The Rising Value of a College Degree

The Rising Value of a College Degree The cost of getting a college education has risen sharply over the last several years, and a number of students (and their families) may be wondering whether the cost of attending a post-secondary institution is really worth it. Reading news stories or hearing anecdotal tales about recent grads being unable to find work only adds fuel to the fire. When you take a closer look at the facts, a college degree is still a very good investment for students, and it pays off over a persons working life several times over. Instead of questioning the value of higher education, now is the time to ask whether young people can afford to skip this step when planning their future. Average Cost of Tuition When you look at the average cost of tuition at a four-year college, the numbers are nothing less than astounding. For families that have more than one child attending college, they may seem overwhelming. According to the College Board, the average cost of tuition for a four-year program at a private college is $29,056 per year. In-state students will pay $8,655 to attend a public four-year college. When you add in other expenses, such as room and board, books, transportation, and other expenses, the full cost of getting a degree from one of the more expensive schools could be more than $200,000. This is a lot of money. The cost of not going to school is much higher. How Much More College Graduates Earn Over Their Lifetime A survey conducted by Pew Research found that Millennials with a college degree who were working full time earned approximately $17,500 more per year than those who had only a high school diploma. ($45,500 as opposed to $28,000). This 38 percent difference in earning power was double what it was in 1965, when the difference between high school and college graduates was only $7,449 (figure adjusted for inflation). The days when someone could graduate from high school and find a good-paying job for life are largely gone. Salaries do increase over time, but adults who hold a bachelors degree will have a larger earning capacity over the course of their career, compared to those who have completed high school only. A study from the Georgetown University Center on Education and the Workforce called The College Payoff found that adults who hold an undergraduate degree reaped the benefits of a significantly larger boost to their earnings over time. For one thing, college graduates between the ages of 40 and 44 earn, on average, 50 percent more than when they entered the workforce. Workers who have only a high school diploma earn, on average only 25 percent more after 20 years or more in the workforce. A college graduate will likely earn $2.3 million during his or her lifetime, as opposed to $1.3 million for a high school graduate. Going to school for four more years to complete a bachelors degree translates to 74 percent more over a working life than stopping at the high school diploma stage. Other Benefits of Investing in a College Degree Higher earning power is not the only benefit of earning a college degree. College-degree holders are less likely to be out of work than less educated adults. The unemployment rate for college graduates over the age of 25 was 3.4 percent, as opposed to 6.3 percent for those who have only a high school diploma, according to Federal Reserve Economic Data. When you examine figures for new graduates, the figures are even more pronounced. The Pew Research Center found that only 3.8 percent of Millennials who hold college degrees are unemployed, compared to 12.2 percent who only graduated from high school. Having a college degree does give adults a certain level of protection from being jobless, even when the economy is slow. This survey also found that more than 50 percent of the jobs created during the economic recovery have been filled by college-educated workers. This is significant since they represent just over one-third of the labor force. Workers with a high school education (or less) paid dearly during the recession, losing more than 5.6 million jobs. They have continued to lose jobs during the economic recovery. Gains for Educated Worker Will Continue to Grow College educated workers will continue to have the advantage going forward. The Bureau of Labor Statistics (BLS) tracks the occupations which are projected to grow the fastest between now and the year 2020. 19 of the top 30 jobs require some type of postsecondary education. Its no surprise that they also pay higher median wages. Some fields of study make better choices than others if you are making a decision about what to focus on in college. Science, engineering, and math students tend to have an easier time finding jobs and are offered higher starting salaries than grads from arts and humanities. Completing the requirements for a four-year degree teaches students valuable skills that employers are looking for in all types of jobs, including good oral and written communication skills, the ability to work well with others, and critical thinking ability. For these reasons, as well as the ones listed above, the vast majority of college graduates (91 percent) and 88 percent of Millennials say that the experience of going to college was worthwhile. Want to discuss? Share your thoughts in the comments below!

Calidad vs. Cualidad, Spanish Words Meaning Quality

Calidad vs. Cualidad, Spanish Words Meaning Quality Both calidad and cualidad are usually translated to English as quality  - but the two words arent used in the same way and arent interchangeable. A look at these two words show how the meanings of words can change over time  and how corresponding words, known as  cognates, in two languages can take different paths. Calidad, cualidad and quality all come from the Latin qualitas, used to refer to categories or kinds of things. (You can still see echoes of this meaning in the word cual.) Cualidad comes close to retaining that meaning and is used to refer to the inherent characteristics of something. In fact, it can almost always be translated as characteristic as well as quality. Here are some examples: El pelo corto tiene la cualidad de mantenerse en mejores condiciones por ms tiempo. Short hair has the quality of remaining in better condition for a longer time.Mi mejor cualidad como actor es la autenticidad. My best quality as an actor is authenticity.Antonio posee muchas cualidades deseables. Antonio has many desirable qualities.El magnetismo es una cualidad de algunos metales. Magnetism is a quality of some metals. Calidad, on the other hand, suggests excellence or superiority: Siempre queremos la mejor calidad para nuestros clientes. We always want the best quality for our customers.Tenemos que consumir nutrientes en cantidad suficiente y de buena calidad. We need to consume nutrients that are sufficient in quantity and of good quality.La mayorà ­a de las ciudades con mayor calidad de vida estn en Europa. Most of the cities with a better quality of life are in Europe.La baja calidad del servicio hace perder ms clientes que el precio. The low quality of services causes the loss of more customers than does price. Sometimes calidad, especially in the phrase en calidad de, can refer to someones position or status: El representante, actuando en calidad de presidente interino, firmà ³ tres documentos. The representative, acting in the capacity of interim president, signed three documents.

Report Type Assignment Based of Swatch Case Study Essay

Report Type Assignment Based of Swatch Case Study - Essay Example Based on the case study, working at the company must entail engaging in a lot of conversation, jocular gestures and more informal talk. This is because the management vouches for a less formal and relaxed mood in order to create an avenue for creativity, as well as motivate their employees. Its vertical frequency of communication places it at a highly vertically integrated state such that the open door policy enables individuals at different hierarchical levels, in the company, to interact freely. This makes all members of staff to feel important, valued, and respected. Their opinions must be considered in the decision-making processes, and they are free to share their ideas without fear of being judged or victimized. Such a work environment makes the Swatch organizational setting a fun yet focused place to be as an employee The core business of the company is manufacturing watches that would lead to customers imperceptibly becoming attached to them. Unlike other organizations, they believe that individuals can be manipulated emotionally such that they end up acquiring more than a couple of watches in their lifetime. This is the core of their business, and it is anchored on innovations, which appeal to potential buyers. As a result, consumers will keep coming for more and more watches; hence, keeping Swatch in business by boosting its sales. Finally, a customer would have a pleasant experience at a Swatch store since the staff is jovial and ready to assist them to explore the innovations offered by the company. Swatch has the ability to grow since it has four major development phases. The first phase, which was meant for the survival of Swatch, is its effective international distribution system. This helps the company to acquire a large market base all over the world. Secondly, the management of Swatch has employed good strategies, which have aided the company to succeed in reviving its luxury

Organizational Development in HRD Case Study Research Paper

Organizational Development in HRD Case Study - Research Paper Example She manages the situation stating that knowing more about the history and long term objectives of the firm is essential to answer their queries. The members are happy with the interaction as they have little knowledge about CQI. Stepchuck is taking advantage of the client’s ignorance by assigning Todd as an expert in CQI. Although Todd is genuine and wants to ensure openness, the president insists her to continue with the project. Now Todd has two options; either quit the job or take up the role of CQI expert. (1). At this juncture, the new job raises certain ethical dilemmas that Todd has to address immediately. Both ‘role ambiguity and role conflict’ are identified in the context, because as stated above â€Å"neither the client nor the OD practitioner is clear about the respective responsibilities† (p. 62). Moreover, the role ambiguity and role conflict will lead to subsequent dilemmas especially ‘coercion, value and goal conflict, and technical ineptness’. To illustrate, Todd does not want to jeopardize her honesty while working with the new project. At the same time she wants to help her client in some way, though CQI is not her cup of tea. The current dilemmas can be solely attributed to the unethical stance of Todd’s employer, because his intention is entirely different from that of the client firm and his staff Todd. Evidently, Stepchuck is running a profit driven business heeding little attention to the actual needs or interests of the clients. As the case indicates, if the client is not sure about the issues they want to address, an unethical professional like Stepchuck tends to take unfair advantage of the situation. Even if Todd undertakes the assignment, she may have to face challenges associated with the stated dilemmas. (2). The way Todd responded to the situation at the meeting seems reasonable. A professional like Todd does not want to disclose the

