What Is a Reach School Which Reach Schools Should I Choose

What Is a Reach School Which Reach Schools Should I Choose SAT / ACT Prep Online Guides and Tips For those of you who have started researching college admissions, you may have heard the term â€Å"reach school.† What is a reach school? Simply, a reach school is one that you shouldn't expect to be admitted to. It would be a reach to get in. In this article, I will define and explain the concept of a reach school. Furthermore, I will discuss how to identify your reach schools and determine the number of reach schools you should apply to. What Is a Reach School? A reach school is a college that is unlikely to offer you admission. A particular college qualifies as a reach school for you if your high school GPA and standardized test scores are significantly below those of the college's average student. Also, you should consider a college a reach school if it is one of the most selective colleges. For example, MIT, Stanford, and Ivy League colleges are reach schools for everyone due to their extremely low acceptance rates. In general, you should consider a college a reach school if you have less than a 30% chance of gaining admission. Here are some hypothetical examples to give you a better understanding of a reach school. Example #1 Joe has a 3.6 weighted GPA, a 1700 SAT score, and wants to go to UCLA. Joe's GPA is well below UCLA's average GPA of 4.29 and average SAT score of 1941. Furthermore, UCLA only admits 20% of its applicants. Therefore, Joe shouldn't expect to get into UCLA; he should consider UCLA a reach school. Typically, the only students who are offered admission with well below average numbers are highly recruited athletes in major sports, legacy students with donor parents, students from extraordinary backgrounds or circumstances, and students with amazing accomplishments. Even though colleges review your recommendations, personal essays, and extracurricular activities, gaining admission to a college is difficult with subpar grades and standardized test scores. Example #2 Regardless of your GPA and standardized test scores, for any student who wants to apply to Harvard, Harvard is a reach school. Harvard's admissions rate is only 6%. Obviously, that's an amazingly low percentage. Among Harvard students, the average high school GPA is 4.04 and the average SAT score is 2260. The 75th percentile SAT score is a perfect 2400. Even if you have a perfect GPA and perfect SAT score, Harvard is so selective that it's still a reach school. Harvard is a reach school for everyone. How to Identify Your Reach Schools Let's go through how to curate your list of schools to apply to, step-by-step. Step #1: Create Your List of Dream Schools Initially, don't consider your odds of getting in when creating your list of dream schools.Learn how to choose a collegeand use as many sources as possible to identify the colleges you want to go to. The most prestigious schools are likely to be reach schools. Use the best college search websites to help create your list. If necessary, you can also use guide books like Fiske Guide to Colleges and The Best 379 Colleges for in-depth college profiles and comparisons. Seek advice from others. Talk to your teachers, counselors, friends, and parents about colleges. Don't just blindly accept their college recommendations, but research the schools they recommend, and then determine whether or not those schools would be a good fit for you. After doing your research and consulting these various sources, you should be able to compile your list of dream schools. I recommend having about 8-15 schools on this list. If you have fewer schools, you may not be giving yourself enough options. If you have more, you probably haven't done enough to narrow down your college search and the application and selection process may end up being too costly and tedious. Step #2: Determine Which of the Schools From Your List Are Reach Schools The next step in identifying your reach schools is to determine which schools on your list of dream schools qualify as reach schools for you. How do you do this? I recommend using the PrepScholar school database. You can google â€Å"(name of school) prepscholar admissions requirements† to find a school profile for each college on your list. On the school profile, use the admissions calculator to get a rough idea of your chances of admission. The admissions calculator combines your GPA and standardized test scores with the admissions rate to approximate your chances of getting into the school. If, according to the admissions calculator, you have less than a 30% of gaining admission or the school has an admissions rate of less than 15%, then you should categorize the college as a reach school for you. Keep in mind that your GPA and SAT scores are only two components that determine whether you’re accepted to a school. Your extracurricular activities, recommendations, essays, and background play a role, too. However, GPA and SAT scores are the most important factors and they’re the most objective available statistics. How Many Reach Schools Should You Apply to? You may be wondering how many reach schools you should apply to. The number you should apply to depends on a few of different factors. Keep in mind that the college application process can be costly, if you don't qualify for application fee waivers. Also, it can be very time-consuming, especially if you apply to schools that don't use the Common Application. A general rule is to apply to 1/3 reach schools out of all the schools you apply to. If you follow this formula, then if you apply to 10 schools, no more than 3 should be considered reaches. Also, 1/3 of the schools you apply to should be safety schools, schools that typically admit students with your qualifications. The remaining 1/3 should be schools that are in the middle, colleges that give you about a 30%-80% chance of admission based on your qualifications. If the cost and time you spend on your applications doesn't matter as much to you, you can apply to more reach schools. However, you do want to make sure that you apply to enough other schools to ensure that you give yourself choices. If you're likely to get rejected by most of the schools you apply to, your options may be limited when you're selecting a college to attend. If you're not even close to the average GPA or 25th percentile SAT score at a selective college, you may be wasting your time applying. Your chances of getting in are probably close to zero unless there's something else truly extraordinary in your application or there's a building on campus named after one of your immediate family members. Quick Review A reach school is a college that is not likely to admit you, generally offering you less than a 30% chance of admission. Use the admissions rate of a college and its average GPA and standardized test scores to determine if its a reach school for you. The most selective colleges are reach schools for everyone. Apply to roughly 1/3 reach schools to ensure that you have options during the college selection process. Give yourself college options. What's Next? If you want to make yourself competitive for college admission, learn how to build the most versatile college application. For those of you who need to improve your standardized test scores, find out how to get a 2400 on the SAT or a 36 on the ACT. 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:

