Colleges Where 75% of Students Score 30 - 36 on the ACT

Colleges Where 75% of Students Score 30 - 36 on the ACT When youre considering to which college or university to apply, sometimes its helpful to browse through schools who have students scoring similarly on the ACT as you did. If your ACT scores are completely lower or higher than 75% of the students who were accepted to a particular school, perhaps youd be better off searching for a school where students are more in your range, although exceptions are certainly made all the time. This is a list of colleges and universities where 75% of the accepted students scored above or at a 30 - 36 composite score on the ACT. What does this mean? The following schools are accepting students who are scoring at the top of the ACT range! If you have scored between 30 – 36 and all your other credentials fit – GPA, extracurricular activities, recommendation letters, etc. – then perhaps one of these schools would be a good fit. Please keep in mind that this list is for the composite ACT score – youll see ACT scores a bit lower on particular sections (English, Mathematics, Reading, Science Reasoning), but the composite scores are always between 30 - 36. More ACT Score Information How to Understand Score PercentilesAverage National ACT ScoresACT Scoring 101: Scaled Vs. Raw 1. Amherst College Amherst, MassachusettsWebsite: amherst.edu ACT Composite: 25th Percentile: 3075th Percentile: 34 2. Bowdoin College Brunswick, MaineWebsite: bowdoin.edu ACT Composite: 25th Percentile: 3175th Percentile: 33 3. California Institute of Technology Pasadena, CaliforniaWebsite: caltech.edu ACT Composite: 25th Percentile: 3375th Percentile: 35 4. Colgate University Hamilton, New YorkWebsite: coldgate.edu ACT Composite: 25th Percentile: 3075th Percentile: 32 5. Columbia University New York, New YorkWebsite: columbia.edu ACT Composite: 25th Percentile: 3275th Percentile: 35 6. Cornell University Ithaca, New YorkWebsite: cornell.edu ACT Composite: 25th Percentile: 3075th Percentile: 33 7. Dartmouth College Hanover, New HampshireWebsite: dartmouth.edu ACT Composite: 25th Percentile: 3075th Percentile: 34 8. Duke University Durham, North CarolinaWebsite: duke.edu ACT Composite: 25th Percentile: 3075th Percentile: 34 9. Franklin W. Olin College of Engineering Needham, MassachusettsWebsite: olin.edu ACT Composite: 25th Percentile: 3375th Percentile: 34 10. Harvard University Cambridge, MassachusettsWebsite: harvard.edu ACT Composite: 25th Percentile: 3275th Percentile: 35 11. Harvey Mudd College Claremont, CaliforniaWebsite: hmc.edu ACT Composite: 25th Percentile: 3375th Percentile: 35 12. Johns Hopkins University Baltimore, MarylandWebsite: jhu.edu ACT Composite: 25th Percentile: 3075th Percentile: 33 13. Massachusetts Institute of Technology Cambridge, MassachusettsWebsite: http://web.mit.edu/student/ ACT Composite: 25th Percentile: 3275th Percentile: 35 14. Middlebury College Middlebury, Vermont Website: middlebury.edu ACT Composite: 25th Percentile: 3075th Percentile: 33 15. Northwestern University Evanston, IllinoisWebsite: northwestern.edu ACT Composite: 25th Percentile: 3175th Percentile: 34 16. Princeton University Princeton, New JerseyWebsite: princeton.edu ACT Composite: 25th Percentile: 3175th Percentile: 35 17. Rice University Houston, TexasWebsite: rice.edu ACT Composite: 25th Percentile: 3075th Percentile: 34 18. Stanford University Stanford, CaliforniaWebsite: stanford.edu ACT Composite: 25th Percentile: 3175th Percentile: 34 19. Swarthmore College Swarthmore, PennsylvaniaWebsite: swarthmore.edu ACT Composite: 25th Percentile: 3075th Percentile: 33 20. Tufts University Medford, MassachusettsWebsite: tufts.edu ACT Composite: 25th Percentile: 3075th Percentile: 33 21. University of Chicago Chicago, IllinoisWebsite: uchicago.edu ACT Composite: 25th Percentile: 3175th Percentile: 34 22. University of Notre Dame Notre Dame, IndianaWebsite: nd.edu ACT Composite: 25th Percentile: 3175th Percentile: 34 23. University of Pennsylvania Philadelphia, PennsylvaniaWebsite: upenn.edu ACT Composite: 25th Percentile: 3075th Percentile: 34 24. Vanderbilt University Nashville, TennesseeWebsite: vanderbilt.edu ACT Composite: 25th Percentile: 3275th Percentile: 34 25. Washington University in St. Louis Saint Louis, MissouriWebsite: wustl.edu ACT Composite: 25th Percentile: 3275th Percentile: 34 26. Williams College Williamstown, MassachusettsWebsite: williams.edu ACT Composite: 25th Percentile: 3075th Percentile: 34 27. Yale University New Haven, ConnecticutWebsite: yale.edu ACT Composite: 25th Percentile: 3175th Percentile: 35