Ethical neutrality Essay Example for Free

Ethical neutrality Essay In what follows, when we use the term â€Å"evaluation† we will mean, where nothing else is implied or expressly stated, practical value-judgments as to the unsatisfactory or satisfactory character of phenomena subject to our influence. The problem involved in the â€Å"freedom† of a given discipline from evaluations of this kind, i. e., the validity and the meaning of this logical principle, is by no means identical with the question which is to be discussed shortly, namely, whether in teaching one should or should not declare one’s acceptance of practical evaluations, regardless of whether they are based on ethical principles, cultural ideals or a philosophical outlook. This question cannot be settled scientifically. It is itself entirely a question of practical evaluation, and cannot therefore be definitively resolved. With reference to this issue, a wide variety of views are held, of which we shall only mention the two extremes. At one pole we find (a) the standpoint that there is validity in the distinction between purely logically deducible and purely empirical statements of fact on the one hand, and practical, ethical or philosophical evaluations on the other, but that, nevertheless – or, perhaps, even on that account- both classes of problems properly belong in the university. At the other pole we encounter (b) the proposition that even when the distinction cannot be made in a logically complete manner, it is nevertheless desirable that the assertion of practical evaluations should be avoided as much as possible in teaching. This second point of view seems to me to be untenable. Particularly untenable is the distinction which is rather often made in our field between evaluations linked with the positions of â€Å"political parties† and other sorts of evaluations. This distinction cannot be reasonably made: it obscures the practical implications of the evaluations which are suggested to the audience. Once the assertion of evaluations in university lectures is admitted, the contention that the university teacher should be entirely devoid of â€Å"passion† and that he should avoid all subjects which threaten to bring emotion into controversies is a narrow-minded, bureaucratic opinion which every teacher of independent spirit must reject. Of those scholars who believed that they should not renounce the assertion of practical evaluations in empirical discussions, the most passionate of them – such as Treitschke and, in his own way, Mommsen- were the most tolerable. As a result of their intensely emotional tone, their audiences were enabled to discount the influence of their evaluations in whatever distortion of the facts occurred. Thus, the audiences did for themselves what the lecturers could not do because of their temperaments. The effect on the minds of the students was to produce the same depth of moral feeling which, in my opinion, the proponents of the assertion of practical evaluations in teaching want to assure – but without the audience being confused as to the logical distinctiveness of the different types of propositions. This confusion must of necessity occur whenever both the exposition of empirical facts and the exhortation to espouse a particular evaluative standpoint on important issues are done with the same cool dispassionateness. The first point of view (a) is acceptable, and can indeed be acceptable from the standpoint of its own proponents, only when the teacher sees it as his unconditional duty – in every single case, even to the point where it involves the danger of making his lecture less stimulating – to make absolutely clear to his audience, and especially to himself, which of his statements are statements of logically deduced or empirically observed facts and which are statements of practical evaluation. Once one has granted the disjunction between the two spheres, it seems to me that doing this is an imperative requirement of intellectual honesty. It is the absolutely minimal requirement in this case. On the other hand, the question whether one should in general assert practical evaluations in teaching – even with this reservation – is one of practical university policy. On that account, in the last analysis, it must be decided only with reference to those tasks which the individual, according to his own set of values, assigns to the universities. Those who on the basis of their qualifications as university teachers assign to the universities, and thereby to themselves, the universal role of forming character, of inculcating political, ethical, aesthetic, cultural or other beliefs, will take a different position from those who believe it necessary to affirm the proposition and its implications – that university teaching achieves really valuable effects only through specialised training by specially qualified persons. Hence, â€Å"intellectual integrity† is the only specific virtue which universities should seek to inculcate. The first point of view can be defended from as many different ultimate evaluative standpoints as the second. The second – which I personally accept – can be derived from a most enthusiastic as well as from a thoroughly modest estimate of the significance of â€Å"specialised training†. In order to defend this view, one need not be of the opinion that everyone should become as much a pure â€Å"specialist† as possible. One may, on the contrary, espouse it because one does not wish to see the ultimate and deepest personal decisions which a person must make regarding his life, treated exactly as if they were the same as specialised training. One may take this position, however highly one assesses the significance of specialised training, not only for general intellectual training but indirectly also for the self-discipline and the ethical attitude of the young person. Another reason for taking this position is that one does not wish to see the student so influenced by the teacher’s suggestions that he is prevented from solving his problems in accordance with the dictates of his own conscience. Professor von Schmoller’s favourable disposition towards the teacher’s assertion of his own evaluations in the lecture room is thoroughly intelligible to me personally as the echo of a great epoch which he and his friends helped to create. Even he, however, cannot deny the fact that for the younger generation the objective situation has changed considerably in one important respect. Forty years ago there existed among the scholars working in our discipline, the widespread belief that of the various possible points of view in the domain of practical-political evaluations, ultimately only one was the ethically correct one. (Schmoller himself took this position only to a limited extent. ) Today this is no longer the case among the proponents of the assertion of professorial evaluations – as may readily be observed. The legitimacy of the assertion of professorial evaluation is no longer defended in the name of an ethical imperative resting on a relatively simple postulate of justice, which both in its ultimate foundations as well as in its consequences, partly was, and partly seemed to be, relatively unambiguous, and above all relatively impersonal, in consequence of its specifically trans-personal character. Rather, as the result of an inevitable development, it is now done in the name of a motley of â€Å"cultural evaluations†, i. e. , actually subjective cultural demands, or quite openly, in the name of the teachers’ alleged â€Å"rights of personality†. One may well wax indignant over this point of view, but one cannot- because it is a â€Å"practical evaluation† – refute it. Of all the types of prophecy, this â€Å"personally† tinted type of professorial prophecy is the most repugnant. There is no precedent for a situation in which a large number of officially appointed prophets do their preaching or make their professions of faith, not, as other prophets do, on the streets, or in churches or other public places- or if they do it privately, then in personally chosen sectarian conventicles – but rather regard themselves as best qualified to enunciate their evaluations on ultimate questions â€Å"in the name of science† and in the carefully protected quiet of governmentally privileged lecture halls in which they cannot be controlled, or checked by discussion, or subjected to contradiction. It is an axiom of long standing, which Schmoller on one occasion vigorously espoused, that what takes place in the lecture hall should be entirely confidential and not subject to public discussion. Although it is possible to contend that, even for purely academic purposes, this may occasionally have certain disadvantages, I take the view that a â€Å"lecture† should be different from a â€Å"speech†. The unconfined rigour, matter-of-factness and sobriety of the lecture declines, with definite pedagogical losses, once it becomes the object of publicity through, for example, the press. It is only in the sphere of his specialised qualifications that the university teacher is entitled to this privilege of freedom from outside surveillance or publicity. There is, however, no specialised qualification for personal prophecy, and for this reason it should not be granted the privilege of freedom from contradiction and public scrutiny. Furthermore, there should be no exploitation of the fact that the student, in order to make his way in life, must attend certain educational institutions and take courses with certain teachers with the result that in addition to what he needs, i.e. , the stimulation and cultivation of his capacity for understanding and reasoning, and a certain body of factual information – he also gets, slipped in among these, the teacher’s own attitude towards the world which even though sometimes interesting is often of no consequence, and which is in any case not open to contradiction and challenge. Like everyone else, the professor has other opportunities for the propagation of his ideals. When these opportunities are lacking, he can easily create them in an appropriate form, as experience has shown in the case of every honorable attempt. But the professor should not demand the right as a professor to carry the marshal’s baton of the statesman or the cultural reformer in his knapsack. This, however, is just what he does when he uses the unassailability of the academic lecture platform for the expression of political – or cultural-political- sentiments. In the press, in public meetings, in associations, in essays, in every avenue which is open to every other citizen, he can and should do what his God or daemon demands. The student should obtain, from his teacher in the lecture hall, the capacity to content himself with the sober execution of a given task; to recognize facts, even those which may be personally uncomfortable, and to distinguish them from his own evaluations. He should also learn to subordinate himself to his task and to repress the impulse to exhibit his personal sensations or other emotional states unnecessarily. This is vastly more important today than it was 40 years ago when the problem did not even exist in its present form. It is not true – as many have insisted – that the â€Å"personality† is and should be a â€Å"whole†, in the sense that it is distorted when it is not exhibited on every possible occasion. Every professional task has its own â€Å"responsibilities† and should be fulfilled accordingly. In the execution of his professional responsibility, a man should confine himself to it alone and should exclude whatever does not strictly belong to it – particularly his own loves and hates. The powerful personality does