In today’s highly competitive college admissions process, families must never lose sight of the fact that nothing is more important to parent or child than the student’s acceptance to college. Your second priority is how to pay for it.

Planning for college can begin as early as birth, and for that matter, even before birth. Financial planning in the early years can make all the difference in the world when it comes time to have to cough up all that cash! The following are some of the best ways to save for college:

Custodial Accounts: With Uniform Gift or Uniform Transfer to Minors Act Accounts (UGMA or UTMA), parents, grandparents, etc. can each contribute up to $11,000 per student per year (2005). This money can be used for college or any other purpose. Although the money remains in the student’s name, the custodian, usually a parent, has absolute control over the account – i.e. stocks, bonds, mutual funds, savings, etc. UGMA accounts accept cash only. UTMA accounts accept cash and property.

The Downside: UGMA and UTMA accounts are irrevocable gifts that are considered student assets. Since students have no asset protection allowance, these assets are assessed at either 25% per year at schools that employ the institutional methodology, (Ivy League and high profile private colleges), or 35% per year at all the rest that employ the federal methodology! Therefore, this option must be used with extreme caution!

Education IRA’s a/k/a EIRA’s: Single parents with an adjusted gross income (AGI) of up to $110,000, and joint filers with AGI’s up to $190,000, can contribute up to $2,000 annually to an EIRA. Earnings accumulate tax-free and can be withdrawn tax-free without penalty to pay for a private elementary, secondary, or college education.

The Downside: With the current limit of $2,000 (2005), fees can eat up much of the gains in the early years when balances are small. Contributions to EIRA’s are not tax deductible and all colleges consider EIRA’s student assets and apply the 25% or 35% assessment when calculating financial aid. What’s even worse is what happens when distributions are made from these accounts. Financial aid is automatically reduced dollar for dollar, because in addition to being an asset, the funds have now become a resource! When these funds are legally repositioned outside of the financial aid formulas, then none of the money is assessed!

State Plans a/k/a 529 Plans: Anyone can open a 529 Plan in his or her own name and designate a student as the beneficiary. Up to $50,000 ($100,000 jointly) may be contributed over five years to a maximum of $246,000. Funds grow tax-free and withdrawals since 2002 have been tax-free as well.

Downside: Monies contributed are not tax deductible, and there is little or no control over how the funds are invested. Also, there is a 10% penalty for withdrawals not used for college, and 529 Plans can actually decrease chances for a large grant or scholarship – and that’s not all. When there are distributions from these accounts, financial aid is automatically reduced dollar for dollar! As with EIRA’s, having the funds legally repositioned elsewhere, will result in no assessment whatsoever!

Retirement Plans: An IRA, HR10 (Keogh), Pension, SEP, 401(k), 403(b), 457 or any other qualified retirement plan should also be considered when saving for college. Such plans are not regarded as assets and are outside of the financial aid formulas. While the account value is not considered an asset, the annual contribution made is added back to the AGI for an income assessment! The big print giveth, but the small print taketh away!

Non-Qualified Savings Plans: These are accounts strictly set up to provide funds to be used to pay for the Expected Family Contribution (EFC) or any unanticipated college costs. Families need to set up these accounts as early in the student’s life as possible, so there will be adequate money to pay such costs when the time comes.

Remember, by the time students enter high school, consideration should be given to reducing “high risk” investments. Never gamble with money that’s earmarked for education! And, never lose sight of the fact that all monies saved for college in the early years will not serve their purpose unless the student prepares for and successfully completes the admissions process.

This is one of a series of articles by college admissions and financial aid expert, Reecy Aresty, based on his book, “Getting Into College And Paying For It!” For further information or to contact him, please visit www.thecollegebook.com.

For almost three decades, financial advisor and lecturer Reecy Aresty, has helped thousands of families to protect their assets, increase their wealth, and reduce their taxes. During the 1980’s, he turned his attentions to the complex world of college admissions and financial aid. By the end of the decade, he was already saving his clients thousands of dollars on a college education!

He has authored, “Getting Into College And Paying For It,” also available in Spanish. Filled with trade secrets and insider information, it offers solutions for high school and college families guaranteed to give students the all-important edge in admissions, and parents countless legal ways to reduce college costs.

In 2004 alone, Reecy saved families hundreds of thousands of dollars! He has become a major factor in obtaining affordable, quality educations for America’s students. In doing so, he has restored the faith people used to have in one another by proving that there are still people who care, people who can be trusted, and people who actually do what they promise – and get results!

