Unjust War :: essays research papers

The Vietnam conflict began in the late nineteenth century. The French conquered Vietnam and made it a protectorate. For nearly forty years, Vietnam had not experienced settled peace. The League for the Independence of Vietnam (Viet Minh) was formed in 1941, seeking independence from the French. On September 2nd, 1945, Ho Chi Minh proclaimed it independent of France. The French opposed their independence from 1945 to 1954. The French wanted to reestablish their rule in Vietnam but were beaten at the battle of Dien Bien Phu on May 7th, 1954. Ho Chi Minh led the war against France and won (lawson 13-15). After the war there was a conference in Geneva where Vietnam was divided into two parts along the seventeenth parallel. North Vietnam was mainly Communist and supported Ho Chi Minh, while the south was supported by the United States and the French were based there (bender 55-59). There was still some Communist rebels within South Vietnam. These were the Viet Cong. The South Vietnam ruler was Ngo Dinh Diem who was anti-Communist. At the conference, Laos and Cambodia became independent states (johnson 34). North Vietnam wished to unify North and South Vietnam through military force. Since the United States feared the spread of communism in Asia, John F. Kennedy provided economic and military aid to South Vietnam to prevent the takeover by North Vietnam (bender 35). At this time, this was still a civil war and because this was a civil war the United States had no right to become officially involved, but at this point it did (mcleod 120-125). The North Vietnamese resented the little intervention by the United Sates and so, three Vietnamese torpedo boats fired on the U.S. destroyer, "Maddox" on August 2nd, 1964. The "Maddox" had been in the Gulf of Tonkin, (international waters), thirty miles off the coast of Vietnam. On August 3rd, 1964, President Johnson gave the right " to attack with the objective of destroying attacking forces.† Retaliation air attacks began on August 3rd. Their aim was to destroy North Vietnam's gunboat capability. As two more United States destroyers were supposedly sunk, more air and sea forces were sent. Up until now, the U.S. had refrained from direct combat. This is when the United States formally entered the Vietnam War. The U.S. did this for two reasons. We wished to maintain the independence of South Vietnam and we had to prove to allied nations that we would help them resist Communist overtaking.

History, but goes deeper to touch on matters

It is not customary for there to be exchanges between us concerning my growing interest in art and my consequent enrollment in an art school. I however hope not to offend you, not by sharing what has become so intimately entwined with my heart.I’m not going to amuse you by attempting a funny portrait of you, but discuss a classic that I recently encountered, and that does not only touch your favorite subject, Â  History, but goes deeper to touch on matters of humanity, of war and the fight against such atrocities as happened on the Third of May, 1808. I have been careful enough, dear, to attach a photo of the portrait for you.Franscisco Goya, the artist who created this masterpiece is considered a key figure in the word of paintings. On this painting he created the background of a dark early morning, in which a Church stood.Goya tells of the dark evil that surrounded the mass execution that occurred that morning, an atrocity against humble and innocent human beings. This is i mplied by the presence of a church, and demonstrated by one of the victims in the middle ground.Talking of the middle ground, you have seen the desperate faces of the victims displayed against the light from a lamp. You must, as well as I did, wonder about the genius that Goya was: What is this source of light? How can it exist in front of such seemingly horrible executioners? He crafted it so carefully that we do not have to see the faces of the executioners!After all, he must have wanted us to focus on the victims who suffer the violence, not the perpetrators, therefore raising that humane part of us to protect the harmless of the society who’ve been pitted against the armed ruthless dictators of the world.The foreground is very dramatic. The firing soldiers are killing one victim after another in cold blood. Goya must have been very skilled in his conception of principles of design, especially how he has used light to communicate his message, yet all this is done on a canv as, just (106*137 inches) Fairly large for a painting, but the depth of meaning it carries cannot be exhausted, not by time or space.I have hereby just given you a glimpse of what art we study in school and the thoughts that cross my mind as I engage the books.

For the upcoming film based on the memoir Essay

Twelve Years a Slave (1853; sub-title: Narrative of Solomon Northup, a citizen of New-York, kidnapped in Washington city in 1841, and rescued in 1853, from a cotton plantation near the Red River in Louisiana), by Solomon Northup as told to David Wilson, is a memoir of a black man who was born free in New York state but kidnapped, sold into slavery and kept in bondage for 12 years in Louisiana before the American Civil War. He provided details of slave markets in Washington, DC, as well as describing at length cotton cultivation on major plantations in Louisiana. Published soon after Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin, Northup’s book sold 30,000 copies and was considered a bestseller.[1] It went through several editions in the nineteenth century. Supporting Stowe’s fictional narrative in detail, Northup’s first-hand account of his twelve years of bondage proved another bombshell[peacock term] in the nationalpolitical debate over slavery leading up to the Civil War, drawing endorsements from major Northern newspapers, anti-slavery organizations, and evangelical groups. After several editions in the 19th Century, the book fell into obscurity for nearly 100 years, until it was re-discovered by two Louisiana historians, Dr. Sue Eakin (Louisiana State University at Alexandria) and Dr. Joseph Logsdon (University of New Orleans).[2] In the early 1960’s they researched and retraced Solomon Northup’s journey[3] and co-edited a historically annotated version that was published by LSU Press in 1968. [4] A 2013 film based on the story and directed by Steve McQueen is scheduled for release by Fox Searchlight Pictures on October 18, 2013. Contents [hide] 1 Synopsis 2 Reception and historical value 3 Editions and adaptations 4 References 5 External links Synopsis[edit] In Upstate New York, black freeman Solomon Northup, a skilled carpenter and fiddler, is approached by two circus promoters who offer him a brief, high-paying job with their traveling circus. Without informing his wife, who is away at work in the next town, he travels with the strangers towards Washington DC in good spirits. One morning, he wakes to find himself drugged, bound, and in the cell of a slave pen. When Northup asserts his rights as a freeman, he is beaten and warned never again to mention his free life in New York. Transported by ship to New Orleans, Northup and other enslaved blacks contract smallpox and some die. In transit, Northup implores a sympathetic sailor to send a letter to his family. The letter arrives safely, but, lacking knowledge of his final destination, Northup’s family is unable to effect his rescue. Northup’s first owner is William Ford, a cotton planter on a bayou of the Red River, and he subsequently has several other owners during his twelve-year bondage. At times, his carpentry and other skills mean he is treated relatively well, but he also suffers extreme cruelty. On two occasions, he is attacked by a man who is to become his owner, John Tibeats, and finds himself unable to resist retaliating, for which he suffers great reprisals. Later he is sold to Edwin Epps, a notoriously cruel planter, who gives Northup the role of driver, requiring him to oversee the work of fellow slaves and punish them for undesirable behavior. Never, in almost 12 years, does he reveal his true history to a single slave or owner. Finally he confides his story in Samuel Bass, a white carpenter from Canada. Bass sends a letter to Northup’s wife, who calls on Henry Northup, a white attorney whose family once held and then freed Solomon Northup’s father. Henry Northup contacts New York state officials and the governor appoints him as an agent to travel to Louisiana and free Solomon Northup. He succeeds, and Solomon Northup leaves the plantation. After instigating a court case against the men who sold him into slavery, Northup is reunited with his family in New York. Reception and historical value[edit] Northup’s account describes the daily life of slaves at Bayou Boeuf in Louisiana, their diet and living conditions, the relationship between the master and slave, and the means that slave catchers had used to recapture runaways. Northup’s slave narrative has details similar to those of some other authors, such as Frederick Douglass, Harriet Ann Jacobs, or William Wells Brown, but he was unique in being kidnapped as a free man and sold into slavery. His book was a bestseller, rapidly selling 30,000 copies in the years before the American Civil War.[1] After additional printings in the 19th century, the book went out-of-print until 1968,[4] when historians Joseph Logsdon and Sue Eakin restored it to prominence. Dr. Eakin first discovered the story as a child growing up in Louisiana plantation country. Dr. Logsdon’s discovery occurred when a student from an old Louisiana family brought to class a copy of the original 1853 book that had been in her family for over a century. Together Logsdon and Eakin validated Solomon Northup’s tale by retracing his journey through Bayou Boeuf plantation country in central Louisiana where his bondage took place, through the slave sales records of New Orleans and Washington, D.C., and further documented his New York State origins, his father’s freeman’s decree, and the legal work which restored Northup’s freedom and prosecuted his abductors. In 1968, Eakin and Logsdon’s heavily footnoted edition of the original book was published by Louisiana State University Press, shedding new light on Northup’s story and establishing its historic significance. That book has been widely used by scholars and in classrooms for over fifty years and is still in print. In 1998 Logsdon received a call from scholars in upstate New York inviting him to participate in a search for Solomon’s grave, however bad weather prevented the search and Logsdon died the following June (1999). In 2007, Dr. Eakin completed development of an updated and expanded version that includes over 150 pages of new background material, maps, and photographs shortly before her death at age 90. In 2013, e-book and audiobook versions of her final definitive edition were released in her honor. With permission, scholars may use Eakin’s lifetime archives through The Sue Eakin Collection, LSU at Alexandria, La. The Joseph Logsdon Archives are available at the University of New Orleans. Historian Jesse Holland noted in a 2009 interview that he had relied on Northup’s memoir and detailed description of Washington in 1841 to identify the location of some slave markets. Holland has also researched the roles of ethnic African slaves as skilled laborers who helped build some of the important public buildings in Washington, including the Capitol and part of the original Executive Mansion.[5]