not manifest itself by trying to give everything a â€Å"personal touch† on every possible occasion. The generation which is now coming of age should, above all, again become used to the thought that â€Å"being a personality† is a condition which cannot be intentionally brought about by wanting it and that there is only one way by which it can – perhaps- be achieved: namely, the unreserved devotion to a â€Å"task†, whatever it – and its derivative â€Å"demands of the hour†- may be in any individual instance. It is in poor taste to mix personal concerns with the specialised analysis of facts. We deprive the word â€Å"vocation† of the only significant meaning it still possesses if we fail to adhere to that specific kind of self-restraint which it requires. But whether the fashionable â€Å"cult of the personality† seeks to dominate the throne, public office or the professorial chair – its effectiveness is only superficially impressive. Intrinsically, it is very petty and it always has injurious consequences. It should not be necessary for me to emphasise that the proponents of the views against which the present essay is directed can accomplish very little by this sort of cult of the â€Å"personality† for the very reason that it is â€Å"personal†. In part, they see the responsibilities of the university teacher in another light, in part they have other educational ideas which I respect but do not share. For this reason we must seriously consider no only what they are striving to achieve, but also how the views which they legitimate by their authority influence a generation with an already extremely pronounced predisposition to overestimate its own importance. Finally, it scarcely needs to be pointed out that many ostensible opponents of the academic assertion of political evaluations are by no means justified when they invoke the postulate of â€Å"ethical neutrality†, which they often gravely misunderstand, to discredit cultural and social-political discussions which take place in public and away from the university lecture hall. The indubitable existence of this spuriously â€Å"ethically neutral† tendentiousness, which in our discipline is manifested in the obstinate and deliberate partisanship of powerful interest groups, explains why a significant number of intellectually honorable scholars still continue to assert personal preferences in their teaching. They are too proud to identify themselves with this spurious abstention from evaluation. I believe that, in spite of this, what in my opinion is right should be done, and that the influence of the practical evaluations of a scholar, who confines himself to championing them on appropriate occasions outside the classroom, will increase when it becomes known that, inside the classroom, he has the strength of character to do exactly what he was appointed to do. But these statements are, in their turn, all matters of evaluation, and hence scientifically undemonstrable. In any case, the fundamental principle which justifies the practice of asserting practical evaluations in teaching can be consistently held only when its proponents demand that the proponents of the evaluations of all other parties be granted the opportunity to demonstrate the validity of their evaluations from the academic platform . But in Germany, insistence on the right of professors to state their preferences has been associated with the very opposite of the demand for the equal representation of all tendencies- including the most â€Å"extreme†. Schmoller thought that he was being entirely consistent when he declared that â€Å"Marxists and the Manchester school† were disqualified from holding academic positions, although he was never so unjust as to ignore their intellectual accomplishments. It is exactly on these points that I could never agree with our honoured master. One obviously ought not in one breath to justify the expression of evaluations in teaching – and when the conclusions are drawn therefrom, point out that the university is a state institution for the training of â€Å"loyal† civil servants. Such a procedure makes the university, not into a specialised technical school- which appears to be so degrading to many teachers- but rather into a theological seminary, although it does not have the religious dignity of the latter. Attempts have been made to set certain purely â€Å"logical† limits to the range of evaluations which should be allowed in university teaching. One of our foremost professors of law once explained, in discussing his opposition to the exclusion of socialists from university posts, that he too would be unwilling to accept an â€Å"anarchist† as a teacher of law since anarchists, in principle, deny the validity of law – and he regarded this argument as conclusive. My own opinion is exactly the opposite. An anarchist can surely be a good legal scholar. And if he is such, then indeed the Archimedean point of his convictions, which is outside the conventions and presuppositions which are so self-evident to us, could enable him to perceive problems in the fundamental postulates of legal theory which escape those who take them for granted. The most fundamental doubt is one source of knowledge. The jurist is no more responsible for â€Å"proving† the value of these cultural objects which are bound up with â€Å"law†, than the physician is responsible for demonstrating that the prolongation of life should be striven for under all conditions. Neither of them can do this with the means at their disposal. If, however, one wishes to turn the university into a forum for discussion of practical evaluations, then it obviously is obligatory to permit the most unrestricted freedom of discussion of fundamental questions from all standpoints. Is this feasible? Today the most decisive and important political evaluations are denied expression in German universities by the very nature of the present political situation. For all those to whom the interests of the national society transcend any of its individual concrete institutions, it is a question of central importance whether the conception which prevails today regarding the position of the monarch in Germany is reconcilable with the world interests of the country, and with the means- war and diplomacy- through which these are pursued. It is not always the worst patriots nor even anti-monarchists who give a negative answer to this question, and who doubt the possibility of lasting success in both these spheres unless some profound changes are made. Everyone knows, however, that these vital questions of our national life cannot be discussed with full freedom in German universities . In view of the fact that certain evaluations which are of decisive political significance are permanently prohibited in university discussion, it seems to me to be only in accord with the dignity of a representative of science and scholarship to be silent about such evaluations as he is allowed to expound. In no case, however, should the unresolvable question – unresolvable because it is ultimately a question of evaluations – as to whether one may, must, or should champion certain practical evaluations in teaching, be confused with the purely logical discussion of the relationship of evaluations to empirical disciplines such as sociology and economics. Any confusion on this point will hamper the thoroughness of the discussion of the logical problem. However, even the solution of the logical problem will provide no aid in seeking to answer the other question, beyond the two purely logically required conditions of clarity and an explicit distinction by the teacher of the different classes of problems. Nor need I discuss further whether the distinction between empirical propositions or statements of fact and practical evaluations is â€Å"difficult† to make. It is. All of us, those of us who take this position as well as others, come up against it time and again. But the exponents of the so-called â€Å"ethical economics†, particularly, should be aware, even though the moral law is unfulfillable, it is nonetheless â€Å"imposed† as a duty. Self-scrutiny would perhaps show that the fulfillment of this postulate is especially difficult, just because we reluctantly refuse to approach the very alluring subject of evaluation with a titillating â€Å"personal touch†. Every teacher has observed that the faces of his students light up and they become more interested when he begins to make a profession of faith, and that the attendance at his lectures is greatly increased by the expectation that he will do so. Everyone knows furthermore that, in the competition for students, universities when making recommendations for promotion will often give a prophet, however minor, who can fill the lecture halls, the upper hand over a much weightier and more sober scholar who does not offer his own evaluations. Of course, it is  understood that the prohet will leave untouched the politically dominant or conventional evaluations which are generally accepted at the time. Only the spuriously â€Å"ethical-neutral† prophet who speaks for powerful groups has, of course, better opportunities for promotion as a result of the influence which these groups have on the prevailing political powers. I regard all this as very unsatisfactory, and I will therefore not go into the proposition that the demand for abstention from evaluation is â€Å"petty† and that it makes lectures â€Å"boring†. I will not go into the question as to whether lecturers on specialised empirical problems must seek above all to be â€Å"interesting†. For my own part, in any case, I fear that a lecturer who makes his lectures stimulating by the intrusion of personal evaluations will, in the long run, weaken the students’ taste for sober empirical analysis. I will acknowledge without further discussion that it is possible, under the guise of eliminating all practical evaluations, to insinuate such evaluations with especial force by simple â€Å"letting the facts speak for themselves†. The better kind of parliamentary and electoral speeches in Germany operate in this way – and quite legitimately, given their purposes. No words should be wasted in declaring that all such procedures in university lectures, particularly if one is concerned with the observance of this separation, are , of all abuses, the most abhorrent. The fact, however, that a dishonestly created illusion of the fulfillment of an ethical imperative can be passed off as the reality, constitutes no criticism of the imperative itself. At any rate, even if the teacher does not believe that he should deny himself the right of rendering evaluations, he should make it absolutely explicit to the students and to himself that he is doing so. Finally, we must oppose to the utmost the widespread view that scientific â€Å"objectivity† is achieved by weighing the various evaluations against one another and making a â€Å"statesman-like† compromise among them. The â€Å"middle way† is not only just as undemonstrable scientifically – with the means of the empirical sciences – as the â€Å"most extreme† evaluations: in the sphere of evaluations, it is the least unequivocal. It does not belong in the university – but rather in political programmes, government offices, and in parliament. IThe sciences, both normative and empirical, are capable of rendering an inestimable service to persons engaged in political activity by telling them that (1) these and these â€Å"ultimate† evaluative positions are conceivable with reference to this practical problem; and (2) that such and such are the facts which you must take into account in making your choice between these evaluative positions. And with this we come to the real problem.

