...Critique of “The common App Fallacy” by Damon Beres Damon Beres, a columnist for New York University’s Washington Square News, professes his point view on the Common College Application and lists what he believes to be wrong with it. Beres presents the main bulk of his argument in a conversational tone, which has emphasis over conciseness and logic rather than fact. It is clear from the beginning that Beres’ target audience is: college students, roughly his age, who read the NYU school journal. In his article “The Common App Fallacy,” Damon Beres blasts the Common College Application, citing how the one-size-fits-all application is ruining the college application process. With students just pointing, clicking and applying, colleges are reaping in a new application tithe, leading Beres to postulate that, “it’s a cheap, money making scheme that homogenizes applicants and schools alike.” This rapid fire, mass spamming of applications is what he believes to be pauperizing the college application process. By not engaging in a personalized search for the right college, Beres reflects that students are misappropriating collegiate stock and saturating colleges’ application slots, preventing more invested students from making the cut--shockingly to him, something Beres reasons that the College Board and colleges are indisputably extorting. Beres’ article is most certainly intriguing, if not informative. He illustrates his points clearly and concisely, suggesting that what once...
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...For Entrance in Fall 2013 Application Supplement Office of Admissions and Financial Aid 86 Brattle Street Cambridge, MA 02138 Please indicate under which timetable you are applying: Restrictive Early Action Please return this form to us as soon as possible, and by October 15, if possible. Final deadline is November 1. Valid for entrance in September 2013 only. Please submit this form as well as the Common Application or the Universal College Application as soon as possible. Regular Decision Please return this form to us as soon as possible, and by December 15 if at all possible. Final deadline is January 1. A completed application includes all portions of the Common Application or the Universal College Application, as well as the Harvard Application Supplement, required official testing results, a Secondary School Report, two Teacher Evaluations and a $75 application fee or fee waiver request. Full legal name Goswami Last/Family IE Arunesh First Apt./Unit W Middle Jr., etc. Prefer to be called Date of Birth 02/02/1994 (MM/DD/YYYY) Address 324-D TYPE-2 BLOCK-6 NEYVELI No. and Street CUDDALORE DISTRICT PR EV NEYVELI City State/Province India Country 607803 Zip/Postal Code Telephone Number (home) 091041422683 (cell) 091809813561 Secondary School JAWAHAR HIGHER SECONDARY SCHOOL CEEB/ACT code 000004 If you can be reached by fax or e-mail, please provide a fax number or e-mail address and name of the contact person...
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...Ad Ads Postgraduate Courses studyinteractive.org/Postgraduate MSc, MA & MBA Distance Learning In Business, Management & Finance! College Essay Essay Editor College Application Form KLE Medical College Essay Writing Ads Uk colleges www.click-courses.com/uk_colleges Apply Online Today. 100s of courses in UK for International Students. Tips for the Personal Essay Options on the Common Application Avoid Pitfalls and Make the Most of Your Personal Essay By Allen Grove Important Note: The Common Application is changing on August 1st, 2013! The tips and sample essays below will still provide useful guidance for the new Common Application, but be sure also to check out these Tips for the 5 New Common Application Essay Prompts. The first step to writing a stellar personal essay on your college application is to understand your options. Below is a discussion of the six essay options from the Common Application. Also be sure to check out these 5 Application Essay Tips. Option #1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. Note the key word here: evaluate. You aren't just describing something; the best essays will explore the complexity of the issue. When you examine the "impact on you," you need to show the depth of your critical thinking abilities. Introspection, self-awareness and self-analysis are all important here. And be careful with essays about the winning touchdown...
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...Personal statement examples Find College Courses and Degrees There are no ‘right’ ways to writing your personal statement, but there are many ‘wrong’ ways of doing it. On this page you will not only find everything you need to know about putting together a professional personal statement, but will also have access to dozens of expertly written ones. These samples are a great way to see how other people put together their personal statements, and to visualise the sort of structure and language they use. Reading through these will allow you to judge which ones you think are good or bad, which in turn will greatly help you in putting together your own winning statement. YOU ARE STRONGLY ADVISED NOT TO COPY THESE EXAMPLES WORD FOR WORD, BUT INSTEAD USE THEM AS USE THEM AS GUIDES AND AS A SOURCE OF INSPIRATION. Many students struggle to put together an effective personal statement, primarily because they find it difficult to write about themselves. They may also fall for other common essay writing mistakes such as straying from the core subject and message they should be trying to get across. To help students overcome these potential pitfalls we have developed this resource page as a guide to giving them useful tips, strategies and techniques on writing a professional profile that is of the highest quality and one that will maximise their chances of enrolling at their first choice university. By following our advice, preparing properly and with a bit of practise, putting...
