of the lengths of the lines, the readers? feeling cannot help being ?varied? and become quite complicated. The length of each line also helps create the tone of the poems. To sum up, the tone of a poem is not simply connected with the meaning of each line, in other words, even though the readers don?t quite get the meaning of one poem, they can still know the tone of it. Because the basic elements, such as sound and stanza also play very important roles in the poem. Compared with the words of a poem, they are the muted messengers of the beauty of poem. William Wordswoth's I Wandered Lonely as a Cloud versus The Solitary Re I Wandered Lonely as a Cloud and The Solitary Reaper are both written by William Wordsworth and enjoy great popularity among the readers. When reading the two poems, the readers can feel that the tones of them are different. I Wandered Lonely as a Cloud affects the readers with the happiness of the daffodils, while The Solitary Reaper transfers a sense of sadness. Apart from the language of the poems and the figures of speech used, the use of sound and stanza also contributes a lot to the creation of different tones. Firstly, the length of each stanza of the two poems has much to do with the creation of the tone. Shorter stanzas are easier to read compared with longer ones. And it is a suitable form to carry such tones as happy, light, and peaceful and so on. On the contrary, longer stanzas always appear denser, and the feelings conveyed are often heavy and sad. Thus, longer stanzas are fit for the expression of sad feelings. I Wandered Lonely as a Cloud and The Solitary Reaper are two typical examples of this. The former has six lines in each stanza while the latter has eight. When the readers read the two poems, it is easy for them to grasp the happiness of the daffodils as well as the sadness that is conveyed by the ?solitary reaper?. The readers can always quickly finish reading each stanza of I Wandered Lonely as a Cloud, the same way that the daffodils are ?fluttering and dancing in the breeze? sprightly. Similarly, when reading The Solitary Reaper, the readers cannot help but feel that the many lines of the poem are just like the much sadness that seems to last on and on. And it is difficult for the readers to get out of the sad feeling that the poet has set in the poem. The lengths of the stanzas alone are of great help i... ... varies more. This also contributes to the overall tone of the poem. When reading I Wandered Lonely as a Cloud, the readers can easily grasp a sense of happiness, because the sentences, which are neatly written, are more music like and are pleasant to read. However, when reading The Solitary Reaper, with the varying of the lengths of the lines, the readers? feeling cannot help being ?varied? and become quite complicated. The length of each line also helps create the tone of the poems. To sum up, the tone of a poem is not simply connected with the meaning of each line, in other words, even though the readers don?t quite get the meaning of one poem, they can still know the tone of it. Because the basic elements, such as sound and stanza also play very important roles in the poem. Compared with the words of a poem, they are the muted messengers of the beauty of poem.

The American Response to the Holocaust

The Holocaust is considered as one of the most violent and controversial events in the history of the world. This was a time which showed the devastating oppression and persecution of the Jewish people. Because of it, the United States of America was forced to take drastic measures against the Nazi Regime. Nevertheless, the expected response coming from the U. S. was futile. It is very interesting to analyze as to the reasons behind the events during that time, especially with how the United States of America responded.The Holocaust is described as the â€Å"systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators† (United States Holocaust Memorial Museum, 2008). The word â€Å"Holocaust† originated from a Greek word, which means â€Å"sacrifice by fire. † In January 1933, the Nazis hold authority in Germany. They believed that the Germans belong to a superior race and the Jews are believed to be inferior as compared to them. The Jews are also perceived as a threat to the German race, which is the reason the Nazi regime ordered the annihilation of the Jews.The German also attacked other groups that they deemed as racially inferior like the gypsies, disabled, and some Slavic people. Moreover, other groups were also targeted due to ideological and behavioral reasons such as the Communists, Socialists, and even homosexuals (United States Holocaust Memorial Museum, 2008). During the Second World War, the United States of America did not even attempt to rescue the Jews and other victims of the holocaust as this was not included in their list of priorities.Even the people responsible in the policy making process of the allied forces also did not know how would they be able to implement a rescue operations for these victims. The difficulties in aiding for these people are largely due to the problem of obtaining visas for them to the United States.The ideas of anti-s emitism or the prejudice against Jews, isolationism, xenophobia or the fear of foreigners as well as the situation of economic depression and the refugee policy of the U. S. State Department led by Cordell Hull made the entry of refugees in the country very problematic (United States Holocaust Memorial Museum, 2008. The U. S. immigration policy indeed had an adverse effect in rescuing the people under the German atrocities and this is clearly seen in the incident of the