Andregernic blocking drugs Essay

Andregernic blocking drugs Essay Andregernic blocking drugs Essay Adrenergic blocking drugs General Principals (Class) Beta adrenergic blocking agents prevent stimulation of the beta adrenergic receptors at the nerve endings of the sympathetic nervous system and therefore decrease the activity of the heart. They block sympathetic stimulation of the heart and reduce systolic pressure, heart rate, cardiac contractility and output, so decrease myocardial oxygen demand and increase exercise tolerance (agents, 2013) Indications Adrenergic blocking agents are used to treat angina, control abnormal heart rhythms and to reduce high blood pressure (agents, 2013). They are also used to treat a variety of other conditions including benign prostatic hyperplasia and Reynaud’s disease (Blockers, 2013). Cautions Adrenergic blocking drugs are typically not used on people with asthma because they may trigger severe asthma attacks. Also with people who have diabetes, adrenergic blocking drugs may block signs of low blood sugar, such as rapid heartbeat (Blockers, 2013). Mechanism of Action To interrupt the stimulation of the SNS at the alpha 1- adrenergic receptors. Alpha blockers work to bind and antagonize receptors by blocking norepinephrine making it non responsive called a competitive blockade. A covalent bond makes receptors less responsive but responsive in a small amount to norepinephrine called a noncompetitive blockade. Adverse Effects Sudden drop in blood pressure after the first dose called the first-dose phenomenon, causing the patient to pass out. Cardiovascular palpitations, tachycardia, edema and angina. Nausea and vomiting, diarrhea, constipation, dry mouth and abdominal Toxic Effects In the case of an overdose, activated charcoal is the standard choice of med because after administered it binds to the drug and is removes it from the stomach and the circulation. Supportive measures include vitals, fluids, and anticonvulsants such as diazepam for the control of seizures. Route of Administration Alpha1 Blockers Mostly administered orally(PO) Except for phentolamine, administration routes are intravenous(IV), intramuscular(IM), and subcutaneously(subcut) Phentolamine can be used for extravasation of vasoconstricting drugs(e.g., norepinephrine, epinephrine, and dopamine) subcutaneously(subcut) in a circular fashion around the extravasation site to increase blood flow to the ischemic tissue and thus prevent permanent damage. Beta Blockers Nonselective Mostly administered PO Labetalol(Normodyne, Trandate) and propranolol(Inderal) are administered PO and IV Timolol PO, IV, and ophthalmic for glaucoma (Skidmore-Roth, 2013) Cardioselective Mostly administered PO Metoprolol (Lopressor, Toprol-XL), PO and IV Esmolol (Brevbloc) IV only (Lilly Lane, Rainforth Collins, & Snyder, 2014) Common Drug Interactions Antacids (aluminum hydroxide type) Decrease absorption resulting in decreased beta blocker activity Antimuscarinics and Anticholinergics Antagonism resulting in reduction of beta blocker effects Digoxin Additive effect, enhancing bradycardic effects of digoxin Diuretics, cardiovascular drugs, alcohol Additive effect resulting with additive hypotensive effects Neuromuscular blocking drugs Additive effect by prolonging neuromuscular blockade Oral hypoglycemic drugs and Insulin Mask signs of hypoglycemia and delay recovery from hypoglycemia (Lilly Lane, Rainforth Collins, & Snyder, 2014) Nursing implications for patients taking Adrenergic Blocking Drugs include: Patient teaching (Lilly, Collins, Synder, 2014, Pg 319-322) Wear a medical alert bracelet or necklace Carrying around a list of medications and specific diagnosis around with them at all times Take medication exactly as prescribed and never to stop the medication abruptly Avoid caffeine and other CNS stimulants Avoid consuming any alcohol Contact your doctor immediately if and when you experience any of the following: Palpitations, chest pain, confusion, weight gain of 2

Lyda Newman Invents Vented Hair Brush

Lyda Newman Invents Vented Hair Brush African-American inventor Lyda D. Newman patented a new and improved hairbrush in 1898  while living in New York. A hairdresser by trade, Newman designed a brush that was easy to keep clean, durable, easy to make and provided ventilation during brushing by having recessed air chambers. In addition to her novel invention, she was a womens rights activist.   Hairbrush Improvement Patent Newman received patent #614,335 on Nov. 15, 1898. Her hairbrush design included several features for efficiency and hygiene. It had evenly spaced rows of bristles, with open slots to guide debris away from the hair into a recessed compartment and a back that could be opened at the touch of a button for cleaning out the compartment. Women's Rights Activist In 1915, Newman was mentioned in local newspapers for her suffrage work. She was one of the organizers of an African-American branch of the Woman Suffrage Party, which was fighting to give women the legal right to vote. Working on behalf of her fellow African-American women in New York, Newman canvassed her neighborhood to raise awareness of the cause and organized suffrage meetings in her voting district. Prominent white suffragists of the Woman Suffrage Party worked with Newmans group, hoping to bring voting rights to all of New Yorks female residents. Her Life Newman was born in Ohio around 1885. Government censuses of 1920 and 1925 confirm that Newman, then in her 30s, was living in an apartment building on Manhattans West Side and was working as a familys hairdresser. Newman lived much of her adult life in New York City. Not much else is known about her private life. Hairbrush History Newman did not invent the hairbrush, but she did revolutionize its design to resemble the brushes in use more today. The history of the first hairbrush begins with the comb. Found by archaeologists at Paleolithic dig sites around the world, combs date back to the origins of human-made tools. Carved from bone, wood, and shells, they were initially used to groom hair and keep it free of pests, such as lice. As the comb developed, however, it became a decorative hair ornament used to display wealth and power in countries including China and Egypt.   From ancient Egypt to Bourbon France, elaborate hairstyles were in vogue, which required brushes to style them. The hairstyles included ornate headdresses and wigs that were used as displays of wealth and social status. Because of their primary use as a styling tool, hairbrushes were an indulgence reserved exclusively for the wealthy. As late as the 1880s, each brush was unique and carefully handcrafted- a task that included carving or forging a handle from wood or metal as well as hand-stitching each individual bristle. Because of this detailed work, brushes were usually bought and gifted only on special occasions, such as weddings or christenings, and cherished for life. As brushes became more popular, brush makers developed a streamlined manufacturing process to keep up with demand.

The Truman Doctrine Essay Example | Topics and Well Written Essays - 500 words

The Truman Doctrine - Essay Example Truman argued that if the countries received no support at that time of the urgent need brought about by war, grave consequences would emerge. Many authors have written vastly about the Truman Doctrine as discussed in this essay. According to Lykogiannis (104), Truman believed that the war was a threat not only to international peace but also to the national security of the United States. President Truman asked the United States Congress to provide economic and military support to democratic nations facing war, hence the Truman doctrine. The Truman doctrine changed the United States foreign policy effectively. Historians considered the doctrine as the genesis of the cold war (Freeland 77). The Greek Communist war got support from the Soviet Union who posed as a threat to the Greek policy makers. The United States, through the request of President Truman, provided close to half a billion dollars financial aid to both Greek and Turkey. The Truman Doctrine developed to the United States policy of supporting free people who get subjected to armed minor groups of people or by external pressures. According to President Truman, the doctrine was for the best interest of the United States at large. The doctrine had a strategic goal despite supporting the majority rights (Spalding 55). Economically, Greece lacks sufficient natural resources, thus making it a poor country compared to other developed countries. The country has suffered four years of cruel invasion making economic and social development difficult. Politically, the country had suffered immense destruction from German liberation, and inflation rates remained high. These tragic conditions forced the emergence of a militant minority giving rise to political chaos. This has made Greece’s economic recovery slow and difficult as the country struggles to reconstruct. The financial aid given by United States helped boost the country economic status but was not enough to

Leading Strategic Change and Business Strategy Case Study

Leading Strategic Change and Business Strategy - Case Study Example (2003) suggest, strategic change can move beyond merely the formulation of strategy by a consideration of the whole process from planning through to implementation. Change management does involve "managing" and thus control, but also the realization that change is often an organic process that develops in unexpected manners. Baloqun's most important idea, one that moves beyond traditional change management, is that it should move beyond the "formulaic" and "linear" process that has previously dominated the models. Context-specific analysis is an interesting variation on the normal modeling process, as it seeks to enable the manager to see that which is specific to her company rather than that which fits into the models. The change kaleidoscope involves dissecting the possible ramifications of change, while always keeping in mind the overall strategy that is in place. The manager must develop what Baloqun refers to as "change judgment": that is, the ability to understand the critical features of a specific change context. The important element here is to recognize what is and what is not possible within change implementation. A manager involved in change management first needs to be aware of what exactly is happening at the given moment within the business, and then needs to be able to extrapolate possible outcomes based upon that awareness. The first premise of planning is having as much knowledge as possible. The type of planning which is now occurring has changed radically from that envisioned in the traditional business model. As John Byrne puts it, "gone are the abstraction, sterility, and top-down arrogance of the old model." (Byrne, 1) Now managers in the most successful corporations are part of a system in which "today's gurus of strategy urge companies to democratize the process", and they do this "by handing strategic planning over to teams of line and staff managers from different disciplines." (Byrne, 1) Often young, junior managers who are noted for their creative thinking are teamed with near-retirement, senior managers who essentially have nothing to lose and so can tell it like it is. So from the most junior to the most senior manager there is a role, both for planning within their own specific area of the business, but also for constant consideration of how that may effect longer-term and more far-reaching plans. This is the democratic and enrolling type of leadership that is increasingly seen as the most successful in the modern business environment in which change is constant. Planning is perhaps the central role of all managers, because all the other functions flow from it and must always consider their relationship to it. A business without a plan has no future, and so all the other functions will be redundant. Organization within a business is essential to planning: in one sense it is one of the tools that may be used to realize a plan. Organization is divided into two basic areas: control/co-ordination of tasks, and the management of information flow within the company. Management of tasks and deciding what information needs to be collated and to whom it should go is essential for business growth, particularly for the vital task of leadership development. Organization involves investing in "human capital, the most important asset inside of organizations today." (Carter, xi) Managers, especially at the highest level, must organize the tasks of their

Abortion should be illegal in the U.S Term Paper

Abortion should be illegal in the U.S - Term Paper Example This simplistic belief is accepted by some women but it is a flawed argument particularly when the compared to the realities of abortion. Research has shown that the majority of women are coerced into committing this heinous act, the killing of a living human being, and that the legalizing of abortion makes them a safe procedure as many are led to believe is very misleading. Pro-abortion proponents usually say that non-living tissue have no rights and that the fetus is not able to feels pain. This paper exposes these falsehoods and others that have been commonly thought are facts. It also speaks to the Constitution’s intent for the legal and ethical direction of American society. Women that are experiencing an unwanted pregnancy have little freedom of choice, especially now that abortion is legal. Under most circumstances women want to have their baby. Other important influences in her life such as friends, parents and especially husbands and boyfriends are usually the ones wh o put pressure on her to end the pregnancy. In many cases it’s the abortion, not the baby that is unwanted by the woman. More often than not, it’s the father of the child who is not wanting to accept responsibility who coerces the women into having an abortion. They may even threaten a woman until she consents to the procedure. â€Å"45 percent of men interviewed at abortion clinics recalled urging abortion, including 37 percent of married men. Men justified (this) being the primary decision maker, regarding the abortion.† (Shostak, McLouth, 1984). This study as well as other research has clearly shown that most women â€Å"choose† abortion against their own principles. A myth advocated as fact is that the fetus is nothing more than a collection of cells, a small piece of tissue unable to experience pain. A growing embryo has a distinctive set of fingerprints and a unique genetic pattern, different from its mother. It is a person. If society defines death as the heart stopping and murder as the intentional stopping of the heart then abortion must also be considered murder. If the beating heart is legally defined as life, then nearly all abortions should be illegal because the heart is fully formed before the third week in the womb. According to a British medical journal when an eight-week-old fetus is stuck with a pin, its mouth automatically opens up in a crying position and it instinctively pulls his hand away indicating pain. â€Å"By week five, eyes, legs, and hands begin to develop. By week six, brain waves are detectable, mouth and lips are present and fingernails are beginning to form. By the eighth week the baby can begin to hear. Every organ is in place, bones begin to replace cartilage, and fingerprints begin to form† (National Right to Life Foundation, n.d.).   ‘Pro Choice’ proponents claim that women should be allowed access to safe abortion procedures, which the government should not force women to resort to unsafe self-abortion procedures. They are working from a false premise again however. Nearly 100 percent of women say they feel extreme pain during the abortion procedure even with local anesthetics. â€Å"Despite the use of local anesthesia, a full 97 percent of women having abortions reported experiencing pain during the procedure, which more than a third described as intense,  severe or very severe. Compared to other pains, researchers have rated the pain from abortion as more painful than a bone fracture, about the same as cancer pain, though not as painful as an amputation.† (Wells, 1991). Although the word â€Å"abortion† is not in the Constitution, the country’s principal legal document remains the source for precedence for this and all other issues. The Court decided to rule based on the

Paraprofessional for Special Needs Children

Paraprofessional for Special Needs Children Paraprofessional for Special Needs Children For the past eleven years I have been a paraprofessional for special needs children. During those years I have learned about the different treatments and intervention techniques used for the various disorders among children. Through hands-on activities at work, various workshops , seminars and my own research, I have acquired knowledge about the different disabilities. I now feel I know what to expect from a student and can make the right judgment calls in different situations in order to facilitate learning. I have learned to manage children in both groups and individually, clerical responsibilities, organizational and creative abilities, , written and spoken communication skills, following instructions given by the teacher, and classroom management. Children with special needs have certain deficits, which warrant special support to â€Å"survive† a day at school. Room preparation and preparation of class materials is very important. The classroom should be set up so that there is a smooth â€Å"flow† to it. From the moment the child arrives in the morning, the daily routine should start. An example of a classroom for special needs children will be found at the end of this paper. Preparation of classroom materials is also important. Children should have a â€Å"bin† of some sort filled with materials to use for their programs and tasks. For example, if John is working on counting, alphabet and colors then the flash cards, manipulatives and picture cards should be in the bin labeled with his name on it. This way,when it is time for him to work everything is ready. Also, if there is an art project scheduled, all necessary materials should be ready. Children with special needs find it very difficult to wait for any lengthy period of time. It is very important to have the day flow as easily and as smoothly as possible. The daily schedule is important aspect in having a successful day. Each child has his own schedule due to the different services that each one has. Not all children receive all services, which may be OT (occupational therapy), PT (physical therapy), or speech. Some schedules may be in pictures and other in words. Not all children are capable of reading and therefore some children may be more adaptable to pictures. The classroom teacher would determine this. All of these supports and organizational aids help in supporting children with special needs especially those with ASD (autism spectrum disorder) and AD/HD (attention deficit/hyperactive disorder). Their information processing difficulties and auditory weaknesses require much support. In addition, their problems in the areas of social understanding make it difficult for them to distinguish between what is important and what is not. Their problems with organizational skills sometimes make them look lazy which is another reason why they need visual supports such as pictoral or written schedules. An example of a child’s schedule is as follows: Independent work Work session 1 Work session 2 Lunch Group work Work session 3 Speech Music All done Pack-up Go home A piece of construction paper is laminated as well as all the instructions. Each instruction is velcroed onto the construction paper. When the child enters the class in the morning he removes the first instruction over to â€Å"Time for†. Then when that task is done the child goes back to his schedule and places the completed task into the pouch marked â€Å"All done† and moves the next task over to â€Å"Time for†. This is done throughout the day. Directing and facilitating attention to the teacher and/or task is another responsibility of the paraprofessional. Children who are more able – those with mild learning disabilities and attention problems – can basically take in and process information that the teacher is presenting and just need to be refocused toward the teacher. Less able students are less capable to take in information successfully so in this case the paraprofessional needs to take a more directive role with regard to instruction. The Para also needs to take on a greater responsibility for using the modifications and supports needed to promote the student’s attention. This is where the role of the Para is extremely important. He/she needs to make effective decision-making in selecting the best supports to aid in the student’s understanding and which promote learning. Another important aspect, which I have learned, is pre and post-teaching. They are the backbones of direct Para support for students with significant disabilities especially in the inclusion classroom, which is at a much faster pace that a self-contained class. (A self-contained class is a class which has only special education students in it.) Pre-teaching is a concept or lesson that helps the student to become more familiar with the materials and activities at their own pace. Therefore when the lesson is given in a group the student will have already become familiar with the topic. It would be like going to Spain without any knowledge of the Spanish language. Your anxiety level would be very high when spoken to and you would have no idea what was said. However, if you had taken a few Spanish speaking classes you would at least be familiar with some of the conversation and able to put the whole idea together. Post-teaching is also very important because it reinforces any question th e student may have. It also promotes generalization, which is one area in which children with ASD have great difficulty. Many children with ASD can learn in one setting but when taken out of that setting they can’t seem to know what was taught in the original setting. The importance, which I have learned, of pre and post-teaching cannot be over-exaggerated because it can help the student become more comfortable and more responsive in the learning environment. In working with ASD children I have also learned that breaking down tasks into smaller units is very helpful because then the task will not be so overwhelming. For example, during a math lesson the teacher will instruct the students to do the twelve problems on a certain page and when they are done the whole class will go over it. For a child with ASD these twelve problems may look like 100 problems. Not able to verbalize what the problem is, the student may act out and become disruptive in the class. It may appear that the student just didn’t want to do it. There may be several solutions to this problem. One may be to cover half the problems with a sheet of plain paper so that visually there are fewer problems that need to be done, or have the student do them at intervals throughout the day. This will result in the student being successful with the task and will also eliminate any behavioral disruption. As a Para, I learned that there are countless ways to adapt and modify the curriculum to help the special needs child perform and participate more effectively. Appropriate materials and the correct environment can also support the child in the learning process. There are long-standing supports such as daily schedules and short-term supports which would be direct instruction modification. The math example, as stated above, is short-term. For the most part, adjustments regarding teaching materials and modifications are the responsibility of the Para. However, it is the duty of the Para to review any adaptations with the certified staff member. We, as Paras, are the support staff. We are under the direction and supervision of the classroom or special area teacher. Any curricular modification directly affects the content of the student’s educational program. I learned data taking is another important responsibility of the Para. Many times, because of frustration, anxiety and the lack of being able to verbalize what the problem is, children with ASD will have problem behaviors. It is important to understand that problem behaviors are different than a behavior problem. If you consider a student a behavior problem than you look no further than the student himself. However, if you view the student as having problem behaviors, you are more likely to look for causes either from the environment or within the student himself. When a Para recognizes that there is a problem behavior, the certified staff member and the psychologist should meet to discuss what behavioral supports may be necessary. You, as the Para, will be asked to take data. This data is called ABC; A-antecedent, B-behavior exhibited and C-consequence. ABC DATA Antecedent Behavior Consequence Math lesson fell to the floor removed from room When the behavior occurs, the Para will write down what occurred before, what the behavior was and what consequence was given for the behavior. How long you take the data is at the discretion of the certified staff and psychologist. Once the data is taken, it is reviewed and a behavioral support plan is put into place. One type of plan is â€Å"if-then† support. For example, â€Å"If you throw your worksheet on the floor, then you will lose time on the computer.† It is very important that the child understands and knows what the targeted behavior and consequence is in order for the behavioral support to work. Another type of behavioral support is a token system. The child is told that when he/she gets five tokens (pennies, stickers, smiley faces, etc.) he gets to choose a preferred activity for a certain amount of time. This type of behavioral support reinforces good behavior. There are many other types of behavioral support plans and it is important to know that no two are the same. The type of plans and how it is implemented depends on each child. If implemented correctly it can have a significant impact for positive behavioral change. One important aspect in problem behaviors is to watch that the inappropriate behavior not be inadvertently reinforced. Some children act out for task avoidance. In reality the student is acting out to be removed from the situation. When this occurs the Para needs to work through the behavior. However, there are circumstances in inclusive settings where the child must be removed because it is too distracting to the typical peers. If this occurs, the child should be removed but the task must be completed in order to show the child that his behavior will not be rewarded and â€Å"get him out of doing his work†. In addition to all, which I have learned, clerical tasks are another aspect of being a Para. One clerical task is to provide a written record of the student’s daily functioning. These records are a part of the student’s programming. Giving the team important information regarding progress, setbacks and an insight into future planning is critical. Another part of the clerical tasks is also keeping data on IEP (Individualized Education Plan) goals. A Para should be proactive in consulting with the teacher to find out the goals and keeping accurate records regarding them. One example of an IEP goal would be: John will initiate game playing with a peer with 80% accuracy. A data sheet with data will show if John is reaching the goal over a certain period of time. The data will also show whether John is having difficulty accomplishing this goal and if so, adjustments should be made to the way in which this goal is being addressed. The daily record and the data on IEP goals ar e very crucial parts of supporting the student and should not be taken lightly. They are essential because they provide records for meetings and will aid the child’s next teacher, and possibly a new Para, in the event you are reassigned. All of the supports, which a Para gives to a special needs child, serve an important purpose. The support given promotes understanding, minimizes anxiety, gives a positive influence on behavior, promotes independence and competence and strengthens the overall student learning. Without these supports, students with special needs are left to help themselves. Under those circumstances stress and anxiety increase and the learning process is compromised. The proper support can mean the difference between success and failure. Through the past eleven years the knowledge that I acquired is endless and ongoing. I’ve learned about different learning disabilities, child development, instructional process for different special needs children, and most of all, working together as a team with the certified staff. As a Paraprofessional I know my role is critical to the successful school experience of the student. When a child has accomplished even the smallest goal it gives me great satisfaction and pleasure to know that I played an important part in making a difference in the life of a special needs child. These are positive steps and make me feel proud of the particular child. What happens as a result is that they themselves become encouraged by their achievement. There are days when it is particularly challenging to help a student complete a task, but these challenges are usually overcome by meeting with the team and following specific suggestions. From the Author Unknown â€Å"†¦it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove†¦ but the world may be different because I was important in the life of a CHILD.†

The American School System: A Rough Road Ahead :: Exploratory Essays Research Papers

The American School System: A Rough Road Ahead There are many similarities and few differences between E.D. Hirsch’s â€Å"Why America’s Universities Are Better than Its Schools,† and Benjamin Barber’s â€Å"America Skips School.† The main purpose of both articles is to address the fact that Americans fall far behind in the scholastic accomplishment of their young students. Mutually, the two authors agree that American K-12 students learn more each day outside of the classroom than they do inside the classroom, and that the schools need serious reform. Barber focuses his attention on the financial situation of the schools, as well as the political standpoint that the government just does not care, and the American government has simply given up on its children. Hirsch tackles the idea that if our K-12 schools stay with their current level of teaching, it is only a matter of time before the institutions of higher learning will no longer be considered among the best in the world. At the present time, it seems as though America’s youth have been placed into a category for which they are no longer looked upon as a bright future for our nation as was considered in the past, as Barber has commented, â€Å"Jefferson thought schools would produce free men: we prove him right by putting dropouts in jail† (159). Children today are becoming more street-smart, and feel that there is no need for true knowledge. For example, â€Å"Knowledge is considered less desirable than more ‘practical’ all-purpose goals such as ‘higher order skills,’ ‘self-esteem,’ ‘metacognitive skills,’ and ‘critical-thinking skills† (Hirsch 144). They see it as much more important to look at what society rewards its people with, and that seems to be anything but a good academic background. In today’s culture, the people who are praised in America are the people who are able to make millions of dollars by performing music, acting in front of the camera, playing a sport, and unfortunately in some neighborhoods, selling drugs. Barber concurs that â€Å"When the society undoes each workday what the school tries to do each school day, schooling can’t make much of a difference† (157). Our students think in terms of what is going t o bring them to the peak of the success mountain in this great motherland where everyone has equal opportunity.

