Transition from High School to College :: Argumentative Persuasive Topics

Transition from High School to College All or most of us have gone through it. The countless hours we spent filling out college applications, scholarship applications, visiting colleges, and taking the dreaded tests. Whether it was the PSAT, SAT, ACT, or other college entrance exams, it was a big hassle. After visiting such a great number of colleges, the advantages and disadvantages of the schools seemed to run together in my mind. The endless paper work and deadlines seemed as though they would never end. When I thought about college, it seemed like it was not real, like it was a figment of my imagination. I imagined what it would be like, wondering where I would go. The questions of "What did I want to major in?" and after I decided that, "What schools had my major?" circled around in my head. When filling out questionnaires for college searches I was asked about what size college I preferred, whether I wanted to be in a rural or suburban area. Did I really know how to answer these questions that would so g reatly affect the next four years of my life? As the end of my senior year in high school approached, I had to make an important decision. What school was I going to spend the next few years of my life at? When the financial aid packages arrived, I was torn between two colleges. After sitting down with my mother and discussing the advantages and disadvantages of both schools, I came to my final decision. It seemed like a year ago I was imagining what college life would be like and suddenly before my eyes, I would be a college student in a matter of four months. After attending my summer orientation, I started to adjust to the idea of college life a little bit more. I met new people, got to know a new area, and overall became more acquainted with the life I would be living for the next couple of years. Overall, orientation made college a reality for me. After orientation, I started asking others around me, and myself, the same questions most college students ask before they head off and take the big leap.

Andres Wood Chile

Philip Kurian 2603275 LAH 4734 â€Å"Machuca, 2004† Directed by Andres Wood – Chile Setting: For the Machuca film, the setting for it was taken place in the city of Santiago de Chile. It was based around a private preparatory school called Colegio Saint Patrick; Jesuits ran the school. Summary: The Machuca film was in Colegio Saint George that was a private school that taught English to boys by the Jesuits.When a group of new students from the barridas (slums) come to the school they are looked down and get picked on. Pedro is one of them but soon become friends with Gonzalo who is  educated and rich. All throughout the streets  you see clashing  sides that are  protesting either for or  against president  Salvador  Allende. Eventually you see army go into the shantytowns, they kick out all the village people and the whole place gets deserted. Historical Context The movie is based upon the period of when Salvador Allende was in control before the military coup in 1973.In the film you can see a big difference in the way  the upper class and lower class live, it was a huge separation in class divisions. Even though Allende made Chile richer, it only benefited the rich. Allende got legally elected, but still the military along with the United States entered with force to take over Salvador Allende to end his bad regime. Point of View: Andres Wood tried to show the film though a child point of view in order to capture a â€Å"innocent perspective†.This was an issue that split the country; he tried to show in that point of view because he did not want to be bias rather just more informative to show the history of Chile. From this film the state supported the vision of the film and the left wing supported it was well but the right-wing neighborhood felt it was more one side. Regardless it was a film that helped Chile to grow its movie industry, it was a challenge but this movie was popular and helps the industry to grow. Bibliogra phy See PDFs: -Interview with Andres Wood -Machuca_Journal_Review

Minority Serving Institutions ( Msis ) - 1415 Words

Minority-Serving Institutions (MSIs) serves to provide a college education for citizens across racial, ethnic, and socioeconomic differences that were excluded from higher education throughout the United States History. Minority-Serving Institutions work towards producing superior results with fewer resources while being evaluated using the same accreditation standards as prestigious majority public and private institutions (Fester, 2012, p. 816). Minority-Serving Institutions are represented by Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Hispanic-Serving Institutions (HSIs), and Asian American, Native American, Pacific Islander Serving Institutions (AANAPISIs), and Minority Services†¦show more content†¦Laws and informal practices were exercised in the 1800s forbidding African-Americans to have the access to reading and writing (Williams, 2007). HBCUs granted the admission of African-American and postsecondary certification when other institutions excluded their participation (Palmer, 2010, p.767). With 107 HBCUs over 228,000 enrolled (U.S. Department of Education, 1991). African-Americans have increased attending colleges by the 1940s while being funded by the U.S Department of Education however limited monies supporting HBCUs casted attention away from HBCUs. In response Fredrick D. Patterson, then president of Tuskegee Institute, suggested private funding efforts. As a result, in 1944 presidents of 29 private HBCUs created the United Negro College Fund (UNCF). The UNCF served solely as a fund raising organization but evidently turned its attention on advocacy and educational roles for African-American students (Gasman, 2007). The Higher Education Act of 1965 amended in Title III authorized funds for enhancing HBCUs by strengthening their College and Universities Program and the Graduate Institutions (U.S. Department of Education, 1991). AANAPISIs are excluded from broader discourses on equity and s ocial justice thus limiting their system-wide policy considerations at state and national levels (Teranishi, 2010). AANAPSIs are academically successful however the low rates of college participation and degree