William Shakespeares A Midsummer Nights Dream :: William Shakespeare Midsummer Dream Essays

William Shakespeare's A Midsummer Night's Dream The stage production of William Arden Shakespeare’s A Midsummer Night’s Dream, by a British director Tim Supple was one in a million-that everyone talked about it and questions rode questions, on how the performance went. ‘It is the best production I have ever seen. What grapples me most, is the cast, ravaging with a rich choreography’, this was said by the British Ambassador to India in a chat with Times of India. The almighty dramatist play was sponsored for production by the British Council, India. Staged at Indira Gandhi National Centre for the Arts, on Rajendra Prasad Road, New Delhi, on the 3 of March, the old, but became-new play was performed by what Mr. Supple described as ‘an all Indian and Sri Lankan cast’, spoken in many languages, from English to Hindi and Bengali. It was free. But one has to get a pass to be admitted in. All and sundry came for this mesmerizing production-and all came and went, but only one person never went from my memory. The one and only Arundhati Roy-the world acclaimed author of The God of Small Things. She was there. She was there for good and praises poured on her. Her presence sweetened the sweet production, as well as heightened emotions. A Midsummer Night's Dream is a romantic comedy by William Shakespeare, written sometime in the mid-1590s. It depicts the adventures of four young lovers and a group of amateur actors in a moonlit forest, and their interactions with the fairies who inhabit it. Today, the play is one of Shakespeare's most popular and is performed across the world. When the production came to an end with a big coctail and wide applauds, I realised that I have never read this acclaimed bestseller. And so, I wobbled into a bookshop around and got a copy. It is cheap here in India. Everything is cheap. And I read this book in three days. Unbelievable? That is the truth. Because the story line is straight and sweet. But before then, the writer-activist who lives in New Delhi spoke about life as a writer. ‘You have to be yourself. No pretence. And if any pretence, that should be embedded in your characters. Think like your characters and see what this life is all about’, Ms Roy said, intoned. There is something surreal about her. Her benevolence and non-descriminative wit and candour. India has bestselling authors like Salman Rushdie (Satanic Verses), Amitav Ghosh, Jhumpa Lahiri (Interpreter of Maladies), Chetan Bhagat (One Night @ the Call Centre), the Nobel Laureates and more.

Save the Girl Child

In older days the birth of a girl child was considered as auspicious. As per an Indian proverb, â€Å"A home without a daughter is like a body without soul†. The birth of a daughter in the house was compared with the advent of Goddess Laxmi, the Goddess of wealth and Goddess Saraswati, the Goddess of Kno People generally ask this question that girl child is a curse & blessing . But I think it as a stupid question. How can a girl be a curse. A girl is always blessing. Girl is a devi. Woman are the pillars of society. How can they be a curse.Girl is a mother who take can her children in every part of l That's because there are only 927 girls for every 1,000 boys under the age of 6. And most of these 927 girls are taken out of school early so that they can help in the fields or work as child labour to support the family. Isn’t it time that we put an end to this barbaric discrimination and gave gi These days gender imbalance is becoming a grave problem especially in India. Girls are either aborted from mother’s womb or killed after birth. This gives rise to crimes like rape and killing.Nearly half of India’s children are girls. However, the girl child is considered a lesser child in our society. Irrespective of class, caste and economic conditions, she is discriminated against and neglected at all the levels. This result in the denial of basic services required for her surviv Daughter is the knot that ties the family together†. â€Å"A baby girl.. one of the most beautiful miracles in life, one of the greatest joys we can ever know,& one of the reasons why there is a extra sunshine, laughter and happiness in our life today.† In many traditional cultures, fathers and moth Tears of a girl child- How can we make a difference? This story is older than the time, a girl still die, killer still commit the crime. Why there is a smile in the face of a family when a boy is born and not when a girl is born? I don’t see a reason why everyone wants a boy and The role of women is vital to all spheres and facets of life.Thus investment on a girl child is a smarter way to the overall development of a family. Education is one of the many vital fields  where girl children remains a victim of disparity and is neglected as compared to the other sex. But it is p Girl Child in India By Rajni Seth Ads by Google UNICEF India – Donate Now DonateToUnicef. org/Donation 9,00,000 children die every year Your Rs. 750 a month can save lives Embryo Adoption -Donation www. EmbryosAlive. com Embryos in Cryostorage? Adoptors Are Waiting- Donors Choose Are You a Fresher? NIIT. com/IT-Training Join Placement Oriented 4 Month IT Course Designed for Fresh Grads A world of the girl child is full of love, warmth and concern.She is the procreator and the mother of tomorrow. She is the one who shapes the destiny of civilization and imparts values and virtues to the future. Unfortunately this beautiful world is gloomy and filled with despair. The color of innocence is ironically transforming into color of suppression. This beautiful creation of God has become the gravest concern today. Her world is filled with despair and she is left alone on a barren land searching for a warm touch, mother's love and father's lullaby.Traditions and rituals are outlining the survival of the girl child in India. Even though the country has made remarkable growth in various fields, it is tragically representing the lowest sex ratio. Patriarchal norms, low status of women and son idolism are the primary reasons that cause bias against girl child in India. The shocking decline of girl-boy ratio has alarmed future of India. The Census report indicates a highly skewed gender ratio that fell from 976 girls born every 1000 boys to 927 girls every 1000 boys in 2001.In various parts of the country like Rajasthan, Haryana and Rajasthan the ratio has even declined to 800:1000. Not only female feticide and infanticide, a series of other discrepancy like lack of girl education, lack of nutrition, early marriage and absence of basic necessities are also attached to the gravest concern of humanity. Lack of education holds the girl child to a low standard of living and provides inability to expose her skills and knowledge. Educating a girl is education a whole family†¦

