Sunday, August 29, 2010

How Americans Pay for College

Ace! NewsFlash

How Americans Pay for College

DESCRIPTION“How America Pays for College,” Sallie Mae and Gallup

The pie chart, taken from a recent report by Sallie Mae and Gallup, shows that on average parents pay, from their income and savings, for 37 percent of the total cost of attending college. Another 10 percent of college costs are financed by parents’ borrowing. These two combined parental sources of spending for college costs also grew as a percentage of the total pie from the year before, from 45 percent in 2009 to 47 percent in 2010.

The breakdown in college financing varies by family, of course. Here’s a look at how the average family from a given income bracket pay for college costs:

DESCRIPTION“How America Pays for College,” Sallie Mae and Gallup

Students from the richest families have well over half of the costs of going to college paid for by their parents. Students from families earning less than $35,000 annually, on the other hand, are relatively more reliant on grants, scholarships and their own borrowing.


NYT, August 23, 2010

*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

Fish, Freshmen, Fall 2010: Time for Letting Go

Ace! NewsFlash

Time for Letting Go

This is a love story, and a fish story. It’s about a girl, her fish, and the shop around the corner.

It’s also the story of a nest, my family’s.

We’re taking the younger of our two children to college this weekend. Next week I’m moving too, to Paris, where I’ll start a new job. In New York our family will soon be based a few blocks away from the apartment we’ve lived in all our children’s lives, in a somewhat smaller nest.

At the moment home doesn’t feel like home; it’s more of a giant staging ground for the various lives and homes to be. Everything is half-packed. We bang our shins on mini-fridges in the front hall destined for dorm rooms on two different campuses. Chaos is the only constant, and emotions are running high. I’ve had a hard time sleeping. I wake up in the middle of the night a lot. I’ve been worrying about the fish.

They are clownfish, and there are two of them. You probably know what they look like because of the movie Finding Nemo, which, of course, is why we have them in the first place.

Now, I am not really an animal person, despite having grown up on a farm. I freely admit to looking forward to a pet-free existence in Paris. But my older daughter is an animal person, a bug girl, a snake girl – she loves creatures of all kinds. As any parent knows, when your child has an interest, soon it’s your interest too. So, somewhat to my amazement, we’ve had creatures of all kinds dwelling in our apartment over the years: grasshoppers, chameleons, mice, frogs, a turtle, hamsters, cats and a dog. The chameleons, turtle and hamsters were visitors: class projects that became foster pets during spring or summer vacations. The teachers somehow knew to zero in on us when animals needed a home. How could I say no?

(I did say no to the snake. That’s how we ended up with the dog.)

There are all kinds of stories about the animals: the grisly end met by the mice, the rigor mortis of the frog when given a loving bath in warm water, the alarming skin-shedding of the chameleons, the turtle who took a nasty swipe and left a bloody scratch on the face of a curious cat, the grasshopper who adopted my daughter, riding on her shoulder and in her silky hair for days during a trip to the beach.

But this is a fish story. Becca really wanted a fish tank of her own, and she wanted it to be a salt-water tank. The guy at the pet store down the street flat-out refused to sell us a tank — or any fish — until we read “Salt-Water Aquariums for Dummies.” We bought it, read it, and were all in.

That tank gave Becca untold pleasure. She pored over fish-related Web, carefully chose what to add to her marine world, saved up her allowance for pieces of live rock, and started spending afternoons every weekend at a pet shop on Broadway at 98th Street called Petqua, where the downstairs is painted as an aquatic land. A giant turtle named George roams free and a parrot, often on the shoulder of one of the owners, chats with shoppers, who gaze through glass at the many-hued and wildly shaped fish in both fresh and salt-water tanks. The owners and their employees were all knowledgeable and gentle, and patiently answered endless questions from all comers.

Various new beings joined our tank: a great colorful coral-banded shrimp; snails and hermit crabs, the janitors. There was a beautiful pink fish, shy and retiring, that only came out for breakfast, then flicked back to a safe haven in the tank’s rocky caves. Coral grew, too.

Over the years there were lessons in salinity and mortality, Darwinism and the physics of suction. You learn that one fast: changing the water involves sucking on a tube until the water is just far along enough to work as a siphon from the tank. Suck too hard and you’ve got a nasty mouthful of dirty, salty aquarium water. There were moments of high drama: one day the water level was too high and one of the clowns made a break for it, Nemo style. He he landed on the floor, luckily for him, far enough under the dresser that the cat couldn’t get him, where he was flopping limply. As soon as he was scooped up and dropped back in the tank he was swimming around as if nothing had happened. Then there was the tragedy of the anemone. Clowns like to nest and breed in the flowing flowery arms of anemones, and so, after much deliberation, we added one – only to find an overgrown bully of a hermit crab ripping the poor delicate thing to shreds. We rushed it back to Petqua, but it was too late. It was D.O.A. The crab went too; we didn’t want a killer in our midst.