SAT for Regular Admissions Deadlines

When's the Last ACT/SAT for Regular Admissions Deadlines SAT / ACT Prep Online Guides and Tips If you have been putting off the ACT/SAT or are hoping to retake one, you need to know when you can take your last test so that your scores will arrive at your schools in time. In other words, when is the very latest you can take the SAT or ACT for your college applications? Read on to find out when you can still take the SAT or ACT- and when you'd be too late. You might be surprised by how little time you have! College Application Deadlines: General Info and Trends Most regular decision college application deadlines are around January 1, though some are earlier in mid- to late December and some are as late as mid-January. I recommend keeping New Year's in mind as the general date your college applications will be due. (Note that if you are applying to a school early action or early decision, your application deadline will likely be much sooner!) The standard date you find out your admission decision is April 1 (though some colleges release results earlier in March). But while admissions decisions are finalized in March, applications are being read and evaluated long before then. Typically, applications are read for the first time in January and maybe February, and decisions are made in February and March. This is why having your entire application submitted by the deadline, including your SAT/ACT scores, is so crucial. In many cases, your application could be read before your parents get around to taking down the holiday decorations ... In order for scores to arrive in time to be considered in January, the last ACT/SAT test dates are usually in December. (For the 2019-20 school year, this is the SAT on December 7 and the ACT on December 14.) December scores usually arrive in time to be considered during the initial application reads in January and February. However, if you take the tests in February or March, your scores won't get to your schools until March or April, which is typically well after your application is read for the first time. (In early 2020, the ACT is on February 8 and the SAT is on March 14.) Since there is no longer a January SAT test date, this means December really is your last chance for the SAT for almost all schools. While a handful of schools do accept the February ACT, these policies aren't the norm. Ideally, you want to finish your SAT/ACT testing before senior year so you can focus on applications exclusively. If you're taking any of the final test dates, you have to make sure you put your colleges down to receive your scores when you're signing up for the last available test. In other words, don't wait to see your scores before you send them, or else it will be too late! If there's a problem with your score reports or they get delayed, sometimes colleges will accept a screenshot or printed version of your test report sent from your guidance counselor as a provisional result. That said, this won't replace an official score report from the College Board or ACT, Inc., which needs to be sent along eventually. Last SAT/ACT Test Dates: Advice for Your College Applications If you're reading this as a junior or younger, aim to have your standardized testing done before senior year, or at the very least by the October ACT/November SAT dates (this means the October 26th ACT and the November 2nd SAT for the 2019-20 school year). This will make the application process less stressful since you'll only have to focus on applications, not testing. Studying for the ACT/SAT while also working on an your applications in December can be a real stressor and might result in subpar applications! Keep in mind that if you're sending SAT/ACT scores from the last possible test date, you're taking a risk. If it's your first test score and it's not within your schools' average score ranges, it won't help your chances of admission. It also won't look good if it's a retake and your score goes down. (While most schools focus on your highest test scores, some require students to send all SAT scores or all ACT scores and will take all scores, high or low, into consideration.) This is why we recommend having your testing done by senior year- including retakes. If you really need to take one of the last possible ACT/SAT dates, plan ahead as much as possible so you have plenty of time to both study and work on your applications. The Latest Possible ACT/SAT Dates for Top Schools In this section, we'll be taking a look at the last possible ACT/SAT dates for top colleges. We'll also show you how to look up this information yourself for any school you're interested in applying to. Schools Whose Final Testing Date Is in December The majority of schools we researched will accept the December ACT and December SAT, but no later SATs or ACTs. If any of your top schools are on this list, do your best to complete your testing as soon as possible! You'll need to have your standardized tests completed by winter break if you're applying to any of these schools! Amherst For regular decision, Amherst requires all materials to be received by January 1. This means you should aim for the December ACT or December SAT at the very latest. Brown According to Brown's website, "Most first-year students choose to apply under our Regular Decision plan, which requires applying by January 2 (11:59 p.m. applicant's local time)." (emphasis mine). Caltech Caltech lists December as its standardized testing deadline, meaning you can take the December ACT or SAT at the latest. Applications are due by January 3 for regular decision. Cornell Everything has to be submitted by January 2 for Regular Admission for Cornell, which means your last-chance test dates for the SAT/ACT are in December. Dartmouth At Dartmouth, because the regular decision deadline is January 2, the last possible SAT/ACT test dates for regular admission are in December. Duke Although Duke's last test date is December for both the ACT and SAT, the school will accept ACT scores from the February test date and consider them as additional scores in your application file. The regular decision deadline is January 2. Georgetown Georgetown's deadline is slightly later in January than those of many other top schools: "Regular Decision applicants should have all application materials postmarked by January 10" (emphasis mine). The December ACT and SAT are still the last test dates whose scores will arrive before the deadline. Harvard There are two regular decision deadlines at Harvard: December 15 (the preferred deadline) and January 1 (the final deadline). Harvard states on its admissions website, "Although it is possible to submit scores from tests taken as late as the December SAT and the February ACT, we recommend that you submit testing as early as possible" (emphasis mine). However, the school also says, "Scores submitted before the end of November will allow us to begin our evaluation process for those submitting applications by December 15." So even though you can submit scores from December tests, the earlier you submit, the better! MIT At MIT, most parts of the application are due by January 1. Therefore, "you must take the required tests on or before the November test date for Early Action or the December test date for Regular Action. These are the latest scores that will reach the Admissions Committee in time for review." Northwestern Since the application deadline for regular decision is January 2, the latest tests you can take for Northwestern are the December ACT or SAT. Princeton As the deadline for regular decision is January 1, "regular decision applicants must complete all SAT testing by the December test date. All ACT testing must be completed by the December test date." Stanford For the regular admission deadline on January 2, Stanford's last test date is in December for both the ACT and SAT. University of Pennsylvania According to Penn's admissions website, the regular decision deadline is January 5, meaning the last test dates accepted are those in December for both the SAT and ACT. Vanderbilt Vanderbilt's website states the following: "For students applying under Early Decision II or Regular Decision (submission deadline January 1), the last opportunity to take the exam is the December administration" (emphasis mine). Washington University in Saint Louis "The last test date accepted will be the December testing," writes the WUSTL website. So at the latest, you can take the December SAT or ACT for Regular Decision (deadline January 2), or the October SAT or ACT for Early Decision (deadline November 1). Williams College You have to take the ACT or SAT by December for it to be added to your file at Williams in time for the January 1 regular decision deadline. These next schools let you take an even later test- the February ACT! Schools That Accept Testing Through February Some top schools have even later testing deadlines and will accept the early February ACT. Again, these schools are in the minority, so do your best to complete your testing much earlier than February of your senior year! Columbia According to the Columbia Admissions FAQ, "Scores for February tests can be provided in time for consideration. Testing taken after February cannot be considered." Note that although the regular application deadline is January 1, Columbia is willing to accept scores from as late as February. University of Chicago UChicago says that it will accept January SAT scores and February ACT scores. However, since there is no longer a January SAT test date (it was replaced by the August date), your last possible SAT test date is actually the one in December. You'll still have the February ACT, though. The deadline for regular decision is January 2. Yale The last testing dates Yale will accept are the December SAT and the February ACT. Applications for regular decision are due by January 2. How to Look Up the Last ACT/SAT Date for Any School We couldn't include the final SAT/ACT date for every single college in the country! Use this guide to learn how to look this info up anywhere you're applying. First, search "[School Name] regular decision deadline" on Google. I'm searching for Wellesley College's last possible SAT and ACT dates. The first link, "Decision Plans and Deadlines," looks promising, so I'll start there. This search should pull up the page on the school's admissions site with regular decision dates and deadlines. The admissions page will typically list the last SAT/ACT dates a school will accept for consideration. For Wellesley, the first link I found led to the following page with info about regular decision dates and deadlines, including for standardized tests: For the regular decision deadline of January 15, Wellesley lists the last possible test dates for the SAT or ACT as "December of your senior year." If you're looking up a school and can't find a deadline page that lists SAT/ACT dates, check its FAQ page- there's often a question there about SAT/ACT testing. Look for questions such as "When is the latest I can take the SAT/ACT?" and "How long does it take for SAT/ACT scores to arrive?" If there's no info about the last ACT/SAT dates on either your school's deadlines page or FAQ page (which is unlikely!), call the admissions office and ask about the last test date you can sign up for if applying regular decision. Key Takeaways: The Last Test Dates for Regular Admissions Most schools have regular decision admissions deadlines on or around January 1. These deadlines vary slightly depending on the school and can be as early as mid-December or as late as mid-January. As a result, usually your absolute last chance to take the SAT or ACT is in December; however, it's advisable to opt for an earlier test date, if possible. If you decide to take the December test, be sure to choose your score recipients as you register for the test. This ensures that your scores will arrive at your schools before the January deadline. While results from a December test should arrive in time, it's best to take the SAT/ACT as early as possible- typically starting in the fall of your junior year. This way you have plenty of time to retake the test should you want to get a higher score. What's Next? Read more about optimizing your ACT and SAT test dates for your senior fall schedule. How high does your ACT/SAT score need to be for your top school? Find out what number you should be aiming for to make sure you're on track for admission. Still have to make serious changes to improve your SAT/ACT scores? Get top strategies for each section with our individualized guides to SAT Reading, Writing, and Math, as well as ACT English, Math, Reading, and Science. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Process Description Assignment Essay Example | Topics and Well Written Essays - 500 words