History of Ireland

In the years after 1000 AD the cultural and social landscape of Ireland changed a great deal. The influx of foreigners in Ireland had intentions to control, settle, and exploit the people and land and had a profound effect on the otherwise autonomous peoples who existed there. Most people assume the first people to inhabit Ireland were the Celtic speaking natives, who arrived between 700 and 500 BC. However, the island has been inhabited since as far back as 8000BC when nomads crossed the Irish Sea from continental Europe on ice bridges. Before the arrival of any other groups in Ireland the people of the island were very inward looking and not concerned with the events which took place in the rest of Europe. This paper will detail the effects that the newcomers had on the physical and social climate of Ireland and especially how and why the English were able to establish a control over the island which lasted for over 800 years. The primary unit of the Irish society was the family, each having its own lands. The source of power which gave rise to kingships and other forms of authority was cattle or other livestock given to families for use on their lands. In return for this families pledged their loyalty and services to their superior, such as in battle. As a result cattle became the measure of wealth and not lands as it was in the rest of Europe. 2 There was no single authority in Ireland to whom all answered; rather, historians noted any number of kingships on the island at any time. The kings were constantly fighting amongst themselves in an attempt to gain power and wealth. Perhaps even more divisive was the infighting amongst their own families; often, even brothers would fight each other dividing the established hierarchy. This created increased divisions between competing clans on the island and made any attempt to rule over it seemingly impossible as no Irishman was able to accomplish it. The Irish are naturally an open-minded and accepting people who have great respect for other cultures and traditions. The best example of this mentality is the spread of Christianity which St. Patrick introduced there beginning in 432AD. It must be noted that the spread of Christianity in Ireland was bloodless, unlike in many other parts of the world. By peacefully accepting the new faith, elements of openness and tolerance are evident in their natural character. The Irish people's actions were morally based on tradition and precedents set by their ancestors. They followed tradition very strictly when they warred with each other or had other disputes. Places such as monasteries were considered sacred, due to their strong belief in Christianity, and not to be interfered with when fighting took place. When a battle was won, the victor did not win the lands because tradition required that they stay in the possession of the family who tended them. Instead, loyalty and influence was won. This shows the respect land held in Irish society, it could be said that land was too sacred to become a pawn in the games of warring men. The first record of a strong foreign presence in Ireland came in 795 AD when Vikings arrived. It was reported that heathens had come ashore to loot and kill. 5 Throughout the forty years that followed sporadic raids were reported in all parts of Ireland as the Vikings sailed inland on the rivers and continued to attack coastal settlements. Similar raids were occurring at the same time in England and eventually it became evident to local populations on both islands that the goal of the raiders was shifting from bounty to settlement. 6 By the year 841 AD, the Vikings had established their own settlements on the island called Longphorts. These settlements were located on key waterways and used as a base from which to launch further attacks on the inland settlements of Ireland and on other areas of Europe, especially the island of England. Settlements included what are now major urban centers of Ireland such as Waterford and Dublin, which was founded in 852. These towns proved to be an important development as they would become forever sources of the wealth associated with trade. After establishing themselves permanently in Ireland the Vikings became much more vulnerable to counter attacks from native peoples and soon became part of the infighting which took place between all who inhabited Ireland. 7 Due to the changing condition of their homeland the Irish people had become more advanced and inline with the developing societies of Europe. They had been describe as â€Å"Tribal, rural, hierarchical and familiar† (In the sense of being family orientated) by one scholar but were quickly losing these traits. 8 Where it was once impossible to control lands or the kingdoms of other families, Irish leaders began to claim these kingdoms and lands in their name. Kings would capture Norse towns and hold them as their own; such acts were previously unheard of. 9 These actions occurred because the Norse had no knowledge of, or respect for the customs which were previously in place. Therefore, if the Irish wished to hold off the ever-expanding foreigners, their towns would have to have been overtaken and held. As a result of the importance of holding lands and towns a feudal system began to develop in parts of Ireland. . It is not reasonable to expect the Irish to show the traditional respect to an enemy who showed none in return. The effects of the Viking influence on Irish tradition can easily be seen in how the natives fought their wars after the arrival of the outsiders. No longer were certain things, such as monasteries, sacred and not to be interfered with. The Vikings upon first arrival were not Christian and so had no comprehension of the sanctity of monasteries, rather, they saw them as sources of great wealth and bounty. In order for the Irish to remain competitive in war they had to rebut in the same fashion. They did so by neglecting their traditions and attacking monasteries in Viking held positions. Viking kingdoms were established and were as active in the wars on the island as the clans who fought each other before their arrival. As intermarriage blurred the distinguish ability of Viking communities from native communities the people were divided less and less by race and more by kingdoms with none becoming dominant over the island as a whole. By the 1150s the Vikings had become much less a foreigner as a people who were establishing their own kingdoms on the island which the three predominate families of the island tried to rule over The most notable Norse Kingdom is that of Dublin where the Vikings traded with much of Europe. 10 It was during such a time that the English presence began in Ireland. In 1166 Dermot MacMorrough, a King of Leinster and Dublin, appealed to King Henry II of England to help him in his quest to regain his thrown and ultimately become king of all Ireland. The families he had ruled over did not whole-heartedly support him. As a result, when he stole the wife of another Irish king, O'Rourke of Breffni, the peoples who were to support him had an excuse not to. He was ousted in what had become a routine power shift like many which had occurred over the previous two centuries and was banished. In his mind he felt abandoned by his allies and so he looked to England for help in regaining his position. 11 He went to England because he had influential contacts there whom he met while they were trading in Dublin, as many people from all over Europe did at that time. 12 Henry II, who was fighting his own wars in France, agreed to help with his own motives in mind. He realized the value of the trade rich coastal cities such as Dublin and Waterford and realized Dermot would be in his debt should his attempt at restoration be successful. Henry himself was not able to help due to the battles he was involved with at the time. He drafted a letter addressed to all his subjects, who were many as he was the most powerful king in Europe at the time. In it he stated his approval for the cause of Dermot and encouraged all to aid him realizing that they went in his name. 13 Equipped with the letter of endorsement Dermot set out to recruit the force with which he would conquer Ireland. Using monies loaned to him by his wealthy friends and giving promises of lands and titles to those who helped him he was able to muster a small force. He was also able to assure promises of more men in the coming years from someone who would become a predominant figure in the years to come, Richard fitz Gilbert also called Strongbow. This man was eager to help because he was out of favor with Henry as he did not support him in the English Civil War. To Strongbow Dermot promised his daughter in marriage, making him the heir to whatever territories they gained. Using his new allies, Dermot returned in 1167 and reinstated himself in his old capital where for the next two years he waged small scale wars against his old enemies. As his enemies were still pre-occupied fighting each other he was able to regain most of his former lands and to live in peace as he awaited his next wave. 14 Having been the first Irishman to look to England for help in Ireland he was branded â€Å"Dermot of the foreigners† and is still considered the greatest traitor in Irish history as his invitation marked the beginning of the end of Irish sovereignty in the minds of many Irish. 15 It is tragic that the Irish peoples continued to fight against one another even after knowing that Dermot had aligned himself with the most powerful King Europe. Should they have worked together to throw off the English the course of Irish history would have undoubtedly been different. They would have saved themselves from the centuries of horror and catastrophic neglect which were to follow. As promised, Dermot's new allies arrived in Ireland in 1170 numbering nearly 2000 men. These newcomers held a tremendous advantage over the natives in the form of their advanced weapons. They possessed archers which proved to be an essential part of their success in the conquests that followed. They soon gained control of strategic coastal cities where they established themselves and expanded from, mostly winning territories on the eastern half of Ireland and proceeding westward. 16 The Character of Dermot is one dominated by greed and selfishness but also fierce determination. In the city of Waterford Strongbow married Dermot's daughter and secured his place as heir. Having effectively given what had become the highest position in Ireland to a foreigner it is easy to see why Dermot is seen as a traitor. Another account tells of how Dermot abandoned his own son for power. As a condition for peace upon his arrival he gave his son to one of his enemies to be held as assurance that Dermot would not go on the offensive. 17 Knowing that his son would be killed he pressed on anyway. These actions show the greed and self-fulfilling character of Dermot, he wished to be King of the Irish at any cost. He cared only about his time and did not bother himself with what would become of his kingdom after his death when he could not personally benefit. Following Dermot's death in 1171 Strongbow assumed control, however it was not a smooth transition. Many natives did not recognize him as a legitimate king and rebelled against his authority. Strongbow was able to maintain control but it became increasingly difficult for him after Henry II, who was still unsure of his loyalty and motives, took measures to limit Strongbow's control and future successes. Henry cut off supplies and reinforcements fearing Strongbow would establish a powerful rival regime so close to England. As a result the new regime had difficulty fending off the Irish who resented his presence and authority and they spent more time fending off attackers than expanding their influence. 8 Henry was not confidant that Ireland was under his control or that it did not pose a future threat even after Strongbow reaffirmed his loyalty to him and submitted the conquered lands to him. Henry decided to travel there and ensure that his objectives were accomplished; he was surprised and encouraged by the accomplishments of his countrymen and was confident that the entire island could be brought under his control. There is evidence to suggest Henry anticipated battle as he brought with him the largest English army to date, 5000 men, and provisions to last them for months. 9 It is difficult to imagine the state of mind the Irish were in while anticipating the arrival of Henry, they would have undoubtedly realized the threat he posed to them and the power he possessed. The fear of what was to come would have weakened the resolve of the forces still trying to fend off the existing English. Henry finally arrived in Waterford in 1171 and became the first English king to set foot on Irish soil and immediately received the appropriate respect from the Irish. 0 The presence of his army was more useful than their skills or techniques as they did not have to fight a single battle. All leaders of Ireland, except one high-king in the north-west, submitted to Henry knowing that if a battle was fought, they would not win. Due simply to his superior army Henry was able to conquer almost the entire island without fighting a single battle. Upon leaving Ireland Henry made his son John Lord of Ireland under who the leaders who had submitted to Henry ruled. When John became King of England Ireland was incorporated into the English Kingdom. The implications of theses events would be felt throughout the rest of Ireland's history. 21 When Henry II departed Ireland with poise he left behind him a new form of Ireland. Some new concepts were simple such as new foods he had introduced in an attempt to impress the subjugated Irish kings at a lavish dinner. He also effectively pushed most Irish and Viking inhabitants out of Dublin22. Others were more fundamental to the Irish way of life. A more strict enforcement of the evolving Christian church form was to take place in Ireland where it had not been adopted. This was made possible because now the church could spread a uniform throughout a single Kingdom. The new form of the church was adopted by the Irish and has shaped the faith of the Irish ever since. Even later when the English reformed and become Protestant the Irish remained Catholic. 23 This fundamental divide has shaped relations between Ireland and her authority to the current time. It is seen in the bitter relationship between the Catholic Irish Republic and the Protestant Northern Ireland, which remains part of Great Britain even now. This difference was a focal point of the separation of the two in 1922 as many inhabitants Northern Ireland were of English backgrounds whose ancestors had settled there and been upper-class citizens. The concept of feudalism was spread after Henry departed, this would prove to be a source of discontent among the Irish for the remainder of their subjugation. Two English Lords were appointed by Henry, given lands which belonged to Irishmen. They established feudal regimes in their territories as the remaining Irish kings continued in their traditional fashion. 4 Eventually, despite strong political and physical opposition from the Irish, the concept was spread throughout the entire island and the plight of the Irish took full effect. The fact that the Irish, along with their customs and heritage, were thrown aside in order for the egos and greed of the Kings men to be satisfied is unsettling. The English portrayed the Irish as uncivil and barbaric, but to in reviewing the English beha vior treatment of the natives a paradox is seen. Henry also began a long and merciless neglect and exploitation of the Irish people and their land and crop rights. All Irish Kings and English Lords he had put in place had to pay a tax to him. The payment of this tax would become another focal point in English-Irish relations. The most evident example of this came in 1845-1847 when many Irish were forced to leave their homelands due to famine. The potato famine caused over one million people to leave from 1847-1851 and the deaths of tens of thousands due to starvation. 25 The Irish starved because they were forced to export their crops, such as corn, to England as a tax. In most years this left them with little more than potatoes to eat and when they did not grow the deprivation took its toll. If the taxes have been forgiven in these years the displacement and death of over a million Irish could have been prevented. The Irish world was self-concerned and to an extent underdeveloped before the arrival of any foreign people, when power was finally returned to the Irish people in 1922 the entire landscape had changed. The distressing point in this fact is that the Irish had very little to do with shaping their country for over 800 years, instead it was shaped by the prerogatives of outsiders. The foreigners to settle in Ireland did also leave some positive marks such as key cities, trade partnerships, and the development of Irish nationalism. The most apparent sign of English influence today is that they remain the highest authority in Northern Ireland. If any lessons are to be learned from how the Irish handled the arrival of the Vikings and the English it is that a country divided against itself will fall. If they have worked together the fate of the Irish people, and Europe, would have been much different.

