...there was other ways to replace FCAT and get my degree, but I didn’t wanted to do that. Then, March came and it was my last chance to get a passing score on the most stressful test I ever take, FCAT. Knowing this day was coming I got terrified. Having help from my favorite reading teacher in high school, Mrs. Hartman. She really helped get through everything I felt when I found out I wasn’t to move on with my career goal. When Scores came in from March FCAT and the teacher told me I didn’t pass I started crying and I got really upset. Then I knew I had to take a stand and find another solution about what I can do to pass my FCAT. So I went to my Guidance Counselor and I asked her what other choices I had. She said, “ You can take ACT or SAT,” I was surprise when she said, “ You can take it for free because you have reduce lunch,” I was more excited because I had a free opportunities. I was able to take the ACT test, but I couldn’t get my diploma until 3 months after everyone else because the score didn’t arrive on time, but I was able to walk with the first graduating class of UHS...
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...SAT Vocabulary A abase (v.) to humiliate, degrade (After being overthrown and abased, the deposed leader offered to bow down to his conqueror.) abate (v.) to reduce, lessen (The rain poured down for a while, then abated.) abdicate (v.) to give up a position, usually one of leadership (When he realized that the revolutionaries would surely win, the king abdicated his throne.) abduct (v.) to kidnap, take by force (The evildoers abducted the fairy princess from her happy home.) aberration (n.) something that differs from the norm (In 1918, the Boston Red Sox won the World Series, but the success turned out to be an aberration, and the Red Sox have not won a World Series since.) abet (v.) to aid, help, encourage (The spy succeeded only because he had a friend on the inside to abet him.) SAT Vocabulary A abhor (v.) to hate, detest (Because he always wound up kicking himself in the head when he tried to play soccer, Oswald began to abhor the sport.) abide 1. (v.) to put up with (Though he did not agree with the decision, Chuck decided to abide by it.) 2. (v.) to remain (Despite the beating they’ve taken from the weather throughout the millennia, the mountains abide.) abject (adj.) wretched, pitiful (After losing all her money, falling into a puddle, and breaking her ankle, Eloise was abject.) abjure (v.) to reject, renounce (To prove his honesty, the President abjured the evil policies of his wicked predecessor.) abnegation ...
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...Assignment for Ex. Bachelor in Management – Marketing Module[pic][pic] [pic] There’s much ado about the new Proton Saga FLX, and for good reason – the entry-level offering from the company now wears a continuous variable transmission, and the variant also finally brings stuff like ABS and EBD to the playground, so you can expect that there are plenty of questions as to how the just-launched variant shapes up. Nothing like sampling the car then, and though it was a only a short workout, it did reveal enough about the new prospect and whether things buzz as well as the promise suggests. Full story after the jump. [pic] Proton arranged a test drive session of the P2-11C, to give the car its internal code, yesterday at its semi-high speed test track in Shah Alam, and also provide more detailed info on the changes and new tech featured on the FLX. While not radical in number, the revisions are nonetheless substantial, given that the FL Saga was introduced into the market less than eight months ago. Meaningful would best describe it. Leading the way in for the new is of course the CVT unit, which comes from Belgian manufacturer Punch Powertrain. No mention was made of the model being used in the FLX, but given specification requirements, it should be the VT2 that’s on the car. [pic] Plans for the introduction of a new drivetrain began at the end of 2008, and among the options looked at were five- and six-speed autoboxes as well as DCT, with CVT eventually being the pick....
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...computer science programs in the world. MIT offers a wide curriculum designed to allow students to explore their own interests in increasing depth and hands on. The thing that really interested me about this school is that they believe that a “hand on training” is the best way to train students. I also believe that learning something new will stick best if done hands on. Nearly every single engineering major is offered at this school, however they do not offered any fire science classes. With an acceptance rate of around 10%, MIT is one of the most selective colleges in the United States. Some of the basic requirements to be eligible to apply to MIT are having a 4.0 and a 2,400 on the SAT. The incoming freshman GPA’s are around a 4.0 and are at least a 2,400 on the SAT. They have many internship/job/education opportunities at MIT they also have many extracurricular activities. Also the more experience you have the more points you will get towards being accepted. It also matters where and when you got that experience. Arambula 2 My chance of being admitted into this school is very low on the account that my test scores are average instead of above average. Also I am very educated so I...
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...Go anywhere from here. JAPAN Princeton Economics AustrAliA TOEFL iBT Tips ® United StateS PURDUE U POLITECNICO dI MILANO HONG KONG LAW How to prepare for the TOEFL iBT. www.ets.org/toefl UCLA CANADA ENGINEERING ART FRANCE Teaching YALE Germany MEDICINE U of British ColUmBia MCGILL SINGAPORE UK U OF TOKYO KOREA TOEFL® iBT Tips TOEFL iBT Tips—from ETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Open More Doors with TOEFL® iBT, the Key to Academic Success . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The TOEFL® Test—The Key to Academic Success . . . . . . . . . . . . . . . . . 4 TOEFL Scores Open More Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s New About the TOEFL iBT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Why Were Changes Made to the TOEFL Test? . . . . . . . . . . . . . . . . . . . . 5 About the TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Format . . . . . . . ...
