The film A River Runs Through It, directed by Robert Redford, contains many elements which make it a great movie Essay Example

The film A River Runs Through It, directed by Robert Redford, contains many elements which make it a great movie Essay The film A River Runs Through It, directed by Robert Redford, contains many elements which make it a great movie. The secluded landscape of central Montana where it is set brings a sense of life into the environment of the film. During the course of the movie a recurring theme ties the mental, spiritual and emotional aspects of the characters to the physical setting of the plot. This theme is the Big Blackfoot River, which flows through the Macleans land, ands serves as a reference point for everything happening in the movie. During the movie the Maclean brothers go their separate ways, as does the branches of a river, but both the brothers and the rivers end up back in the same place, by one way or another. Norman Maclean writes this in the original text of the novel when he says, Eventually all things merge into one, and a river runs through it.The setting of a majority of the movie is the rugged terrain of Central Montana. A varied landscape, which changes from rolling hills to de ep crevasses, gouged by mountainous glaciers moving slowly over the terrain. The environment that the plot unfolds in is very important as it shapes the lives of the characters themselves. The Maclean brothers grew up with a river running through their land, and so the river directly influenced what the boys become. Their father to relates his own belief that theEarth was not created in six days, but in half a billion years, and on some of the rocks in the river lie raindrops from the dawn of time.The Big Blackfoot River also helps the characters develop deeper relationships with each other. The obvious example of this is the reverend taking his sons fishing and teaching them geology and moral lessons along the way. However a subtler example is the bonding of the two brothers. While fishing they build a mutual respect for each other, as well as admiration and value. Norman Maclean in particular notices how much his brothers fishing style differs from his father and in this sees his brothers own uniqueness and individuality. The river never stops being a part of Normans life. He continues to fish the deep holes of the Big Blackfoot, and later writes, I am haunted by waters.Another crucial piece of the setting is the rugged terrain outside of the river valley. When the movie first begins the viewer sees an overview of the Montana highlands, a landscape comprised of hills that are studded with great boulders left behind by glaciers. This represents the turmoil and hardships faced by the characters, and their struggle to overcome them, living in the rugged Montana countryside. The town the novel and movie are set in is also representative of the relative isolation the Maclean boys had to grow up in. In fact the entire towns isolation from a large majority of society has crafted a unique culture all its own, which also shapes the characters into what they are.Overall the film was well made, including both good rising and falling action, and a well-laid plot. There was a sufficient mix of action and drama, which kept the viewer interested in the lives of the characters as the story progressed. Redfords choice of actors I found unique, but also predictable. For example, the selecting of Brad Pitt to play Paul Maclean, who usually plays the roles of dynamic characters and does so in this film. If there was a fault in the movie itself it would be the development of Normans relationship with Jessie. This particular aspect of the film could have been better written. Other than that it was an excellent movie, tying moral values into a plot set in one of the most varying landscapes imaginable.

Nikki Stone Essays

Nikki Stone Essays Nikki Stone Paper Nikki Stone Paper When Turtles Fly The Secret of Success Nikkei Stones is definitely one of the most memorable speaker I have ever had a chance to meet. She is incredible in term of her experience, presentation skills, and inspiration. I feel really honor to meet her in person, listen to her lessons, and learn one of the most interesting theory that could help anyone who tries successful in life: the Turtle Effect. The Turtle Effect, according to Nikkei Stone, is that you have to be soft inside, hard outside, and dare to stick your neck out in needed situations. Soft Inside implies we have to have big dream, big inspiration, and determination to do something. Hard shell means despite that soft side we have, we need to be able to hard enough to react to whatever hardships and obstacles that life will bring to us. And dare to stick your neck out implies that we need to step up, win over our fears ND try to overcome the impossible. She also gave us many good advices about passion, focus, commitment, overcoming adversities, confidence, risk, and teamwork. To me, those are almost everything that four years of college have educated me. It Is lessons for life and will help anyone In any aspects In life. She made me think about who I am and where I am In a way that Ignites my drive to chase my big dreams and fulfill my goals.

Assessing Students with Special Needs

Assessing Students with Special Needs Assessing students with learning disabilities can be challenging. Some students, such as those with ADHD and autism, struggle with testing situations and cannot remain at task long enough to complete such assessments. But assessments are important; they provide the child with an opportunity to demonstrate knowledge, skill, and understanding. For most learners with exceptionalities, a paper-and-pencil task should be at the bottom of the list of assessment strategies. Below are some alternate suggestions that support and enhance assessment of learning disabled students. Presentation A presentation is a verbal demonstration of skill, knowledge, and understanding. The child can narrate or answer questions about her task. Presentation can also take the form of discussion, debate or a purely interrogatory exchange. Some children may require a small group or one-on-one setting; many students with disabilities are intimidated by larger groups. But dont discount the presentation. With ongoing opportunities, students will begin to shine. Conference A conference is a one-on-one between the teacher and the student. The teacher will prompt and cue the student to determine the level of understanding and knowledge. Again, this takes the pressure away from written tasks. The conference should be somewhat informal to put the student at ease. The focus should be on the student sharing ideas, reasoning or explaining a concept. This is an extremely useful form of formative assessment. Interview An interview helps a teacher to clarify the level of understanding for a specific purpose, activity or learning concept. A teacher should have questions in mind to ask the student. A lot can be learned through an interview, but they can be time-consuming. Observation Observing a student in the learning environment is a very powerful assessment method. It can also be the vehicle for the teacher to change or enhance a specific teaching strategy. Observation can be done in a small group setting while the child is engaged in learning tasks. Things to look for include: Does the child persist? Give up easily? Have a plan in place? Look for assistance? Try alternate strategies? Become impatient? Look for patterns?   Performance Task A performance task is a learning task that the child can do while the teacher assesses his performance. For example, a teacher may ask a student to solve a math problem by presenting a word problem and asking the child questions about it. During the task, the teacher is looking for skill and ability as well as the childs attitude toward the task. Does he cling to past strategies or is there evidence of risk-taking in the approach? Self-Assessment Its always positive for students to be able to identify their own strengths and weaknesses. When possible, self-assessment can lead the student to a better sense of understanding of her own learning. The teacher should ask some guiding questions that can lead to this discovery.

Psychology (William James's basic idea) Essay Example | Topics and Well Written Essays - 750 words

Psychology (William James's basic idea) - Essay Example Certain sequences of pure experiences constitute physical objects, and others constitute persons; but one pure experience (say the perception of a chair) may be part both of the sequence constituting the chair and of the sequence constituting a person. Indeed, one pure experience might be part of two distinct minds, as James explains in a chapter entitled "How Two Minds Can Know One Thing." Simplifying and to a large extent over-ruling James's ideas came Sigmund Freud and his concept of psychoanalysis. Freud based his notions of the unconscious mind as a reservoir for repressed memories of traumatic events that continuously influence conscious thought and behaviour. Freud divided the state of mental activity to exist at three levels: the Id, the Ego, and the Superego. He considered Id as the centre of our primitive instincts; something that caters to the business of gratifying our desires and pleasures. To Freud, the new-born infant is the personification of the Id and the Ego develops out of the Id as the child grows. The Ego acts as censor to the Id, checking the primitive desires for immediate gratification, and conflicts between the Id and the Ego can result in a person having neuroses. ... Related to these questionable assumptions of psychoanalysis are two equally questionable methods of investigating the alleged memories hidden in the unconscious: free association and the interpretation of dreams. If Freud said that the goal of therapy was to make the unconscious conscious, a younger colleague of his, Carl Jung, was to make the exploration of this "inner space". For Jung, an empirical investigation of the realms of dream, myth, personality and soul represented the manner to understand the "inner space" of the human psyche. He regarded the encounter between the individual and the unconscious as the most important facet of this process. Jung held that human beings experience the unconscious through symbols encountered in all aspects of life: in dreams, art, religion, and the symbolic dramas we enact in our relationships and our day to day life. Essential to the encounter with the unconscious, and the reconciliation of the individual's consciousness with this broader world, is learning this symbolic language. Jung believed that only through attention and unprejudiced, flexible powers of thinking can the individual be able to harmonise his life with what he called as the "archetyp al forces". To undergo the individuation process, the individual must be open to the parts of oneself beyond one's own ego. The modern individual must pay attention to dreams, explore the world of religion and spirituality, and question the assumptions of the operant societal worldview. Alfred Adler examined human personality around the same time as Carl Jung and Sigmund Freud. They worked on some theories together until Adler rejected Freud's emphasis on sex, and maintained that personality difficulties are rooted in a

ICT in Education Essay Example | Topics and Well Written Essays - 1250 words

ICT in Education - Essay Example 1-2, 2002). They further inform us that "It is the use of computers as communications tools (as well as aids to learning, teaching and assessment) that presents the key educational development" (Bhanot, & Fallows, pp. 1-2, 2002). ICT is proved to have a subtle impact on sociological environment of the world narrowing down to the personal lives of the common human being (Yuen, Law, & Wong, 2003). With the passage of time, ICT in education is getting more easily in the reach of people due to the gradual price decline (Selwood, & Pilkington, 2005). Emerging as a pervasive marker for the change of people's lives, ICT has now begun to make greater impact: It has come to bear a positive effect on the way schools and other educational institutions were traditionally run before. ... h the observation that "ICT has redefined learning and teaching and is well on the way to changing the future principles, practices, policies, and underlying epistemological issues that define the value, worth, meaning, and delivery of educational services" (p. 220). ICT in Elementary Schools Chasing the impact of ICT in elementary schools, Lim, C. P., & Tay, L. Y. (2003, p. 1) inform us that ICT is more like a neutral tool that depends more on the lesson plan strategies, management of work being put to the students, and on the teaching to them as how to effectively manage different types of ICT tools. However, this very tool can be positively used to develop a higher-order thinking in the pupils. They studied the ICT tools for developing the higher-order thinking in students and listed out some useful inventories. Their study revealed that "there are six interrelated implications of how ICT tools can be used to engage students in higher-order thinking in an elementary school environment" Lim, C. P., & Tay, L. Y. (2003, p. 1). First is the objectives of the lesson that according to them "plays an important role in shaping the development of the lesson" (p.1). Next, are the orienting activities that enable among learner a sense of autonomy. Number three is the right time I CT tool training to the students so that they can engage themselves with ICT tools and start learning. Number four is the integration of different ICT tools so that students can achieve instructional objectives in a rapid manner. On number five on their list is "The classification of a particular type of ICT tool is not based only on its features or characteristics but also on how it is used" (Lim, C. P., & Tay, L. Y., 2003, p. 1). Last on their inventory is the effective management of ICT resources