Was There Cheating on the August 2018 SAT

Was There Cheating on the August 2018 SAT SAT / ACT Prep Online Guides and Tips Shortly after the conclusion of the August 2018 SAT, rumors started to circulate that there was a problem with the test that gave some students an unfair advantage. The basic gist of the complaint is that the test given on August 25 in the United States was actually the same exact exam that had been given internationally in October 2017. This accusation raised the concern that some students would have had a leg up on others, since they may have seen the questions before, either because they took the exam when it was offered internationally or because they used the previous exam’s questions to study for the August 2018 test. Let’s take a look at what really happened with the August 2018 SAT and what that means for you as a test-taker. Was There Actually Cheating on the August SAT? Students in the United States took the SAT on August 25. Almost immediately after that test was over, messages started to circulate across social media. These posts basically said that the questions given on the August 25 SAT were the same as those questions that were on the international SAT delivered in October 2017. Since then, angry students and parents have taken to Reddit and started a petition asking for College Board to invalidate the scores from the August 2018 test. People are worried that certain students had an unfair advantage for the most recent SAT, since there’s a chance that they either took the given test once before or accessed a leaked test for practice. For its part, College Board hasn’t come out and acknowledged whether or not the tests were duplicates, but did state that it is taking â€Å"quality control steps† to make sure cheating hasn’t occurred. Has Cheating on the August SAT Happened Before? If this situation is your first experience with potential SAT scoring drama, it may seem really shocking and scary. You might be wondering how big of a deal this score discrepancy actually is. There’s actually a lot of precedent for SAT scoring controversy. Sections (or entire tests) of the SAT have been reused before. Oftentimes, international SATs are recycled versions of tests that were previously given in the United States. While there are lots of security measures in place to make sure that no students have an unfair advantage, there have been times when students and teachers have tried to learn about the questions on the US SATs to get a leg up on their test prep. When College Board discovers this cheating, the scores are invalidated. There’s also been talk about College Board reusing whole sections on different US tests. One poster on Reddit suggested that College Board reused June 2017 questions on the November 2017 test. These scores weren’t invalidated, however. According to College Board, it’s really expensive to produce a validated SAT. Before each exam is released to the public, it goes through rigorous quality control tests, which take a lot of time and effort. Reusing a test that has already passed these markers saves College Board time and money. Similarly, reusing tests helps to calibrate scores. The more students that are able to take a specific SAT, the more College Board is able to tell the true difficulty level of questions, as well as what below-average, average, and above-average scores are. It’s fairly common that SAT questions get reused and repurposed. This incident is, however, the first time that international tests were used in the US, rather than the other way around. What’s Going to Happen With the August 2018 SAT Scores? Now that we know that test question controversy has happened before, you might be wondering what happens next. While College Board hasn’t yet acknowledged that there was an issue with the tests or indicated what its actions will be, we have a pretty good idea of what will occur. If we had to guess, though, here’s what we think will happen: We doubt that College Board will cancel any US test taker scores. The August SAT is a hugely important part of the admissions process. Canceling those scores will cause a big disruption for tens of thousands of students. Not to mention, canceling that many scores would also be pretty embarrassing for College Board. College Board may take steps to crack down on international student cheating, particularly if it sees scores that don’t make sense because they’re too high. We just have to wait and see what College Board decides as it tries to determine unfair advantages. What Should I Do If I Took the August 2018 SAT? If you took the August SAT, don’t panic! The best thing to do right now is just to wait and pretend like this whole thing didn’t happen. College Board knows that it needs to make a decision soon to give students the time to prepare for the October test, so you can expect to hear something in the next few weeks. In the meantime, work on the other parts of your college application, like your college essay, while you wait to hear. What's Next? Interested in learning more about cheating on the SAT? We've broken down the past SAT cheating controversies several times on our blog. You can read about the time SAT scores of students in South Korea were invalidated or about an SAT cheating scandal that swept across the US in 2015. If you're worried about your August 2018 SAT scores being invalidated, don't panic. College Board will announce its decision soon. In the meantime, we recommend focusing on other parts of your application, like your college essay. Click here to learn how to write a strong college essay. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