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...PSC 201A Dr. Schulte Response Paper 3 In the New York Times article, “What’s the Matter With Kansas’ Schools?” by David Sciarra and Wade Henderson published on January 7, Kansas is facing a rigorous challenge on inadequate and unfair school funding for public education. Governor Sam Brownback who is a Republican and the Kansas legislature, which is led by Republicans, have made an excess amount of harsh budget cuts in addition to the cuts that they made several years ago. Parents filed a lawsuit to protest these funding cuts. The Kansas Supreme Court will have to decide whether the state will continue cutting funds or restore them. “The Judges called the school funding cut destructive of our children’s future” (Sciarra and Henderson, 2014). Federal education policies have ignored the issue of poverty for years. There are a number of research studies that have been found that the majority of students in public schools come from low-income families. Referring to the current school system, I think these large cuts in school funding would not only affect the children’s future, but also help to impoverish society in the long run. Poverty is a substantial factor when it comes to education problems in the United States. According to the Washington Post (2013), low-income students made up at least half the public school population in 17 states, including some wealthy states such as California in 2011, which was a marked increase from 2000 (Strauss, 2013). Furthermore, social science...
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...of all, let’s talk about Intellectual Ability. Companies view intellectual ability as one of the most valuable attributes in employees. This ability deals with mental capabilities such as thinking, reasoning, problem solving, etc. which are all important elements of worker skill in companies. Certain jobs require more intellectual ability than other types of jobs. For example, a factory worker that sews the same piece of pants each hour and day requires minimal intellectual ability. In general, it has been found that employees with more intelligence are usually more creative and can adapt to change and solve problems quicker. So, there are tests that are designed to ascertain a person’s intellectual abilities. For examples, IQ test, SAT & ACT tests for the college...
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...№ 18 [Type text] : HEADLINES by Craig Halsall Dear all, Spring Holiday IGCSE & A Level Revision Programmes An important letter has been sent home with Year 10, 11, 12 and 13 pupils. Parents will also have received a copy of the letter via email and notification of the same via my official school Twitter feed, @CRHalsall. The letter explains an opportunity that we are considering offering to pupils taking IGCSE, AS or A2 examinations this summer. The importance of effective revision in helping pupils achieve their best possible grade is well documented. Effective revision can often make the difference and help pupils achieve higher grades. We also believe that pupils find it difficult to revise at home, which can be stressful for parents too. We are therefore considering offering an intensive revision programme during the last major school holiday before the summer exams. Full details of the programme are set out in the letter. There is also a link to an online survey that will take a maximum of two minutes to complete. The purpose of the survey is to understand the level of interest in the revision programme. A large number of pupils have expressed an interest in attending the programme, but it can only run should there be sufficient demand. Please complete the online survey by Monday 2nd February to express an interest in learning more about the intensive revision programme. Key Stage 1 Open Forum The Key Stage 1 Parents’ Open Forum...
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...grade point averaging to try to figure out just how educated and learned the students in today’s world are. Measuring education in this modern school system is mainly based on end of the year final exams and standardized measuring numbers such as grade point averages and SAT scores. Although these exams and numbers do give a roughly good measurement of a certain student’s education level, it doesn’t necessarily mean that said student is as smart as those scores, which is the true wanted result to measure of these tests. These tests do require a certain level of cognitive ability, but there are other situations that can be factored in to take away the validity of these tests to a certain degree. For example, if a student studies solely for the SAT since the beginning of their high school career, they will most likely post a score that puts them well into the high upper percentile of the nation. However, that doesn’t necessarily mean he/she is the same percentile in cognitive ability in the nation. Not that there is any wrong doing in studying for the SAT for that lengthy period of time, but it shouldn’t such a solid truth type of test to measure how smart someone really is. Of course, in some cases the SAT can be an accurate measurement of a student’s cognitive ability because a student may actually be smart in all those areas therefore it is right for them to be in the upper percentile. There are naturally smart students that will post up rather high scores with barely any...
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...-1- DANIEL GOLEMAN’S EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ (1995)1 False facts are highly injurious to the progress of science, for they often long endure. But false views, if supported by some evidence, do little harm. (Charles Darwin, The Descent of Man and Selection in Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge...