The Front Desk Essay Example for Free

The Front Desk Essay The front office department is the most visible department in a hotel. The focal point of activity within the front office is the reception desk. The reception desk is usually the place at which the guests form their first impressions of the hotel. It is also the communication center for the hotel’s operation (Baker, S, Huyton, J and Bradley, P, 2000, p. 22). The reception/ front desk: The reception desk may comprise: Cashiering; mail and information; registration; and room assignment. The reception desk is located in the busiest area of the hotel’s lobby. The main financial tasks which are handled by front office staff include: receiving cash payments, handling guest folios, verifying cheques, and handling foreign currency and credit cards (Baker, S, Huyton, J and Bradley, P, 2000, p. 22). The front desk is controlled by the front desk manager. It is the duty of the manager to make sure that a hotel achieves the maximum revenue and the highest level of room occupancy possible. It is also the responsibility of the front desk manager to monitor and motivate the staff as well as to maintain a high profile with the guests. This helps to ensure that a quality service is being given by the front office departments in particular and the hotel in general (Baker, S, Huyton, J and Bradley, P, 2000, p. 52). The specific responsibility of the reception supervisor is to guarantee the smooth running of the front desk. Apart from this overall duty, they would organize duty rotas, and handles complaints or difficult customers which a receptionist may not be able to deal with. The notification and greeting of important guests would also be the duty of the front desk supervisor (Baker, S, Huyton, J and Bradley, P, 2000, p. 52). The senior receptionists are in charge of each shift of staff. The senior receptionists are in charge of each shift of staff. The senior receptionist will take responsibility of assigning rooms to guests, dealing with group arrivals and handling guests’ immediate problems or queries (Baker, S, Huyton, J and Bradley, P, 2000, p. 52). During a hotel stay, guests may require certain services from, and engage in various transactions with a hotel. These are mostly handled by the front office. It is important to note that each section of the front office has an area of task responsibility (Baker, S, Huyton, J and Bradley, P, 2000, p. 0). The main roles of receptionists (or front desk agents) are involved in taking enquiries and reservation requests from hotel guests; preparing for the arrival of guests; greeting guests on their arrival; checking guests in (registering them, allocating suitable rooms and checking methods of payment); selling the facilities and services of the hotel; responding to guest problems and queries, or referring them to other departments that can do so; providing information about guests to other front office units and departments of the hotel; and maintaining guest records. He customarily answers phone inquiries, greets guests as they arrive to check in, and assigns rooms. When guests depart, the agent is typically the person who settles their accounts before they leave (BPP learning media, 2010). In addition to handling arrivals and departures, the agent is customarily in charge of general front desk guest relations. He traditionally controls the guest room keys and keeps track of how many keys have been released for each customer. Handling and distributing guest mail and messages are customarily the responsibility of the front desk agent (BPP learning media, 2010). Front desk supervisors typically serve as the face of a hotel. They provide customers with a first and last impression as both greeters of new guests and well-wishers to departing ones. Front Desk Supervisor These hotel employees oversee that guests are welcomed, registered into a hotels computer system and assigned an appropriate room or suite. They also perform or delegate various tasks, such as making or confirming reservations, verifying and collecting guests payments, issuing room keys and contacting housekeeping or maintenance when guests report a problem. Front desk supervisors must be resourceful, take ownership of problems and issues that arise and have excellent problem-solving skills. In addition to managing the daily operations of the front desk, these supervisors provide hotel clerks with necessary training and support. They maintain all essential front desk equipment and supplies, as well as controlling guests access to safe deposit boxes. Other responsibilities might include tracking and posting appropriate food, liquor or telephone charges to guests accounts; completing bookkeeping duties, like balancing accounts and conducting nightly financial audits; and recording and referring patron comments and complaints to the appropriate hotel manager. Hotel front desk supervisors must be friendly and outgoing and possess excellent communication skills. Perhaps the most important guest service function that can be provided by a front desk agent is that of properly registering guests. This is a five-step process of registration of a hotel guest which is stated by (Hayes, D. K. and Ninemeier, J. D. , 2007) consists of: 1. Greeting the guest: When the guest arrives at the front desk, a professionally dressed, well-trained staff member should greet them in a friendly way. Because most hotel guests arrive in the evening and check-in time can be very busy, it may not always be possible to avoid guests having to wait in line for registration. Proper staffing, however, should minimize the wait. When it is their turn to be registered, guests should, above all else, be made to feel welcome! 2.  Confirming the information on the registration card. This includes the spelling of the guests name, their arrival date, departure date, and room rate, and any other information related to that specific guest. Since the registration card will serve as the record of the guests stay, it must be complete and precise. In addition, misunderstandings regarding room rate can be minimized if the room rate is clearly communicated and understood by both the hotel and the guest prior to room assignment. It is critical that all information on the registration card be accurate and complete. 3. Securing a form of payment.  In most hotels, guests must either pay for their room in advance or provide a valid alternative source of credit at registration. While many hotels accept checks, the most prevalent source of credit provided by guests is that of a credit or debit card. These cards must be legitimate, however, before they represent an acceptable form of payment. To establish the cards legitimacy, the desk agent should authorize the card at the time of guest registration. 4. Room assignment. Once a guests registration information has been confirmed and an acceptable form of payment has been offered, the guest should be assigned to a specific guest oom. In some hotels, all guest rooms are identical, and room assignment is of little consequence. In other hotels, the room types may vary greatly in perceived quality and/or rate based primarily on the rooms location, view, bed type, amenities 5. Issuance of keys. The final step in the registration process is the issuance of their room keys. The actual number of keys to be issued is a matter of hotel policy and guest preference. It is important, however, that the issuance of guest room keys be tightly controlled because the theft, loss, or unauthorized duplication of keys could seriously threaten guest safety. Upon receiving room keys, the guest would be taken or directed to their room. ?A reservation in the context of the front office of a hotel means the booking or reserving of a bedroom (accommodation) by a guest, and involves a particular type of guest room being reserved for a particular person or persons, for a certain period of time. When a reservation or room booking is made at a hotel, it is expected that the hotel will honor its commitment in accepting that reservation and guarantee that a room will be available when a guest arrives (Baker, S, Huyton, J and Bradley, P, 2000, p. 63). A contract of booking is an agreement which is entered into every time a reservations clerk offers a prospective guest a room and that guest accepts the room however, the guest must be informed of all relevant details relating to the booking, for example, the type of room, the cost, dates, VAT and service charges involved (Baker, S, Huyton, J and Bradley, P, 2000, p. 63. This contract of booking means that: * The hotel ensures there will be a room as a specified, available for the guest upon their arrival. * The guest will arrive to use the room which they have booked, on the specified day. The reservation process is of vital importance to a hotel because it gives the first impression of the hotel to guests, sells the main product of a hotel, i. e. accommodations, generates customers for other departments, and provides important management information to other departments. The reservation process is often the first contact between the guest and a hotel. It is, therefore, essential for the reservations clerk to provide prompt and accurate service in order to present a good first impression to the guest. In the hotel industry, strong competition exists for the selling of accommodation; a guest who experiences problems or slow service from the reservations section will think carefully before confirming a reservation or returning to that hotel. An efficient reservations system is, therefore, very important (Baker, S, Huyton, J and Bradley, P, 2000, p. 64). The reservations department sells accommodation and helps to generate income for other departments of a hotel, for example, the food and beverage department. Hotel rooms are a saleable commodity and are strictly limited by factor of time and quantity. Therefore, if a room is not sold on a particular night, the revenue from that room is lost forever. Reservations contribute to the three main objectives of a front office department, i. e. , to maximize rooms, beds and average room rate, thereby achieving the highest possible revenue and profitability for the hotel. In additions, other departments often benefit from the reservations department. Such details may include an accurate estimate of the number of guests staying in the hotel (Baker, S, Huyton, J and Bradley, P, 2000, p. 64). Front Desk and Guest Privacy  Once a guest has been registered for a room, the courts have ruled that these guests enjoy many of the same constitutional rights in the room as they would in their own home. It is not simply the legal thing to do, but it is the proper thing as well, to protect the rights of guests to privacy (Hayes, D. K. and Ninemeier, J. D. , 2007).? A professionally managed front office is one in which guests are confident that their privacy is maintained by all staff members. This includes maintaining a guests anonymity. Hayes, D. K. and Ninemeier, J.  D (2007) states that in order to maintain a guest’s anonymity, a front Desk agent should: Never confirm or deny that a guest is in fact registered in the hotel without the guests express permission Never give out information related to a guests stay (arrival, departure, rate, etc. ) to any third party without that guests express permission Always be vigilant in informing the guest of any unusual third-party information requests regarding their stay Just as guests expect their own privacy to be maintained, they should also feel confident that information regarding their actual room is kept confidential. This is both a safety and a privacy issue. To that end, front desk agents should: Never give out a guests room number to any third party without that guests express permission Never perform registration tasks in such a way as to allow guest room information to he overheard by others in the front office area Never issue a duplicate room key to anyone without confirming the positive identification of that person as the rooms properly registered guest Concerning the financial aspect of the hotel, accounting for guests, while less visible than providing guest services, is another critical responsibility of the front office. Accounting for guests simply means that all charges incurred by a guests use of the hotel are charged for properly. Depending on the services and amenities offered by the hotel, the source of guest charges can be numerous. The following product and services list is not inclusive, but does represent some of the many possible guest charges that must be accurately collected and posted to the guests folio. Bucket Check: A procedure used to verify, for each guest, the accuracy of that guest’s registration information. When performing the bucket check, the desk agent physically verifies that the information on the guests registration card is complete and matches that in the PMS (Hayes, D. K. and Ninemeier, J. D. , 2007). When an appropriate bucket check is performed at each shift, the number of errors related to billing guests folios is greatly reduced. Errors in recording the information related to a guests stay make the hotels accounting records inaccurate. In addition, room rate adjustments made at checkout are both annoying and time consuming to guests. The bucket is the industry term for the location of the actual registration cards signed by guests at check-in. The bucket check is simply a manual procedure for assuring the accuracy of information related to the guests actual room assignment, rate to be paid, departure date, form of payment, and any other accounting-related information (Hayes, D. K. and Ninemeier, J. D. , 2007). The front desk should be able to produce independent supporting documentation for each charge posted to a guests folio. The front desk agent responsible for checking the guest out may need to produce some documentation of the charge. In this case, the documentation would likely be the actual room service ticket signed by the guest when the wine was delivered. It is the responsibility of each shift of the front desk to ensure that all appropriate guest charges incurred are posted to the appropriate guests folio and that the documentation supporting such charges has been thoroughly reviewed prior to posting. The night auditor depends on appropriate documentation provided by each shift of the front desk to support the charges that will be finalized and posted to the guests folio during the night audit (Hayes, D. K. and Ninemeier, J. D. , 2007). One of the most challenging aspects of providing guest service at the front desk relates to ensuring that guests are satisfied during their stay. When guests experience difficulties in the hotel, they will most likely turn to the front desk and its staff for assistance. There are a variety of reasons guest may have special needs or experience dissatisfaction during their stay. During their stay, and at time of checkout, guests are likely to bring up any issues they find that detracted from their experience. Routine items such as requesting room repairs, additional room amenities, or information can, if handled professionally, actually enhance the guests experience (Chon, K. S. and Maier, T. A. 2008). The making of guest reservations is often the first thing that comes to mind when considering the major functions of a front office, and this is indeed an important and often complex aspect of the front offices role. In addition to reservations, however, it falls upon the front office to actually assign arriving guests to specific guest rooms and respond to their special needs during their stay. These needs can include anything from transportation and information to medical assistance. In all of these situations and more, the major role of the front office is to make the guests stay as comfortable and as welcoming as possible.

Siddhartha - The Three Stages Essay -- Hesse Siddhartha Essays

Siddhartha - The Three Stages "On the great journey of life, if a man cannot find one who is better or at least as good as himself, let him journey joyfully alone." The story of Siddhartha by Hermann Hesse makes this point true. The main character Siddhartha dealt with the Samanas and Gotama Buddha, the second with Kamala and then the ferryman. The three parts correspond to the three stages though which Siddhartha passes on his journey to enlightenment: The stage of the mind; the stage of the flesh; the stage of transcendence. During this period-the realm of the mind, Siddhartha actively sets about letting the self die, escaping his Self. This attempt reaches its most concentrated form during his stay with the ascetic Samanas, during which he discards all material possessions and tries further to flee his own body and control his other needs. This is shown when he says, "He killed his senses, he killed his memory, he slipped out of his Self in a thousand different forms." S... Siddhartha - The Three Stages Essay -- Hesse Siddhartha Essays Siddhartha - The Three Stages "On the great journey of life, if a man cannot find one who is better or at least as good as himself, let him journey joyfully alone." The story of Siddhartha by Hermann Hesse makes this point true. The main character Siddhartha dealt with the Samanas and Gotama Buddha, the second with Kamala and then the ferryman. The three parts correspond to the three stages though which Siddhartha passes on his journey to enlightenment: The stage of the mind; the stage of the flesh; the stage of transcendence. During this period-the realm of the mind, Siddhartha actively sets about letting the self die, escaping his Self. This attempt reaches its most concentrated form during his stay with the ascetic Samanas, during which he discards all material possessions and tries further to flee his own body and control his other needs. This is shown when he says, "He killed his senses, he killed his memory, he slipped out of his Self in a thousand different forms." S...