ACT Scores

Guaranteed Scholarships Based on SAT/ACT Scores SAT / ACT Prep Online Guides and Tips Maybe you’ve taken the SAT or ACT and got a really good score, but you aren't sure how to get the most money out of it. Or maybe you haven’t taken the SAT or ACT yet but are wondering how important the tests really are. One way you can make the most of your score is by finding guaranteed SAT scholarships or guaranteed ACT scholarships. In this post, we'll show you some of the scholarships for high SAT scores and scholarships for high ACT scores that you can get. You can earn thousands of dollars in scholarships based just on your test scores. Curious to see how? We'll show you where you can get scholarships based on ACT scores and scholarships based on SAT scores. Scholarships for ACT Scores and Scholarships for SAT Scores This post focuses on scholarships offered by colleges and universities themselves. Why? Many private scholarships, while lucrative, feature full, college-admission-like applications, including letters of recommendation and essays. Lots of other smaller scholarships are based on essays, personal circumstances, or even your parent's employer. While we are not discouraging you from applying to these, this post will focus on scholarships any student can earn automatically from universities just based on their test scores and GPA or class rank. We will highlight some of the most searched-for universities and best opportunities, but this is not a comprehensive list. We will also show you how to look up this information for any college you’re interested in. Automatic Scholarships for National Merit Before we get into the scholarship list, we'll also highlight another source of money based mainly on test scores: National Merit. As we have covered in past posts, the National Merit competition recognizes the top PSAT (Practice SAT) scorers in each state. While there is a $2,500 scholarship you can earn through the competition itself, you can also get big scholarships from colleges by listing them as your first choice through National Merit. You can get anything from a small scholarship to a full ride, depending on the school. As a rough rule of thumb, public universities are more likely to give more money for National Merit, though there are exceptions. For example, you can get a full ride scholarship at the University of Idaho and the University of Oklahoma. At Loyola University, a private college, you can get $2,000 for being a National Merit finalist.However, at Baylor, another private college, you can get more than $40,000, if you're a National Merit Finalist and select Baylor as your first-choice college. The exact amount is based on your other test scores: SAT Score ACT Score Amount per year 1520+ 34+ $43,610 1450-1510 32-33 $42,610 1330-1390 30-31 $41,610 You can read more about this opportunity at Baylor's website. But this is just the tip of the iceberg of National Merit scholarships. To learn more aboutsponsoring universities,read here. Automatic Scholarships Based on SAT/ACT Scores Now we will highlight colleges that give automatic scholarships based on SAT/ACT scores, as well as qualifiers like GPA or class rank. For these scholarships, you don’t have to submit any extra application information, but in some cases, you have to apply by a certain deadline to be guaranteed the scholarship. Be sure to check out each college's website, which we will link to, for full info. As a shortcut, here are the schools we're going to detail: Baylor University Clemson University Colorado State University Florida AM Florida Gulf Coast University Georgia State Louisiana State University Texas Tech University of Arizona University of Mississippi University of Missouri University of Nevada at Las Vegas University of Oregon University of Tennessee University of Texas at Arlington Utah State University Baylor University In addition to the National Merit award highlighted above, Baylor University also offers scholarships based on SAT/ACT score and class rank. Scholarship Amount Awarded per Year President’s Gold Scholarship $19,000-22,000 Provost’s Gold Scholarship $16,000-18,000 Dean’s Gold Scholarship $13,000-15,000 Founder's Gold Scholarship $7,000-12,000 Baylor does not have set cut-offs for these award tiers but bases the awards on SAT/ACT score and class rank. They do have a scholarship estimator you can use to predict your award amount. As an example, based on the estimator, a 36 ACT with a high class rank (5/500) gets you a President’s Gold scholarship of $22,000/year. A 34 with the same rank also gets you $22,000, a 32 gets you $20,000, and a 28 gets you $16,000. While these are all high amounts, note that increasing your ACT from 28 to 32 gets you $4,000 more dollars each year- $16,000 over your whole college career. Or, to take another example, if your class rank is 250/500 and you have a 24 ACT, you don’t qualify for a scholarship. But if you have that same rank but a 27 ACT, you can get a Founder’s Gold Scholarship of $10,000 per year. In other words, a 3-point ACT increase, which is definitely possible with some smart studying, can earn you $40,000. That’s amazing! Check out Baylor’s scholarship page for more information and to try the scholarship estimator for yourself. Clemson University Scholarship Minimum SAT or ACT Score Class Rank Requirement Amount Awarded per Year Trustee Scholarship (for in-state residents) SAT: 1270 ACT: 27 Top 10% $1000 Trustee Scholarship (for out-of-state residents) SAT: 1360 ACT: 29 Top 10% $7500 At Clemson, South Carolina residents will receive the Trustee Scholarship of $1,000 if they are ranked in the top 10% of their high school class and also have at least a 1270 SAT (Math + Critical Reading) or 27 ACT. Non-residents with at least a 1360 SAT or 29 ACT and ranked in the top 10% of their class will receive a renewable scholarship of at least $7,500. The scholarship page notes â€Å"Students with higher test scores will be considered for these merit scholarships up to $15,000 annually.† So although they don’t have hard numbers, you can double your scholarship if you have higher scores. Read more on Clemson's scholarships over at their website. Colorado State University Colorado State has automatic scholarships based on GPA and SAT/ACT score. Refer to the tables below from their website to see how much you can earn: Merit Scholarships for Colorado Residents Note that score increases net you more money: to take just one example, going up 3 ACT points or 1300-1390 can get you $1,500 more dollars! Merit Scholarships for Non-Residents Learn more about scholarships at CSU for residents and non-residents at their website. Florida Agricultural and Mechanical University FAMU offers a Distinguished Scholars program that covers the cost of tuition for both in-state and out-of-state students with at least a 1350 on the new SAT (with a math score of at least 650) or 30 on the ACT (with a math score of at least 30) and a FAMU recalculated GPA of at least 4.0. If you don’t reach the cut off for the Distinguished Scholarship, you can still earn the George W. Gore Assistantship Scholarship or the Presidential Special Scholarship.The amount of the award changes based on your GPA and test scores: Scholarship Minimum SAT or ACT Score Minimum Math Score FAMU GPA Amount Awarded per Year George W. Gore SAT: 1200 ACT: 27 SAT: 590 ACT: 26 3.5 $5000-$6000 Presidential Special Scholarship SAT: 00 ACT: 25 SAT: 550 ACT: 25 3.3 $3000-$6000 So if you have at least a 3.0, a 2-point ACT increase gets you $1,000 more dollars. Read more about scholarships on FAMU’s admission website. Florida Gulf Coast University FGCU has scholarships based on GPA and SAT/ACT score, but you have to apply by November 15thto be considered. Scholarship Residency Requirement Minimum SAT or ACT Score Minimum GPA Amount Awarded per Year President’s Gold Florida Resident SAT: 1320 ACT: 28 3.9 $5000 President’s Silver Florida Resident SAT: 1220 ACT: 25 3.5 $3000 Blue and Green Scholars Award Non-Florida Resident SAT: 1320 ACT: 28 3.9 $15,000 Blue and Green Directors Award Non-Florida Resident SAT: 1220 ACT: 25 3.5 $10,000 Learn more about scholarships and the application process at FGCU's website. Georgia State University Georgia State calculates automatic scholarships based on GPA and SAT/ACT score. They don't publish eligibility information, but you could earn anywhere from a $500 one-time scholarship to a $3,000 renewable scholarships. You have to apply by March 1st to be considered for these awards. Louisiana State University LSU has three scholarships based on GPA and test scores you are considered for automatically. View the amounts in the table below: Scholarship Minimum SAT or ACT Score Minimum GPA Amount Awarded per Year (In-State) Amount Awarded per Year (Out-of-State) Flagship Scholars SAT: 1490 ACT: 33 3.0 $3500 $20,500 LSU Academic Scholars Award SAT: 1390 ACT: 30 3.0 $2000 $15,500 Tiger Excellence Scholars Award SAT: 1310 ACT: 28 3.0 $1500 $7,600 You can learn more about LSU's other scholarships, as well as the three listed here, over at their scholarships page. Texas Tech University These Presidential Scholarships are automatic and are guaranteed if you apply by February 1st and are admitted to Texas Tech by April 15th. Scholarship Minimum SAT or ACT Score Class Rank Requirement Amount Awarded per Year Presidential Scholarship SAT: 1400 ACT: 30 Top 10% $6000 Presidential Scholarship SAT: 1300 ACT: 27 Top 10% $5000 Presidential Scholarship SAT: 1200 ACT: 25 Top 25% $4000 Note that 1-2 point ACT increases and slight SAT increases could increase your scholarship by $1,000 per year. Read more about the scholarships at the TTU website. University of Arizona The University of Arizona uses test scores and GPA to calculate scholarship award ranges. In-state awards are called "Wildcat Excellence Awards," and out-of-state awards are called "Arizona Excellence Awards." Wildcat Excellence Awards (In-State Students) Arizona Excellence Awards (Out-of-State Students) Learn more about scholarships at University of Arizona at their website. University of Mississippi At the University of Mississippi, you can earn an Academic Excellence scholarship based on your GPA and SAT/ACT score. Their admissions website notes that â€Å"Entering freshmen, minimum 3.0 high-school GPA. a minimum 25 ACT (30 SAT or 1200 SAT-R)† are considered for the Academic Excellence scholarship. You are automatically considered after being admitted to the University of Mississippi. Minimum ACT Score SAT Score Range Minimum GPA Mississippi Resident Award per Year Non-Resident Award per Year 25 1200-1230 3.0 $1,500 $1,500 26 1240-1270 3.0 $1,900 $1,900 + $2,000 towards non-resident fee 27 1280-1300 3.0 $2,250 $2,250 + $3,000 towards non-resident fee 28 1310-1340 3.0 $3,000 $3,000 + $4,000 towards non-resident fee 29 1350-1380 3.0 $3,500 $3,500 + $5,000 towards non-resident fee 30 1390-1410 3.0 $4,500 $4,500 + $7,500 towards non-resident fee 31 1420-1440 3.0 $5,500 $5,500 + $10,000 towards non-resident fee 32 1450-1480 3.0 $7,500 $7,500 + $15,954 towards non-resident fee 33+ 1490+ 3.0 $8,550 $8,550 +$15,954 towards non-resident fee Note that the GPA requirement does not increase over the table, only scores. An ACT increase of one point or SAT increase of just 10 points can get you over $1,000 more per year, and that’s not including the non-resident fee that also gets decreased. See more at the University of Mississippi's scholarships page. University of Missouri The University of Missouri has a handful of scholarships that are automatic, based on class rank and SAT/ACT score. There are scholarships for both in-state and out-of-state students. You can learn more about University of