Students - Do you know what your credit card is truly costing you and how you can save money by making an online student credit card application for a card with a lower interest rate?

Many students take out a student credit card without being aware of the hidden fees that many credit card companies are charging. In fact, if you don’t keep close tabs on your credit card, you may end up paying hundreds of extra dollars per year—without ever really knowing it!

And if like most students money is tight and you’re trying to live to a budget, those hidden fees can add up! Let’s take a look at some of the most common credit card fees, and then talk about how you can avoid them.

Grace Periods

In the past, we could always count on grace periods before we ever had to start paying interest. For example, if we charged our card to the limit, and could get it paid off before the grace period expired, then it would be like a free loan—we wouldn’t have to pay any interest.

Unfortunately, the credit card companies are making this harder and harder to do. For starters, many of them have reduced the traditional 30 day grace period to 20-25 days.

If you hold a credit card, but didn’t realize this, then you’re likely paying interest without even knowing it! What’s worse is that more and more credit card companies are eliminating grace periods altogether. That means if you charged lunch today at noon, at 12:01 pm, you would be already paying interest on it.

How about your credit card? You need to take a close look at the fine print and find out what kind of grace period you have. If your credit card company has reduced it significantly, or eliminated it altogether, you should seriously consider canceling it and getting a more user-friendly card.

Late Fees

When is the last time you checked to see what amount your credit card company charges you for a late fee? The truth is that these fees have doubled in just the past ten years, and that, combined with the reduced grace period, means that the credit card companies are raking in a lot of dough on late fees!

If it’s possible, you should try and send off the check (or electronic transfer) the day that you receive your credit card bill. There are three reasons why it’s important never to be late. The first is obvious; you will want to do everything in your power to avoid a hefty late fee. Next, if you are late, it will likely be reported to the credit agency and you will have a bad mark on your credit report. The third is the direst, and we’ll discuss it below.

Interest Rate Hikes

Did you know that if you are late–even one time—on your credit card payment, the company will in all likelihood raise your interest rates? That’s right; one late payment gives them the right to do it. What’s more, that isn’t just limited to your credit card payment. Any late payments from any lender that show up on your credit report gives them the justification to raise your rates, so be careful!

Key Tips For An Online Student Credit Card Application

Stop paying high charges and interest rates. Find a 0 apr student credit card and look for introductory periods of 12 months for balance transfers and purchases. You should also be able to find a student credit card options with rebates on gas, grocery and other great rewards.

Jeff Brown is the writer of many articles on personal finance and credit card use. He has pulled together the best reward cards and interest rate offers on one site. Click this link:
online student credit card application

When we fold our American flag we fold the stripes toward the stars, for whereas the stripes represent the 13 original colonies that founded our republic and they are now embodied in the 50 sovereign states represented by the stars so that the stars cover the stripes on the flag.

The 1st fold of our American Flag is a symbol of life.
The 2nd fold is a symbol of our belief in the eternal life.
The 3rd fold is made in honor and remembrances of the Veterans who have departed their prospective ranks who gave a portion of their life for the defense of our country to attain peace throughout the world, not to have been in vain and shall never be forgotten.
The 4th fold represents our weaker nature, for as American citizens trusting in God, for it is to Him we turn in times of peace as well as in times of war for his divine guidance.
The 5th fold is a tribute to our country, for in the words of the immortal Stephen Decatur, “Our country, in dealing with other countries, may she always be right, but it is still our country, right or wrong”.

The 6th fold of our flag represents where our hearts lie – andn it is with our hearts that we pledge allegiance to the Flag of the United States of American, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
The 7th fold is a tribute to our Armed Forces, for it is through these same armed forces that our country is protected and our flag protected against all her enemies, whether they be found within or without the boundaries of our republic.

The 8th fold is a tribute to the one who entered into the Valley of the Shadow of Death, that we might see the light of the day, and this fold is made to honor a Mother, for whom it flies on Mother’s Day.
The 9th fold is a tribute to womanhood, for it has been through their faith, love, loyality and devotion that the characters of men and who have made this country great have been molded.

The 10th fold is a tribute to fathers, for they too have given of their sons and daughters for the defense of our country since they were his first born.
The 11th fold of our Flag , for in the eyes of a Hebrew citizen, this represents the lower portion of the seal of King David and King Solomon, and glorifies in their eyes the God of Abraham, the God of Isaac and the God of Jacob.
The 12th and final fold, for in the eyes of a Christian Citizen, this represents an emblem of eternity and glorifies in their eyes God the Father, God the son and God the Holy Ghost.