And there were the two coveted yellow gobies, tiny flashes of yellow, that took months to locate. Within a day of their arrival, one became lunch for the shrimp. We could see the yellow glowing in his blue belly like a lightbulb.

But back to college, and emptying nests: the subjects we’re trying our hardest to distract ourselves from this week. If you’re a mom or dad, you may have been a little weepy lately. Or if you’re a student heading off to college, chances are your parents have been a little weepy, or maybe a little clingy.

This is a big week for first year students, as they call freshmen now. There are a lot of kids arriving on campuses, ready to start their new lives, having to say goodbye to their parents.

When we dropped Becca, her little sister was with us, and served well as comic relief. Every time I looked a little teary she’d come out with: “Uh oh — here come the waterworks!” and I’d have to laugh. This year she’s the one going. I’ll do my best to keep the waterworks to a minimum but I’m not making any promises.

Still, the clownfish are already helping in that department.

This week Becca made the huge decision that it wasn’t practical to try to move the aquarium, either to her dorm room or to our new home. Luckily Petqua, which suffered a fire three years ago, has taken in the fish. The shop has a big sign in its window: “Reserved for Nemo and Family.” The Nemos are there now, downstairs, with George the Turtle and the talking parrot. They live in a beautiful tank where the owners grow coral when the weather is right for it and are cared for by a gentle soul named Iggy. They’re not for sale. Becca is happily back on her campus, and now she’s the one helping first-year students move in to their dorms.

When we released the clownfish into the tank the other day they gave each other a quick, happy fish hug and swam off to explore their new surroundings.

We’ll visit. They’re in a good place.


NYT, August 27, 2010


*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

Thursday, August 26, 2010

Brains burning out on Gadget Overload...life with iPad, iPhone, BB, Android. Kindle

Ace! NewsFlash


Digital Devices Deprive Brain of Needed Downtime


Rhiana Maidenberg listened to an audio book on her mobile phone while watching television during a workout in San Francisco.


SAN FRANCISCO — It’s 1 p.m. on a Thursday and Dianne Bates, 40, juggles three screens. She listens to a few songs on her iPod, then taps out a quick e-mail on her iPhone and turns her attention to the high-definition television.

Just another day at the gym.
As Ms. Bates multitasks, she is also churning her legs in fast loops on an elliptical machine in a downtown fitness center. She is in good company. In gyms and elsewhere, people use phones and other electronic devices to get work done — and as a reliable antidote to boredom.
Cellphones, which in the last few years have become full-fledged computers with high-speed Internet connections, let people relieve the tedium of exercising, the grocery store line, stoplights or lulls in the dinner conversation. The technology makes the tiniest windows of time entertaining, and potentially productive. But scientists point to an unanticipated side effect: when people keep their brains busy with digital input, they are forfeiting downtime that could allow them to better learn and remember information, or come up with new ideas. 
Ms. Bates, for example, might be clearer-headed if she went for a run outside, away from her devices, research suggests. At the University of California, San Francisco, scientists have found that when rats have a new experience, like exploring an unfamiliar area, their brains show new patterns of activity. But only when the rats take a break from their exploration do they process those patterns in a way that seems to create a persistent memory of the experience.
The researchers suspect that the findings also apply to how humans learn.
Loren Frank, a professor of physiology, said downtime lets the brain go over experiences, “solidify them and turn them into permanent long-term memories.”

