Gasoline Essay Research Paper Why are we free essay sample

Fuel Essay, Research Paper For what reason would we say we are paying such a great amount for gasolene? In the event that you safe house? T saw you should non drive, however at that spot has been an intense expansion in gas fiscal qualities in the past twelvemonth and a half. It appeared to be professional writing services comparable just the other twenty-four hours when I was at the corner store and I said? Would i be able to secure 20 dollars on siphon 3 please? ? furthermore, that would vouch a full shielded battle vehicle of gas. In any case, those were old fashioned yearss when gasolene was a low, low, low fiscal worth of.99 pennies per gallon. 20 dollars has my gage making for the midway evaluation on the gas meter. These days it takes double that cash to secure a full shielded battle vehicle. We will compose a custom article test on Fuel Essay Research Paper Why are we or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Any individual who drives a SUV has it the most noticeably awful everything being equal. SUV? s have some the biggest protected battle vehicles and get the most noticeably awful milage. The last clasp I went to the siphon it cost me 40 dollars to make full up my defensively covered battle vehicle. That separates to about $ 2 a gallon. That? s me giving an entire twenty-four hours? s worth of work toward make fulling up my gas reinforced battle vehicle. Who is to blame for this? The significant culprits behind all these lifting financial qualities are the Big Oil organizations. They concluded non to deliver their standard gasolene stock records because of the significant expenses of unpleasant oil before Memorial Day of 2000. The expense of harsh oil is $ 34 for each barrel. Which leaves the Midwest fuel advertise incredibly helpless against give break especially since flexibly in the Midwest is relies to a great extent upon grapevines. In twist, three significant Large Oil grapevine breaks unleash commotion available as a result of the inadequacy of gasolene stock records. With the inadequacy of gracefully, welcomed on by conclusions by the Big Oil organizations, gas fiscal qualities soar in the Midwest. Presently, the Big Oil organizations accumulate record overall gain outskirts as a result of their ain gracefully confusion. The Big Oil organizations accuse ethanol ( a fuel produced using maize to chop down spreads from the cars ) , to conceal their total compensation. Presently, guess who is left with paying the financial incentive at the siphon? ? ? I was perusing the paper and I perused? California gas financial qualities fall? what's more, it frantic me chuckle. What did it tumble to? The mean financial incentive in Sacramento is $ 1.92 and falling a whole.2 pennies from a month prior. Only a twelvemonth prior you could hold purchased that equivalent gallon for $ 1.46. The area standard is presently at a $ 1.85 with Lake Tahoe at the highest priority on the rundown at $ 2.10 per gallon and Salinas at the underside at $ 1.86 At the point when the fiscal qualities are $ 1.20 or beneath I would name that a harvest time but.2 pennies is only a tactless act. At the present time there is just one consistent answer for the activity and that is by using ethanol-mixed fuel. Ethanol is created through a disturbance and distillment technique that transforms the sugars in the maize into intoxicant. Ethanol uses around 7 for each centum of the U.S. maize collect yearly. It extraordinarily decreases tailpipe spreads, assists with keeping up the rural financial framework, and straight uproots imported oil. The fiscal estimation of ethyl liquor is less expensive than leadless gasolene. Since the financial estimation of oil is grinding away? s most elevated while the financial estimation of maize for the use of ethyl liquor is grinding away? s least. A bushel of maize, which resembles 2.5 or 3 gallons, is equivalent to 1 gallon of gas. Since the 1970? s automobiles can start up to 10 for every centum ethyl liquor. In the Midwest they utilize 10 for every centum ethyl liquor and the rest of gas. Ethanol is perfect burning and decreases poisonous spre ads by 22 for each centum and nursery causation gases by 40 for every centum. It is sustainable in light of the fact that we develop more maize each twelvemonth that can be accustomed to deliver more ethyl liquor. Gas can neer be duplicated in light of the fact that it originates from oil. It is made in the U.S. from maize in the U.S. so we wear? Ts need to cover with the importation of oils that essentially originate from the Middle East. It is an extraordinary exchange for is as customers and helps the husbandmans and the monetary framework, and causes us rescue cash by equilibrating the exchange with