When our American Flag is completely folded, the stars are uppermost, which reminds us of our national motto, “In God We Trust.”
When the American Flag is completely folded and tucked in, it takes on an appearance of a cocked hat, ever reminding us of the Sailors and Marines who served under Captain John Paul Jones, and they, followed by their comrades and shipmates in the Armed Forces of the United States, have preserved for us the rights, Privileges and Freedoms that we are enjoying today.

Denny Knutson, LPN,EMT, Maa
Emergeny Room Nurse
Bellin Health - Bond Health Center

Schools/Organisations/Conference organisers

It can be so difficult to find the right speaker for a
particular topic. A new section of the QEd website
(http://www.qed.uk.com) will make this job easier for you.

I have years of experience organising conferences, training days
and courses and am so frequently asked to recommend speakers, I
thought that it would make sense to bring it all together in one
area and make it accessible to whoever needs it.

You will be able to get details on a wide range of topics,
speakers and their charges, contact numbers etc.

Just some of the topics include behaviour management, speech and
language difficulties, ADHD and attention difficulties, autism,
Asperger’s syndrome, dyspraxia, dyslexia, maths, dyscalculia,
PSE, inclusion, education in the early years and many, many more.

I have only recently started developing this part of the site
and will be adding more details over the next few weeks and
months.

Some of us fill a page with a wall of words, with no paragraph indentations, no transitions, and no clearly defined topic sentences. Some of us have the appropriate indentations, but within each paragraph our sentences are out of order. Francis Christensen [1] devised a brilliant trick for paragraphing, one you can use at (and not before) the revising stage:

First, let’s imagine we are creating a couple of “outlines” for paragraphs about places in the world. [2] Fill in the blanks for the two paragraphs below, by pretending each word or phrase is a sentence, with the first word (1) the topic sentence:

(1) WORLD

…..(2) COUNTRY___USA______ (2) COUNTRY____________

……..(3) CITY___San Francisco__ (3) CITY_____________

……….(4) STREET__Haight______ (4) STREET___________

………….(5) BUSINESS_Amoeba Music_ (5) BUSINESS______

For this paragraph, we can see how each entry (sentence) refers back to (1), but is also a more specific reference to the place directly before it. So the sequence is tight/orderly.

But what if we tried to put another (2) next in this sequence, after the (5)? Would bringing in another country in the city, on the street, and at the business there work logically for our reader? Or would it throw our reader?

It would throw our reader.

So we need to start a new paragraph, a new (1), an ALSO/BESIDES/IN ADDITION…. For, this paragraph is of the kind Christensen calls the SUBORDINATE PARAGRAPH, and it must have an order and sub order of 1, 2, 3, 4, …. It cannot have 1, 2, 3, 4, 1, and it cannot have a 1, 5, 2, 3, 4 order.

***** SUBORDINATE paragraphs are good for telling stories, showing a process (or how-to) order, or moving from general to specific descriptions. They are one of three types of paragraphs in the writing world.*****

This brings us, then, to the next type of paragraphing. Fill in each of the blanks below with a phrase:

(1) What is truth?

(2) Truth is_____________________________________.

(2) It is________________________________________.

(2) It is________________________________________.

For this kind of paragraph, called a COORDINATE PARAGRAPH, each sentence that follows the topic sentence–the (1)–cooperates with the others to define and redefine a term or terms. Once you complete your own statements defining truth, note how musical, poetic, or symmetrical (matching) the paragraph is because of the effective repetition.

***** COORDINATE paragraphs are good for–as you likely guessed–definitions, reinforcing meaning in a delivered point, and re-defining a topic.*****

This brings us to the last of the paragraphing types, called the MIXED PARAGRAPH. This includes all other logical and reinforcing paragraphs that contain a combination of the SUBORDINATE and the COORDINATE, while it still keeps order. That is, for example, it can be a 1, 2, 3, 3, 3, 4, 5, pattern, but should not have a new 1 thrown in or an oddly placed sentence like another 2 after the 3, 3, 3, part.

To clarify and to try the numbering on already written paragraphs (if, for example, you draft first and then check order second), let’s look at the following. Try to decipher the numbering pattern in each:

A

___I am mindful that only yesterday in Birmingham, Alabama, our children, crying out for brotherhood, were answered with fire hoses, snarling dogs and even death. ___I am mindful that only yesterday in Philadelphia, Mississippi, young people seeking to secure the right to vote were brutalized and murdered; and only yesterday more than 40 houses of worship in the State of Mississippi alone were bombed or burned because they offered a sanctuary to those who would not accept segregation. ___I am mindful that debilitating and grinding poverty afflicts my people and chains them to the lowest rung of the economic ladder.
–from Dr. Martin Luther King’s Nobel
Prize acceptance speech, Dec. 10, 1964 [3]

The above is a sample of a _____________________paragraph.

B

___There’s nothing quite so risky as a parody movie. ___Some of them work out wonderfully, and examples like “Blazing Saddles” and “Airplane!” are two of the funniest movies ever made. ___On the other hand, sometimes you get examples like “High School High,” the new film starring Jon Lovitz and Tia Carrere. ___It’s supposed to be a spoof of the “Dangerous Minds” type of movie, where a teacher comes into an inner city high school and changes everything around. ___Lovitz plays a teacher named Richard Clark — get it, Dick Clark? — who quits his job at a posh private school and takes a position at the worst public high school in the district, Marion Berry High. ___He meets the beautiful administrative assistant, played by Carrere, and the hard-nosed principal, played by Louise Fletcher. ___Yes, former Oscar-winner Louise Fletcher. Can you say, “tragic waste of talent”? I knew you could….
–from Alex Lau’s Movie Magazine International review,
October, 1996

The above is a sample of a _____________________paragraph.

C

___Technically, Carlito’s Way is a combination of the innovative and the banal. ___The camerawork is invigorating, if sometimes too exotic. ___DePalma makes good use of the steadicam during the chase sequences, and this heightens whatever tension is present. ___Jellybean Benitez, a former DJ and club manager, is the music supervisor, and his choice of about a dozen mid-seventies hits helps to establish the time-frame. ___Patrick Doyle’s score, however, is horribly out-of-place…. –from James Berardinelli’s Colossus review, 1993

The above is a sample of a _____________________paragraph.

D

___Describing Tupac…. ___Shit, he was real. ___I’ma be real for a minute, because I can’t describe someone so real without being real myself: [Tupac] was everything and nothing. ___He was dreamful, hopeful, a leader, a rebel, a thug, a friend, a role model. ___Just everything he did was, as Tupac once said, “a calculated step to bring me closer to my death.” ___He was the hip hop Jesus.
–from Luis Camacho’s journal entry, June 16, 2004

The above is a sample of a _____________________paragraph.

What kind of paragraph do you find A is? If you see it as a COORDINATE, you are absolutely right!

How about B? Yep, a (well-written) SUBORDINATE.

My students are divided on C, with general consensus seeing it as either a COORDINATE, with each sentence after the first reinforcing the writer’s topic sentence or as a MIXED, with the final sentence (a 3)—or…possible a new 1?

And paragraph D? Looks like a rich MIX of details, doesn’t it? And the writer of D hadn’t yet done this paragraphing experiment!

End Notes

[1] Christensen, Francis. A Generative Rhetoric of the Paragraph. CCC 16 (October 1965).

[2] This part of the experiment is a modified version of that used in Graduate Composition Teaching courses taught by Deborah Swanson at SFSU.

[3] All paragraph samples taken from and/or modified for English 880, Skyline College, San Bruno, CA. Passage D is a selected piece written by a student who has granted his permission for my use of it here and elsewhere. RM.

N.H.-born prize-winning poet, creative nonfiction writer, memoirist, and award-winning Assoc. Prof. of English, Roxanne is also web content and freelance writer/founder of http://www.roxannewrites.com, a support site for academic, memoir, mental disability, and creative writers who need a nudge, a nod, or just ideas…of which Roxanne has 1,000s, so do stop in for a visit, as this sentence can’t possibly get any longer…….

Peter Drucker, one of the most influential people in the innovative management age passed away on November 11, 2005, at the age of 95. The world will never be the same because of him.

While I never had the pleasure of meeting Mr. Drucker, I think it’s safe to say that his style had a huge impact on my life and the way I manage and lead. He stressed the importance of treating non-management as highly valued individuals, something that to most of us now is a no-brainer, but years ago, this was an amazingly innovative idea.

It’s amazing to think about how much times have changed because of this one fantastic individual. Jack Welch, the former CEO of General Electic, credits a conversation with Mr. Drucker as the reason for his strategy to get out of any business that GE couldn’t be number 1 or number 2 in, one of the reasons for GE’s resurgence in the 90s and for it’s continued success in this millenium.

He also wrote a slew of amazing books that have helped me become the leader I am, including the recently published Daily Drucker, which is great to get bite sized portions of insight. It’s a book I highly recommend for all leader and managers. It’s easy to read, and is quite impactful for leaders of all skill levels and experience.

In closing, I feel fortunate to have experienced much of Mr. Drucker’s richness by reading many of his outstanding articles and books. My wish is for the spirit of Peter Drucker live on in all of us as we manage and lead our teams, our lives, and ourselves. Thanks for the memories!

Phil Gerbyshak leads a team of IT help desk professionals in Milwaukee, WI, and finds that sharing his knowledge is a crucial component in his success as a leader and as a person. Phil’s personal philosophy is paraphrased from Tim Sanders’ fantastic book Love is the Killer App: “Share your knowledge, your network, and your love. The rest will follow.” Read more of Phil’s ideas at http://makeitgreat.org

Imagine an expedition to the Antarctic in 1914. There is no GPS, no world-reaching radio, and no satellite phone. Brutal conditions, rationed food, tight living quarters. Sounds pretty bleak. Now imagine that something goes horribly wrong. As days turn into weeks the rationed food is exhausted. As weeks turn into months hope is all that is left. When hope diminishes, all that is left is the will to live.
Sir Ernest Shackleton’s 1914 voyage turned into a disaster just before he and his crew of twenty-eight could reach Antarctica. Their ship The Endurance was held up by ice for ten months and then crushed by it’s frozen, unforgiving force, and that is just the beginning of this two-years long journey. It is amazing what he and his crew endure over this time period just to survive.

This is an excerpt from a diary kept by crewman Thomas Orde-Lees that recounts a very cold and desperate time some six months after the men abandoned the crumpled, mangled wreckage of their ship on three lifeboats.

“As the water splashed into the boats it froze instantly forming thick incrustations of ice on the inside of the boat and over all the gear freezing up the sail as stiff as a piece of corrugated iron. Fortunately the water which ran into the bottom of the boat did not freeze at once so that by frequent bailing we were able to keep pace with it and prevent the accumulation of ice along the keels, where, had it once formed, it would have been next to impossible to eradicate it on account of the cargo.

Much sleet covered us, and what with this and the sea spray we were all more or less wet through and our outer clothing was frozen stiff. Our time was largely occupied in picking the ice off each other’s backs. It would be a lie to say that we were at all happy under these circumstances but now and again we made a feeble effort to assume a cheerful, hopeful air in spite of ourselves. We were being sorely tried, indeed, though.”

Joey is a writer at film-documentary.com

For more on this event and to learn about a documentary film based on this event visit film-documentary.com/the-endurance.html

The San Jose Unified School District has enacted a unique plan to build relationships with the local community in order to overcome an old negative image.

The Past Negative Image of the San Jose Schools

A series of teacher strikes, bankruptcy, and changes in leadership gave the San Jose Unified School District a bad reputation among the local community. Students weren’t achieving state standards and many parents and teachers didn’t know what to do to fix the situations. The San Jose Unified School District faced the daunting task of regaining public trust and integrating itself into the needs of the community.

The Board of Education Driven Public Engagement Model

The solution that San Jose came up with was not an easy one, nor a quick one. It involved finding new ways to communicate with parents and other area residents in a way that allowed all voices to be heard and real data to be collected about the school district’s problems.

Focus Groups

The San Jose Unified School District organized a series of focus groups to identify what needed to be done. These focus groups were able to pinpoint the factors that bred mistrust and disinterest in the community. Eventually, the school district was able to say that the basic factors contributing to the problems in the district came from three sources: lack of school – community interaction, low student expectations, and uninvolved or uninformed parents. With this information, the Board of Education turned to business and civic groups to try to find ways to eliminate these factors.

The Goal

The Board of Education Driven Public Engagement Model has both short and long term goals. In the short term, the San Jose Unified School district sought to create a plan that would make the local community want to send their children there. In the long term, the school district hopes to engage the community in order to accomplish their goals of improving student performance while building up a network of tools and strategies for communication with the public. Superintendent Don Iglesias explained: “The program was developed to increase parent and community participation and understanding within our school district.”

Successful Components of the Model

District communications are at the center of the Public Engagement Model and conferences between school and community members are held on a yearly basis. Called “community conversations,” these conferences have allowed the school district to hear the thoughts and opinions of over 6000 people. In addition, annual surveys for parents, teachers, and students help identify the issues to be resolved and help all members of the community feel a commitment to the success of the San Jose Unified School District.

Evidence That It’s Working

Improvements in student achievement across the board are clear in the 30 California Distinguished Schools and 11 National Blue Ribbon Schools in the district. In addition, the new relationship with the community has also had its rewards. First a $165 million bond issue and then a $429 million one have shown overwhelming public support for the San Jose Unified School District, as the local community shows the new found trust and high expectations it has for area schools. As Superintendent Iglesias puts it, “Through this project, we have learned what strategies work from a public standpoint, and parents feel heard and respected.”

Stacy Andell is a staff writer for www.schoolsk-12.com, providing free, in-depth reports on all U.S. public and private K-12 schools. Stacy has a nose for research and writes stimulating news and views on school issues. For more on San Jose schools visit www.schoolsk-12.com/California/San-Jose/index.html

According to Dr. Howard Gardner, Multiple Intelligences
determine how we process information, meaning, how we learn.
There are nine categories of Multiple Intelligences, as follow:

(1) Verbal/Linguistic, being the ability to understand syntax,
semantics and phonology of a language; the use of new, strange
or fun vocabulary words as well as humor; an appreciation for
academic debate. A person in this category would be word smart;

(2) Bodily/Kinesthetic, being the ability to control one’s
motions and the capacity to handle objects skillfully; and
appreciation for dancing, jogging, acting, sports. A person in
this category would be body smart;

(3) Visual/Spatial, being the ability to perceive the visual
world accurately; of using mind-mapping process; an appreciation
for puzzles, active imagination process. A person in this
category would be picture smart;

(4) Musical/Rhythmical, being the ability to understand and
express the components of music, sound, singing, drumming, and
beats; an appreciation for all forms of music manifestation. A
person in this category would be music smart;

(5) Logical/Mathematical, being the ability to understand and
use logical structures, patterns, and relationships; an
appreciation for mind-stretching puzzles, working to solve a
problem or new thinking patterns. A person in this category
would be logic smart;

(6) Intrapersonal, being the ability to access one’s own
emotional life; an appreciation of higher order thinking or
reasoning skills; possessing an awareness of feelings and
emotions. A person in this category would be self smart;

(7) Interpersonal, being an ability to notice and make
distinctions of moods, motivations, team spirit, good
person-to-person communication, and positive interdependence. A
person in this category would be people smart. This is, by the
way, a common characteristic presented by teachers;

(8) Naturalistic, being an ability to recognize and classify
nature and care for creatures and ecosystems as well as to
describe and analyze insects, animals, rocks, plants.
Discrimination by a teenager with regards to cars, sound
systems, sneakers, CDs, films, etc also fit in this category. A
person in this category would be nature smart;

(9) Existential, being the ability to ask “big” questions, to
look for the truth, beauty, goodness, and the meaning of life. A
person in this category could be called spirit smart.

So here, think about these descriptions and see where you fit
and remember that we all possess many of them. I speak more
deeply about them in another article. Enjoy, for now.

What are Masters Programs? Masters Programs are degreed programs that consist of a formal education and can be attained by individuals who have already earned a Bachelor’s Degree. However, as a prerequisite to enter into a variety of Masters Programs, students must have a GPA of 3.0 or higher, and must have multiple recommendation letters; in addition to an educational and professional statement.

Having a time limit for program completion, Masters Programs are usually up to thirty-six (36) semester hours in length, and allow students to participate in financial aid programs including student loans; scholarships; grants and work study programs.

A variety of Masters Programs include Master of Arts; Master of Science; and dozens of other Masters Degrees (e.g. MAief; MAA; MASc or MEng; MAT; MBA; MHA; MPP: MPA; etc.) Individuals pursuing Masters Programs are eligible to enter into a doctoral program as well.

Furthermore, schools, universities and colleges offering Masters Programs will often provide career counseling services, which assist graduating students in finding suitable employment.

DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on SchoolsGalore.com

Copyright 2006 - All Rights Reserved
C. Bailey-Lloyd in association with Media Positive Communications, Inc. for SchoolsGalore.com

C. Bailey-Lloyd is the Public Relations’ Director for Media Positive Communications, Inc. in association with SchoolsGalore.com. Find Masters Programs at SchoolsGalore.com; meeting your needs as your educational resource to locate schools.