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...For the last three years my extracurricular life has been spent at practice with my local rowing team. I’ve always done a sport of some type. Most often it was soccer though my freshmen year of high school I decided to try out rowing. Within a month I had been given the position of coxswain for the freshmen eight, and along with it the task of controlling eight unruly freshmen boys and keeping a $30,000 racing shell from being damaged. My sophomore year I earned the coxswain position on my team’s top boat the Men’s Junior 8+. On that boat we went undefeated all season and brought the team their second national title. Junior year I once again earned the spot of coxswain on the top boat, which this time was the Med’s 1st Varsity 8. The job as a coxswain is fairly simple. My job is to act as a second coach, I am in charge of the boys who comprise my crew and it is my job to make sure they do their job to the best of their ability. At the same time every day at practice it is demanded of me that I behave in a mature and responsible manner. My experience on my rowing team has been truly defining, I learned things about myself I would have never known had I not joined the team. As a coxswain I have to behave as if I were a coach I must act maturely and responsibly. My ability to do so has earned me respect and the honor of commanding the fastest boats my team can field. Even through the worst of times in my life I have always had rowing as an escape. At crew I am stress free and without...
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...Berkeley Journal of Gender, Law & Justice Volume 7 | Issue 1 Article 2 September 2013 The Legal Implications of Gender Bias in Standardized Testing Katherine Connor Ellen J. Vargyas Follow this and additional works at: http://scholarship.law.berkeley.edu/bglj Recommended Citation Katherine Connor and Ellen J. Vargyas, The Legal Implications of Gender Bias in Standardized Testing, 7 Berkeley Women's L.J. 13 (1992). Available at: http://scholarship.law.berkeley.edu/bglj/vol7/iss1/2 Link to publisher version (DOI) http://dx.doi.org/ This Article is brought to you for free and open access by the Law Journals and Related Materials at Berkeley Law Scholarship Repository. It has been accepted for inclusion in Berkeley Journal of Gender, Law & Justice by an authorized administrator of Berkeley Law Scholarship Repository. For more information, please contact jcera@law.berkeley.edu. The Legal Implications of Gender Bias in Standardized Testing Katherine Connort Ellen J. Vargyast TABLE OF CONTENTS I. II. INTRODUCTION ....................................... THE FACTUAL CONTEXT ............................. A. The Scope of the Problem ............................ 1. Post-Secondary Admissions Tests .................. 2. Vocational Aptitude Tests and Interest Inventories. B. Causes of Gender Differences in Test Scores ........... 1. Post-Secondary Admissions Tests .................. 2. Vocational Aptitude Tests and Interest Inventories. C. Validity of the Tests .......................
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...University of Louisville College Readiness—Intervention Course GEN 104-Special Topics: College Mathematics for STEM Majors The state-wide, college readiness standard in college mathematics is an ACT Mathematics sub score of 19. In compliance with state law, the university requires that all first-year, degree-seeking students who are admitted to the university be placed in mathematics by placement test scores. First-year students and transfer students under 24 credit hours who have earned an ACT Mathematics subscore of 18 (or equivalent SAT math score) must participate in Compass Math placement testing and enroll in a mathematics course during their first college semester as determined by the placement test results. Placement in GEN 104 is based on the following: a minimum Compass Algebra score of 31; completion of MAT 065 or other equivalent course; Compass scores not high enough to be eligible for an appropriate general education mathematics course for the intended major; MATH 111 or mathematics course other than MATH 105 required for intended major. Advisors working with students are obliged to assist them in developing an individual schedule of classes that meets this state-mandate and university requirement. • GEN 104 reviews Algebra content and math study strategies with curriculum specifically designed for entry-level University of Louisville math courses for STEM majors. Students receive 1 hour of college credit (elective credit only) for GEN 104. ...
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...SAT Good or Bad for College Aptitude? During our lifetime from starting off at preschool to kindergarten to years later on finally making your way to high school and even going off to college to find the right career path that you choose. But many start to feel as if what is the point of the SAT, like sure it helps show your ability to figure out problems and makes it even easier to go to college. But in my opinion i find that making high schools students take the SAT’s is pointless only because it takes time and a lot of frustrating studying, another reason that students shouldn't take the SAT because it makes it very hard to get a high score on it and lowers the self esteem of the students and makes them question their intelligence....
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...examination to test ones understanding of basic concepts. For those students who want to attend an Ivy league or elite college, the SATs are more than just a test. It is a deciding factor whether one will be accepted or not into a college or university. The scores completely overlook the determination, creativity, and desire of students to try and reach their goal. The SATs are a phony test that does not evaluate ones overall knowledge; they are overstated on their value and lead young students to a lot of pressure and stress. The SAT test is good in theory, but should not be used to measure intelligence. Some claim that the test should be required to test students physically and mentally on how well they perform on tests. Large-scale meta-analyses by researchers at the University of Minnesota have found that “SAT performance is as good of a predictor of overall college grade point average as it is of freshman grade point average” and other researchers have documented that “the SAT predicts life outcomes well beyond the college years including income and occupational achievements” (Lubinksi and Benbow, 1). However, this is not true. How can one test, one score, one meaningless number, indicate how well you will do in life? The SATs should not be a determining factor of whether a student is admitted to a university or not. Taking an SAT test is not for all students. Some people are visual learners and need it to be taught orally to comprehend information. This test...
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