Process Description Assignment - Essay Example Yoghurt is prepared from milk received by the company at the plant from our diverse supply pool form all over the country. Processing is carried out by the company’s specially trained process attendants and technicians. Hygiene and sterility of the plant are a necessity, which compels the company to use exceptionally high standards. Technology and microbiological aspects of the plant are contained in the laboratory manuals, which will be availed at request to any officer. Reception: the road tanker collecting milk from the farms is usually dispatched with a team of mobile lab technicians. Milk is assessed at the collection units for quality, to ensure that no additives have been introduced in to the milk. The collected milk is treated with preservatives of the recommended type and accurate quantity. Storage: at the plant, the milk is deposited into a storage tank with controlled temperature and sterility. Sterility is ensured by killing harmful micro-organisms that tamper with yoghurt quality using antimicrobial (microorganism killer) agents. Secondly, milk is introduced into the pasteurizing vat (chamber using steam and high pressure to cook milk) and fermented after cooling. Fermentation is done by introduction of specific types of yoghurt fermenting bacteria species (Streptococcus thermophilus and Lactobacillus delbrueckii) (Tamine, 224). The pasteurized and fermented milk is then introduced into the mixing chamber where standardization processes are carried out to ensure that the desired quality of the milk is achieved. The various types of standardization procedures involved are: Fat content: milk butter content is usually between 3.7 and 4.2 grams in every 100g of milk. This is lowered to yoghurt standards (1.5g/100g for medium fat and 0.5g/100g for low fat yoghurt). This is achieved by Solids-not-fat content in milk are other solids suspended in milk but not fat in nature. 8.2 to 8.6 g/100g is the