Cyp 3.4 Health and Safety

CYP Core 3. 4 Support children and young people’s Health and Safety When planning a healthy and safe indoor or outdoor environment there are some factors that need to be taken into account. Specific Risk to individuals. Specific Risk to individuals. Age, needs and abilities of the children and young people. Age, needs and abilities of the children and young people. Desired outcomes for children and young people. Desired outcomes for children and young people. Line of responsibility and accountability. Line of responsibility and accountability. The duty of care. The duty of care. Function and Purpose of the environment or service offered.Function and Purpose of the environment or service offered. Needs of carers. Needs of carers. Health and Safety factors to consider when planning. Health and Safety factors to consider when planning. Age, needs and abilities of children and young people All children and young people have developmental milestones which tell us the approximate ag e at which most children are likely to develop certain skills and ways they are expected to behave. However, the individual needs of each child or young person needs to be taken into account when planning a safe and healthy learning environment as the needs and abilities of each ndividual will vary particularly if an impairment, such as a learning difficulty or a physical disability has been identified. The age, needs and abilities of children impact significantly on what is safe or unsafe for them to come into contact with. For instance an eight month old baby will be expected to pick up objects within their reach and put them to their mouth so when planning a safe environment for them it will be important to keep small objects that present a choking hazard out of their reach.It is with this in mind that most practitioners will choose toys and materials safely. Before choosing toys they must be checked to ensure that they carry a safety mark which gives assurance that the products are safe to use as directed by the manufacturer. It is very important that toys and equipment are used in the way instructed by the manufacturer and not for any other purpose. All toys and equipment must also be assembled using the manufacturer instructions and age guidelines must be followed. E. g. â€Å"This product is not safe for children under 3 due to small parts†.It is important to remember the specific needs and abilities of each child when allowing them to use toys and equipment as some children for example may have developmental delays and still put things in their mouth like younger children so exercising extra caution may be necessary. Choosing toys and equipment that is durable and will last longer is practical as they are more likely to withstand constant use and have less of a chance of breaking and becoming potentially dangerous to the children using them.At St Cuthbert’s the needs and abilities of all children were taken into account when planning the outdoor areas, the school grounds and split into three different sections nursery and reception yard, year one and two yard and year three through to six have a separate yard. Each yard has been designed to specifically meet the needs of the children using i. e. smaller climbing frames for the younger children and larger ones for the old. The school building and grounds are all on one level and would be suitable for wheelchair users to access easily.Specific Risk to Individuals Some activities or situations can present specific risks to individuals. It is important to have good knowledge and understanding of each child or young person we work with so that we can recognise the risks if and when they occur and reduce the risk to an acceptable level or offer a suitable alternative. * If a young person is pregnant some activities otherwise deemed safe for her will become more of a risk to her because she is pregnant i. e. Trampolining, therefore a more suitable form of exercise safe for her and the baby could be offered. If a child suffers with a visual impairment the risk associated with certain activities may be higher – learning to use sharp tools for example. Advice can be sought from a professional who may recommend the use of specially designed tools or offer advice on suitable methods of teaching. * A child or young person with asthma or allergies will be unable to work with dust, pollen or certain food so it will be important to remember this child when planning certain activities i. e. bringing flowers in from outside or giving the children food treat.The needs of Carers Where relevant the needs of carers and parents are also a factor to consider when planning healthy and safe environments or services. For instance, a carer that uses a wheelchair will need sufficient space to move around safely and this should be thought of when planning the layout of furniture and facilities. The function and purpose of environments and services When planning a sa fe and healthy environment practitioners should take into account the function and purpose of the environment and services.Activities and experiences offered in one setting may be less suited and ill-advised in another. For example, many sports centres offer holiday clubs for children and young people, the environment is specifically designed for sporting activities and the staff will be trained and know how to properly use certain equipment, therefore offering the same activities in an out of school club that meets in a school classroom would be inappropriate and unsafe. Desired outcomes for children and young peopleThe desired outcomes for children and young people are among the factors that influence what is appropriate, safe and healthy for them to do within the setting. When planning an activity the potential benefits to the children and young people need to be considered against the likelihood of harm occurring. Duty of Care When a parent or carer leaves their child in the car e of a service they are in effect agreeing for the staff to care for their child whilst they are there. This means that staff has a duty of care to the child or young person in their care in line with provisions set out in the Children Act 1989.The act requires those caring for the child or young person to promote the safety and welfare of each individual in their care. The level of this duty of care must be that of a ‘reasonable parent’. If you do not act as a ‘reasonable parent’ would do to keep the child or young person safe you are failing to meet your duty of care and can be seen as being negligent. The Health and Safety at Work Act 1974 also states that the setting has a responsibility to safeguard the safety and well-being of children and young people in its care.Lines of responsibility and accountability It is very important for practitioners in all settings and services to be crystal clear about their own responsibilities relating to health and saf ety, or standards will slip and important welfare requirements may not be met. It is very important that practitioners monitor and maintain health and safety on an on-going basis and this will vary from setting to setting. At St Cuthbert’s Primary School Health and Safety is monitored primarily by the head teacher who is in charge of the overseeing of new policies and rocedures along with the school governors. All other staff members are responsible for their own safety and the safety of all of the children in their care whether it be their own class or the whole student population during break times. It is the role of the caretaker to monitor the health and safety of the school buildings and grounds and these are overseen on a twice a week basis. If the caretaker should happen upon a health and safety concern this will be immediately brought to the attention of the head teacher who will then decide on the best possible resolution.It is also up to the caretaker to be in the y ard first thing in a morning to ensure that all entry/exit ways to the school are securely locked making sure any unauthorised visitors cannot enter the school and ensuring the safety of the children. It is primarily the duty of the receptionist to check identification of visitors and providing them with a visitors badge and access to the school. When providing environments and services for children and young people it is important to comply with the laws and regulations set out by the government. The laws and guidelines set out by the government in England are: Health and Safety at work Act 1974 and 1992 This act is relevant for all places of employment not just those working alongside children and young people. Employers have a duty of care to ensure that the workplace and equipment within it are in a safe and useable condition and do not pose as a risk to the health and safety of anyone using it. Anyone working or volunteering in the setting have a responsibility to take care of themselves and others in cooperation with the employer. The Act also states that all employers must use the basic principles of risk management: 1. Risk assessment . Balanced control measures 3. Training The caretaker at the school I work in is responsible for checking the school buildings and grounds on a regular basis to ensure that all equipment being used is safe and does not pose a risk to any student or staff. Computers and other electrical equipment are checked on a regular basis by an outside company to make sure that there are no problems. It is the class teachers’ responsibility to ensure that their classroom and the equipment in it are safe for the children to use and this is taken into account when planning and risk assessing lessons.All staff is required to take part in training meetings in which they have the opportunities to learn how to use any new equipment or in some cases how to deal with challenging behaviour of specific children, courses such as safeguard ing, first aid and handling are compulsory. * Health and Safety (first Aid) Regulations 1981 Most settings working with children and young people with have specific individuals who are qualified to deal with first aid; there must be at least one person within the setting designated to first aid if an accident occurs. It is stated that by law all employers must keep a well-stocked first aid box.At St Cuthbert’s all staff members are first aid trained although there are only five members of staff as designated first aiders; it is their responsibility to ensure that the first aid boxes are fully stocked and in good working order. * Food Safety Act 1990, and Food Handling Regulations 1995 This act refers to how food may be stored and prepared and how cooking environments should be maintained and how staff who prepare the food must be trained. Any member of staff within the school handling food has a basic food safety and handling certificate including the kitchen staff. * Fire Pr ecautions (workplace) Regulations 1997These regulations apply to all workplaces not just those who work alongside children and young people. Under these regulations settings must carry out a fire risk assessment addressing seven key areas: 1. Fire ignition sources and risk from the spread of fire 2. Escape routes and Exits 3. Fire Detection and early warning of fire 4. Fire fighting equipment 5. Fire routine training for staff 6. Emergency plans and arrangements for calling the fire service 7. General maintenance and testing of fire protection equipment All staff members at St Cuthbert’s are trained in emergency procedure and what to do in the event of a fire.All fire safety equipment is checked once a month by an outside agency to ensure that alarms, extinguishers and other equipment are in good working order. * Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) Under RIDDOR, workplaces must ensure they have an accident book. All accidents wh ich occur in the workplace or setting must be recorded in the book. Some types of accidents that occur at work – serious ones or those that result in someone being absent from work for more than three days must be reported to the Health and Safety Executive.Some Diseases that may be contracted by employees must also be reported i. e. HIV, Aids, Hepatitis and such like. At my school the accident and incident book is kept in the school office and all members of staff have access to this book, it is their responsibility to ensure that any accidents are recorded in this book however minor. If any concerns arise in relation to diseases and other contagious diseases then these are reported immediately to the head teacher who then takes appropriate action. * Personal Protective Equipment at Work Regulations 1992Under these regulations employers must provide equipment to employees needed to carry out their jobs safely. For example, someone working with young children will need an apr on and rubber gloves supplied to them for when they are changing nappies or dealing with other body fluids and waste. * Protection of Children Act This law involves the protection and safeguarding of children. (See unit CYP core 3. 3 for more details) * Children’s Act 1989 This Act covers the equality of access and opportunity for children and young people in addition to health and safety. * Health and Safety (young persons) Regulations 1997These regulations require employers to carryout special risk assessments for employees or volunteers under the age of 18, as they may be less aware of the Health and Safety issues then more experienced workers. * Children Bill 2004 Prior to this bill being passed there were concerns that children’s services were not working together effectively to protect vulnerable children from forms of abuse. This bill was passed to ensure the improvement of child protection for children and young people and to ensure that all agencies involved h ave better communication with each other regarding such issues.At St Cuthbert’s meetings are held on a regular basis for the complete staffing team to talk about any issues or concerns they may have regarding specific children. Any immediate concerns are reported to the head teacher and they and the class teacher discuss which action to take. Safeguarding issues are immediately reported to the member of staff in charge of reporting incidents of abuse who will then take appropriate action such as ringing social services or other outside agencies. Any parents with concerns over a child are directed to this staff member who can then take the action needed to investigate further. Every Child Matters This is a government agenda which sets out five major outcomes for all children: 1. Be safe 2. Being healthy 3. Enjoying and achieving 4. Making a positive contribution 5. Economic well being The Early Years Foundation Stage (EYFS) aims to meet every one of the outcomes listed above. * The Early Years Foundation Stage (EYFS) Welfare Requirements All settings to which the EYFS applies must meet all of the EYFS welfare requirements: Safeguarding and promoting children’s welfare. | The provider must take suitable steps to safeguard and promote the welfare of children.The provider must promote the good health of the children, take necessary steps to prevent the spread of infections and take appropriate action when a child is ill. Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and individual needs. | Suitable People| Providers must ensure that people working with children or having unsupervised access to them are suitable to do so. Adults looking after children must have appropriate qualifications, training, skills and knowledge.Staffing arrangements must be organised to ensure safety and to meet the needs of the children within the setting. i. e. ensuring that the staff to child ration is cor rect. | Suitable Premises, environment and equipment| Outdoor and indoor spaces, furniture, equipment and toys must be age appropriate and safe and suitable for their purpose. | Organisation| Providers must plan and organise their activates and setting to ensure that all children are provided with enjoyable and challenging learning and development experience which is suited to meet their individual needs and abilities. Documentation| Providers must maintain records, policies and procedures required for the safe and efficient management of the settings and to meet the needs of the children. | Within a school environment there are policies and procedures in place which support staff in the management of situations that involve the safety and wellbeing of all staff and children. Some of these are: * The Health and Safety policy * The Bullying Policy * The Safety Policy * The Child Protection Policy * The behaviour policy * The O Tolerance procedure The Confidentiality Policy * The Equa l opportunities Policy * Regulations and Requirements tell settings what they must do and what standards they must meet to ensure the health and safety of the staff and children within the setting but they do not tell the practitioners how this should be done. It is up to the settings to interpret the laws set out by the government and devises their own policies and procedures that explain how they will work within the law to promote the Health and Safety of everyone in the setting.At St Cuthbert’s it is the overall responsibility of the head teacher to ensure that the health and safety procedures in the school are implemented effectively by all members of staff. New policies and procedures are discussed by the governors and before any new policy is written up the staff have a chance to add or remove anything they feel it needs or does not need; the final draft has to be approved by the Head Teacher before being implemented.It is the job of the caretaker to parole the school grounds and building twice a week to ensure that there are no health and safety hazards which could potentially harm the children and staff. If a member of staff comes across a hazard then it will be reported to the head teacher who then ensures the caretaker can solve/fix the problem or that the required services needed are contacted and the risk to students minimised. Sometimes children and young people may want to take risks that are inappropriate for safety reasons or inappropriate for a child or young person because of their age, needs or abilities.As a practitioner it is important to remember that all children will want to take risks and we should not try to avoid risk altogether but allow children and young people to experience risk which will not harm them and which is suitable for their age needs and abilities. For example, a child of five may want to try and climb to the very top of a climbing frame, while this is risk taking and the child may be capable of doing this we m ust tell them of the risk involved and ensure that they stay safe whilst trying.In the case of a younger child or a child with a physical impairment it would be inappropriate and dangerous to allow this child to try the same thing. There is a difference in allowing children and young people to take appropriate risks that are worthwhile in terms of their development when compared to the likelihood of injury, and allowing children and young people to do things that are likely to harm them seriously without a justifiable developmental gain or experience.It is important as a practitioner to decide which risks are acceptable and unacceptable and to be able to minimise risk and harm to the children in their care. Before any activity takes place it is important to carry out a risk assessment and understand the settings policies and procedures for risk assessment and be able to follow them closely. There is a dilemma between the rights and choices that belong to children and young people in terms of the freedom to play and the health and safety requirements of a setting.It is important to remember that children and young people have a right to choice and the freedom of play and its benefits to their learning and development and that children and young people should be allowed to experience and take appropriate risks during their play and learning, within the boundaries of the health and safety legislations. There are four types of hazard/risk that should be taken into account in terms of play and development. These are: * Physical Upturned carpets, stacks of chairs, scissors etc. * EnvironmentalIcy pathways/yard, water on a staircase, objects obstructing exits etc. * Emotional Emotional risk taking is a life skill. Children and young people take emotional risks when they pluck up the courage to do something that stretches them emotionally or that risks personal failure or rejection. E. g. speaking in front of a group of peers or adults, auditioning for a part in a pro duction, not giving in to peer pressure, taking a physical risk in front of others. Activities that may feel like a risk to one child may come easily to another.We must remember that each child is an individual and will be comfortable doing things that some children may not be comfortable doing. Every so often a child needs to come out of their ‘comfort zone’ and be encouraged to try new things for the first time. Those with good levels of self-esteem and confidence will find trying new things easier than those with low self-esteem and confidence. It is important to help children and young people feel equipped for emotional risk taking by providing opportunities for them to take part in activities which foster high levels of confidence and self-esteem. Behavioural Behavioural Hazards occur when children and young people behave in ways in which they could cause harm to themselves and others. A teacher may set up an activity in which blunt objects may be used for sculptin g with clay, a behavioural hazard becomes apparent if a child then begins to use the tools provided in an inappropriate manner which could cause harm to themselves or others i. e. throwing the tools around, deliberately using them in a harmful way. The risk is therefore significantly raised to an unacceptable level and the practitioner must step in and take appropriate action immediately.A child’s behaviour to another child may be classed as a behavioural hazard also, if a child is bullying or physically harming another child then this is also a hazard than needs to be dealt with immediately. At St Cuthbert’s children are involved in thinking about safety and are encouraged to tell an adult if they see something unsafe. One of the most effective ways of ensuring that the children think about safety is to explain to them why we think an activity, a situation or someone behaviour is potentially dangerous.A more recent example of supporting children to manage and assess r isk was when we had our safety topic week in school. This week was dedicated to having various health and safety professionals come into school to talk to the children and get them to think about their own safety in and outside of school. Some of the visitors included the fire service, police officers and a lollypop person. As well as giving talks to the children there were various activities throughout the week that allowed the children to think about and manage their own safety.Other examples of this more recently was a cooking lesson given to small groups of children, not only were the children able to help in the cooking session they were asked to talk about things in the kitchen that could cause harm to them and how they should behave whilst using equipment and being in the kitchen. This activity allowed the children to understand that good behaviour and carefulness was needed to minimise the risk of harm to themselves and others.The policies and procedures at St Cuthbertâ€⠄¢s in response to accidents, incidents, emergencies and illness are hugely important as they can mean the difference between life and death should a serious situation occur. It may be necessary to evacuate the setting in the event of: * Flood * Gas leak * Fire * Identification of a dangerous substance To ensure the safe evacuation of the setting in an emergency: * All staff must know how to raise the alarm, where the exits are and where the assembly point is. * All staff is aware of their roles in an emergency such as taking the register, dialling 999 and checking rooms are empty. There must be regular opportunities to practice the evacuation procedure. These should be taken seriously and any difficulties should be resolved. The sound of the alarm may upset some children so it is important to be sensitive and help them to settle after the drill. * Evacuation drill notices must be kept in view at all times and give details of where the fire extinguishing equipment is kept. * Fire al arms, smoke detectors and emergency lighting should be regularly checked and maintained and staff should know where they are and be trained in their use.Details of all checks should be kept written in the log. * Emergency exits should not be obstructed At St Cuthbert’s the emergency drill is practiced with great care once a month. It is up to the class teacher to ensure that their class evacuates the building in a safe and calm manner and assembles at the meeting point. In the event of a real fire it is up to the receptionist to call the emergency services then make their own way to the meeting point where they will distribute the registers to the class teachers so that they are able to ensure that all children are accounted for.All registered settings must have written procedures regarding what practitioners must do if it was discovered a child was missing. It is important for all staff members to know these procedures and act quickly. At St Cuthbert’s an immediate se arch of the setting including outdoor areas is undertaken as well as finding out when the child was last seen and where. If the child cannot be found then the search would be widened to the local area around the school whilst the head teacher raises the alarm with the police and the missing child’s parents or carers.Sufficient staff remains on the premises to ensure that the other children are still taken care of and surplus staff such as the caretaker and teaching assistants may join the search until the police arrive and the search is controlled by them. The incident should be logged in the incident book by the initial member of staff whilst all details are still fresh in their head and later Ofsted will be contacted and the incident logged with them as an immediate review of the setting will be required.All children at some point in their lives experience illness and it is important that all staff recognise the signs and symptoms of illness in a child or young person to be able to take appropriate action in line with the settings policies and procedures. It is a legal requirement of all settings to have written guidelines for the management of illness within the setting. It is not the job of the practitioners to diagnose the illness this should be left up to a health professional, it is also not the role of the practitioner to care for a sick child and those who are ill should not attend the setting until they are well.There will be times when a child’s symptoms develop whilst they are at school, at St Cuthbert’s the procedure should this occur is as follows: * A member of staff will recognise promptly when the child or young person is ill using their knowledge of childhood illnesses to determine the seriousness of the illness. * The member of staff will respond to the symptoms in line with the schools policies, such as cooling a child down if they are suffering a temperature or administering a child’s asthma inhaler. * The membe r of staff will monitor the condition to ensure the condition does not become worse and a record kept. . e. when the child was last sick, their temperature or what time their inhaler was given. * The staff member will arrange for the child to be collected as soon as possible in the case of minor illness. In the case of accident or major illness then an ambulance will be called before the child’s parents or carers are contacted. When contacting a relative the child’s file will be looked at to determine the first point of contact in the event of an illness. It is important to be in control when ringing the parent or carer and ensure that they are not unnecessarily worried.In the event that an ambulance has to be called before the parents it is important that all details of the child’s symptoms are given correctly so that the emergency services know what they are dealing with and if needed advice can be given to keep the child comfortable until the ambulance arrive s. A practitioner will then accompany the child to the hospital until their parents arrive. * A record of the child’s symptoms and the procedures carried out will be logged in the incident book. All settings have a legal requirement to ensure that logs and records of incidents are kept up to date.When a child becomes ill at St Cuthbert’s or an accident or illness occurs the time and date is logged and any symptoms and signs of illness are written down. A practitioner’s response to a child’s illness is logged, making note of details like medication or first aid given and by whom. There are 4 designated first aiders within the school and it is their job to ensure that all first aid kits around the school are fully stocked and in good working order. It may be necessary for the first aider to be called in the event of an accident or incident and it will be their role to keep the incident book updated.

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iMac Computer †¢ [pic] o $139. 95 o Quantity (Microsoft Office for Mac Home and Student 2011) o $139. 95 Microsoft Office for Mac Home and Student 2011 Remove Save Part number: HB603LL/A o Available to ship: Within 24 hours [pic]This is a gift †¢ [pic] o $2,777. 97 o Quantity (27-inch iMac) o $2,777. 97 27-inch iMac Remove Save Part number: Z0MR o Available to ship: 4-6 business days Hardware o 2. 9GHz Quad-core Intel Core i5, Turbo Boost up to 3. 6GHz o 32GB 1600MHz DDR3 SDRAM – 4x8GB o 1TB Fusion Drive o NVIDIA GeForce GTX 660M 512MB GDDR5 o Apple Magic Mouse + Magic Trackpad Apple Wireless Keyboard (English) & User's Guide o Accessory Kit Software o iLife '11 o OS X Mountain Lion o Pages o Numbers o Keynote [pic]This is a gift Services and Support [pic] o AppleCare Protection Plan for iMac – Auto-enroll o Automatically registered with your Apple Hardware. $169. 00 Remove †¢ [pic] o $79. 00 o Quantity (Apple USB SuperDrive) o $79. 00 Apple USB SuperDriv e Remove Save Part number: MD564ZM/A o Available to ship: Within 24 hours [pic]This is a gift †¢ [pic] o $29. 00 o Quantity (Apple Thunderbolt Cable (0. 5 m)) o $29. 00 Apple Thunderbolt Cable (0. 5 m) Remove SavePart number: MD862ZM/A o Available to ship: Within 24 hours [pic]This is a gift †¢ [pic] o $149. 95 o Quantity (Epson Expression Premium XP-600 Small-in-One Printer) o $149. 95 Epson Expression Premium XP-600 Small-in-One Printer Remove Save Part number: HA747LL/A o Available to ship: Within 24 hours [pic]This is a gift †¢ o 6, 12, or 18 month special financing o Top of Form Bottom of Form |Cart subtotal |$3,344. 87 | |Free Shipping |$0. 00 | |What's This? |Calculate | |Estimated Tax | | |Total |$3,344. 87 |

A woman torn Professor Ramos Blog

Woman Hollering/ A woman torn Cleofilas was battling two major issues. The pressure from opposition regarding stigmas about woman in her culture and the battle between her and her husband. Cleofilas is the only girl among six brothers, her father’s only daughter. She loves her telenovelas. She romanticizes love and idealizes her future husband. Her dad gives her away after a quick engagement to Juan Pedro. Shortly after, she is shocked to learn that he is abusive. Juan Pedro starts hitting her. Cleofilas is a passionate woman. She is full of emotion and dreams. From a young age she has known she has to live up to a certain image. This story is of a woman torn. Torn between having to live up to a stereotype and having to leave her husband. Torn between knowing what Mexican culture expects of women and learning the harsh realities of her circumstances. Even though she was expected to Cleofilas still wanted to get married. She was mesmerized by the ideal of love that soured. Loving so strongly that it was them or no one. She watched the telenovelas and loved watching Lucia in her dramatic love scenes. â€Å"Somehow one ought to live one’s life like that, don’t you think?† (Cisneros 45) Cleofilas said after watching Lucia sing the song â€Å"You or no one† in her favorite telenovela. What little girl doesn’t dream of her Prince Charming and her Wedding day and her Happily ever after? This part of the expectation she could handle. However certain parts of these expectations are impossible to live up to. For example, Cleofilas is from Mexico, over there, women are supposed to strive to be perfect like the virgin Mary. They could turn into La Llorona who drowned her children, or La Malinche who betrayed her country for love. These are the stereotypes woman have, only three bad options. Not only that but when woman from Mexico get married, they are married that’s it. They must deal with it. They must stay in the marriage no matter what. Even if there is infidelity or even violence. This is impossible to achieve therefore it becomes something she battles with. Marianismo is an aspect of the female gender role in the machismo of Hispanic American Folk Culture. It is the veneration for feminine virtues like purity and moral strength. This term derives from the catholic belief in Mary, mother of Jesus as both a virgin and a mother. She became a subject of veneration and admiration. From this is derived the idea that an ideal woman should be spiritually immaculate and eternally self-giving. (Wikipedia) This is an Ideal of Mexican/Latina culture, something engrained in woman from a young age. Marianismo is heavily engrained in the culture and yet another reason why feminism is needed. Marianismo can do a lot of damage to girls and woman. â€Å"We grow up afraid to get into trouble, even if it’s for a good cause. We grow up afraid period and allow boys and men to take the lead in nearly everything.† ( hiplatina.com/marianismo) There is nothing wrong with this, only with the notion that prevents girls from knowing they can be and do other things as well. (hiplatina.com/marianismo). This article describes the role of marianismo and how it is ultimately damaging to woman. Subtly letting them know they only have one role in life. Even from a young age she would retreat to the telenovelas. She loved watching those strong women in the spotlight. But now she couldn’t have her telenovelas, they didn’t have a tv. So, she read her love story, her book was the closest thing she had. Though now and again when her husband was away, she managed to watch a few episodes that were on at Soledad’s house. At least she has these few escapes, she needs them in order to deal with her other battle. Meanwhile, she found herself literally living between loneliness and pain. Her house was between the homes of two older woman named Soledad and Delores, whose names literally mean loneliness and pain. Both these ladies had lost loved ones and were still living with faded memories of the past. This situation wasn’t only literal, it was true in every sense of the word and made the battles that much harder. She was stuck here. Fighting these battles alone. Lonely and stuck she then learned her husband hit her. â€Å"The first time it happened she was so surprised she didn’t cry out or try to defend herself†, (Cisneros 47) Cleofilas explains after he hit her for the first time. She was shocked. She stood motionless and did nothing but reach to the heat on her mouth and stare at the blood on her hand. Sometimes in the morning before he opens his eyes, she thinks how this is the man she has waited her whole life for. She makes excuses for him; she tells herself he is a good man and reminds herself why she loves him. He weeps like a child, tears of repentance and shame after each time he strikes her. At first only with his hand then later throwing a book at her. She thinks up excuses to tell the doctor about why she has all those black and blue marks everywhere. She has to psych herself up to ask her husband to take her to her doctor appointment. She doesn’t complain about the abuse, it’s almost like she just goes along with it, accepting the way it is. Its as if she’s automatically complying with role of the stereotype. People do not understand how difficult it is to escape. No one on the outside knows what is happening because the abuser has the victim trapped and alone. (www.thehotline.org) Says Francesca in her story on her own abuse on the National Domestic Violence Hotline Website. Cleofilas had the same problem. She wasn’t allowed to drive. â€Å"Because the towns here are built so that you have to depend on husbands. Or you stay home.† (Cisneros 51) She was describing her situation. Even if she wanted to leave there was no place to go. She can’t go back though, not to those never-ending chores and six good for nothing brothers. Even though her father did say he would never abandon her. What would the neighbors say? All that gossip. â€Å"Where’s your husband?†, (Cisneros 50) those women would ask in the snobby busybody way woman do. The fear of people knowing she failed was always in the back of her mind. In the doctor’s office they noticed her bruises and her tears and helped her. She was afraid of him, even that day, afraid she might get caught trying to leave. She always remembered her father would never abandon her and she is his only daughter. She knew this was her chance, that she had to go. A ride to the bus station was arranged. She can go back home now. In these moments the weight of her battles is gone. Help is all she needed. A pickup truck pulled up to pick her up, it was her ride. Felice was her name; she was so independent. She didn’t even have a husband. The pickup was hers. She picked it out and was paying for it on her own. Her language was foul too. â€Å"what kind of talk was that coming from a woman.† (Cisneros 55) Cleofilas was amazed, this woman was independent. She was not weighed down by Marianismo, she was free to be herself. As they drove over the bridge, she knew she was free. Cisneros, Sandra/ Woman Hollering Creek/ New York/ Vintage/ 1991 Blossom, Priscilla. â€Å"We need to talk about marianismo†. Hiplatina.com. N.p. 13 March 2018. Web hiplatina.com/marianismo/ 07 July 2019. Francesca. Francesca’s story. â€Å"The national domestic violence hotline†. National domestic violence hotline. 30 Sept 2013. Web. www.thehotline.org 07 July 2019 Wikipedia contributors. â€Å"Marianismo†. Wikipedia, the free encyclopedia. Wikimedia Foundation. 14 June 2019, en.Wikipedia.org/w/index.php?tittle=marianismooldid=901848126