“Almost certainly, downtime lets the brain go over experiences it’s had, solidify them and turn them into permanent long-term memories,” said Loren Frank, assistant professor in the department of physiology at the university, where he specializes in learning and memory. He said he believed that when the brain was constantly stimulated, “you prevent this learning process.”
At the University of Michigan, a study found that people learned significantly better after a walk in nature than after a walk in a dense urban environment, suggesting that processing a barrage of information leaves people fatigued. Even though people feel entertained, even relaxed, when they multitask while exercising, or pass a moment at the bus stop by catching a quick video clip, they might be taxing their brains, scientists say. “People think they’re refreshing themselves, but they’re fatiguing themselves,” said Marc Berman, a University of Michigan neuroscientist.
Regardless, there is now a whole industry of mobile software developers competing to help people scratch the entertainment itch. Flurry, a company that tracks the use of apps, has found that mobile games are typically played for 6.3 minutes, but that many are played for much shorter intervals. One popular game that involves stacking blocks gets played for 2.2 minutes on average. Today’s game makers are trying to fill small bits of free time, said Sebastien de Halleux, a co-founder of PlayFish, a game company owned by the industry giant Electronic Arts. “Instead of having long relaxing breaks, like taking two hours for lunch, we have a lot of these micro-moments,” he said. Game makers like Electronic Arts, he added, “have reinvented the game experience to fit into micro-moments.”
Many business people, of course, have good reason to be constantly checking their phones. But this can take a mental toll. Henry Chen, 26, a self-employed auto mechanic in San Francisco, has mixed feelings about his BlackBerry habits. “I check it a lot, whenever there is downtime,” Mr. Chen said. Moments earlier, he was texting with a friend while he stood in line at a bagel shop; he stopped only when the woman behind the counter interrupted him to ask for his order.
Mr. Chen, who recently started his business, doesn’t want to miss a potential customer. Yet he says that since he upgraded his phone a year ago to a feature-rich BlackBerry, he can feel stressed out by what he described as internal pressure to constantly stay in contact. “It’s become a demand. Not necessarily a demand of the customer, but a demand of my head,” he said. “I told my girlfriend that I’m more tired since I got this thing.”
In the parking lot outside the bagel shop, others were filling up moments with their phones. While Eddie Umadhay, 59, a construction inspector, sat in his car waiting for his wife to grocery shop, he deleted old e-mail while listening to news on the radio. On a bench outside a coffee house, Ossie Gabriel, 44, a nurse practitioner, waited for a friend and checked e-mail “to kill time.” 
Crossing the street from the grocery store to his car, David Alvarado pushed his 2-year-old daughter in a cart filled with shopping bags, his phone pressed to his ear. He was talking to a colleague about work scheduling, noting that he wanted to steal a moment to make the call between paying for the groceries and driving. “I wanted to take advantage of the little gap,” said Mr. Alvarado, 30, a facilities manager at a community center.
For many such people, the little digital asides come on top of heavy use of computers during the day. Take Ms. Bates, the exercising multitasker at the expansive Bakar Fitness and Recreation Center. She wakes up and peeks at her iPhone before she gets out of bed. At her job in advertising, she spends all day in front of her laptop. But, far from wanting a break from screens when she exercises, she says she couldn’t possibly spend 55 minutes on the elliptical machine without “lots of things to do.” This includes relentless channel surfing. “I switch constantly,” she said. “I can’t stand commercials. I have to flip around unless I’m watching ‘Project Runway’ or something I’m really into.”
Some researchers say that whatever downside there is to not resting the brain, it pales in comparison to the benefits technology can bring in motivating people to sweat. “Exercise needs to be part of our lives in the sedentary world we’re immersed in. Anything that helps us move is beneficial,” said John J. Ratey, associate clinical professor of psychiatry at the Harvard Medical School and author of “Spark: The Revolutionary New Science of Exercise and the Brain.” But all things being equal, Mr. Ratey said, he would prefer to see people do their workouts away from their devices: “There is more bang for your buck doing it outside, for your mood and working memory.”
Of the 70 cardio machines on the main floor at Bakar Fitness, 67 have televisions attached. Most of them also have iPod docks and displays showing workout performance, and a few have games, like a rope-climbing machine that shows an animated character climbing the rope while the live human does so too. A few months ago, the cable TV went out and some patrons were apoplectic. “It was an uproar. People said: ‘That’s what we’re paying for,’ ” said Leeane Jensen, 28, the fitness manager.
At least one exerciser has a different take. Two stories up from the main floor, Peter Colley, 23, churns away on one of the several dozen elliptical machines without a TV. Instead, they are bathed in sunlight, looking out onto the pool and palm trees. “I look at the wind on the trees. I watch the swimmers go back and forth,” Mr. Colley said. “I usually come here to clear my head.”



*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

Dartmouth's Tuck B-School Scholarships & Fellowships

Ace! NewsFlash

Tuck School of Business at Dartmouth

Scholarships & Fellowships

Tuck scholarship awards are made possible through the generosity of Tuck alumni, corporations, and nonprofit foundations. Recipients will be notified at the time of their offer of admission to Tuck or in their financial aid award package. All applicants must complete an Application for Tuck School of Business Scholarships by the specified deadlines.
Need- and Merit-Based Scholarships
Tuck offers scholarships to U.S. and international students based on a combination of need and merit. Tuck scholarships range anywhere from $3,000 to full tuition. In assessing merit, Tuck considers a variety of factors including exceptional academic performance, leadership, professional accomplishments, service, and ability to contribute to the diversity of the Tuck community. Scholarships are automatically renewed in the second year, provided that a good academic record is maintained throughout the first year at Tuck. Students will be notified of the donor of their award after matriculation.
Consortium for Graduate Study in Management Fellowship
As a member of the Consortium for Graduate Study in Management, Tuck awards scholarships to students selected via the Consortium. Information about the consortium is available at www.cgsm.org.
Forté Foundation
Tuck is a proud member of the Forté Foundation, a consortium of educational institutions, businesses, and nonprofit groups formed to increase the number of women business owners and business leaders and to support their careers through business education and networks. Forté Foundation offers scholarship opportunities to women who are pursuing full-time MBA education. Exceptional women candidates who have been admitted to Tuck will be nominated for consideration for the Forté Foundation Scholarship by the director of admissions. No other application information is needed for the scholarship. You are encouraged to contact the admissions office if you are interested. More information about the Forté Foundation is available at www.fortefoundation.org.
Please see Online resources for additional outside scholarship opportunities.