Land Use in Pinchot Lab Report Example | Topics and Well Written Essays - 250 words

Land Use in Pinchot - Lab Report Example resulted in a decrease in the population of the predator/prey ecosystem while the 50% and 75% fragmentation created a more distorted distribution of the species. This shows that the hypothesis should be accepted. It was observed that increasing fragmentation is directly proportional to the increase in abundance of the Spiny Firegrass (SFG) and Elk population. The wolf and bluebunch wheatflower (BBWF) population remained constant at 0% and 25% fragmentation and drastically dropped at 50% and 75% fragmentation. The addition of the BBWF, elk and wolf created a more balanced ecosystem in the 0%, 25% and 50% fragmentation as affected by the hierarchy of the species in the trophic level (Moorecroft, n.d.). The increasing fragmentation caused the increase in the abundance of the SFG because of the increased amount of direct sunlight brought about by deforestation. The habitat has become more favorable for the SFG, while unfavorable for the wolf and BBWF which take shelter and protection from the forest. Lindsey (2007) emphasized that deforestation directly makes the species depending on the forests vulnerable; and in this case, it will be the wolves and BBWF. The wolves can be considered the keystone species in the Pinchot ecosystem because the results obtained from the 75% fragmentation created a trophic cascade because there was a very small number of the higher level predator that will be able to control the number of the elks in the ecosystem (Moorecroft, n.d.). The observations gathered shows that the ecosystem is a top-down control of population dynamics. Deforestation and urban sprawl has a direct impact on the food web because these two activities endanger the higher level predator, causing a trophic cascade in the ecosystem (Moorecroft, n.d.). Deforestation provides a better habitat for the proliferation of SFG, and urban sprawl drives away the wolves that live in the woods, causing the increase in the elk population, and consequently depleting the

Ethical Issues in Testing and Assessment Essay Example for Free

Ethical Issues in Testing and Assessment Essay Counselling psychology plays an essential role in the life of most individuals nowadays. Even various institutions like schools and corporations also used this field of psychology especially in dealing with their students and employees. Counselling psychology is responsible for conducting various tests and assessments in order to measure the intelligence, personality and other related factors concerning the behaviour of an individual. Nevertheless, ethical issues are often associated with these tests and assessments due to the sensitive cases that are involve in it. A good example is the MMPI that is a kind of personality test. MMPI is a test that is designed to measure the pathological personality traits of an individual. It has been widely recognized and used as a personality assessment technique. The administration of this assessment takes about an hour and a half wherein the individual who would receive this test have to answer a large number of items that would reveal their personality (Butcher Hostetler, 1990). The validity and reliability of the MMPI has been debated. This is due to the fact that some argues that personality is very difficult to measure especially since it often deals with psychological construct. Moreover, ethical issues also become observable when this MMPI is not use for its intended purpose. The main objective of the MMPI is to give substantial result about the personality of an individual but some use it in terms of employment. The result of the MMPI becomes a basis for certain institutions or companies to discriminate individuals from a certain position (A Guide to Psychology and its Practice, n.d. ). This becomes unethical since the MMPI is not similar to employment tests and thus, it does not give reliable results on whether a person should be hired or not for a particular occupation. Furthermore, personality test like the MMPI often fails to recognize that the personality of an individual has a lot to do with its cultural background. The MMPI should not be implemented universally since there should be discretion in using it depending on the type of culture that an individual has. This is essential in order to get reliable results from this personality test. Lastly, ethical issues also exist in the administration and examination of the MMPI. This is due to the fact that psychologists who conduct these tests should not be subjective in interpreting its results. They should also observed confidentiality with regards to the result of such assessment as well as the necessary precaution in taking care of the important documents that concern the individuals whom they administered these tests. References A Guide to Psychology and its Practice. (n. d. ). Psychological Testing. Retrieved August 11, 2008, from http://www. guidetopsychology. com/testing. htm. Butcher, J. N. Hostetler, K. (1990). Abbreviating MMPI Item Administration: What Can Be Learned From the MMPI for the MMPI – 2? Psychological Assessment: A Journal of Consulting and Clinical Psychology. Retrieved August 11, 2008, from http://www1. umn. edu/mmpi/Reprints/Abbreviating%20MMPI%20item%20administration. html.