the Middle East. It improves motor open introduction by expanding the octane in the gas and cleans and forestalls motor sedimentations. It even goes about as liquid catalyst for your fuel line. The Big Oil organizations recognize what they are making and it was a savvy move by them. Everybody in the U.S. drives a vehicle and to drive you need gas. You need gas, without it you can? t push. There is no other that you can set inside your defensively covered battle vehicle to do it run so you need to pay the voyaging rate. Since the gas money related qualities have gone up at that spot has been no change in the whole of gas that is being purchased in certainty there are a larger number of individuals buying gas now than prior. Things being what they are, the reason would an advertiser privation to bring down the money related estimation of their product if individuals will pay for it no undertaking what the ticket says? The fiscal estimations of gas may slide however neer? fall. ? The Big Oil organizations will go on what they are making for each piece long as we pay the fiscal worth. On the off chance that you wear? Ts like the gas financial qualities you better stock up on pl aces and get down strolling on the grounds that they aren? T voyaging wherever however up. 317

Strategies of Knowledge Acquisition

Techniques of Knowledge Acquisition Author(s): Deanna Kuhn, Merce Garcia-Mila, Anat Zohar, Christopher Andersen, Sheldon H. White, David Klahr, Sharon M. Carver Source: Monographs of the Society for Research in Child Development, Vol. 60, No. 4, Strategies of Knowledge Acquisition (1995), pp. i+iii+v-vi+1-157 Published by: Blackwell Publishing in the interest of the Society for Research in Child Development Stable URL: http://www. jstor. organization/stable/1166059 . Gotten to: 16/09/2011 13:38 Your utilization of the JSTOR document demonstrates your acknowledgment of the Terms and Conditions of Use, accessible at . ttp://www. jstor. organization/page/data/about/strategies/terms. jsp JSTOR is a not-revenue driven assistance that helps researchers, analysts, and understudies find, use, and expand upon a wide scope of substance in a confided in advanced chronicle. We use data innovation and apparatuses to build efficiency and encourage new types of grant. For more data about JSTOR, it would be ideal if you contact [emailâ protected] organization. Blackwell Publishing and Society for Research in Child Development are teaming up with JSTOR to digitize, save and stretch out access to Monographs of the Society for Research in Child Development. ttp://www. jstor. organization OF MONOGRAPHS THE IN FOR SOCIETY RESEARCH CHILD DEVELOPMENT Serial No. 245, Vol. 60, No. 4, 1995 OF STRATEGIES KNOWLEDGE ACQUISITION Deanna Kuhn Merce Garcia-Mila Anat Zohar Andersen Christopher BY WITH COMMENTARY SheldonH. White David Klahr and Sharon M. Carver BY AND A REPLY THEAUTHORS MONOGRAPHSTHE OF SOCIETY RESEARCH FOR INCHILD DEVELOPMENT SerialNo. 245, Vol. 60, No. 4, 1995 CONTENTS ABSTRACT v I. Presentation 1 II. Strategy 24 III. Information IN ACQUISITION ADULTS 33 IV. Information IN ACQUISITION CHILDREN 42 V. Methodologies STRATEGY AND CHANGE ADULTS 50 IN VI.STRATEGIES STRATEGY AND CHANGE CHILDREN 64 IN VII. THE PROCESS CHANGE OF 75 VIII. Ends 98 REFERENCES121 ACKNOWLEDGMENTS 128 COMME NTARY TOWARD EVOLUTIONARY AN EPISTEMOLOGY OF SCIENTIFIC REASONING SheldonH. White 129 SCIENTIFIC THINKING ABOUT SCIENTIFIC THINKING David Klahr and Sharon M. Carver 137 REPLY SCIENTIFIC AND KNOWLEDGE THINKING ACQUISITION Deanna Kuhn 152 CONTRIBUTORS 158 STATEMENT OF EDITORIAL POLICY 160 ABSTRACT KUHN, DEANNA; GARCIA-MILA,MERCE; ZOHAR, ANAT; and ANDERSEN, CHRISTOPHER. WithCommentary Strategiesof KnowledgeAcquisition. nd H. KLAHR SHARON CARVER; and SHELDON WHITE by DAVID M. by KUHN. what's more, a Reply by DEANNA theSociety Research in Monographs of for Child 1995, 60(4, SerialNo. 245). Advancement, In this Monograph, is knowledgeacquisition examinedas a processinthe coordinationof existing theorieswith new proof. Despite the fact that volving analysts studyingconceptualchange have describedchildren'sevolving theorieswithinnumerousdomains,relatively little attentionhas been given to the systems meansof whichtheoriesare shaped and revisedand by knowledgeis therebyacquired.Centralto the presentworkis the claimthat strategiesof information acquisitionmay fluctuate significantlyacross (just as inside) individualsand can be conceptualizedwithin a formative structure. To studythese strategiesand their development,we utilize a microgenetic strategy. Our application the technique allowsextendedobservation the of securing knowledgewithina domain,of the strategiesused to gain this knowledge,and of the changein these procedures overtime.The strategy likewise permits qualitativeanalysisof individualsand quantitativeanalysisof gatherings to be utilized in corresponding manners. Information securing processeswereexaminedat twoage levels. Junior college grown-ups and preadolescentsparticipatedin two 30-45-min individualsessionseach week over a 10-weekperiod. Subjectsworked on problemsinvolvinga wide scope of contentfrom both physicaland social areas. An exchange configuration was arranged inside this microgeneticframework,for the purposeof assessinggeneralityof techniques with the presentation of new content.Subjectsof the two ages showedprogressacrossthe 10 weeksin the degree of strategiesused just as similitude the structure that this progresstook. in levelsthatdid not varygreatly,childrenshowed Despiteinitialperformance V less vital improvement than grown-ups and second rate information securing. Key advancement was kept up by the two gatherings when new issue content was presented halfway through the meetings. The outcomes consequently show huge sweeping statement of systems and procedure change across content, just as populations.A further sign of simplification was the rise of new methodologies at about a similar time in the social and physical areas, despite the fact that exhibition in the social space generally speaking falled behind that in the physical space. At the individual level, blended utilization of legitimate and invalid techniques was the standard. This finding in a grown-up populace proposes that this fluctuation is a progressively bro ad attribute of human execution, as opposed to one of a kind to conditions of formative transition.Another wide ramifications of this inconstancy is that solitary event evaluation may give a, best case scenario fragmented, and regularly deceptive, portrayal of a person's methodology. Still another ramifications is that in any event part of changeability in execution across content dwells in the subject, instead of only in the assignment. That unrivaled techniques present in a person's repertory are not generally applied features the way that more is associated with skillful execution than the capacity to execute successful strategies.Metastrategic capability the capacity to ponder and oversee key information and metacognitive fitness the capacity to think about the substance of one's information are stressed as basic parts of subjective turn of events. These abilities decide the systems that are really utilized, among those conceivably accessible, and subsequently the adequacy of a person's exhibition. At last, the nearness of various systems and numerous types of capability incredibly confuses the depiction of formative change. As opposed to a nidimensional progress from a to b, the change procedure must be conceptualized regarding various parts following individual (in spite of the fact that not free) ways. VI I. Presentation Knowledge procurement is a procedure major to endurance that starts early and proceeds for the duration of the life expectancy. What do we are aware of the procedure? Research inside the most recent decade has clarified that since the beginning information is sorted out into hypotheses that are explained and changed after some time and that fill in as vehicles for understanding the world.In different words, information obtaining to a huge degree happens through a procedure of hypothesis development and amendment. Among specialists embracing an information or hypothesis based way to deal with intellectual turn of events, the emphasis has been on portraying the substance of these advancing speculations in a wide scope of areas, and we presently know a decent arrangement about the logically increasingly expounded information that offspring of different ages are probably going to have inside various substance spaces (Gelman and Wellman, in press; Wellman and Gelman, 1992).In complexity, generally little consideration has been given to the procedure of information securing itself, that is, the components by methods for which hypotheses are framed and modified and information is consequently procured. It is this theme is the focal point of the current work. Inside the information based methodology, the suspicion that has been in any event verifiable, and is incidentally voiced unequivocally (Brewer and Samarapungavan, 1991; Carey, 1985a, 1986), is that these instruments stay pretty much consistent across development.The present work lays on a differentiating guarantee that methodologies of information procurement shift essentially across (just as inside) people and can be conceptualized in formative terms. Information AS ACQUISITION THEORY-EVIDENCE COORDINATION The general type of information and information securing concentrated here is that of the connection between one classification of occasion and another. Most regularly, such relations are translated causally (Cheng and Nisbett, 1993), with a precursor classification of occasion deciphered as impacting a result IKUHNETAL. class (e. g. , ingestion of food and a kid's real development). Supporting this type of information is an increasingly fundamental one having to do with how occasions or articles fit together into classes (e. g. , nourishments, nonfoods, and lasting versus impermanent substantial changes). In spite of the fact that the last isn't analyzed here, the two types of information include hypotheses as arranging gadgets (Barrett, Abdi, Murphy, and Gallagher, 1993; Keil, 1991; Medin, 1989; Wisniewski and Medin, 1994).Children's and grown-ups' speculations about causal relations experience update as new proof is experienced. Consequently, information obtaining methodologies include the assessment of proof and inductive causal deduction. Late speculations of inductive causal surmising in grown-ups (Cheng and Novick, 1990, 1992) are reliable with prior records (Alloy and Tabachnik, 1984; Holland, Holyoak, Nisbett, and Thagard, 1986) in ascribing noticeable jobs both to earlier desire (or hypothesis) and to proof of covariation (of the significant components) in cultivating deductions of causality.It is hard to clarify basic idea arrangement (Keil, 1991) yet even fundamental molding wonders in creatures without summoning a develop that includes desire (Holyoak, Koh, and Nisbett, 1989). An origination of inductive derivation as including a coordination of hypothesis and proof (Kuhn, 1989) diverges from prior ways to deal with the improvement of inductive deduction systems for instance, the Piagetian research on for mal activities wherein such procedures were viewed as to a great extent area autonomous and along these lines similarly appropriate to any substance independent of earlier information or expectation.In experimental investigations of grown-ups' multivariable inductive causal surmising, subjects commonly are furnished with a lot of different occurrences in which at least one potential causes does or doesn't happen and a

Case Study One Solved Ethics Essay Example for Free

Contextual investigation One Solved Ethics Essay Uprightness Your child, Mark, has been working â€Å"night and day† on a significant agreement for his organization in the course of recent months. To prove his company’s suitability, Mark needed to unveil certain private corporate data to Jimâ€the imminent client. He gave out the private data during the end period of the contractâ€only after it had been unmistakably suggested the agreement would be his. Shockingly, the agreement didn't appear. Jim found a superior arrangement. Imprint is truly irritated with Jim’s absence of business morals. He is likewise a little stressed over keeping his activity. He presently accepts that a significant number of the announcements made all through the agreement conversations and exchanges were bogus and purposely deceptive. Question Alright father/mother, your child Mark needs some exhortation. Think of him a one-page letter. By what means would it be a good idea for him to have dealt with this circumstance and what would it be a good idea for him to do now? Carry your response to week 2. Dear child I feel generally excellent that you are looking for help of your folks .Being a mother I feel that you should attempt to keep your expert life a superior one and not to uncover any data about the organization and the arrangements to any of the clients as the data and the things of business are exceptionally delicate and may cause an incredible damage if the individual you are imparting to isn't steadfast. As indicated by me you ought to have perused the strategies and the agreement before marking any of the report and you should attempt to maintain a strategic distance from such a slip-up again throughout everyday life. As to this I should state you should attempt to counsel a legal advisor or any lawâ suit on the off chance that you discover any issue with the Jim. Furthermore, in the event that you feel that Jim isn't progressing nicely and isn't remaining on the agreement made then you should attempt to abstain from uncovering cryptic data to any of the individual and should peruse the approaches and make an appropriate agreement with possibly trust commendable individual and in the event that you have an inclination that you are cheated or any sort of misfortune has happened then you should sue or document an argument against that individual. In any case, the morals and the last things that rings a bell is the ethic of trustworthiness and an unwavering quality. You should attempt to keep away from such errors in future with the goal that your difficult work will get productive and you will end up being an effective business character.

Comparative Study on Singapore vs Indian Higher Education System Essay

Conceptual: In the realm of globalization pretty much every nation on the planet needs their training framework to be the best, so their understudies can get the vital abilities and information instructed by the schools/colleges that addresses the difficulties of the 21st century. The current article investigates how Singapore and Indian method of advanced education framework works; in what direction both the nations contrast and how they are driving in the field of advanced education and it additionally feature the diverse pathway that prompts the student’s movement from their nursery to doctorate certificate. 1. 0 Indian training framework: The University Education Report had define objectives for improvement of advanced education in the nation. While articulating these objectives Radakrishnan Commission on University Education, 1948-49 put it in following words: â€Å"The generally significant and dire change required in instruction is to change it, to attempt to relate it to the life, needs and yearnings of the individuals and in this manner make it the incredible instrument of social, financial and social change essential for the acknowledgment of the national objectives. For this reason, training ought to be grown to build efficiency, accomplish social and national incorporation, quicken the procedure of modernization and develop social, good and profound qualities. † India’s advanced education framework is the third biggest on the planet, after China and the United States. The fundamental administering body at the tertiary level is the University Grants Commission (India) is a legal association built up by an Act of Parliament in1956 for the coordination, assurance and upkeep of measures of college instruction. Aside from giving awards to qualified colleges and schools, the Commission additionally prompts the Central and State Governments on the measures, which are essential for the improvement of advanced education. Focal Government is liable for significant strategy identifying with advanced education in the nation. It gives awards to University Grants Commission (UGC) and sets up focal colleges in the nation. The Central Government is additionally liable for affirmation of Education Institutions as ‘Deemed to be University’ on the suggestion of the UGC. Accreditation for higher learning is directed by 12 independent organizations built up by the University Grants Commission. Toward the finish of the third year of XI Plan (2009-10), the quantity of Universities has gone up to 493 (42 Central, 130 Deemed and 316 State Universities and 5 Institution built up under Special State Legislature Acts) and the quantity of Colleges to 31,324, in this way enrolling an expansion of 36% in the number Universities and 48% on account of Colleges in contrast with the figures toward the finish of X Plan (31. 03. 2007). During the scholastic year 2009-10, there had been 146. 25 lakhs (temporary) understudies took a crack at different courses at all levels in colleges/schools and different organizations of advanced education when contrasted with 136. 42 lakhs in the earlier year, enlisting an expansion of 7. 2 percent. Out of 146. 25 lakhs, 60. 80 lakh had been ladies understudies, establishing 41. 6 percent. The similar pattern of absolute understudies enrolment and enrolment of ladies understudies, among states during 2009-10 had been expanded. The enrolment of ladies understudies, as far as supreme numbers, had been the most elevated in the territory of Uttar Pradesh (8. 4 lakhs), trailed by Maharashtra (7. 8 lakhs), Andhra Pradesh (6.1 lakhs), Tamil Nadu (5. 2 lakhs) and so on. As far as rates, Goa represented the most noteworthy level of 59%, trailed by Kerala (57%), Punjab and Meghalaya (51%) and so on showing the strength of young lady understudies over young men in these states and A&N Islands (52%), Chandigarh (51%), Puducherry (half) among the Union Territories. (Yearly Report, University Grant Commission (UGC, 20092010)). The enrolment position in the scholarly year 2009-10 uncovers that greater part of understudies in the advanced education framework had been selected for an assortment of courses at the under-graduate level. The understudies at this level establish temporarily 86. 55 percent of the complete number of understudies in schools and colleges set up. The level of understudies enlisted for Master’s level courses had been 11. 49 percent while an exceptionally little extent I. e. 0. 89 percent of the all out number of understudies had been selected for examine. Likewise, just 1. 15 percent of the complete number of understudies had been taken on recognition/authentication courses. As respects the appropriation of student’s enrolment among colleges and partnered universities, the biggest number of understudies in the advanced education framework had been taken on subsidiary schools. Around 90. 24 percent of all the under-graduate understudies and 70. 83 percent of all the post-graduate understudies had been taken a crack at the partnered schools, while the remaining had been in the colleges and their constituent universities. (Yearly Report, University Grant Commission (UGC, 2009-2010)). 115 IRACST-International Journal of Research in Management and Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 There has in certainty been impressive improvement in the advanced education situation of India in both quantitative and subjective terms. In specialized training, the IITs, and in the board, the IIMs have just denoted their names among the top higher instructive establishments of the world. In addition the Jawaharlal University and Delhi University are likewise viewed as great higher instructive foundations for doing postgraduates courses and research in science, humanities and sociologies. Subsequently, understudies from different pieces of the world are coming today for advanced education in India. Aside from these advanced education establishments there are a few private organizations in India that offer different expert courses in India. As per the Department of advanced education, administration of India, there are complete enrolment of understudies (146. 25 lakhs), 42. 01% understudies had been in the workforce of Arts, trailed by 19. 30% in Science and 17. 83% in Commerce/Management. In this way, 79. 14% of the all out enrolment had been in the three resources of Arts, Sciences and Commerce/Management while the staying 20. 86% had been in the expert resources showing the most noteworthy rate in Engineering. /Technology (10. 33%), trailed by Medical courses (3. 48%), and so forth. In the scholastic year 2009-2010, the absolute number of educators in colleges and schools had been 6. 99 lakhs when contrasted with 5. 89 lakhs educators in the earlier year. Out of 6. 99 lakhs educators, 86% instructors had been in Colleges and the staying 14% in University Departments/University Colleges (Annual Report, University Grant Commission (UGC, 2009-2010)). bookkeeping, instructing, medication, law, farming, veterinary, polytechnic and others. 1. 2 The Current Scene: India is today one of the quickest creating nations of the world with the yearly development rate going above 9%. So as to support that pace of development, there is have to build the quantity of foundations and furthermore the nature of advanced education in India. Along these lines the Prime Minister of India has reported the foundation of 8 IITs, seven Indian Institutes of Management (IIMs) and five Indian Institutes of Science, Education and Research (IISERs) and 30 Central Universities in his discourse to the country on the 60th Independence Day. The cost for instruction during the eleventh Five Year Plan, which runs from the current financial to 2012-13, speaks to a four-overlap increment over the past arrangement and stands at Rs 2500 billion. 1. 3 Advantages of Indian advanced education: With India developing as a worldwide center point for business R&D (India Today International, 3 Oct 2009), R&D inside the extent of Higher Education has increased more prominent significance. Presently, the nation is quick rising as a significant community for front line innovative work (R&D) ventures for worldwide multinationals, for example, Microsoft and Motorola just as Indian firms. An ever increasing number of organizations in businesses running from IT and media communications through pharmaceuticals and biotech are setting up aspiring R&D ventures, to a limited extent to serve the Indian market, yet additionally with the end goal of conveying new ages of items quicker to the worldwide market. It has been expressed that 150 universal firms have set up R&D focuses in India and in 2004 US licenses office allowed more than 1000 licenses to Indian units of US organizations. India has created probably the biggest arrangement of Higher Education on the planet with more than 493 colleges and 6500 professional universities taking into account around 10 million understudies. India gives a major market and playing field for private activities at both the national and universal levels. It is wealthy in HR, as far as amount just as quality. Measurements from the Indian evaluation agency appears, over 35% of our populace is beneath the age of 20. By 2020, it is normal that 325 million individuals in India will arrive at working age, which will be the biggest on the planet. This will come when the remainder of the created world will be confronted with a maturing populace were as India with its bourgeoning white collar class individuals who are eager to put resources into quality advanced education will be an advantage for India’s development in training. No big surprise that outside colleges from the US, Canada, UK, Australia, New Zealand, and Singapore are competing for understudies from India. India, as well, is attempting to pull in understudies from neighboring nations. It is likewise ready to take into account the necessities of the Indian Diaspora. Numerous non-inhabitant Indians are presently sending their wards to India for proficient training in the fields of medication, designing, and business the executives. For them, advanced education in India is both financially savvy and socially rich. 1. 1 Pathway of learning in Indian training framework: The Indian Education System is included six phases: n

Test-Score Submission COLUMBIA UNIVERSITY - SIPA Admissions Blog

Test-Score Submission COLUMBIA UNIVERSITY - SIPA Admissions Blog We have been getting many questions recently about test score submission and I want to emphasize an important point: SIPA does not require official test reports (GRE / GMAT / TOEFL / IELTS) for admission consideration.   We accept self reported scores on the application for admission consideration. Thus applicants need not worry about SIPA receiving official test reports by the admission deadline.   Applicants simply need to enter the scores achieved on the application site.   These scores can be entered up to the deadline, even after submitting Part 2 of the admission application. So for example, lets say you submit Part 2 of your application on December 15th after having taken the GRE one time.   If you take the GRE again on December 28th and ETS provides you with your scores within a few days, you log back into your application and report your scores up until January 5th.   We do not need the official score report by January 5th. SIPA will require official test scores only if an applicant is admitted and pays an enrollment deposit.   The enrollment deposit is due by May 1st and official test reports will need to be submitted to our office in June.   Details will follow once admission offers have been made. We still encourage applicants to list the appropriate SIPA code when taking these exams, but you need not worry about the official test reports reaching our office by January 5th.   Also note that we do not average test scores, so you can take test multiple times and we will always take the highest scores achieved.   See below for the appropriate SIPA test codes: GRE Code: 2161 (do not list a department code) GMAT for MIA: QF8-64-56 GMAT for MPA: QF8-64-99 TOEFL:   2161

Test-Score Submission COLUMBIA UNIVERSITY - SIPA Admissions Blog

Test-Score Submission COLUMBIA UNIVERSITY - SIPA Admissions Blog We have been getting many questions recently about test score submission and I want to emphasize an important point: SIPA does not require official test reports (GRE / GMAT / TOEFL / IELTS) for admission consideration.   We accept self reported scores on the application for admission consideration. Thus applicants need not worry about SIPA receiving official test reports by the admission deadline.   Applicants simply need to enter the scores achieved on the application site.   These scores can be entered up to the deadline, even after submitting Part 2 of the admission application. So for example, lets say you submit Part 2 of your application on December 15th after having taken the GRE one time.   If you take the GRE again on December 28th and ETS provides you with your scores within a few days, you log back into your application and report your scores up until January 5th.   We do not need the official score report by January 5th. SIPA will require official test scores only if an applicant is admitted and pays an enrollment deposit.   The enrollment deposit is due by May 1st and official test reports will need to be submitted to our office in June.   Details will follow once admission offers have been made. We still encourage applicants to list the appropriate SIPA code when taking these exams, but you need not worry about the official test reports reaching our office by January 5th.   Also note that we do not average test scores, so you can take test multiple times and we will always take the highest scores achieved.   See below for the appropriate SIPA test codes: GRE Code: 2161 (do not list a department code) GMAT for MIA: QF8-64-56 GMAT for MPA: QF8-64-99 TOEFL:   2161

Are You Ready to Take the GRE [How to Evaluate Your Readiness]

The whole point of GRE prep is, of course, to be ready for GRE test day. But how do you know when you’re ready? How do you know when you’ve had enough prep? Many people who take the GRE before they’re truly ready have the wrong answer to â€Å"Have I done enough prep?† But have no fear. I’m here to walk you through GRE readiness, and how to measure it. GRE Readiness In Terms of Your Target Score Some graduate programs set an exact minimum score you need to meet in order to be eligible for admission. This can seem pretty simple. Once you’re consistently getting to that target score in practice, you’re ready for test day, right? Well.†¦ maybe. With grad school, figuring out which score will really get you accepted is not quite that simple. Graduate programs are much more competitive than undergrad degrees. Getting the minimum required GRE score prevents you from being disqualified outright. However, in the most competitive graduate schools, the average GRE score of the applicants is what really matters. If you’re in the bottom half of GRE scores in a given application period, you’re much more likely to be turned away, even if you meet or exceed the minimum score requirements. And of course, averages keep changing from year to year. So even when a school does publish the average GRE scores of accepted applicants, you have to set your own target score carefully. GRE Target Scores in Terms of GRE Percentiles Fortunately, there are ways to find the score that will probably get you accepted into the schools you apply to. Before you think of your ideal score as a specific number, think of the score in terms of GRE percentiles. GRE percentiles are numbers that indicate what percent of students got a lower score than a given score. For example, if a score is in the 95th percentile, that means that 95% of all GRE test-takers got a score lower than that score. Percentiles for all of the people who take the GRE don’t fluctuate nearly as much as term-to-term average GRE scores at individual schools. So these percentiles are a much more reliable measure of what GRE score makes you truly ready to take the test and get accepted into your dream school. As a general rule of thumb, you can match GRE percentiles to school rankings. Review the education rankings from US News and World Report. If a program is in the top 10% of all programs of its kind (top 10% of all ranked MFAs in Creative Writing, top 10% of all MS Engineering programs, etc†¦), then aim for the 90th percentile or higher in terms of GRE score. (Somewhat below the 90th percentile might also be acceptable if the rest of your application is very strong.) So look at the US News and World Report graduate school rankings and compare them to ETS’s most recent data on GRE score percentiles. Then start doing the most authentic practice tests you can. To ensure that your tests resemble the real exam, use official GRE prep materials from ETS. Also try to take the exam under conditions that are similar to those in the testing center—keep your practice tests within test center limits for time, breaks, note-taking, etc. Reach your target percentile consistently on realistic practice exams, and you’ll know that you’re ready for test day. hbspt.cta.load(58291, '02d66581-2fb6-4177-ba0c-8380c7d85463', {}); David is a test prep expert at Magoosh. He has a Bachelor of Social Work from the University of Wisconsin-Eau Claire and a Masters in Teaching English to Speakers of other Languages from the University of Wisconsin-River Falls. He has been teaching K-12, University, and adult education classes since 2007 and has worked with students from every continent. Related Resources: †¢Ã‚  Planning on Taking the GRE? How Much it Can Run You? †¢Ã‚  Where to Find Good GRE Practice Questions †¢Ã‚  5 Tips for Improving Your AWA Essay on the GRE