The Gifted Children

Started in the 1970†³s, America†s Gifted & Talented programs are used to enhance the curriculum of students included in either category in order to challenge and strengthen their unique abilities. These students are usually provided a separate class with specialized lessons in all areas and a teacher with a special degree in gifted education. I feel that it is important that the teacher was a gifted student who would know what the students must face as â€Å"above average† members of their school. The job market for gifted education offers a wide range of opportunity and gifted teachers are needed all over the One of the earliest programs for gifted and talented students was set up in 1974, at The Old Donation Center, in Virginia Beach. Students scoring within the top 3% of students on an assessment test are referred here to be further challenged. These students are considered gifted and have special teachers and classes to promote development of their talents and minds. Programs like this began to pop up around the nation in the 70†³s; however, gifted students were looked down upon by teachers, parents, and peers. Many people considered them to be â€Å"freaks† because they were different. They didn†t understand the implications of the terms â€Å"gifted† and â€Å"talented†. Most people simply expected gifted students to act more mature or to be geniuses, even though gifted students are the same as other children in their needs as human beings. Some gifted students were forced to grow up too fast and some simply ignored the fact that they were smarter than others, thus, they were lost in the shuffle. The irony of it all is that gifted-ness seems to run in families and the children of these repressed gifted students are, themselves, But what exactly is a â€Å"gifted† student? Students (elementary & secondary) are given a repertoire of tests. These tests check IQ, psychomotor ability, specific academic aptitude/talent, creative and productive thinking, leadership ability, and skills in the visual and performing arts. The main requirement, the IQ, is tested by a standardized IQ test (remember, however, that IQ tests are not always perfectly accurate). Ratings are given to each bracket of IQ scores: If a student receives a rating of â€Å"gifted† or higher (130+), he/she is considered to be a gifted student and is introduced into the designated programs. These students are given the opportunity to choose classes that are meant to teach them how to use their minds for critical thinking, reasoning, and artistic pursuits. Students in these classes are also exposed to culture, literature, and other subject areas that are not usually covered in what they term â€Å"normal classes†. The gifted classes are mainly in an open format allowing the student to create the parameters of his/her work and allowing them to be creative in their learning experience. Each class is presided-over by a teacher that has specialized degrees in gifted education. Almost every school in the United States has a need for a gifted class, making job opportunities endless; there are never Gifted teachers must have both a degree in education (secondary or elementary) and a degree in special education (gifted). These teachers are individuals that must have stamina, people skills, and open minds. It is also important (to the students) that the teacher himself/herself was also classified as gifted. It sets a common bond, shows them that the teacher understands the problems they face as so-called â€Å"smart kids†. These students are often ridiculed by heir peers and looked-down upon by their teachers. They are often separated from others their age by a barrier that can only be described as their â€Å"intelligence†. This is why, often, gifted teachers have degrees in administration, counseling, or psychology. All teachers that I interviewed told me that a continually upgraded education is a must (as are additional degrees). In order to keep up with the students one must attend seminars, workshops, special classes, etc. There is no end to the amount of education that could help you to understand gifted students and the role of their teacher†. Also, if a teacher has extra educational qualifications, he/she could be asked to step up to the position of administrator or, more often, counselor. This means pay raises. Though the average salary for teachers is approximately $27,500 per year, it is â€Å"a worthwhile undertaking† according to Jane Mansueto, â€Å"It is incredible to work with gifted students. They are incredible! † She went on to remark that it is fascinating to imagine that they are of the same level of intelligence as the teacher and what they must be feeling inside. She feels that the students are not othered by what their peers think, but actually tend to understand that other†s opinions mean little compared to their own. Mrs. Mansueto taught at Elm Grove Middle School for 5 years. She commented on her role as a gifted teacher to consist of â€Å"one part mentorship, one part hardship, and one part friendship†. When asked what kind of hours she keeps, she laughed and asked if she was supposed to have time off. According to Mrs. Mansueto, unlike a â€Å"normal† teacher, a gifted teacher has no books to go by or preset material to teach, or, for that matter, a preset subject to teach. They are given a blank page and, using input from students, must draw up lessons from every subject area and constantly challenge the inquisitive minds of the gifted. Jane Mansueto attended Trinity College where she majored in both elementary education and gifted education. Her favorite part of being a gifted teacher is being with the students, working hand in hand with them to plan and carry out projects and trips. Though the pay is average, and there is not much room to be promoted if you wish to remain in the classroom, gifted teaching has its personal rewards. Jeff Simpleton, a gifted teacher as well as a former gifted student, states, â€Å"I really think that by being gifted, I am in touch with what they have to go through. They know that I can understand. † Mr. Simpleton†s class consists of 6 high school students, who have many problems due to the intelligence barrier and a kind of isolation that has built up over the years between themselves and their classmates. They seem to feel that they have a reputation that they must live up to. The students try to please everyone†¦ they push themselves with sheer motivation and determination and drive. Mr. Simpleton feels that this is â€Å"what makes them so great†. He feels that anyone with a sense of adventure and a need for something new day after day would find teaching a gifted class to be the perfect job for Gifted teachers are important to the development of their students minds. They are understanding individuals who must work hard to make the curriculum interesting and challenging. With the proper education it is possible to go far as a teacher of the gifted. Various Internet sites. No info available for documentation.