S. S. St. Louis.When St. Louis sails from Hamburg to Havana, there were 937 Jewish refugees on board who were trying to escape the German persecution. Each refugee has a valid visa that would allow them to enter Cuba temporarily.However, as the boat arrived in Havana the Cuban government announced that the visas were invalid and prohibited their entry into the country. Negotiations were made with the Cuban government as well as with the U. S. government to allow the refugees to enter their countries but these did not succeed. The boat stayed for 12 days in the port of Havana and then in Miami afterwards it was forced to return to Europe. As a consequence majority of the passengers died in the duration of the war (Glazer, 2006).The Roosevelt administration also did not do much efforts to aid the victims as well as the refugees of the Nazi because they deemed that the best means to save these people is by winning the war against Germany as quickly as possible. It was only when the refugee problem was worsening that President Roosevelt established the War Refugee Board, an independent agency that has the responsibility of saving the Nazi's civilian victims. However, the agency rescued refugees coming from the free zones instead of the territories invaded by the Nazis (Glazer, 2006).In the spring of 1944, the Allied governments were already aware of the massive gassings that are taking place in Auschwitz-Birkenau. Jewish leaders have already begged the U. S. government to destroy the gas chambers a s well as the railways towards the camp. Instead, the U. S. air force bombs the Auschwitz-Monowitz industrial complex that is five miles away from the gas chamber. The reason behind such decision is due to the fact that not bombing the gas chamber and the railways leading to it is was part of the United States' wartime policy (Glazer, 2006).Basically, rescuing the victims of the holocaust especially the Jewish population is highly dependent in the wartime policy of the U. S. It is just unfortunate that rescue operations are not a priority in their policy. There have been efforts coming from the American Jewish community to saved their fellow Jews who were being persecuted but they, were afraid that this would result in a stronger feeling of domestic anti-semitism and jeopardizing their relationship with the Roosevelt administration.The lack of interest of the U. S. government in rescuing the victims of the holocaust is the primary reasons such efforts only fell on deaf ears (Glazer, 2006).References Glazer,S. D. (2006). Winning the War. Retrieved July 5, 2008, from http//myjewishlearning.com/history_community/Modern/Overview_The_Story_19141948/The_Holocaust/AmericaResponds. htm.United States Holocaust Memorial Museum. (2008). The Holocaust. Retrieved July 5, 2008, from http://www. ushmm. org/wlc/article. php? lang=en&ModuleId=10005143.

Melville’s “Bartleby the Scrivener” Essay

In Melville’s â€Å"Bartleby the Scrivener,† Melville displays the life of a person, named Bartelby, who does almost nothing with his life except write. Even latter in the story, Bartelby gives up writing and on life itself. Melville’s story brings up two major themes, which include writing and freedom. The story revolves around scriveners whose job it is to constantly copy documents and in a sense become a slave to writing. Bartelby, though one of the scriveners, resists the command to do exactly what he is told and as the story unfolds, he consistently refused to do what he was told. This defiance leads the reader to question whether Bartelby was protecting his freedom or just setting himself up for an early demise. Barthe includes in his essay â€Å"The Death of the Author† that the author has no control over how his work is interpreted and the reader must decide what the work truly means. Authors are only limited to being authors when they are in the midst of writing but once they have finished their work and are not writing then the Authors are no longer authors. Freedom is constantly emphasized throughout Melville’s story because Bartelby chooses to quit writing do to the fact that he is not being a true author but only a â€Å"scriptor.† Most of â€Å"Bartelby and the Scrivener† centers on writing and how it is necessary in the law practice. Scriveners are law copyists which means their job is to copy law documents for the lawyer to have. At first, Bartelby was a dedicated worker who never stopped copying throughout the day. He did not even take the time to take a lunch break but rather had snacks delivered to him. But as the story continues, Bartelby deteriorates as a worker by first refusing to look over copied documents then finally giving up writing all together. Writing, in this story, seems to be a chore and does not require the person to be an individual in any way. The scriveners had to tediously copy documents, which explain why the scriveners were not exactly the best-qualified workers. Turkey couldn’t work in the afternoon and Nippers couldn’t work in the morning. In any other job that requires serious thought, these two would be fired due to their inability to work all day. According to Barthe, these scriveners are not authors but only scriptors because they mimic the writing and don’t create something original. Bartelby could no longer do this seemingly unimportant writing and finally just stopped writing at all. The only time Bartelby was considered a scriptor was while he was currently copying the documents because â€Å"the modern scriptor is born simultaneously with the text, is in no way equipped with a being preceding or exceeding the writing† (Barthe 145). To be a scriptor, the person must be constantly