Identify Letter Blends - Teaching Dyslexic Students

Identify Letter Blends - Teaching Dyslexic Students Follow this lesson plan for children with dyslexia in early grades to teach and reinforce letter blends at the beginning of a word. Title: Letter Blend BingoGrade level: Kindergarten, first grade, and second gradeSubject: Reading/phonicsCore State Curriculum Standards: RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Approximate time required: 30 minutes Objective Students will hear words that begin with consonant blends and correctly match them to the letters on a bingo card. Children with dyslexia have a hard time processing sounds and matching letters to their corresponding sounds. Multi-sensory activities and lessons have been found to be an effective way of teaching phonics and reading. As a practice, bingo is a fun way to help students listen for and identify common consonant blends. This lesson helps children learn blended letters through more than one sense. It includes sight by looking at the letters on the bingo board and, if pictures are used, looking at the pictures. It includes auditory because they hear the word as the teacher calls it out. It also includes touch by having the students mark off the letters as they are called out. Required Materials and Equipment Bingo worksheets (grids with five blocks across and five blocks down) with letter blends randomly placed in the blocks. Each worksheet should be different.Markers or crayonsList of words beginning with letter blends or flashcards with pictures of words beginning with blended letters. Activity The teacher reads a word and/or shows a picture of a word that begins with a letter blend. Saying the word out loud and showing a picture increases the multi-sensory experience of the game. Students mark the square on their bingo board of the letter blend that represents the beginning sound. For example, if the word was grape any student with the letter blend gr on their bingo card would mark that square. As each word is called out, students mark the square with the letter blend at the beginning of the word. When a student gets a straight or diagonal line, they have BINGO. The game can be continued by having the students try to get every block on their sheet filled or starting again with a different color marker. Alternative Methods Use worksheets with blank bingo boards on them and have the students write one letter blend in each block, making sure to use each letter blend only one time (let students know they will not use all of the letter blends). You may want to write the letter blends at the bottom of the worksheet for students to use for reference.Use smaller grids, with four squares up and four squares across and have four grids per page, allowing for four games of bingo.Use the entire alphabet and have students mark the beginning or ending sound of a word. Bingo cards can be customized to match your current lesson, for example, simple vocabulary words, ending consonants, or colors and shapes. Tip: Laminate bingo cards so they can be used more than once. Use dry-erase markers to make it easy to wipe off marks. Reference Letter blends commonly found in the beginning of words: ï » ¿bl, br, ch, cl, cr, dr, fl, fr, gl, gr, fr, pl, pr, sc, scr, sh, sk, sl, sm, sn, sp, spl, squ, st, str, sw, th,thr, tr, tw, wh List of possible words: Block, BrownChair, Clown, CrayonDragonFlower, FrameGlow, GrapePlane, PrizeScare, ScrapSkate, Sled, Smile, Snake, Spoon, Splash, Square, Stone, Street, SwingTruck, Twin

