Public Schools Where 75% of Students Score 10-15 on ACT

Public Schools Where 75% of Students Score 10-15 on ACT When youre considering to which public college or university to apply, sometimes its helpful to browse through schools who have students scoring similarly on the ACT as you did. If your ACT scores are completely lower or higher than 75% of the students who were accepted to a particular school, perhaps youd be better off searching for a school where students are more in your range, although exceptions are certainly made all the time. This is a list of colleges and universities where 75% of the accepted students scored above or at a 10 – 15 composite score on the ACT. What does this mean? The following public schools are accepting students who are scoring well below the national average on the ACT, which is a 21. If you have scored between a 10 – 15 on the ACT, then all is not lost! Perhaps one of these public universities would be a good fit! Please keep in mind that this list is for the composite ACT score – youll see ACT scores a bit lower or higher on particular sections (English, Mathematics, Reading, Science Reasoning), but the composite scores are always between 10 – 15. Remember that the 25th percentile score reflects what 75% of students have earned who were admitted. The 75th percentile score reflects what 25% of students have earned who were admitted. Typically, youll see higher scores in the latter category. More ACT Score Information How to Understand Score PercentilesWhats a Good ACT Score?Average National ACT ScoresACT Scoring 101: Scaled Vs. RawI Think I Got a Bad ACT Score - Now What? Public Universities Where 75% of Students Score a 10 15 on the ACT 1. Abraham Baldwin Agricultural College Tifton, GeorgiaWebsite: abac.edu ACT Composite: 25th Percentile: 1375th Percentile: 17 2. Alabama State University Montgomery, Alabama Website: www.alasu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 3. California State University Dominguez Hills Carson, CaliforniaWebsite: csudh.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 4. California State University Los Angeles Los Angeles, California Website: calstatela.edu ACT Composite: 25th Percentile: 1575th Percentile: 20 5. Central State University Wilberforce, OhioWebsite: centralstate.edu ACT Composite: 25th Percentile: 1475th Percentile: 18 6. Fayetteville State University Fayetteville, North CarolinaWebsite: uncfsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 7. Grambling State University Grambling, LouisianaWebsite: gram.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 8. Kentucky State University Frankfort, KentuckyWebsite: kysu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 9. Lyndon State College Lyndonville, VermontWebsite: lyndonstate.edu ACT Composite: 25th Percentile: 1575th Percentile: 22 10. Mississippi Valley State University Itta Benna, MississippiWebsite: mvsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 11. New Jersey City University Jersey City, New JerseyWebsite: njcu.edu ACT Composite: 25th Percentile: 1575th Percentile: 17 12. North Carolina Central University Durham, North CarolinaWebsite: nccu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 13. Pennsylvania State University Dubois Dubois, PennsylvaniaWebsite: www.dubois.psu.edu ACT Composite: 25th Percentile: 1475th Percentile: 22 14. Prairie View A M University Prairie View, TexasWebsite: pvamu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 15. South Carolina State University Orangeburg, South CarolinaWebsite: scsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 18 16. Southwest Tennessee Community College Mephis, TennesseeWebsite: southwest.tn.edu ACT Composite: 25th Percentile: 1475th Percentile: 18 17. Sul Ross State University Alpine, TexasWebsite: sulross.edu ACT Composite: 25th Percentile: 1575th Percentile: 21 18. Texas Southern University Houston, TexasWebsite: tsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 19. University of Arkansas at Pine Bluff Pine Bluff, ArkansasWebsite: uapb.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 20. University of Main at Machias Machias, MaineWebsite: umm.maine.edu ACT Composite: 25th Percentile: 1575th Percentile: 25 21. University of South Carolina - Lancaster Lancaster, South CarolinaWebsite: usclancaster.sc.edu ACT Composite: 25th Percentile: 1575th Percentile: 20 22. University of South Carolina - Salkehatchie Allendale, South CarolinaWebsite: uscsalkehatchie.sc.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 23. University of South Carolina - Union Union, South CarolinaWebsite: uscunion.sc.edu ACT Composite: 25th Percentile: 1375th Percentile: 17 24. University of the Virgin Islands Charlotte Amalie, Virgin IslandsWebsite: uvi.edu ACT Composite: 25th Percentile: 1375th Percentile: 17

Owing to vs Due to

Owing to vs Due to Owing to vs Due to Owing to vs Due to By Maeve Maddox Steve Campbell asks for a post on â€Å"the choice between due to and owing to. There was a time that I felt very strongly about the difference between due to and owing to, zealously correcting misuse in student papers. After all, one of my most esteemed authorities, H.W. Fowler, has this to say in Modern English Usage: Under the influence of ANALOGY, due to is often used by the illiterate as though it had passed, like owing to, into a mere compound preposition. He gives such examples as these of due to being used incorrectly: The old trade union movement is a dead horse, largely due to the incompetency of the leaders. Rooks, probably due to the fact that they are so often shot at, have a profound distrust of man. The perceived error is that due to must be attached to a noun and not, says Fowler, to a notion extracted from a sentence . . . it is not the horse, [or] the distrust of the rooksthat are due, but the failure of the movement, the distrust of the rooks . . . Even now, I reach for an index card when I hear the local weatherman say, â€Å"The road is closed due to flooding.† Then I remind myself that the difference between due to and owing to is as much a dead horse as the â€Å"old trade union movement† in Fowler’s example. For those who wish to go on beating the horse, due to is adjectival and owing to is adverbial. The road was closed owing to flooding. For the road to be due to anything, it would have to be something that influenced the existence of the road: The road was due to the efforts of local citizens who voted to raise taxes for its construction. Here are two more examples for the sake of comparison: His accident was due to excessive alcohol consumption. His accident occurred owing to the fact that he was talking on his cell phone. For most English speakers due to and owing to have become interchangeable. Trying to preserve a distinction between them is pointless. I’d rather direct my energy to the defense of â€Å"I† as a subject pronoun. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtCapitalization Rules for Names of Historical Periods and MovementsCaptain vs. Master

Opinion Editorial Paper Essay Example | Topics and Well Written Essays - 1250 words

Opinion Editorial Paper - Essay Example Whereas college education is also needed in the work industry, the same faces danger of extinction with the increasing number of university graduates who become potential candidates for college based professions. Therefore, this paper seeks to discuss the claim that college education has been sidelined in the work industry Whereas a sizeable part of the population has already obtained at least a degree academic level, jobs available for graduates are becoming rare and more competitive. One of the viable alternatives is to empower academically and technically, lower academic persons to equip them with profound skills necessary to handle job opportunities in this category. Our broad economy needs to have a diverse system of incorporating all sorts of skills in the market since not all professionals need a college education. This can be done by increasing the salaries involved of the workers in this category. Mostly, these jobs needs people with less educational skills but have an abili ty to perform in the labor market. It is upon the government to evaluate and come up with a better education schemes and policy that will incorporate this system of education (Mishel, 2012). The question whether college education is for everyone has remained as a controversial question in most societies. Arguments constructed from intellectual point of view are biased towards acquisition of college education. People working in real working environment will argue that their college education has little or no significance to the work they do in their workplace. In such cases, people argue that they had to learn new skills in order to fit into their current work environment despite having gone through relevant education. Although college education is important in the work place, it is not sufficient. This is because the success of college graduate is measured by their success in the job market. In most cases, the relevance of a course will be measured with reference to the number of em ployed graduate and the amount of their earnings. Various measurements also include the duration within which college graduate stays without acquiring employment. According to most of such measurements, college education plays a less significant role in determining the success of a college graduate in the job market. It is important to appreciate that college students represent an important part of the society. Indeed, their role in the work industry cannot be underestimated. there are many jobs particularly demanding college level qualifications. However, employers are certainly tempted to employ highly qualified university students for the same jobs because of the competition. This implies that college education may become useless with time. A time will come when college education will just be a formality and not a lifetime investment. Ideally, college education focuses on how things ought to be with little or no emphasis on how thing work out in the real job environment. The emph asis on the theoretical aspect of college education is the sources of disconnection between college education and the real work environment. The disconnection can however, be minimized by creating a more practical-based education than a theoretical based education. In such case, colleges will train their students on how to apply knowledge acquired through their studies more than how to acquire the knowledge (Juhl 3). Due to the

Valuation of the benefits of infrastructure projects(built Essay

Valuation of the benefits of infrastructure projects(built environment) may sometimes be difficult but it is essential for the rational determination of sector - Essay Example The public services are not able to mobilize resources to meet the increasing demand in these areas, mainly due to bureaucratic interventions, organizational lapses and political lethargy. Therefore, it has become necessary for the private sectors to involve themselves prominently in this strategic area of human living. The fact remains that the implementation and execution of infrastructure developmental projects have remained uppermost in the hands of their planners and executors, but they have not considered its implications nor pondered over the necessary ways in which these projects could provide long time succor and increased standard of living for the masses effected by these projects or the ultimate beneficiaries of these efforts. Hence these projects have been carried out in an ad hoc manner, which is why it has become imperative to upgrade and enhance the quality of service to bring it at par with acceptable standards. The emphasis should be on providing infrastructure proj ects with a national or regional development policy or strategy and also to link the resources decision with local social, economic and environmental requirements. This way, not only the broader objectives of the project would be met but its utility value, in the grassroots level would also stand ensured. This is because all important infra structural projects should have social upliftment and emancipation of the underprivileged and marginalized sections of society in mind when they are conceptualized and also when they are finally implemented. The economic evaluation of development projects should be such that it renders maximum benefit to social welfare. Although the objectives may be clearly delineated, the derivation of net benefits or its quantitative benefit value may not be assessable in real money terms. To take an illustration, the Government wished to seek the

Drum Dance Essay Example for Free

Drum Dance Essay As seems to be common to many indigenous tribes, both the Saux and the Samoans led a spiritually-based life, which involved paying homage to a higher being. The Saux consistently sought guidance from the creator in how to live. In a similar way, the Samoans consulted wizards who practiced magical arts. Ceremonies formed an important part of tribal life. The aim was to honor their gods. For both the Saux and the Samoans, these often assumed the form of clan feasts, namings, adoptions, and burials. The Saux had major thanksgiving festivals a couple of times a year. These were to celebrate the start of the spring season and then again to celebrate the fertility of the land in summer after the harvest. Like the Saux, Samoans celebrated the New Year offerings, which is the principal feast of the year which honors their primary god, Tangaloa-fua. In recent times, new religious practices such as the Drum Dance have been added to the rich tapestry of Saux tradition. Dance has always dominated Samoan celebrations especially at weddings. Dance today, for both the Saux and the Samoans has changed hardly at all in its form and its meaning. Inherent in the flex of the hand and the turn of the foot, is the transferred and accumulated knowledge handed down from their ancestors. Further back in time, Samoans believed in demoniacal possession. Samoan wizards used charms to drive evil spirits out of the bodies of those possessed by them. Like the Samoans, the Saux had their own shamans that the tribe referred to in matters of possession, and whom they sought supernatural advice from when they needed guidance. Whilst we know that languages exist in linguistic families which we can use to trace their origins, both the Saux and the Samoans attribute more to language than simply words that they’ve always spoken. According to Saux tradition, their language contained all the accumulated knowledge of their ancestors. Similarly, Samoan wizards often claimed that they were speaking under the influence of a spirit. Language was a powerful medium when interpreted by Saux shaman or Samoan wizards. Animals and images of nature featured strongly in both Saux and Samoan religious life. The Saux believed that every person and animal had a ‘manito’ or guardian spirit. Samoans preferred to wear their beliefs and links to nature on their bodies. Tattooing has a long tradition in Samoan culture. Most of the motifs were of animal origin as there were considered sacred by different families. From a young age, Saux boys were taught to fast and keep holy vigils to bring their souls closer to the Great Spirit. Once they had proved themselves worthy, their ‘manito’ or guardian spirit would be revealed. Proving one self was also an important to Samoans. Seven-day long fires would be kept burning to celebrate a man who had proved himself in battle. This was done for anyone who made himself illustrious in battle. Both the Saux and the Samoans believed in the power of sacred objects. Once the guardian spirit was revealed to Saux boys, they could begin collecting sacred things to be kept in a bag around their necks. Similarly, Samoan wizards could invoke curses. By invoking O le tangata fai tui, they could curse an object of hatred or dread, and use enchantments against it. References Native Languages of the Americas. (2009). A Sauk Legend. Retrieved 21 May 2010 from Native Language of the Americas website : http://www. native-languages. org/saukstory. htm New Zealand Electronic Text Centre. (2008). Myths and Legends of Ancient Samoa. Retrieved 21 May 2010 from Victoria University of Auckland website: http://www. nzetc. org/tm/scholarly/tei-TuvAcco-t1-body1-d48.html Native Languages of the Americas. (2009). Native Americans Sac and Fox Culture and History. Retrieved 21 May 2010 from Native Language of the Americas website: http://www. native-languages. org/sac-fox. htm Scribd. (n. d). Samoan customs, Analogous to those of the Israelites. Retrieved 21 May 2010 from Scribd website: http://www. scribd. com/doc/3086235/samoan-customs-analogous-to-those-of-the-israelites Sultzman, Lee. (1999). Sauk and Fox History. Retrieved 21 May 2010 from http://www. tolatsga. org/sf. html

Issues in Academic Library: Essential Skills of Information Professiona

1.0 Introduction An academic library is a library where it is to be found in an academic institution. As stated by Burke and Miller (1993), â€Å"the information world has expanded dramatically over the last decade due mainly to developments in communication. Information technology developments have resulted in new methods of communications whilst the latest telecommunications systems have altered the speed of communications. Both of these major changes have affected the way in which information is handled, stored and exchanged across the world.† Therefore, an academic library acts as a source of information where the users within the institution have the access to dig in information and look for guidance from the librarians. It is also known as the heart of the institution. An academic library would not be complete without their information professionals. According to Missingham (2006), â€Å"librarians and library technicians are at the heart of many exciting developments in information se rvice in the twenty first century.† In other words, we need their expertise and skills to manage the never ending information that we have today. Ashcroft (2004) also stated that, â€Å"in line with the rapid and ongoing materialization of new technologies, library and information science has become a profession characterised by fast-paced change, new and emerging sets of skills, and a shift in the relationship between the customer and the professional (be that relationship between library user and librarians or between librarians and information suppliers or publishers.† Generally speaking, an information professional has to possess essential skills to compete in this information abundant era. 2.0 Literature review Information professionals (IPs) must... ...1502320&show=abstract Ashcroft, L. (2004). Developing competencies, critical analysis and personal transferable skills in future information professionals. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=859761&show=abstract Burke, M., & Miller, S. (1993). Responding to challenges: the training and educating of the information professional for the next millennium. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=1705990&show=abstract Kakabadse, A., & Korac-kakabadse, N. (2000). Leading the pack : future role of IS/IT professionals. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=880388&show=abstract Missingham, R. (2006). Library and information science: Skills for twenty-first century professionals. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=1556742&show=abstract

Puran Bhagat

The Miracle of Puran Bhagat Rudyard Kipling  (1865-1936) was born in Bombay, but educated in England at the United Services College, Westward Ho, and Biddeford. In 1882 he returned to India, where he worked for Anglo-Indian newspapers. Kipling was the recipient of many honorary degrees and other awards. In 1926 he received the Gold Medal of the Royal Society of Literature. Purun Dass is a high caste Brahmin, highly educated, and a powerful figure as Prime Minister of one of the semi-independent Native States. Then, at the peak of his career, he casts aside all possessions, takes a staff and begging bowl, and becomes a wandering holy man, ‘Purun Bhagat', depending on charity to live. At last he comes to the high Himalayas, where his people had come from, and finds a deserted shrine high above a mountain village, where he makes his home. For many years he lives there, fed by the devoted villagers, making friends with the wild creatures round about, monkeys and deer and bear, and pondering on the meaning of existence. Then one year come weeks and weeks of rain, and one night he is awakened by the wild creatures, and sees that the mountain is falling. He hastens down the hillside in the icy rain. With all the authority of his previous life, he wakes the sleeping villagers, and urges them up to high ground across the valley. They are just in time before a massive landslip. The people are safe, but the Baghat, crippled by his exertions, is dead. They build a shrine in his memory, but no-one knows that, in a previous life, he was Sir Purun Dass.