*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

5 Tips to Getting Along With Your Roommate

Ace! NewsFlash


5 Tips to Getting Along With Your Roommate

Don't try to be best friends. Do compromise and communicate.


One of the most important factors in your success as a college freshman is your rapport with your roommate. College officials say that while incoming freshmen often worry about tackling 15-page papers or getting invited to the best parties, avoiding conflict with a roommate is integral to a student's happiness in their first months on campus. 
Many schools go to great lengths to help students find a roommate with whom they will be compatible. St. Catherine University, in St. Paul, Minn., for instance, has matching software dubbed "roommate finder" that is used to pair students with similar preferences and interests. Other schools, like Franklin W. Olin College of Engineering, in Needham, Mass., ask simple questions (Are you a morning or night person? How neat are you? Do you study while listening to music?) to attempt to find suitable matches. Ultimately, however, it doesn't matter how many common interests or habits you and your roommate might share. If you're unwilling to take the necessary steps to communicate, conflict will arise when stress levels spike. You don't have to be best friends with your roommate, but follow these five rules laid out by college housing officials to, at the very least, make the relationship cordial and conflict free. 
1. Call, don't click. Once you've found or been assigned a roommate through your school's matching service, it's fine to look them up on Facebook, but don't judge them based on what you find online or let that be the extent of your pre-college contact, experts say. Give them a call simply to introduce yourself or to divvy up who is bringing the TV and who the mini-fridge. "Be more than an electronic friend," says Donna McGalliard, dean of residence life and housing at Wake Forest University. "Don't just rely on Facebook, Texting, Twitter, etc...to get to know someone. People are more than the pictures they post on social network sites." 
2. Don't let problems pile up. No matter how well you might get along with someone, if you spend a majority of the day cooped up in a 300 to 400 square-foot room with them, their idiosyncrasies might start to grate your nerves. If they have a habit that annoys you, or there's a more serious problem, have an honest conversation, experts say, or risk unleashing a tirade near semester's end. "The first one to know about a roommate conflict should be the roommate," says David Tuttle, interim vice president of student affairs at Trinity University, in San Antonio. "Students often hold onto stuff and blurt it all out when things get to be too much." 
3. You don't have to be best friends. There are a lucky few who form lifelong bonds with their freshman roommate, but according to college housing officials, it's not the norm. The only expectations you should have of your roommate is that they respect you and the living space. Anything beyond that is a gift, not a mandate. "Most freshmen feel a pressure to become best friends with their roommates," says Debra Waller-Frederick, director of residence life at Mount Saint Mary College, in Newburgh, N.Y. "This isn't necessary nor is it realistic. They merely have to live together. If the end result next May is that they are best friends, well, that's great." 
4. Compromise. Many college freshmen arrive to school having grown used to having a room to themselves. However, that's usually not the case when living on campus, so be prepared to compromise, housing officials say. A steady give and take between you and your roommate will ease the tensions that can arise in a shared room. "It is about sharing and coming up with workable compromises that both you and your roommate are comfortable with," says Rick Moreci, director of housing services at Chicago's DePaul University. "Compromise does not have to mean sacrifice. It means working together with your roommate to determine the rules for your new living arrangement that you can both be comfortable with." 
5. Set rules. Though it may be awkward at first, having a frank conversation with your roommate in the first few days in an effort to set some rules will prove to be helpful long term. Whether it be about cleaning the room, listening to music or having friends over, letting your roommate know what might make you uncomfortable is important. "Roommates should discuss 'Can guys stay the night? Can girls stay the night?' " says Matthew D'Oyly, residence life coordinator at Hope College, in Holland, Mich. "Even if it is against campus policy for that to happen, be sure to have the conversation." 

USNR, August 13, 2010

*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

California Colleges End Controversial Deal With Kaplan

Ace! NewsFlash


California Community Colleges End Controversial Deal With Kaplan U.

