College and University

Advantages of Universities

2009-12-30T03:55:00.001-08:00

Advantages of Universities

A degree from a university means many thing to many different people. Only you can define the importance of a degree such as this to you and only you can determine whether or not now is the time for you to pursue a university degree. If you are unsure about how advantageous a university degree could be to your life let's look at some of the advantages to a university education in relationship to a community college education.

Money. The first obvious advantage of a university education would be in future earning potential. A four-year degree trumps a two-year degree almost every time. There would have to be exceptional circumstances for someone with a two-year degree to earn more over the course of a lifetime than someone with a four-year degree in the same exact field. While a degree does not guarantee employability, iMoney. The first obvious advantage of a university t does improve the odds as well as the income potential that is associated with the field you are entering into. If you have a two-year degree the decision to continue your educational pursuits can be a tough one but it is well worth the effort in the end.

Housing. This is another distinct advantage that universities offer over community colleges. In fact, many universities are now offering housing opportunities to students with families in addition to those students who have no families. Colleges and universities are offering all kinds of value when it comes to housing and meal plans. A great deal of the college experience is missed when you do not live on campus. For this particular reason students wishing to enjoy the experience that dorm life provides often consider universities over community colleges.

Diversity. This is another key component that is often missing at the community college level. International students find no real price breaks between universities and community colleges so they tend to opt for the housing and cultural atmosphere that universities present rather than going with the limiting educational, residential, and cultural experience offered by many community colleges. You will find students of different races, religions, cultures, and nations on the university level-far more than will typically be seen in a community college unless you are attending community college in a very culturally diverse city such as New York.

Culture. This is something that is often lacking on the community college level, as they are largely commuter campuses. You will not see quite the opportunity to experience art, music, the theater, and other wonderful experiences that universities pride themselves in offering to their students. There is nothing quite like the cultural offerings of most large universities and if you get the opportunity I hope you will take the time to stop and experience some of the wonderful things that being in a university community present you with an opportunity to experience.

Research opportunities. On a university level you will have the opportunity to participate in research projects with certain professors if your prove yourself worthy and express an interest. This is something that isn't as likely on the community college level as most professors in a community college are dedicated to teaching rather than research. You will find that the experience of working on a large-scale research project is unlike anything you are likely to experience again if you ever get the chance.

Confidence. There is nothing quite like a college degree from a university to help you become a more confident person both personally and professionally. This is something that really can't be achieved on the community college level but can only be experienced by getting a degree from a university. If you lack confidence when dealing with others or in your career, I hope that you will find that your university education is just the thing to help you feel more confidence on all levels of your life.

These are just a small sampling of the many benefits of attending a university over a community college education. I hope you will carefully consider these when making your decision about which is best for your personal education needs.

College Education: Scholarship Grants or Financial Aid?

2009-08-11T10:31:00.001-07:00

How much is the cost for a college education?

Is there an available financing scheme?

Let’s face the reality. College education is expensive! A lot of parents do a double take when their children are preparing and looking forward to attending a community college or a state university.

There are a lot of things which comprises the cost of college education and the tuition fee is just a part of the big picture of getting into college. Other everyday expenditure includes food, transportation, housing, pocket money, and other miscellaneous fees which when added up can create a significant portion in financing a college education.

A lot of families in this day and age, even if they belong to the upper-class society, think about applying for financial aid. College grants and scholarships are the most excellent kind of financial assistance.

Grant and scholarship programs do not entail students or the family to pay back. These could be of two kinds: (1) base on need, which is given due to the financial inability of the student and the family as a whole, and (2) base on merit, the talent of the student like in sports, is the main consideration. The student’s academic ability also falls under the merit-base college grant and scholarship.

Oftentimes, college grants and scholarships combine the merit and need criteria to ease out the whole financial aid process. Numerous students and their families are in the look-out for this type of financial aid. However, college grants and scholarships are limited compared with the growing number of students year after year.

Qualifying students can avail of federal and a number of state scholarship programs. Some of which are the following:

Federal or National Pell Grants – this is a program funded nationwide intended to endow assistance to any qualified undergraduate learner pursuing postsecondary schooling. Grants and scholarships of this kind are given to those who have not finished a baccalaureate degree.

The worth of the grant can vary year after year and will depend largely on the financial need of the students, the expenses that will be incurred while attending the chosen university or college, and the availability of funds from the national government.

This type of grant will open opportunity for the students to avail succeeding financial aid from the national government.

Federal Supplemental Educational Opportunity Grant (FSEOG) – this is a program for ongoing undergraduate students with outstanding monetary need. However, not all students can avail this type of grant. This will depend on the eligibility of the students and availability of finances of the concerned school.

Another form of financial aid that students and families can turn to is through loans. This type of financial assistance should be paid back. The financial need of the family should be considered thoroughly to avoid paying high interest rates.

It is also a must to understand all the terms of lending agencies such as the schedule of repayment and interest rates, before signing in or making a commitment.

Work study is a form of financial assistance which calls for students to do labor to sustain their college education. Work study is commonly done on campus and is the most typical form of financial aid in all universities and colleges. Usually, the students will render service to schools for ten to fifteen hours per week.

Scholarships, grants and other forms of financial aid to acquire college education is really multifaceted, confusing at times, and even exasperating. The good thing is college education is a non-refundable and non-biodegradable type of investment. It is for the future!

Sports Cars for Girls

2009-08-09T03:12:00.001-07:00

Looking at different kinds of cars, one can't help but notice that each car has a special trait, a characteristic that makes it what it is. And we cannot help but categorize a car by its looks and features. On sports cars for girls, one usually arrives at an image of a convertible roadster that is small and compact. To give you a better idea, here are some cars that can be classified as a ‘chick car’.

Volkswagen Beetle

The Volkswagen Beetle is a compact family car that is made in Germany. It is one of the most easily recognized cars in the whole world. Due to its popularity, it has even moved up to a cult status with many loyal followers. It is known as the beetle, bug, or kafer (German) because of its distinctive shape.

Mini Cooper

This car is an affordable, stylish, fun, and compact piece of machinery. It was first designed in 1959 as a car that combines a big interior space with a small car body. It is very appealing to the eye and popular to a wide range of people due to its affordability. With regards to safety issues, the mini cooper employs an anti-lock braking system for more stability and control especially during turns and cornering. The interior of this car is stylish and compact. One drawback is its small storage capacity but that is expected from this type of car. It is not a ‘hot rod’ but it is a fun to drive around the city.

BMW Z4 Roadster

The Z4 is the follow-up to the Z3 series which was first introduced in 1996. It is very popular to both young and old car aficionados because of its aggressive design. It is a bit bigger then the Z3 and its body is much stiffer even when measures were taken to reduce its overall body weight without compromising rigidity. It has a stiff chassis, a variety of transmission options, and large disk brakes that enable this car to provide great comfort and pleasure while driving.

These are some of the best sports cars that can be considered as ‘girl’ cars. If you are still thinking of what kind of car you want to get, consider the following: The prices of convertibles start around $20,000 and go up to the hundred thousand range. Engines used usually are four or six cylinder types while the pricier ones employ V6 or V8 engines. Maintenance costs for convertibles are roughly the same as those of sedans and technology has made soft tops stronger and more durable to withstand years of abuse.

A College Degree is Nearly a Necessity

2009-07-28T06:58:00.001-07:00

Your education is the single greatest gift you can give yourself. While there are educational opportunities all around us, some of them come at a greater cost than others. A college education might require a hefty investment of time and money upfront but the pay off is much better over time than if you used your life experiences in order to achieve the same level of education that you can pack into 2, 4, or 5 years of an undergraduate education on the college level.

In other words, over the course of your lifetime you are likely to pay far less for your college education than you would pay (in earning potential) for not having a college education. At the same time, each level of college education you receive increases your overall earning potential. This means that a one-year degree in a technical field will provide a modest boost from a high school diploma when it comes to earning potential but an associate's degree will provide an even better boost. You will see an even more significant improvement in earning potential when you increase from an associate's degree to a bachelor's degree. The vast majority of students enter the work force upon completion of a bachelor's degree. Those students, however, who remain in school for graduate studies often, find that a master's degree even further improves their lifetime earning potentials.

The problem for most when it comes to making the jump between degrees and educational levels is cost. There are times in life when we simply need to get out of school and get to work. The good news is that it is gradually becoming easier for those with careers to further their education without sacrificing either their careers or their family during the process. Of course there will be some sacrifices along the way but it isn't an all at once or nothing endeavor. You can work towards your degree by taking online classes, night classes, and Saturday classes. The information age has made it easier than ever before to achieve the educational goals you need to meet in order to satisfy your dreams for the future.

Your level of education will get your foot in the door when it comes to certain jobs and your lack of education will limit you far more than a lack of experience will limit you in many cases. As time grows on, more and more companies are seeking employees that have degrees rather than those who have experience in the field. If you hope to remain competitive in the business world you need to arm yourself with the proper education. Check with your company to see if they offer any sort of incentives for employees continuing their education. You might be surprised to find that your company offers to match your tuition funds or even completely reimburse them if you are working towards a degree that will assist you in your job functions.

There is no wrong reason to get an education. Even if you are applying for a job that won't use your specific degree, you might find that having a degree at all gives you a boost over other applicants for the same position. A college degree is becoming more and more necessary in today's business climate. You need to take every opportunity that is available to you in order to get your college degree.

Break it up, Break it Down: Paragraphing Strategies for College Essays

2009-07-18T17:30:00.001-07:00

Some of us fill a page with a wall of words, with no paragraph indentations, no transitions, and no clearly defined topic sentences. Some of us have the appropriate indentations, but within each paragraph our sentences are out of order. Francis Christensen [1] devised a brilliant trick for paragraphing, one you can use at (and not before) the revising stage:

First, let''s imagine we are creating a couple of "outlines" for paragraphs about places in the world. [2] Fill in the blanks for the two paragraphs below, by pretending each word or phrase is a sentence, with the first word (1) the topic sentence:

(1) WORLD

.....(2) COUNTRY___USA______ (2) COUNTRY____________

........(3) CITY___San Francisco__ (3) CITY_____________

..........(4) STREET__Haight______ (4) STREET___________

.............(5) BUSINESS_Amoeba Music_ (5) BUSINESS______

For this paragraph, we can see how each entry (sentence) refers back to (1), but is also a more specific reference to the place directly before it. So the sequence is tight/orderly.

But what if we tried to put another (2) next in this sequence, after the (5)? Would bringing in another country in the city, on the street, and at the business there work logically for our reader? Or would it throw our reader?

It would throw our reader.

So we need to start a new paragraph, a new (1), an ALSO/BESIDES/IN ADDITION.... For, this paragraph is of the kind Christensen calls the SUBORDINATE PARAGRAPH, and it must have an order and sub order of 1, 2, 3, 4, .... It cannot have 1, 2, 3, 4, 1, and it cannot have a 1, 5, 2, 3, 4 order.

***** SUBORDINATE paragraphs are good for telling stories, showing a process (or how-to) order, or moving from general to specific descriptions. They are one of three types of paragraphs in the writing world.*****

This brings us, then, to the next type of paragraphing. Fill in each of the blanks below with a phrase:

(1) What is truth?

(2) Truth is_____________________________________.

(2) It is________________________________________.

For this kind of paragraph, called a COORDINATE PARAGRAPH, each sentence that follows the topic sentence--the (1)--cooperates with the others to define and redefine a term or terms. Once you complete your own statements defining truth, note how musical, poetic, or symmetrical (matching) the paragraph is because of the effective repetition.

***** COORDINATE paragraphs are good for--as you likely guessed--definitions, reinforcing meaning in a delivered point, and re-defining a topic.*****

This brings us to the last of the paragraphing types, called the MIXED PARAGRAPH. This includes all other logical and reinforcing paragraphs that contain a combination of the SUBORDINATE and the COORDINATE, while it still keeps order. That is, for example, it can be a 1, 2, 3, 3, 3, 4, 5, pattern, but should not have a new 1 thrown in or an oddly placed sentence like another 2 after the 3, 3, 3, part.