Chaucers Canterbury Tales and Enrique Iglesias :: Canterbury Tales Essays

The Canterbury Tales and Enrique Iglesias In Chaucer's epic poem, The Canterbury Tales, you get a real taste of different kinds of people of the Middle Ages. The Canterbury Tales are stories told by different characters to pass the time on the way to their destination. The character of the Squire, who is approximately twenty years old, and the son of a knight, is of average height, strong, agile, can read and write, and likes to impress the ladies by singing and dancing. Enrique Iglesias, a Latin Pop star, is much like the Squire in numerous ways. With their similarities in singing talent, appearance, and love life, the comparison is remarkable. One way the Squire and Enrique Iglesias both try to get the ladies is by singing and using their dance moves. The Squire is described as "singing.in hope to win the ladies grace." (Chaucer 107), It seems, as all he does is spend time trying to impress the girls. Since he gets so little sleep, the Squires singing and dancing obviously impresses the girls. Enrique Iglesias says his songs are "love songs". (Enrique's Great Escape 1) He has recorded his love songs in four different languages, trying to reach the hearts of women everywhere. Enrique Iglesias wants to impress people and, clearly is an icon. Enrique Iglesias and The Squire both use their singing talents to win women over. Another way the Squire and Enrique are similar is in their appearance. "Short was his gown, the sleeves were long and wide" and "with locks of curly hair" (Chaucer 107). For the time, the Squire's clothes were flashy and out of the ordinary. His gown was short, some say to show off his legs. Enrique is a "Twenty-six year old hunk." (Enrique's Great Escape 3) He wears flashy clothing, just like the Squire. In his steamy videos, Enrique likes to show off his body. Like his father, Enrique has the face of an angel, and the women know it! Both Enrique and the Squire dress to impress. The last main thing Enrique Iglesias and the Squire have in common is their love lives. Considered a "Latin Lover" from Rolling Stone Magazine, Enrique says his "sex life has defiantly grown," ('I'm sick of Casual Sex' 1).