California's community-college system has canceled a controversial agreement that would have allowed students at some colleges to earn credit for discounted online courses at Kaplan University. The 112-campus community-college system is severely overcrowded, and officials saw the November agreement as a way to make it easier for students to get classes they need. For Kaplan, the agreement promised a boost of credibility and a ready pool of new students, who would be able to take certain online courses at a 42-percent discount.
But at a time of intense scrutiny of for-profit colleges, the arrangement between the nation's largest public-college system and a prominent for-profit college drew complaints from faculty groups and others. Critics argued the system was endorsing Kaplan, and they said it could be difficult for students who transferred to the state's public universities to receive credit for Kaplan courses.
The agreement was more an idea than reality: In nine months, few colleges, if any, had cleared Kaplan courses for students to take for credit under the deal. In a letter last week canceling the agreement, a community-college official said the community colleges had failed to secure agreements with California State University and the University of California to automatically accept the Kaplan courses. "Without these transfer agreements, the [agreement] could have a negative effect on students and the community-college system," Barry A. Russell, the system's vice chancellor for academic affairs, wrote to Kaplan's president.
In a written statement, Kaplan said it was disappointed by the system's decision. "We remain committed to providing a solution for students seeking to complete their programs on time," the statement says. "We will continue to foster relationships with California community colleges and to look for innovative ways to help students meet their academic and career goals."

A Bad Deal for Students?

Some who had criticized the agreement cheered the decision to cancel it, saying that even at a discount, the Kaplan courses were a bad deal for students. Community-college courses in California cost $26 per credit hour, the lowest in the country, while Kaplan's discounted courses would have cost about $216 per credit hour. "It certainly is odd that a system that is so proud of its affordability and low fees would encourage students to pay $216 a credit," said Deborah Frankle Cochrane, program director at the Institute for College Access and Success.
The agreement was a smart business move by Kaplan, said Scott Lay, president of the Community College League of California, a lobbying group for the community-college system. The company intended to use its discounted price for online courses as a loss leader to make students familiar with Kaplan, he said.
But at the same time, many who work at community colleges were angered by the agreement, Mr. Lay said, especially where it coincided with a billboard campaign by Kaplan University's sister college, Kaplan College. The message of that campaign, aimed at attracting new students, essentially played down the quality of a community-college education, Mr. Lay said. (A Kaplan representative said the ads did not disparage community colleges, citing one ad that said, "Cuts in Education? Not at Kaplan College!")

CHE, August 25, 2010

*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

Tuesday, August 24, 2010

VOA Internship - be a blogger to share your student life experiences!

Ace! NewsFlash

Internship Announcement

Seeking talented and creative writers/reporters to contribute to a blog about student life in the US. Voice of America, an international news and broadcasting organization, is looking for a few great contributors to share their experiences, challenges and triumphs with our audience, and to give international students a glimpse into what it’s like to study in the US.

International students studying in the US are particularly encouraged to apply.

As part of the blog’s inaugural writing class, you will have an opportunity to help shape its direction and to experiment with multimedia journalism and innovative forms of storytelling. You will write about all aspects of university life, from the mundane (what is college food like?) to the deep (how do you develop your identity on campus?) to the fun (what’s the social life like?) to the practical (what was the application process like?). The more creative you can be in finding and telling great stories the better.

You will come away with a portfolio of professional writing, and we will work closely with you
throughout your internship to help perfect your writing and storytelling skills.

Course credit may be available if your university permits it.

You must:
- Have exceptional writing skills. Previous experience in journalism and/or blogging is a plus, but
not required. Multimedia skills (video, audio, photography) would also be an asset
- Be a current college/university student (or be applying to college/university this year).
International students and American study abroad students are particularly encouraged to
apply, but we’re looking for people from a range of backgrounds, majors and degree levels (grad
and PhD students included)
- Be willing to contribute at least once a month when school is in session
- Be able to commit for at least a semester, preferably for the full year

We are located in Washington, DC, but you do not need to be local to apply. In fact, we are looking for people from around the country who can provide a variety of perspectives.

To apply:
Submit a cover letter, resume and two writing (or multimedia) samples demonstrating the type of style this project will require to jstahl@voanews.com.

Applications due by Sept. 6 (flexible – if you would like to apply but will not be back at school by this date, send an email indicating your intent to apply and we can accept the application materials later)

Questions? Contact Jessica Stahl – jstahl@voanews.com; 202-203-4954

About Us:
Voice of America is an international broadcasting organization funded by the US government. We
broadcast around the world in 45 languages, serving as a consistently reliable source of news and
information for those in information-deprived societies and those interested in learning about the US.
Learn about us at http://www.voanews.com.