To clarify and to try the numbering on already written paragraphs (if, for example, you draft first and then check order second), let''s look at the following. Try to decipher the numbering pattern in each:

___I am mindful that only yesterday in Birmingham, Alabama, our children, crying out for brotherhood, were answered with fire hoses, snarling dogs and even death. ___I am mindful that only yesterday in Philadelphia, Mississippi, young people seeking to secure the right to vote were brutalized and murdered; and only yesterday more than 40 houses of worship in the State of Mississippi alone were bombed or burned because they offered a sanctuary to those who would not accept segregation. ___I am mindful that debilitating and grinding poverty afflicts my people and chains them to the lowest rung of the economic ladder. --from Dr. Martin Luther King''s Nobel Prize acceptance speech, Dec. 10, 1964 [3]

The above is a sample of a _____________________paragraph.

___There''s nothing quite so risky as a parody movie. ___Some of them work out wonderfully, and examples like "Blazing Saddles" and "Airplane!" are two of the funniest movies ever made. ___On the other hand, sometimes you get examples like "High School High," the new film starring Jon Lovitz and Tia Carrere. ___It''s supposed to be a spoof of the "Dangerous Minds" type of movie, where a teacher comes into an inner city high school and changes everything around. ___Lovitz plays a teacher named Richard Clark -- get it, Dick Clark? -- who quits his job at a posh private school and takes a position at the worst public high school in the district, Marion Berry High. ___He meets the beautiful administrative assistant, played by Carrere, and the hard-nosed principal, played by Louise Fletcher. ___Yes, former Oscar-winner Louise Fletcher. Can you say, "tragic waste of talent"? I knew you could.... --from Alex Lau''s Movie Magazine International review, October, 1996

The above is a sample of a _____________________paragraph.

___Technically, Carlito''s Way is a combination of the innovative and the banal. ___The camerawork is invigorating, if sometimes too exotic. ___DePalma makes good use of the steadicam during the chase sequences, and this heightens whatever tension is present. ___Jellybean Benitez, a former DJ and club manager, is the music supervisor, and his choice of about a dozen mid-seventies hits helps to establish the time-frame. ___Patrick Doyle''s score, however, is horribly out-of-place.... --from James Berardinelli''s Colossus review, 1993

The above is a sample of a _____________________paragraph.

___Describing Tupac.... ___Shit, he was real. ___I''ma be real for a minute, because I can''t describe someone so real without being real myself: [Tupac] was everything and nothing. ___He was dreamful, hopeful, a leader, a rebel, a thug, a friend, a role model. ___Just everything he did was, as Tupac once said, "a calculated step to bring me closer to my death." ___He was the hip hop Jesus. --from Luis Camacho''s journal entry, June 16, 2004

The above is a sample of a _____________________paragraph.

What kind of paragraph do you find A is? If you see it as a COORDINATE, you are absolutely right!

How about B? Yep, a (well-written) SUBORDINATE.

My students are divided on C, with general consensus seeing it as either a COORDINATE, with each sentence after the first reinforcing the writer''s topic sentence or as a MIXED, with the final sentence (a 3)---or?possible a new 1?

And paragraph D? Looks like a rich MIX of details, doesn''t it? And the writer of D hadn''t yet done this paragraphing experiment!

End Notes

[1] Christensen, Francis. A Generative Rhetoric of the Paragraph. CCC 16 (October 1965).

[2] This part of the experiment is a modified version of that used in Graduate Composition Teaching courses taught by Deborah Swanson at SFSU.

[3] All paragraph samples taken from and/or modified for English 880, Skyline College, San Bruno, CA. Passage D is a selected piece written by a student who has granted his permission for my use of it here and elsewhere. RM.

N.H.-born prize-winning poet, creative nonfiction writer, memoirist, and award-winning Assoc. Prof. of English, Roxanne is also web content and freelance writer/founder of http://www.roxannewrites.com, a support site for academic, memoir, mental disability, and creative writers who need a nudge, a nod, or just ideas?of which Roxanne has 1,000s, so do stop in for a visit, as this sentence can''t possibly get any longer??.', 122, 'Break it up, Break it Down: Paragraphing Strategies for College Essays, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Break it up, Break it Down: Paragraphing Strategies for College Essays plus articles and information on College-University

How To Improve Your Study Habits and Remember Better

2009-05-10T10:00:00.000-07:00

If you''re a student attending classes, you have probably experienced many moments when it was hard to make yourself settle down and study, even when an important exam was coming up.

If you''re like most students, you put off studying until the very last minute. The night before the exam, you''ll stay up all night cramming, getting little or no sleep. In the morning, you''ll drag yourself out of bed, psych yourself up with lots of coffee and some cigarettes, and go into the exam feeling exhausted, drained and jittery all at the same time. You''ll find it hard to focus or think, and you''ll be cursing yourself for not starting to study sooner.

And not surprisingly, unless you''re blessed with natural brilliance, or you happen to know the subject matter extremely well, you''ll probably do terribly on the test.

If this is your typical method of studying, you already know it doesn''t work. Every time you go through this ritual, you tell yourself that you''re going to smarten up the next time you face a big exam. Next time you''ll start to study weeks in advance, you say. But instead, you keep repeating this crazy pattern. Why does this keep happening? And what should you be doing instead if you want to get better marks?

A big problem for most people, especially those who are young students, is that life gets in the way. If you''re a student, you probably have a part time job, and like most young people, you also want to have a social life.

Studying can seem very boring compared to all the exciting temptations just outside your door. Or the games on your computer. Even watching old reruns of Sesame Street can seem more interesting than the biology text your teacher is expecting you to master!

One reason we often don''t start studying until the last possible minute is that we have misjudged how long it will actually take us to absorb and understand the material. If your mid-term is still six weeks away, that might seem like plenty of time left before you need to get around to studying. You might find however, that the subject matter is a lot harder to understand than you thought it would be, and all of a sudden there''s no time left to ask someone to explain it to you.

Another reason we often put off starting to study is that we are too overwhelmed with how big the project actually seems to be. Somehow we convince ourselves that putting off a tough study project can be the best way to avoid feeling overwhelmed by it.

When we are faced with a study project that seems exceptionally difficult and overwhelming, it can be to maintain a high level of interest and motivation for the duration of the learning process.

If you have been guilty of all these bad study habits, it''s not too late to learn some other habits that will work better for you.

First, remind yourself why you want to do better in your studies. Maybe you need a good mark to get into a good college. Maybe you want a chance at a career that will pay you well. Always keep your end goal in mind.

You can put little cards up around your room with inspirational messages, and attractive photographs that will remind you why you want to do well in school.

If you feel very overwhelmed, you can improve your motivation and your performance by breaking up the project into smaller sections, or "chunks". Each time you accomplish one little bit successfully, give yourself a meaningful reward.

If you have a deadline looming, decide how much of the project you need to tackle at one time.

Let''s say you have six weeks to master the content of a difficult biology text. Looking through the book you realize that if you study one chapter each night, you can get through the book in 28 days, leaving two weeks in which you can again review the material.

With this knowledge you can pace yourself. You know what your assignment is. You know how much you need to read every night. Concentrate on the immediate task at hand. You don''t need to feel overwhelmed by the entire book at one time. Next, work out a system of rewards for yourself. Give yourself a series of small rewards each time you master one chapter, and a larger reward for completing the entire book.

For rewards to work they must be immediate, and personally meaningful to you. There is no point in rewarding yourself with a new fishing rod if you hate fishing.

Rewards don''t need to be material objects if there is something else that would really motivate and inspire you. How about attending a special concert, or taking a special trip? You decide. Get creative and think of something that will spur you to take action.

It''s very important that the reward take place soon after the work has been accomplished. This creates a sense of positive reinforcement. Give yourself a small reward every time you finish a small part of the job, and a bigger reward when the project is completed. If there is too long a gap between the activity and the reward, it will not have the effect of reinforcing the desired activity.

Besides motivating yourself with a series of external rewards, learn to motivate yourself internally. Tell yourself you''re a good learner. Tell yourself you enjoy learning. Tell yourself you enjoy giving your brain a good work out. Congratulate yourself for your efforts. Tell yourself you love acquiring new knowledge, and let yourself feel a joy in learning. Be proud of yourself for the work you do to gain more knowledge.

For information to sink into your brain and be accessible to you, you need to review it several times, and your brain needs to sleep properly for the memories to be encoded in your neurons. You need to reduce your mental stress. Your brain needs good nutrition and it needs to be in a peaceful, confident state. Drugs and alcohol don''t help the process of learning.

Write out what you are learning in your own words, and find a learning buddy. Practice explaining to someone else what you have learned. This will increase the likelihood that your brain will remember it.

If you start to cram the night before, you are putting your brain at a big disadvantage.

You''re increasing your physical and mental stress, and you''re not giving yourself time to review the material several times. By cutting back on your sleep, you''re not giving your brain a chance to put the information you''ve been studying into the hard drive storage of your brain.

By starting your studies early, and reviewing what you''ve learned, you have a much better chance of remembering and understanding what you need to know when you face a big exam.

Royane Real is a science educator and the author of several books on improving learning. This article is taken from the new short report "Your Quick Guide to Improving Your Learning Ability" You can get the paperback version or download it from http://www.lulu.com/real', 122, 'How To Improve Your Study Habits and Remember Better, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'How To Improve Your Study Habits and Remember Better plus articles and information on College-University

Writing Effective (and Requisite) Essay Openers

2009-05-09T10:00:00.000-07:00

When we write for college courses, we write for an audience other than ourselves. And it''s an audience of more than one-the professor who assigned the piece. A good way to think of (and never forget) audience is to imagine we are writing the assignment for a popular magazine that sits in multiple copies on the shelves of an equally popular bookstore. For each magazine sold, pretend, we get a percentage.

Our goal, then, is to have as large and widespread a readership as possible-to hook as many browsers as we can-with an effective opener (also known as an introduction). We therefore must engage, first, before we entertain, educate, or inform.

First the Caveats and Comments on Ineffective (Bad) Openers

NO to SNORE openers ? Forget burdening or alienating your readers with comments of how many people in many countries have many different ideas about life and society and all those other blah, blah, blah hard-to-wrap-the-brain-around opening commentaries?which really just send the reader off to find a more intriguing read.

NO to OBVIOUS ? Similar to the snore generalizations, the obvious comments in an opener will have eyes (if not heads) rolling as readers take in the TV is mental masturbation or ads are used to manipulate us statements you can avoid--by using an old Marshall McCluhan quote or Cleo awards description, for example, instead.

NO to HYPERBOLE ? Putting myself through school as a waitress, I had a number of regular customers who were writers, too, they said. They would talk at me all through my shift, reciting their best work. One insisted on reiterating his description of the verdant rolling hills that kissed the edges of the glistening waters at the feet of the majestic span of the Golden Gate Bridge?until I would get so mental I would fantasize about bringing the heft of the glistening glass coffee pot screaming down onto his head. In other words, do not exaggerate. Do not bring in heavy drama and description that will overwhelm and, again, alienate your readers. Stick with the truth. Stick with the openers that work.

We Use Modes for Engaging Openers...and I''m going to Use One Here, Out of Necessity...and Spite

I once read a how-to article on web content writing, on making a site that brings traffic (the attention of many). I had already begrudgingly given in to the understanding that web content writing is very different than academic writing--it has different goals, different audiences, and different elements that lend themselves to an ''A'' piece of writing. In fact, it is so different that to write for the web we have to unravel all we have worked to weave, have to unlearn all we have learned as college English writers.

Don''t Confuse Web Content/Writing and Academic Writing

So the writer of this article says to start web copy you skip the opener and go directly to the main point (what we in academia know as the thesis). Okay. This made sense, I thought, as web readers read differently: they read fast, they skim, they scan, they skip...to draw the most usable info in the shortest amount of time. (Probably the way you are reading now, hoping I get on with the point).

-I was with Mr. Web when he explained these facts.

-I was with him as he noted the research findings that back up the rationale for sacrificing good academic exposition for web text.

-And I was there with his tips and tricks, which were great...until he went too far, editorializing about writers who actually use openers:

He claimed that writers who rely on openers don''t have "the courage" to just get to the point. So he lost me.

Don''t Let Anyone Shame Your Learning Writing Tricks

We can adapt to just about any rhetorical style. We can adjust our notions of what makes for good writing. But we should balk when a how-to writer insults other methods of writing. We should even disregard implications of cowardice as unnecessary ad hominem attacks. False attacks. Fallacious and floppy and frivolous teaching. Screw that.

Readers of Academic Essay Writing Appreciate (even Prefer) a Good Opener

Openers in academic writing, whether in a creatively developed literary response or a historical survey, are imperative. They are a gentler way of drawing in, luring our readers. They are at first quite challenging to get right, but our mastering them--which is possible--has nothing to do with courage, which comes from the French word, "coeur," heart. We have plenty of heart. We''re studying English, for hell sake.

Against my wishes, then, this page opens with a declaration and gets right to the point. At first. But it also has a "grabber" slipped in--because we''re looking at grabbers and because, well, I can''t help it. I want to model decent prose for you.

Samples of Effective Essay Openers by Mode/Type

Even better, I''ll share with you some samples, written by my former students (who have granted permission for the use of their work as models):

****People Love Stories. We Love to Tell Stories. The Narrative Opener:

Once upon a time, during the era of slavery, whites were afraid of blacks, and the "word" was born. That''s why someone came up with the "word." Two hundred years later around my sister''s house, the children still use this "word". Sometimes I even hear myself say this "word." But guess what? I check myself and correct myself, because when you use the "word" to address someone, no matter who you are or what color you are, it is totally disrespectful.

The word: "nigger". (1)

****To Establish Credibility, Try a Sober, Scholarly Introduction. The Statistics/Facts Opener:

By the age of forty-four, 47 percent of American women will have had an abortion. (Day 6) To describe this statistic as anything other than a tragedy is to deny the sanctity of human life. The Christian abortion debate rests upon the moral and theological dimension[s] of this issue. To examine the moral dimensions of abortion without examining the social realm is to ignore the mutually dependent relationship that surrounds this debate. (2)

****Appealing to the Senses Lures and Keeps Readers Interested. The Descriptive Opener:

Rain is pelting my car relentlessly as I drive home from [XXX] College. Cars rushing on the freeway cause the water on the pavement to burst into a fine mist, surrounding each and every vehicle with a billowing sheet of opaqueness. Finally, I arrive in front of my little two-bedroom home. With a sigh of relief, I enter my living room.

Lately, this house has turned into a haven of safety, sheltering me as much from nature''s elements as from the unpredictable and unprovoked malevolence I experience from one of my instructors. My dread is heightened by the fact that I appear to be the primary recipient of this teacher''s outbursts of viciousness. Slowly, my gaze shifts across the room and comes to rest on the play I have to read for my English class. It is Mamet''s Oleanna. I pick up the book and soon find myself drawn into the story. Quickly, it becomes clear to me that this play [deals with] the relationship between a teacher (John) and his student (Carol). While both characters show evidence of an interesting variety of behaviors, John mesmerizes me to a greater degree. I begin to wonder whether John displays symptoms of an underlying psychological disorder. (3)

Put the Readers in the Frame, Inside the Paper. The Direct Address Opener:

You are in the midst of a blazing inferno. Your mind is moving at the speed of light. Yet you are paralyzed by fear. The silence is deafening between the confinement of the four walls. You are no longer in control. You wonder how the communication between the members of the family has ceased, specifically between Mother and Father. Each passing day, only silence can be heard. The usual chatter at the dinner table is considerably lessened. It comes down to, "Pass the corn, please." Or one excusing oneself from the table. (4)

Advance Trust, Establish Authority from the Start. The Authoritative Quote Opener:

"Generations of students have studied calculus without ever seeing its power." This statement is found in an article by K.C. Cole titled, "Bringing Calculus Down to Earth," from The Los Angeles Times. I most certainly agree with Cole. At one point earlier in the course of the class (calculus), I was not sure about the use of calculus and the importance of it. Others like me, such as friends, felt the same way. For this reason, I would assume, I am doing this research. This research is for students like myself to realize that "there is something about calculus," as Cole states in the article.... (5)

Keep with the Traditional "Show, Don''t Tell" Lesson. The Example Opener:

Sex is great. To me, it is all about feelings and experiences--the feeling of flesh against flesh, the experience of orgasm after orgasm. Sometimes, even, there is that feeling of being special, wanted, and loved. I suppose my parents had sex. It is not really an image I like to bring to mind. But when my father has sex with someone other than my mom, how am I supposed to feel then? (6)

Engage by Asking for the Readers'' Opinion and Thoughtful Participation. The Profound Rhetorical Question Opener:

Is the play, True West, written by actor/writer Sam Shepard, a sublimation of his own sibling rivalry or a rationalization of one? He writes of two brothers who are equal in intelligence but opposite in character. The older brother lives by his wit and the younger by his pen. In his unique style, Shepard uses many symbols describing the keen emotions that make up these two brothers. He also uses metaphors that reel you, the audience, into the depths of anger, pain, and the reality of life.... (7)

Finally, the Encouragement of Effective (Good) Openers

YES to APPROPRIATE introductory material. That is, use an opener that is relevant to your essay topic. Use an opener that fits the material. For example, a definition of alcoholism (which might work if you were writing a book) might be too clumsy for a cause and effect paper studying the influences of alcoholism on the family.

YES to APT openers. Do the modes that you are best at writing. And do what you best like doing. Write what works for you, your audience, and your assignment.

YES, modes overlap. A narrative opener will have descriptive details. A quote may be combined with statistics and facts. But instead of tripping on what the exact boundaries are between modes or types of writing passages, focus on the specifics of one type of opener as you understand it. The rest will be bonus material that merely enhances your style.

And YES to engaging, alluring introductions that lead your readers in to the place where your thesis/opinion sits waiting to declare your bold, informed truths. Which should never be denied or neglected?any more than your audience should be.

End Notes

(1) Bronson, A. "The Word."

(2) Roncella, L. "Judging Abortion."

(3) Prince, U. "Who Cares? [A Study of Oleanna]"

(4) Tolosa, W. "Dark silence."

(5) Pham, D. "Calculus as a Necessary Tool."

(6) Guiterrez, R. "Dad, Why Cheat?"

(7) Stark, C. "[...a Study of the Psychology of True West]."

N.H.-born prize-winning poet, creative nonfiction writer, memoirist, and award-winning Assoc. Prof. of English, Roxanne is also web content and freelance writer/founder of http://www.roxannewrites.com, a support site for academic, memoir, mental disability, and creative writers who need a nudge, a nod, or just ideas?of which Roxanne has 1,000s, so do stop in for a visit, as this sentence can''t possibly get any longer??.', 122, 'Writing Effective (and Requisite) Essay Openers, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Writing Effective (and Requisite) Essay Openers plus articles and information on College-University

The Family University Network: Unplugging Institutional Higher Education

2009-05-08T09:59:00.000-07:00

Why not build a Christian family enterprise with the energy, funding, and infrastructure that would otherwise build the state or private educational institutions?

It is common knowledge today that serious moral problems exist in families, churches, schools, colleges, corporations, and political arena. These problems have academic, moral, and philosophical roots reaching back centuries, and have been promoted by the systematic separation of knowledge from faith in God. The significant amount of teaching required to equip people with the ability to discern the times and apply Scripture by faith to all areas of life, requires diligence in all areas of learning, and at all levels of education.

Secular universities are openly hostile to the Christian worldview, and the best of the Christian colleges cannot replicate the family away from home. Nehemiah Institute worldview assessment of 1177 students in 18 Christian colleges over 7 years demonstrated that Christian students are graduating from Christian institutions with a secular humanism worldview, even where their professors have a Biblical Theist worldview. Even the above average Christian colleges are little better than their secular counterpart because the curricula are developed under the same institutional accreditation guidelines, the same text books are used, many of the faculty were trained at secular institutions, and the family learning context is ignored.

Even the best of Christian distance education does not purposefully involve the family in the learning process, nor couple with individual family convictions, nor uses the family knowledge base, nor earns family income. It is time to unplug institutional higher education and bring higher education home.

The establishment of family universities and networks based on the fellowship of the church is one solution. This can help individuals and families implement the Christian philosophy of education through developing their own family university and complementary business as a part of the dominion mandate (Psalm 8). University education needs to be reinvented with a Biblical understanding to strengthen the family and church. Christian people can easily learn how a family university can uniquely provide the humble, relational, and Spirit led ideal Biblical higher education for their young adults to participate in building a strong Christian family, church and culture.

The benefit of a network for learning was forseen by Ivan Illich, philosopher of the 1970s who spoke in favor of home education. He stated that "If the networks I have described could emerge, the educational path of each student would be his own to follow, and only in retrospect would it take on the features of a recognizable program. The wise student would periodically seek professional advice: assistance to set a new goal, insight into difficulties encountered choice between possible methods. Even now, most persons would admit that the important services their teachers have rendered them are such advice or counsel, given at a chance meeting or in a tutorial. Pedagogues, in an unschooled world, would also come into their own, and be able to do what frustrated teachers pretend to pursue today." Ivan Illich, Deschooling Society, 1970.

There is only one such family university network in operation at this time, but the time has come for this concept and therefore this is likely just the beginning of home schooling expanding into home college.

Dr. James Bartlett, PhD, PE ret., is President of Bartlett University which hosts the Family University Network with its Christian business incubator. Dr. Bartlett and his wife Lynn homeschool four boys in the Turtle Mountains of North Dakota. Dr. Bartlett can be contacted by calling 701-263-4574 or visiting http://bartlettuniversity.com.', 122, 'The Family University Network: Unplugging Institutional Higher Education, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'The Family University Network: Unplugging Institutional Higher Education plus articles and information on College-University

Five Questions To Ask A Computer Training School Before Signing Up

2009-05-07T09:58:00.000-07:00

As with any field, there are good technical training schools, and bad ones. When you sign up with one of these schools, you''ve made a significant investment in time and money. You deserve to know everything about the school and your job prospects after leaving that school before you put down your hard-earned money. The problem is, sometimes it''s hard to know the right questions to ask.

The point of this article is not to bash technical training schools. That''s how I got my start in IT eight years ago, and today I''m a CCIE? and own my own Cisco training company and my own consulting firm.

Before I ever put down the first dime, though, I asked some tough questions. So should you.

What are my true job prospects and legitimate salary levels after I graduate from your school?

We''ve all heard the ads on the radio? "Did you know the average salary of an MCSE is $80,000?" "Are you worth $65,000 a year? If not, call us!"

I''m an optimist, and I often tell people that no field rewards individual achievement and drive like IT does. Having said that, none of us start at the top, and darn few of us start at that kind of salary.

I''m sure that there are some people who broke in at $80,000, but I haven''t met very many of them. Be very wary of technical schools that use the famous/infamous MCSE Salary Survey as a marketing tool. They tend to represent those salaries as starting salaries.

Ask your technical school what the average starting salary of their graduates is. And keep in mind that salary is not the most important factor to consider when looking for your first job in IT; it''s the experience you''ll be able to put on your resume later on that you should weigh heavily at this point.

In short, be very careful about schools that brag about starting salaries. It''s not where you start, it''s where you end up.

How up-to-date are the courses you''re offering?

Make sure the school you''re going to attend has made efforts to keep their courses relevant. Ask what changes have been made to their curriculum in the last three years. No field changes faster than IT. If the answer to that question is "none", look somewhere else.

I want to work in IT security. Have you placed anyone in this field lately? If so, can I talk to them?

Technical schools are jumping on the security bandwagon, with a couple of schools running ads about training you to work in Homeland Security. If that''s your goal, that''s great, but keep in mind that you have to get a security clearance for any job like that.

And how do you get a security clearance? You have to be sponsored.

And who will sponsor you? Your employer.

Can you get employed in a Homeland Security job without having the clearance in the first place?

Hmmm. Probably not.

Hello, Catch-22.

Again, I''m certainly not saying you can''t eventually get an IT security job; if that''s where you want to go, you can eventually get there. The key word there is "eventually". Ask the school you''re thinking of attending whether they''ve actually been able to place graduates in such jobs. Ask to talk to them. If the school''s managed to do so, they''ll be glad to put you in touch with such graduates.

What textbooks does your school use?

Some technical school chains use only books that someone in their organization wrote. I''ve heard some of their own teachers complain about the quality of these books. The technical school I attended used off-the-shelf books, and the quality was very good.

If you''re looking into entering the IT field, you probably know someone who''s already in it. Use that resource for everything it''s worth. Ask that person what they think about the books, or for that matter, what the local reputation of the school is. IT is a small world, if the school has a good or bad reputation, most of the IT personnel in your city or town probably know about it.

The fifth question is a question to ask of HR representatives. Every technical school lists companies where they''ve placed their graduates on their promotional material. Pick up the phone, call these companies, and ask to speak to someone in HR. Ask that person about the reputation of the school. Five to eight phone calls will give you a good picture of where the school stands with local employers.

Making the decision to attend a technical school can be the best decision you''ve ever made; it certainly was for me. Make sure to ask the right questions before writing a check or taking a loan to attend; the answers to those questions will indicate to you whether this school is truly the school that can help you achieve your dreams.

Chris Bryant, CCIE #12933, is the owner of The Bryant Advantage. The Bryant Advantage''s website offers FREE ebooks and tutorials for the CCNA and CCNP exams, FREE subscriptions to "Cisco Certification Central", and sells the best CCNA and CCNP prep courses and books on the market today. Visit his site at http://www.thebryantadvantage.com today !', 122, 'Five Questions To Ask A Computer Training School Before Signing Up, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Five Questions To Ask A Computer Training School Before Signing Up plus articles and information on College-University

Student Removals - How to Get the Lowest Quote

2009-05-06T09:57:00.000-07:00

The problem with student and any small move comes when a small load has to be transported a long way:- For the moving company, the mileage and road time costs are not much less than for moving a whole house...So your quote is unacceptably high.

There are two ways to approach a solution to high cost removals: You could hire a van, (and there are van hire companies that will rent a small van 21 year olds, sometimes one way), or you could look for a removal company with whom you can part load with someone else going the same way.

One way van hire could be particularly attractive if you could then find a partner to split the cost, and get a one way deal, but the problem of finding a qualifying driver may be insurmountable.

So the problem for most student movers is in finding a company who will part load at a good price.

Moving Tips

1) Spend some time phoning around: There is an element of luck in finding a van going your way.

2) Be as flexible as possible with your date - maybe you can organise someone at your destination to receive your property.

3) Try to find your own partner who is also going your way, and approach a removal company with a joint proposition.

Apply common sense to make sure the job is easy to understand and execute for the remover To get the best price it is vital to convince a remover that your assessment can be trusted.

4) Stop and consider the quantity of your removal:- because removals tend to be arranged before you have packed, peoples own estimates are often hazy, usually under assessed, and sometimes the actual job bears little relation to that described.

5) Package and box as much as possible, for speedy loading, protection, easy trolleying, and secure, tidy stacking on the van.

6) Consider any likely impediments to access or delivery (like locked barriers on campus)

7) Offer all the assurances needed about having your things easily accessible and that you will be ready to go before the van arrives.

The author has spent 25 years in various service industries, including the last 8 in the removals sector. His website http://www.student-movers-forum.com is a resource for all small movers. You can find sources of low age van hire, specialist part load removers, packaging, message boards and advice.', 122, 'Student Removals - How to Get the Lowest Quote, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Student Removals - How to Get the Lowest Quote plus articles and information on College-University

Discover How Online College Classes Work

2009-01-24T05:48:00.001-08:00

It''s no secret that more and more people are looking to the internet for a convenient way to further their education. Online classes are a great way to obtain an accredited college degree from home and continue to work a full time job. Many times a student can attend classes from their computer and schedule those classes around their job. Some schools allow the student to login to a class at their convenience. Imagine taking a class from the comfort of your own home and not having to deal with parking problems, child care, lunch, or transportation expenses.

You can also get an online degree from top, accredited online colleges and online schools that may not be available in your local area. An online education is also a great option for non-traditional students, the handicapped, people in remote areas, and people with a full-time job or a schedule that doesn''t allow for a traditional education.

Distance education can be delivered in several ways. We will examine two of the many ways education can be delivered via the internet.

One of the most common is through live media. In this type of online classroom, students typically login to a chat room type environment that allows not only for text chat but also live audio chat, similar to many of the popular "instant messaging" programs that are widely used today. The lecture can be heard through the computer speakers or through a set of headphones. The students communicate with the teacher and other students by text chat or simply by talking into a PC microphone. The teacher can also allow students to view him/her in a smaller window on the monitor via a webcam. The lecture can also be recorded and posted to the school website to allow students to listen to the lecture and review the material at a later time according to their schedule, and as many times as necessary.

This type of online class makes it necessary to be at the computer at a scheduled time each day.

One advantage to this type of online college classroom environment is the student receives live instruction with structured classes. It is well known that students working within in a structured setting have a higher probability of success of finishing their degree. An obvious disadvantage would be lack of scheduling flexibility.

Another variation of the online classroom setting involves text messages such as email and message boards. Each class may share a group mailbox or a message board system, which becomes the "electronic classroom". The instructor generally posts lectures on the topic of study, posts the assignments, and provides discussion questions related to the topic. The student can view lectures, notes from the instructor and other students, and assigned projects. The student can also post messages or questions to the instructor and other students.

One advantage of this system is 24 hour access to course materials and the ability to work at one''s own pace without regard to scheduling. A disadvantage would be lack of direct contact with the instructor.

In both scenarios students are expected to logon to the class site a certain number of days per week. Students also can contact the instructor via e-mail to ask questions or receive answers. When assignments are due, students send them to the instructor online or by email, where they are graded and returned. Students may also have access to their individual performance reports by logging in to a website where that information is posted. Test may also be taken online. Typically, online classes last five to six weeks.

Although the degree of difficulty is the same for the online classroom as in a traditional setting, the internet has broken down many barriers and is providing educational opportunities for people worldwide that were not previously thought possible.

Tim Arnold has recruited online students for http://www.acit.com and also recruits students via his online college portals at http://www.all-college-degrees.com and http://www.finding-a-college.com.', 122, 'Discover How Online College Classes Work, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Discover How Online College Classes Work plus articles and information on College-University

Internship Opportunities at Levine Communications

2009-01-20T06:06:00.001-08:00

ENTERTAINMENT & PUBLIC RELATIONS INTERNSHIPS AVAILABLE NOW! "As we celebrate our twentieth (20th) anniversary as one of Hollywood''s most prominent entertainment PR firms, I''m convinced that our intern program continues to be one of the most dynamic in the entire entertainment industry. Since 1983, over 2,200 interns have passed through our doors. We now estimate that over 250 hold prominent jobs within the entertainment industry, having begun their career as an intern in our office." -- Michael Levine Prestigious Entertainment Public Relations firm is seeking Interns to assist one of its busy Publicists. This is an unpaid position for dedicated, reliable individuals eager to learn and experience a real work environment and which offers the following:

* Knowledge, experience and opportunity for someone seeking a career in the entertainment or public relations fields.

* College credit in accordance with your educational institution''s policies on internships.

The Levine Communications Internship Program requires a minimum of 15-20 hours per week. Opportunities are what you make them - the more time invested, the more knowledge and experience gained. Duties include working as an assistant to one of the firm''s press agents, doing computer work, information gathering, research, administrative and general office work. Candidate must possess writing and telephone skills and have an obsessive attention to detail.

This is an excellent opportunity to learn about Publicity and Show Business from an accomplished member of the entertainment industry willing to offer general career counseling during the internship period in addition to the experience offered. A desire to explore career positions in PR and/or entertainment is a plus.

ONLY RESPONSIBLE, INTELLIGENT AND DEDICATED PEOPLE NEED APPLY.

This is an Equal Opportunity position.

Positions are available beginning immediately. Interested parties should call Clarissa directly at 310.248.6222, ext. 14, as soon as possible for an interview. INTERNSHIPS ARE AVAILABLE ON A YEAR ROUND BASIS.

Read what LCO interns have to say about their experience: "As a college student who is struggling with my specific direction I can not think of a better way to get hands on experience and gain real knowledge (not out of a textbook) in my field of interest." -- Courtney

"I love learning and I feel everyday that I am learning a lot from this firm. I am learning how to adapt to a new and challenging environment. I am glad that we have regularly scheduled intern meetings because I feel it creates an opportunity for a more open dialog with the president of the company." -- Kevin

"This internship has given me the opportunity to get an inside look at what a public relations firm is all about and how a successful one runs. I am excited to have this opportunity to work for such a successful company filled with hard working, warm and friendly people making my internship at your company a very positive experience." -- C.M.

"Being an intern for Levine Communications is a good educational experience for me. It makes me feel highly valued because I am being given so much more responsibility than ever before. I know for a fact that when I leave here, this experience will have an impact on what I do with my future." -- Bernadette

"My time at Levine Communications has been quite rewarding. I am definitely learning the different aspects of the public relations world and how important research is in PR. As a result, my researching skills have improved dramatically." -- Laura

Contact LCO for information: 310.248.6222 ext. 14 or email clarissa@levinepr.com

Michael Levine is the founder of the prominent public relations firm Levine Communications Office, based in Los Angeles. He is the author of Guerrilla PR, 7 Life Lessons from Noah''s Ark: How to Survive a Flood in Your Own Life.

GuerrillaPR.net is a resource for people that want to get famous in the media, without going broke. http://GuerrillaPR.net', 122, 'Internship Opportunities at Levine Communications, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Internship Opportunities at Levine Communications plus articles and information on College-University

The Challenges College Students Face on Secular Campuses

2009-01-10T18:00:00.001-08:00

What is happening on the campuses of secular universities across America? Thousands of Christian students are losing their faith and non-Christian students are becoming entrenched in their unbelief. Why is this happening? Have they discovered that God, in fact, does not really exist, that we live in a careening universe with no divine Pilot at the wheel? Or does something else explain this trend?

The Intellectual Challenge
Christian students on a secular campus face a great intellectual challenge. The underlying principle of the university classroom is naturalism. Students find it everywhere, not just in biology, physics, anthropology, and geology, but also in chemistry, astronomy, psychology, political science, and so on. University faculties defend this pervasive naturalism in two ways: by banishment and by confrontation.

The Banishment Approach
The banishment approach is, of course, the more venerable and the less aggressive of the two. A science professor will state at the beginning of the semester: "Science involves the gathering and analysis of data as the basis for forming hypotheses regarding the nature of reality. It must, therefore, exclude any reference to the supernatural as out of bounds for scientific inquiry. Whether or not God exists, or angels, fairies, pixies, goblins, or the Boogie Man is irrelevant to scientific investigation. Hold to your religious or superstitious beliefs if you want to, but don''t bring them up in this classroom. It is off the subject; we don''t have time for theological debates here."

Students instantly get the idea that believing in God is anti-intellectual or at least one''s faith should be compartmentalized and not allowed to spill over the transom into the science classroom. Be a believer elsewhere if you want, students learn, but come to science as a naturalist.

We Christians cannot accept this banishment. We have made Christ our life (Col. 3:4; Phil. 1:21), and His Lordship extends to every part of our lives. Certainly the One who created the universe at the beginning (Col. 1:16) and who even now sustains it moment by moment (Col. 1:17), has a right to enter a room where his handiwork is being examined and admired.

It is His macro- and micro-planning, organizing, systematizing, and engineering, after all, that makes all science possible. If we did not live in an orderly universe our scientists would be reduced to historians and statisticians who record the millions of haphazard events as they transpire, but can make no deductions, inductions, or educated guesses about what would happen next.

The Confrontation Approach
A more recent and increasingly popular approach in the university classroom is to take the creationist bull by the horns and attack belief in the God of the Bible by any possible means. This is the strategy of journals such as Creation/Evolution and The Skeptical Inquirer. Professors claim the mechanistic/materialistic explanation for origins removes all need for God. Naturalists in the classroom are not above using illogical arguments to win over their students.

For example, they may employ ad hominem arguments, associating belief in a Creator/Sustainer with witch-hunting, skinheads, and the Ku Klux Klan. Or they may use reductio ad absurdum arguments, such as asking how many dinosaur couples went onto the ark, or how Noah could be sure he had both male and female mosquitoes. Or they may knock down straw men, such as claiming victory if they can prove even the slightest changes occur, or limiting creationism only to those who believe the world began in 4004 BC. Or they may commit non sequiturs, such as claiming that since finches differ from one another, therefore, complex, mega-celled organisms evolved from single-celled life forms, and those from non-life.

Of course, we too must be cautious how we make our case, taking care to avoid the same mistakes. But it is difficult to wrestle with an opponent who refuses to fight by the rules.

We need Christian campus ministries because someone must stand up in our university community and affirm the biblical view of origins and of the ground and purpose for our existence.

The Bible clearly affirms these truths about our universe: (1) it had a beginning, all three persons of the Godhead being involved in its creation (Gen. 1:1-3; John 1:1-3; Col. 1:15-17); ( 2) at the beginning, it came into existence out of nothing (Heb. 11:3); and (3) its interdependent systems are all by God''s design and under His ongoing control (Job 38-39; Ps. 19:1-6).

The Bible has a name for those whose dizzying intellects lead them to atheism. Psalm 14:1 calls them fools, referring not to the Stupids, but to self-deceived rebels against God. Just to ensure that we don''t forget, the same psalm recurs as the fifty-third. Paul describes those who have given up their knowledge of God as those whose foolish hearts have become darkened and who then become arrogant (Rom. 1:21-23). In all three of these passages, the intellectual rejection of God''s existence leads to a moral rejection of God''s will (Ps. 14.3; 53:3; Rom. 1:24-32).

The Results of this Naturalism
This prevailing naturalism (or anti-supernaturalism) has at least three far-reaching results. First, our college students are taught that truth is relative. Without God as the everlasting, immutable ground of all reality, truth becomes little more than one''s subjective perception of it. Those who hold to absolute truth are ridiculed and harassed.

In a recent speech entitled, "The Trouble with Being Open-Minded," Bruce Lockerbie said: "In today''s university environment, absolutes dissolve into absolutism and are scoffed at with contempt. Ironically, however, today''s students have been taught that some absolutes survive. Here is a sample of these campus absolutes, of which today''s students and many of their teachers are absolutely certain! (1) I think; therefore, I am [René Descartes]. (2) God is dead. God remains dead. And we have killed him [Friedrich Nietzsche]. (3) There are truths but no truth [Albert Camus]. (4) We have neither behind us, nor before us in a luminous realm of values, any means of justification or excuse. We are left alone, without excuse [Jean-Paul Sartre]. (5) Life is hard, then you die. [bumper sticker]."

Modern American campuses are similar to the ancient Athenians, whom Luke describes in Acts 17:21: [They] spent their time doing nothing but talking about and listening to the latest ideas. Since Christianity, with its beliefs and practices, is nearly 2000 years old, they believe it should be jettisoned by all who intellectually have come of age. Second, the faith of our students is challenged in and out of the classroom.

As the Apostle Peter anticipated, people sometimes ask students the reason for the hope that they have (1 Pet. 3:15), and our students should be prepared with a good answer. But Peter also said in 2 Pet. 3:3-4: "in the last days scoffers will come, scoffing and following their own evil desires. They will say, Where is this coming he promised? Ever since our fathers died, everything goes on as it has since the beginning of creation." This is naturalism''s doctrine of uniformitarianism, contradicted at creation itself and a myriad of times since by the catastrophes and the disasters of nature. Our students must learn the flaws in naturalism''s model so that their faith can stand firm and not erode away by wave after wave of faculty banishment or confrontational ridicule and the peer pressure from other students.

Third, our students are being taught that not only truth is relative, but morality is relative. Isaiah cries: "Woe to those who call evil good and good evil, who put darkness for light and light for darkness, who put bitter for sweet and sweet for bitter. Woe to those who are wise in their own eyes and clever in their own sight" (Isa. 5:20-21).

The Deifying of Tolerance
On campus, tolerance is praise as the highest virtue, and intolerance as the greatest vice. Senator Dan Coats of Indiana spoke recently on the virtue of tolerance. Quoting G. K. Chesterton: "When the world next tries persecution seriously, it will probably be under some new name," Coats stated that persecution''s new name is tolerance itself. Our students are taught not to be judgmental, which has the effect of encouraging them to have no moral judgment at all. Coats recalls that the poet Ogden Nash confessed: "Sometimes with secret pride I sigh / To think how tolerant am I / Then wonder which is really mine; / Tolerance, or a rubber spine."

This deifying of tolerance demonizes any who stand up for moral absolutes and who have the courage to say in love, for instance, to a homosexual, "What you are doing is wrong and is destructive both to yourself and to society." A colleague of mine told me of a Christian student we''ll call Ann, whose work at a local AIDS screening clinic brought her into daily contact with practicing homosexuals. She made up her mind to be salt and light in that place, and as a result, struck up a friendship with a lesbian we''ll call Florence."

After Ann was confident that Florence could sense her friendship, she asked her why she became a lesbian. "When I was growing up," Florence said, "I was always wanting to play rough, climb trees, go hunting, and other ''guy'' things like that. I wanted to be like my father a lot."

"That''s funny," Ann said. "I was a tomboy too. I used to follow my dad around trying to do whatever he did."

"You did? And you''re straight, right?"

"Yeah."

"I thought only lesbians had my experience."

Ann left it at that for awhile. Then, a few weeks later, when Florence was sharing about her first sexual experience (a lesbian one) and describing how strange it all felt, Ann said, "That makes sense. Maybe it''s like when I first went on a diet and had to drink Diet Coke. No one who first drinks that stuff likes it, but after awhile they get used to it, and then it doesn''t bother them anymore. Maybe gay sex is like that. At first you don''t like it, but if you keep doing it, you get used to it."

Florence didn''t say anything for a moment. "Yeah, maybe you''re right," she finally replied. These two conversations Ann had with Florence brought the lesbian a long way. Not yet all the way to Jesus Christ, but light years closer. If Ann had just shown "tolerance" and ignored the moral difference between her and Florence, nothing would have changed.

Coats says that the irony is how the virtue of tolerance has been stolen from us Christians. It''s time for us to reclaim it. We serve a God who makes his sun shine on the evil and the good and sends his rain on the righteous and the unrighteous. Into an intolerant world Jesus introduced tolerance as something revolutionary. He was branded a drunkard and a glutton and the friend of tax-collectors and sinners. Our friends in academia act as if mulitculturalism were something recently invented. But Paul announced it as the way of the Christ: There is neither Jew nor Greek, barbarian or Scythian, slave or free, male and female (Gal. 3:28; Col. 3:11).

No one has more experience in multiculturalism than the church, which for 2000 years has been taking the gospel to every nation and culture as it fulfills the Great Commission.

We Christians believe in tolerance. But our tolerance is not shallow like that of the academic community. In his speech Coats points out that tolerance has two extremes: permissiveness and persecution. Our non-Christian colleagues on campus stand on the permissiveness extreme--standing for nothing and falling for everything. They believe that Christians are at the other extreme, equating us with racists, ethnocentrists, and homophobes.

But we are not there. We hold Coats'' middle ground: persuasion (2 Cor. 5:11, 14-21). It is not that we try to force people into conforming to our (really, the Lord''s) standards. To the contrary, we have learned from our Master that outward conformity has little value if the heart is not in it. Rather, we try to change people''s thinking, confident that with changed hearts, their actions will follow.

Steve Singleton has written and edited several books and numerous articles on subjects of interest to Bible students. He has taught Greek, Bible, and religious studies courses Bible college, university, and adult education programs. He has taught seminars and workshops in 11 states and the Caribbean.

Go to his DeeperStudy.org for Bible study resources, no matter what your level of expertise. Explore "The Shallows," plumb "The Depths," or use the well-organized "Study Links" for original sources in English translation. Sign up for Steve''s free "DeeperStudy Newsletter."', 122, 'The Challenges College Students Face on Secular Campuses, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'The Challenges College Students Face on Secular Campuses plus articles and information on College-University

CRI Releases Its 2003-2004 College Graduate Survey

2009-01-08T08:34:00.001-08:00

Upper Saddle River, N.J. - May 2004 - Compensation Resources, Inc. has released the results of its 2003-2004 College Graduate Salary Survey. The purpose of this study was to obtain compensation data and information on recruiting and hiring trends for recent and new college graduates. The survey sampled compensation data from 71 organizations, including 1,253 jobs.

The results do not indicate any startling or unexpected results, and for the most part, they are consistent with other studies covering broader employee compensation trends.

Among the most significant findings was that total cash compensation, which consists of salary and bonus/incentives, increased by a respectable 6.1%, even though salaries only increased by a modest 0.8%. This is consistent with the trend of increased use of variable pay elements by many organizations. Variable pay allows companies to offer competitive pay with upside potential, while controlling fixed overhead for payroll costs, and to some degree, lessening the impact of higher salaries on benefit costs (i.e., vacation and time off benefits, retirement, some insurances, etc.).

Some additional highlights:

Findings for 2004 indicate that the financial services industry is the top paying industry for recent college graduates ($60,900).

Companies are currently utilizing a wide variety of methods to recruit recent college graduates. The three most equally popular methods are College Career Centers, Employee and Business Associate Referrals, and Internet Job Boards.

The majority of responding companies have turnover rates of recent college graduates of 15% or less.

Paul R. Dorf is the Managing Director of Compensation Resources, Inc. He is responsible for directing consulting services in all areas of executive compensation, short and long-term incentives, sales compensation, performance management systems, and pay-for-performance, salary administration. He has over 40 years of Human Resource and Compensation experience and has held various executive positions with a number of large corporate organizations. He also has over 20 years of direct consulting experience as head of the Executive Compensation Consulting Practices for major accounting and actuarial/benefit consulting firms, including KPMG, Deloitte Touche (formerly Touche Ross), and Kwasha Lipton.', 122, 'CRI Releases Its 2003-2004 College Graduate Survey, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'CRI Releases Its 2003-2004 College Graduate Survey plus articles and information on College-University

Looking For a Rewards Program That Offers Free Money for College Students?

2009-01-08T08:33:00.001-08:00

With the rising cost of books, tuition and housing, it''s no wonder that college students are looking for ways to cash in on anything that can lighten their financial load. It isn''t easy trying to balance an exciting social life, education and your finances at any age ? not to mention in your teens and twenties. Luckily, there are companies out there who understand the importance of academic success and offer great incentives like free money for college students. And the rewards don''t stop there. Here are some other things that companies are offering to help ease the burden:

Free stuff for college students, free stuff for teachers, free money for completing offers, free cash-back shopping offers and the certainty that through top online rewards programs, you will get paid!

All it takes on the part of students is a little time and effort to fill out a few forms and complete offers, read paid emails, take surveys, etc. In exchange, you''ll find yourself receiving great rewards like free computers, televisions, free gift cards to your favorite stores and restaurants, free gas cards and much more.

In addition, rewards and incentive programs help make it easier on you when you do have to spend money by offering lots of cash back rewards on items you''d normally purchase. Here are just a few of reward companies'' shopping categories:

Clothing, art and collectibles, books and magazines (you can find textbooks too!), DVDs and videos, music, travel items, sports and recreation purchases, and a whole lot more...

Gerardas Norkus is a successful author and publisher of http://www.1st-in-rewards.com

Great tips on receiving free merchandise and money from top online rewards programs.

Publishing Guidelines: You may freely distribute or publish this article provided you publish the whole article and include the copyright notice and links in full. A courtesy copy is requested upon publication.', 122, 'Looking For a Rewards Program That Offers Free Money for College Students?, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Looking For a Rewards Program That Offers Free Money for College Students? plus articles and information on College-University

IMT College - Full Online

2008-12-20T23:04:00.001-08:00

IMT College - full online

* Ensure Your Future

* Immediate Use of Skills

* 8 Week Certificate Course

* Online Faculty Support

* 100% Online

* Anytime, Anywhere, for everybody

Explore Your Possibilities

Now, no matter where you live or what your schedule, you can tap into one of the nation?s leading business schools and learn valuable skill-sets that will have an immediate impact on your current job and help ensure your future success!

Our approach to managerial skills be characterized as attempting to teach all what is necessary to have success in business world and to reach your business goals. Attending our courses you can test your new skills all the time answering on our questions in many tests which are prepared for our students. For each topic or chosen course you can pass exam if you wish and get our diploma. The exam effectively tested skills that you learned in the managerial skills. The skills tested are of the great importance to anyone involved in day to day business life. Maximum points for diploma are 30 and minimum 5. The exam was very well structured and ran at a rapid but satisfactory pace. The concept is excellent.

How does our method of learning work?

Firstly, you must choose one or more courses and inform us by e-mail. After, we shall inform you about all conditions and ways of learning and send you literature in English. You must read materials and literature and after that we can organize internet meeting and discussion. You can openly make questions and need more explanations. At last you will write essay about some topic which is chosen by you. Our professors will read it and send you their opinion about. At the end of our program you van pass examin. All courses are two months long, except stress and time managament which are one month long. For the most number of courses we have special softwears. Choose course promtly because we shall begin our program on 1 of February 2005. As you can notice our prices are very popular and acceptable!

Professors are certificated with great experiance in many different subjects of teaching.

We have large amount of e-books in our members section for self learning wich could help you easier to reach your certificate.

If u want to be a member of our College and use all benefits (E library for example) you can apply for only 50$.

Also there is 24h support on email mirjana@metropola.net

Dr.Mirjana Radovic is a professor at F.Dickinson University,Lacrosse University and Akamai University and of course at IMT College. She has great exsperience in teaching students online and face to face. Also, she is author of seven books related to business management.', 122, ' IMT College - Full Online, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', ' IMT College - Full Online plus articles and information on College-University

Medical Assistant - Medical Assistant Distance Education

2008-12-16T04:54:00.001-08:00

Considerations in Distance Education for the Medical Assistant Instructor

Medical Assistant distance education is emerging to meet the demands of a new generation of students in the twenty first century. St. Augustine Medical Assistant School distance education program for medical assistant presents a good model for this integration of technology with medical assistant education. Distance education, particularly in its most recent form, online education, is being integrated into even the most cautious and conservative of educational institutions. Yet the impact of these alternative forms of teaching and learning on students, faculty, and institutions has yet to be broadly or deeply studied. New models such as that at St. Augustine Medical Assistant School are immerging. St. Augustine Medical Assistant School is available at: www.medassistant.org

Distance education is not new, and can be traced as far back as the first century. The Apostle Paul wrote to the early Christian churches, instructing them from a distance (even when he was under ''house arrest'' in Rome). This was probably the first type of ''correspondence course'', which was the only method of learning at a distance until the advent of the telephone. Today, distance education and in particular online medical assistant instruction calls upon an impressive range of technologies to enable medical assistant instructor and the medical assistant student who are separated by distance to communicate with each other either in real time (synchronous) or delayed time (asynchronous).

Currently and asynchronous model used at St. Augustine Medical Assistant School to instruct medical assistant students. This has proven to be a very effective model however the medical assistant program is currently investigating the benefits of synchronous online medical assistant instruction and the benefits it may have for the medical assistant student. Medical Assistant distance learning epitomizes the move away from institute based learning to a more direct, student centered approach. As a concept, distance learning has existed for over a century, notably in the form of paper based correspondence courses including the less formal correspondence education for medical assistants. Now however, distance education is depending increasingly upon technology for its success and technological innovations ensure that distance learning for the medical assistant continues to evolve and grow as a valid and potent force in all forms of education for the medical assistant.

The task of the medical assistant distance educator is therefore to obviate these problems as much as possible by mixing and matching techniques, creating and maintaining a stimulating environment, and offering opportunities for medical assistant students to communicate with each other and with the medical assistant teaching staff on a regular basis. The medical assistant educators will also need to change their traditional role as well. Many remote medical assistant students need a great deal of social support, and medical assistant distance educators may find themselves spending more time offering one-to-one tutorials and less time lecturing. St. Augustine Medical Assistant School at www.MedicalAssistant.us is leading today''s technology in medical assistant education.

When designing medical assistant educational systems and materials for medical assistant distance in delivery the medical assistant teacher must consider not only learning outcomes, but also centered requirements and technical constraints for the medical assistant. Also to be considered are the needs, characteristics, and individual differences of both the students, the teachers and future medical assistants.

Medical assistant distance education for the medical assistant then, should not be viewed as a means of reducing costs, but as an opportunity to raise standards. It is also about providing quality medical assistant learning opportunities for those who, for one reason or another, have previously been excluded from this basic human right.

Medical Assistant distance education will quickly become the norm and not the exception for the twenty first century medical assistant. St. Augustine Medical Assistant School distance education program for medical assistant presents a good model for this integration of technology with medical assistant education. The St. Augustine Medical Assistant model can be reviewed at: http://www.medassistant.org, and http://www.medicalassistant.us.

Dr. Mark Stout
Dean of Education St. Augustine Medical Assistant School
Distance Education and Informatics Specialist
St Augustine School of Medical Assistants
', 122, 'Medical Assistant - Medical Assistant Distance Education, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Medical Assistant - Medical Assistant Distance Education plus articles and information on College-University

Distance Learning, Online Education, Electronic Education, Electronic Learning?Call It What You Want

2008-12-09T20:31:00.001-08:00

Whatever you want to label "learning at home" and however you want to define the latest buzz words for non-traditional education, you can find a program and method that suits your needs. Right now over 1.2 million people in the U.S. participate in some form of distance learning, with a projected expansion to 2.3 million in just a few years.

In looking at this rapidly expanding and viable form of education and training, there are a few basic things you need to consider and some decisions you need to make in order to create the environment that will best suit your needs. You need to know the what, the why, the benefits and the how of the various forms of distance learning.

Distance learning (correspondence courses) started in Europe in the 1800''s and has evolved into a multifaceted term that serves many purposes. Some of the forms of distance learning are: correspondence courses, online education, internet based education, electronic education, e-education, electronic learning, and e-learning. How these terms differ will depend upon how the institution defines and labels the programs which they offer. To simplify the whole concept, let''s say that these terms represent ways of learning away from a "brick and mortar" facility. Some distance learning and/or online programs may or may not be connected to a university or college. There are many programs that are independent and are not affiliated with any institution.

Distance learning offers a variety of paths to personal goals which include: GED, associate degrees, bachelor degrees, graduate certificates, master degrees, doctoral degrees, non-credit training courses, and others. Whether a person is seeking a degree, keeping professional skills updated, or pursuing skills for an interest area or hobby, there is a program or offering that should work.

Why are so many people turning to distance learning? What are its advantages? On a personal level look at such pros as: maintaining privacy; provides convenience; enables a flexible schedule; allows for balancing job and family obligations; working at own pace, going slowly or accelerating learning; can be less expensive; great for homebound individuals; no unnecessary travel; no formal class attendance; and can "learn while you earn." These are a few of the many things that are causing quite a number of people to take an entirely different approach to attaining knowledge/skills and/or earning a degree.

Those who advocate against an alternative of distance learning, often site the lack of socialization which is a part of a traditional type of education. However, not everyone is looking for the classroom activities, college events/parties, and the interactions that are a part of a school campus. Many of the classroom activities such as discussion and support can be achieved online. The other things that an online education will reinforce are: reading - ebooks, up to date references, current research; listening - through audio lectures or clips; seeing- through graphic illustrations and demonstrations; doing - assignments, quizzes, exams, research papers; and speaking/communication - through email, chats, and electronic discussions. A distance learning program can be far more than just reading and writing.

What are the requirements for becoming a part of a distance learning program? Many programs require a minimum of a GED or taking an admissions test. Usually, the process for applying will include: an application; transcripts; test scores; an essay; and letters of recommendation. The less formal the program, the less formal the requirements. There is a wide range in answering this questions. However, what is necessary for an online program is the right computer equipment with the internet connection (high speed), word processing capability; email; and multimedia player. The program you choose will provide more specific details for recommendation about equipment and software.

In choosing a program there some questions to ask as you do your research and make your selection. Ask about the following: help/support is offered; qualifications of the instructors; number of years the institution has provided services; is it an accredited program; details about the curriculum; and multimedia elements of the program. By the way, accreditation is voluntary since there is no officially sanctioned entity in existence. However, most schools considered the six regional accrediting agencies listings to be legitimate agencies. Ask if it is regionally accredited.

The last thing you need to think about is your motivation and work ethic. If you are a good reader (good reading comprehension skills) who doesn''t procrastinate and can avoid distractions, you will be a good candidate for an alternative approach to education. In this age of global education and the need for current knowledge and skills, this is a fast delivery system that will bring all the technological advancement right into your living room instantaneously. It works for more than a million people, and it can work for you.

Visit our Resource Center on Distance Learning at: http://sbmag.org/distancelearning.html

Copyright usage: No permission is needed to reproduce this story. The About the Author statement must remain in tact. We also request notification of where the article is being used so reciprocal links can be considered. mailto:barb@sbmag.org

About the Author
Barbara Snyder is a retired California Distinguished School Principal and Coordinator For Human Resources. She has a master''s degree in Curriculum and Instruction. She holds elementary education, secondary, community college, and administrative credentials. She is currently the publisher of http://EducationResourcesNetwork.com, co-publisher of Strictly Business Magazine, http://www.sbmag.org.', 122, 'Distance Learning, Online Education, Electronic Education, Electronic Learning?Call It What You Want, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Distance Learning, Online Education, Electronic Education, Electronic Learning?Call It What You Want plus articles and information on College-University

College Tuition Costs are Spiralling

2008-12-03T05:22:00.001-08:00

So, our children want to fly away from the nest and further their academic life in college. But with escalating costs, can we afford it? Will they have to take part time jobs to stay afloat or can we supplement their financial needs with college loans?

These are just some of the questions that concerned parents and aspiring students are asking themselves nowadays. It''s hardly surprising when you look at the facts - a 51% increase in fee and tuition costs for public four year colleges and a 36% rise for private four year colleges in the last decade alone. This, coupled with the disproportionate income increases for families likely to have college age children, means that more and more often parents or students themselves are turning to direct loans or private college loans for help.

Why do parents and students need extra help?

Every parent and family is made aware what their Expected Financial Contribution (EFC) will be to their child''s further education when they apply for a place. This is calculated minus any government grants and federal supported college loans the student will be granted. Every family has numerous financial commitments and additional support for your child throughout college could be all too much to bear if you don''t have enough savings or disposable income. But all is not lost! There are other sources of financial support available.

How can the shortfall be covered?

Additional financial support comes in all shapes and sizes. They normally take the forms of unsubsidized federal student loans, state sponsored loans and private sector college loans. It is the latter that has experienced the most significant growth over ten years (a 745% increase) and accounts for a whopping $10.5 billion of aid used to finance college education.

The private college loans available can be split into student loans or loans for the parent:

Student Loans

? Private college loans from banks and other funding sources.

Parent Loans

? Private education loans from banks and other funders.

? Home equity loans to draw down equity from your property. These funds can be used to pay for college fees.

Is it all worth it?

Its all too easy for parents and students to balk at the idea of taking out college loans to enable them to further their education. The hard cash needed to see them through up to four years of study may seem impossible to raise but they just need to realize the benefits this will bring their child and America. College educated individuals earn more than secondary school leavers, they also participate in society more and their children will attain higher levels of education too.

The investment is worth it.

Peter Siu is a successful freelance writer providing valuable advice for consumers when applying online for credit cards, student credit cards as well as other personal & mortgage loans. You can visit his sites at http://www.uscreditcenter.net and http://www.ukcreditcentre.com - His numerous articles offer moneysaving tips on a number of topics.', 122, 'College Tuition Costs are Spiralling, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'College Tuition Costs are Spiralling plus articles and information on College-University

Write Your Way Into University ? The Personal Statement

2008-12-01T03:49:00.001-08:00

The Get Into Uni personal statement writing guide contains systematic instructions on the techniques to help increase the odds of your application, however this article contains a short synopsis to writing your way into university. For most potential students there are some clear reasons why they wish to embark on university. The single best reason is that the subject area fascinates the reader. Please read our personal statement writing guide for more information and access our sample personal statements to read the best sample statements on the web. http://www.getintouni.com/Free/WritingGuide

This article will offer insight into how you should approach your personal statement. One of the typical complaints of Admission Officers is that student personal statements all seem the same; unfortunately, students normally read a number of sample statements on the internet and automatically write a typical personal statement from the range of available sample personal statements found on websites.

It is important to put yourself in the shoes of the Admissions Officer: why would your personal statement be unique, how are you different from the other candidates? Primarily you need to decide how you will divide your personal statement into digestible chucks. The most obvious way is to divide into paragraphs of 100 words. If you aim for between 500 and 600 words at most, it will help your admission officer when they have to read thousands of personal statements to find the perfect student.

So let''s take a look at the way your personal statement should be structured? If you spent, time analysing our sample personal statements http://www.getintouni.com/Samples you will see that each paragraph revolves around one particular incident or the subject area of study. Although the personal statement should logically flow from start to finish, none the less, unlike a book with a distinctive story running through it and building up to a climax, a personal statement is episodic in style and content so each paragraph stands out.

In planning your paragraphs, you must give the Admissions Officer a glow so they will wish to continue the next section. To illustrate the structure, let''s take a look at the typical personal statement organisation. The first paragraph will need to be an exciting and dynamic narrative to capture the reader''s attention. The subsequent paragraphs should outline why you wish to study for your particular field followed by a compelling powerful final paragraph with strong action verbs to give your reader the final push to admit you.

You may find it helpful to prepare a brief synopsis or outline of the way you see your personal statement developing. It doesn''t have to be very long or detailed and, like most personal statements structures, you do not have to stick to it if, as you go along, you find a better route for your journey. Keep it simple and let it serve merely as a quick reminder of where you''re going. It might run like this: First memory ? seeing my new baby brother in my mother''s arms. Nursing experience ? volunteer in residential nursing home. Visiting the baby clinic ? desires to become a midwife sufficed. Goals for the future ? career ambitions.

It is important to cover whatever period you intend to include in your personal statement because time spent planning your sequence and the method you feel happiest with will undoubtedly make the actual writing that much easier for you.

The biggest problem you will find is finding the topics of discussion in your personal statement and selecting those topics you want to use and which topics you wish to leave out. Remember that with any form of writing you are practicing the art form. Get Into Uni Oxford Educated editors edit the personal statements for our customers to improve sentences and create a marketing sensation.

A while ago, I was asked to take a critical look at a personal statement, which spanned the student''s life from age two to eighteen. The personal statement made gripping reading but was far too long and the student had not been selective enough in the abundance of material she choose from. The word count ran to 1,500 words ? far too long for a personal statement. The task of reducing your personal statement can be enthusiastically undertaken, but the problem is that you need to look at your original brainstormed ideas to organise your material for the selection process. The only criterion you need to apply at this stage is this incident of sufficient interest to the admission officer.

I hope that you agree a powerful beginning is of paramount importance or you will quickly lose the Admission Officers interest. Then, once having captured his or her attention, we have to make sure your personal statement ending is dramatic and in the right place. Each paragraph should be pleasing to the reader and you need to write a natural conclusion. Chekhov once said the essence of good style is simplicity. The best advice is therefore, to keep it simple.

Get Into Uni offers students personal statement editing and tips on how you can get an edge over the competition when applying for university. The website includes sample personal statements, a free writing guide, and all the information you need to get into university.

Your personal statement is crucial to your application. Planning your personal statement is therefore your first step to success. Gain competitive advantage and order the best editing service on the web. http://www.getintouni.com

Our qualified professional writers will edit your statement to perfection ? ensuring your application is noticed. We recognise that you are unique and, therefore, you will receive customised advice from your personal writer. Increase your chances today! Copyright © 2004 Get Into Uni

Elaine is founder of Get Into Uni one the UK''s largest student editing companies. Get into Uni is the only British based company that can offer Oxbridge and Ivy League trained editors available 24 hours a day, 7 days a week. These experienced editors help students make the most of the opportunity the personal statement. Elaine has focused her energies on helping students'' better position themselves.', 122, 'Write Your Way Into University ? The Personal Statement, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Write Your Way Into University ? The Personal Statement plus articles and information on College-University

Business Plan Competitions

2008-11-27T04:21:00.001-08:00

The idea of a business plan competition first started in the 1980''s at the initiative of some MBA students from Texas and has increasingly gained popularity. Such events happen yearly and rejoice a great affluence of contestants, which highly increases their competitiveness.

Competitions

Organized by Universities

* Babcock Elevator Pitch Competition - Wake Forest University

* Enterprise Creation Competition - Ball State University

* Moot Corp. Competition - University of Texas

* Duke Start-Up Challenge - Duke University

* IBK Capital Ivey Business Plan Competition - University of Western Ontario

* OFC Venture Challenge - Clark Atlanta University

* Venture Adventure - Colorado State University

Held by business organizations

* Jungle Business Plan Challenge - Jungle Media Group

* S.E.E.D. Business Plan Competition - TechKnowledge Point Corp.

* Venture Bowl - National Institute for Entrepreneurship and Carrot Capital

You will wonder probably what exactly do these competitions consist of and where does their popularity come from?

Organizers

Although the organizers and sponsors are usually universities, there are several business organizations that host business plan competitions.

Contestants

Business plan competitions are student entrepreneur events. The contests are organized either for graduate or undergraduate students and it does not necessarily have to be MBA students. The contestants may be student scientists, engineers, MDs or other specialists who strive to create a viable business plan hoping to enter such competitions.

The popularity of such contests also reached some other layers: business plan competitions are also organized with the purpose of giving people the possibility of starting a business. Business plan competitions usually happen as intercollegiate events, but this contest formula has also been taken over by companies who want to facilitate the founding of new businesses.

It is also the case of Ford Motor Company that sponsored the Ford BEST (Building Entrepreneurial Success Today) Business Plan contest in association with SCORE "Counselors to America''s Small Business" and DiversityInc. The BEST Business Plan contest took place in the winter of 2004 and addressed all U.S. citizens over 18. All the submitted business plans were judged by an advisory panel from SCORE.

Why the need to participate in such events?

Besides the cash prizes, that, although quite important, will rarely suffice for financing the foundation of a company, there is the advantage of learning from this experience - this will enrich students'' knowledge in a greater degree than the mere theoretical aspects they learn from lectures.

Not in the last place, there is the valuable opportunity of pitching the business plans to quite a lot of investors in a very short time.

How Do Winners Benefit?

Innitially started as a valuable opportunity for the students with bright business ideas to express them within contest conditions, the business plan competitions have become a resource for some investors. There are two categories of results of such competitions:

You would say that choosing from purely theoretical plans would be highly improbable for a venture investor. Yet, that''s how many successful firms came into being.

1-800 Contacts

A mail-order contact-lens-replacement company in Draper, Utah. The business plan won the 1995 Brigham Young University tournament in Provo, Utah.

Attorneys @ Work

An Internet recruiting and placement service in Atlanta. Competition: 1996, University of Georgia. SensAble Technologies Inc.

In Cambridge, Mass., won the MIT competition in 1995. Epotec Inc.

Competition: 1997, University of Chicago.

However, having good results in an important competition does not necessarily imply launching a company successfully. There is the risk that some investors consider your plan an academic exercise before really studying it and thus the percentage of trust is substantially reduced.

Laura Ciocan writes for http://www.businessplanning.ws where you can find more information about business planning
Please feel free to use this article in your Newsletter or on your website. If you use this article, please include the resource box and send a brief message to let me know where it appeared.
Contact:lauracio@gmail.com', 122, 'Business Plan Competitions, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Business Plan Competitions plus articles and information on College-University

College Bound: The Organized Dorm

2008-11-21T04:53:00.001-08:00

I can still remember my shopping list for my first dorm room. Years ago we kept it simple -- the must have storage staple was the old dairy crate and that was pretty much it. Those dairy crates organized everything from sweaters and sweatshirts to books. Today the storage choices are almost unlimited (although the budget may not be...), so outfitting a dorm room or first apartment can be a bit overwhelming. I have asked our summer intern (a college student) to share some organizing challenges she has experienced first hand. We have divided the typical college living space into 5 areas:

- Common area
- Kitchen and bath area Desk
- Bedroom or sleeping area
- The always too small and functionally challenged closet.
- Common Area

Question: "A lot of dorm rooms are small and have one common area. What would you suggest to help students keep their common area organized? Also, can you suggest some useful products for storing food, movies, and CDs?"

Answer: Common areas can be a tricky, because you have now entered the zone where your belongings are community property. I would suggest a minimalist approach. If it is for a dorm, keep it simple and portable. There are inexpensive multimedia racks, drawers and even cubes (the "new" dairy crate!) available for storing CDs and movies.

Trunks can provide additional table surface, store out-of-season blankets and sweaters, and even make a good hiding place for your spare laundry and bathroom supplies. If you are furnishing an apartment, make it a group project so that everyone is involved with choices and expense sharing.

Many students store their snacks and munchies where they hang out, so just remember to label them and stay clear of glass. Many discount stores have some really cool and inexpensive dry storage options.

Kitchen and Bath

Question: "Can you give advice on how to keep your stuff separate from your roommates in both the kitchen and the bathroom?"

Answer: In the kitchen -- label, label and label. People are less likely to help themselves to something when it is clearly marked. An alternate system is to divide the shelves in the refrigerator ? maybe one for each person and one common shelf? If your budget permits, purchase a set of food storage containers and clearly label them with your name and any warning you may want to include. Unfortunately there will always be those few who will help themselves to anything and everything, so don''t sign a lease with them next year.

There is never enough room in the bathroom, so keep it simple and portable. Buy a shower tote or caddy; a proven product that has been around for years. I recommend girls go for the largest one you can carry while most guys could probably make do with the smaller ones. If finding a surface is an issue consider a hanging dopp kit, which can be easily hooked on to a towel rack. Don''t forget about your towels; consider large hooks for hanging wet towels. Extra towels and toiletries can be stored in a simple 4-drawer storage cabinet also available at many discount stores and other retailers.

The Desk

Question: "What would you suggest for keeping your desk neat and school work organized?"

Answer: There is a wide range of great things on the market today to keep your desk clutter free and functional ? you are only limited by your budget and your imagination! Consider increasing the surface area of your desk by placing your notes and class papers in a file cart or create a hanging file box that can fit neatly under or on the side of your desk. Organize your desk by keeping like things together or categorize by subject. Utilize a bulletin board with a calendar for important dates and project deadlines, so they won''t be missed or forgotten.

The Bedroom

Question: "Do you have any suggestions for students on how to maximize this space and still keep as much of your personal belonging in this small space?"

Answer: You can be as creative with this space as you want to be. Take advantage of the total area, including under the bed, behind the door, the walls, and even the college issued furniture. Look for wide underbed drawers; they make the perfect secondary storage unit. Hang a shoe bag behind your door; these pockets can be used for more than shoes -- socks, extra toiletries, small camera, film, batteries, water bottles, and yes even that extra case of beer. Hang a few hooks on the wall or if allowed install a small shelf. If you have a large desk, consider adding a hutch; the additional shelves are very convenient and accessible when working at the desk.

The Closet

Question: "How do I make the most of this very small space?"

Answer: Years ago my first dorm closet was about 3 feet wide and 9 feet tall. An extremely narrow area in which to cram 9 months worth of clothes and shoes and remember this was the time in my life when I agonized over every clothing detail. Today that limited area would be a snap, because my "mom uniform" does not require a lot of space.

Seriously, most of the time closet space comes is at a premium, so you must utilize every inch. The right type of hangers is key ? an item like a multi-tiered shirt or pants hanger can save space and have clothes fit neatly in small spaces. Consider adding another rod for short hang items since most college wardrobes are heavy on short hang pieces. Another product used to increase space and keep things from tumbling down is stacking shelves. If you prefer your sweaters and sweatshirts at eye level, use a hanging sweater bag that attaches to the closet rod. Don''t forget about the floor space -- short stacking baskets work well in this space.

Today''s college student may have a lot more organization and storage options than we did in years past, but with a small budget, some advance planning, clear lines of communication with roommates and a sense of humor, organizing their space can be easily accomplished and they can focus on what''s really important about college. I was referring to learning ? what did you think I meant?

About the authors: Bridget Messino is a Professional Organizer, speaker and co-owner of Clutter Free Living, Inc. Her work frequently appears on many Internet sites, on her own organizing site Clutter Free Living (http://www.clutterfreeliving.com), as well as in her monthly Home Organizing Newsletter How to Be Clutter Free. Subscribe to the FREE monthly e-newsletter by sending a blank e-mail to mailto:cflnews-subscribe@topica.email-publisher.com

Emily Steinecker is a senior at the University of Wisconsin, interning with Clutter Free Living for the summer. Organizing has always been a passion of hers and her dream is to become a professional organizer.', 122, 'College Bound: The Organized Dorm, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'College Bound: The Organized Dorm plus articles and information on College-University

Parents: Take the SAT Challenge!

2008-11-16T04:12:00.001-08:00

I keep a box of tissues on the table where I tutor because, as an SAT tutor and college application consultant, I listen to high school juniors and seniors who are so overwhelmed by college pressure that they begin to cry. Not just girls. Not just Ivy League aspirants.

High school students are always convinced their parents don''t understand them. This time the students are right. Parents don''t understand because the college admission process is so much more competitive than it was when most parents applied to college.

These are the ten things I wish I could tell parents:

1. I am convinced that parents have to walk a mile in the student''s moccasins to gain some appreciation for the stress the students are under and to reverse the tension at home. If parents will take an SAT practice test they will feel some of the same anxiety, cringe at their results, and discover that the test is hard. Instead of piling 25 pounds of SAT study books on the desk, parents can commiserate with students over missed problems. Parents and students can become allies rather than adversaries as they face the college admission process.

2. Hire SAT prep tutors who focus on the applicable academic material rather than just the tricks. Increasing a student''s academic preparation for the test in addition to teaching the tricks increases their confidence on the test and in the classroom; teaching only the tricks makes students more insecure because they are relying on tricks rather than on actual knowledge.

3. Have the tutors keep the parents informed about each session so that the parent tracks progress with the tutor rather than pestering the student for information.

4. Have the student try the ACT. All colleges accept it and some students do better on it than on the SAT.

5. Make learning fun. For example, have the students memorize vocabulary using the book Vocabulary Cartoons by Sam Burchers, et al. Also, have the student do the crossword and other word puzzles in SAT Vocabulary Express, the fun book of word puzzles that will increase SAT scores. I wrote it with Michael Ashley, a nationally known puzzler, so that our students would learn to play with words, an important skill for the new SAT.

6. Emphasize getting good grades rather than good SAT scores. Bs in honors classes are better than As in regular classes.

7. Hire an independent college counselor who will work with the family to create a realistic college list, brainstorm for essay topics, establish deadlines for the student, and check all college applications. High school college counselors are overworked and do not have the time to walk families through the process.

8. Realize that the schools parents attended may not be within reach for their child. The number of high school students planning to attend college has increased dramatically; the student may be well qualified for a particular college and may still not get in.

9. Look for colleges where the student will thrive academically and socially. Choosing colleges based on their name recognition and prestige value is a formula that will increase stress, not decrease it. Everyone else wants to go to those schools, too, making them even harder to get into; they are not necessarily the best place for the student. Loren Pope''s book, Colleges That Change Lives, is a good place to start.

10. Support your child through a difficult process. Leave the prodding, nagging, and yelling to the tutors and college counselor. The independent college counselor will tell the student to work harder so the parent doesn''t have to. Why ruin the student''s last year at home?

Parents can make decisions so that senior year is not be so fraught with anxiety that family members begin to avoid each other. And, I hate it when my students cry.

Jacqueline Byrne
Author, SAT Vocabulary Express (McGraw Hill, 10/04)
Partner, Ivy Educational Services, Scotch Plains, New Jersey
http://www.ivyeducationalservices.com', 122, 'Parents: Take the SAT Challenge!, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Parents: Take the SAT Challenge! plus articles and information on College-University

Distance Learning: Balancing Your Education and Busy Lifestyle

2008-11-14T15:22:00.001-08:00

Distance Learning is a priority for most who have already set their lives out in one way or another in that their responsibilities have been laid out, and in quite a few cases, would not allow for regular College schedules. This is taken into consideration when looking for a place to study, and this shouldn''t mean below par education. It should mean convenience for those interested in education and furthering their portfolios.

Student Commitment

Distance Learning requires a certain amount of commitment as the student must schedule the time to study. This is also reflective in their work as they are not going to afford the time unless genuinely interested in the subject matter. The work from these students shows a clear interest in their progression, and therefore their time is not wasted on courses that they are only taking for UKAS points.

Flexibility

A high standard is reached as there is very little disruption in the pupil''s life, and therefore they find that they are able to concentrate on the subject matter fully. These courses are not as expensive as those that have to hire out a classroom, and with the ''email'' style of assessment, the cost to complete their course assignments is inconsequential. There is no waiting for weeks for their assessments to be returned to them, and this makes it easier for the student to get on with their work at their own pace. These courses fit into lifestyles as it is usually humanly impossible to gauge when a situation will arise that takes a student away from their studies, but with the Distance Learning option, these students do not have the worry of catching up, or even having to loose out on their whole course and fee because there has been a glitch in their schedule. The course can be put aside, and picked up when the situation is eradicated. For those who travel for work, their course can be taken with them, affording them the time to continue on with their studies.

Different options for different lifestyles

This form of education is taking a front seat for those interested in continuing study after settling into a career, or starting a family. There are numerous reasons for not being able to put your life on hold to study a preferred topic, and this option is sometimes the only way people are able to get the training they need. This should not mean that these people have to put up with inferior courses, or exorbitant fees. For those who are unable to leave their homes, or not able to physically enrol on classroom taught courses, this form of education plays a paramount importance in their lives. Oxford College ODL and Oxford Distance Learning have devised a scheme for the visually impaired by designing their courses specifically for these people''s needs, and they are in the process of setting up a program to fit into those people''s lives that have difficulty in finding a course that caters for their special needs.

Grading

Distance learning courses are not easy. Because the student is not required to attend classes, it is imperative that a sound assessment of their absorption of the materials is obtained by the tutor, and this is only obtained through assignments that are usually more in depth than the usual grading process that is awarded through classroom taught courses. This takes it''s form by enabling the student into not just learning about a given subject, but also showing their understanding of each individual step in essay form which lends to their overall grade. This is particularly important to the student, as the material is not the only information that needs to be taught in a given subject. The student needs to be able to question the material, and use their own reasoning when it comes to analysing what they are asked to absorb which keeps them interested in the course work and sees that they feel more involved with the process of their learning.

In the words of Mike Tomlinson, former chief inspector of schools,

''Too much time is spent preparing for exams which could be used for learning''.

Written by Angela Williams, Education Standards Reviewer ''UK Education Today''. Distance Learning Courses can be enrolled via http://www.oxforddistancelearning.com. This online college has been recognised in the UK for offering the "best tutoring program to date".', 122, 'Distance Learning: Balancing Your Education and Busy Lifestyle, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Distance Learning: Balancing Your Education and Busy Lifestyle plus articles and information on College-University

Building Interaction Into Your Online Course

2008-11-13T04:25:00.001-08:00

You''ve already decided that you''re ready to author online and you have your content organized. Now it''s time to face the ultimate challenge in online learning - making it interactive!

Interaction in online courses is a two-edged sword. On one hand you want students to participate. This enhances their learning by letting them question and discuss issues in the course. On the other hand, as the instructor, you need to decide the level of interaction you want to have with each student - and build your courses accordingly.

As an illustration, let me relate a poor choice I made in a course I wrote several years ago. Because I wanted everyone involved, I required that each student post at least one message per week to the discussion group. In addition, I required that they respond to two other messages. Simple? Yes. But because I had decided that my level of involvement was to respond to every posting, I was faced with 3 messages for every student every week - and this was only the minimum requirement! I soon found myself bogged down in responding to an overwhelming number of messages.

To decide on your level of involvement, let''s look at 5 levels of interactions you can provide.

1. Respond to every email. At this level of interaction, you are reading and responding to every email or discussion sent. Beware. While this may be effective at the beginning of a discussion when there is little interaction, you''ll soon be overwhelmed just responding to and encouraging students.

2. Respond to every nth email. This is a more rational view. Here you can decide to pick every 5th posting and respond to it. The danger is that you''ll miss a student''s best posting or that you''ll miss an important question.

3. Respond to 1 message per student per week. You can set the expectation that you''ll welcome questions from everyone, but that you''ll only guarantee a response to one per week. That will put the burden of composing an effective message on the student''s shoulders, rather than just jotting off a quick question every time they think of it.

4. Post provocative questions. This is a great way to get a discussion started. If you choose this route, you may choose not to participate in the discussion yourself - but instead, just summarize it at the end - or not.

5. Employ help. This may be a Teaching Assistant, a mentor, students who have taken the course in the past, etc. You may also choose to separate the types of correspondence - for example, one person may cover technical questions, while another handles course mechanics and you take the content questions.

Now that you''ve decided on your level of involvement, it''s time to design the exercises. Recognize that almost any type of exercise you use in face-to-face training has an online counterpart. So be creative - and try your ideas. You can even ask your fellow instructors for help by saying "In an instructor-led course we would do such-and-such for this lesson. What would you suggest we use to replicate that learning online?"

Keep in mind that the format of the course you are creating will help determine the appropriateness of an interactive exercise. For example, if you have a rolling enrollment, self-paced course where students sign up and work through the materials at their own pace, it may be difficult to assign them team activities.

To get you started here are some ideas for interactive exercises. These cover a variety of levels of interaction, so choose your favorites.

Polls and surveys - ask a series of questions, then summarize the results for the participants. This can be done with a survey tool or you can use a multiple choice exam. Poll early and often. Your first poll might be the type of computer participants use, how they connect to the Internet, and their level of expertise in computer skills. This provides good feedback to you and gives them a profile of the "average" student.

Go and do - give students an assignment to do offline. Then ask them to come back and use one of the other techniques (reflection, chat, summaries) to report on their activities.

Read and react - give students an article, a series of websites, or other assignment. Then ask them to write a short reaction paper based on their readings.

Reflection - ask each student to use their personal note space to reflect on reading/group discussions.

3-word summary - ask each student to summarize their thoughts in 3 words in the discussion group. Others can ask for clarification.

Teams - use teams to create small discussion groups. Then ask one person from each team to summarize the discussion in the larger discussion area.

Office hours - use a chat to hold weekly office hours. Just tell everyone when you''ll be "in", then wait for the questions. As an alternative you may decide to offer a chat time to a smaller group or team of students - either to encourage more interaction or to handle what would have been an overwhelming amount of interaction.

Expert panel - invite one or more experts to participate in a live event such as a video or audio conference. Take questions from the audience. Then continue the discussion with the discussion group. If possible, invite the experts to participate in the discussion.

You will continue to discover new interactive exercises that you use with your courses. For a full course on the topic, send an email to elearning@TechTamers.com

Dr. Jeanette Cates is an Internet strategist who works with experts who are ready to turn their knowledge and their websites into Gold. Her reputation as a speaker and trainer has earned her the title of The Technology Tamer. With more than 20 years in instructional design and elearning, Jeanette shares her news and views in OnlineSuccessNews.com', 122, 'Building Interaction Into Your Online Course, College-University, College-University articles, College-University information, about College-University, what is College-University, College & University Information', 'Building Interaction Into Your Online Course plus articles and information on College-University