Missouri's scholarships here. Scholarship Residency Requirement Minimum SAT or ACT Score Amount Awarded per Year Chancellor’s Award Missouri Residents SAT: 1390 ACT: 31 $6500 Curators Scholars Award Missouri Residents SAT: 1300 ACT: 28 $4500 Excellence Award Missouri Residents SAT: 1200 ACT: 25 $3000 Mark Twain Award Non-Missouri Residents SAT: 1360 ACT: 30 $15,000 Mark Twain Award Non-Missouri Residents SAT: 1260 ACT: 27 $7000 University of Nevada at Las Vegas UNLV has the Rebel Challenge scholarship for non-resident students. The award amounts are based on GPA and SAT/ACT score, but are first-come first-serve, which means the earlier you can apply, the better. Scholarship Minimum SAT or ACT Score Minimum GPA Amount Awarded per Year President’s Award SAT: 30 ACT: 23 3.75 $,000 Provost’s Award SAT: 30 ACT: 23 3.5 $9,000 Dean’s Award SAT: 30 ACT: 23 3.25 $7,000 Read more about this scholarship here. UNLV also has other automatic consideration scholarships. Here's the scholarship schedule: You can also get additional money ($1,000 per year) if you are in the top 10% of your graduating class, and even more money if you are the valedictorian! If you’re a Nevada resident and want to learn about other scholarship options, check out their freshman scholarships page. University of Oregon The University of Oregon has scholarships that are automatic. The award amounts vary based on your residence status: Scholarship Residency Requirement Minimum SAT or ACT Score Minimum GPA Amount Awarded per Year Summit Oregon Resident SAT: 1250 ACT: 26 3.8 $6000 Summit Non-Oregon Resident SAT: 1250 ACT: 26 3.8 $10,000 Apex Oregon Resident SAT: 1220 ACT: 25 3.6 $3000 Apex Non-Oregon Resident SAT: 1220 ACT: 25 3.6 $7500 Note that if you raise your ACT from 25 to 26, or SAT from 1220 to 1250, your award can increase by $3,000 if you’re a resident, or $2,500 if you’re a non-resident. That’s a ton of money for just a few points! Learn more about the scholarship at Oregon's financial aid website. University of Tennessee To be considered for the Volunteer Scholarship, you need a strong GPA and SAT/ACT score. According to the website, â€Å"Our newVolunteer Scholarship program recognizesstudents with an exemplary academic record based on a combination of GPA and test scores. Incoming first-year studentswho apply for admission by December 1are eligible.† So note the early deadline, and check out the scholarship amounts below: Tennessee Residents Minimum SAT or ACT Score Minimum GPA Amount Awarded per Year SAT: 1490 ACT: 34 3.8 $8,000 SAT: 1390 ACT: 31 3.8 $5,000 SAT: 1330 ACT: 29 3.8 $3,000 Non-Tennessee Residents Minimum SAT or ACT Score Minimum GPA Amount Awarded per Year SAT: 1490 ACT: 34 3.8 $15,000 SAT: 1390 ACT: 31 3.8 $12,500 SAT: 1330 ACT: 29 3.8 $7,500 Learn more about the award at Tennessee's scholarships page. University of Texas at Arlington You will be considered for the following scholarships once you are admitted to the University of Texas at Arlington. Scholarship Minimum SAT or ACT Score Class Rank or GPA Requirement Amount Awarded per Year Presidential Scholar SAT: 1400 ACT: 30 Top 20% of class $10,000 Maverick Academic Scholarship SAT: 00 ACT: 23 Top 50% of class $2000-$8000 Learn more about the award and the application process over at their website. Utah State University At Utah State University, there are automatic scholarships (as well as admission standards) based on a combination of GPA and SAT/ACT score. The admissions office has created tables for both residents and nonresidents that you can use to see which scholarship you'd be eligible for. Residents Scholarship Award Amount Duration Presidential 100% tuition and fees 4 years Dean's 90% tuition 2 years Scholar 60% tuition 2 years Merit 40% tuition 2 years Achievement 20% tuition 2 years Nonresidents Scholarship Award Amount Duration Presidential 100% tuition and fees 4 years Dean's 90% tuition 2 years Waiver 70% tuition 1 year Note that a one-point ACT increase or 40-point SAT increase could be the difference between two years of full tuition and a four year, full-ride scholarship! Read more about admission and scholarships at USU's website. Scholarships With Score Cut-Offs Although many universities don’t have automatic scholarships based on test scores, GPA, or class rank, many use these factors as cut-offs for scholarship consideration. So even though in these cases high scores don’t guarantee you scholarships, they are an important factor in being considered. Just like when you were a kid and couldn't get onto the roller coasters at the theme park, you won't even be considered for some scholarships without high enough SAT/ACT scores. For example, you’ll be considered for a full ride at Auburn University if you have at least a 33 ACT or 1450 SAT and a 3.5 GPA if you are an Alabama resident. If you’re a non-resident, you will be considered for an $18,000 a year scholarship if you have at least a 33 ACTor 1450 SAT and at least a 3.5 GPA. If that’s out of your range, you could be considered for a $4,000 a year scholarship at Auburn if you have at least a 28 ACT or1300 SAT, a GPA of at least 3.5, and are an Alabama resident (They have other scholarships for non-residents, too). Texas AM has scholarship eligibility requirements as well. Under their eligibility section, they note, â€Å"To be considered for the scholarships listed,students must achieve a minimum1360 New SAT composite score (evidence-based reading and writing score of at least 660 + math scores of at least 620), or 30 ACT composite (English + Math, with scores of at least 27).† So are these scholarships guaranteed even if you meet these minimum scores? No. But you won’t be considered for them at all unless your ACT or SAT score is above a certain level. Many other colleges have GPA and score cut-offs for scholarship consideration, so the higher you can get your scores, the more likely you are to earn merit scholarships. How To Look Up Automatic Scholarships The examples of scholarships above are just that- examples! It isn’t by any means a full list of every university in the country where you can get automatic money for your ACT or SAT score. So how do you find that information? Search for merit scholarships. The majority of scholarships given for test scores and GPA are merit scholarships- in other words, they are given based on your achievements, unlike need-based scholarships, which are based on your demonstrated financial need. Make sure to look for pages titled â€Å"Merit-Based† or â€Å"Academic-Based† scholarships. Many colleges and universities have separate pages for merit scholarships that a simple search will pull up. If you do not see one, try searching â€Å"[College/University Name] Scholarships† or â€Å"[College/University Name] Financial Aid.† If you start at the university’s financial aid section, you can find information on scholarships (both merit and need-based) from there. If you can’t find the information online, try contacting either the financial aid or undergraduate admissions offices. Keep the following guidelines in mind as you search: Make sure the scholarships you find are specifically designated for â€Å"Entering Freshmen.† These are the scholarships that will apply to you as a high school student applying to college. See if the college makes a designation between in-state and out-of-state applicants. In some cases, state universities will give bigger scholarships to non-resident applicants since out-of-state tuition is higher. Sometimes there are also differences in requirements and cut-off scores. Check if there are separate application requirements or deadlines. Scholarship money is limited, so in general, the earlier you can apply, the better. Use the steps below to look up whether there are automatic scholarships at any of the colleges you are interested in. Step 1: Searchfor â€Å"[College/University Name] Merit Scholarships.† I'm searching for a college in my home state of Utah. I'll start with the second result: "Available Scholarships." This seems like the most general option, and I want to get the most information right off the bat Step 2: Determine If You Qualify for Any of the Scholarships I see that there are different scholarships for freshman and transfers. Also, note that they say you can apply for a scholarship just by submitting an application. Looks good so far! Under scholarships, I select "Freshman Scholarships." Reading this information, they don't seem to distinguish between resident and non-resident scholarships. They also seem to place a lot of value on GPA and SAT/ACT score, which is a good sign they might have automatic merit scholarships. Scrolling down, I see this: If you see a table or index with GPA and test scores you’re in luck, you’re likely looking at scholarship guidelines or automatic scholarships. In Westminster's case, it looks like these are the amounts they generally give for certain GPA and test scores, though they say the chart is a "general representation," so these amounts might change based on other info in the application. So it looks like at Westminster College you have a very strong chance of earning a scholarship if your GPA and SAT/ACT score fall somewhere on this table. Step 3: Check If You Need to Do Anything to Apply As I mentioned above,there is no separate application for scholarships in this case. Westminster is a good bet for an automatic scholarship, and the higher your scores, the more money you are likely to get. You can repeat this process at any school you're interested in, but keep in mind that automatic scholarships are relatively rare (especially at more selective schools), so you may not find anything. What’s Next? Some schools don't have merit-based scholarships but do have very impressive need-based financial aid packages. However, those schools are often prestigious and top-ranked, and so they are the toughest to get into. Develop a target ACT or SAT score to be competitive for admission at competitive schools. Avoid some of the most common ACT mistakes to raise your score. Also, learn how to improve a bad SAT math score. Shooting for perfection? Get study tips from our SAT full scorer, and learn what it takes to get a 12 on an SAT essay or an ACT essay. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Halle Edwards About the Author Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.cf53684a-6cc8-436d-a5d3-3e434d185662'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Profile Dr. Jonathan Calof Research Paper Example | Topics and Well Written Essays - 500 words

Profile Dr. Jonathan Calof - Research Paper Example Awards also came to him from educational organizations like Academy of Business Administration, the International Council for Small Business - South Africa, the Administrative Sciences Association of Canada, and the Academy of International Business. The international journals like Competitive Intelligence Review, Business Quarterly, International Journal of Small Business Management, and International Business Review also contain informative articles and eye openers contributed by him. His case on the Sterling Marking products has become a key collection of Ivey School of Business and was a part of the 10 most marketed cases. This is also a selection amongst the best articles collected by Business Quarterly. He has been heard over the radio in different interviews (Telfer School of Management, University of Ottawa, n.d.). Dr. Jonathan Calof passed his graduation level from University of Western Ontario, Ivey School of Business and Carleton University. He is a part of the editorial t eam of many publications and an editor of Executive Magazine. In general he is a productive author and has over 100 publications in his name.