Sunday, June 7, 2020

Class of 2023 Early Admission Rates

Here are the Early Admissions Statistics for the Class of 2023 The first members of the college class of 2023 are in! Here’s our breakdown of the early admission numbers for the class of 2023. More decisions will be released this month and into January, along with statistics, so we will be updating as more information becomes available! Application NumbersMany colleges and universities reported a record-high number of early applicants to the class of 2023. Brown Universityreported a 19% increase in early decision applications for the class of 2023, with 4,169 students applying for early admission at the Ivy League institution. Yale University reported a record number of early applications this fall, with6,020 students applying through the school’s early action round. While other schools reported increases, the number of early decision applicants at the University of Pennsylvania plateaued – 6,746 applied this year for just a 0.22% increase over last year. Early Admission RatesEarly admission rates for the class of 2023 are expected to be very similar to the stats for the class of 2022, with some schools reporting a lower early admission rate, while some may actually increase. Here are some available early admission rates for the class of 2023. School Class of 2023 Early Admission Rate Brown University 18.2% Cornell University 22.6% Dartmouth College 23.2% Duke University 18% Emory University ED I: 42.7% Georgetown University TBD Harvard University 13.4% Johns Hopkins University 31% Middlebury College ED I: 45.4% MIT 7.4% Princeton University 13.9% University of Pennsylvania 18% Williams College TBD Yale University 13.2% DeferralsOften, instead of an acceptance or rejection, early applicants are deferred – meaning their application will be reviewed again within the regular decision pool. Deferred students will have to wait until March or April for a decision on their application. This year, 18.6% of students who applied early to Duke were deferred to the regular round. At MIT, 6,182 out of 9,600 early applicants were deferred – almost 65% of the pool. Last year, Harvard deferred 4,822 applicants – about 74% of students who applied in the early round. That was an especially high number of deferrals compared to other institutions, leaving a lot of students wondering what to do next. If you were deferred in the early round, here's what a deferral means and how you can improve your chances of admission in the regular round. At we work with students to counsel them through their deferral decisions, including how to approach it and what their application strategy should be for the regular round. Contact us today for more information on our Deferral Consultation.

Sunday, May 17, 2020

Should Marijuana Be Illegal - 989 Words

The word marijuana gained attention in almost every American household today. Those who oppose the legalization of the use of plants that its use is automatic smoke , but those who do not choose to use marijuana is considered to be conducive to maintaining its illegal. On legal objections relating to chemical plant has caused much controversy in the past two decades, is still an important issue. In the Unites States to legalize marijuana would greatly reduce crime in our city , and is formed by the front side with a more efficient society. Marijuana is a very prominent in today s society and controversial issue. Although many libel claims in recent history has been about marijuana, the truth slowly began to emerge. Unfortunately, these truths to be severely criticized because of what people think of as a typical stereotypes pot smokers. This imbalance is a lazy unmotivated American view is that private over seventy years of propaganda and misleading interest, disseminate the results of marijuana who need their own personal interests is illegal. As a former administrator of cannabis consumption and current site of action of cannabis, I firmly believe that marijuana should be legalized for various purposes. Drug war and all levels of society deal. Each year, the US government spent the equivalent of broad money to control water use and development of drugs to protect society from dangerous laws of certain drugs. Some people think does not need to fight against drugs andShow MoreRelatedShould Marijuana Be Illegal?1436 Words   |  6 PagesGetting to know Cannabis as a Whole Marijuana as you know is illegal in more than half of the United States. You would think marijuana was illegal because of some harmful effects but that s where you re wrong. The reasons why Marijuana was made illegal were because the the public were never informed about the real uses of Marijuana. Marijuana also known as Hemp is often used as source to make materials such as paper. Before 1883 about seventy-five to ninety percent of the world s paperRead MoreShould Marijuana Be Illegal? Essay812 Words   |  4 PagesMarijuana charges reflect the still-existing discrimination in society. Although use rates for African-Americans are only around 25% greater than that of whites, marijuana possession arrests are about three times greater for blacks than whites (Gettman, 2009). Legalizing marijuana would eliminate this aspect of racial disparity in the United States, where any single step could be seen as a move in the right direction. This would also help decrease the populat ion of those in jail or prison forRead MoreShould Marijuana Be Illegal?2020 Words   |  9 Pagesremember being told this my entire life and even to this very day. But as I got older I realized that people would still use drugs even though it’’s illegal. I could never understand why someone would go against the law and jeopardize their life just to use drugs? The drug that I am talking about is marijuana, and surprisingly it is all around us. Marijuana is even referred to in today’s media Mainstream media sources that people enjoy, like music, movies, and TV shows, do not even bother to leave theRead MoreShould Marijuana Be Illegal? Essay2020 Words   |  9 Pagesremember being told this my entire life and even to this very day. But as I got older I realized that people would still use drugs even though it’’s illegal. I could never understand why someone would go against the law and jeopardize their life just to use drugs? The drug that I am talking about is marijuana, and surprisingly it is all around us. Marijuana is even referred to in today’s media Mainstream media sources that people enjoy, like music, movies, and TV shows, do not even bother to leave theRead MoreShould Marijuana Remain Be Illegal927 Words   |  4 Pages Should marijuana remain be illegal Since 2009 the government of the state California and Colorado, considered the idea of legalization of the marijuana. A high percentage of People of the United States doesn’t consider marijuana as a drug because is not strongly addictive. There’s also proves that marijuana never kill anyone and that is not so dangerous as alcohol and Tabaco. Marijuana should still remind illegal for his dangerousness. Marijuana is a magnificent pain reliever for people who sufferRead MoreShould Marijuana Be Illegal?925 Words   |  4 Pagesdiscoveries from a plant many call marijuana. The intriguing effects that come from the cannabis plant have slowly started to unveil, claiming many positive talks in the medical industry in treating terrible diseases that have affected millions of people. But it used to be talked about like a very terrible thing back in the day from all the talk that was happening being reported by the government. Which ultimately caused it to become illegal nation wide. But what initiated marijuana to become prohibited? TheRead MoreShould Marijuana Be Illegal Drugs?967 Words   |  4 Pagesfamilies. Well I once had a belief until one day that all changed. Her name was Marijuana. Many people hold extreme views regarding drugs, especially illegal drugs. Anti-drug individuals often present a view of all illegal drugs as horrendous and without any redeeming qualities. I used to be this individual. Before my newfound discovery I believed marijuana usage was unacceptable , while despising the users. I perceived marijuana as a gateway drugs to other harmful dangerous drugs and a narcotic that honestlyRead MoreWhy Marijuana Should Be Illegal1610 Words   |  7 PagesCannabis also known as marijuana, is a plant produced in many countries worldwide. Marijuana was first introduced by the Mexican immigrants for recreational usage, the misconduct of the drug had our whole nation in turmoil so it was voted on to be illegal throughout the whole United States. Marijuana possession is illegal and it is illegal for so many different reason. In fact, there were over 8.2 million marijuana arrest in the united states last year according to ACLU’s original analysis drawnR ead MoreShould Marijuana Stay Illegal?958 Words   |  4 PagesShould Marijuana Stay Illegal Should Marijuana stay illegal? That is the question. For many decade us as American has been going back and forth debating rather we should legalize this drug or taboo it from personal use. To me marijuana should stay illegal, while others might think differently towards this subject. The reason why I firmly believe we as a nation should keep this drug proscribed for being use for personalRead MoreWhy Marijuana Should Be Illegal2091 Words   |  9 PagesThe argument of legalizing or prohibiting marijuana has been going on for very long time all over the world. In most countries, possession and use of marijuana is considered illegal. Today, some countries have legalized marijuana while other countries have not. In the United States, some states such as Washington and Colorado have also legalized the possession and usage of marijuana for medical and recreational purposes for adults. There are a number of advocacy groups that stand for its legalization