Position Paper on Typology in Education Essay

A. Ventura Structures and Organization of Higher Education in the Philippines (DEASOHEPN) Position Paper Subject: Towards Rationalizing Philippine Higher Education by Dr. Allan B. Bernardo I. Background of the Issue A. A significant number of reasons and purposes have been articulated concerning the creation of typologies or classification scheme both in the Philippines and abroad since the 1960s. In the House Bill number 363 of the 15th Congress, introduced by Hon. Marcelino A. Teodoro, it was explained that the provision of a definite system for determining the number and distribution of different types of HEIs is necessary in rationalizing the SUCs and all other Higher Education Institutions (HEIs) in the Philippines for allocating resources and for developing interventions for various types of HEIs . Another, and one of the original reasons, is to develop support in research on higher education by providing sound/viable basis for classifying an increasing number of HEIs which on the part of policy-makers will enable them to target policies and programs to categories of similar and related institutions. For students, they will be better able to identify the appropriate institutions for them and make better informed choices. Business and industries would be able to determine which institutions to partner with. A typology that helps HEIs position themselves in the academic market was proposed by Zemsky and Massy (cited in Finn 1998). The mushroom-like proliferation of public HEIs charging extremely cheap tuition and fees but are actually substandard in terms of the quality of academic learning they offer to students is an addition to the concerns. Since these public HEIs offer basically same programs with the private HEIs, despite this aspect on quality, private HEIs are given unfair competition. As a result, there is an influx of students to public HEIs, thus, a greater demand for subsidized higher education and the sad outcome is that all of these, at the expense of basic education. B. According to Dr. Bernardo (1998), a classification scheme should be seful and could be utilized in order to obtain significant statistical values/data on the distribution of different types of HEIs in selected or assigned regions of the country. This could be used as a reference by CHED in rationalizing standards and making developmental interventions necessary to improve the present status or condition of our HEIs. To give concrete examples, he enumerated some parameters which includes library holdings, research outputs of faculty, faculty development programs, research programs development, to name a few. According to Dr. Bernardo, a certain caveat should be heeded if only to further refine the current typology being used. He likewise proposed the adoption of a typology by the Commission itself for quality purposes. Dr. Bernardo opposes the opinion of some of the discussants that says Philippine universities cannot be typed for reasons that SUCs have been established for a variety of reasons such as politically while private schools are established religiously and academically. Dr. Bernardo stresses that even in the United States where the Carnegie 2000 is being employed, some colleges exist as a result of land grants, some are state-funded and some which are funded for religious purposes. Dr. Bernardo agrees to the fact that indeed, simply typing HEIs is difficult that is why according to him, there should be a reckoning of the non-quantitative aspects of typing. He stated that funding is not solely limited to marine research but as a matter of fact, a significant number of funding exists for various types of social science research, technological and agricultural research. He reiterated that there are so many funding for research worldwide but an institution definitely and logically needs to position itself first if it desires to be a Research University. II. Zemsky and Massy (Finn 1998) proposes a typology that helps HEIs position themselves in the academic market. According to Teichler (2003), the various HEIs may be grouped in terms of â€Å"types† which may be viewed as points in a spectrum. This means that in the classification scheme, related types differ in terms of certain dimensions and that it is important to note that the relationships among types is regarded as a vertical dimension, emphasizing quality or status. Shulman said that the Carnegie 2000 Classification of Higher Education Institutions was originally intended to support research in higher education but was later on used for unintended purposes such as to establish rankings of HEIs, make decisions about institutional funding and guide allocation of grant programs. Phil Baty , editor of the Times Higher Education Rankings, and editor at large of Times Higher Education reported that in Europe the introduction of classification in HEI created some fear that Europe-wide university classification will hamstring institutions since for a long-time it has been hailed as an antidote to traditional league tables – a transparent and fair way to compare a university’s performance with that of its peers. As a result there was an influx of criticisms raised about U-Map, the European Commission’s project to categorise every European university under a single classification system. Critics have warned that the plan could â€Å"pigeonhole† universities, limiting if not disrupting their development during this period of globalization accompanied by rapid change which commences to a dramatic shake-up of the student market across Europe. Ray Land, professor of higher education at the University of Strathclyde, organised a conference on U-Map under the title â€Å"Towards a Classification of European Higher Education†. His opinion and findings parallels that of Fr. Roderick Salazar when he told Times Higher Education that while the system could have obvious benefits in promoting diversity and raising the Continent’s global profile as the European Higher Education there had to be a proper debate about its potential effects. He added that this particular project which the European ministers of education and the European Commission have endorsed called for a great financial expense in the country, but unfortunately, not enough discussion about it have been conducted in the UK. U-Map emerged from an August 2005 report, Institutional Profiles – Towards a Typology of Higher Education Institutions in Europe, part of a project led by the Centre for Higher Education Policy Studies at the University of Twente in the Netherlands. The U-Map team said the system â€Å"will not rank institutions league table-style, but will position them on a number of dimensions, each representing an aspect of function and performance†. This stand is similar to the point of view of the discussants and critics of Dr. Bernardo. In the European system, six dimensions have been proposed: the educational profile (looking at degree levels and the subject areas covered); the student profile (including total enrolments and part-time numbers); research involvement (measuring research income, peer-reviewed publications and the like); involvement in knowledge transfer (judged by elements such as patents and licensing income); international orientation (including a measure for overseas academic staff); and regional orientation. Professor Land said that the classification would have clear benefits which includes allowing one to compare like with like. He clarified that an authority would not compare Harvard University with Broken-Neck College, Missouri, for example and therefore it will provide information that is more useful and relevant. However, he added that there were pros and cons, as there will always be unintended consequences. Thus, he suggested that once an institution had been categorized, funding agencies and other stakeholders could start treating it according to that classification. As he mentioned, universities might not like to be categorized, or have their wings stocked in any direction. It is expected that if you are entrepreneurial, you will not want to be pigeonholed. For that reason, the classifications would need to be kept under review since higher education sectors are not static, and Europe’s diverse institutions change their status and missions. This is a common opinion among authorities in education both in the Philippines and abroad. The challenges of globalization and increased competition have led to institutions developing new and innovative courses in areas where previously there had not been demand. This is true not only in Europe, the United States but also in Asia including the Philippines. These continuing changes may affect an institution’s place in the system. Pam Tatlow, chief executive of the Million+ think-tank, said that the proposed classifications have all the arbitrary factors of any league table and will not at all help or contribute to the European research base or European Union institutions to compete globally. Professor Land also said that U-Map could possibly have significant effects on the student market. For example, UK students might start to see courses taught in English in Europe as a better option. They may see that it is cheaper to do a similar degree course with a better reputation in Sweden than in the UK. It alters the rules of engagement. Wendy Piatt, its director-general of the Russell Group of large research-intensive institutions was more positive when she welcomed publications that improved information for students in order to move away from fixed hierarchies to capture huge and positive diversity. But she that there is a need to wait for more details to determine exactly how useful the classification will be. F rederick So Pada, one of the consultants of PASUC, saw certain similarities and disparities on the program offerings and enrollment per program vis-a-vis charter mandate and areas of specialization using the SUC Leveling criteria. He likewise noted that although he does not question the result of the study on typology, he was surprised to know that some universities were inappropriately classified. In other words, their classification did not match their actual behavior. III. Considering the various point of views presented, I would say that adopting a typology for the Philippine HEI’s is sound but I agree with the opinion of Fr. Roderick Salazar when he said that we must constantly be conscious and careful to see that the typology we are using is not final and accurate. Therefore, it must not be used immediately as it is as basis for planning. We should be prepared and a lot open in making our own revisions or modifications for such classification in order to tailor-fit it to the needs of our local HEIs. This is considering what some of the experts, both locals and foreigners have accounted, that is, the Carnegie 2000 has its own set of flaws or weaknesses which showed up since its application in the United States. As a result, it yielded some criticisms or negative comments through the years. I likewise agree with another comment Fr. Salazar gave when he reminded the discussants in one of the fora he attended that at some point, instead of merely focusing on rationalizing our higher education, our HEIs should instead get in the job of being and becoming what the institution was originally called to be. Dr. Bernardo also had a similar opinion when he said that the concern does not lie much on how CHED rationalizes the university system by type but more on the quality of that HEI. It really does not matter whether an institution is a Doctoral Research University, a Specialized institution a technological/agricultural College or a Community College. If it is excellent in doing what it should be doing, then so be it. Otherwise, all it has to do is to continue to seek to improve in all aspects. Most schools in the Philippines start very modestly and grow into institutions that eventually develop and turn out to become what our country perfectly needs at that particular time considering its nature or resources. A very good example of this is the UP Los Banos, which up to present, continues to serve not only the country’s agricultural needs but even those of our neighboring countries needs as well. We cannot deny the fact that our Philippine HEIs have a lot of improvement to undergo but the way this outcomes and typology is proposed, it would generate much disappointments and negativity in the higher education community if such a system as the Carnegie is to be introduced as it is. It would be best to introduce it prospectively – for all new colleges and all new universities. It would also be helpful to allow several models of universities, and not just the one-size-fits-all university type – which in fact doesn’t fit many long-practicing universities in the country. Dr. Allan Bernardo clearly explained on how the granting of the HEI types, would be possible to evaluate the HEI outputs based on HEI types. Schools would choose their types based on the review of their own respective missions. A school which originally aims to serve based on a mission to respond to the needs of an LGU community would choose to be a community college. A school that was created to significantly contribute to the development of technical skills of our people would choose to be a professional college. Thus, the resulting outputs of a particular HEI based on type would be a result of realigning itself as stated on its mission/vision. Because of this, those institutions who would like to focus on professional development need  not worry about research and research publication in peer-reviewed journals. Therefore investments in institutional development would be better placed based on type/classification. The output quality would then be measured according to the inputs according to type. Assessment would be gruesome and confusing. This education sector concerned would as a result metamorphose to become what originally it was called and created to be, that is an excellent HEI. Simply making use of parameters such as how many laboratories are existing, academic degrees, facilities that are inputted into an instructional system as the main tool for assessing an institutional type, is definitely not a very reliable basis for classification. One has to take the trouble to assess an instructional system in terms of what it actually produces, not on a one-time study, but it has to be a long-term assessment if it wishes to be accurate and reliable.