writing which explains why at the beginning of the story Bartelby never leaves his room but works throughout the day. Bartelby did this because he believed that the only time his life was worth something was when he had the title of a scriptor. Over time though having this title stopped meaning something to him and he eventually quit writing. When Bartelby lost his title of a scriptor, he lost his will to live and that is why when he was in jail he refused to eat. Freedom is an extremely complicated theme in â€Å"Bartelby and the Scrivener† because it is unclear who exactly is free. The scriveners are all slaves to writing because they must spend their time copying documents and don’t really do anything else that would lead another person to say the scriveners are living productive lives. But each scrivener exercises a bit of his or her own type of freedom. Turkey works well in the morning but as the day goes on, he tends to make more and more mistakes. The lawyer tries decides to only have Turkey work in the morning but Turkey refuses that request. This refusal shows that Turkey has a certain free will and doesn’t just spend his time mindlessly copying documents and doing exactly what the lawyer tells him to do. The much younger Nippers has the opposite problem that Turkey has and he cannot work well in the morning because Nippers needs time to get adjusted for work. At first, Bartelby looks to be the least free scrivener at work because he would work nonstop throughout the day without even taking a lunch break but as the story progressed the reader would see that this is untrue. Bartelby on several occasions refuses to do work for the lawyer and eventually stops writing all together. The lawyer is very curious with Bartelby’s response and actually seems to admire his unyielding response to looking over copies. â€Å"His steadiness, his freedom from all dissipation, his incessant industry†¦his great stillness, his unalter- ableness of demeanor under all circumstances, made him a valuable acquisition† (Melville 19). Bartelby’s decision to quit writing demonstrates his desire to become free from the tediousness of writing. Bartelby, however, cannot handle this freedom being captive by writing for so long. He needs to make choices with his freedom and he really didn’t know what to do with his life. This is why he stayed in the office until he was thrown in jail and then died of starvation because he refused to eat. Bartelby couldn’t decide what to do with his life without writing and it led to his death. The lesson learned about freedom from this story is that complete freedom means complete loneliness and helplessness. Barthes’ â€Å"Death of the Author† combines writing and freedom together in order to express how certain writings should be interpreted. Barthes explains to his readers that â€Å"a text is not a line of words releasing a single ‘Theological’ meaning but a multi-dimensional space in which variety of writings, none of them original, blend and clash† (Barthes 146). This quote iterates that the author does not come up with a work that is truly original but takes aspects of different works to create his own. Barthes emphasizes that the author should not instill his own opinions in his work but rather allow the reader to have the freedom to come up with his own interpretation. This is where freedom intertwines with writing. The author must give up control of his work and allow the reader to take authority and decide what exactly is meant be the work. But also, the author’s duty is to limit how much is actually expressed in the text. â€Å"To give a text an Author is to impose a limit on that text, to furnish it with a final signified, to close the writing† (Barthes 147). The readers must separate a literary work from the author in order to free the writing from being read only as the author’s opinion. Every work of writing contains multiple interpretations. Barthes compares text to textiles by explaining that â€Å"everything is to be disentangled, nothing deciphered; the structure can be followed, ‘run’ (like the thread of a stocking) at every point and at every level, but there is nothing beneath† (Barthes 147). This quote explains that much of writing read through thoroughly but conclusions don’t necessary need to be drawn. Reading a work is much different than figuring out a puzzle. To truly grasp writing, a reader must capture the actual literature and realize exactly what each word in the writing is trying to express. The meaning of the work is derived from the ideas of the reader, rather than the thoughts of the writer. The reader has the freedom to capture whatever meaning he desires from a work of writing. Barthes explains that the author cannot put his own opinions into his own work because the reader must come up with his own interpretation of the work. Melville’s â€Å"Bartelby and the Scrivener† emphasizes this concept by showing the role of a scrivener, who only copies documents and puts nothing of himself into it. Bartelby feels like his life has been wasted just copying documents and finally decides to quit writing. Once Bartelby loses his will to write, he completely loses his will to do anything of importance, even eat. Writing must be entangled like threads of a cloth, and the author must place a limit on how much can be inferred from the text. Bartelby is not an author but only a scriptor because he is not performing art by copying legal documents. This explains why Bartelby believes his life is useless because he wasted it away copying documents. Works Cited Barthes, Melville. â€Å"Death of an Author.† 1977. Melville, Herman. â€Å"Bartelby the Scrivener.† 1870.

List of Jewish Schools in New Jersey

List of Jewish Schools in New Jersey Here is a list of Jewish schools in New Jersey, organized alphabetically by town. Adelphia Talmudical Academy of New Jersey Route 524, P.O. Box 7, Adelphia, NJ 07710732 431 1600Grades 9-12, All Boys Asbury Park Hillel Yeshiva High School 1027 Deal Road, Asbury Park, NJ 07712732-493-0420Grades 9-12, Coed Bayonne Yeshiva Gedolah of Bayonne 735 Avenue C, Bayonne, NJ 07002201 339 7258Grades 9-12, All Boys Bergenfield Yeshivat Noam School 139 South Washington Avenue, Bergenfield, NJ 07621201 439 1919Nursery School Summer Camp Bridgewater The Preschool Place Kindergarten N Bridge Street, Box 6007, Bridgewater, NJ 08807908 722 0101PKK Cherry Hill Congregation Mkor Shalom Preschool 850 Eversham Rd NJ 08003856 424 7339 Delaware Valley Torah Institute 31 Maple Avenue NJ 08002856 482 8230Grades 9-11, All Boys Katz Jewish Community Center E 1301 Springdale Rd NJ 08003856 424 4444 Politz Day School 720 Cooper Landing Road NJ 08002856 667 1013 Temple Beth Sholom 1901 Kresson At Croppwell NJ 08003856 751 0994 Clifton Clifton Ym Ywha 199 Scoles Avenue NJ 07012973 779 2980PK K Mesivta of Clifton 338 Delawanna Ave, Clifton, NJ 07014973-779-4800Grades 10-12, All Boys Deal Park The Center Play Sch Jewish 100 Grant Ave NJ 07723732 531 9100 East Brunswick Solomon Schechter Day School 511 Ryders Lane NJ 08816732 238 7971 Temple Bnai Shalom Po Box 957 NJ 08816732-251-4300 East Windsor Morris Namias Shalom Torah Acd 639 Abbington Drive, East Windsor, NJ 08520609 443 4877 Edison Rabbi Jacob Joseph Yeshiva 1 Plainfield Avenue, Edison, NJ 08817732 985 6533Grades 9-12, All Boys Rabbi Pesach Raymon Yeshiva 2 Harrison Street NJ 08817732 572 5052 Egg Harbor Township Trocki Hebrew Academy of Alant 6814 Black Horse Pike NJ08234 609 383 8484 Elberon Ilan High School 250 Park Avenue NJ 07740732 870 2800 Elizabeth Bruriah High School For Girls 35 North Avenue NJ 07208908 355 4850 Jewish Educational Center 330 Elmora Ave NJ 072089083534446 Englewood Moriah School of Englewood 53 South Woodland Street NJ 07631201 567 0208 Yeshiva Ohr Hatalmud of Englewood 101 West Forest Avenue, Englewood, NJ 07631201 816 1800Grades 9-12, All Boys Fairlawn Helen Troum Nurery School Kindergarten 4-10 Fair Lawn Ave 25 NJ 07410201 797 2865 Franklin Lakes Barnert Temple Preschool 747 Route 208 South NJ 07417201 848 1027 Highland Park Atid Po Box 1503 NJ 089047329856378 Reenas Bais Yaakov 1131 Raritan Ave, Highland Park, NJ 08904732-985-5646Grades 10-12, All Girls Ym-ywha of Raritan Valley 2 South Adelaide Avenue NJ 08904732 249 2221 Hillsborough Temple Beth El School 67 Us 206 NJ 08844908 704 1712 Howell Solomon Schechter Academy 395 Kent Road NJ 07731 732 370 1767 Lakewood Bais Faiga Park Avenue Campus 100 Park Ave NJ 08701732 367 6708 Bais Kaila Torah Preparatory High School for Girls Po Box 952, Lakewood, NJ 08701732 370 4300Grades 9-12, All Girls Bais Rivka Rochel School 285 River Avenue NJ 08701732 367 4855Grades K-8, Coed Bais Shaindel High School For Girls 299 Monmouth Avenue, Lakewood, NJ 08701732 363 7074Grades 9-12, All Girls Bais Tova Inc. 961 E County Line Rd NJ 08701732 901 3913 Bais Yaakov Bnos Chayil School 124 Gudz Road NJ 08701732 886 5100 Bais Yaakov Bnos Rivka 1501 Canterbury Road NJ 08701732 370 0100 Bnos Bais Yaakov Tzipa Grumet High School 155 Oberlin Ave N, Lakewood, NJ 08701732-363-0329Grades 9-12, All Girls Bais Yaakov High School of Lakewood 277 James st., Lakewood, NJ 08701732-370-8200Grades 9-12, All Girls Bezal-el Yeshiva 419 5th St NJ 08701732 363 1748 Bnos Brocha 763 River Ave, Lakewood, NJ 08701732-905-3030Grades K-6, All Girls Bnos Devora 243 Prospect St., Lakewood, NJ 08701732-905-4455Grades K-2, All Girls Bnos Yaakon Elementary School 2 Kent Road, Lakewood, NJ 08701732 363 1400Grades KG-8, All Girls Cheder Toras Zev 108 Chateau Drive, Lakewood, NJ 08701732-901-5060Grades K-2, All Boys Jewish Education for Girls 1050 Tuxedo Ter, Lakewood, NJ 08701 Lakewood Cheder School for Boys 901 Madison Ave Po Box 838 NJ 08701732 364 1552 Lakewood Cheder School for Girls 350 Courtney Road NJ 08701732 363 5070 Mesivta Keser Torah 455 14th Street, Lakewood, NJ 08701732 681 5656Grades 9-12, All Boys Mesivta of Lakewood 415 6th Street NJ 08701732 367 7345 Mesivta Nachlas Yisroel 1441 Oakwood Ave, Lakewood, NJ 08701914-261-8445Grades 9-12, Coed Mesivta Pe’er Hatorah 501 Prospect St., Lakewood, NJ 08701732-370-2362Grades 9-12, All Boys Mikor Hatorah 7 Sequoia St, Lakewood, NJ 08701732-370-0570Grades 9-12, All Boys NJ Center For Judaic Study 801 West Kennedy Blvd NJ 08701732 363 9817 Ohr Chodosh 1015 Park Avenue NJ 08701732 364 7062 Oros Bais Yakov 50 Lapsley Lane, Lakewood, NJ 08701732-370-6049Grades 9-12, All Girls Talmud Torah Ohr Elchonon 805 Cross St. Ste 1, Lakewood, NJ 08701732 730 2820Grades 1-8, 191 Students, All Boys Tashbar of Lakewood 655 Princeton Ave NJ 08701732 905 1111 Tiferes Bais Yaakov 170 Oberlin Ave N #8 NJ 08701732 364 0466 Torah Institute of Lakewood 327 Carey Street NJ 08701732 905 9830 Toras Imecha 1 E 13th St NJ 08701732 730 1259 Yeshiva Bais Aharon 1430 14th Street, Lakewood, NJ 08701732-367-7604Grades 9-12, All Boys Yeshiva Bais Pinchos 1951 New Central Ave, Lakewood, NJ 08701732-367-2880Grades 9-12, All Boys Yeshiva Bais Yisroel High School 423 6th St, Lakewood, NJ 08701732-691-2907Grades 10-12, All Boys Yeshiva Birchas Chaim 960 West Kennedy Blvd NJ 08701732 370 2182Grades 9-12, All Boys Yeshiva Chayei Olam 14 E 11th St, Lakewood, NJ 08701732-363-1267Grades 9-12, All Boys Yeshiva Ktana of Lakewood 120 2nd St, Lakewood, NJ 08701732 363 0303Grades KG-12, All Boys Yeshiva Gedolah Meor Hatorah 66 Tova Dr., Lakewood, NJ 08701732-367-7590Grades 9-12, All Boys Yeshiva Gedola of Woodlake Village PO Box 974, Lakewood, NJ 08701732-730-2808Grades 10-12, All Boys Yeshiva Keter Torah 209 2nd Street NJ 08701732 961 9731 Yeshiva Masoras Avos 23 Congress St NJ 08701732 942 7522 Yeshiva Orchos Chaim 410 Oberlin Avenue South NJ 08701732 370 0799 Yeshiva Shaarei Orah 685 8th St, Lakewood, NJ 08701732-995-6701Grades 9-11, All Boys Yeshiva Tiferes Torah 75 East End Avenue Po Box 420 NJ 08701732 370 9889 Yeshiva Toras Aron 500 Summer Ave, Lakewood, NJ 08701732-360-9980Grades KG-6, All Boys Yeshiva Toras Chaim PO Box 16, Lakewood, NJ 08701732-414-2834Grades 9-12, All Boys Yeshiva Yesodei Hatorah 708 Princeton Ave, Lakewood, NJ 08701732-370-3360Grades 10-11, All Boys Yeshivas Emek Hatorah 12 Sharon Ct, Lakewood, NJ 08701Grades 10-11, All Boys Yeshivas Ohr Yissochor 300 Cross St., Lakewood, NJ 08701732-901-7608Grades 9-12, All Boys Zecher Yochanan 123 Delaware Trl, Lakewood, NJ 08701732-942-4852Grades K-3, Coed Livingston Joseph Kushner Hebrew Academy 110 S Orange Ave NJ 07039973 597 1115 Kushner Yeshiva High School 110 S Orange Ave NJ 07039973 597 1115 Sinai Special Needs Institute 110 S Orange Ave NJ 07039973 597 0770 Manalapan Congregation Sons of Israel Nu Po Box 369 NJ 07726732 446 4924 Temple Beth Shalom 108 Freehold Rd NJ 07726732 446 1224 Temple Shaari Emeth Early Po Box 360 NJ 07726732 462 3264 Marlboro Marlboro Jewish Center Nursery 103 School Road West NJ 07746732 536 2303 Solomon Schechter Day School P O Box 203 NJ 07746732 431 5525 Morganville Shalom Torah Academy 70 Amboy Road NJ 07751732 4462121 Morristown Cheder Lubavitch 226 Sussex Avenue NJ 07960973 4550168 New Milford Solomon Schecter Day School of Bergen County 275 Mckinley Avenue NJ 07646201 2629898 Oakland Gerrard Berman Day School 45 Spruce St NJ 07436201 337 1111 Ocean Deal Yeshiva - Boys Division 1515 Logan Rd NJ 07712732 663 1717 Hillel High School 1027 Deal Road NJ 07712732 493 0420 Hillel Yeshiva School 1025 Deal Road, Ocean, NJ 07712732 493 9300Grades PK-12, Coed Ilan High School 120 Roseld Ave, Ocean, NJ 07712732-517-111Grades 9-12, All Girls Paramus The Frisch School 120 West Century Road, Paramus, NJ 07652201-267-9100Grades 9-12, Coed Frisch Yeshiva High School 243 Frisch Court NJ 07652201 845 0555 Yavneh Academy 155 N Farview Ave NJ 07652201 262 8494 Passaic Bais Yaakov of Passaic High School 181 Pennington NJ 07055973 365 0100 Mesivta Tiferes Rav Zvi Aryeh Zemel 15 Temple Place, Passaic, NJ 07055973 594 9001Grades 9-12, All Boys Ybh of Passaic 565 Broadway NJ 07055973 777 0735 Yeshiva Ktana of Passaic 249 Terhune Ave NJ 07055973 365 0100 Piscataway Yeshina Shaarei Tzion 51 Park Avenue NJ 08854732 235 0042 Yeshiva Shaarei Tzion Boys 120a Ethel Rd W NJ 08854732 777 0029 Randolph Hebrew Academy of Morris County 146 Dover Chester Road NJ 07869973 584 5530 River Edge Yeshiva of North Jersey 666 Kinderkamack Road NJ 07661201 986 1414 Rockaway White Meadow Temple School 153 White Meadow Road NJ 07866973 627 2511 Scotch Plains Nursery School-Jewish Community 1391 Martine Avenue NJ 07076908 889 8800 Short Hills Bnai Jeshurun Ecc 1025 S Orange Ave NJ 07078973 379 1555 South Orange Beth El Preschool Kindergarten 222 Irvington Ave NJ 07079973 763 0113 Mickey Fried Nursery School 170 Scotland Road NJ 07079973 762 7069 South River Moshe Aaron Yeshiva High Sch 34 Charles St NJ 08882732 613 7460 Springfield Temple Beth Ahm Preschool K 60 Temple Dr NJ 07081973 376 0539 Teaneck Maayanot Yeshiva High School for Girls 1650 Palisade Avenue, Teaneck, NJ 07666201 833 4307Grades 9-12, All Girls Sinai Schools - Special Education School 1485 Teaneck Rd, Suite 304, Teaneck, NJ 07666201-833-1134Grades 1-12, Coed Sinai Special Needs Institute 1650 Palisade Avenue NJ 07666201 833 9220 Sinai High School for Boys Special Needs Institute 1600 Queen Anne Rd, Teaneck, NJ 07666201 833 9220Grades 9-12, All Boys Torah Academy of Bergen 1600 Queen Anne Rd NJ 07666201 837 7696 Trenton Ring Kindergarten 999 Lower Ferry Road NJ 08628609 883 9550 Union City Mesivta Sanz 3400 New York Ave NJ 07087201 867 8690 Vineland Early Learning Center 1015 E Park Ave NJ 08360856 691 0811 Voorhees Early Childhood Center of Cong 8000 Main Street NJ 08043856 675 1162 Kellman Brown Academy 1007 Laurel Oak Road, Voorhees, NJ 08043856-697-2929Grades PK-8, Coed Warren Mountain Top Preschool Kindergarten 104 Mt. Horeb Road NJ 07059 732 748 9800 West Long Branch Deal Yeshiva 200 Wall Street Po Box 98 NJ 07764732 229 1717 Ma’or Yeshiva High School for Boys PO Box 254, West Long Branch, NJ 07764 West Orange Golda Och Academy (formerly Solomon Schechter Day School of Essex Union) 1418 Pleasant Valley, West Orange, NJ 07052973-602-3601Grades PK-12, Coed Jewish Comm Cnt Metro West 760 Northfield Avenue NJ 07052973 736 3200 Whippany Jewish Comm Cnt Metro West 901 Route 10-east NJ 07981973 929 2920 Wyckoff Beth Rishon Nursery School 585 Russell Avenue NJ 07481201 891 6074 Updated by Stacy Jagodowski  - See updates that need to be made? Tweet me stacyjago

Graduating College with Honors Benefits and Subtleties

Graduating College with Honors Benefits and Subtleties You have probably seen movie scenes with college students wearing honors regalia, and the whole audience applauding them. Have you ever imagined yourself in shoes of such a student? Would you like to know how your effort can be rewarded after graduation? In this article, we will try to understand what graduating with honors means and what the benefits of it are. What Is All the Fuss About? There are two types of students – the first one just tries to survive through college and get a diploma, the other is all about different programs, opportunities, and honors. It doesnt matter which you relate, as the following information will still be useful to you. So, almost every college has a few types of honors that students can obtain – Latin honors, English honors and Organization honors (be sure to check out which your learning institution offers). Every high school and college establishes certain rules about these honors and the criteria that you need to meet in order to become an honored scholar. Latin honors are: Cum Laude – as for Latin â€Å"With Praise,† typically a student with a 3.5 GPA. Magna Cum Laude – as for Latin â€Å"With Great Honor,† a 3.7 GPA. Summa Cum Laude – â€Å"With Highest Honor† is one of the highest honors a student can get which requires at least a 3.9 GPA. Such honors commonly imply receiving an honor cord (black, silver and golden respectively or the colors that a learning institution chooses) during the graduation ceremony. The fact of getting such an honor is indicated in your transcript. Check out the simple tips for you on how to become a top student without struggling. English honors can be received by the academic department which reviews seniors each year to pick the most deserving ones based on the grades in their major or other qualities. They can also provide you with a recommendation in addition to the honor. Organization honors are given by clubs and organizations to the most contributive students. There are various chapters of the National Honor Society in different learning institutions which offer special benefits for their members, such as help with a career start, discounts, tours, and activities. What Are the Benefits of Graduating With Honors? When it comes to the effort put in the studying process, one can reasonably ask â€Å"Will my effort be rewarded? Is studying  hard worth it?† The reality of the modern world is that no one can tell you for sure if your future employer will be looking at your GPA. There are a lot of vacancies that value experience or your communication skills more than your grades. Of course, there might be a chance that honors will affect the final decision if you and another candidate have pretty similar resumes and experience. Then, probably, the decision will be made based on the smallest advantages. So, here are the five benefits that are characteristic for graduation with honors: The possibility that it will be considered as an advantage when applying for a job. So, when a recruiter is looking through a resume, he or she might find that candidates are almost equally good and suitable for a particular job. If you provide an excellent resume and dont mess up your interview, the fact that you graduate cum laude or with other honors will increase your chances of getting the job. This is a little extra for your diploma. There is nothing bad about having some extra touch on your diploma. If you have such an opportunity, our advice would be to take it and dont bother about the efficiency of the effort you put in your studies. A special treatment. Of course, honored students have certain benefits within their learning institution or when deciding to continue their careers in academic circles. Such benefits might be - an opportunity to travel abroad for academic studying, honors program, research grants, club membership, etc. An extra thing to be proud of. When reaching another step in your life or having another accomplishment, you should think not about the output but about the value of it for yourself. If you know that you will be proud of yourself receiving a cord at the ceremony, why worrying about whether your choice was right? Merit-based scholarships for honored high school graduates. This is the main reason why high school students try so hard to stand out from the crowd and obtain honor when they graduate school. Receiving a financial award is definitely worth trying and is one of the main benefits of graduating from high school with honors. You might also find some information about graduating without debt useful. So, as you can see, there are some obvious benefits that every honored student can count on. However, if you are graduating without honors, it doesnt mean that you are somehow worse than honored students or that your resume will value less. Its more about the type of person you are than about wearing an honored cord at the graduation ceremony. Check out some of our tips that will help you to make your graduation unforgettable. Common Questions About Graduating With Honors What percent of college students graduate with honors? If taking Harward as an example, 2% of students receive summa cum laude, less than 2% get magna cum laude, and about 4% graduate with cum laude honors. In the undergraduate colleges and schools this percentage is higher – 5% for summa cum laude, 15% for magna cum laude and 30% for cum laude. How to graduate with honors in high school or college? The main factor of obtaining an honor is getting high grades. But you can also be considered as a candidate for the honor for: Your participation in various activities Club membership Outstanding research programs Significant accomplishments in sports or studying So, these were the main benefits and facts about graduating with honors. We hope that you found this information useful, and wish you good luck with your studies.

3.HoldingOlympic games in a different city every four years is not a Essay

3.HoldingOlympic games in a different city every four years is not a waste of a countrys resources - Essay Example ver, quite a lot of times, the host cities have had to bear cost overruns, management issues, and problems pertaining to underused venues and displaced citizens. The impact of the Olympic Games on any host city is enormous including their urban communities, slum dwellers, and infrastructure, to name a few. Scholars such as John R. Short have criticized the hosting of the Olympic Games in several different cities after every four years. Short, in particular, has suggested the development of a single permanent host city that could function as an international city state operated solely for the purpose of holding Olympic Games (336). Going beyond just being an internationalized event, the Olympic Games are important for harboring cooperation and building strong relationship among states that may not otherwise be able to interact on global platforms. Since it allows many different states to come together on a large sporting event rather than a battlefield, the Olympic Games are a constru ctive investment for building mutual cooperation than being a waste of resources. The hosting of the Olympic Games is often followed by increased development in that city or state. While the costs may often be underestimated thereby leading to cost overruns, they do, in fact, help cities progress and transform in their structure and level of development. As such, I do not believe it is a waste of resources but rather a productive allocation of resources to build a nation. The Olympic Games have helped turn up the image of several countries and have channeled increased development in many others. Barcelona in Spain is one example of how its waterfront area transformed from being an average industrial spot to a scenic locality. In their article, Garcia-Ramon and Albet have described the marked changes which occurred in the city during the pre-Olympic and post-Olympic periods. Its stunning architecture was one aspect which saw a dramatic change including the building of bridges like the