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...Analysis Essay: You Deserved Rejection! Or At Least Your Essay Did… In the article, “To (All) the Colleges That Rejected Me”, Suzy Lee Weiss addresses a multitude of reasons why she believed herself along with others were not accepted into various colleges. Published on March 29, 2013, it is one of many articles Weiss has contributed to The Wall Street Journal. The Wall Street Journal viewed at wsj.com is a business focused, English language international newspaper based in New York City where her article is placed under the commentary. It is clear from the essay that being rejected from her dream school was her kairos event that prompted and gave her the motivation for this writing that is important to her. Weiss--a senior at Taylor Allderdice High School in Pittsburgh—has written this among many other articles posted in the NY Daily News and others. Presenting her thesis early in her article, Weiss creates a foundation for the six arguments she establishes in defense for her claim that colleges lied to her; however, due to her lack of specific examples, statistics, and false claims, she fails to support her argument sufficiently. In her article, Weiss strengthens her ethos and logos drawing in on her very own feelings and thoughts for the varied audience of wsj.com. With her supporting evidence, she entreats the viewers to realize the devastation caused by Ivy League colleges telling applicants to “Just be yourself”. She goes on to claim this is excellent advice only if that...
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...Supplement to the Common Application First-Year Applicants 2011–2012 We will use what you tell us on these pages to complement information you have provided in the Common Application. Our aim is to give you the opportunity to tell us more about you in a variety of ways. Thank you for applying to Brown. –The Brown Admission Staff Please indicate an application type and specify the program you intend to pursue. (Further descriptions listed in the Guide for Applying to Brown.) 1 of 4 ❑ Early Decision November 1st Deadline ❑ Regular Decision January 1st Deadline _____________________________________________________________________ Program Early Decision applicants to the PLME only: If your Early Decision application to the PLME is not successful in December, do you still want to be considered as an applicant to The College under our binding Early Decision program? ❑ Yes ❑ No Legal Name of Applicant Enter name exactly as it appears on passports or other official documents. _____________________________________________________________________________________________________________________________ Last/Family Prefix (if any) First/Given Middle Suffix (if any) Permanent Home Address _____________________________________________________________________________________________________________________________ Street Address 1 ❑ Female ❑ Male Date of Birth ___________ mm/dd/yyyy _________________________________________________________________...
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... Grade Scale Review Committee Final Report January 2010 Grade Scale Review Committee Background The MCPS Grade Scale Review Committee was formed in the spring of 2009 at the request of Dr. Brenda Tanner, Superintendent of Schools. The Committee came together as a response to parental concerns about the current grade scale in use in MCPS and in light of changes to the grade scales in both Loudoun and Fairfax Counties. The concern raised was that the grade scale used in MCPS results in unfair comparisons between the MCPS students and students in other districts who use what could be considered a less stringent scale. MCPS currently uses a mostly seven‐point scale, whereas districts like Albemarle and Fairfax use a mostly ten‐ point scale. Essentially, the concern was that in some cases students in MCPS could be unfairly compared to a student in a district that uses a ten‐point scale. For example, if Student A from MCPS and Student B from Fairfax both earned grades of 92 they would equate differently in terms of GPA (MCPS=B+ and Fairfax=A‐). If these students were compared for something like college admissions the MCPS student could be viewed as weaker in terms of GPA even though the percentage grade is the same. At first glance, the decision to change to a ten‐point grading scale seems simple. However, the issue is much more complex than simply comparing scales of surrounding districts and choosing the one that fits Madison...