*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

World Bank SCHOLARSHIP FOR WOMEN STUDENTS FROM DEVELOPING COUNTRIES

Ace! NewsFlash


MARGARET McNAMARA MEMORIAL FUND (MMMF)

An affiliate of The World Bank Family Network (WBFN)
 SCHOLARSHIP OPPORTUNITY FOR WOMEN                                     STUDENTS FROM DEVELOPING COUNTRIES


Since 1981 the Margaret McNamara Memorial Fund (MMMF), a 501(c)(3), not-for-profit, public charity, has awarded scholarships to outstanding women from developing countries, who are completing degrees at US/Canadian universities and are committed to improving the wellbeing of women and children in developing countries. Individual MMMF Scholarships are between $12,000-$15,000 and must be used during the 2011-2012 academic year. The MMMF administers the program with support from volunteers affiliated with the World Bank and the World Bank Family Network (WBFN).

Scholarship Eligibility Criteria (No exceptions) 
Eligibility criteria are also available on the MMMF website: www.mmmf-grants.org
She must:
       have a record of service to women and children and a commitment to improve the lives of women and children in developing countries.
       be enrolled (in residence) at an accredited U.S. or Canadian educational institution for the academic year 2010-2011, intend to be enrolled for the 2011-2012 academic year, and use the grant toward the completion of her degree.
       be a national of a lower or middle income country, as designated by *MMMF Country Eligibility List
       not be a U.S. or Canadian citizen, permanent U.S. resident or Canadian Landed Immigrant.
       intend to return to her country(or other developing country) within two years of receiving the MMMF grant.
       demonstrate financial need.
       be at least 25 years of age by December 31, 2010 (born before December 31, 1985).
       not be related to a World Bank Group staff member or their spouse.

The required online MMMF Scholarship application for 2011-2012 will be available at our website in September 2010. The application deadline will be posted on our website in September 2010. 

For complete information about the MMMF, scholarship eligibility, online application instructions and deadlines please visit our website: www.mmmf-grants.org.  For questions about MMMF Scholarships please email us: mmmf@worldbank.org

1818 H Street, NW                                                                                  Tel: (202) 473 8751
MSN H2-204                                                                                           Fax:  (202) 522 3142
Washington, DC 20433                                                                           MMMF Website: www.mmmf-grants.org                                 
__._,_.___

*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

Tuesday, August 17, 2010

USC's MASTER's DEGREE IN INTERNATIONAL PUBLIC POLICY & MANAGEMENT

Ace! NewsFlash

MASTER'S DEGREE IN INTERNATIONAL PUBLIC POLICY AND MANAGEMENT PROGRAM
AT THE UNIVERSITY OF SOUTHERN CALIFORNIA

Application deadline: March 15, 2011.

The Master's Degree in the International Public Policy and Management Program (IPPAM) at the University of Southern California in Los Angeles, California, is a 13 to18 month full-time program.

This degree program is for promising mid-career professionals who plan to work as analysts and managers in the public, non-profit and private sectors.  Graduates of this program develop the analytical and quantitative skills required for successful leadership in these three sectors.

A set of five core classes builds skills in formulating, implementing, and evaluating policies and programs.  In addition to the core classes, students specialize in one of seven fields of management. The specialized areas include management in the areas of the public sector, health policy and hospital management, educational planning, urban and infrastructure management, nonprofit and strategic entrepreneurship management, environmental sustainability and communicating public policy.

Los Angeles is located in a sunny and mild climate and is known for  its diverse cultural environment.  Some highlights of the program are, its renowned research faculty, the opportunity to network with professionals and organizations, and an environment which fosters collaboration between students and experts with practical experience.

Contact information:
Dr. Joanna C. Yu
Director of Executive Education, IPPAM
School of Policy, Planning, and Development
Email:  jcyu@usc.edu
Tel:  (213) 821 0 1330

Website:  www.usc.edu/schools/sppd/programs/masters/ippam/


*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

POST-GRADUATE FELLOWSHIP AT THE INSTITUTE FOR HEALTH METRICS & EVALUATION

Ace! NewsFlash

POST-GRADUATE FELLOWSHIP AT THE INSTITUTE FOR HEALTH METRICS AND EVALUATION

Application deadline: November 1, 2010
The Post-Graduate Fellowship is an intensive training program that provides opportunities both for self-directed research and interdisciplinary collaboration in health metrics. Strong candidates for this program have graduate-level training in quantitative methodology from one of the following areas: health policy, economics,
mathematics, computer science, statistics, biostatistics, epidemiology, health services, demography, engineering, physics, medical sciences, or other related fields.
Learn more about our fellows and their work at IHME.


Send Completed Applications to:

Institute for Health Metrics and Evaluation
Attention: Post-Bachelor Fellowship Program or Post-Graduate Fellowship Program
2301 5th Avenue, Suite 600
Seattle, WA 98121 USA
For more information, please contact us by email at:
pgf@healthmetricsandevaluation.org

www.healthmetricsandevaluation.org/what/training/fellowships/fellowships.html


*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

ALBRIGHT COLLEGE OFFERS SCHOLARSHIPS TO INTERNATIONAL STUDENTS

Ace! NewsFlash 



ALBRIGHT COLLEGE OFFERS SCHOLARSHIPS TO INTERNATIONAL STUDENTS

As an international student, you will travel thousands of miles from home in search of a quality education and a multi-cultural experience. Before you commence the college search, you need to answer one essential question.... What do you want from a U.S. college experience? Some of the answers may be Challenging Education, nurturing environment, opportunities to mingle with a Challenging Education, freedom to explore, memories to last your life. Choose Albright College as your home away from home and you'll find all that...and more.

Challenging Education
Founded in 1856, Albright has long enjoyed a tradition of academic excellence. As a nationally ranked, private liberal arts college, Albright is committed to educating students who are well prepared to adapt to a rapidly changing world. Dual majors and interdisciplinary degrees are very easy to attain while studying at Albright. This
multi-focus provides breadth as well as depth. Our academic program is made up of 32 classes: the general liberal arts requirements make up a third of these. Between 11 -13 classes are required of majors. The rest of the classes are up to you to choose.

Part of an international experience is not only learning about the host culture but also meeting people from other parts of the world as well. At Albright, our students hail from the United States and 17 different countries.

Scholarships & Financial Aid
Based on a student's academic ability and financial need, scholarships ranging from $5,000 to $15,000 are awarded. If awarded, the scholarship is renewable for up to four years. At the start of each semester, half of the scholarship amount is applied to the student's bill twice a year.

On campus jobs may be available but will not be a significant source of income. Student can work no more than 20 hours a week and will usually earn less than $1,500 a year.

www.albright.edu/admission/international-ad.html



*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***
Ace! NewsFlash
 

Paying for College Without Loans, Scholarships or Looting Your Parents’ Retirement


Q.

You’re entering your senior year at the University of Massachusetts, and the subtitle of your book suggests you paid your own way “without loans, scholarships, or mooching off’’ your mother and father. Roughly how much has your education cost, and how did you manage to pay for it?
A.
Tuition and fees and room and board at the University of Massachusetts, Amherst, run $20,545 per year for a Massachusetts resident (like me) — and less if you live off-campus with roommates (as I did during my junior year).
Most families qualify for a $2,500 tax credit on the first $4,000 in college expenses. So that $20,545 becomes $18,045. I worked multiple jobs throughout high school so I personally had about $35,000 in savings entering college because I was obsessive about it.
But even if I hadn’t had any savings: $18,045 per year means that you need to come up with $347 per week (assuming you received no financial aid or scholarships and lived on campus), which means that families that qualify for no financial aid can come up with $173.50 from the kid working and the same from mom and dad — which is doable, especially given the savings they’ll have because your kid isn’t at home taking long showers. You can use a monthly payment plan through the college so you don’t need to have this in savings going in. Many families get some financial aid or have some money in savings for college, so this debt-free plan is actually based on very conservative assumptions.
Q.
Based on the payment plan you sketch above — “$173.50/week from the student working and the same from mom and dad’’ — at what point does a student’s reliance on some financial help from a parent become “mooching”?
A.
It’s funny. The original title that I had included the phrase “or looting my parents’ retirement,” but we ended up shortening it to mooching.
When I say mooching, what I mean is this: Too many parents are making financial sacrifices for their kids’ educational costs that put them at great risk. According to FinAid.org, 13.5 percent of parents are using PLUS loans to pay for college, borrowing an average of $23,298 — and then there are many more parents who are taking out home equity loans or withdrawing money from retirement accounts or depleting their emergency funds.
Middle-aged parents of college students are — and there’s no nice way of saying this — simply too old to be accumulating consumer debt. I don’t think parents should ever use PLUS loans and frankly, it’s a product that I wish didn’t exist. So what I want parents to do is help their kids with college expenses by making short-term sacrifices — i.e. driving a car an extra year, selling stuff on eBay, or perhaps eating out less, as trite as that has become. I don’t want them looting retirement funds or taking out loans that will put them in grave danger if they lose jobs or see their assets decline in value.
Q.
What are some things that high school students — not just seniors, but sophomores and juniors, too — can be doing to put themselves in the best position to help pay for college?
A.
High school students are really well positioned to save a large percentage of their income: they usually have no dependents and very low overhead.
A high school student who works twenty hours per week (more during the summer, less during the school year) and saves $6 per hour of that throughout high school will have $24,960 in savings by the time he starts college. Working while in school can also be an exciting way to explore interests, just like any other extracurricular activity. For me, that meant working at a theater and selling books on eBay. For a student who’s interested in athletics, that might mean studying to become a personal trainer.
People worry that working during school will hurt academic performance. But a 1993 study published in The Journal of Student Financial Aid found that college students who were employed actually had a slightly higher average GPA (2.72) than those who weren’t working (2.69). I’m not saying that this is the easiest approach to paying for college. Obviously in the short-term, borrowing a lot of money involves less effort. But in light of the mounting evidence of the problems student loans so often cause in the lives of borrowers, it’s worth it.
Q.
What about those students (and their families) who feel they have no choice to but to borrow? Do you recommend some kinds of loans over others? And what is your general thinking on how much student-loan debt is too much?
A.
Families should exhaust all means of reducing costs before borrowing. That might mean skipping out on the first choice college and attending a state school or a community college. When borrowing, students should use only federal loans. Private loans should never be used for undergraduate education.
When it comes to borrowing, Mark Kantrowitz of FinAid.org, which is theresource for financial aid, recommends borrowing no more than your expected starting salary. So if your expected starting salary is $40,000, you should borrow no more than $10,000 per year for four years. 
The metrics behind that make sense in that default rates do jump quickly once you get past that level of debt. The problem, I think, is that if you can’t get a job or your starting salary is lower than you thought it would be, that starting salary you expected when you were 18 is meaningless. It’s like booking a vacation four years from now based on the weather today. Debt always adds risk, and unsecured debt that can’t be discharged in bankruptcy adds a ton of risk — and can force students to forgo things like grad school or taking an exciting but low-paying job that might lead to long-term opportunities.
Q.
You note that you attended UMass as an in-state resident. Is this a strategy — applying to and attending a public university in-state — that you believe will become even more popular in the current economy? Should more students be considering such a route?
A.
Tuition and fees for out-of-state undergrads at UMass are $23,628 versus $11,732 for in-state. Attending an in-state public institution is the easiest and most powerful way to reduce the cost of college, and I think it’s one that certainly should become more popular as families stare down depleted 529 plans and shrunken home equity.
Another good reason to start out at an affordable public institution is this: We’ve seen something of a devaluation of the bachelor’s degree in the job market: more than half of college grads under age 25 are working at jobs that don’t require a degree. What that means is that a larger percentage of grads will want or need to attend graduate school to achieve their career goals. We’re already starting to see that happen.
If you graduate from college debt-free, grad school is a lot easier. A 1998 Nellie Mae study found that 38 percent of student loan borrowers reported that their debt had prevented them from pursuing grad school. Also interesting is a 2004 piece in The Atlantic that reported that “61 percent of new students at Harvard Law School last year had received their bachelor’s degrees outside the Ivy League.”

NYT  August 16, 2010

*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

Monday, August 16, 2010

Common App 2010 Update: Your "Best" Test Scores?

Ace! NewsFlash


Question on Test Scores Is Tweaked on the Common Application

Common Application Web site
The 2010-2011 version of the Common Application, which went live on the Web late on the evening of July 31, includes something of a tweak on the section in which applicants are asked to self-report their standardized test scores to the colleges they are applying to. (Official reports will, of course, be sent to those colleges directly by the scorers of the SAT and ACT, respectively.)
Applicants are now given the option on the Common Application to report only their “best scores (so far),” as opposed to being prodded to report all scores, which was the case in the past.
The change was made in response to a feature introduced last year by the College Board called Score Choice. Through Score Choice, applicants can instruct the College Board to withhold some SAT scores from the colleges they are applying to — provided those colleges do not require the submission of all scores. (You can research those policies here.)
Though the administrators of the Common Application didn’t create Score Choice, they did have to deal with much of the befuddlement that resulted from the policy. One source of confusion is that the all-inclusive way the question was phrased on the Common Application, the universal form that is accepted by more than 400 colleges, seemed to be at odds with the philosophy of Score Choice.
Still, if the colleges receive SAT scores officially from the College Board, why does the Common Application even ask applicants to provide any scores on their own? I asked Rob Killion, executive director of the Common Application, that question last fall, and he said that colleges used applicants’ answers “to speed the processing of their application before official scores arrive.”

Cree Bautista, of Austin, Texas, the first high school student to submit his common application.Cree Bautista, of Austin, Texas, the first high school student to submit his common application. 
As was the case in the past, applicants also can leave this section of the form blank. (Your application will, apparently, still go through.) Still, in light of last year’s confusion, I would urge any applicant (or parent) with questions about this section of the Common Application, or Score Choice, to consult a guidance counselor oe EducationUSA adviser.
Meanwhile, more than two dozen additional colleges will accept the Common Application this admissions season, for a total of 415.
NYT, August 12, 2010

*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***