Wednesday, May 6, 2020

Morality And Its Subjectivity Of Love - 1081 Words

Morality and its Subjectivity: To Love is to be Moral It seems to pose a paradox to both love and to be moral. Love makes one vulnerable to the existence of another, and in doing so, appears to motivate him to value his lover’s life over that of another. However, in terms of attention, to love is to look at a person with particularity. Since we cannot escape Strawson’s participant stance when in love, we must examine morality from a participant stance as well. In order to define morality, one cannot examine it from the view from nowhere, which does not take into account our particular attachments and values. It may tempting to anticipate morality as independent of our worldly attachments, but such a view is impossible to construct because we are all so enveloped in the participant stance. To attempt to construct morality as a concept that is an all-things-considered process with an end goal of the â€Å"best† option regardless of attachment is dangerously close to utilitarianism. To value somebody’s life over all others as a result of love is not at odds with morality; however, morality must take into account the participant stance. In order to reconcile determinism with moral obligation, Strawson categorizes the majority of interactions into the participant stance, in which the agents involved do not suspend reaction and have the capacity to form interpersonal relationships. The only interactions that require objectivity are those in which an interpersonal relationship would notShow MoreRelatedMorality Objectively Exists. But By Identifying Something1185 Words   |  5 PagesMorality objectively exists. But by identifying something that all human beings carry with them, we can draw a clear line between what is right and what is wrong. All human beings are born with one common and simple desire, the desire to be loved. Love is the universal truth for all of humanity. Love stands as the clear line between what is right and what is wrong. If an individual or a culture is acting in a way that does not show love for themselves or others, then they are acting immorally. TheRead MoreThere’S Not One Right Food, But Clear Distinction Between1326 Words   |  6 PagesThere’s not one right food, but clear distinction between food and poisin. Problems arising from subjectivity â€Å"The fact that there is no right answer to what is food does not tempt us to say that there are no truths to be known about human nutrition† Like chess, a domain of perfect objectivity. The fact that there are exeptions to rules that are generally good like dont loose your queen does not mean its subjective Who are we to say that its wrong for the proud denasins of an ancient culture toRead MoreThe Decay Of The Human Mentality837 Words   |  4 Pageswith the apparent absence of meaning in modern life; it exposes the personal and social fragmentation and disenchantment often masked by assumed conventions in behaviour, communication, and relationships† (O’Dwyer). His work also portrays human subjectivity in terms of judgment and emotion. Eliot is saddened as he watches people interact with one another; their behavior is often detached and nonchalant, â€Å"Sterility, meaninglessness, bleakness and brokenness, are the recurring images pervading EliotRead MorePlatos Allegory Of The Cave Essay1537 Words   |  7 PagesHuman Freedom Freedom in mind, freedom in nature, and freedom in subjectivity of individual are three kinds of freedoms. However, freedom should be expressed within the limits of reason and morality. Having freedom equals having the power to think, to speak, and to act without externally imposed restrains. As a matter of fact, finding freedom in order to live free is the common idea in Plato with The Allegory of the Cave; Henry David Thoreau with Where I lived and What I lived for; and JeanRead MoreComing Of Age By Wes Anderson Essay1628 Words   |  7 Pagesanother, and society, yet something else. Fickle, they morph in and out of the plethora of ideologies and mindsets laid out in front of them. This leads to a disorienting and rather confusing child-to-young-adult life, one without a clear sense of morality. The lack of focus upon what is right and wrong, inherently subjective terms, continues into our early adult hood and, for better or worse, seemingly defines the child for the rest of his or her life. This universal theme has been explored for manyRead MoreEthics and Worldviews1417 Words   |  6 Pagesgoodness, absolute holiness, and perfect love is manifested in human form through His Son, Jesus Christ, the model of morality for all humanity. God also reveals His laws and moral principles through Scripture and special and general revelation. Because of God’s pure goodness and love, though, He is limited by His character and cannot force humans to do what He wants. That freedom given to humanity led to their fallen state and subsequent flawed sense of morality, but even today, humans cannot seemRead MoreEthical System Project. Overall, I Favor A Modified Divine1302 Words   |  6 Pagesyour heart you should do? Herein, we see that it would be treacherous dare I say fatal for man to be the ultimate originator or judge of morality. On the other hand, it seems entirely logical, and right I might add, that the one who has created, established, and sustains al l things would be the one from whom all orders and commandments, including that of morality, would flow. Idziak offers, â€Å"According to a divine command moralist, it is not the case that God commands a particular action because itRead MoreMorality Questioned in Unforgiven Essay648 Words   |  3 Pagesactually nominated for nine which is pretty phenomenal considering the amount of money it cost to make the film. In this movie, morality is in question throughout the whole film, as well as the power money actually has on people. The plot of Unforgiven focuses on the character William Munny (Clint Eastwood), who gave up his life as a thief, murderer, and villain for the love of a woman and to raise the family they were soon to have. Unlike most other movies of that era, Unforgiven didn’t seem to haveRead MoreThe Vampires Are Now A Metaphor Of Human Beings1615 Words   |  7 Pagesmonsters before. As it is said by both Jan Gordon and Veronica Hollinger, the vampires also st and for some border anxieties, since they penetrate boundaries by their own special and complicated nature, that is to say, between life and death, between love and fear, between power and persecution. Furthermore, sensitive to the social issues very much, Anne Rice expresses the sentimental feelings of the vampires in great detail and by exquisite words and describes vividly the existing state of the outsidersRead MoreFeminist View of Mahabharat976 Words   |  4 Pagesconsidered the head of the family and controls women’s sexuality, labour or production, reproduction and mobility. Society, when it thinks in a man’s perspective, portrays woman subjectively. At the time of MahaBharata, women were subjective to men. Subjectivity that woman is man’s ‘other’ creeps in. Man sees the woman as ‘other’ of himself. Man is not born. He is made. Woman is not born, she is made. The Social construct of a woman is such that she should be sub ordina te to man. The exploitation continues

Alcohol and Drug Abuse Statistics Essay Sample free essay sample

Alcohol is the oldest drug about. It is besides the most widely-used and about 50 per centum of people aged 12 and over have consumed intoxicant in the United States. Most people are able to devour intoxicant responsibly. However. for one ground or another. some people abuse intoxicant and develop dependences. Drug information from the American Council for Drug Education ( ACDE ) states that about 10 to 15 million people in the United States can be classified as alkies. About 4. 5 million of those people are striplings. Alcohol dependance will impact 17 per centum of work forces and 8 per centum of adult females at some point in their lives. The Center for Disease Control ( CDC ) reports that 79. 000 deceases per twelvemonth are the direct consequence of inordinate intoxicant ingestion. It is the 3rd prima cause of decease ( life-style related ) in the state and the taking cause of decease for people aged 15 to 24. In 2005. inordinate intoxicant caused 4 million exigency room visits and 1. 6 million hospitalizations. About 2. 000 people under the legal imbibing age ( 21 ) dice yearly in auto clangs due to alcohol and it is involved in about 50 per centum of all adolescent deceases affecting force. Drug maltreatment is besides a major concern for the state. Harmonizing to the latest drug information from the National Institute on Drug Abuse ( NIDA ) . drug maltreatment costs the United States over $ 600 billion yearly in wellness attention interventions. lost productiveness. and offense. This breaks down to $ 181 billion for illicit drugs and $ 235 billion for intoxicant. In 2009 entirely. over 2. 1 million visits to the exigency section were related to drug maltreatment. as follows: * Non-medical usage of pharmaceutical drugs ( 27 per centum ) * Illicit drug usage ( 21 per centum )* Combination of intoxicant with drugs ( 14 per centum )* Eighty per centum of patients were 21 or older* Over 420. 000 of the visits were related to cocaine usage* The most common drug combination was intoxicant and cardinal nervous system sedatives ( over 519. 000 ) However. the cost to the person is frequently unmeasurable because drug and intoxicant maltreatment can take to lost relationships. kid and spousal maltreatment. and unemployment. Adolescent Substance AbuseBing a adolescent and raising a adolescent are separately. and jointly. tremendous challenges. For many teens. illicit substance usage and maltreatment become portion of the landscape of their teenage old ages. Although most striplings who use drugs do non come on to go drug maltreaters. or drug nuts in maturity. drug usage in adolescence is a really hazardous proposition. Even little grades of substance maltreatment ( for illustration. intoxicant. marihuana. and inhalants ) can hold negative effects. Typically. school and relationships. notably household relationships. are among the life countries that are most influenced by drug usage and maltreatment. One of the most revealing marks of a teen’s increasing engagement with drugs is when drug usage becomes portion of the teen’s day-to-day life. Preoccupation with drugs can herd out antecedently of import activities. and the mode in which the adolescent positions him or her ego may alter in unre alistic and inaccurate waies. Friendship groups may alter. sometimes dramatically. and relationships with household members can go more distant or conflictual. Further bad marks include more frequent usage or usage of greater sums of a certain drug. or usage of more unsafe drugs. such as cocaine. pep pills. or diacetylmorphine. Persistent forms of drug usage in adolescence are a mark that jobs in that teen’s environment exist and demand to be addressed instantly. What causes adolescent substance maltreatment? There is no individual cause of adolescent drug jobs. Drug maltreatment develops over clip ; it does non get down as matured maltreatment or dependence. There are different tracts or paths to the development of a teen’s drug jobs. Some of the factors that may put teens at hazard for developing drug jobs include: * deficient parental supervising and monitoring * deficiency of communicating and interaction between parents and childs * ill defined and ill communicated regulations and outlooks against drug usage * inconsistent and overly terrible subject * household struggle* favourable parental attitudes toward adolescent intoxicant and drug usage. and parental alcohol addiction or drug usage It is of import to besides pay attending to single hazard factors. These include: * high esthesis seeking * impulsiveness* psychological hurt* trouble keeping emotional stableness* perceptual experiences of extended usage by equals* perceived low injuriousness to utilizeHow make you cognize when to seek aid?The earlier one seeks aid for their teen’s behavioural or drug jobs. the better. How is a parent to cognize if their adolescent is experimenting with or traveling more profoundly into the drug civilization? Above all. a parent must be a good and careful observer. peculiarly of the small inside informations that make up a teen’s life. Overall marks of dramatic alteration in visual aspect. friends. or physical wellness may be marks of problem. If a parent believes his or her kid may be imbibing or utilizing drugs. here are some things to watch for: * Physical grounds of drugs and drug gears * Behavior jobs and hapless classs in school* Emotional distancing. isolation. depression. or fatigue * Change in friendly relationships or utmost influence by equals* Hostility. crossness. or alteration in degree of cooperation around the house * Liing or increased equivocation about after school or weekend whereabouts * Decrease in involvement in personal visual aspect * Physical alterations such as bloodshot eyes. runny nose. frequent sore pharynxs. rapid weight loss* Changes in temper. eating. or kiping forms* Dizziness and memory jobs Adolescent Substance Abuse and TreatmentBing a adolescent is frequently a confusing. ambitious clip. which can do teens vulnerable to falling into a destructive form of drug usage. While most teens likely see their drug usage as a insouciant manner to hold merriment. there are negative effects that are a consequence of this usage of intoxicant or other drugs. Even if adolescent drug usage does non needfully take to adult drug maltreatment. there are still hazards and effects of adolescent drug usage. These negative effects normally include a bead in academic public presentation or involvement. and strained relationships with household or friends. Adolescent substance maltreatment can greatly change behaviour. and a new preoccupation with drugs can herd out activities that were antecedently of import. Drug usage can besides alter friendly relationships as teens begin to tie in more with fellow drug users. who encourage and support one another’s drug usage. For striplings. these alterations as a consequence of substance abuse signal a job in the teen’s environment. and should be seen as a call to action for parents. instructors. or friends to seek aid for their loved 1. Seeking Aid The Oklahoman you can acknowledge that your adolescent is mistreating intoxicant or other drugs. the Oklahoman you can seek aid. Make certain to maintain path of your adolescent. their friends. and where they are traveling. While your adolescent will likely name you a scold or go irritated with the changeless inquiries. it is more of import to do certain that you know what is traveling on in your child’s life. so that if a job does originate you can take rapid action. There are some things to look for in your adolescent’s behaviour that may be indicants of drug usage. which include alterations in visual aspects. friends. behaviour. and involvements. Indications of substance maltreatment may include: * physical grounds of drugs or drug gears * behaviour jobs and a bead in academic public presentation* emotional distancing. depression. or weariness* alterations in temper. eating forms. or kiping forms* alteration in friendly relationships* increased ill will or crossness* lessening in involvement in personal visual aspect* prevarication or increased equivocation about school or weekend activities If your adolescent exhibits these behaviours. they may hold a job with substance maltreatment. and the Oklahoman you seek aid for them. the better. Treatment Once teens start utilizing drugs. they are non normally motivated to halt. For many teens. drugs are a enjoyable manner to loosen up and suit in. For teens. drugs besides don’t stand for a serious menace because teens typically have the outlook that they are unbeatable. Because of this. it is of import that parents and friends are involved in promoting striplings to come in intervention in order to assist them accomplish a drug free life style. Without this support. it is improbable that teens will seek aid for their drug job. There is a assortment of intervention plans for adolescent substance maltreatment. and when seeking aid for a loved one. it is of import that the intervention plan that you choose suits their single demands. Treatment for adolescent substance maltreatment normally includes: * Detoxification: Detoxification is for striplings who need safe. medically supervised alleviation from backdown symptoms when they foremost enter a rehabilitation plan. * Residential Rehabilitation: Residential rehabilitation is for teens who can non halt utilizing drugs without 24 hr supervising. Teenss in residential rehab are persons who have continued to utilize despite cognition of the hazards and effects. or have continued to utilize despite old efforts to halt. In a residential rehab plan. these teens can larn and pattern new accomplishments that will assist them in recovery. Residential plans may include single and group therapy. 12-step plans. and relapse bar. * Intensive Outpatient Program: Intensive outpatient plans are for teens who have committed to remaining drug free. but need intervention after school to forestall usage and promote recovery. These plans can besides include striplings who have already completed residential intervention. but feel that they need farther support in the passage back into day-to-day life. These plans normally rely on support from friends and household. * Aftercare/continuing attention: These plans are a really of import portion of recovery. and assist striplings to keep a drug free life style. These plans normally include household support groups. or alumni support groups of people who have besides completed a intervention plan to supply support for the stripling in recovery. These intervention plans are designed to learn teens the accomplishments that will assist them to keep their recovery and to prolong a drug-free life style. What is Drug Abuse? Drug Abuse Information Written by Natasha TracyFont Sizebigger smaller resetâ€Å"What is drug maltreatment? † is an of import inquiry for any loved one of a individual with a possible substance usage job. Drug maltreatment information clearly states drug maltreatment is an utmost desire to obtain. and usage. increasing sums of one or more substances. Drug maltreatment is a generic term for the maltreatment of any drug. including intoxicant and coffin nails. When sing. â€Å"what is drug maltreatment? † one should retrieve drug maltreatment is non the same thing as drug dependance ordrug dependence. Drug dependance or dependence indicates a psychological or physical dependance on the drug to map. Drug dependance requires the symptoms of backdown if the drug is discontinued. whereas drug maltreatment does non. 1 Drug Abuse Info – Who Falls Victim to Drug Abuse? Anyone can go a drug maltreater. Drug abuse information indicates that all ethnicities. ages. societal groups and genders can hold drug maltreatment jobs. Drug maltreatment is non a character defect but instead a medical status that has developed over clip. While no 1 knows why one individual becomes a drug maltreater while another doesn’t. drug maltreatment does be given to run in households. ( read about the causes of drug maltreatment ) The National Institute on Drug Abuse indicates the undermentioned hazard factors for developing drug maltreatment jobs ( typically seen in adolescence ) :2 * Unstable place environment. frequently due to drug maltreatment or mental unwellness of the parent * Poor relationship with parents * Inadequate supervising over adolescent’s activities* Use of drugs by friends / equals* Permissive attitude towards their ain drug usage and the drug usage of the stripling * Behavioral jobs combined with hapless rearing* Poor accomplishment in school* Apparent ambivalency or blessing of drug usage in the school. peer group or community * Availability of drugs in the community. peer group or place What Drugs Are Abused? Drug maltreatment can be abuse of any chemical substance including coffin nails. inhalants. intoxicant and others. Drug maltreatment information shows both legal and illegal drugs can take to drug maltreatment. In short. any drug that can be used can besides be a drug of maltreatment. Classs of drugs normally seen in drug maltreatment instances include: * Legal. nonprescription – Includes drugs like intoxicant and coffin nails * Legal. prescription – includes drugs like dolophine hydrochloride. oxycodone and Zolpidem * Chemical – includes drugs like inhalants * Illegal – includes drugs like marihuana. opiates ( like diacetylmorphine ) . stimulations ( likemethamphetamines and cocaine ) and hallucinogenics ( like acid ) Adolescent Drug Abuse StatisticsWritten by Natasha TracyFont Sizebigger smaller resetAdolescent drug maltreatment statistics and adolescent drug maltreatment facts have been tracked for more than 35 old ages. Multiple bureaus are involved in roll uping adolescent drug maltreatment statistics. but the primary beginning of adolescent drug maltreatment statistics is provided by the Monitoring the Future ( MTF ) study. yearly conducted by the National Institute on Drug Abuse ( NIDA ) . In the 2010 MTF study. 46. 348 pupils in 8th. 10th and 12th class participated across 386 private and public schools. 1 Top concerns seen in the adolescent drug maltreatment statistics collected in the 2010 MTF study include:2 * Teen drug maltreatment statistics show daily marijuana usage among 12th-graders is at its highest point since the early 1980s * Perceived hazard of marihuanas decreased in all ages * Teenage drug maltreatment facts indicate maltreatment of prescription and nonprescription medicine remains high Teenage Drug Abuse Statistics – Positive Trends Seen in Teen Drug Abuse Facts Many of the adolescent drug maltreatment facts come from the National Survey on Drug Use and Health ( NSDUH ) conducted by the Substance Abuse and Mental Health Services Administration. A piece of good intelligence seen in the NSDUH is overall prevalence of underage ( ages 12-20 ) intoxicant usage and orgy imbibing has shown a gradual diminution across all periods. 3 Other positive adolescent drug maltreatment facts include: * Teen smoke rates are besides at their lowest point in the history of the MTF * Amphetamine usage continues to worsen. down to 2. 2 % coverage usage * Crack cocaine and cocaine usage continues to worsen Adolescent Drug Abuse Statistics – Negatives Seen in Teen Drug Abuse Facts Not all adolescent drug maltreatment facts indicate a positive tendency. nevertheless. Some of the negatives seen in adolescent drug maltreatment facts are thought to be due to the altering perceptual experiences of some drugs. Drug maltreatment facts indicate fewer teens consider marihuanas and ecstasy to be unsafe. while more teens see coffin nails as unsafe. Additional adolescent drug maltreatment statistics and facts include: * 12th-graders study 17 % have smoked a narghile and 23 % have smoked little cigars * Ecstasy usage increased dramatically between 2009 and 2010 with 50 % – 95 % addition in usage by 8th and 10th-graders * One-in-five 12th-graders study utilizing marihuanas in the last 30 yearss * Behind marihuana. Vicodin. pep pills. cough medical specialty. Adderall and tranquillizers are the most likely drugs to be abused * Inhalant maltreatment is increasing * Alcohol kills 6. 5 times more adolescents than all illicit drugs combined4 * Underage imbibing costs the US more than $ 58 billion each twelvemonth * Of those come ining a drug maltreatment intervention plan in 2008. 11. 6 % of them were between 12 – 19. 5

Monday, April 20, 2020

William Shakespeare Essays (2581 words) - The Comedy Of Errors

William Shakespeare William Shakespeare, English playwright and poet recognized in much of the world as the greatest of all dramatists. Shakespeare's plays communicate a profound knowledge of human behavior, revealed through portrayals of a wide variety of characters. His use of poetic and dramatic means to create a unified artistic effect out of several vocal expressions and actions is recognized as a singular achievement, and his use of poetry within his plays to express the deepest levels of human motivation in individual, social, and universal situations is considered one of the greatest accomplishments in literary history. William Shakespeare was born in 1564 in Stratford-on-Avon. No knows the exact date of William's birth, although we do know that he was baptized on Wednesday, April 26, 1564. His father was John Shakespeare, tanner, glover, dealer in grain, and town official of Stratford. William's mother, Mary, was the daughter of Robert Arden, a prosperous gentleman. On November 28, 1582, William Shakespeare and Anne Hathaway entered into a marriage contract. The baptism of their eldest child, Susanna, took place in Stratford in May 1583. One year and nine months later their twins, Hamnet and Judith, were christened in the same church. In 1593, William found a patron, Henry Wriothgley, to sponsor him. During this time, he wrote two long poems. His first long poem, "Venus and Adonius", was written in 1593. In 1594 he wrote his second long poem, "Rape of Lucrece". In London, Shakespeare established himself as an actor who began to write many plays. Shakespeare worked "Lords Chamberlain's Men" company which later became "The King's Men" in 1603 after King James I took over. This company became the largest and most famous acting company, only because Shakespeare worked for them, writing all the plays they performed. They performed these plays by Shakespeare in a well known theater which was called "The Globe" because of it s circular shape. Shakespeare left London in 1611 and retired. On March 25, 1616, Shakespeare made a will and, shortly after he died on April 23, 1616 at the age of 52. Many people believed that Shakespeare knew he was dying; however he didn't want anyone to know that he was. Certainly there are many things about Shakespeare's genius and career which the most diligent scholars do not know and can not explain, but the facts which do exist are sufficient to establish Shakespeare's identity as a man and his authorship of the thirty-seven plays which reputable critics acknowledge to be his. Since the 19th century, Shakespeare's achievements have been more consistently recognized, and throughout the Western world he has come to be regarded as the greatest dramatist ever. ACT I The play's opening lines signal a mood of tension, and they portend disaster for Egeon, a middle-aged merchant from the ancient city of Syracuse on the island of Sicily. The cities of Syracuse and Ephesus are openly hostile toward one another. Captured in Ephesus, Egeon has been condemned to death by the Duke, who urges him to tell the sad story of how he has come to this state. Along with his wife Emilia, identical twin sons both named Antipholus, and identical twin slaves both named Dromio, Egeon some years ago suffered a shipwreck. One son and slave survived with the father; the others, he hoped, survived with the mother. Neither group knew of the other's survival, however, nor of each other's whereabouts, but when Antipholus of Syracuse turned eighteen, his father gave him permission to search for his brother. The worried Egeon then set out after his second son, and after five years of fruitless wandering, he came to Ephesus. Moved by this tale of sadness, the Duke of Ephesus gave Egeon a day, within which time Egeon must raise a thousand marks ransom money. Antipholus of Syracuse takes his leave of a friendly merchant and tells his servant Dromio of Syracuse to take the 1,000 marks he has with him to their lodging for safekeeping. Meanwhile, he tells Dromio he's going to look around the town. Soon Dromio of Ephesus, an exact look-alike of the other Dromio, enters and tells Antipholus of Syracuse, thinking he is Antipholus of Ephesus, to come home for dinner that his wife has been waiting. In no mood for joking around with the servant, Antipholus hits the uncomprehending Dromio on the head, as he walks off. Antipholus then groans with the thought that a bondsman has just cheated him out of 1,000 marks. ACT II Antipholus of Ephesus' wife, Adriana, debates with her sister Luciana on the proper conduct

Sunday, March 15, 2020

ACT Prep Strategies If You Have a Low Test Score but High GPA

SAT / ACT Prep Strategies If You Have a Low Test Score but High GPA SAT / ACT Prep Online Guides and Tips Do you have a high GPA, perform well in school, but can’t seem to do well on the SAT / ACT? This is a common pattern, and there are certain strategies that work especially well for you.First, we'll figure out why this is happening to you, and, depending on the reason, suggest ways to improve your SAT / ACT score.Second, we’ll go over what a high GPA but low SAT / ACT score signals to colleges and how to counter that signal. Academic Performance: The Missing Puzzle Piece Between GPA and SAT / ACT Score Many students and parents believe that only SAT / ACT scores and GPA make up a person's academics. After all, college admissions officers often use these two numbers to comprise the whole of high school academics. However, missing from this picture is a hidden variable: academic performance. Academic performance measures how skilled and strong a student is in a fair classroom setting compared to all students in the United States. You can think of academic performance as the percentile that you would get if you were in one huge class with all students in the USA. Unlike GPA, academic performance is a percentile measure, so there's no grade inflation. Because you’re in the same class as the rest of the USA, there is no such thing as an â€Å"easy class† or an â€Å"easy school district.† Unlike SAT / ACT scores, academic performance is not just based on a test. Instead, it’s based on projects, discussions, effort, and everything else that goes into learning. Colleges care about underlying academic performance more than GPA or SAT / ACT scores. Academic performance gets at the core of what colleges want to know: whether you will do well academically when you get to their school. Colleges think GPAs are imperfect because they depend too much on your school district and teachers. They also think SAT / ACT scores are imperfect because academics is not all about tests. However, they can’t measure academic performance directly, so they have to infer it from GPA and SAT/ACT scores. If you are prepping for the SAT / ACT, it's important for you to know your true academic performancebefore you begin applying to colleges. Having an accurate idea of your academic performance will enable you to develop a much more effective test prep plan. For example, if your true academic performance is high, yet your SAT score is low, then you should focus on improving your test-taking strategies because it is likely that a few strategic points are holding you back. However, if your academic performance is low, then focusing on strategy likely won't improve your score. Instead, you want to focus more on content. The point is that your true academic performance is also important for you to know! For most students, the three factors of 1) GPA, 2) academic performance, and 3) SAT / ACT scores move together most of the time. If you’re a student who is smart, studies hard, and knows all the content, this will mean you generally have: A high GPA, since you do well in class and get good grades. Good academic performance, since you’d do well even pooled with all US students. A high SAT / ACT score, since you know the content and have prepped enough. In statistics, we say that these three factors are usually highly correlated, or move together most of the time: Ideally, all three factors move together (with only minor discrepancies) because they are related. In reality, the three may be disconnected, but often not by very much. Therefore, usually both you and colleges can tell true academic performance. If you have a high GPA and high SAT/ACT score, it more than likely means you’re a high performer, and vice versa. There is a problem when your GPA is high, but your SAT / ACT score is low. You have mixed signals. How do colleges, or even you, know whether your true academic performance is high or low? When GPA is higher than SAT / ACT score, it’s important to figure out where your true academic performance lies. In this situation, there are some steps you need to follow to find a solution. First, you need to figure out your true academic performance. Knowing your true academic performance will help you prep in the most effective way. We have guidelines below to help you figure out how well you're performing academically. After you learn your true academic performance and prep for the SAT / ACT, your scores may either go up to match your GPA, or they may still fall short of your GPA. In the latter case, it's important to show colleges that your true performance is high- and we'll tell you how to do that too! How to Tell Where Your Academic Performance Really Is Okay, so you have a high GPA and a low SAT / ACT score. How do you tell where your true academic performance is?A good way is to start with your GPA, which is high. We’ll then examine whether your GPA matches your academic performance or is overstating your academic performance. The Most Common Reasons GPA Overstates Academic Performance The most common reasons a high GPA can overstate academic performance are grade inflation and a weak school district. You should begin by examining these two factors. As illustrated in the diagram below,grade inflation reflects the fact that the average grade has been going up over time. While a B average (3.0 unweighted GPA) may have been way above average several decades ago, today, in many schools, it’s far below average. Therefore, that B average, that 3.0 GPA, may not be as high as you think. I have seen a school where getting a 4.5 weighted GPA put you below the average. (It turns out that, at this school, everyone was taking APs, and the AP teachers gave out almost all A’s regardless of performance.) The Department of Education reports more than a .30 increase in high school GPAs in less than 20 years. To learn if grade inflation is skewing your academic performance, you should examine whether your GPA is relatively high compared to your entire grade.You can introspect on this, or you can just ask your guidance counselor for your rank in your class. If your guidance counselor doesn’t have a rank for you, ask 10 of your friends what their GPA is and compare their answers against yours. Remember, since true academic performance is relative to the other students in the USA, you need make your GPA high relative to other current students' (and not on some internal intuitive scale where 3.0 counts as great)! Using your exact rank above, or by asking your friends, you can get a rough idea of your GPA percentile. If you’re ranked 50 out of 200 people in your grade, then you’re 75th percentile. If you ask 10 friends and 5 are below your GPA, then you are 50th percentile. Is your GPA percentile much lower than you thought? If so, that’s a sign of low academic performance. Likewise, is your GPA percentile around the same range as your low SAT / ACT percentile? If so, again, chances are your academic performance is actually low. The second reason that a high GPA can overstate academic performance, even if your class rank is good, is due to a weak school district. By a weak school district, I mean that the average student in your school district is not academically that strong. Sometimes you have a sense of this - you might realize your school district isn’t particularly renowned in your state. However, one way to be sure is to check your school’s average SAT or ACT scores (you can often find this by Googling â€Å"[Your School Name] Average SAT ACT score† or asking your guidance counselor). If they’re lower than 500 per section for the SAT, or 20 for the ACT, then that’s a sign you’re in a weaker school district. If your school’s average SAT score is below 450, and their ACT score is below 18, then it’s likely that, even if your GPA percentile is good, your academic performance compared to the rest of the US is not strong. High GPA? Use the table below to figure out your academic performance Factor Considered Signs of Low Academic Performance Signs of High Academic Performance GPA Percentile: Compute using your school rank. GPA percentile is lower than you expected. GPA percentile is similar to your low SAT/ACT percentile. GPA Percentile matches what you expected. GPA percentile is much higher (20% or more) than your SAT/ACT percentile. School District Strength: Compute using your district’s average SAT / ACT score. Your district’s average SAT score is lower than 450 per section, or ACT score is lower than 18. The lower the average score, the weaker the district likely is. Your district’s SAT score is higher than 500 per section, or their ACT score is higher than 20. The higher the better. Introspecting Other Factors There are more signs that you can use to learn whether your high GPA is reflecting a high academic performance or whether your high GPA is misrepresenting a low academic performance. The key here is to introspect ona number of other factors, some of which will be similar to those above, and others which will be quite different. Introspecting just means looking at yourself honestly. In order to be honest, you have to be critical and accept the fact that you may have flaws. You must also have confidence that there are certain parts of you that are genuinely strong. Introspecting other factors can also tell you whether your true academic performance is high or not. Since this sort of qualitative introspection is very fuzzy, there is no hard line for whether your academic performance is high or not. Use each of the factors below as a weight. As you look through these lists, think about how you feel when you take the SAT / ACT, and, when you answer questions incorrectly, what the most common causes of those mistakes are. It may help to do some practice problems or review an old exam. It may also help to look at your high school transcript and think about the grades you got, how easy it was to get those grades, and how well you understood the material those classes covered. If you have a high GPA and low SAT / ACT score, these factors suggest HIGHreal academic performance: You find yourself especially anxious or nervous during the test. You find that, when you take the test unofficially in a realistic environment, your top score in a section (e.g. math) across many practice tests is much higher than your math score on a real administration of the SAT / ACT. I don’t mean 50 points better, but 120 points or more (on the SAT scale). This is a sign that your skill is actually high, but, during the actual exam, you run into some test-format trouble. You find that, when you give yourself just 20-30% extra time in an unofficial setting, your score shoots up by more than 100 points per section. You spend a lot of time during the SAT / ACT on questions that are much too hard for your skill level. Therefore, you end up putting a lot of time into questions you don’t get right anyway. The SAT / ACT is one of the few tests you do poorly in. On other exams, like in-class tests, AP tests, etc., you perform very well. You misread numbers and words a lot on the SAT / ACT, getting questions wrong even though you know the answer. Don’t count this factor if you genuinely are confused about the meaning of the words or numbers. You didn’t study at all for the SAT / ACT (less than 5 hours). You don’t study for the SAT / ACT because you find SAT / ACT study irresistibly boring. If you have a high GPA and low SAT / ACT score, these factors suggest LOWreal academic performance: Your classes give out a lot of A+, A, and A-s. Your school district is a weaker school district and, therefore, gives higher grades relative to objective skill. Your high grades are due to an easy teacher. Your high grades are due to pressuring the school (such as nagging your teacher for re-grades, parent pressure through PTA or Board of Education). You take easy classes to get better grades. The average GPA of your school is high. You are using the â€Å"weighted GPA† that goes as high as 4.33 or 5.00 but comparing it against unweighted GPAs (perfect students get a 4.00). Your GPA looks high compared to your school rank. Your grades / GPA were a lot lower at another school that didn’t have the properties above. You don’t feel more nervous than the average student during the SAT / ACT. Your classroom (non-SAT/ACT) test scores generally reflect your overall grade in a class and how well you understand the material. In other words, you don’t do particularly poorly on tests in class. You get a lot of questions wrong due to not knowing the underlying concept (e.g. what is volume of a three-dimensional shape, what the grammar rules for parallel construction are etc.) After reviewing these two lists, you should have a good idea of whether your academic performance is low or high. If you have qualities from both lists, figure out which list you have more factors in or which factors you feel have the biggest impact. For either case, we have specific advice for you. If you've found that your academic performance is high, start reading the next section. However, if your academic performance is actually low, skip down two sections for advice specifically tailored to you. How to Prep If Your Academic Performance Is Actually High If your academic performance is high, the good news is that you may have an easier time prepping because you only need to focus on test-taking skills, which are relatively fast to learn. You don’t have to worry about learning academic content, which is usually a slow slog. Also, even if you don’t get your SAT / ACT fully up to your GPA, you have many options to truthfully signal that you are actually an academic high-performer, which can convince colleges to place less significance on your SAT / ACT scores. Your SAT / ACT prep, however; will be quite different from that of an average student’s. Most average students are facing issues on all fronts with respect to the ACT / SAT. They need a little bit of work on content, a bit on timing, a bit on carelessness, and a bit on anxiety. However, for you, it is much more likely that there is one or, at most, two non-content issues holding you back. It is important to identify those issues specifically and focus on them. I had one student who was brilliant at math and could explain the most difficult ACT problem to me in person with no problem. But his scores all came back quite low for his skill. He wasn’t nervous about the test. He never ran out of time. It turns out that he was making a ton of careless mistakes. He understood all the problems and could solve them quickly, but he was just sloppy. I tailored a tactic specific to his situation: I asked him to read each question twice, and underline keywords. After trying that, he immediately scored a 35 (out of 36) on the next ACT. The above example likely illustrates the situation you are in.You have a singular non-content issue holding you back, and everything else is good. In these cases, I would absolutely not use a class or a book- these two options are much too one-size-fits-all. I would use a method that can properly identify and solve the issue, such as introspective self-study, a program that customizes to your needs (like PrepScholar Online Prep), or a skilled tutor who can find your one major weakness (like PrepScholar Tutoring). I will help you identify a few common weak spots for high academic performers with low SAT / ACT scores. For each one I’ll tell you how to identify the weak spot and what to do about it. Carelessness Carelessness is knowing the contents of a question, but making an error purely based on a lapse of attention. Misreading â€Å"integer† as â€Å"real number† counts as a careless error, forgetting what â€Å"integer† means is not a careless error. How to Identify:You know the answer to a question but just misread a number or a word. This is frequently overdiagnosed, so I recommend a more rigorous diagnosis method: Imagine answering the question with as much time as you needed and only starting your work after you've read the question three times over. Would you have avoided the mistake you made? If so, it’s a true careless error. Otherwise, this might be a content error that you’re brushing off as careless. Misreading `cat` as `rat’ is a careless error (clearly you know the difference between the two if you thought about it). Mistakingâ€Å"ambivalent† for â€Å"ambiguous† is rarely a careless error (most students actually don’t have the definitions of both words memorized). What causes carelessness? The main causes are reading too quickly and not focusing on the details. This often causes you to misread the question and thus answer it incorrectly. How to Solve:Do a few practice tests where you give yourself double time. Spend this extra time reading each question twice and underlining keywords. Be paranoid that your eyes might be playing tricks on you. Write down more steps of your thought process than you normally would (in algebra avoid bunching multiple operations into a single line). If carelessness is the true issue behind your low scores, you should see your score increasing as you apply these steps. Once these methods become a common habit, you should be able to apply them more quickly and easily. Begin reducing your time by 25% for each practice exam until you can take an entire practice exam in the standard amount of time while still minimizing the number of careless errors you make. For additional help, look at my strategies for carelessness in my article on SAT / ACT prep for high scorers. Running Out of Time How to Identify:During the middle of taking a section, you feel fine. (If you feel panicked during the middle of a section, refer to the section on anxiety below.) However, as time runs out on the section, you feel more rushed, and, when time is finally called, you’re leaving a lot of low-hanging fruit on the table. For example, during a real test you often find you have correct answers that you just didn’t have 20 seconds to bubble in, or there were still really easy questions that you didn’t get to. How to Solve:There are two strategies to try. First, do a practice test with 50% more time than you’re usually allocated, and see how much your score increases over normal. This provides an upper bound for how much your score can possibly increase. Make sure this increase is worthwhile and what you expect. If it is, then you know that learning better time management skills will raise your exam score. There are many ways to improve your timing skills, but the two major tips you should be using are becoming familiar with the exam and learning when to skip questions. The best way to get familiar with the SAT / ACT is to practice. By regularly completing practice tests or quizzes, you’ll become more familiar with the exam format, how questions are worded, and tricks you can use to find the correct answer more quickly. However, this information will only help if you don’t allow yourself to waste time struggling to answer questions you don’t understand. Therefore, you also need to learn to move on if you don’t know how to solve a problem. If you’ve stared at a problem for 30 seconds and have no idea how to solve it, move on and come back to it at the end if you have more time. Struggling with a single challenging question can eat up a lot of time and cause you to not get to other questions you might have been able to answer much more easily. After you have begun using the above tips, try the following strategy. Suppose you’re given 30 minutes to finish a section. Split the 30 minutes into the first 25 minutes and the last 5 minutes. Aim to finish the section in the first 25 minutes. After the first 25 minutes are done, stop your normal progress on the test. Instead, step back and reassess what the lowest-hanging fruit at this point is- bubbling in answers, reviewing that really easy question you made a careless mistake on, or doing one more question later on that you saw was easy. Do NOT try to make standard progress on the test anymore. See how much your score improves using this method. You should understand that the SAT / ACT is a timed test, and you will always feel time pressure (I’ve gotten perfect scores, and I still feel immense time pressure). The only thing you can do is make sure the time pressure is not preventing you from getting the lowest-hanging fruit. Anxiety Anxiety is primarily an emotional response, not a logical response. If you find that you’re not panicked or stressed during large parts of the test, anxiety is probably not the cause. The worst sufferers of anxiety are overcome with emotion just thinking about the exam. A clear sign you have anxiety is if you don’t spend most of the test time thinking about the questions themselves. Instead, you spend all your time thinking about the fact that you’re taking a test. How to Identify: Anxiety is relatively easy to diagnose. Usually, students with test anxiety will score substantially (200 points on SAT, 10 points on the ACT) better if they are asked the questions verbally with no time pressure. To test this, instead of doing a timed test, have someone read the questions to you (while you have a paper copy for reference), so you can think through the problem out loud. How to Solve: Fixing anxiety is relatively hard compared to diagnosing it. In fact, there are entire fields of psychology focused on the issue of anxiety in different contexts. However, there are definite steps that you can take. The first step is physiological: taking control of your body. Try taking deep breaths between each page flip to calm yourself down. Try meditation before the test and a mini-meditation during breaks. Also, if appropriate, check with your primary care doctor to see if you actually have a clinical medical issue with anxiety. I always hate to go from academic performance into medical territory, but I’ve seen students with extreme anxiety issues who perform better after their doctor found it was actually a medical issue and prescribed beta-blockers to eliminate the anxiety. Second, you have to attack the cognitive part of anxiety. A core reason that anxiety exists cognitively is because you are focusing too much on yourself. You are spending too much time thinking about you taking the test or doing badly on the test. You are obsessed with concepts of yourself. Instead, do everything you can to direct attention away from yourself. Pay attention to what the room looks like. Then, pay attention to the question, how it’s typeseton the page. Finally, pay attention to what the question is asking. You need to stop thinking about yourself and start thinking about the question at hand. As part of reducing cognitive anxiety, it may help to try to predict what horrible things will happen if you don’t do well on the test. Write these predictions down on paper. You might say â€Å"parents will be very upset; never want to talk to me again,† or â€Å"my academics are ruined.† Then, if you don’t do well, compare that with what actually happens. Turns out, surprise surprise, parents get over it, and you always have the chance to take the test again. You’ll find that your worst fears are not true at all if you write them down beforehand and compare them to what happens. Finally, a tip for actually taking the test. Definitely do the easiest questions first, and give yourself some time to do them. The easiest questions will build your confidence and let you realize that the test can be done. You may not get all the problems, or even get to all the problems, butthat’s totally fine as long as long as you’re making progress during the exam. If you feel the anxiety is caused by being unfamiliar with the test, you should also try taking a few practice tests under as realistic conditions as possible. For some students, this familiarity and exposure reduce anxiety by a lot. If you suffer from anxiety, there are multiple ways for you to improve your test scores. Lack of Preparation for Standardized Tests How to Identify: This issue is the easiest to identify. If you’ve spent less than five hours studying for the test, then you’ve essentially had no preparation for the SAT / ACT. In fact, taking the actual SAT / ACT probably takes more than five hours if you add in transportation time and waiting for the exam to begin, so if you haven't even spent that much time studying for the test, you really haven't begun studying yet. How to Solve: Fortunately, this is also the easiest issue to fix as well as the item most worth fixing. After all, the first few hours you put into ACT / SAT prep will be the most efficient hours you’ll ever spend getting into college. In no other item on the college app can you just put in 20 to 80 hours and tremendously boost your admission chances. If you want to just tick off the box, gather a couple of practice tests and do them. That will get you past the five-hour minimum mark and get your score up effectively. However, if you want to boost your score by more than just a few points, you’ll want to invest in a real program. There are many valid programs out there, and our own program, PrepScholar, lets you prepare easily online. Lack of Motivation to Prepare for Standardized Tests How to Identify: You have at least tried to prepare, but you’ve found it incredibly daunting. Whenever you begin SAT / ACT prep, you find yourself bored. You make excuses to do anything else instead of SAT / ACT studying. How to Solve: This is a very important issue to overcome. If the student is not internally motivated to do well on the test, he or she will not improve much! (I also am presuming here that you, dear reader, are not personally the student because even reading this far into this article shows some baseline motivation.) In this case, examine what has motivated the student in the past. Beating his classmates? Making her parents proud? Getting a monetary reward? The best motivation is if the student wants to go to a good college or get scholarships. However, at this point, anything is fair game. Think about the ways the student has been motivated before and if these same motivators can be used to convince him to prepare more for the SAT / ACT. Talk to him about the ways a high test score can personally benefit him (can get into a better college which can lead to better job prospects, potentially avoid tens of thousands of dollars of student debt etc.) If this doesn’t work, you may want to consider hiring a tutor so the student is interacting regularly with someone who has experience with this issue and can hold him accountable. How to Solve All of These Issues In order to solve any of these above issues, you need to correctly identify it. It’s important that you go through a diagnostic phase first and figure out exactly what your weakness is. Getting treatment for the wrong problem won’t help you at all. Worse, it can hurt you when you don’t see your score improve and get discouraged. The tips above will help you identify the issues and find the right solution. However, if you'd like the solution found automatically, you can look into our Online Prep program where we leverage the data we collected through helping tens of thousands of students succeed on standardized tests. We automatically find your area of weakness and drill it away, which is especially useful if there are only one or two strategic areas you are weak in, like test anxiety or carelessness. How to Prep if Your Academic Performance Is Low If your academic performance is low, the bad news is that improving on the SAT / ACT will be more difficult. However, the good news is that the advice and steps you need to follow for the SAT / ACT are more standard for you. In this case, you don’t have any special weakness with the SAT / ACT. You don’t likely have many anxiety or test format issues that you’ll need special prep to overcome. For one reason or another, your GPA appears higher than it would for other students in the same ACT / SAT position as you. Your high GPA doesn’t make your study plan any different from that of an average student with a low SAT / ACT score. Thus, you should follow the standard guide for students with low SAT / ACT scores. We have many great guides for those with lower SAT / ACT scores who want to go higher, and I’d strongly recommend going through all of them: For the SAT, we have a general guide for raising your SAT score 160+ points, as well as guides for getting at least a 600 on each of the three main sections: Math, Reading, and Writing and Language. Similarly, for the ACT, we have a guide for raising your composite score 4+ points and guides for the Math, Science, Reading, and English sections. One thing you should make sure you do is complete some rigorous SAT / ACT prep. If your GPA is high and your SAT / ACT score is low, then it’s best to prevent the latter from marring colleges’ interpretations of your application. Time and time again, we’ve seen that SAT / ACT scores improve the fastest in the first 40 or so hours. Therefore, I would recommend at least studying that much for the SAT / ACT. Even if your academic performance is moderate, you can still improve your SAT / ACT scores through study, which will make your application look much stronger. Of course, if you’ve put 40, 100 hours, or more into SAT / ACT prep and your SAT / ACT score is still low, then the fact that you’ve diagnosed yourself as a low academic performer tells you exactly what to do: improve on your baseline content and academics. You can do this in many ways: General Strategies: Use an SAT / ACT program with a lot of content focus. Our PrepScholar Online SAT / ACT program devotes more than 50% of lesson time to baseline content and academics. Get a good tutor to teach you the underlying topics. Set aside a certain number of hours a week to improve your baseline content. Having a set schedule will make it easier and more likely for you to complete your studying. Math/Science Strategies: Review your math textbook, and ask for extra help if needed. Ensure that you’ve covered all the math topics on the SAT / ACT. Usually, these tests don’t cover very difficult topics like calculus or matrices, so choose classes that overlap with what the SAT / ACT covers. Focus part of your studying specifically on graphs, what information they provide, and how to interpret them. You can use examples specifically for test prep or study graphs you’ve used or seen in class. If you’re taking the ACT, brush up on geometry as well as algebra, since the ACT tests geometry much more than the SAT does. If you’re taking the SAT, it will still benefit you to know some geometry, but the majority of math problems will be on algebra, so focus most of your studying there. Reading/English/Writing Strategies: Develop your reading skills by reading often and using concepts like theme, tone, etc. to analyze the text. If you’re more comfortable with fiction or narrative writing, broaden your skills by reading more scientific passages, and vice versa. Learn the major grammar rules the SAT / ACT tests so you can nail those questions on the exam. Review some vocabulary lists so you’re more likely to be familiar with words you come across on the exam. Ask your English teacher for feedback on essays you’ve written and ways you can improve. To summarize, if you find that your true academic performance is low, then your SAT / ACT prep process is very standard. Use our numerous guides to help yourself improve. You should also look into our PrepScholar Online Prep program How to Apply to College With a High GPA but Low Test Score The above advice examined why you had low SAT / ACT scores but a high GPA. By using the missing puzzle piece of academic performance, we gave you different advice depending on your situation. Now, hopefully, after following the advice above, your ACT / SAT score will have risen to par with your GPA. After all, the best way to solve this situation is not to find excuses, but to actually improve your SAT / ACT score, so that will always be the best option.However, in case your SAT / ACT score still hasn’t increased as much as you want, this section gives you advice on how to apply to college. This section is also useful to read even before you begin SAT / ACT prep to see how an improved test score can bypass this problem entirely. Having a high GPA but low SAT / ACT score at least is better than a low GPA and low SAT / ACT score. Of course, it’s not as good as having both a high GPA and high SAT / ACT score. For colleges, a high GPA but low SAT / ACT score sends mixed signals - one indicates that your academic performance is high while the other indicates your academic performance is low. Just like above, where we explained how to figure out your true academic performance, colleges will also be seeking your true academic performance.The major difference in this situation is, regardless of your internal assessment, it is always more favorable for you to signal higher academic performance. Conversely, you want to avoid mistakenly signalinglow academic performance. On one hand, colleges hope that you’re truthfully a high academic performer, just not good on the ACT / SAT. Maybe you just dislike tests or don’t do well on â€Å"aptitude tests† like the SAT (versus content tests like the APs). Maybe the SAT / ACT stresses you out. The more you can emphasize this picture, the better you will do. On the other hand, colleges are afraid that you might, at the core, be a mediocre academic performer - that your SAT / ACT score is telling the truth, and your GPA is the one that’s fibbing. After all, GPAs are very difficult to compare across different classes, different teachers, and different schools. The entire reason colleges rely on ACT / SAT scores in the first place is to have a uniform way to measure students across all their environmental variation. Colleges are thus afraid that the high GPA is due to it being goosed up through one or more of so many possibilities: taking easy classes, getting in the teacher's’ good graces, being from an easy school district, or dozens of other ways that GPAs can be artificially raised. The more you can deemphasize this picture, the better you’ll do. To emphasize that your SAT / ACT scores don’t represent your true ability, and your GPA isn’t artificially high, here are some tips: Take classes with standardized tests and curriculum. The IB (International Baccalaureate)or similar program is the best. The grading is not all test based, yet it is standardized, so doing well on this really tells colleges that your high GPA is legitimate. Take other standardized tests, like the AP tests, or competitions like AMC. If you do well on these they definitely are effective at taking the sting off low standardized test scores. However, be aware that, on these tests you may likely suffer from the same issues that caused your low ACT / SAT scores. Have teachers vouch for your top performance, emphasizing that your performance is excellent relative to classmates, that your school is a high performing school, and most importantly, your performance is high relative to students at strongschools the teacher has taught at. Take classes at your local college.The better you can do in a college class relative to the college’s difficulty, the better you’ll be able to prove your skills are high. Perform in nationwide competitions to show that, face-to-face, you rank high. (If the following is somewhat true for you): Emphasize in your essay that your school is a difficult one, it’s ranked highly in the state, and that you have a high rank in the school. Take classes at highly-ranked neighboring high schools and show high grades in these classes. Consider preparing especially for the interview and essay portion of the college application. These items have a large impact on college admissions, and many students who are not especially strong on tests tend to do stellar on these. How will your signaling change if you’re actually a high academic performer versus a low academic performer? Well for one, high academic performers will have a much easier time doing the tasks above because they’ll be able to use their underlying skill to achieve it. However, since the abovesignalingis beneficial, everyone should attempt it whether they classify themselves as a high or low performer.In fact, you can even say that your ability to accomplish the above (e.g. IB classes) in some ways partially makes you a high performer. Your Real Performance and Overplacing Into Colleges What sort of college should you apply toif you have a high GPA but low SAT / ACT scores? The answer is that your competitiveness level will be about halfway between your GPA level and SAT / ACT level. After all, many colleges weigh GPA and SAT/ACT by similar amounts in admissions. For example, if your GPA puts you at the median of a US News rank 10 school, but your ACT puts you in the middle of a US News rank 70 school, you would be competitive at a rank 40 school or so. Note, however, that you’ll have a wider spread, a wider variability to which schools accept you. Some higher ranked schools (especially progressive private schools) might forgive the low ACT score, while other lower ranked schools (especially public state schools) may be quite strict. Finally, you might be wondering about overplacement. Suppose you’re a low academic performer, but using our stellar techniques above, you are able to achieve a school leaps beyond what you would otherwise be able to. Would it be a mistake to go to a school beyond where you otherwise could have gone? On an ethical front, you need to make sure what you say above is true. Not lying in your application, not saying your school is difficult when it is easy, is not only the ethical thing to do, it’s also the operationally smart thing to do because college admissions officers have a ton of data at their disposal. For the best experience for yourself, it is important not to overplace into one particular type of college: the difficult, grind-you-down sort of college. In these colleges, if you get there, and you don’t belong, you run a huge risk of flunking your classes, feeling bad, and not learning. Fortunately, it’s easy to tell which colleges are bad to overplace into: look at the graduation rate of the colleges. Any overall graduation rate under 90% is a huge red flag - these are schools that will chew you up and spit you out if you don’t meet their academic rigor. Do not overplace into these. Conversely, schools with graduation rates above 95% will likely baby you through - these colleges tend to tolerateoverplacement a lot better. Time for a personal story: many of my friends went to theUniversity of Chicago, a notoriously difficult university. I saw them pull all-nighters, recount stories of classmates being expelled for failing, and havepeople generally being pushed to their academic limit. Even the average student was having a hardtime meeting academic goals; I can only imagine an under-qualified student completely floundering in a school as punishing as UChicago. Now, I went to Harvard College, and the mythical motto there (with a huge dollop of truth) is that it’s hard to get in, but once you do, anyone can graduate. With an overall graduation rate of above 97% recently, this is completely true. Classmate didn’t fulfill a few requirements? I saw my college drop these requirements like flies. Flunking Algebraic Topology? Take â€Å"Magic with Numbers† instead. If you overplaced into Harvard, chances are you’d have a decent time all around, and you’d benefit from the educa tion and degree. The point is, you should focus on the overall graduation rate if you fear the consequences of overplacing. Parting Thoughts Just to reemphasize one final time, the strategies in the previous sections for applying with a low SAT / ACT score are only a band-aid for the underlying problem. If you have a fire in your house, the above tells you how to minimize damage. It’s much better to not have a fire in your house in the first place. Likewise, If you’re high in GPA but low in SAT / ACT, the absolute best solution is to bring up your SAT / ACT score. If you haven’t prepared at all - putting in 40 hours either by yourself or with a highly rated program is the first thing you should do right now! What's Next? Wondering how to start studying?Read aboutthe pros and cons of each type of test prep and learn which method is the best for you. Want to learnwhat your current test score is?Take a practice test! Checkout our official SAT practice tests and official ACT practice tests. Looking for some quick ways to boost your score?Check out ourguides to learn 15 tips forraising your SAT score and your ACT score.

Friday, February 28, 2020

Integrated marketing communications plan for 1 year for small or Assignment

Integrated marketing communications plan for 1 year for small or medium business - Assignment Example Their target market is presumably young people, as they emphasise their youthfulness in all their media, emphasizing that their hierarchical structure is all people under the age of 26, and emphasizing how they want to get young people involved in their mission, and also this is shown by their concentrating their efforts at universities and schools. The weakness lies in what is brought up above – Oaktree does not make financials available. These are numbers that potential donors will look at to decide if their dollars are going to be well-spent, and with Oaktree it would be impossible to tell where donations go, because there is no information about this. As I stated above, their Facebook page is not doing Oaktree any favors either. Although Oaktree regularly posts information into the newsfeed, this information garners very little attention. Very few people comment on any of their postings, and very few people even bother to state that they like the postings. Yet they have 2,700+ followers on Facebook. I am not certain what the problem is there, but they are obviously have problems getting people interested in what they are doing. Their strengths lie in their initiatives. They knock on doors, they partner with other organisations and schools in other countries, they fundraise as part of a global effort. These are all good. Their goals are admirable, and they are clearly stated – they want young people to get involved in the effort to eradicate poverty. It is just the execution of these ideals that leaves much to be desired. The potential competitors for Oaktree are Oxfam and World Vision Australia, both of which have their act together more than Oaktree does. Oxfam has over 40,000 Facebook followers if you combine Oxfam UK with Oxfam USA. Their website is much more user friendly as well. It is easy to navigate, the pages do not take forever to load, and