Case Study Example | Topics and Well Written Essays - 750 words - 22

Case Study Example The issues are therefore into the matters of both principle and divisible, there is a complex number of them as presented in the case. The essential problem might be due to poor management system or the common issue of personal dispute within the human resource. In this case, the first agenda should be about the issue of settlement, allowing the two parties to have active involvement for the gathering of data and information. The interests involve both personal. It is personal in a sense that there are prevailing internal disputes within the human resource, and inclusion of personal future objective. It is corporate in a sense that the entire firm or company is involved in the entire case. Due to determined individual goal of Sai de Leon, something beyond the firm’s, there might be absence of opportunity for agreement to satisfy both parties. The common ground may be the willingness to be compensated for whatever possible loss incurred. However, the areas of conflict between teams might as well be rooted in here. For instance, de Leon would want to be get paid as his/her final intention, but the company might as well would not want to give in knowing that the entire issue could just be solely about personal ambitions and not that beneficial for the entire firm. It is first important to go for legal issues concerning disputes, or complaints as like the kind stated in the case. There are also important cases necessary to back or support the legal issues. Agreements, precedent and history are necessary too, because this will provide opportunity to determine the right possible courses of actions to be taken to satisfy personal goal. This information should be used in the negotiation by citing them and when there is a need to clarify points in order for the two parties to meet half-way or will have full understanding of the entire case, from varying

English literature Essay Example | Topics and Well Written Essays - 750 words

English literature - Essay Example Two of Hardy’s novels, Jude the Obscure and Far from the Madding Crowd. Far from the Madding Crowd has much in common with a Shakespearean comedy on its surface. From its rural setting to its errant sheepdog to its misinterpreted Valentine, it has all the elements of good country comedy. And yet, that superficial lightness runs atop a current of deep suffering. The errant sheepdog is responsible for Gabriel Oak’s poverty, which leaves him forced to sell his land and take a job working for Bathsheba Everdene, who has capriciously rejected his offer of marriage. The repercussions of that anonymous Valentine lead to violent murder and life imprisonment. Everything is much, much more serious than it seems. Life is uncertain, and lighthearted schemes are as likely to succeed — or fail — as more carefully laid out ones: â€Å"It is safer to accept any chance that offers itself, and extemporize a procedure to fit it, than to get a good plan matured, and wait for a chance of using it.† (68) There are no guarantees. Indeed, the novel plunges more and more toward chaotic misery, as Bathsheba’s charmingly unscrupulous husband vanishes after learning of the death of his former paramour and conveniently reappears just as Bathsheba is celebrating her engagement to the steadfast, obsessively adoring farmer who has loved her for so long. Driven to madness by the appearance of his old rival, Farmer Boldwood shoots Bathsheba’s husband and tries to turn the gun on himself. Later, Bathsheba returns to Oak — wiser, sadder, older — and agrees to be his wife. Steadfast Oak has won the day, but his victory must be cold — this broken woman who has nothing left to lose and little left to give. Their great romance has devolved to a mutual sharing of burdens: â€Å"Theirs was that substantial affection which arises (if any arises at all) when the two who are thrown together begin first by knowing the

The Effects of Teen Pregnancy on Children Essay -- The Adverse Effects

There are many obstacles for children of teenage mothers to face. These children have serious disadvantages in contrast to those children who come from nuclear families. Often they lack a father figure, have a high poverty rate, and there are incidents of depression and mental health problems. Many people are blaming the sex education programs in schools and the additional federal aid being offered to single parents as major causes for the country’s high rate of teen pregnancies (Carole). Although, the real purpose of sex education and federal aid is to help empower the mother and child so they can eventually lead productive lives. The lack of a father figure in the home is the cause of many major problems, which builds into a chain reaction. The child may suffer emotional problems when there is no father present; these problems may be hazardous to their future. Many children tend to be effected mentally because these powerful emotions have the potential to do permanent damage to the child’s life. Children who do not have a father present in the home often feel unloved. Parental rejection is a very traumatizing event in a child’s life. â€Å"Children who lack a father figure in the home may experience sadness and depression, aggressive behavior, frequent illness, difficulty in school, eating problems, and sleeping disorders† (Jacobs). Males and females are affected differently by the absence of a father. To be able to learn how to become a man, a boy needs a male role model in his life. Oftentimes, children choose unpleasant characters to mold themselves after if they do not have a good role model. Males that grow up in one-parent homes may gain negative personality traits like immaturity, laziness, and disrespect f... ...en resort to drugs and crime as outlets. These outlets lead to dead-end jobs, jail, and sometimes early death for single parent children. Many of these children end up having kids of their own at an early age; therefore carrying on the vicious cycle of poverty, poor education, joblessness, and lack of hope for the future. Bibliography: Carole, Morgan, George N. Chapar, and Martin Fisher. â€Å"Variables Associated With Teen Pregnancy.† Adolescence. June 1, 1995: NA. Electric Library. Archbold Community Library. 19 March 2015. Jacobs, Joanne. â€Å"Children Who Are Having Children.† San Jose Mercury News. Apr. 2, 1989: 7C. SIRS Knowledge Source. Archbold Community Library. 19 March 2015. Young, Tamera M., et al. â€Å"Internal Poverty and Teen Pregnancy.† Adolescence. Vol. 36 (Summer 2001): 16. EBSCOhost. Archbold Community Library. 19 March 2015.

Pocket Money Should Be Given to the Teenagers or Not

With the development of our modern society, peoples living conditions become much more comfortable. But along with intense competition, parents have less time to consider children needs in all-round. One method to solve this contradiction is to give children some pocket money. Pocket money is useful to children. But whether the children are considerable enough to make correct use of these money. There are two viewpoints about the pocket money. Some people think that giving children pocket money will make them become luxurious. Others think that will not lead to such disadvantage. In my opinion, both of them are partially reasonable. Nowadays teenagers are moving to independence and it will help them if they have some practice in managing money. Giving pocket money teaches teenagers to manage money while they are still young and parents can still guide them. Also, it help teenagers to make choices and to see that sometimes people have to wait and save up some money to get what they really want. The important predicament of pocket money must have certainly flashed your mind either during your childhood or as a parent now. Of course, the dilemma is always much more grave if you are a parent. Parents extensively differ in their perspectives of upbringing children in a system of granting pocket money to take care of their petty expenses. At first, the definite expenses that should be termed as petty is pretty much subjective in nature and needs to be well-defined to start with. The second question you need to ask is what is the extent to which a child be given freedom to spend money which is deemed as pocket money? While lot of parentaâ‚ ¬Ã¢â€ž ¢s concerns revolves around promoting unhealthy competition amongst children on the amount of money they get and loss of control on a childaâ‚ ¬Ã¢â€ž ¢s spending habits, there are also some positive lessons for teenagers such as inculcating money management skills and making tough decision regarding spending desires that offer less value to their lifestyle. Some peoples believe that giving children pocket money really has many advantages. With pocket money, children can buy their daily necessities such as pencils, little toys, and snack food they like. It will give children a certain freedom to select what they want, make them aware rules of the equivalent exchange. Since time to parents is very precious, giving pocket money to children help them to save time spent in shopping, but used in busy working and earning money. Children can get the value of the money when they are responsible to pay for their purchases and they will become more responsible with money matters. It can also lead the children pay for their things from their pocket money itself, so that they get to know how grownups set up a budget when salary comes and pay for living expenses. Some parents think that giving pocket money to their children can saves a lot of time for grownups to buy small things for them. Parents can utilize this time for other important tasks. Once start giving pocket money to children, they have to begin make important decision regarding spending money themselves, this will gives them the sense of purpose and achievement. Besides that, children feel a sense of independence and responsibility towards spending the money in the right way. They learn to understand the value of money. Children will get into the habit of planned income and expenditure. They also learn about saving & budgeting. Giving pocket money to children makes them feel an important part of the family since they know that they get a part of the family's monthly income. Therefore, the way of giving pocket money will develop a sense to children of how much has to be done to earn money, learn that ‘money doesn't grow on trees', learn what money can buy, how much they need to buy and what they need to buy. They can have their own money to spend and helping them develop self control and understanding the value of money, and learn to save money. Others insist that there are undoubtedly some disadvantages in spending pocket money. First, young children do not know how to use pocket money appropriately, they possibly consume all the money to buy expensive merchandise that they like, and then ask for extra money from their parents. Some parents cosset their children, and always give them a large amount of pocket money. Such conditions will make children become more and more prodigal. Second, since adults do not supervise the procedure of shopping, children could probably buy something that is not suitable for their age, such as adult magazines. The aâ‚ ¬? Current Pocket Money Trends in Malaysiaaâ‚ ¬? survey has cited that metropolitan children in the 12-20 ages group get as much as RM500 to over RM1500 a month of pocket money to spend on apparels, physical appearance, cell phone and other lifestyle products. A child may not be cautious in spending money, he or she can easily spend on frivolous unnecessary items. Children are not expected to know the value of money so they are never expected to make a wise decision regarding money. A child can easily get into trouble if there is no supervision with regards to money matters. He or she can be the prey to the bullies at school or play area if they are carrying lots of pocket money. Children may always think they will get paid for everything they do to help, you have to find the money to pay them regularly, it is hard to know what the pocket money is supposed to pay for and there will always seems to be something more. Although children learn to understand that amount of money is limited and they need to always choose between their various desires to ensure correct use of their pocket money. Some parents believe that pocket money should not be given since that will make the child feel that ‘parents money is not his/her money', it could lead to unhealthy competition amongst children on the amount of pocket money they get, and they will loss of control on where children spend the money. By judging these two viewpoints above that I mentioned, I think that parents should give their children a limited amount of pocket money and there must always exist some preconditions such as the amount of pocket money must be finite; parents should instruct their children how to use the money moderately and what is suitable to them; for a costly merchandise, parents themselves should take children to buy it. With these preconditions, pocket money will do no harm to their children. Parents need to explain to them where the money is to be used. For example when you first give the amount to your daughter, you need to explain that this money is to cover her school special lunch; candies or soft drinks requirements for a week. If the child is given money without any direction, you could run the risk of the child using the money is a way that does not agree with you. In such cases, parents need to be very careful in not micro- managing where the child spends the pocket money, else the child will get irritated and will not get the aâ‚ ¬? sense of independenceaâ‚ ¬Ã¢â€ž ¢ that parents want to instill in the child. Once children start spending, sometimes away from their parents in going to school, sports classes, tuitions, and they need to carry some amount of money on them. In the beginning, the amount of money should be small and should be periodically reviewed as the child grows. For example parents could decide that every birthday, they will give an increment to your childaâ‚ ¬Ã¢â€ž ¢s pocket money. If your child excels in academics or sports, they could get higher pocket money increments! How much is the best as the pocket money? Parents must always ensure that they give comparable pocket money to their children. It should neither be too much or too little compared to friends. Giving more pocket money than friends will make your child spend more and consider money as frivolous and easily available. If your child gets less pocket money than his/her friends, it will lead to an inferiority complex and the child might start resenting you. An idea might be to give your child a set amount each week, putting half in a savings account. At the end of a time agreed on by you both, perhaps three months and the child can spend the saved money exactly as they wish. If they choose to ‘waste' it on lollies they can do so. However most children want something special and usually prefer to save for that particular thing and not waste it on a brief pleasure. This helps teach them the value of saving. Another way treat pocket money as a way of punishment. Parents must be careful not to use pocket money as a way of punishment to their children. Often, parents use aâ‚ ¬? suspension of pocket moneyaâ‚ ¬Ã¢â€ž ¢ as an easy way of punishing their children. This format of punishment is not wrong to use but must be applied carefully. For example if the child has a broken a beautiful vase and you want him/ her to understand the value of the same, you can penalize the child by deducting/ taking away the monthaâ‚ ¬Ã¢â€ž ¢s pocket money. But you cannot start using pocket money as a weapon to get the child to abide by all your wishes. For example you might want your child to have two glasses of milk everyday which he may not want to; in such cases by incentivizing the child for more pocket money will be wrong to do since such a format of giving money is not pocket money but aâ‚ ¬? bribeaâ‚ ¬Ã¢â€ž ¢. Similarly, pocket money penalty cannot be used as a blanket punishment to all wrong-doings. If the child starts feeling that he/she will never really get pocket money due to some punishment, he/she might be tempted to steal money from parents. If you decide to give pocket money you need to work out, how much is reasonable, whether the money will be paid for doing chores, how much must be done to earn it, and how much is simply because aâ‚ ¬? you are a member of the familyaâ‚ ¬Ã¢â€ž ¢, how much each job is worth, whether all children get the same amount or the older child gets more, how much control parents will have over the use of pocket money or do they have to save some, what can they buy with it, when you will pay? Because the children won't learn about the responsibility of money if parents don't honor the agreement.