Ethics †Morality Essay

Introduction Based on society’s ethics, laws are created and enforced by governments to mediate in our relationships with each other. Laws are made by governments in order to protect its citizens. The judiciary, legislature, and public officials are the three main bodies in a government that are assigned to the task of the creation of laws. Laws have to be approved and written by these three branches of government before they are implemented and enforced by the police and the military, with the help of the legal system consisting of lawyers and other government servants. While laws carry with them a punishment for violations, ethics does not. In ethics everything depends on the person’s conscience and self worth. Driving carefully and within the speed limit because you don’t want to hurt someone is ethical, but if you drive slowly because you see a police car behind you, this suggests your fear of breaking the law and being punished for it. Ethics comes from within a person’s moral sense and desire to preserve his self respect. It is not as strict as laws. Laws are codifications of certain ethical values meant to help regulate society, and punishments for breaking them can be harsh and sometimes even break ethical standards. Legal and Ethics Behaviors Legal behavior refers to the variations in the degree of governmental social control of one’s behavior for instance not obeying the traffic laws. Ethical behavior on the other hand is being in accordance with the accepted principles of right and wrong which govern the conduct of a profession. For example dealing badly with your female employees is unethical but not illegal. In an ideal society however legal and ethical standards/laws should be the same. Ethical behavior means characterized by honesty, fairness and equity in interpersonal, and professional academic relationships and in research and scholarly activities. Ethical behavior respects the dignity, diversity and rights of individuals and groups of people. DEFINITION OF ETHICS * In general, ethics is a moral philosophy where a person makes a specific moral choice and sticks to it. DEFINITION OF LAW * Law is a legal system comprising of rules and principles that govern the affairs of a community and controlled by a political authority. Law differs from one country to another. Differentiate in between legal and ethical behaviors. Law| Ethics| * Punishment| * No punishment| * Cannot be enforced independently| * Can be enforced independently| * Legal standards are negative. | * Ethical standards are more positive. | * Control by government| * Guideline from parent or teacher| * Law only doing what is legal. | * Ethics is doing the right thing. | * Must be follow| * Free to follow| * Universals| * Depends On Country| A certain behavior could be legal but not ethical. Example like at below: * Lying. * Abortion. * Artificial contraception. * Sleeping in class when teacher teaching. * Littering in public places. * Loud music when midnight. * Spitting in public places. * Read her/him diary without he/she approve. * Anywhere into other people’s rooms. * Using horn at the area hospital Engineer’s Role in Ethics. Engineer’s role in ethics is hold paramount the safety, health, and welfare of the public. So engineers need learn engineering ethics. Engineering Ethics is the study of moral issues and decisions confronting individuals and organization engaged in engineering. Why Is Engineering Ethics Important? * sensitizes us to moral issues faced in the workplace * engineering Choices can affect public safety * employer or outside forces such as time and cost impact decisions * laws do not cover all areas involving ethical choices * helps one learn to avoid issues before they arise * recognizes there are gray areas governing our behavior. Engineering ethics is the field of applied ethics and system of moral principles that apply to the practice of engineering. The field examines and sets the obligations by engineers to society, to their clients, and to the profession. As a scholarly discipline, it is closely related to subjects such as the philosophy of science, the philosophy of engineering, and the ethics of technology. Engineering ethics also is professional ethics, as opposed to personal morality. It sets the standards for professional practice, and is only learned in a professional school or in professional practice. It is an essential part of professional education because it helps students deal with issues they will face in professional practice. The best way to teach engineering ethics is by using cases—not just the disaster cases that make the news, but the kinds of cases that an engineer is more likely to encounter. Many cases are available, and there are methods for analyzing them. Engineering ethics can be taught in a free-standing course, but there are strong arguments for introducing ethics in technical courses as well. Engineering is something that engineers do, and what they do has profound effects on others. Engineering ethics is an essential aspect of engineering itself and education in professional responsibilities should be part of professional education in engineering, just as it is in law and medicine. Engineering organization’s role in promoting ethical behavior Leader’s ability to motivate subordinates plays a key role in maintaining an ethical organization. Motivation is a force within the individual that focuses his or her behavior toward achieving a goal. To create motivation, an organization offers incentives to encourage employees to work toward organizational objectives. Understanding motivation is important to the effective management of people, and it also helps explain their ethical behavior. For example, a person who aspires to higher positions in an organization may sabotage a coworker’s project so as to make that person look bad. This unethical behavior is directly related to the first employee’s ambition (motivation) to rise in the organization. Recruitment and selection procedures are can use to influence the character of their employees in organization. Conclusion 1. Legal is the law of the Land, Ethic is the law of a Good/ Kind Heart 2. Ethics are rules of conduct. Laws are rules developed by governments in order to provide balance in society and protection to its citizens. 3. Ethics are moral codes which every person must conform to. Laws are codifications of ethics meant to regulate society. 4. Ethics does not carry any punishment to anyone who violates it. The law will punish anyone who happens to violate it. 5. Ethics comes from within a person’s moral values. Laws are made with ethics as a guiding principle. References 1. http://www. linkedin. com 2. http://quizlet. com 3. http://www. ehow. com 4. http://www. differencebetween. net 5. http://engineering. missouri. edu.

When Do College Acceptance Letters Arrive for Regular Decision For Early Decision or Early Action