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...COMPUTERIZATION OF COLLEGE ADMISSION TEST OF DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY INTRODUCTION Situation Analysis Technology nowadays is fast changing and new machines are developed in order to make the job faster and more convenient. Automation is designed to maximize, efficiency, convenient, and quality services offered. It is undeniable that automation is a lot faster compared to the traditional way of doing a job that requires more effort. According to IIM (Indian Institutes of Management) sources, a Computer- based Assessment, also known as Computer-based Testing, e-exam/online test, computer testing and computer-administered testing, is a method of administering tests in which the responses are electronically recorded and assessed. It enables educators and trainers to author, schedule, deliver and report on surveys and quizzes, test and exams online with real time results. It has many advantages over the traditional (paper-based) assessment. Wed-based Entrance Exam embraces a wide range of student activity ranging from the use of online testing/e-learning software to on-screen testing. And now Web-based system is commonly used in many organizations (Besnard et al., 2006). There are a variety of aspects needed to be taken in to account when Web-based assessment is deployed, such as software quality, secure delivery, reliable network (if internet-based), capacities, support, maintenance, software cost for development and test delivery and licenses. The...
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...educators do not really understand why a standardized test provides a misleading estimate of a school staff's effectiveness, as well as education quality for students. Standardized test are not effective measurements of a student’s knowledge, they create negative impacts on curriculum, and they are racially, socially, and economically biased. A standardized test is any examination that's administered and scored in a predetermined, standard manner. There are two major kinds of standardized tests: aptitude tests and achievement tests. “Standardized aptitude tests predict how well students are likely to perform in some subsequent educational setting (SAT-I /ACT), both of which attempt to forecast how well high school students will perform in college. But standardized achievement-test scores are what citizens and school board members rely on when they evaluate a school's effectiveness.” (Popham) One of the most important reasons that students’ performances on these tests should not be used to evaluate educational quality is because student performances on standardized tests are heavily influenced by three causative factors, only one of which is linked to instructional quality, asserting that low or high test scores are caused by the quality of instruction is illogical. Popham argues that the problem of this confounded causation involves...
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... The research finds that students who attended regular “comprehensive” (public) secondary schools did better in college than those who scored at the same level on standardized admissions exams and attended “independent” (private) or “grammar” (selective public) schools. Pointing to the study last week, Oxford University’s dean of undergraduate admissions, Mike Nicholson, created waves when he declared that students who do well at poor performing secondary schools “may have more potential” than those from more-advantaged schools, and that universities should consider the context in which students compile an academic record. In the United States, universities have claimed for years that admissions officers consider socioeconomic obstacles a student has overcome, though evidence suggests that on average, at the most selective 146 institutions, they do not. The new study, published by the British National Foundation for Educational Research and the Sutton Trust, a private foundation, was five years in the making and examined 8,000 students. It found that students from independent or grammar schools performed the same in college as comprehensive-school students who scored one or two grades lower on their entrance exams (known as A-levels). For example, a comprehensive-school student who scored three B’s on these exams would, on average, perform the same in college as an independent- or grammar-school student who scored an A and two B’s, or two A’s and a B. Part of what makes...
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...After reading the two assigned papers, my initial reaction is the behavior response findings of Pop-Eleches and Urquiola (2013) complicate the results from Abdulkadiroglu et al. (2014), which finds that student’s near the threshold for qualifying for elite exam schools do not receive a significant “value add” when surpassing the cut off scores. If, as Pop-Eleches and Urquiola (2013) find, those students who are barely on passing side of the threshold find themselves experiencing negative behavioral effects, such as decreased family time investment in their own education or an inferiority complex relative to their classmates, one would expect the peer effect impact on outcomes to be negatively biased towards zero. Despite the fact that Abdulkadiroglu et al....
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...How Affirmative Action Ban Affect College Admission? Abstract: In this research paper I examined the effects of affirmative action ban on the university enrollment stage. The importance of this topic is that it is very contentious social issue today. In this paper I mentioned some of the experiences of African American activist Ward Connerly, examples of his movement and his opponent approach towards affirmative action. The research finds that affirmative action bans decrease the enrollment in selective universities. However, affirmative action debate will continue in the United States. From research discussions I find that affirmative action carries out emotional reaction, because the concern is the inequality in education. However throughout the research I found some confusions and mixed proofs for that concern. Affirmative action in college admission is one of today’s most argumentative social policy issues. The supporters of affirmative action view it as a just response to past or present discrimination, stress the social benefits of producing minority role models and leaders, and claim that there are educational benefits to diversity. At the same time its opponents contend that it is an impediment to achieving a race-blind society and may even be harmful to those it is intended to directly benefit. The issue has been in headlines as affirmative action in college admissions has been limited in recent years by court decisions...
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...Summary: “Are Colleges Worth the Price of Admission?” by Andrew Hacker and Claudia Dreifus, presents proposals “that might begin to set things right’ (TSIS, 180) in education. Both professors, Hacker and Dreifus, studied institutions and interviewed higher education leaders, policy makers, and students across the country (180). According to their voluntary assignment, they acknowledged at first, their belief that “all Americans can do college work,” which basically provided a thesis for every proposal to follow within their article. Suggestions, such as persuading students to liberate their imagination instead of just focusing on a financial goal after graduating, or “replacing tenure with multi-year contracts” (181) so that all professors begin to take more initiative to improve, gave way to a deeper analysis of specific colleges and their priorities. My Response: In the article, “Are Colleges Worth the Price of Admission?” by Andrew Hacker and Claudia Dreifus, both professors maintains a perspective that is convincing, to a degree. “We believe all Americans can do college work, so universal enrollment should be our nation’s goal” (180). In making this comment, Hacker and Dreifus urge us to do the obvious. Of course everyone should have the same opportunity to be accepted at the collegiate level, but there are several problems that have to be addressed and taken care of prior to the suggestion of this desire for all. If there was universal enrollment, will that lead to...
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...866.225.5948 REQUEST INFO APPLY NOW DEGREES & PROGRAMS ADMISSIONS TUITION & FINANCIAL AID ABOUT WGU THE WGU EXPERIENCE MS IT Management Courses MAIN MENU DEGREES & PROGRAMS ADMISSIONS TUITION & FINANCIAL AID ABOUT WGU THE WGU EXPERIENCE APPLY NOW REQUEST INFO WGU offers degrees, not classes. As a competency-based online university, progress through your degree program is determined by demonstrating your competence through carefully designed assessments and completion of a professional portfolio, capstone, or both. As a student in this program, you will complete the courses listed below in order to graduate. These courses are required. Each course contains a study guide and recommended learning resources for you to use while completing said assessment. Your assigned mentor will help guide you through the process. For ease of understanding, WGU has assigned competency units to each of its courses as indicated below. A competency unit is equivalent to a semester credit hour of learning. WGU terms are six months in length. During a typical term, students will be expected to complete at least 8 to 9 competency units. Grades are assigned on a Pass/Not Pass basis; a “Pass” at WGU is equivalent to a letter grade of “B" or better. Speak to an Enrollment Counselor for more information about these courses. Course Competency Units Risk Management 2 Current and Emerging Technology 3 Cyberlaw, Regulations, and Compliance 3 Technical Writing 3 Power...
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...Undergraduate Application for Admission Thank you for your interest in Excelsior College. Complete this application if this is your first time applying to Excelsior College or if you were enrolled in the School of Nursing within the last five years and have since earned additional collegelevel credit. If you have withdrawn from a business, health sciences, liberal arts, or technology degree program within the last five years, please contact your Academic Advising Office as you may not be required to submit an application. If you are a graduate of a business, health sciences, liberal arts, technology, or nursing degree program, please contact your Academic Advising Office as you may not be required to submit an application. Licensed practical/vocational nurse Licensed massage therapist Certified pharmacy technician School of Nursing Candidates In addition to official transcripts, nursing candidates must submit a copy of a current license or certification to verify professional status in an appropriate health care profession. This license should be mailed with your application or faxed to the Undergraduate Application for Admission Team at 518-464-8833. Bachelor of Science in nursing (BRN) and RN to Master of Science in nursing (MRN) applicants must submit an official transcript showing the completion of associate degree nursing education or RN diploma education. Nursing courses completed at institutions other than Excelsior College are only evaluated upon enrollment. International...
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