Save a Life - 842 Words

Save a Life TOPIC: Organ Donating ORGANIZATION: Problem/ Solution SPECIFIC PURPOSE: I would like my audience to believe that acquiring information about organ donating will save lives and encourage people to donate. INTRODUCTION: I. Attention Getter: You have the ability to save lives by simply dying. What am I talking about? I am talking about organ donors. According to the official U.S. Government web site for organ and tissue donation, about 74 people receive organ transplants each day, but 18 people still die each day waiting for transplants that can’t take place because of the shortage of donated organs. So why aren’t you a donor? II. Relevance: How often do you hear about organ donating? III. Credibility: My†¦show more content†¦Transition: The lack of organ donating is becoming a serious problem in the United States. According to Journey of Hearts, in 2004, every 16 minutes a new name was added to the National Organ Transplant Waiting List. However, there is an organization dedicated to the education about organ donating. II. The second part of the problem is that people are unaware of the organization called Earth Angels. A: Earth Angels was founded to provide education on organ donating. 1. It is a non-profit organization that promotes organ, tissue and blood donation. 2. It consists of more than 25 volunteers between the ages of 16-17. Their purpose is to educate the public on organ donating and help answer any questions so they can make the decision that is right for them. 3. According to Earth Angels in 2003, it is imperative to learn about organ donating because, you are more likely to need an organ transplant, than to become and organ donor. Transition: Earth Angels is one of many organizations that help promote organ donating, but people are still unaware and uneducated on organ donating. I feel that a solution must be made in order for more people to donate and increase the education about organ donating. III. The solution that I propose is that we educate the world about donating organs. This will be done showing educational commercialsShow MoreRelatedSAVE WATER SAVE LIFE3793 Words   |  16 PagesSAVE WATER SAVE LIFE Water covers 71% of the Earths surface, and is vital for all known forms of life. On Earth, it is found mostly in oceans and other large water bodies, with 1.6% of water below ground in aquifers and 0.001% in the air as vapor, clouds (formed of solid and liquid water particles suspended in air), and precipitation. Oceans hold 97% of surface water, glaciers and polar ice caps 2.4%, and other land surface water such as rivers, lakes and ponds 0.6%. A very small amount of theRead MoreTo Save a Life1399 Words   |  6 Pages To Save a Life Life is precious. It is an amazing phenomenon that has made this planet one-of-a-kind in the entire galaxy (at least so far as our knowledge goes at present). 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