When Do College Acceptance Letters Arrive for Regular Decision For Early Decision or Early Action SAT / ACT Prep Online Guides and Tips Applying to college is a confusing and stressful process, but waiting to hear back from the colleges you applied to can be just as anxiety-inducing. When do college acceptance letters arrive? In this guide, we explain when to expect to receive your college decision notifications. We also give you a chart of estimated college acceptance dates for 2019 and offer helpful tips on what to do as you wait for your college acceptance letters. When Do College Acceptance Letters Arrive, Generally? First off, when do college acceptance letters arrive, broadly speaking? While the answer to this question really depends on what colleges you’re applying to, in general most decisions come out in the springtime, that is, in either March or early April. The latest you might hear back from a college will be the first week of April. This is because most schools require decisions from applicants on where they want to attend by May 1. Some colleges work together to release their decisions at the same time. The Ivy League, which is composed of eight highly prestigious colleges, releases its decisions on "Ivy Day," a specific day at the end of March (note that the exact date changes each year). But what if you applied to a college early action or early decision? In these cases, since applications are due earlier (usually in November), you can expect an earlier decision notification as well- usually around December. Some schools offer secondary early decision plans called Early Decision II for which applications are due a little bit later, usually in January. For these plans, decisions should come out around February. Here is a chart showing the general trends of when college acceptance letters come out: Application Deadline Estimated Decision Notification Date November (Early Action/Early Decision I) Mid- or late December January (Early Decision II) February December, January, or February (Regular Decision) March or early April These days, most college acceptance letters will arrive as either an email or application status update on a college’s own application portal. Afterward, you’ll usually receive a hard copy of your acceptance letter in the mail and further updates via email or mail. An Aside: What If You’re Waitlisted? Sometimes, instead of getting a college acceptance letter or rejection, you’ll get a letter stating that you’ve been waitlisted. This means that the college is still considering you for admission depending on how many admitted applicants choose to enroll. As a result, you’ll need to decide (typically by May 1) whether you want to stay on the waitlist to see if you get off it, or take yourself off the waitlist, thereby eliminating your chances of getting in. If you decide to stay on the waitlist, you won’t get a college decision notification until possibly as late as August, right before the school year starts. When you hear back ultimately depends on the school and how quickly it's able to fill up its new freshman class. College Acceptance Dates 2019 We have a general understanding of when college acceptance letters arrive. But when do college decisions come out in 2019? And how do these decision dates differ depending on the college? To answer these two questions, we put together an extensive list of popular schools and their reported or estimated college acceptance dates for 2019. All dates below represent the last day by which you should receive an admissions decision notification (unless otherwise noted); thus, it’s possible you could receive a decision earlier. All schools are listed alphabetically. School Early Action/Early Decision Regular Decision Amherst ED: Mid-December 2018 April 1-7, 2019 Boston College EA: December 20, 2018 Spring Freshmen: December 15, 2018 April 1, 2019 Boston University ED: December 15, 2018 ED 2: February 15, 2019 Late March to early April 2019 Brown ED: Mid-December 2018 March 28, 2019* Caltech EA: Mid-December 2018 Mid-March 2019 Carnegie Mellon ED: December 15, 2018 Early Admission (juniors only): April 15, 2019 April 15, 2019 Columbia ED: December 15, 2018 March 28, 2019* Cornell ED: Mid-December 2018 March 28, 2019* Dartmouth ED: Mid-December 2018 March 28, 2019* Duke ED: December 15, 2018 April 1, 2019 Emory ED I: December 15, 2018 ED II: February 15, 2019 Scholar Programs: March 1, 2019 April 1, 2019 Georgetown EA: December 15, 2018 April 1, 2019 Harvard EA: Mid-December 2018 March 28, 2019* Harvey Mudd ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Johns Hopkins ED: December 15, 2018 April 1, 2019 MIT EA: December 15, 2018 Mid-March 2019 Northwestern ED: Mid-December 2018 Late March 2019 Notre Dame EA: Mid-December 2018 Late March 2019 NYU ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Penn ED: Mid-December 2018 March 28, 2019* Pomona ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Princeton EA: Mid-December 2018 March 28, 2019* Rice ED: Mid-December 2018 April 1, 2019 Stanford EA: December 7, 2018 April 1, 2019 SUNY System ED: December 15, 2018 EA: January 1, 2019 Rolling Tufts ED I: Mid-December 2018 ED II: Mid-February 2019 April 1, 2019 UC System - Mar 1-31, 2019 UChicago EA: Mid-December 2018 ED I: Mid-December 2018 ED II: Mid-February 2019 Late March 2019 UMass Amherst EA: Starting mid-December 2018 Spring Applicants: Starting mid-December 2018 Starting early March 2019 UNC Chapel Hill EA: End of January 2019 End of March 2019 University of Florida - Mid-February 2019 University of Illinois EA: December 14, 2018 March 1, 2019 University of Michigan EA: December 24, 2018 Early April 2019 University of Rochester ED: December 15, 2018 April 1, 2019 University of Washington - March 1-15, 2019 USC Merit Scholarship Applicants: February 1, 2019 April 1, 2019 UT Austin Priority: February 1, 2019 March 1, 2019 UVA EA: End of January 2019 End of March 2019 Vanderbilt ED I: Mid-December 2018 ED II: Mid-February 2019 Late March 2019 Vassar ED I: Mid-December 2018 ED II: February 1, 2019 Late March 2019 Wake Forest ED: Rolling (as early as December 1, 2018) ED II: February 15, 2019 April 1, 2019 William Mary ED I: Early December 2018 ED II: Early February 2019 April 1, 2019 WUSTL ED: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Yale EA: Mid-December 2018 March 28, 2019* *Estimated Ivy Day 2019 based on the patterns of previous years. Ivy Day is always at the end of March. See our guide to Ivy Day for more info about how we came up with this date. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Waiting for College Acceptance Letters? 3 Tips for What to Do We've given you the general dates you can expect to receive your college admission decision. But what should you do in the meantime, after you’ve submitted all your applications and are waiting for decision notifications from colleges? Here are three essential tips to keep in mind during this time. #1: Focus on School One of the most important steps you can take is to focus on school and keep up your grades. Try your best not to let senioritis hit you, especially considering that most colleges will want to see your final transcripts before you get to campus- even after they’ve admitted you. If you have any big dip in your grades senior year, a college could rescind your acceptance and reject you instead. Do not take any chances at this time! Continue to work hard, study for all the tests you have, and finish your homework on time. Keep making school a priority. Finally, continuing to do well in school is especially important if you plan to take any AP tests at the end of senior year. You want to keep up your studying so that you can earn a passing score on the tests you’re taking, hopefully earning you some college credit. Resist senioritis- keep up with your studies. #2: Apply for Financial Aid and Scholarships If you know you’ll need some help with money in order to attend college, these months of waiting for decisions to come out are an ideal time to shift your focus from college applications to FAFSA and scholarships. Applying for FAFSA makes you eligible to receive federal-, state-, and/or college-sponsored financial aid, including loans, grants, and work-study. If you’re interested in winning free scholarship money, I'd advise you to do some research on any college scholarships you might be eligible for. These scholarships can be based on merit, such as your GPA and SAT/ACT scores, or financial need (or both). For more tips on how to find and apply for scholarships, check out our financial aid blog posts as well as our most popular scholarship and aid guides: Simple Guide: How to Apply for Financial Aid How to Find Scholarships for College: Expert Guide Top Scholarships for High School Seniors The Easiest Scholarships to Apply For Easy Scholarships to Win: How to Find and Apply The Complete List of Community Service Scholarships Amazing Full-Ride Scholarships You Can Win Complete List: Weird Scholarships You Can Win How to Get a Merit Scholarship: 6-Step Guide #3: Keep Tabs on Your Email and Application Status As you wait for college decisions to come out, it’s important that you routinely check your email (whichever email you put down for your college applications) and application status on the school's website. Some schools will only announce their decisions online through their application portals, some will email their decisions directly, and others will mail their decisions before sending out emails (this is becoming less common, though). Even if you’re not expecting to get a college decision anytime soon, try to keep tabs on your inbox and application status. This will help ensure you’re not missing any application materials and that the college isn’t trying to contact you about any last-minute problems with your application. Conclusion: When Do College Acceptance Letters Arrive? There are many answers to the question, "When do college decisions come out?" In general, most college decisions are released online by email or through an application portal in March or early April. If you applied early action or early decision, you can expect to hear back about your application status in December (or around February if you applied Early Decision II). The latest you’ll get a college acceptance letter is the first week of April, since most colleges require admitted applicants to submit their decisions about where they want to attend by May 1. If you get waitlisted at a college and choose to stay on the list, you won’t receive an official decision until possibly as late as August. Once you’ve submitted your applications and are waiting to hear back from colleges, be sure to take these three steps: Focus on school and continue to keep up your grades Apply for financial aid and scholarships, including FAFSA Keep tabs on your email and application status by routinely checking your inbox and the school's application status page As a final tip, stay positive- you never know where you're gonna get in! What’s Next? What do college acceptance letters look like? Learn what a typical college acceptance letter says and how it looks with our in-depth guide. Got rejected from your top-choice school? Or scared of getting a rejection letter? Read our guide to get tips on how you can get through a college rejection and what you can do to improve your chances of getting in. The key to getting a college acceptance letter is having a great application. And the best way to ensure you have an impressive application is to know what looks good on it. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: