F Block KIS 08

The term boarding school often refers to classic British boarding school and many boarding schools are modeled on these. Boarding house of the Presbyterian Ladies' College, Sydney, Australia A typical modern fee-charging boarding school has several separate residential houses, and in various streets in the neighborhood of the school. Pupils generally need permission to go outside defined school bounds; they may be allowed to venture further at certain times. A number of senior teaching staff are appointed as housemasters, housemistresses or residential advisors each of whom takes quasi-parental responsibility for some 50 pupils resident in their house, at all times but particularly outside school hours. Each may be assisted in the domestic management of the house by a housekeeper often known as matron, and by a house tutor for academic matters, often providing staff of each gender. Nevertheless, older pupils are often unsupervised by staff, and a system of monitors or prefects gives limited authority to senior pupils. Houses readily develop distinctive characters, and a healthy rivalry between houses is often encouraged in sport. See also House system. Houses include study-bedrooms or dormitories, a dining-room or refectory where pupils take meals at fixed times, a library, hall or cubicles where pupils can do their homework. Houses may also have common-rooms for television and relaxation, kitchens for snacks, and some facilities may be shared between several houses. Each pupil has an individual timetable, which in the early years allows little discretion. Pupils of all houses and non-boarders are taught together in school hours, but boarding pupils' activities extend well outside school hours and a period for homework. Sports, clubs and societies (e.g. amateur dramatics, or political & literary speakers or debates), or excursions (to performances, shopping or perhaps a school dance) may run until lights-out. As well as the usual academic facilities such as classrooms and laboratories, boarding schools often provide a wide variety of other facilities for extra-curricular activities such as music-rooms, boats, squash courts, swimming pools, cinemas and theatres. A school chapel is often found on-site at boarding schools. Day-pupils often stay on after school to use these facilities. Dormitory at The Armidale School, Australia, 1898 British boarding schools have three terms a year, approximately twelve weeks each, with a few days' half-term holiday during which pupils are expected to go home. There may be several exeats or weekends in each half of the term when pupils may go home or away. Boarding pupils nowadays often go to school within easy traveling distance of their homes, and so may see their families frequently. Some boarding schools have only boarding students, while others have both boarding students and day students who go home at the end of the school day. Day students are often known as day-boys or day-girls. Some schools also have a class of day students who stay throughout the day including breakfast and dinner which they call semi- boarders. Schools that have both boarding and day students sometimes describe themselves as semi boarding schools or day boarding schools. Many schools also have students who board during the week but go home on weekends these are known as weekly boarders, quasi-boarders, or five-day-boarders. Day students and weekly boarders may have a distinct view of day school system, as compared to most other children who attend day schools without any boarding facilities. These students relate to a boarding school life, even though they do not totally reside in school; however, they may not completely become part of the boarding school experience. On the other hand, these students have a different view of boarding schools as compared to full term boarders who go home less frequently often only at the end of a term or even the end of an academic year.

It is claimed that children may be sent to boarding schools to give more opportunities than their family can provide. However, that involves spending significant parts of one's early life in what may be seen as a Total institution and possibly experiencing social detachment, as suggested by social-psychologist Erving Goffman (Goffman, Erving 1961). This may involve long-term separation from one's parents and culture, leading to the experience of homesickness (Thurber A. Christopher 1999; Fisher, S., Frazer, N. & Murray, K 1986); and may give rise to a phenomenon known as the 'TCK' or third culture kid (Pollock DC and Van Reken R 2001). Some modern philosophies of education, such as constructivism and new methods of music training for kids including Orff Schulwerk and the Suzuki method, make the everyday interaction of the child and parent an integral part of training and education. The European Union-Canada project "Child Welfare Across Borders", an important international venture on child development, considers boarding schools as one form of permanent displacement of the child. This view reflects a new outlook towards education and child growth in the wake of more scientific understanding of the human brain and cognitive development. Concrete numbers have yet to be tabulated regarding the statistical data for the ratio of the boys that are sent to boarding schools, the total number of girls, the total number of children in a given population in boarding schools by country, the average age across populations when children are sent to boarding schools, and the average length of education (in years) for boarding school students. Although boarding schools are, possibly correctly, perceived as instilling social and personal survival skills and keeping children occupied, they also exclude children from normal home-based, domestic daily life, and are liable to engender a sense of exclusiveness and superiority in students. People who have been to such schools often speak with different, learned accents than local children, play different sports and miss out on local activities.

Average college cost breaks $30,000

Making choices that matter and taking responsibility for yourself - living on your own isn't always easy. There is, of course, plenty of support from faculty, advisors and peers. But still, you need to take care of yourself and take responsibility for your own actions to a much greater degree than if you were living at home. While there's definitely structure within the boarding school day, you still need to make choices around how you spend your time, what activities and opportunities to take, and how to create a reasonable balance between work and play. You'll be able to make choices that have a direct impact on the things you learn and the life you lead at boarding school. For parents: this roughly translates to increased maturity, greater self-sufficiency, and superior preparation for college. Being in an environment where trying new things is encouraged - going to boarding school means venturing into something unfamiliar. Going to boarding school, like any new adventure, means taking a risk because you think the reward will be worthwhile. The good news is that everyone else who goes to boarding school is also taking that risk. You'll be part of a community where the willingness to explore new things is inherent in the student body, and where lots of people will also be trying new things. During boarding school, you'll repeatedly make ventures into the unknown. You'll meet new types of people, find your place in a new community, learn new skills and subjects, and challenge yourself to a higher academic standard. With every little challenge that boarding school presents, you learn a little bit more about yourself and become a little bit more comfortable with yourself. For parents: this means that students often experience a lot of personal growth and increased self-confidence. Having a lot of fun and forming intense friendships - boarding school can also be a lot of fun. Imagine living in a house with a bunch of your best friends. It's common in boarding school for your dorm mates to become your closest friends and support network. The friendships that you make in this environment will be ones you will remember for life. Having a wide range of friends - boarding schools actively aim to recruit students from a wide range of geographic, racial, and socio-economic backgrounds. Many schools have students coming from all over the United States and dozens of different countries. At boarding schools, you'll be exposed to a relatively wide range of individuals and cultures, whereas local options may expose you to a narrower background of students. Having faculty as friends and having them regularly available - students are exposed to faculty in plenty of settings throughout the day - e.g., the classroom (as teachers), athletic fields (as coaches), extracurricular groups (as advisors), and dorm settings (as dorm supervisors). Since faculty are accessible throughout the day, getting academic help is usually a lot easier. Also, relationships with faculty members and adults can better thrive in these multiple settings, creating learning and mentorship opportunities that are hard to find in other environments. Being part of a proud community - boarding school alumni are generally very enthusiastic and proud of their boarding school alma maters (in many cases, more so than their college alma maters). The traditions and history behind many boarding schools drive the character of each school, and influence each student who goes there. The shared experience of this tradition and history creates a strong network of people and a feeling of community that lasts for life.

Attention to students - boarding schools generally have small class sizes that help teachers engage every student in the classroom. Classroom settings are often specifically designed to encourage student participation and eye contact among everyone in class. Quality of faculty - the majority of boarding school faculty have advanced degrees in either education or another specialty. Quality of resources - student resources at boarding schools - such as the library, theater facilities, or athletic complexes - can often be superior relative to local options. Challenging academics - academics at boarding schools operate at high standards. Students are pushed to "ask why," become inquisitive, and tackle challenging problems. Broad and diverse offerings - course selections at boarding schools tend to be quite diverse, have plenty of AP options, and offer a wide range of topics. Athletic and extracurricular options tend to be broad as well, which encourage students to try new things. Many boarding schools also offer opportunities to study in different countries for a term. College counseling - college counseling departments at boarding schools are generally well-staffed and taken quite seriously. Counselors often have plenty of experience in helping applicants identify appropriate schools and advising them on getting-in at competitive institutions.

Making choices that matter and taking responsibility for yourself - living on your own isn't always easy. There is, of course, plenty of support from faculty, advisors and peers. But still, you need to take care of yourself and take responsibility for your own actions to a much greater degree than if you were living at home. While there's definitely structure within the boarding school day, you still need to make choices around how you spend your time, what activities and opportunities to take, and how to create a reasonable balance between work and play. You'll be able to make choices that have a direct impact on the things you learn and the life you lead at boarding school. For parents: this roughly translates to increased maturity, greater self-sufficiency, and superior preparation for college. Being in an environment where trying new things is encouraged - going to boarding school means venturing into something unfamiliar. Going to boarding school, like any new adventure, means taking a risk because you think the reward will be worthwhile. The good news is that everyone else who goes to boarding school is also taking that risk. You'll be part of a community where the willingness to explore new things is inherent in the student body, and where lots of people will also be trying new things. During boarding school, you'll repeatedly make ventures into the unknown. You'll meet new types of people, find your place in a new community, learn new skills and subjects, and challenge yourself to a higher academic standard. With every little challenge that boarding school presents, you learn a little bit more about yourself and become a little bit more comfortable with yourself. For parents: this means that students often experience a lot of personal growth and increased self-confidence. Having a lot of fun and forming intense friendships - boarding school can also be a lot of fun. Imagine living in a house with a bunch of your best friends. It's common in boarding school for your dorm mates to become your closest friends and support network. The friendships that you make in this environment will be ones you will remember for life. Having a wide range of friends - boarding schools actively aim to recruit students from a wide range of geographic, racial, and socio-economic backgrounds. Many schools have students coming from all over the United States and dozens of different countries. At boarding schools, you'll be exposed to a relatively wide range of individuals and cultures, whereas local options may expose you to a narrower background of students. Having faculty as friends and having them regularly available - students are exposed to faculty in plenty of settings throughout the day - e.g., the classroom (as teachers), athletic fields (as coaches), extracurricular groups (as advisors), and dorm settings (as dorm supervisors). Since faculty are accessible throughout the day, getting academic help is usually a lot easier. Also, relationships with faculty members and adults can better thrive in these multiple settings, creating learning and mentorship opportunities that are hard to find in other environments. Being part of a proud community - boarding school alumni are generally very enthusiastic and proud of their boarding school alma maters (in many cases, more so than their college alma maters). The traditions and history behind many boarding schools drive the character of each school, and influence each student who goes there. The shared experience of this tradition and history creates a strong network of people and a feeling of community that lasts for life.

Advantages of boarding school

Most Extracurriculars Offered: Among All Schools (out of 230 schools) Sorted by range (alphabetically within range) * Indicates Boarding Grades Offered Boarding School School Type Grades* # Extracurriculars 1.  Phillips Exeter Academy Co-Ed    9-12, PG 110 2.  St. Paul's School Co-Ed    9-12 100 3.  Phillips Academy Andover Co-Ed    9-12, PG 87 4.  Choate Rosemary Hall Co-Ed    9-12, PG 78 5.  Mercersburg Academy Co-Ed    9-12, PG 76 6.  Deerfield Academy Co-Ed    9-12, PG 72 7.  St. Johnsbury Academy Co-Ed    9-12, PG 63 8.  The Bishop Strachan School All-Girls    7-12 62 9.  McCallie School All-Boys    9-12 61 10. Baylor School Co-Ed    9-12 59 11. Peddie School Co-Ed    9-12, PG 57 12.-13. Cranbrook Schools Co-Ed    9-12 53 12.-13. Stevenson School Co-Ed    9-12 53 14. Westtown School Co-Ed    9-12 52 15. The Cambridge School of Weston Co-Ed    9-12, PG 50 16.-17. Concord Academy Co-Ed    9-12 49 16.-17. Hill School Co-Ed    9-12, PG 49 18. New Mexico Military Institute Co-Ed    9-12, PG 48 19.-20. Northfield Mount Hermon School Co-Ed    9-12, PG 47 19.-20. The Williston Northampton School Co-Ed    9-12, PG 47