Complete List of IB Schools in the USA, by State

Complete List of IB Schools in the USA, by State SAT / ACT Prep Online Guides and Tips As a former IB student, I highly recommend the IB Diploma Programme. I think I was far better prepared for college than my non-IB counterparts. I had been prepared to think critically and globally. If you are a parent or student interested in enrolling in an IB Diploma Programme, this article is for you. I've compiled a list of all the IB Diploma Programme Schools in the United States and arranged them by State. I have also provided several of the school’s Diploma Rate. The Diploma Rate is determined by the percentage of the students who receive IB diplomas out of those who were diploma candidates. Not all students who pursue an IB Diploma will receive the degree; you must complete certain qualification (achieve certain test scores and complete certain projects to a satisfactory level). For more information on this, check out our other article, What is the IB Program? And What are IB Classes? How to Use This Information First and foremost, you should use this information to locate the IB Diploma Programme School nearest you. If you are lucky enough to have a couple of IB Diploma Programme Schools in your area or if you are simply trying to decide between an IB and non-IB schools, then you should compare the two using a couple of data points. What Questions Should I Ask When Comparing IB Schools or an IB and Non-IB School? If you are comparing two or more IB Diploma Programme Schools (or an IB School with a non-IB School), I recommend emailing the IB coordinator at each school (you can contact them through the school’s hyperlink below) and asking for: The school’s IB Diploma Rate (mentioned above, but again, this is the number of students who received IB Diploma out of all of the IB Diploma candidates at that school) However, this should not be the be all end all. According to one IB coordinator, â€Å"IB allows schools to not count some students’ scores, so the school will not drop the student in order to help their percentage.† So, the rate may not be reflective of the whole school’s performance. What is the admission criteria for their IB Programme (usually it differs from the High School’s overall admission criteria) The overall graduation rate How many graduates are headed to 4-year schools You should also look at how long they have been an IB School (the older school’s tend to have better teachers and Diploma Rates) You can find this information on the IBO school page (simply click the hyperlinked school name and you are there). If you are comparing an IB School to a non-IB School, email someone in the administration at the non-IB School and ask for: the overall graduation rate how many graduates are headed to 4-year schools the admissions criteria The answer to these questions are important, and if the IB coordinator/administrator is not willing to answer them, you should be wary of the school (Most likely, it means they are performing poorly in one or all of these categories). I am going to do a sample comparison between Pedro Menendez High School in St. Augustine, FL, and St. Petersburg School in St. Petersburg, FL, using the information I have: IB Diploma Rate, how long they have been an IB School, and IB Programme Admission Criteria. High School Pedro Menendez High School St. Peterburg School Diploma Rate 52% 90% IB Programme Started 2010 (First IB Graduating Class in 20) 1983 IB Programme Admissions Criteria Pre-IB classes in 9th and 10th grade in English, Spanish, Science, and Mathematics Writing sample Pre†requisite courses: Algebra 1 Honors Test scores: (public school students) READING: 6th or 7th grade FSA (Florida Assessment Test) score of 352 or higher AND MATH 6th grade FSA score of 347 or higher OR 7th grade FSA score of 347 or higher 6th 7th grade Final Academic Grades (math, science, social studies, English, world language) of A’s B’s. 8th grade Semester Academic Grades (subjects listed above) A’s B’s Students who do not meet the above testing or academic grades criteria may be placed in this group based on a common rubric that is used to calculate the percentage of criteria the student has demonstrated. At least 10% of the incoming 9th grade class will not meet all of the qualifications. Based on the information given, if my child or I met the qualifications for St. Petersburg High School, I would choose to attend their program given the fact that their IB programme is over 30 years old, and the IB Diploma Rate is so high. The school clearly knows the IB Programme well, and you or your child is much more likely to receive their IB Diploma if they attend this school. Receiving your IB Diploma will help you get college credit and save money down the road at your university. Read more about this in our other article, What is the IB Program? And What are IB Classes? Now that you know what to look for in an IB School, let’s find you an IB Diploma Programme School: Alabama Auburn High School - Auburn, AL Central High School, Tuscaloosa - Tuscaloosa, AL Columbia High School - Huntsville, AL Daphne High School - Daphne, AL Fairhope High School - Fairhope, AL Hoover High School - Hoover, AL Jefferson County IB School - Birmingham, AL S.S. Murphy High School - Mobile, AL Ramsay Alternative High School - Birmingham, AL W. P. Davidson High School - Mobile, AL Alaska Palmer High School - Palmer, AK West Anchorage High School - Anchorage, AK Arizona Barry Goldwater High School - Phoenix, AZ Betty H. Fairfax High School - Laveen, AZ Buckeye Union High School - Buckeye, AZ Cactus Shadows High School - Cave Creek, AZ Canyon del Oro High School - Oro Valley, AZ Chandler High School - Chandler, AZ Cholla High Magnet School - Tuscon, AZ Desert Mountain High School - Scottsdale, AZ EDUPRIZE SCHOOLS, LLC (Gilbert Campus) - Gilbert, AZ Florence High School - Florence, AZ Ironwood High School - Peoria, AZ Millennium High School - Goodyear, AZ Nogales High School - Nogales, AZ North Canyon High School - Phoenix, AZ North High School - Phoenix, AZ Rancho Solano Preparatory School - Scottsdale, AZ Tempe High School - Tempe, AZ The Odyssey Institute for Advanced and International Studies - Buckeye, AZ Verde Valley School - Sedona, AZ Westwood High School - Mesa, AZ Willow Canyon High School - Surprise, AZ Arkansas Bentonville High School - Bentonville, AR Hot Springs High School - Hot Springs, AR North Little Rock High School West Campus - North Little Rock, AR Springdale High School - Springdale, AR California Agoura High School - Agoura Hills, CA - 85% Diploma Rate Al-Arqam Islamic School College Preparatory - Sacramento, CA Alto International School - Menlo Park, CA Andrew P. Hill High School - San Jose, CA Armijo High School - Fairfield, CA Arroyo Valley High School - San Bernardino, CA Azusa High School - Azusa, CA Berkeley High School - Berkeley, CA Bishop Amat Memorial High School - La Puente, CA Blair High School - Pasadena, CA Bonita Vista High School - Chula Vista, CA Buhach Colony High School - Atwater, CA Cajon High School - San Bernardino, CA Canyon High School - Anaheim, CA Canyon Springs High School - Moreno Valley, CA Capistrano Valley High School - Mission Viejo, CA Capuchino High School - San Bruno, CA Castle Park High School - Chula Vista, CA Cathedral City High School - Cathedral City, CA Centennial High School - Corona, CA Charter Oak High School - Covina, CA Citrus Hill High School - Perris, CA Claremont High School - Claremont, CA Colfax High School - Colfax, CA Cordova High School - Rancho Cordova, CA Damien High School - La Verne, CA David Starr Jordan High School - Long Beach, CA Del Mar High School - San Jose, CA Diamond Bar High School - Diamond Bar, CA Dos Pueblos High School - Goleta, CA Downtown Magnets High School - Los Angeles, CA Eagle Rock Junior/Senior High School - Los Angeles, CA Edgewood High School - West Covina, CA El Rancho High School - Pico Rivera, CA El Toro High School - Lake Forest, CA Ellen Ochoa Prep Academy - Pico Rivera, CA Fairmont Preparatory Academy - Anaheim, CA Foothill High School - Santa Ana, CA Franklin High School - Stockton, CA French American International School - San Francisco, CA Fresno High School - Fresno, CA Fullerton Union High School, Fullerton, CA Glen A. Wilson High School - Hacienda Heights, CA Granada High School - Livermore, CA Granada Hills Charter High School - Granada Hills, CA Granite Bay High School - Granite Bay, CA Granite Hills High School - El Cajon, CA Great Oak High School - Temecula, CA Guajome Park Academy - Vista, CA Inderkum High School - Sacramento, CA International School of Los Angeles - Burbank, CA John F. Kennedy High School - La Palma, CA John Wesley North High School - Riverside, CA Jurupa Hills High School - Fontana, CA Kit Carson International Academy - Sacramento, CA La Costa Canyon High School - Carlsbad, CA La Quinta High School - La Quinta, CA Laguna Creek High School - Elk Grove, CA Laguna Hills High School - Laguna Hills, CA Luther Burbank High School - Sacramento, CA Marco Antonio Firebaugh High School - Lynwood, CA McKinleyville High School - McKinleyville, CA Mira Loma High School - Sacramento, CA Mission Bay High School - San Diego, CA Mission Viejo High School - Mission Viejo, CA Modesto High School - Modesto, CA Monterey High School - Monterey, CA Montgomery High School - Santa Rosa, CA Murrieta Valley High School - Murrieta, CA New Covenant Academy - Los Angeles, CA Newbury Park High School - Newbury Park, CA Newport Harbor High School - Newport, CA Nogales High School - La Puente, CA Norte Vista High School - Riverside, CA Northcoast Preparatory and Performing Arts Academy - Trinidad, CA Oakmont High School - Roseville, CA Ocean View High School - Huntington Beach, CA Pleasant Valley High School - Chico, CA Quarry Lane School - Dublin, CA Quartz Hill High School - Quartz Hill, CA Rancho Buena Vista High School - Vista, CA Rio Mesa High School - Oxnard, CA Rowland High School - Rowland Heights, CA Royal High School - Simi Valley, CA Saddleback High School - Santa Ana, CA San Clemente High School - San Clemente, CA San Diego High School of International Studies - San Diego, CA San Gabriel Mission High School - San Gabriel, CA San Jacinto High School - San Jacinto, CA San Jacinto Valley Academy - San Jacinto, CA San Jose High School - San Jose, CA Santa Clarita Valley International School - Castaic, CA Santa Margarita Catholic High School - Rancho Santa Margarita, CA Schools of the Sacred Heart - San Francisco, CA Scotts Valley High School - Scotts Valley, CA Sequoia High School - Redwood City, CA Sonora High School - La Habra, CA South Hills High School - West Covina, CA Southwest High School - El Centro, CA Stockton Collegiate International Secondary School - Stockton, CA Sunny Hills High School - Fullerton, CA Temescal Canyon High School - Lake Elsinore, CA Trabuco Hills High School - Mission Viejo, CA Tracy Joint Union High School - Tracy, CA Troy High School - Fullerton, CA Valencia High School - Placentia, CA Villanova Preparatory School - Ojai, CA Walnut High School - Walnut, CA Woodrow Wilson High School - Los Angeles, CA Ygnacio Valley High School - Concord, CA Yosemite Union High School - Oakhurst, CA Colorado Alameda International High School - Lakewood, CO Aspen High School - Aspen, CO Centaurus High School - Lafayette, CO Cherokee Trail High School - Aurora, CO Dakota Ridge High School - Littleton, CO Discovery Canyon Campus - Colorado Springs, CO Douglas County High School - Castle Rock, CO Fairview High School - Boulder, CO Gateway High School - Aurora, CA George Washington High School - Denver, CO Greeley West High School - Greeley, CO Hinkley High School - Aurora, CO John F. Kennedy High School - Denver, CO Lakewood High School - Lakewood, CO Littleton High School - Littleton, CO - 89% Diploma Rate Loveland High School - Loveland, CO Niwot High School - Niwot, CO Northfield High School - Denver, CO Palisade High School - Palisade, CO Poudre High School - Fort Collins, CO Pueblo East High School - Pueblo, CO Pueblo West High School - Pueblo West, CO Rampart High School - Colorado Springs, CO Rifle High School - Rifle, CO Sand Creek High School - Colorado Springs, CO Smoky Hill High School - Aurora, CO Standley Lake High School - Westminster, CO Summit High School - Breckenridge, CO Telluride Mountain School - Telluride, CO Thornton High School - Thornton, CO ThunderRidge High School - Highlands Ranch, CO Westminster High School - Westminster, CO William J. Palmer High School - Colorado Springs, CO Connecticut Brien McMahon High School - Norwalk, CT Cheshire Academy - Cheshire, CT Connecticut IB Academy - East Hartford, CT Guilford High School - Guilford, CT Robert E Fitch Senior High School - Groton, CT Stamford High School - Stamford, CT The Metropolitan Learning Center Interdistrict Magnet School - Bloomfield, CT Valley Regional High School - Deep River, CT Delaware John Dickinson High School - Wilmington, DE Mount Pleasant High School - Wilmington, DE Sussex Academy - Georgetown, DE Sussex Central High School - Georgetown, DE Wilmington Friends School - Wilmington, DE District of Columbia Archbishop Carroll High School Benjamin A Banneker Academic High School British School of Washington DC International School Eastern Senior High School National Collegiate Preparatory Public Charter High School Washington International School Florida Allen D. Nease High School - Ponte Verde, FL American Youth Academy - Tampa, FL Atlantic Community High School - Delray Beach, FL Boca Prep International School - Boca Raton, FL Boyd Anderson High School - Lauderdale Lakes, FL Brandon Academy - Brandon, FL C Leon King High School - Tampa, FL - 96% Diploma Rate Cape Coral High School - Cape Coral, FL Cardinal Newman High School - West Palm Beach, FL Carrollton School of the Sacred Heart - Miami, FL Carrollwood Day School - Tampa, FL Celebration High School - Celebration, FL Choctawhatchee High School - Fort Walton Beach, FL Clearwater Central Catholic High School - Clearwater, FL Cocoa Beach Junior/Senior High School - Cocoa Beach, FL Coral Gables Senior High School - Coral Gables, FL Coral Reef High School - Miami, FL Cypress Creek High School - Orlando, FL Deerfield Beach High School - Deerfield Beach, FL Deland High School - DeLand, FL Dunbar High School - Ft. Myers, FL Eastside High School - Gainesville, FL Flagler Palm Coast High School - Palm Coast, FL Forest Hill Community High School - West Palm Beach, FL Fort Myers High School - Fort Myers, FL Franklin Academy - Pembroke Pines MS/HS - Pembroke Pines, FL G-Star School of the Arts for Film, Animation, and the Performing Arts - Lake Worth, FL Gateway High School (Osceola School District) - Kissimmee, FL Gulf High School - New Port Richey, FL Gulliver Preparatory School - Miami, FL Haines City High School - Haines City, FL Hillsborough High School - Tampa, FL - 82% Diploma Rate International Baccalaureate School at Bartow High School - Bartow, FL James S. Rickards High School - Tallahassee, FL John A. Ferguson Senior High School - Miami, FL Jones High School - Orlando, FL Lake Wales High School - Lake Wales, FL Lake Weir High School - Ocala, FL Land O' Lakes High School - Land O’ Lakes, FL