Global and U.S. Economy Essay

After a low-key performance for about three consecutive years, prospects for growth of the world economy significantly improved in 2004. This improvement in the economic outlook was widespread across the nations of the world. However, differences in economic robustness among regions and countries persisted. In the preceding two years, macroeconomic policies had been crucial for stimulating the global recovery, but the emerging challenge was for policies to simultaneously sustain robust growth and maintain stable inflation (United Nations, Economic and Social Development Affairs, â€Å"2004† 3) Following a temporary slowdown in mid-2004, global GDP growth picked up through the first quarter of 2005, with robust services sector output more than offsetting slowing global growth in manufacturing and trade. In the second quarter, however, in part reflecting the impact of higher oil prices, signs of slowness emerged, with leading indicators turning downward and business confidence weakening in most major countries. Subsequently, while global manufacturing and trade were strengthened, and leading indicators picked up, the continuing rise in crude oil and refined product prices, which was exacerbated by the catastrophic effects of Hurricane Katrina, acted as a major downward force (World Economic Outlook, â€Å"2005† 1). Nonetheless, the resilience of the global economy in 2005 continued to exceed expectations. Despite higher oil prices and natural disasters, activity in the third quarter of 2005 was in fact stronger than earlier projected, particularly among emerging market countries; global GDP growth was estimated at 4.8 percent, 0. 5 percentage point higher than projected previously (World Economic Outlook, â€Å"2006†1). Global industrial production has gone up from mid-2005; the services sector today remains strong; global trade growth is at a high level; consumer confidence and labor market conditions are on an optimistic note; and forward-looking indicators such as business confidence have risen. Asia is forging ahead, with China enjoying double-digit expansion and India growing very rapidly as well. Growth in most emerging and developing countries remains solid, with a marked buoyancy of activity in China, India, and Russia. After years of deflationary weakness, Japan has embarked on a new path, with personal consumption and labor income joining exports and business investment as the main drivers of growth. Japanese expansion is well established. In continental Europe, activity weakened again late last year, partly reacting to rising oil prices, but accelerated in early 2006 (Organization for Economic Co-operation and Development). There are signs of a more sustained recovery in the Euro area, although domestic demand growth remains subdued in that region. The impressive performance of the global economy in recent years is, truly, a cause for celebration. Accelerated growth is vital prerequisite for poverty reduction in developing countries. Without sustained and rapid growth, lasting poverty reduction will prove elusive (Krueger). Though hurricanes had a damaging impact in the United States, it was but a transient one, and the activity was already bouncing back early in 2006. Among industrial countries, the United States remains the main engine of growth. In 2005, the U. S. economy expanded by 3.5%, a rate slightly above potential growth for the U. S. economy, leading to a decline in the unemployment rate from 5. 4% in the fourth quarter of 2004 to 4. 9% in the final quarter of 2005. The economy added nearly two million jobs in 2005, averaging 165,000 jobs per month. Yet the economy experienced a substantial swing in economic activity beginning in the third quarter of last year. Real gross domestic product (GDP) expanded by 4. 1% in the third quarter, slowed drastically to 1. 7% in the fourth quarter, and then bounced back up to 5. 6% in the first quarter of 2006. (Strauss and Engel).

Reconstruction Amendments and the Significance of the Brown case essays

Reconstruction Amendments and the Significance of the Brown case essays Although Abraham Lincoln's Emancipation Proclamation, enacted in 1862, intended freedom for all slaves, it did not completely eliminate slavery. The Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution were adopted after the Civil War as attempts to end discrimination. In short, the Thirteenth Amendment ended slavery, the Fourteenth Amendment declared that African Americans were citizens of the United States and were therefore allowed equal protection under the law, and the Fifteenth Amendment guaranteed African Americans the right to vote. Essentially, the Thirteenth Amendment ended slavery on paperhowever, racism could not be erased so easily from the public's mindset. This mindset was especially prevalent in the South. Many laws regarding segregation and the Thirteenth Amendment were simply ignored. In fact, many Southern states adopted their own black codes as a means of getting around the amendment. These codes restricted African Americans from owning property, from making certain purchases, and from having a job, and sometimes from even seeking work. The Thirteenth Amendment did not erase all racial problems by any means. In fact, African Americans were prevented from holding public offices, they were not allowed to vote, nor were they able to purchase land. Interestingly, the issue of voting was one that never reached the High Court and, as a result, many African Americans were not allowed their share of offices. (Norton 450). Although the Thirteenth Amendment did abolish slavery, it did not guarantee basic citizenship rights to all individuals that were born in America. The Fourteenth amendment was an act by the Joint Committee on Reconstruction to prevent "unrepentant Confederates from taking over the reconstructed state governments and denying blacks basic freedoms" (Davidson 611). The Fourteenth Amendment is often seen as the "heart of ...

Kantian Ethics Essay Sample

Kantian Ethics Essay Sample Kantian Ethics Essay Kantian ethics functions as the most feasible especially in the definition of individual duty in ethical situations. Kant’s ideas are considered vague and rigid, but they function efficiently and with ease in most situations. Exceptions exist but their strengths are diminished when individuals focus on actual situations, their expectations and how people handle them. Despite these exceptions, the description given by Kant of the conversion of maxims into universal laws are used as a guide to systems regarding morality and ethics. The most beautiful thing about Kantian ethics is the fact that it bases its arguments on an individual. A person can, therefore, decide whether their actions are worth being done to others by determining if they would be pleased if the action was done to them. Unlike the utilitarian point of view, Kantian ethics focuses on an individual and not on the needs of the group. These point of view not only applies to people but also animals as they are considered as human beings. Kant’s theory is hardly acknowledged by some societal groups or collective groups and thus can only be applied in a situation where peace, tolerance, and understanding have prevailed for long periods of time. Kant believes that one does not require to know the expected results for an action to judge it on moral grounds. This is because moral rules can be known on the basis. All human beings face the challenge of having to accept the inevitability of being confronted with situations that test their character and morality unwillingly. Kantian ethics, therefore, is based on the concept of universalization where Kant describes a maxim and tests if it is morally acceptable for one person to act in that manner. Also, it can be checked by seeing if it would be morally permissible for all individuals to act similarly. Kantian ethics concludes that an action can only be morally permissible in one instance if it is universally acceptable in all the other cases. Most individuals follow their intuition when they face a moral conflict as they become introspective, hoping that their intuition guides them to make a morally right decision. However, nobody is sure if they have acted ethically in such situations and thus Kant believes that the primary thing that can guide us to making morally correct decisions is the goodwill. The good will is good in itself and thus is not considered good from what it impacts or accomplishes. Kantian ethics asserts that a good will acts by the maxim of engaging in the right things as it’s the only right thing to be done. An action’s moral worth can only be examined by determining whether or not the action was conducted concerning the moral laws. Kantian ethics argues that a moral action does not base on inclination, feelings or possibilities of positive outcomes or rewards. It bases on sense, for instance, this is what I or we ought to do. Offering an old person a seat in a vehicle, for example, can only be morally correct if you do it out of a sense of duty and not to impress anyone. The motive is, therefore, a vital fact in Kantian ethics, and it is even possible for an action to yield negative results despite being a moral act. The article focus on the concept of moral responsibility and duty as the primary characteristic of the moral consciousness that serves as the foundation for the deontological initiative. Most people wonder if morality is something that can be discovered. Maybe if all of us accept integrity with our own experiences, then our view and ideologies would be similar. Therefore, Kant’s arguments on morality and decision making must be a priority. Kantian ethics creates a modern approach to the way individuals hold their ethical standards in the contemporary world. Kant’s view assumes that the concept of morality majorly basses on absolute directives which might not apply to the modern world which is not so clear. From this essay, it is evident that there exist flaws that an individual should still look into the consequences, especially when thinking ethically and morally.

Prison violence overlook Essay Example | Topics and Well Written Essays - 500 words

Prison violence overlook - Essay Example Ones downward march to destruction and negativity can be replaced by an upward march to construction and positivity. Robert J Meadows writes, . â€Å".....violence results from many factors, including but not limited to mental illness, racism, poverty, gangs, drugs, availability of guns, biomedical problems, media influences and family relatives.†(p.3) Everyone has the right to become a worthy individual and the proud citizen of his country in particular and the world at large. The prime questions are, what sort of circumstances and mind-set pushes one on to the track of self and societal destruction? How self-reformation is possible? The managers of the society own the responsibility to open the door to a new realm, a new direction and provide a new lease of life to those who have been entangled in the web of crime. The causes due to which they took to the path of crimes are many-fold. Throwing light upon this aspect Meadow opines, â€Å"Those who are poor or disenfranchised turn to violence because it is a means to an end. That is to say, society expects everyone to be winners, but not everyone has the same economic opportunity.†(p.4) An intensely shattered personality lies with the four walls of the prison and his/her psyche needs constant care. The criminals have great potentialities. They are gutsy individuals. In the absence of proper channelizing of their abilities, they have moved to the wrong track. But if checked and guided well in time,they can become good leaders. Their capacity for hard work is immense and there is something special in them. Upon release or acquittal, one has to restart and rebuild life amidst a society that will not willingly allow the process of assimilation easily. Whether guilty or guilty, the prison stamp shall remain forever on the individual. For the hardcore criminals, prison is the place to plan the next bout of criminal activities, once they are out of the prison. This is the