Most AP/Advanced Courses Offered: Among All Schools (out of 230 schools) Sorted by range (alphabetically within range) * Indicates Boarding Grades Offered Boarding School School Type Grades* # AP Courses 1.-12.  The Brook Hill School Co-Ed    8-12 >25 1.-12.  Choate Rosemary Hall Co-Ed    9-12, PG >25 1.-12.  Episcopal High School Co-Ed    9-12 >25 1.-12.  Kent School Co-Ed    9-12, PG >25 1.-12.  Mercersburg Academy Co-Ed    9-12, PG >25 1.-12.  Middlesex School Co-Ed    9-12 >25 1.-12.  Phillips Academy Andover Co-Ed    9-12, PG >25 1.-12.  Pomfret School Co-Ed    9-12, PG >25 1.-12.  St. Andrew's-Sewanee School Co-Ed    9-12 >25 1.-12. Wentworth Military Academy & College Co-Ed    9-12, PG >25 1.-12. Westtown School Co-Ed    9-12 >25 1.-12. Wyoming Seminary Upper School Co-Ed    9-12, PG >25

The annual tuition rates of private American boarding high schools have a range from $7,332 to $45,000.The average annual tuition for a boarding student is $31,416.

this has little practical value and cannot be taken as a measure of intelligence

it's still a valid test for college admissions because the kids who do well on it are the kids who took the time to study for it, the kids who sat down with their test prep books and cracked down.

measures your ability to withstand torture. The test lasts 3 hours and requires incredible concentration

Umbrella History

Anorexia nervosa is a psychiatric diagnosis that describes an eating disorder characterized by low body weight and body image distortion with an obsessive fear of gaining weight. Individuals with anorexia are known to commonly control body weight through the means of voluntary starvation, purging, vomiting, excessive exercise, or other weight control measures, such as diet pills or diuretic drugs. It primarily affects adolescent females, however approximately 10% of people with the diagnosis are male. Anorexia nervosa is a complex condition, involving psychological, neurobiological, and sociological components.

promotion of thinness as the ideal female form in Western industrialised nations, particularly through the media.

Although anorexia nervosa is usually associated with Western cultures, exposure to Western media is thought to have led to an increase in cases in non-Western countries.

Umbrella

Samuel Fox

many of these products and books come with contradictory information

Good singing technique is the foundation to build the emotional aspect of singing.

you must build your voice and the support system that produce that voice.

Why then are colleges using what appears to be more of a wealth test than a merit test as a main evaluative tool for admission? Because that's the game. This is the game that was designed by the rich to keep the rich rich, the poor poor, and the middle class in extreme amounts of debt.

Not only does this test carry so much weight in your appeal as a prospective student, especially to prestigious Ivy League schools, and act as a means for the more wealthy to succeed, it also does not in any way accurately measure your "raw intelligence," so to speak.

The voice is best described as a wind instrument and breathing is 80% of singing. Proper singing begins and ends with proper breathing

Try to breathe in long phrases, not in the middle of phrases and not in the middle of words

Avoid smoking or drinking alcohol. These things negatively affect your voice.

The sampled artists, songwriters, or record labels can come back with how much they will charge

Sampling—taking an artist’s music and using it to build a new tune—goes back at least to the Beatles and Pink Floyd, who used fragments of other songs

The sampled artists, songwriters, or record labels can come back with how much they will charge.

Would You Choose Love or Money?

AT's claim to measure aptitude

SAT and four other entrance exams1, claims that the test measures not just how capably individuals answer analogy and geometry questions, but how capably they will perform in the academic world.

It clearly strengthens the argument that the SAT and ACT are not accurate predictors of either intelligence or of potential for success in college and afterwards

The study showed no difference in academic performance or graduation rates between students who submitted their scores and those who did not