Largo High School - Largo, FL Lecanto High School - Lecanto, FL Lincoln Park Academy - Fort Pierce, FL Maynard Evans High School - Orlando, FL Melbourne High School - Melbourne, FL Miami Beach Senior High School - Miami Beach, FL Miramar High School - Miramar, FL New Gate School - Sarasota, FL North Broward Prep School - Coconut Creek, FL North Miami Senior High School - North Miami, FL Pahokee Middle Senior High School - Pahokee, FL Palm Harbor University High School - Palm Harbor, FL Paxon School for Advanced Studies - Jacksonville, FL Pedro Menendez High School - St. Augustine, FL - 52% Diploma Rate Pensacola High School - Pensacola, FL Plantation High School - Plantation, FL Port St. Lucie High School - Port St. Lucie, FL Ridgeview High School Academy for Advanced Studies - Orange Park, FL Riverdale High School - Fort Myers, FL Riverview High School - Sarasota, FL Robinson High School - Tampa, FL - 90% Diploma Rate Royal Palm Beach School - Royal Palm Beach, FL Rutherford High School - Panama City, FL Saint Andrew’s School - Boca Raton, FL Samuel W. Wolfson High School - Jacksonville, FL Sarasota Military Academy - Sarasota, FL Sebastian River High School - Sebastian, FL Sebring High School - Sebring, FL Seminole High School - Sanford, FL South Dade Senior High School - Homestead, FL South Fork High School - Stuart, FL Southeast High School - Bradenton, FL Springstead High School - Spring Hill, FL Spruce Creek High School - Port Orange, FL St. Petersburg High School - St. Petersburg, FL - 90% Diploma Rate Stanton College Preparatory School - Jacksonville, FL Strawberry Crest High School - Dover, FL - 100% Diploma Rate Suncoast Community High School - Riviera Beach, FL Terry Parker High School - Jacksonville, FL University High School - Orlando, FL Vanguard High School - Ocala, FL Venice High School - Venice, FL William T. Dwyer High School - Palm Beach Gardens, FL Windermere Preparatory School - Windermere, FL Winter Park High School - Winter Park, FL Winter Springs High School - Winter Park, FL Georgia Academy of Richmond County - Augusta, Georgia Alpharetta High School - Alpharetta, GA Atlanta International School - Atlanta, GA Benjamin H Hardaway High School - Columbus, GA Campbell High School - Smyrna, GA Carrollton High School - Carrollton, GA Centennial High School - Roswell, GA Central High School, Macon - Macon, GA Dalton High School - Dalton, GA Decatur High School - Decatur, GA Douglas County High School - Douglasville, GA Druid Hills High School - Atlanta, GA Dublin High School - Dublin, GA Johnson High School - Gainesville, GA Lakeside High School - Evans, GA Marietta High School - Marietta, GA Dr. Martin Luther King Jr. HS - Lithonia, GA Maynard H. Jackson High School - Atlanta, GA Montessori Academy Sharon Springs - Cumming, GA Morgan County High School - Madison, GA Norcross High School - Norcross, GA North Atlanta High School - Atlanta, GA North Hall High School - Gainesville, GA Notre Dame Academy - Duluth, GA Riverwood International Charter School - Atlanta, GA Shiloh High School - Snellville, GA Sol C. Johnson High School - Savannah, GA South Forsyth High School - Cumming, GA St. Andrew’s School - Savannah, GA Tucker High School - Tucker, GA Valdosta High School - Valdosta, GA West Hall High School - Oakwood, GA Westlake High School - Atlanta, GA Windsor Forest High School - Savannah, GA Hawaii Henry J. Kaiser High School - Honolulu, HI Island Pacific Academy - Kapolei, HI James Campbell High School - Ewa Beach, HI Le Jardin Academy - Kailua, HI Mid-Pacific Institute - Honolulu, HI Idaho North Star Charter School - Eagle, ID Renaissance High School - Meridian, ID Riverstone International School - Boise, ID - 90% Diploma rate Sage International School of Boise - Boise, ID Illinois Back of the Yards College Preparatory High School - Chicago, IL Beacon Academy - Evanston, IL Benito Juarez Community Academy - Chicago, IL Bogan Computer Technical High School - Chicago, IL British International School of Chicago, South Loop - Chicago, IL Bronzeville Scholastic Institute - Chicago, IL Carl Schurz High School - Chicago, IL David G. Farragut Career Academy High School - Chicago, IL DePaul College Prep - Chicago, IL George Washington High School - Chicago, IL Hansberry College Prep - Chicago, IL Homewood-Flossmoor High School District 233 - Flossmoor, IL Hubbard High School - Chicago, IL Hyde Park Academy - Chicago, IL John F. Kennedy High School - Chicago, IL Josephinum Academy - Chicago, IL Lincoln Park High School - Chicago, IL Lycee Francais de Chicago - Chicago, IL Mansueto High School - Chicago, IL Marie Sklodowska Curie Metropolitan High School - Chicago, IL Morgan Park High School - Chicago, IL Nicholas Senn High School - Chicago, IL Pritzker College Prep - Chicago, IL Prosser Career Academy - Chicago, IL Proviso Math and Science Academy - Forest Park, IL Richwoods High School - Peoria, IL Roald Amundsen High School - Chicago, IL Roberto Clemente Community Academy - Chicago, IL South Shore International College Prep High School - Chicago, IL Steinmetz College Prep High School - Chicago, IL The Ogden International School of Chicago - Chicago, IL Thomas Kelly High School - Chicago, IL Thornridge High School - Dolton, IL Thornton Township High School - Harvey, IL Thornwood High School - South Holland, IL Trinity College Preparatory High School - River Forest, IL William Howard Taft High School - Chicago, IL Indiana Benjamin Bosse High School - Evansville, IN Carmel High School - Carmel, IN Cathedral High School - Indianapolis, IN Chesterton High School - Chesterton, IN Fishers High School - Fishers, IN Floyd Central High School - Floyd Knobs, IN Goshen High School - Goshen, IN International School of Indiana - Indianapolis, IN John Adams High School - South Bend, IN Kokomo High School - Kokomo, IN Lawrence Central High School - Indianapolis, IN Lawrence North High School - Indianapolis, IN New Albany Senior High School - New Albany, IN North Central High School - Indianapolis, IN Northridge High School - Middlebury, IN Pike High School - Indianapolis, IN Saint Theodore Guerin High School - Noblesville, IN Shortridge High School - Indianapolis, IN Signature School - Evansville, IN South Side High School, Fort Wayne - Fort Wayne, IN Valparaiso High School - Valparaiso, IN Iowa Central Academy - Des Moines, IA East High School - Waterloo, IA West High School - Waterloo, IA Kansas Campus High School - Wichita, KS Hutchinson High School - Hutchinson, KS Shawnee Mission East High School - Shawnee Mission, KS Shawnee Mission North High School - Overland Park, KS Shawnee Mission Northwest High School - Shawnee, KS Sumner Academy of Arts and Science - Kansas City, KS Washburn Rural High School - Topeka, KS Wichita High School East - Wichita, KS Kentucky Atherton High School - Louisville, KY Holmes High School - Covington, KY Sacred Heart Academy - Louisville, KY Tates Creek High School - Lexington, KY Louisiana Baton Rouge International School - Baton Rouge, LA Hammond High Magnet School - Hammond, LA International High School of New Orleans - New Orleans, LA John Ehret High School - Marrero, LA Louisiana State University Laboratory School - Baton Rouge, LA Morris Jeff Community School - New Orleans, LA Riverdale High School - Jefferson, LA Maine Foxcroft Academy - Dover Foxcroft, ME Gray-New Gloucester High School - Gray, ME Greely High School - Cumberland, ME Kennebunk High School - Kennebunk, ME Maryland Albert Einstein High School - Kensington, MD Annapolis High School - Annapolis, MD Archbishop Spalding High School - Severn, MD Baltimore City College - Baltimore, MD Bethesda-Chevy Chase High School - Bethesda, MD Central High School, Capitol Heights - Capitol Heights, MD Crossland High School - Temple Hills, MD Edgewood High School - Edgewood, MD Frederick Douglass High School - Upper Marlboro, MD John F. Kennedy High School - Silver Spring, MD Kenwood High School - Baltimore, MD Laurel High School - Laurel, MD Maryland International School - Elkridge, MD Meade Senior High School - Ft Meade, MD North Hagerstown High School - Hagerstown, MD Old Mill High School - Millersville, MD Our Lady of Good Counsel High School - Olney, MD Parkdale High School - Riverdale, MD Richard Montgomery High School - Rockville, MD Rockville High School - Rockville, MD Seneca Valley High School - Germantown, MD Springbrook High School - Silver Spring, MD St. Paul's School - Brooklandville, MD St. Timothy’s School - Stevenson, MD Suitland High School - Forestville, MD The Academy of the Holy Cross - Kensington, MD The Calverton School - Huntingtown, MD Urbana High School - Ijamsville, MD Watkins Mill High School - Gaithersburg, MD Massachusetts Abby Kelley Foster Charter Public School - Worcester, MA British International School of Boston - Boston, MA Brockton High School - Brockton, MA Eagle Hill School - Hardwick, MA High School of Commerce - Springfield, MA International School of Boston - Cambridge, MA Josiah Quincy Upper School - Boston, MA Mystic Valley Regional Charter School - Malden, MA Nauset Regional High School - Eastham, MA Notre Dame Academy, Hingham - Hingham, MA Pioneer Valley Chinese Immersion Charter School - Hadley, MA Quabbin Regional High School - Barre, MA Snowden International School at Copley - Boston, MA Stoneleigh-Burnham School - Greenfield, MA Sturgis Charter School - Hyannis, MA The Newman School - Boston, MA Wareham High School - Wareham, MA Michigan Adrian High School - Adrian, MI Algonac JR/SR High School - Clay Township, MI Bloomfield Hills High School - Bloomfield Hills, MI Cass Technical High School - Detroit, MI Charyl Stockwell Preparatory Academy - Brighton, MI City High Middle School - Grand Rapids, MI Clarkston High School - Clarkston, MI De La Salle Collegiate High School - Warren, MI Detroit Country Day School - Beverly Hills, MI Detroit Edison Public School Academy - Detroit, MI Dexter High School - Dexter, MI East Grand Rapids High School - Grand Rapids, MI Farmington High School - Farmington Hills, MI Fenton Senior High School - Fenton, MI Franklin High School - Livonia, MI H. H. Dow High School - Midland, MI Heritage High School - Saginaw, MI Huron High School - Ann Arbor, MI International Academy - Bloomfield Hills, MI International Academy of Macomb - Macomb County, MI Lansing Eastern High School - Lansing, MI Midland High School - Midland, MI Northville High School - Northville, MI Notre Dame Preparatory School and Marist Academy - Pontiac, MI - 75% Diploma Rate Novi High School - Novi, MI Oxford High School - Oxford, MI Plymouth High School - Canton, MI Portage Central High School - Portage, MI Portage Northern High School - Portage, MI Royal Oak High School - Royal Oak, MI Southfield AT - Southfield, MI Spring Lake High School - Spring Lake, MI Utica Academy for International Studies - Sterling Heights, MI Walled Lake Western High School - Walled Lake, MI Washtenaw International High School - Ypsilanti, MI West Ottawa High School - Holland, MI Minnesota Central High School, St. Paul - St. Paul, MN Champlin Park High School - Champlin, MN Fridley High School - Fridley, MN Grand Rapids Senior High School - Grand Rapids, MN Great River School - Minnesota, MN Harding High School - Saint Paul, MN Highland Park Senior High School - Saint Paul, MN Lakes International Language Academy - Forest Lane, MN Minneapolis Southwest High School - Minneapolis, MN Minnetonka High School - Minnetonka, MN Park Center Senior High School - Brooklyn Park, MN Park High School - Cottage Grove, MN Patrick Henry Senior High School - Minneapolis, MN Robbinsdale Cooper High School - New Hope, MN Roosevelt High School - Minneapolis, MN Saint John’s Preparatory School - Collegeville, MN South Saint Paul High School - South St. Paul, MN St. Louis Park Senior High School - St. Louis Park, MN Thomas Edison High School - Minneapolis, MN Washburn High School - Minneapolis, MN Mississippi Jim Hill High School - Jackson, MS Ocean Springs High School - Ocean Springs, MS Missouri Camdenton High School - Camdenton, MO Central High School - St. Joseph, MO Central High School, Springfield - Springfield, MO Lee’s Summit High School - Lee's Summit, MO Lee’s Summit North High School - Lee's Summit, MO Lee’s Summit West High School - Lee's Summit, MO Lincoln College Preparatory Academy - Kansas City, MO Lindbergh High School - Missouri, MO McCluer North High School - Florissant, MO Metro Academic Classical High School - Saint Louis, MO North Kansas City High School - North Kansas City, MO Ozark High School of Ozark R-6 School District - Ozark, MO Raymore-Peculiar High School - Peculiar, MO Montana Big Sky High School - Missoula, MT Flathead High School - Kalispell, MT Hellgate High School - Missoula, MT Lone Peak High School - Gallatin Gateway, MT Nebraska Lincoln High School - Lincoln, NE Millard North High School - Omaha, NE Omaha Central High School - Omaha, NE Nevada Basic Academy of International Studies - Henderson, NV Earl Wooster High School - Reno, NV Green Valley High School - Henderson, NV Palo Verde High School - Las Vegas, NV Spring Valley High School - Las Vegas, NV Valley High School - Las Vegas, NV New Hampshire Bedford High School - Bedford, NH New Hampton School - New Hampton, NH New Jersey Bergen County Academies - Hackensack, NJ Biotechnology High School - Freehold, NJ Donovan Catholic - Toms River, NJ East Side High School - Newark, NJ Fort Lee High School - Fort Lee, NJ Freehold Township High School - Freehold, NJ Howell High School - Farmingdale, NJ International High School - Paterson, NJ Linden High School - Linden, NJ Morris Knolls High School - Rockaway, NJ Newark Academy - Livingston, NJ Red Bank Regional High School - Little Silver, NJ Salem High School - Salem, NJ Science Park High School - Newark, NJ Shore Regional High School - West Long Branch, NJ West Morris Central High School - Chester, NJ West Morris Mendham High School - Mendham, NJ New Mexico Cottonwood Classical Preparatory School - Albuquerque, NM Desert Academy at Santa Fe - Santa Fe, NM Mandela International Magnet School - Santa Fe, NM Navajo Preparatory School - Farmington, NM Sandia High School - Albuquerque, NM UWC USA - Montezuma, NM New York Albany High School - Albany, NY Archbishop Walsh High School - Olean, NY BELA Charter School - Brooklyn, NY Baccalaureate School for Global Education - Astoria, NY Ballston Spa High School - Ballston Spa, NY Bay Shore High School - Bay Shore, NY Binghamton High School - Binghamton, NY Bloomfield High School - East Bloomfield, NY Boerum Hill School for International Studies - Brooklyn, NY Bronx Early College Academy - Bronx, NY Brooklyn Friends School - Brooklyn, NY Brooklyn Prospect Charter School - Brooklyn, NY Canandaigua Academy - Canandaigua, NY Churchville-Chili Senior High School - Churchville, NY City Honors School - Buffalo, NY Clarkstown High School North - New City, NY Clarkstown Senior High School South - West Nyack, NY Commack High School - Commack, NY Corning-Painted Post High School - Corning, NY Curtis High School - Staten Island, NY Dobbs Ferry High School - Dobbs Ferry, NY Dwight School - New York, NY EF Academy - Thornwood - Thornwood, NY Eastridge High School - Rochester, NY French-American School of New York - Mamaroneck, NY Greece Odyssey High School - Rochester, NY Greenville Central School - Greenville, NY Harlem Village Academies High - New York, NY Harrison High School - Harrison, NY Hauppauge High School - Hauppauge, NY Hilton High School - Hilton, NY James A. Beneway High School - Ontario Center, NY John Adams High School - Ozone Park, NY Kenmore East High School - Tonawanda, NY Kenmore West High School - Buffalo, NY Khalil Gibran International Academy - Brooklyn, NY Knowledge Power Preparatory Academy (KAPPA) International - Bronx, NY La Scuola d'Italia Guglielmo Marconi - New York, NY Là ©man Manhattan Preparatory School - New York, NY - 86% Diploma Rate Locust Valley High School - Locust Valley, NY Long Beach High School - Lido Beach, NY Lyceum Kennedy - French American School - New York, NY Massena Central High School - Massena, NY Millbrook High School - Millbrook, NY Mott Hall Bronx High School - Bronx, NY North Shore High School - Glen Head, NY Northport High School - Northport, NY Palmyra-Macedon High School - Palmyra, NY Pierson High School - Sag Harbor, NY Port Chester High School - Port Chester, NY Portledge School - Locust Valley, NY Putnam Valley High School - Putnam Valley, NY Queensbury High School - Queensbury, NY Red Hook Central High School - Red Hook, NY Saint Edmund Preparatory High School - Brooklyn, NY Schenectady High School - Schenectady, NY Somers High School - Lincolndale, NY South Side High School - Rockville Centre, NY The Brooklyn Latin School - Brooklyn, NY The Clinton School - New York, NY The High School for Enterprise, Business, and Technology - Brooklyn, NY Thomas J Corcoran High School - Syracuse, NY United Nations International School - New York, NY Vestal Senior High School - Vestal, NY Victor Central High School - Victor, NY West Islip High School - West Islip, NY Wilson Magnet High School - Rochester, NY Woodlands High School - Hartsdale, NY Yonkers Middle/High School - Yonkers, NY North Carolina Ben L. Smith High School - Greensboro, NC The British International School of Charlotte - Charlotte, NC Cedar Ridge High School - Hillsborough, NC Charlotte Country Day School - Charlotte, NC Concord High School - Concord, NC East Mecklenburg High School - Charlotte, NC Garner Magnet High School - Garner, NC Grimsley High School - Greensboro, NC Harding University High School - Charlotte, NC Hickory High School - Hickory, NC High Point Central High School - High Point, NC Hillside High School - Durham, NC Jacksonville High School - Jacksonville, NC John T. Hoggard High School - Wilmington, NC Kinston High School - Kinston, NC Lee County High School - Sanford, NC Marvin Ridge High School - Waxhaw, NC Millbrook High School - Raleigh, NC Myers Park High School - Charlotte, NC Needham B Broughton High School - Raleigh, NC North Mecklenburg High School - Huntersville, NC Parkland High School - Winston-Salem, NC Ralph L Fike High School - Wilson, NC Reidsville High School - Reidsville, NC Rocky Mount High School - Rocky Mount, NC Smithfield-Selma High School - Smithfield, NC South Iredell High School - Statesville, NC South View High School - Hope Mills, NC The Montessori School of Raleigh - Durham, NC W.G. Enloe High School - Raleigh, NC Walter Hines Page High School - Greensboro, NC Walter M. Williams High School - Burlington, NC West Charlotte High School - Charlotte, NC North Dakota No IB schools Ohio Amelia High School - Batavia, OH Beaumont School - Cleveland Heights, OH Columbus Alternative High School - Columbus, OH Dublin Coffman High School - Dublin, OH Dublin Jerome High School - Dublin, OH Dublin Scioto High School - Dublin, OH Fairmont High School - Kettering, OH Firestone High School - Akron, OH GlenOak High School - Canton, OH Notre Dame Academy - Toledo, OH Oberlin High School - Oberlin, OH Princeton High School - Cincinnati, OH Shaker Heights High School - Shaker Heights, OH Springfield High School - Springfield, OH St. Edward High School - Lakewood, OH Tri-County International Academy - Wooster, OH Upper Arlington High School - Upper Arlington, OH Westerville South High School - Westerville, OH Westlake High School - Westlake, OH Worthington Kilbourne High School - Columbus, OH Oklahoma Booker T. Washington High School - Tulsa, OK Classen School of Advanced Studies - Oklahoma City, OK Oregon Bend Senior High School - Bend, OR Cleveland High School - Portland, OR Eugene International High School - Eugene, OR Gresham High School - Gresham, OR Hillsboro High School - Hillsboro, OR International School of Beaverton - Beaverton, OR Lincoln High School - Portland, OR Mountainside High School - Beaverton, OR Newport High School - Newport, OR North Eugene High School - Eugene, OR Oregon Trail High School - Boring, OR Rex Putnam High School - Milwaukie, OR South Salem High School - Salem, OR Southridge High School - Beaverton, OR Sunset High School - Portland, OR Tigard High School - Tigard, OR Tualatin High School - Tualatin, OR Willamette High School - Eugene, OR Woodburn High School - Woodburn, OR Pennsylvania Barack Obama Academy of International Studies - Pittsburgh, PA Central High School - Philadelphia, PA Chambersburg Area Senior High School - Chambersburg, PA Cumberland Valley High School - Mechanicsburg, PA Downington STEM Academy - Downingtown, PA George School - Newtown, PA George Washington High School - Philadelphia, PA Harrisburg Academy - Wormleysburg, PA Harriton High School - Rosemont, PA Hill-Freedman World Academy - Philadelphia, PA J.P. McCaskey High School - Lancaster, PA Lehigh Valley Academy Regional Charter School - Bethlehem, PA Manheim Township High School - Lancaster, PA Mercyhurst Preparatory School - Erie, PA Northeast High School - Philadelphia, PA Philadelphia High School for Girls - Philadelphia, PA School Lane Charter School - Bensalem, PA State College Area High School, Pennsylvania - State College, PA Upper St. Clair High School - Pittsburgh, PA Vincentian Academy - Pittsburgh, PA William W. Bodine High School for International Affairs - Philadelphia, PA Rhode Island Prout School -Wakefield, RI South Carolina A.C. Flora High School - Columbia, SC Aynor High School - Aynor, SC Berkeley High School - Moncks Corner, SC Christ Church Episcopal School - Greenville, SC Fort Dorchester High School - N. Charleston, SC Greer High School - Greer, SC Hartsville High School - Hartsville, SC Hilton Head High School - Hilton Head Island, SC Irmo High School International School for the Arts - Columbia, SC James Island High School - Charleston, SC Latta High School - Latta, SC Lexington High School - Lexington, SC Lowcountry Preparatory School - Pawleys Island, SC Lower Richland High School - Hopkins, SC Northwestern High School - Rock Hill, SC Orangeburg-Wilkinson High School - Orangesburg, SC Richland Northeast High School - Columbia, SC Rock Hill High School - Rock Hill, SC Socastee High School - Myrtle Beach, SC South Pointe High School - Rock Hill, SC Southside High School - Greenville, SC Sumter High School - Sumter, SC Travelers Rest High School - Travelers Rest, SC Wilson High School - Florence, SC - 84.4% Diploma Rate South Dakota No IB schools Tennessee Antioch High School - Antioch, Tennessee Bolton High School - Arlington, TN Cookeville High School - Cookeville, TN Franklin High School - Franklin, TN Germantown High School - Germantown, TN Hillsboro Comprehensive High School - Nashville, TN Hunters Lane High School - Nashville, TN Lausanne Collegiate School - Memphis, TN Oakland High School - Murfreesboro, TN Ooltewah High School - Ooltewah, TN Ridgeway High School - Memphis, TN Science Hill High School - Johnson City, TN Signal Mountain Middle/High School - Signal Mountain, TN West High School - Knoxville, TN Texas Alcuin School - Dallas, TX - 100% Diploma Rate Allen High School - Allen, TX Amarillo High School/AISD - Amarillo, TX Andress High School - El Paso, TX Arlington High School - Arlington, TX Awty International School - Houston, TX Bellaire High School - Bellaire, TX Cesar E. Chavez High School - Houston, TX Coppell High School - Coppell, TX Coronado High School - El Paso, TX Cunae International School LLC - Spring, TX Dallas International School - Dallas, TX DeSoto High School - DeSoto, TX Denton High School - Denton, TX Dwight D. Eisenhower High School - Houston, TX El Dorado High School - El Paso, TX Garland High School - Garland, TX Headwaters School - Austin, TX Heights High School - Houston, TX Hillcrest High School - Dallas, TX Hirschi High School - Wichita Falls, TX Humble High School - Humble, TX IDEA College Prep Brownsville - Brownsville, TX IDEA College Preparatory - Donna, TX IDEA College Preparatory McAllen - McAllen, TX IDEA Frontier College Preparatory School - Brownsville, TX IDEA South Flores College Preparatory - San Antonio, TX Imagine International Academy of North Texas - McKinney, TX James Bowie High School - Arlington, TX Judson High School - Converse, TX KIPP University Prep - San Antonio, TX Killeen High School - Killeen, TX Klein Oak High School - Spring, TX L.C. Anderson High School - Austin, TX Lamar Academy - McAllen, TX Lancaster High School - Lancaster, TX Lawrence D. Bell High School - Hurst, TX Leander High School - Leander, TX - 83% Diploma Rate Longview High School - Longview, TX Lubbock High School - Lubbock, TX Luther Burbank High School - San Antonio, TX Magnolia High School - Magnolia, TX Magnolia West High School - Magnolia, TX Meridian School - Round Rock, TX Mirabeau B. Lamar Senior High School - Houston, TX Mirabeau Bonaparte Lamar High School - Arlington, TX North Hills Preparatory - Irving, TX Odessa High School - Odessa, TX Plano East Senior High School - Plano, TX Ranchview High School - Irving, TX Rockwall High School - Rockwall, TX Rockwall-Heath High School - Heath, TX Sam Houston High School - Arlington, TX Samuel Clemens High School - Schertz, TX Sci-Tech Preparatory - Austin, TX South Texas Business Education and Technology Academy - Edinburg, TX Stony Point High School - Round Rock, TX Temple High School - Temple, TX The British International School of Houston - Houston, TX The Post Oak School - Bellaire, TX The Village School - Houston, TX The Westwood School - Dallas, TX The Woodlands Preparatory School, LLC - Tomball, TX Thomas Jefferson High School - San Antonio, TX Travis B. Bryan High School - Bryan, TX Trinity High School - Euless, TX Uplift Grand Preparatory School - Grand Prairie, TX Uplift Hampton Preparatory - Dallas, TX Uplift Heights Preparatory - Dallas, TX Uplift Infinity Preparatory - Irving, TX Uplift Luna Preparatory - Dallas, TX Uplift Mighty Preparatory - Fort Worth, TX Uplift Peak Preparatory - Dallas, TX Uplift Summit Preparatory - Arlington, TX Vandegrift High School - Austin, TX W.B. Ray High School - Corpus Christi, TX Westchester Academy for International Studies - Houston, TX Western Hills High School - Fort Worth, TX Westlake Academy - Westlake, TX Westwood High School - Austin, TX Williams Preparatory - Dallas, TX Woodrow Wilson High School - Dallas, TX Utah Bountiful High School - Bountiful, UT Clearfield High School - Clearfield, UT Highland High School - Salt Lake City, UT Hillcrest High School - Midvale, UT Ogden High School - Ogden, TX Providence Hall Charter School - Herriman, TX Skyline High School - Salt Lake City, UT Walden School of Liberal Arts - Provo, UT Weber High School - Pleasant View, UT West High School - Salt Lake City, UT Vermont Long Trail School - Dorset, VT Middlebury Union High School - Middlebury, VT Virginia Annandale High School - Annandale, VA Atlee High School - Mechanicsville, VA Brooke Point High School - Stafford, VA Clarke County High School - Berryville, VA Galileo Magnet High School - Danville, VA Gar-Field Senior High School - Woodbridge, VA George C. Marshall High School - Falls Church, VA George Mason High School - Falls Church, VA Granby High School - Norfolk, VA Green Run Collegiate - Virginia Beach, VA Hampton High School - Hampton, VA Hanover High School - Mechanicsville, VA Henrico High School - Richmond, VA James Monroe High School - Fredericksburg, VA James W. Robinson, Jr. Secondary School - Fairfax, VA John Randolph Tucker High School - Henrico, VA Justice High School - Falls Church, VA King Abdullah Academy - Herndon, VA King’s Fork High School - Suffolk, VA Lee-Davis High School - Mechanicsville, VA Meadowbrook High School - Richmond, VA Midlothian High School - Midlothian, VA Mount Vernon High School - Alexandria, VA Mountain View High School - Stafford, VA Oscar F Smith High School - Chesapeake, VA Patrick Henry High School - Ashland, VA Princess Anne High School - Virginia Beach, VA Robert E. Lee High School - Springfield, VA Salem High School - Salem, VA South Lakes High School - Reston, VA Spotsylvania High School - Spotsylvania, VA Stonewall Jackson High School - Manassas, VA Thomas Alva Edison High School - Alexandria, VA Thomas Jefferson High School - Richmond, VA Trinity Episcopal School - Richmond, VA Warwick High School - Newport News, VA Washington-Lee High School - Arlington, VA York High School - Yorktown, VA Washington A.C. Davis Senior High School - Yakima, WA Annie Wright Schools - Takoma, WA Capital High School - Olympia, WA Chief Sealth High School - Seattle, WA Columbia River High School - Vancouver, WA Edmonds-Woodway High School - Edmonds, WA Henry Foss High School - Tacoma, WA Inglemoor High School - Kenmore, WA Ingraham High School - Seattle, WA Interlake High School - Bellevue, WA Kennewick High School - Kennewick, WA Kent-Meridian High School - Kent, WA Lt. General William H. Harrison Preparatory School - Lakewood, WA Mt. Rainier High School - Des Moines, WA Rainier Beach High School - Seattle, WA Renton High School - Renton, WA Saint George’s School - Spokane, WA Skyline High School - Sammamish, WA South Kitsap High School - Port Orchard, WA Sumner High School - Sumner, WA Thomas Jefferson High School - Auburn, WA West Sound Academy - Poulsbo, WA West Virginia South Charleston High School - South Charleston, WV Wisconsin Bay Port High School - Green Bay, WI Catholic Memorial High School - Waukesha, WI Green Bay West High School - Green Bay, WI Green Lake School - Green Lake, WI Jerome I. Case High School - Racine, WA Lincoln High School - Manitowoc, WI MacDowell Montessori School - Milwaukee, WI Madison Country Day School - Waunakee, WI Notre Dame de la Baie Academy - Green Bay, WI Oconomowoc High School - Oconomowoc, WI Ronald Reagan High School - Milwaukee, WI Rufus King International High School - Milwaukee, WI St. Joan Antida High School - Milwaukee, WI Wausau East High School - Wausau, WI Wyoming Cheyenne East High School - Cheyenne, WY Journeys School of Teton Science Schools - Jackson, WY Natrona County High School - Casper, WY What’s Next? Trying to figure out what extracurricular you should do? Learn more about participating in Science Olympiad, starting a club, doing volunteer work, and joining Student Government. Studying for the SAT? Check out our complete guide to the SAT. Taking the SAT in the next month? Check out our guide to cramming. Not sure where you want to go to college? Check out our guide to finding your target school. Also, figure out your target SAT score or target ACT score. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: