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This book includes “The Vornle Method” and suggestions on “How to Create a Digital Portfolio”
To John Vornle
Thank you for sharing your method
To Brooks Emeny
Search Wikipedia for this guy's name and you'll see why his life inspired the creation of
BuldingInternationalBridges.org
To Dennis Littky
Thank you for taking time to write The Big Picture and for putting dozens of important questions on
metcenter.org. Your school will inspire millions of teachers to look for the passions in their students.
To J.K.
I can't imagine what life was like before I had you by my side. I can't say what I'd do
without you, knowing what it's like to have you near me.
(Ms. Little is correct)
Many of the photos that appear in this book can be found on JKMcCrea.net
Dear Reader,
This is one of least organized books you will ever open. It was compiled with passion, not a formal
method of “let's make money with a book.” The aim of this book is to share with you the ideas,
experiences, recommendations and names of these fabulous students who entered my SAT Prep
classroom. Their dreams were expressed through their questions and I got the idea that they each
“want to have an incredibly interesting life – they don't really want a higher SAT score. They are in
school to prepare for the future.” This book is ten percent “How to get a higher score” and ninety
percent “How to prepare for a fabulous future.”
3 - Tips
8 - Broadcast Yourself
Use techniques described at EveryoneIsHere.com
9 - What's Next?
Invite students to come to future classes to help future students with the process. By teaching the tips,
we become better at using the tips. They can start with elementary school students (described in the
last chapter of this book).
Appendix Appendices
The Visual and Active Method
Links
1 - Goals
Define the goals (10% and 90%)
Ten Percent
Ninety Percent
-------------
In short:
Look at every math problem in the workbook
----------------
This method requires the student to do a LOT of work.
It's a good idea to look at a variety to SAT prep videos.
Here is a good playlist on Youtube for BASIC MATH
http://www.youtube.com/view_play_list?p=14CFCA12A52BDB17&search_query=math+ehow
http://www.youtube.com/watch?v=3Al-kJWk9aU
January 2010
p://www.youtube.com/watch?v=Qf5P8ejx7s0
SAT Prep Course Broward College Feb 2010 part A
http://www.youtube.com/watch?v=MoySrE0x-t0
SAT Prep Course Broward College Feb 2010 part L
I do not "inject" vocabulary words into you and I do not
insert a "math chip" in your brain. I show you shortcuts
and then you (the student) need to practice. You can
practice with a study buddy, with a parent, or with me. I
charge $50 per hour. I show you how you can work with
your study buddy and do many of the things that I
suggest.
Essay tips
http://www.youtube.com/watch?v=Y_zDzXjAGHU
Lecture by a teacher at Massey University
Math problems
justmathtutoring.com
http://www.youtube.com/watch?v=qwnaKJCckTA
If you believe that your current goal is "to get a higher score on the SAT," I can help
you achieve that goal. (I encourage you to find a longer-term goal. If you want to
learn about how the Vornle Method can help you, contact me at
Visualandactive@gmail.com)
10. ajdljf
11. sdf
12. sfsf
13. aeg
14. aoe
16. agdsie
17. adgkie
18. dfaie
it again.
20. Adj
22. ee
23. w
24. wer
25. gg
26. ]]]sdf
27. we
28. osdf
29. afe
30. etwqet
31. sgr
32. age
33. hr
34. et
35. 45
36. 36
37. dh
38. ry
39. eh5
in the US are
41. What's the difference between “I'm from the
USA” and “I'm an American”? Well, it's not an
SAT tip but it does stimulate your thinking,
doesn't it? Search “Lateral thinking” on the
Internet. Search “lateral thinking elevator
story.” www.rinkworks.com/brainfood/p/latreal1.shtm
42. wh5
43. wh
44. j
45. 6j
46. jtj
47. 45u
re
(more tips go here)
==========
FreeVocabulary.com
math
rational numbers
http://www.proprofs.com/sat/study-guide/Topic1/N_O_M3_S1/html/10001.shtml
JustMathTutoring.com A tutor based in Austin, Texas has numerous videos about algebra
and SAT Prep.
The list given on this page
Adding and Subtracting Fractions
Negative Numbers
Finding the Domain and Range of the Above Piecewise Defined Function
Graphing the Great Integer Function also known as the Floor Function
Factoring Polynomials(*)
Function Notation
Composition of Functions
Domain and Range - Basic Idea - Reading the Domain and Range from
Two Graphs
Texas Millions! What is the probability of you winning the Texas Lotto if
you buy one ticket?
In addition, the site covers logarithms and matrices (one matrix, two matrices): These topics
are NOT part of the SAT math exam.
Do you know the layout of the test? What kinds of questions appear on
the test?
Do you know the directions for each section of the test? You can save
time by not reading the directions carefully months BEFORE you take the
actual test.
When “filling in a blank,” create your own answer first. “The ______ dog
was too large for him to push through the door.” You could guess
“heavy.” The choice are : loquacious lugubrious petulant
obese … Now it is faster for you to eliminate the wrong answers.
Avoid guessing. If you have five questions left and you guess answer “B”
for all of the five questions, you will probably get one answer correct.
You'll get one point for the correct answer and lose a quarter piont for
each incorrect answer. 1 + 4(-¼) = 1 – 1 = 0. No gain.
Ignore the previous tip if you like 50-50 gambling. If you can reduce the
number of choices from five to two, you will probably be ahead if you
guess the answer. Remember, you lose a quarter point for an
incorrect answer and uyou get one test point for a correct answer.
Thirty test points might translate into a test score of 700.
Save time for the more difficult section of the test. The first ten questinons
might be easy, the next ten or 15 might be medium difficult and the last two
or four questions coud be difficult. You could spend less than 30 seconds
on the easy questions (5 minutes), a minute on each medium question (10-
15) and you'd have five to ten minutes for the difficult questions and for
checking your answers.
Take the test TWICE. Make notes and show your work along the way.
Remember that your “future self” will be looking at your notes parhaps
twenty minutes from now...
Predict The Answer. On the PSAT and SAT I, the surest way to avoid
falling for traps on test day is to predict the answer before looking at
the answer choices. For example, if answering an SAT Sentence
Completion, don't just jump into the answer choices to see which one
fits; read the sentence, predict the missing work and scan the answer
choices to see which one fits.
Use the Order Of Difficulty. On the PSAT and SAT I, often the Math and
Sentence Completion questions are arranged in order of difficulty,
(i.e. the questions get progressively harder as you work through each
question set). Use this knowledge to plot strategy for each section;
for example, consider spending extra time on early questions to make
sure to net "easy" points.
Skip Around. Within any given section of the PSAT and SAT I, one may
skip around and answer the questions in any order. If a particular
question or passage is difficult, skip it; return to it later if there is time.
Pace Yourself. The SAT I and PSAT ask a lot of questions in a short
period of time. To get through a whole section, it's important not to
spend too much time on any one question. Get used to the pressure
by practicing under timed conditions and keep a brisk pace
throughout the test. Make sure to wear a watch as the test proctors
do not always provide numerous time-checks.
Guess. Test takers often talk about a "guessing penalty" on the SAT. This
is a misnomer; it's really a "wrong-answer penalty." Guess wrong and
lose points. Guess right, and you gain. By eliminating one or more
answers as definitely wrong, the odds of guessing the correct answer
increases.
Be Careful With The Answer Grid. Even if every question is correctly
answered on these tests, the score will undoubtedly be lower if it is
gridded incorrectly. Be careful when inputting answers. One time-
proven gridding strategy is to circle the answer for each question in
the booklet as it is figured out, then transfer those answers to the
answer grid in groups of five or more.
Look for Quick Points If Time is Running Short. Some questions can
be answered more quickly than others. For instance, some reading
questions ask to identify the meaning of a particular word in the
passage. Questions such as these can often be answered quickly
when time starts to run out at the end of a section.
The Most Obvious Choice on Difficult Questions is Almost Always
Wrong - but it's not far off. When in doubt, look for the answer that is
closest to the most obvious choice.
The Correct Answer to Multiple-Choice Reading Comprehension
Questions are Easily Defended Factual Statements or Carefully
Worded Opinions. Choices that use exclusive or extreme words
(only, always, never, all, none) are rarely if ever correct, unless
proceeded by a qualifier like "not," in which case they are almost
always correct.
When Asked to Compare Fractions, Turn Them Into Their Decimal
Equivalents by Dividing the Top number by the Bottom Number
(with a calculator!) It's hard to know whether 6/15 is greater or less
than 7/16 but it is easily compare their decimal equivalents. 6/15=.4
while 7/16=.4375. Clearly 7/16 is greater.
Bring a Digital Watch (it's easier to read) and a calculator (it's permitted).
http://www.eduers.com/sat/sat_prep_tips.htm
Number of questions
http://www.sattest.us/
MOre tips
http://www.eduers.com/sat/studyguide.htm
http://www.eduers.com/sat/sat_prep_tips.htm
http://www.eduers.com/sat/test_taking_strategies.htm
SERVICES
http://www.admissionsconsultants.com/college/services.asp
http://www.admissionsconsultants.com/College/sati.asp
http://www.admissionsconsultants.com/college/the_year_ahead.asp
http://www.admissionsconsultants.com/college/timeline.asp
http://www.admissionsconsultants.com/College/sat.asp
===============
http://www.admissionsconsultants.com/College/sat.asp
The most effective way to develop your time management skills is to put them to work
through practice tests and simulations. It is impossible to over-emphasize the importance
of this point. Therefore you are strongly encouraged to take at least a few mock SAT/ACT
exams, and to try to simulate the actual testing environment as closely as possible
(meaning no breaks, snacks, music, phone calls, etc.). You should secure a copy of
either The Official SAT Study Guide or ofThe Real ACT Prep Guide, as these books use
actual test questions from prior exams. Their practice material and tests will most closely
simulate the types of questions you will see when you sit for the exam.
SAT and ACT math questions become more difficult as you go through each section. If
you are nearing the end of a section and find that you cannot figure out the last few
questions, don't waste your time trying to answer them. Your time will be better spent
reviewing your answers to the questions in the beginning and middle of the section. Keep
in mind that all the questions are weighted the same. You won't get extra points for
answering the hardest questions. Furthermore, a few blank answers will not make a
material impact on your score.
This probably sounds like self-evident advice. However, we mention it because we've
often had clients tell us how they inadvertently wound up wasting precious test time by
going back to re-read directions after the test had begun, or by not making it back from
their hourly breaks promptly. Remember, these activities will take time away from
working on the questions.
Read the questions carefully
As silly as this piece of advice may seem, it can make a big difference in your test score.
The undisciplined test taker will feel the stress of the clock during the timed sections and
will try to cut corners to save time however and whenever possible. As a result, they
read questions hastily and often misinterpret them. Test writers are well aware of this
tendency and are happy to exploit it. We guarantee that you will encounter questions on
the test that offer incorrect answer choices that are deliberately designed to exploit a
common misinterpretation of what the question is really asking.
The SAT's scoring formula has been "tweaked" to penalize you for incorrect answers. As
a result, you will not be aided by random guessing. You lose more points for answering a
question incorrectly than you do for not answering it at all. As a result, you will not be
aided by random guessing. If you have absolutely no idea what the correct answer is to a
question, we suggest that you simply skip it and move on.
It will be advantageous for you to guess at the answer, however, when you can eliminate
at least one answer choice as incorrect. Usually you will be able to identify at least one
choice that is clearly wrong. Eliminating even one incorrect choice will improve your odds
of selecting the correct answer.
The only exception to this rule is when you face a problem solving question that requires
you to write in an answer. In that case, obviously, you don't have a set of answer choices
to give you a clue as to the correct solution. All you can do is solve the problem to the
best of your ability and write in your answer.
With practice, you should begin to recognize how the SAT and the ACT present
deliberately deceptive incorrect answer choices. There are several common patterns here
that will begin to become apparent as you proceed through your preparation.
As we stated at the top of this page, there are tips and techniques to taking the SAT and
ACT that will raise your overall score significantly. As a result, these are tests that you
can prepare for – despite what the test-makers state. We strongly encourage you to take
practice tests that use actual questions from previous exams, as we have detected a
material difference in the quality of the test questions prepared by the test writers and
those written by the test prep companies. (Unofficial test prep books are, however,
superior to the official prep guides in their advice on study and test-taking techniques.
That is why we recommend buying and using at least two test prep guides, one being the
official guide for the test you are taking and the other being a good-quality unofficial
guide.)
Finally, while we believe every test taker will benefit by reviewing each SAT or ACT exam
section, we encourage you to spend the most time studying and practicing questions in
your weakest subject area. This will provide you with the most efficient use of your test-
prep time.
Obviously, it will be in your best interest to do your best on the SAT and ACT the first
time you take it. If, however, you believe your test score is not indicative of your best
ability, it will generally not hurt you to retake this important exam. Most colleges will
only look at your highest test score. Many of the admissions officers we know will even
be favorably impressed if you show an improvement in your test scores.
Source: http://www.sattest.us/
Excluding an experimental question section, which will not count towards your SAT
score, you will see
49 writing questions,
54 math questions.
------------
LINKS
Number of questions
http://www.sattest.us/
SERVICES
http://www.admissionsconsultants.com/college/services.asp
http://www.admissionsconsultants.com/College/sati.asp
http://www.admissionsconsultants.com/college/the_year_ahead.asp
http://www.admissionsconsultants.com/college/timeline.asp
March – April
Seniors – At this point in the application cycle, there's little left for you to do but sit tight
and wait for your admissions decisions. At many schools, admissions committees meet in
March to make their final admit/deny/waitlist decisions, and then send notifications to
applicants starting April 1. Good luck!
Juniors – You'll be spending a good part of the rest of this year on your college selection
and applications. Check the items below to see what you should be focusing on this
spring.
Sophomores – You still have some time left before you need to start serious work on
your college plans. Only a few of the items on the following list refer specifically to you.
However, it's not a bad idea to look over the entire list to get an idea of what you'll need
to be prepared for next year.
Standardized Tests:
Spring is an ideal time for high school juniors to take the SAT Reasoning Testor
the ACT. Having your scores in hand this spring will give you an idea of how
competitive an applicant you'll be at your targeted schools. You'll also leave
yourself plenty of time to re-take the test in the fall if you're not happy with your
first set of scores. Visit our SAT and ACT Test Preparation pages for more
information about these tests.
Don't forget: The next SAT test dates you can still register for are May 1 and June 5.
The regular registration deadlines for those tests are March 31 and May 5. The
next ACT test date is April 10, and the regular registration deadline is March 5.
(Late registration continues through March 19.) Another ACT will be given in June.
Most high school students now have the option of taking either the SAT or the ACT.
Based upon your unique profile, you may be better off taking one test over the
other. Don't settle for taking whichever test your peers take. Your choice of test
can make a difference in your college admissions outcomes. We've worked with
applicants who were admitted to higher-tier schools than they might have been
because they took the trouble to identify the standardized test that better suited
their learning style.
Spring can also be a good time to get SAT Subject Tests (also referred to as SAT IIs)
out of the way. Many selective colleges and universities require scores from 2 or 3
Subject Tests as part of their application. Check the requirements of the schools
you're thinking of applying to, and then check the College Board webpage for this
year's test dates. Think about how many Subject Tests you want to schedule for
the same day, and whether a test date would overlap or conflict with AP exams or
finals.
If you're a sophomore, think about taking the PSAT sometime before your junior year,
for practice. The PSAT will not be required for college admissions, and your score
will not be reported to colleges or influence your admissions outcomes. But a
practice PSAT can help you do better on the PSAT in your junior year, which could
mean winning consideration for a National Merit Scholarship – which would
certainly be a plus on your application!
School Selection:
Spring is the time for juniors to continue exploring their school choices and to continue
compiling their lists of 'stretch,' 'good fit,' and 'safety' schools.
Think about what type of college or university you would be happiest at – a big urban
campus, or a small outdoorsy one? A large, well-endowed school with state-of-the-
art labs and classrooms, or a school with more modest infrastructure but more
interaction between faculty and students? To learn more about the types of
schools you have to choose from, see our webpage on "Your College Choices."
Aim for a list of 8 to 12 schools that you would be happy attending. Include a mix of
reach schools, 'good matches,' and safety schools. Plan to apply only to as many
schools as you will be able to submit well-prepared applications for. You'll get
better results by applying to 6 schools with applications that reflect 100 per cent of
your best effort than you will by applying to 12 schools with applications that each
reflect 50 per cent of your best effort.
If you visit college campuses this spring, try to avoid periods like mid-terms, finals,
and holidays. You'll get a better idea of campus life if you time your visit for a
more typical period. Ask to see dining halls, dorm rooms, and recreational facilities
in addition to classrooms and public areas. Ask how representative the facilities
you're seeing are of the entire campus. Remember, you may be seeing the only
residence hall that's been renovated in the past 10 years.
If there's a college or university you're especially interested in, think about scheduling
an interview. Many of the largest and most selective schools no longer offer
interviews, but it can make a difference at the smaller colleges and universities.
Prepare yourself ahead of time by researching the school and coming up with a list
of questions about what it's like to be a student there.
Academics:
Continue to select classes that will challenge and stimulate you without overwhelming
you. Admissions committees look for applicants who stretched themselves in high
school. Having challenging courses on your transcripts will be even more important
to your admissions outcomes if your high school is one of the many that no longer
provide class ranks.
Take AP and IB classes if you have the opportunity to and are genuinely interested in
the course being offered. Think about how much schoolwork you can handle at one
time, or want to. Don't forget that the extra time you must devote to AP or IB
classes means you'll have less time for other things that matter to you. You should
also be realistic about how much impact having one more AP class on your
transcripts will have on your admissions chances. For details, see our webpage on
why "It Takes More Than AP Credit to Make Your App Stand Out."
Extracurricular Activities:
"Community service should clearly come from the heart and not
appear to have been motivated just by a desire to 'add another
bullet point to the resume.'"
Extracurricular activities can be a great way to show there's more to you than simply
good grades and test scores. With the proper strategizing, your after-school
activities could produce the 'wow' factors you need to be successful at the very
competitive schools where the vast majority of applicants clear the high academic
qualifications hurdles.
Continue enjoying extracurricular activities that appeal to your interests – but don't
overdo it. Admissions committees can sniff out applicants who only became
involved in the community in order to enhance their college candidacies. Selective
colleges will be more impressed with evidence of a substantive commitment to
one or two activities than by a long list of superficial memberships.
Start thinking about what you're going to do over the coming summer. Do you want to
devote more time to a favorite activity, or take a summer academic program, or
get job to save up some money for college? Or just take a break between your
junior and senior years? There's no single 'right' or 'best' way to spend your
summer when it comes to your college applications, so long as you can explain the
choice you made.
Strategic Positioning:
Start thinking ahead to how you can position yourself as a college applicant for Fall 2011
admissions. What makes you different from other applicants? How might that
quality that make you an especially attractive candidate for your target school?
These are ideas that can serve as the story themes and 'wow' factors that will
make your application stand out from the crowd!
Less than a year from now, college admissions committees will be taking a hard, critical
look at your profile. You must do the same thing first. Only by understanding your
candidacy from their perspective can you best mitigate your weaknesses, highlight
your strengths, frame your fit, and employ the 'wow' factors that will differentiate
yourself from the many other highly qualified applicants in your demographic.
Your story themes and 'wow' factors. What are the most important points you need
to make about your background, values, beliefs, and experiences? Have you
adequately prioritized these points? If you attempt to convey too many different
points, you risk coming across as unfocused. You also risk not covering any of your
points in adequate detail to successfully distinguish your candidacy. Ask yourself
what makes you unique in a way that is going to make any admissions officer just
really want to recruit you to their school?
Your fit. Why are you a match made in heaven for the specific school being targeted?
Why will you be a better fit and contribute more to the program and community
than the other applicants? Does your application convincingly argue that, if
admitted, you will gladly attend the program? Does it express your genuine desire
to attend the school in question, or does it include the kind of insincere, clichéd
statements that doom many borderline applications?
Applications:
If you're a senior, there's still time to apply to a few schools for admission this fall – but
just barely. Some schools with rolling admissions policies will continue accepting
applications until April 1, or even later. Don't wait for those final deadlines to
apply. Because of the ever-higher number of applications that most colleges and
universities receive these days, many schools fill their available class seats before
the application cycle formally ends. If you still have applications to submit, do so
immediately.
Juniors might want to start thinking about which teachers, coaches, or supervisors they
will ask for recommendation letters from this fall. Think about which points you
will need your recommenders to address to support the rest of your application. If
your GPA or test scores are weak, you might want to approach a teacher who can
attest to the quality of your academic work; if you don't have many
extracurriculars, you may want a letter from someone who can attest to your
interpersonal skills and your non-academic interests.
Waitlisted Applicants:
If you're a Fall 2010 applicant who's been waitlisted at a school you hope to attend,
make sure you let that school know of your continuing interest. However, you
must use careful judgment in submitting additional application material. Many
applicants make the mistake of sending application supplements that amount to
'more of the same.' To be effective, your supplements need to answer the
questions that your application left open in the admissions committee's mind. Our
consultants can help you understand what those questions might be and how you
can put them to rest.
==========
Here's a list of application tasks that college-bound high school students should pencil
into their calendars for the spring semester of their junior year and the fall semester of
their senior year:
The SAT and ACT: The spring of your junior year is an excellent time to take the SAT
Reasoning Test or the ACT. You'll get your scores in plenty of time to use them in your
college selection. If your scores match those of students who were recently admitted to
your target schools, you can rest easy and turn your attention to other application tasks.
If your scores fall below that mark, you've left yourself plenty of time to take the test a
second time.
Each SAT Subject Test is one hour long. Although you can take multiple tests on a single
day, you might find it less stressful to take just one or two tests at a time. If you can, it's
a good idea to take at least some of your Subject Tests this spring. The material you're
being tested on should be fresh in your mind from your classes, and you'll leave your
summer and fall weekends free to work on other parts of your applications. (Don't forget,
though, that you may also have to take AP or IB exams in May. Don't schedule yourself
for too many major exams at one time.)
Class Selection: It's not too early to start thinking about what classes you'll take in
your senior year. Your first-semester classes are especially important because they will
be listed on your transcripts and mid-year reports. Of course, admissions committees like
to see high grades – but they also like to see proof that a student is curious and has
sought out challenging courses. That doesn't mean that you have to load up on every AP
or IB class that's available to you. On the contrary, there's a good argument to be made
for deciding how much time you want to put into AP and IB coursework and then taking
only as many classes as you feel comfortable with. For more information on the role of
AP and IB courses in college admissions, see our College Admissions Blog entry on why
"It Takes More Than AP Credit to Make Your App Stand Out."
School Selection & Visits: You've probably been researching schools for some time
now, at least informally. Now is the time to get serious. You want to come up with a list
of 8 to 12 schools that you would be happy to enroll at, including 'stretch' and 'safety'
schools.
If you can, use this spring or summer to visit your top-priority schools. There's nothing
like a campus visit to give you a better idea of what it might be like to actually attend a
particular school. Let the admissions office know you're coming, especially if you're
visiting a smaller school. Having a record of your visit could help you when admissions
decisions are made. Schools prefer to admit students who show strong interest in them,
and a campus visit is one way of showing your interest in a school.
Essays: All selective schools require applicants to submit one or more essays as part of
the application package. Look at the requirements for your target schools. Start thinking
about topics for your essays and jotting down your ideas months before your application
deadlines. Essays can be the most time-consuming part of preparing a college application
– but good ones can pay off by setting you apart from the many other applicants with
grades and test scores similar to yours, and by convincing an admissions committee that
you are someone they want as a student at their school.
Application Deadlines: Start thinking now about what schools you want to apply to,
when. Most Early Action and Early Decision deadlines fall on November 1. Regular
admissions deadlines often fall on or around January 1. Although public universities with
rolling admissions continue accepting applications into the spring months, it's advisable
to submit your applications well before that. With today's large and well-qualified
applicant pools, many state schools fill all of the available spaces in their freshman
classes long before their final deadlines. This past year, several of the more selective
state universities (including Penn State) advised high school students to submit their
applications by the school's priority deadline (which is November 30 in Penn State's
case).
Check our College Admissions Timeline throughout the year to keep on track with your
college planning and applications.
The SAT allows you to bring a calculator to the exam - but don't celebrate just yet. If
calculators made all the difference on SAT performance, then everyone would be
scoring 800s on the math section, right?
SAT math questions are specifically designed not to require a calculator. If you rely on
your calculator to answer more than about 1 out of every 5 questions, then you are
doing something wrong.
SAT math questions present opportunities to benefit by factoring equations and using
"guesstimation." If a problem seems too long or tedious to solve pretty much in your
head and on scrap paper, stop and reexamine it. You probably missed a shortcut
somewhere.
Keep in mind that every SAT question is written for a very specific purpose, to test a
particular academic skill (as crazy as that must seem to you right now). SAT questions
don't waste words. If you think a question presents an extraneous piece of data, look
again, carefully. The data probably provides a clue as to how to make a long math
equation much more manageable to solve -- which also means a much more efficient
solution, from a time standpoint.
Never use the calculator until after you have read the question
The more heavily you rely on a calculator, the more likely you are to misread
questions. That will have a negative impact on your score, since many incorrect
answer choices are written to penalize test takers for not following directions. If you
don't believe us, note what happens as you work through practice questions in your
SAT preparations.
You can, and should, use your calculator selectively. Use it to double-check your work,
and to reassure yourself - if, for example, you should happen to draw a blank during
the middle of the test and forget what 8 + 4 equals.
Things that can (and likely will) go wrong if you rely too heavily on Mr. Calculator:
You can hit a wrong key. Most calculators have small keys that are easy to hit by
mistake. Even if you bring a larger calculator with a larger keypad (which, by the way,
we recommend) you can still hit the wrong key. Haven't you ever dialed a wrong phone
number?
You become overconfident. A calculator cannot reason. It may spit out a number that
you would never come up with on your own. You know, intuitively, that the average of
20, 25, 33, 78, and 81 CANNOT be 233. Your calculator doesn't. If you're lulled into
believing that your calculator will ace the SAT for you, you may not catch that kind of
mistake.
You can't go back and check the intermediate steps when you use a calculator. That's
why calculators with print capabilities are banned from SAT test rooms.
You'd be surprised at the number of people who panic on test day because they never
trained themselves to watch the time. Use clocks or timers as you work on practice
questions, so you'll learn to pace yourself and intuitively sense when 10 or 20 minutes
have gone by. Remember to bring a non-beeping watch with you to the SAT exam
(don't count on being able to see a clock clearly). Before beginning work on each
section, write down the time the test will end. You can refer to that note periodically
during the exam to gauge your performance.
Don't spend test time reading instructions. The instructions for different kinds of SAT
questions are quite standard. Familiarize yourself with them before test day so that
you can go into the exam room already understanding how the SAT is structured and
what types of questions you'll be asked. Remember, the SAT is intentionally designed
to make you feel time pressure. You can alleviate that pressure by minimizing the
amount of time you need to spend on reading instructions. That time is better spent
answering questions.
Pace yourself
You will give your best performance if you pace yourself. Don't rush through every
question just to finish a section - but don't take so long on just a few questions that you
leave the rest unanswered, either. Taking practice tests will help you develop a sense
of a pace works for you, and that lies between those two extremes.
Every question on the SAT is worth the same number of points. There's no bonus for
figuring out a hard question. That means it is NOT in your best interest to spend an
inordinate amount of time with the more difficult questions.
The most difficult questions are placed at the end of the test sections. Don't feel bad if
you can't answer them. These questions are designed to be answered correctly only
10% of the time. If you come to a question on which you have NO idea of how to
eliminate even one answer choice, do not spend more than 20 seconds on it before
moving to the next problem.
Keep in mind, though, that sometimes an easy problem looks difficult at first glance.
Oftentimes, if you relax a moment, your mental "fog" will lift and you will find yourself
able to answer the question very confidently.
Put a question mark or other notation next to each question you skip. That way, if you
have time at the end of the section, you will be able to easily identify and take another
try at your omitted questions.
Do NOT spend an equal amount of time on each question
Except in the critical reading section, SAT questions are arranged in ascending order
of difficulty. That means that the easiest questions are asked first and the more difficult
questions are asked later. You should allocate the amount of time you spend on each
question accordingly. You will, hopefully, be able to knock off the first, easy questions
quickly, so that you can spend more time on the difficult questions at the end of the
section.
With practice, you will develop a good feel for the upper limits of your question-
answering ability, and of the best way for you to use your time in each section. For
example, you might find that even if you spend 7 minutes on each on the last
five problem solving multiple choice questions, you do no better on them than you
would by guessing at the answers. In that case, you would know that you should not
spend an inordinate amount of time on test day trying to work out the math in
questions at that level of difficulty.
Should you have some time left over at the end of a section...
Don't stop working until the proctor says to. Rather, go back and re-examine the
questions you skipped. Answer any that you think you know the answer to, or can
make a good guess at. We also suggest you double-check your answers to the very
first questions. It's precisely because these questions are generally very easy that
people tend to make dumb mistakes on them. Make sure you haven't been tripped up
by subtle wording or a misplaced decimal point.
========
Preparation will familiarize you with what you'll face on test day, and build your
confidence in your ability to use test-taking strategies. Practice tests that use actual
questions from previous SAT exams and that mimic test room conditions will train you
to do your best on the actual test. Do both these things, and you'll find there's nothing
left to be anxious about on test day.
Knowledge is power
Many students suffer SAT anxiety because they do not understand what the test is or
what it is used for.
Quite simply, the SAT was developed as a way for colleges to compare all of their
applicants against a common standard. In theory, it allows them to assess the
academic promise of a graduate from a large urban high school and one from a small
country school on an equitable basis.
The test would not be very meaningful if it were so easy that most students got a high
score on it. It was deliberately designed to be difficult enough and complex enough
that results could be spread out over a scale. The important thing about your SAT
score is not whether it's better than anyone else's, but that it's high enough to qualify
you for admission to your preferred colleges and universities.
A common misconception about the SAT is that admissions committees look at your
SAT score and ignore everything else in your college application. In reality, the SAT is
only one of a number of important factors that affect your college candidacy. We do
not want to discourage you from taking the SAT seriously, because it is important to
your future. But the fact remains that a disappointing SAT score does not necessarily
mean end of your admission hopes.
Let's say you score below the lowest quartile for your first-choice college or university.
You still may be accepted - if you charm the admissions committees with your
extracurricular activities, letters of reference, transcripts, etc.
The bottom line is, take SAT preparation seriously, and do the best you can on the
exam. But don't let SAT prep distract you from other things (class performance,
extracurricular activities) that can also make you a strong college candidate.
SAT grading
Most of you have become accustomed to a grading scale where getting 90% of the
questions on a test right barely earns you an "A." SAT scores are completely different.
If you get 90% of the SAT questions right, you will be staring at a score in the
neighborhood of 2160 - which would suggest to most admissions committees that A
plus grades are run of the mill for you.
By contrast, getting just 60% of the SAT questions correct gives you a score in the
vicinity of 1440, which is still respectable.
Don't start sweating when you realize that this exam is a bit more difficult than the
ones you have seen before in your classes. And realize that you can still get a very
good score even if you are guessing at far more questions than you ever did on any of
your teacher's tests.
The testing environment and your proctor
Many students have told use that they dislike the regimented nature of the SAT. They
were uncomfortable enough with the idea of being told when they could take the SAT,
where they had to take it, what time they had to show up, etc. Worse, once they got to
the test center they were told where to sit, when to begin, when to end, when they
could visit the restroom (and for how long), and what they could and could not do
during the test - all by a proctor who could seem pretty snitty.
Unfortunately, there is nothing anyone can do to change this. We must accept the fact
that the SAT has a quasi-monopoly on college admissions testing. As for the proctor,
keep in mind that he or she must appear to be authoritative to maintain control over
the testing. They're not unfriendly, they're just doing their job.
Everyone taking the SAT feels the same discomfort we just described here. Controlling
your anxiety over that discomfort can help improve your test score.
If, after all your preparation and practice, you still find yourself concerned about your
ability to control your nerves on test day, you may want to try a powerful technique
often used by athletes facing high-stakes competition -- visualization.
Visualize yourself taking the test. Develop a picture of how you will work through the
problems, calmly and competently. Picture yourself applying your test taking strategies
and drawing on your knowledge and skills to progress through each section of the test,
confident that you're doing well. As simple as this technique sounds, it has worked for
many SAT students in the past.
===========
http://www.petersons.com/testprep/test_info.asp?id=431&sponsor=1&path=ug.pft.sat
The SAT is a standard college entrance exam that measures skills in math, reading, and writing. The
first section is always a written essay, which takes 25 minutes, and the last section is always a
multiple-choice writing section, which takes 10 minutes. The other parts of the test - six 25-minute
sections and two 20-minute sections - can appear in any order. One of the 25-minute sections (you
won't know which) will not count toward your score; it is used to try out questions for future SATs. Total
test time is 3 hours and 45 minutes.
The SAT Critical Reading sections present you with reading comprehension questions about full-
length and paragraph-length passages. They also include sentence completions.
The SAT Writing sections include multiple-choice questions on grammar, usage, word choice, and
organization. The essay section asks you to respond to a prompt by developing a point of view
supported by clear, well-organized ideas based on your experience and observations.
The SAT Math sections include multiple-choice questions and grid-in questions, which require you to
generate a response. Topics include: numbers and operations; algebra and functions; geometry and
measurement; and statistics, probability, and data analysis.
http://www.petersons.com/testprep/tips.asp?id=531&sponsor=1&path=ug.pft.sat
Relax the night before the test Don't cram. You are being tested on knowledge that you have
accumulated over the course of the year. Studying at the last minute will only stress you out.
Go to a movie or hang out with a friend - anything to get your mind off of the test!
Test Specific
Critical Reading: Sentence Completions Sentence completions test both your vocabulary and your
understanding of the logic of a sentence. Each question is a sentence containing either one or
two blanks. Your job is to figure out which answer correctly completes the sentence. As you
read, try to predict what word should go in each blank. Sometimes you can guess the meaning
of one blank, but not the other. In that case, scan the answer choices, look for a word similar to
the one you've predicted, and then eliminate the answer choices that don't match up.
Critical Reading: Reading Comprehension The Critical Reading test now includes both long and
short reading passages. Skim each passage to see what it's about. Don't worry about the
details - you can always look them up later if you need to. Just look for the main ideas. Then
tackle the questions that direct you straight to the answer by referring you to a specific line in
the passage. If you have time afterward, you can try solving the harder questions.
Writing: Multiple-Choice Questions There are three types of multiple-choice writing questions on
the SAT. The first group, Improving Sentences, tasks you with selecting the correct
version - the one that is clearly written and grammatically correct - of an underlined portion of a
sentence. Sentence Error questions ask you to figure out which part of a sentence contains an
error. Those on Improving Paragraphs test your ability to organize and clarify information. For
all of these question types, think about the simplest, clearest way to express an idea. If an
answer choice sounds awkward or overly complicated, chances are good that it's wrong.
Writing: Essay You will be given an open-ended essay prompt (topic) that asks you to state a
viewpoint and support it. Essays are scored holistically, which means that the final score is
based on an overall impression. It is important to develop your ideas and express them clearly,
using examples to back them up. Your essay does not have to be grammatically perfect, but it
does have to be focused and organized. The standard five-paragraph essay can be an
effective way to make your point.
Math: Multiple-Choice Questions As you work through the multiple-choice math questions, you'll be
given reference information (formulas and facts), but you'll need to know how to use them.
You're allowed to use a calculator, but it won't help you unless you know how to approach the
problems. If you're stuck, try substituting numbers for variables. You can also try plugging in
numbers from the answer choices. Start with the middle number. That way, if it doesn't work,
you can strategically choose one that's higher or lower.
Math: Grid-Ins These questions are not multiple-choice - you come up with an answer and fill it into a
grid. The grid does not contain a minus sign, so there is no way to indicate that a value is less
than zero. That means that an answer can't be a negative number. Unlike the multiple-choice
questions, you won't be penalized for wrong answers, so make your best guess even if you're
not sure. You can't grid mixed numbers, so if you get a mixed number as an answer, you'll
have to convert it to an improper fraction or a decimal.
======
http://www.petersons.com/ugchannel/file.asp?id=1073&sponsor=1&path=ug.pft.sat
Sleep
http://www.eduers.com/sat/test_taking_strateg
ies.htm
There is no substitute for preparation
and knowing the material that you will
be tested on. However, there are
many test-taking strategies that will
help you to use the information you do
know to your best advantage.
FREE TESTS
http://www.petersons.com/testprep/tips.asp?id=400&sponsor=1&path=ug.pft.sat
http://www.eduers.com/sat/practice_questions.htm
http://www.proprofs.com/sat/exams/practice-tests.shtml
Examples of holes
6 - What is Your Passion?
Listen to each student's dreams
Examples
I wanted to be a mommy.
I entered high school as an actor. At the time, I was even considered the best
actor in my forensics class. At the end of my freshman year, my forensics class
required groups of four to make a short narrative film. As an actor, I was able to
watch my original inspiration, Adam Fairholm, make Sleeper, the highly
regarded short narrative that is still shown as the ideal film in forensics class.
Adam was a grade above me and taught me how to fully utilize a mini-DV
camcorder and Adobe Premier. I have always been very computer literate, so I
picked up this new skill quite quickly. Since then, I have loved every moment of
amateur filmmaking.
I continued to watch Adam Fairholm create teasers and trailers for the school
plays, and I would go home and try to recreate his After Effects techniques. I
knew that he would graduate a year before I would, and that I could take his
place one day. Scouring the internet for as much information I as I could find, I
learned that being a filmmaker was much more complicated, in some respects,
than being a mommy; however, I knew that I was up for the challenge.
Junior year rolled around and I had been creating many videos for personal use,
friends, class projects, etc. In fact, a rumor had spread around the school that I
could help with any video assignments. People that I had never even seen at
Saint Thomas would come up to me, greet me by name, and then ask, or
sometimes beg, for me to help them with a last minute project. These tasks
certainly helped me improve my skills because I never turned down a request,
and I never settled for a mediocre piece of work. I experimented with blue
screen, animation, music videos, hidden cameras, DVD's, Macromedia Flash,
After Effects, and many other tools. With a motto "Nothing is impossible with
filmmaking," I would go to great lengths to see my vision on the screen.
My next forte was acting. I started as a stage manager, but by the end of eighth
grade and beyond, I acquired all parts from dramatic to comedic, major to minor
roles, whether it be for school, camp, or forms of community theater.
Meanwhile, I started a band, the PHB's or Pretty Hot Barbers, which produced
the two hits "Tangerine" and "The Brett Song" that have become quite popular
amongst friends. I also learned programming languages such as PHP that
certainly provided a means to express myself. On my web page, with PHP, I
started "Brett's Schedule Matching and Lookup" that allows Saint Thomas
students to input their schedule before the year starts and find out whom they
share classes with. After the success of that service (594 students or roughly
thirty percent of my school), I created "Brett's Friend Rankings?or how to lose a
bunch of friends" that ranks my friends based on a point system that I can
update freely. Luckily I have not lost any friends yet.
What drives me to create such pieces of work is the understanding that they will
help or touch others. That is why I want to pursue my dream of a film career.
Film can affect another more greatly than any other medium. People lose
themselves in film and I want to be a part of that experience. With my creativity
and my early practical experience, I know that I can successfully continue to
learn about my passion and continue to share it with the world. I want my work
to influence the world, just like mothers want their children to. I guess I wasn't
so far off as a child; I guess I still do want to be a mommy.
7 - The Vornle Method
A strategic look at the college application process –
what can help you get accepted into a university?
A perspective on
College
by John Vornle
---------------- d r a f t -------------
Introduction
by Stephen McCrea
This pamphlet opened my eyes. I am a high school teacher. At least once a day I hear:
“I need to pass this course to get into college.”
“If I get a good score, I’m in.”
Once a week I hear
“Man, how am I ever going to raise my SAT? I just don’t get it.” (This is usually a
student who wants to get into a first-rate school and needs a combined score of at least
1150).
Most people believe that you need to get three good ratings.
Good GPA
Good SAT
Good rank in class (top 10 percent)
Having a 3.9 GPA means nothing if you are ranked in the top quarter of the class (grade
inflation is everywhere!).
But I hear of students with 3.8 GPA, a combined SAT over 1200 and a rank of 24 out of
300 who have applied to five colleges -- and they get no letters of acceptance.
What went wrong for these students who have accumulated such good records?
Mr. Vornle’s analysis (“U.S. universities are businesses”) helps me explain the system to
my students and it reveals two strategies:
a) If you are a “full pay” student (able to pay full tuition), you have a surprise waiting
for you … a “line of negotiation” into the process of college admission.
b) If you are not an athlete or if you lack the funds , this pamphlet gives you three steps
to use to improve your chance of getting accepted.
After reading Mr. Vornle’s manuscript, I now ask my students, “What else should you be
doing to get ready for college?”
I hope you will agree that this short pamphlet will give students a new view into the
“admission process” and that you will become a negotiator.
It’s no longer a passive “admission process” (I hope they pick me). It’s more of a “Seize
the Day” process: what can you do to grab the attention of the reader of your
application? “Hey, reader! Look at what you will lose if you don’t read about me!”
Good hunting!
Steve McCrea
High School Teacher, MPA, Math 800, Verbal 720
Certified to teach English 6-12, Math 6-12, ESOL K-12, Political Science 6-12
Accepted at MIT, Yale, Swarthmore, Haverford, Princeton
Waitlist at Harvard.
That number is HALF of the tuition? That means any student paying full tuition is
carrying another student...
Note: Spend your time in college making friends with the people you will want to
remain in contact with after college. They are life-long friends. Get involved in as
much as you can.
• Why do I tell you this? Most people think that universities have a “higher purpose.”
They do, but most fail in the execution.
• What are most American Universities? The American university is a simple business.
• McCrea adds: Universities claim that they are “not for profit” but running a
university is a business. The typical college seeks clients who will pay for its services.
Question: Given the importance of the teachers, why do universities not tell you much
about their teachers, classes and curriculums?
Answer: Profits.
Why do I tell you this? #3 is important. You need to capture the attention of adults so
that they volunteer to write you the letters of recommendation.
What are Admission Realities? Selective American colleges and American Ivy League
colleges are very difficult to enter. The competition is intense.
However, there is room at those top schools for middle-ability kids from eastern prep
schools and ambitious families to attend the best programs in the mid-west.
The world is open to each of you. I want you to consider colleges and universities
outside the United States where: a) you may get a better education, and; b) you won’t be
distracted by American conventional wisdom and being stuck with students that are less
mature, less culturally aware.
D-2
Don’t base your choice of universities on “feel,” or “comfort” with the campus.
Since information about teachers, classes, course requirements, teachers’ assistants, etc.,
are hard to find, maybe you can create your own system of questions that you want to
know about places.
As far as the application process goes, make yourself stand out! The French have a
saying: “Vive la difference!” It’s the differences that will make you attractive.
Document yourselves well. Aim high! Aim for whatever you are interested in.
Appendix
Other Points
E-1
• The important factors in selecting a college are the characteristics of the
teachers/professors with whom you spend your time and the legacy of learning and
inquiring process they are able to impart to you.
Why do I tell you this? This is why I think you should be going to college.
E-2
Question: What do colleges want?
Answer: They want full-pay, traditional age (between 17 and 19 years old in the
freshman class), well-rounded students, who also have exceptional grades and Board
scores.
Why do colleges want “free kids”? It allows them to earn more profits. “Free kids” are
considered desirable because:
1) As current students, they are likely to be rewarding to teach and to graduate on time
(Incoming grades and scores are the best predictors of on time graduation.);
2) They are likely to contribute to the extracurricular life and morale of the community
(Their future is expected to be like their past.);
3) They raise the rankings of the school, which heavily turn on the academic profile of
the undergraduate body (The fact that rankings rest heavily on profile of student body is
partially defensible, since students do learn from each other, and partially sheer
snobbism.);
4) As alumni, the full-pay kids contribute more to the school.
E-3
The type of person who reviews your application is not a professor. They are regular
people trying to select an “entering class of students” who will meet the criteria as
determined by the school’s president.
As an applicant you need to have done the things that make you stand apart from your
classmates. Being like everyone else is a distinct disadvantage.
E-4
• Of an entering class of 1000 students, the Admission Committee objective is that 800
must meet the GPA and SAT criteria, and half must pay the full tuition. The remaining
200 are selected to complete sports teams, meet social objectives (blacks, other
minorities, religion), satisfy special organizational skills (band instruments, chorus, art,
student government, newspaper reporting, community service).
Why do I tell you this? You have a chance to get into even the most selective colleges if
you meet special criteria that they need. The challenge is figuring out “what” is needed
and then landing with an admissions person who agrees with this characteristic’s
importance to the school.
E-5
Reality check: All the double-700 SAT, full-pay, top 10% of high school class, well-
rounded 17 year-olds in the whole country will not fill the freshman classes of Harvard,
Yale, Princeton, and Stanford.
E-6
• Student Counselors in High School provide suggestions based on statistics (GPA, SAT
and acceptances of past students).
• Why do I tell you this? Don’t expect much!
E-7
• For students, universities are a place of learning and fun! However, they are not
“transparent”: Universities don’t make good information available about their teachers
and courses (especially not to applicants).
• It is difficult for non-students to find out about the personal teaching style of professors
and the reaction of students to the professors;
E-8
• If a person becomes a tenured professor, he then has an easy secured life with
relatively no pressure.
• Why do I tell you this? Professors are sometimes good, sometimes bad.
E-9
Why go to University? The certificate is important. It is the expected thing to do in the
American system. The interaction with the student body is important for your
education.
However, keep it fun. Participate fully in the life of the campus and the community.
Good luck.
8 - Broadcast Yourself
Use techniques described at EveryoneIsHere.com
Everyone Is Here:
Facebook for School Reunions
PLUS
Facebook for Small Businesses
This is the WELCOME PAGE for the DVD produced by Steve
McCrea.
"Everyone Is Here" is the title of a DVD that helps you turn
absent alumni into Virtual Attendees at your next school
reunion.
Distributed by
John P. Vornle,
President and Managing Director,
Long Term Capital Company,
2 Mystic Lane,
Westport, Connecticut 06880
USA
Tel: 203-454-2263
I was lucky. In my teens I went to a boarding school and I ate lunch and dinner with a
group of boys and an adult. The adult guided conversation and made sure that the
meal time did not devolve into a scene from Lord of the Flies. I thought, "Why not sit
with some kids during the free breakfast program at local schools?" I describe the
concept in videos on www.youtube.com/buildingintlbridges ...
You can read some "publicity" that I've tried to foment about this program in a letter to
the editor penned for the West Gazette (in Fort Lauderdale).
http://sites.google.com/site/buildinginternation
albridges/home/breakfast-club-with-mentors
(1) BIB aims to bring the Internet to homes
that have no
computers or internet connection.
(2) BIB aims to connect people in different
cultures (either internationally or within a
country), overcoming barriers of language,
cost, distance and technology.
BIB aims to accomplish these goals with the
minimum cost and to identify resources that
are already delivering parts of the services and
products needed to accomplish (1) and (2).
PASSPORTS
There are a variety of sources of data on passports.
An excellent discussion appears here:
http://www.gyford.com/phil/writing/2003/01/31/how_many_america.php
Here is an extract:
Update 2: Here is a source for the above figures, the Canada
Tourism Commission research report ‘The Potential Impact of a
Western Hemisphere Travel Initiative Passport Requirement on
Canada’s Tourism Industry’ (500K PDF). They conducted
“household surveys” in Canada and the US with the results
summarised in a table titled ‘Passport possession in the United States
and Canada’ on page 4:
2005 Survey United States Canada
Results
General population 34% 41%
(18 years and
over)
Same-day 44% 60%
travellers
(transborder)
Overnight auto 50% 70%
travellers
(transborder)
Overnight air 67% 75%
travellers
(transborder)
The percentages of passport holders among those who travel
between the two countries might help to make better comparisons
with Europeans travelling between countries. (21 Nov 2005)
Obstacles
1. "The IRS is scrutinizing charities very closely."
Yes. That's why we will not take shortcuts and we won't try to hide expenses. We are
transparent. We will post our expenses whenever possible (hiding only
documentation that might compromise the charity's ability to remain competitive). Part
of the scrutiny by the IRS is aimed at ensuring that funds donated in the USA do not
wind up supporting terrorist activities. Could a computer donated to a school in Iran
be used for promoting terror? Well, we'll try to work with these concerns. The aim of
BIB is to promote intercultural communication -- in a positive sense. If it is necessary
to record every keystroke on the machines that we donate, we'll be happy to comply
with such requirements.
3. "It must be very difficult to get money and support for such a simple idea."
Sure. "It's so simple, why do we need another charity?" Several of our volunteers
(Friends of BIB) have been donating their services to local schools. They buy CDs at
Office Depot, use a borrowed duplicator, and give useful items to parents. They also
bring along their laptops to demonstrate the power of Skype to the kids. Why is
there a need for a charity to organize such simple work?
Because many teachers don't know how to download free ebooks.
Many teachers have never used Skype. Many teachers don't know
what to do with an old computer. Many teachers don't know how to
present videos from Youtube to their students. Many teachers have
no idea how to integrate real-world problems in their lesson plans.
Many adults don't know the Power of One (that they have) to
transform a breakfast program into a learning opportunity.
About 10 percent of the money donated to BIB actually goes into buying computers.
The rest is spent on pushing people to donate their time or hiring experts at a reduced
rate "for the children." (Yes, we know the lines to use and the appeals that have
worked for other charities.)
3. How does BIB handle legal costs and the costs associated with paperwork
(especially accounting)? Isn't it difficult to deal with the high level of scrutiny that many
charities are subjected to?
BIB has a separate account that handles the costs of . We have donors who
specifically support the legal and
accounting costs related to administering the charity. Your donation goes "100%" into
the programs.
Links
Testimonials
Examples of Essays
Mentors on Video
The Visual and Active Method
Links
http://www.testprepreview.com/sat_essay.htm
http://www.testprepreview.com/sat_test_prep.htm
FloatingNeutrinos.com
The Gregorc System
KnowYourType.com (Jungian 16 types)
BehindtheName.com
www.rinkworks.com/brainfood/p/latreal1.shtm
Classic Lateral Thinking ExercisesOct 31, 2006 ... Everyday he gets the
elevator down to the ground floor to leave the building to go to work. .... Brown"
mystery stories we read in elementary school? ... or a few of the great books in
Book Links: Lateral Thinking, … wilk4.com/humor/humore14.htm
Defining the problem of elevator waiting times - (37signals) Sep 17, 2008
... I read the elevator story from Edward de Bono in the late 60s with his idea of
lateral thinking. 37signals.com/.../1244-defining-the-problem-of-elevator-
waiting-times
Fishing
I wanted to be a mommy.
I entered high school as an actor. At the time, I was even considered the best
actor in my forensics class. At the end of my freshman year, my forensics class
required groups of four to make a short narrative film. As an actor, I was able to
watch my original inspiration, Adam Fairholm, make Sleeper, the highly
regarded short narrative that is still shown as the ideal film in forensics class.
Adam was a grade above me and taught me how to fully utilize a mini-DV
camcorder and Adobe Premier. I have always been very computer literate, so I
picked up this new skill quite quickly. Since then, I have loved every moment of
amateur filmmaking.
I continued to watch Adam Fairholm create teasers and trailers for the school
plays, and I would go home and try to recreate his After Effects techniques. I
knew that he would graduate a year before I would, and that I could take his
place one day. Scouring the internet for as much information I as I could find, I
learned that being a filmmaker was much more complicated, in some respects,
than being a mommy; however, I knew that I was up for the challenge.
Junior year rolled around and I had been creating many videos for personal use,
friends, class projects, etc. In fact, a rumor had spread around the school that I
could help with any video assignments. People that I had never even seen at
Saint Thomas would come up to me, greet me by name, and then ask, or
sometimes beg, for me to help them with a last minute project. These tasks
certainly helped me improve my skills because I never turned down a request,
and I never settled for a mediocre piece of work. I experimented with blue
screen, animation, music videos, hidden cameras, DVD's, Macromedia Flash,
After Effects, and many other tools. With a motto "Nothing is impossible with
filmmaking," I would go to great lengths to see my vision on the screen.
My next forte was acting. I started as a stage manager, but by the end of eighth
grade and beyond, I acquired all parts from dramatic to comedic, major to minor
roles, whether it be for school, camp, or forms of community theater.
Meanwhile, I started a band, the PHB's or Pretty Hot Barbers, which produced
the two hits "Tangerine" and "The Brett Song" that have become quite popular
amongst friends. I also learned programming languages such as PHP that
certainly provided a means to express myself. On my web page, with PHP, I
started "Brett's Schedule Matching and Lookup" that allows Saint Thomas
students to input their schedule before the year starts and find out whom they
share classes with. After the success of that service (594 students or roughly
thirty percent of my school), I created "Brett's Friend Rankings?or how to lose a
bunch of friends" that ranks my friends based on a point system that I can
update freely. Luckily I have not lost any friends yet.
What drives me to create such pieces of work is the understanding that they will
help or touch others. That is why I want to pursue my dream of a film career.
Film can affect another more greatly than any other medium. People lose
themselves in film and I want to be a part of that experience. With my creativity
and my early practical experience, I know that I can successfully continue to
learn about my passion and continue to share it with the world. I want my work
to influence the world, just like mothers want their children to. I guess I wasn't
so far off as a child; I guess I still do want to be a mommy.
Language
Academics
Social Skills
Inheritance
Experiences
1) Language
2) Academics
3) Social Skills
4) Inheritance
5) Experiences
Mentors on Video
(another way to collect experiences)
http://www.youtube.com/watch?v=MWs0rrzL7T8
IsawItOnYoutube.com, a collection of educational
and inspirational videos. Travel the world, learn
skills, build experiences, and add to the list by
sending recommendations to
IsawItOnYoutube@gmail.com.
plethora
intransigence
diligence
Message to the “Random Reader” who looked at the last page first: This book will definitely help you
find something new – such as JK McCrea's fabulous photos. Go ahead, scan the
book, look for great photos. Flip through chapter 10 and then send me suggestions
for the following projects
VeryCoolSites.com
IsawItOnYoutube.com
TeacherstoTeachers.com (English Visitors Network and the Guides for English
Language Travelers)
BuildingInternationalBridges.org
MentorsonVideo.org
GlobalCoolingCenter.com
Grazie!