The Topic Of Globalisation Education Essay

The Topic Of Globalisation Education Essay Globalisation is a trending word in this century and it is often claimed as a natural process by many views especially from popular media. In the rapid growth of technology, globalisation is inevitable to a nation. Different nation may have different response and effect of globalisation. It is impossible to think of any sector which is not affected by globalisation, as it plays main role in business, education, culture, and politic, to name a few. The benefits of globalisation include greater invention of technology, higher average incomes, improving standard living as well as serving better education. Education is a vital part in ensuring the development of a nation, hence it has undergone through series of revolution in order for a nation-state to provide the best education system to its people. Globalisation can be defined in many ways, depending from which views it is seen. In my point of view, globalisation is a process where the world is shrinking, becoming borderless and viewed as a sense of global wholeness and unity. Globalisation made everything becomes easier and it has led to great changes in many sectors since hundred years ago. However, it has speeded up over the last century due to the presence of advance technology in communication and transportation. The usage of emails and internet are the example of globalisation where global communication takes place almost instantaneous. According to Bottery (2006), the definition of globalisation is the planet is viewed as a whole and the speed of communication had shrunk it over the last few centuries. Many theorists and authors generally explain globalisation as a process comprising the movement of the worlds people, images, technologies, finance and ideas, such as practices concerning states and other institutional pol icies. (Al-Albri, 2011). Globalisation too is said to be marked by speedy, free movement of people, services, capital, goods, ideas and knowledge across borders. Some people believed globalisation is a negative phenomenon which affects the world in many ways. An example of destructive globalisation impact; cultural globalisation is seen as the cause of losing ones culture and language since everyone is adapting and practising the dominant culture, for example McDonaldlisation. Despite the negative effect of globalisation, another group of people agree that globalisation give advantages to the world, where people get more connected and informed than ever before. Bottery (2006) draws the attention of cultural globalisation; it provides cultural variety in one location to eat virtually any national dish, attend any religious ceremony, and listen to any kind of music. These varieties, as highlighted by Bottery, offers education with different windows through which new perspectives are gained, besides offers access to different beliefs and approaches to life, and be a real strength for spiritual growth. Globalisation is not solely emphases on the advance of technology, globalisation includes environmental globalisation, cultural, demographic, political, American and economic globalisation and it is a continuous process whether human being recognised or not. The process of globalisation affects countries, generate policy mediations and have direct impact on educational institutes (Bottery, 2006). In a clinch, different types of globalisation put different tensions to the world. However, the different types of globalisation is linked to another and causing a more complicated world for people to survive. Globalisation and education Education is another sector which is affected by globalisation. The continuous change of education policy in many nation-states is one of the effects in regards to the demand of this globalised world. Education nowadays is ranked among the main concern of nation-states as it plays a remarkable role in shaping and preparing children for the future. In fact, much money is spent on education as a public service due to its importance. In past years, in order to achieve the aims of education, nation-states developed their education policy in regards to what they saw as important to their nation. However, in recent context, education policy is seen in a different perspective, where it is become internationalised to the dominance of the global economy over the national politics. Within the wider context of globalization, education is now regarded as an international service, playing a remarkable mission in the global economy with investment in people, skills and knowledge (Al-Abri, 2011). I mproving global competitiveness has been targeted by nation-states education policy, which is believed that changing education policy alongside with the global context will help the nation-state to be more economically competitive with other nations. According to Mundy (2005, cite in Al-Abri, 2011), many countries have become more competitive by working hard to enhance the productivity of the domestic labour force which can be accomplished by introducing new educational policies, programs and reforms that prepare children to compete in the global labour force. Despite benefitting the education, the competiveness among these countries enhancing the production of new education polices with full of value. In fact, Al-Abri also states in his article that many studies have confirmed that there have been new education policies that introduce transformations in curriculum, pedagogy and evaluation, seeking to enhance competitiveness among nation-states. Examples of these reforms are engagement in international comparisons of test performance, national curriculum and productive pedagogies. Effect of globalisation on education policy in Malaysia The process of globalization has deeply shifted and changed the ways in which education policies are developed, implemented and evaluated. It is certain that globalisation leads to a better education policy as they realised the importance of giving proper education to produce skilled worker which will help to increase the economic state of a nation and to compete with other countries. For example, recent finding in India states that Indian Education System has increased fourteen-fold in terms of the number of universities and thirty three-fold in terms of the number of colleges, in comparison to the number at the time of Independence (Kumar Singh, 2010). As a developing country, Malaysia too undergoes changes in education policy to meet the need of this globalised world. The education policy in Malaysia has experiences various series of transformation, started from the colonisation era up until today. The reason for changes is mainly to fit in the global context and to higher the standard of the land. Traditionally, education in Malaysia, formerly known as Tanah Melayu started as a private initiative which is mainly concerned in producing man with means of knowledge and skills for his well-being and for his salvation in the hereafter. The education system in Tanah Melayu then changed after the British colonisation, as the British needs skilled people to work for them in order to exploit the economy in Tanah Melayu. They set up different schools for different ethnic lines, using different languages. They instituted an education system in all of the colonies with the purpose of helping the natives to maintain traditional life and to pr event social unrest through restricted education (Hooker, 2003, cited in Tableman, 2007). In fact, according to Hashim (1996, cited in Tableman, 2007), the British limited education to creating better fishermen and farmers, because the British worried that an over-educated population might rebel against colonial rule. This is the starting point of revolution in education policy in Malaysia, where economic sector is the biggest influence to the changes. Few years after gaining independence from British, the government decided to change the policy, where the New Education policy has converted English Schools to national schools. Malaysian national language, Malay has become the first language in school, instead of English or other languages after the implementation of the national language policy, in linear to the New Education Policy. Government sees that education is really important to the strength of a nation-state, hence the changes. This is true to Tableman, (2007), education is an important aspect in supporting the infrastructure of a country, hence having a dependable education system is crucial to the success of developing countries in a global economy Globalization is said to promote the opening of national borders to the international flow of goods, services, raw materials and resources, information and technology, and human resource (Chin, 2009). According to World Bank (1994, as cite in Green, 2002), in the last three decades, East Asia has been reported to experience a period of economic development which has been described as unprecedented and miraculous. Economic growth and educational expansion is closely related, and these two aspects are also linked to state formation and developmental state. It is supported by Green (2002); the coincidence in East Asia countries of economic advance with educational expansion clearly suggests a close relationship between the two. For example, it has been reported that in Hong Kong, Singapore, South Korea and Taiwan, the economic development grew eight per cent a year, which is way faster than other region on the world (Green, 2002). Generally, the enrolment rates in secondary school were below 50 per cent in each country in the early 60s, however, these four countries have undergone enormous expansion in education, where each of the countries had quite high levels of basic education. In fact, Taiwan and South Korea now have among the highest rates of upper secondary completion in the world, and a large proportion of those who complete go on to higher education (Green, 2002). According to David and Govindasamy, (2005, cite in Canagarajah, 2009), due to economic recession in 1997 in Malaysia, the Malaysian government took a few drastic actions to reform the economy states. The needs for more graduates and k-workers who could speak English well and who are able to work in multinational companies were listed as important strategies. Realising English is a dominant language, the government decided to increase the competency of using English among the students by implementing the usage of English language to teach Mathematics and Science. The policy started in the beginning of 2003. Adding to that, the higher education institution requires the students to have at least a credit in English in the national school examination, before they are accepted to study at public universities. In fact, the Malaysian Prime Minister at that time revealed that 94% of unemployed graduated in the country are Malays and they are unable to procure jobs because industrial jobs cal led for a high English language competency (David and Govindasamy, 2005, cite in Canagarajah, 2009). Indeed, with the advancement of technology used in the classrooms, the way students learn English in Malaysia may be different as it was before (Hussin, 2008). The influential wave of globalisation and information and communication technology is one good reason for a revamp of the national language policy. However, there is complicated issue regarding the usage of English language to teach Math and Science, and the policy is reverted to using both Malay and English to teach the subjects. Despite the issue, it is remarkable that English language is an important language for people to master, as English is the dominant language in trading commodity throughout the world. As a developing country, Malaysia needs to emphasis on the aspect of lifelong learning, which is crucial to meet the deviations in the demand for more knowledge workers, especially in producing skilled workers. In the area of higher education, universities have become factors of the competitive advantage of nations (Porter, 1998, as cite in Chin, 2009). Higher education plays a vital role in obtaining and sustaining competitive advantage in various industries where it is the main locus that pushes economies forward, besides the role of educating and generating the talent of the people. Besides that, due to the same fact to boost world economies, universities have become more aware concerning global competitive, especially universities of developed nations. The universities particularly looking for students from different parts of the world, with different cultures and values to allow new assimilation and at the same time, local students are sent abroad in exchange programme to prepar e them for global careers in the future. Some of the universities also offering courses of study that address the challenges of an interconnected world and collaborative research programs to advance science for the benefit of all mankind (Chin, 2009). For example, many branches of overseas universities are open in Malaysia, such as Monash University and University of Nottingham. The exchange programme also being held with the overseas universities, which offers the opportunity of new information and technology transfer. As a consequence, the forces of shaping higher education cause the movement of people across the border where students travel from one developed state to another and from developing or less-developed to the developed countries in order to have a good education. The preamble to the Malaysian Education Act 1996 states that education plays a vital role in achieving the countrys vision, which is achieving the status of developed nation instead of developing nation, in terms of economic development, ethical strength and social justice (McGurnie and Ziguras, 2001). In order to achieve the status, Malaysia has worked hard to boost economy, especially in transforming the education level to a better standard. The economic globalisation has affected Malaysian higher education policy where the Malaysian government started to encourage the growth of private universities and private sector investment in higher education. However, the private sector is still strictly regulated by the government; this is including the investment from foreign providers. However, private higher education sector in Malaysia is maintained under the governmental control, in order to meet the government requirement, for instance in cultural and economic needs of the nation (Nat ional Economic Advisory Council, 2009). Economic globalisation causes education to be a commodity to neo-liberal economics. According to Ward and Eden (2009), neo-liberal economics suggests to introducing the kind of competition which makes private business successful in education sector. They want a free-market in education, where education is bought and sold; schools are the providers and parents and children the consumers or customers. In the 90s, not only private universities and colleges are liberalised, many private schools and international schools are also built as a result to globalisation. The policy of private of having regulated private providers in education has changed and foreign investors are now allowed to hold up to 49% of the shares in any private educational company (See Hoon, 2011). Branch campuses of foreign universities are permitted, in fact attracted many of those private universities to set up in Malaysia. It is reported by 2000, there were 11 public higher educational institutions, 7 private universities, 3 foreign university branch campuses, and more than 400 private colleges approved by the Malaysian government to be open in Malaysia (Challenger Concept, 2000). Private institution offers wider choice of programmes to the students, for example offering their own diplomas, foreign-linked degree programs and some of the programmes require the students to complete one or two years of their stu dies either in overseas or completed entirely in Malaysia. Some of these private colleges such as Monash College, are foreign-owned. Liberalization, globalization and privatization of education good for Malaysians is questioned on its positive impact to the people, especially the poor. In common situation, it is clear that the poor cannot afford to go to private school which requires high fees. For example, one of the private secondary schools in Malaysia, known as Saad Foundation College, required almost RM 41 000 (equivalent to 8200 GBP) per year for non-refundable fees. It is said that private school serves better place to educate the students, for example providing less number of students in classes, better interaction between teacher and students, and excellent extra-curricular activities. Although private school is good for students lifelong learning, it is a disadvantage to the poor, where they have no chance to have the same kind of education and is always lacking. Tooley (no date, cite in See Hoon, 2011) claims in his report Could Globalization of Education Benefit the Poor?; that there are private school s available to and supported by the poor in developing countries, which offering poor parents and children a better deal, than the national schools. The reasons why people opt to private school regardless the rich or the poor, is because private school is said to give a better education to the children. The perception of society towards private schools is that the teachers in the private schools show a much greater commitment to teaching than in the government schools. These considerations advocate that private education is really beneficial for all students, including the poor and nevertheless, private education is turning into business where investors competing to recruit students. In particular situations, institutions are spending significant portion of budget on marketing and enrolling students rather than educating them. The education sector is swept up in global marketization and is an advantage to a nation-state, promoting money flows and develops the economy of the country (Margison and Wende, 2007). Globalization also gives impact on educational delivery and support, where it is integrated with the usage of technology and electronic learning support. Instead of electronic devices use in the classroom, distance education across borders is easy to access nowadays. For example, online courses, virtual classrooms and Web-based tutorials are available for anyone. In fact, using ICT in education is a current trend as ICT has changed the way businesses and industries are conducted, it is also influenced the way people work, interact and function in society (UNESCO, 2002). ICT can be found everywhere, and it is common at home, at work, and in educational institutions and the use of it increased exponentially (McGorry, 2002). Explosion of knowledge and information in the era of information technology has somehow helped the globalization of education. The introduction of computers and internet and other technology-mediated learning through the use of VCD, CD-Rom, Email, database, webpage, and digital library have helped in the dissemination of information and knowledge to millions around the world. Due to this fact, Malaysia is integrating the use of ICT in education, besides trying to follow the global trend as other countries have long developed the policy of ICT in education. The development of the Policy on ICT in Education in Malaysia is underlying of four major pillars; human capital, budget, digital learning resources and infrastructure (Policy on ICT in Education, 2010). Globalisation has invented more advance technology which greatly benefits the education sector, from the ministry to the students. One of the examples the implementation of ICT in Malaysian Education policy is the launching of Smart school. The objective of the launching smart school is to have a learning institution that has been reinvented in terms of teaching and learning methods and school administration system in order to prepare the students for the Information-Based Society (Policy on ICT in Education, 2010). The implementation of the use of technology, creativity and better management of information prepared the teachers, administrators and parents as well as the students for the challenges of the information age. In fact, these also allow the students to get familiar with the ICT world at earlier stage in life by using physical technology in their learning, for example computer, printer or scanner. Besides making the students becoming more technology savvy, smart school offe rs more interesting and enriching learning environment and they get to appreciate the power of technology in their education and life. The launching of Smart School is not just about physical technology or ICT intermediation in teaching and learning, it is also reforming the education policy into a better one. Many aspects are rearranged, for example the national curriculum and pedagogy are given the highest importance, with the role of teachers, administrators, parents and the community enhanced. As for students individually, creativity and initiative are prioritised. Integrating the usage of ICT in education, for example, the availability of ICT equipment including computer sets and computer technicians is indeed helps the teaching and learning processes easier, more fun and effective, as well as making communication more efficient. As a developing country, using technology in education is still lacking and within the trial period, these facilities are utilized in the process of teaching and learning specifically for Malay Language, English Language, Science and Mathematics at the initial introductory stages of Sm art Schools and from there on implemented in stages for other subjects (Shaharuddin and Abidin, 2009). Despites the advantages, the problem with the smart school implementation in Malaysia is with the budget. To transform all the schools in Malaysia to smart school clearly requires much expenditures and a large budget. Government need to spend a lot of money to for electronic facilities and new book, besides regular maintenance of the facilities. The investment of the government on this policy is risky, as there is always a gap between the desired and actual level of effectiveness of integrating ICT in education. In fact, there is still misinterpretation of smart schools, where it only focuses on having computer lab and broadband connection, without developing the curriculum to equip the students towards k-economy competency. As elaborated in the Smart Schools blueprint, smart school involves creating an enriching  curriculum which will enhance critical thinking skills; a  pedagogy  that seeks to make learning more interesting, motivating, stimulating, and meaningful; a holistic   assessment  system and teaching-learning materials  which will accommodate students differing needs and abilities. Globalisation makes education easier to access and learners can learn through online and getting information from all over the world. The traditional way of teaching where teacher and books are the main resource, is deviated nowadays. The invention of scientific and innovative way of learning has modern man to get access to knowledge and information fast and efficient. The advance of technology promotes autonomous learner and it gives more opportunities for students to explore their own interest despite restricted to the syllabus provided. However, the downside of using technology in education is it reducing the interaction with the community or other people. People tend to focus more or the material gains. As cited by Mohd Abbas (2002), modern man is alienated from himself and society, as well as the nature and has been transformed into a commodity. In fact, the experiences of his life forces turn into investment which must earn the maximum profit under existing market conditions. N evertheless, in this globalisation era, such situation is inevitable. Conclusion Throughout the essay, it can be concluded that globalisation does give great impact on education sector. The demands of k-worker, to compete the economical state within the nations, and the advance of technology are the examples of solid reasons to the shift of educational policy, not only in Malaysia, but throughout the world. Globalisation have various impact on education policy, however, this essay only cover certain effects. For example, the usage of technology in classroom and the increasing growth of private education. In analysing the effect of globalisation, researches agree that it has both good and bad effects on education policy, especially in developing country like Malaysia. Globalisation should not be isolated from education, as it helps the nation in producing good skilled workers and boost nations economy. Government plays the biggest role in educating the people and it is important for the government to monitor and invest on education, ensuring that education is available for all people. With the advance of technology, people are having a better learning experience, with the easy access on additional information, despite of what they have learnt in conventional classroom. Although some people thinks globalisation is endangering a nation, one should believe that it is a healthy trend in serving a better place for mankind, where we can imitate and followed the good things, and take the negative effects of globalisation as challenges.

Path to Veterinary Technician Essay

Every person lives to bring self-satisfaction to their life- to find a purpose. Sometimes that self-satisfaction comes from leadership jobs such as being a politician, and sometimes that feeling comes from humanitarian jobs like being a psychologist. However, that incredible feeling of self-satisfaction can also come from careers that don’t directly involve helping people, but involve helping animals. For some, that career might be to become a veterinary technician. It takes effort for one to achieve a dream and obtain that self-satisfaction, and understanding the road one must take to become a veterinary technician is just as important as understanding the road one takes after achieving it, because new and exciting paths open up after that goal is reached. What exactly does being a veterinary technician entail? Think of a nurse, but rather than assisting a doctor and helping human patients, they assist veterinarians and tend to animals. That being said, a veterinary technician must enjoy being around animals and have a desire to help those in need. A veterinary technician will usually perform clinical work, such as blood tests, urinalysis, they can expose and develop x-rays, assist in a variety of diagnostic tests and more while under supervision of a licensed veterinarian. The typical patients helped by a veterinary technician are cats and dogs, but in reality, a veterinary technician can tend to any type of animal. According to VeterinaryTechnican. com, many veterinary technicians work in a clinical setting such as an animal hospital or private veterinarian’s office. Additionally, many of them work in zoos, aquariums, and research facilities (2012). A veterinary technician can also become a specialist with additional schooling to perform procedures such as anesthesia, surgery, dental work, behavioral training and more. The Bureau of Labor Statistics claims that while many veterinary technicians find satisfaction from their job, it is also an occupation that can prove to be physically and emotionally demanding, as well as dangerous. Their statistics show that full-time veterinary technicians experienced a work-related injury and illness rate that was much higher than the national average (2011). Reasons for this can be because the veterinary technician is vulnerable to being bitten, scratched, and lunged at by an animal, as well as being exposed to viruses that they animals might be carrying. When someone considers careers, one of the first things that will come to mind is the required education. Questions such as, â€Å"How many years of schooling do I need? † and â€Å"What schools are the best options for me? † need to be explored fully before making a decision. The path to becoming a veterinary technician begins with high school courses, such as Biology, Math, and Science. For continued education, there are several colleges that offer veterinary technology programs that are accredited by the American Veterinary Medical Association (AVMA). A veterinary technician program must be accredited by the AVMA in order for the student to become a veterinary technician. Typically, AVMA courses take around two years to finish, granting the student an associate’s degree. Some colleges have created AVMA accredited courses that take about four years to complete, which will reward a bachelor’s degree upon completion. VeterinaryTechnician. com states that after the student receives their degree, the student must pass a state-administered licensing exam, after which the student can start working with veterinary technicians as a trainee (2012). Naturally, the time spent being a trainee depends on the amount of hands-on experience that the student had prior to becoming one. Now that the expectations for college have been set, a person must figure out how to finance their continued education. Being able to finance college in order to get the career started is one of the most frustrating and difficult things in the United States. College normally costs thousands of dollars and often leads to a lifetime of debt. What the majority of students do not know, however, is that there are scholarships for just about anything that can pay for most or all of the schooling! NCVTSA. org says that several awards are available from the National Association of Veterinary Technicians, but there are also private awards available (n. d. ). One of the top scholarships for this cause is the American Kennel Club and Hartz Veterinary Technician Scholarship Program. This particular scholarship is available to full-time students who attend an AVMA accredited college. In order to be considered for the scholarship, the student must be a student member of the National Association of Veterinary Technicians (NAVTA). Another good scholarship is called the American Kennel Club Veterinary Technician Student Scholarship, where several scholarships are given each year totaling to $25,000. The student must also be a NAVTA member to qualify, and the application requirements include a brief essay explaining their interests, education, research and work experience, as well as recent college transcripts submitted by April each year. Those are only two of the several veterinary technician scholarships available. Especially in this economy, an additional concern that a person might have before they begin their career is how stable the job market is and how well the job pays. No one would want to spend multiple years and waste thousands of dollars on schooling to realize that it is nearly impossible be hired into the career that they signed up for. However, there is good news for veterinary technicians. According to the Bureau of Labor Statistics, the job outlook will increase by 36% by the year 2018, which is much faster than the average for all occupations. Pet owners are becoming more affluent and are more willing to pay for advanced veterinary care because many of them consider their pet to be part of the family. The Bureau further stated that there are relatively few veterinary technician graduates each year, and fewer than 3,800 students move onward to become veterinary technicians. Thus, the market is not overflowing with recent graduates trying to become employed. While the job market may be stable for veterinary technicians, the career does not pay a substantial amount. A standard licensed veterinary technician earns from $31,000 to $35,000 a year. If a veterinary technician decided to further their education and become a specialist, depending on the specialty that they would focus on, they can earn a much higher income. For example, a veterinary technician anesthesia specialist earns, on average, $48,000 a year. Like many aspirations to feel self-satisfied, becoming a veterinary technician will take time, dedication and work to obtain. It may not require as much schooling as a psychologist and it may not pay as well as a politician, but earning that feeling of self-satisfaction is what counts in a career. Understanding the road to self satisfaction is just as important as understanding the road taken after the goal is reached, because life as a veterinary technician never stays the same and offers so many different paths to choose from.

A Game of Thrones Chapter Forty-eight

Jon Jon was breaking his fast on applecakes and blood sausage when Samwell Tarly plopped himself down on the bench. â€Å"I've been summoned to the sept,† Sam said in an excited whisper. â€Å"They're passing me out of training. I'm to be made a brother with the rest of you. Can you believe it?† â€Å"No, truly?† â€Å"Truly. I'm to assist Maester Aemon with the library and the birds. He needs someone who can read and write letters.† â€Å"You'll do well at that,† Jon said, smiling. Sam glanced about anxiously. â€Å"Is it time to go? I shouldn't be late, they might change their minds.† He was fairly bouncing as they crossed the weed-strewn courtyard. The day was warm and sunny. Rivulets of water trickled down the sides of the Wall, so the ice seemed to sparkle and shine. Inside the sept, the great crystal caught the morning light as it streamed through the south-facing window and spread it in a rainbow on the altar. Pyp's mouth dropped open when he caught sight of Sam, and Toad poked Grenn in the ribs, but no one dared say a word. Septon Celladar was swinging a censer, filling the air with fragrant incense that reminded Jon of Lady Stark's little sept in Winterfell. For once the septon seemed sober. The high officers arrived in a body; Maester Aemon leaning on Clydas, Ser Alliser cold-eyed and grim, Lord Commander Mormont resplendent in a black wool doublet with silvered bearclaw fastenings. Behind them came the senior members of the three orders: red-faced Bowen Marsh the Lord Steward, First Builder Othell Yarwyck, and Ser Jaremy Rykker, who commanded the rangers in the absence of Benjen Stark. Mormont stood before the altar, the rainbow shining on his broad bald head. â€Å"You came to us outlaws,† he began, â€Å"poachers, rapers, debtors, killers, and thieves. You came to us children. You came to us alone, in chains, with neither friends nor honor. You came to us rich, and you came to us poor. Some of you bear the names of proud houses. Others have only bastards' names, or no names at all. It makes no matter. All that is past now. On the Wall, we are all one house. â€Å"At evenfall, as the sun sets and we face the gathering night, you shall take your vows. From that moment, you will be a Sworn Brother of the Night's Watch. Your crimes will be washed away, your debts forgiven. So too you must wash away your former loyalties, put aside your grudges, forget old wrongs and old loves alike. Here you begin anew. â€Å"A man of the Night's Watch lives his life for the realm. Not for a king, nor a lord, nor the honor of this house or that house, neither for gold nor glory nor a woman's love, but for the realm, and all the people in it. A man of the Night's Watch takes no wife and fathers no sons. Our wife is duty. Our mistress is honor. And you are the only sons we shall ever know. â€Å"You have learned the words of the vow. Think carefully before you say them, for once you have taken the black, there is no turning back. The penalty for desertion is death.† The Old Bear paused for a moment before he said, â€Å"Are there any among you who wish to leave our company? If so, go now, and no one shall think the less of you.† No one moved. â€Å"Well and good,† said Mormont. â€Å"You may take your vows here at evenfall, before Septon Celladar and the first of your order. Do any of you keep to the old gods?† Jon stood. â€Å"I do, my lord.† â€Å"I expect you will want to say your words before a heart tree, as your uncle did,† Mormont said. â€Å"Yes, my lord,† Jon said. The gods of the sept had nothing to do with him; the blood of the First Men flowed in the veins of the Starks. He heard Grenn whispering behind him. â€Å"There's no godswood here. Is there? I never saw a godswood.† â€Å"You wouldn't see a herd of aurochs until they trampled you into the snow,† Pyp whispered back. â€Å"I would so,† Grenn insisted. â€Å"I'd see them a long way off.† Mormont himself confirmed Grenn's doubts. â€Å"Castle Black has no need of a godswood. Beyond the Wall the haunted forest stands as it stood in the Dawn Age, long before the Andals brought the Seven across the narrow sea. You will find a grove of weirwoods half a league from this spot, and mayhap your gods as well.† â€Å"My lord.† The voice made Jon glance back in surprise. Samwell Tarly was on his feet. The fat boy wiped his sweaty palms against his tunic. â€Å"Might I . . . might I go as well? To say my words at this heart tree?† â€Å"Does House Tarly keep the old gods too?† Mormont asked. â€Å"No, my lord,† Sam replied in a thin, nervous voice. The high officers frightened him, Jon knew, the Old Bear most of all. â€Å"I was named in the light of the Seven at the sept on Horn Hill, as my father was, and his father, and all the Tarlys for a thousand years.† â€Å"Why would you forsake the gods of your father and your House?† wondered Ser Jaremy Rykker. â€Å"The Night's Watch is my House now,† Sam said. â€Å"The Seven have never answered my prayers. Perhaps the old gods will.† â€Å"As you wish, boy,† Mormont said. Sam took his seat again, as did Jon. â€Å"We have placed each of you in an order, as befits our need and your own strengths and skills.† Bowen Marsh stepped forward and handed him a paper. The Lord Commander unrolled it and began to read. â€Å"Haider, to the builders,† he began. Haider gave a stiff nod of approval. â€Å"Grenn, to the rangers. Albett, to the builders. Pypar, to the rangers.† Pyp looked over at Jon and wiggled his ears. â€Å"Samwell, to the stewards.† Sam sagged with relief, mopping at his brow with,a scrap of silk. â€Å"Matthar, to the rangers. Dareon, to the stewards. Todder, to the rangers. Jon, to the stewards.† The stewards? For a moment Jon could not believe what he had heard. Mormont must have read it wrong. He started to rise, to open his mouth, to tell them there had been a mistake . . . and then he saw Ser Alliser studying him, eyes shiny as two flakes of obsidian, and he knew. The Old Bear rolled up the paper. â€Å"Your firsts will instruct you in your duties. May all the gods preserve you, brothers.† The Lord Commander favored them with a half bow, and took his leave. Ser Alliser went with him, a thin smile on his face. Jon had never seen the master-at-arms took quite so happy. â€Å"Rangers with me,† Ser Jaremy Rykker called when they were gone. Pyp was staring at Jon as he got slowly to his feet. His ears were red. Grenn, grinning broadly, did not seem to realize that anything was amiss. Matt and Toad fell in beside them, and they followed Ser Jaremy from the sept. â€Å"Builders,† announced lantern-jawed Othell Yarwyck. Haider and Albett trailed out after him. Jon looked around him in sick disbelief. Maester Aemon's blind eyes were raised toward the light he could not see. The septon was arranging crystals on the altar. Only Sam and Darcon remained on the benches; a fat boy, a singer . . . and him. Lord Steward Bowen Marsh rubbed his plump hands together. â€Å"Samwell, you will assist Maester Aemon in the rookery and library. Chett is going to the kennels, to help with the hounds. You shall have his cell, so as to be close to the maester night and day. I trust you will take good care of him. He is very old and very precious to us. â€Å"Dareon, I am told that you sang at many a high lord's table and shared their meat and mead. We are sending you to Eastwatch. It may be your palate will be some help to Cotter Pyke when merchant galleys come trading. We are paying too dear for salt beef and pickled fish, and the quality of the olive oil we're getting has been frightful, Present yourself to Borcas when you arrive, he will keep you busy between ships.† Marsh turned his smile on Jon. â€Å"Lord Commander Mormont has requested you for his personal steward, Jon. You'll sleep in a cell beneath his chambers, in the Lord Commander's tower.† â€Å"And what will my duties be?† Jon asked sharply. â€Å"Will I serve the Lord Commander's meals, help him fasten his clothes, fetch hot water for his bath?† â€Å"Certainly.† Marsh frowned at Jon's tone. â€Å"And you will run his messages, keep a fire burning in his chambers, change his sheets and blankets daily, and do all else that the Lord Commander might require of you.† â€Å"Do you take me for a servant?† â€Å"No,† Maester Aemon said, from the back of the sept. Clydas helped him stand. â€Å"We took you for a man of the Night's Watch . . . but perhaps we were wrong in that.† It was all Jon could do to stop himself from walking out. Was he supposed to churn butter and sew doublets like a girl for the rest of his days? â€Å"May I go?† he asked stiffly. â€Å"As you wish,† Bowen Marsh responded. Dareon and Sam left with him. They descended to the yard in silence. Outside, Jon looked up at the Wall shining in the sun, the melting ice creeping down its side in a hundred thin fingers. Jon's rage was such that he would have smashed it all in an instant, and the world be damned. â€Å"Jon,† Samwell Tarly said excitedly. â€Å"Wait. Don't you see what they're doing?† Jon turned on him in a fury. â€Å"I see Ser Alliser's bloody hand, that's all I see. He wanted to shame me, and he has.† Dareon gave him a look. â€Å"The stewards are fine for the likes of you and me, Sam, but not for Lord Snow.† â€Å"I'm a better swordsman and a better rider than any of you,† Jon blazed back. â€Å"It's not fair!† â€Å"Fair?† Dareon sneered. â€Å"The girl was waiting for me, naked as the day she was born. She pulled me through the window, and you talk to me of fair?† He walked off. â€Å"There is no shame in being a steward,† Sam said. â€Å"Do you think I want to spend the rest of my life washing an old man's smallclothes?† â€Å"The old man is Lord Commander of the Night's Watch,† Sam reminded him. â€Å"You'll be with him day and night. Yes, you'll pour his wine and see that his bed linen is fresh, but you'll also take his letters, attend him at meetings, squire for him in battle. You'll be as close to him as his shadow. You'll know everything, be a part of everything . . . and the Lord Steward said Mormont asked for you himself! â€Å"When I was little, my father used to insist that I attend him in the audience chamber whenever he held court. When he rode to Highgarden to bend his knee to Lord Tyrell, he made me come. Later, though, he started to take Dickon and leave me at home, and he no longer cared whether I sat through his audiences, so long as Dickon was there. He wanted his heir at his side, don't you see? To watch and listen and learn from all he did. I'll wager that's why Lord Mormont requested you, Jon. What else could it be? He wants to groom you for command!† Jon was taken aback. It was true, Lord Eddard had often made Robb part of his councils back at Winterfell. Could Sam be right? Even a bastard could rise high in the Night's Watch, they said. â€Å"I never asked for this,† he said stubbornly. â€Å"None of us are here for asking,† Sam reminded him. And suddenly Jon Snow was ashamed. Craven or not, Samwell Tarly had found the courage to accept his fate like a man. On the Wall, a man gets only what he earns, Benjen Stark had said the last night Jon had seen him alive. You're no ranger, Jon, only a green boy with the smell of summer still on you. He'd heard it said that bastards grow up faster than other children; on the Wall, you grew up or you died. Jon let out a deep sigh. â€Å"You have the right of it. I was acting the boy.† â€Å"Then you'll stay and say your words with me?† â€Å"The old gods will be expecting us.† He made himself smile. They set out late that afternoon. The Wall had no gates as such, neither here at Castle Black nor anywhere along its three hundred miles. They led their horses down a narrow tunnel cut through the ice, cold dark walls pressing in around them as the passage twisted and turned. Three times their way was blocked by iron bars, and they had to stop while Bowen Marsh drew out his keys and unlocked the massive chains that secured them. Jon could sense the vast weight pressing down on him as he waited behind the Lord Steward. The air was colder than a tomb, and more still. He felt a strange relief when they reemerged into the afternoon light on the north side of the Wall. Sam blinked at the sudden glare and looked around apprehensively. â€Å"The wildlings . . . they wouldn't . . . they'd never dare come this close to the Wall. Would they?† â€Å"They never have.† Jon climbed into his saddle. When Bowen Marsh and their ranger escort had mounted, Jon put two fingers in his mouth and whistled. Ghost came loping out of the tunnel. The Lord Steward's garron whickered and backed away from the direwolf. â€Å"Do you mean to take that beast?† â€Å"Yes, my lord,† Jon said. Ghost's head lifted. He seemed to taste the air. In the blink of an eye he was off, racing across the broad, weed-choked field to vanish in the trees. Once they had entered the forest, they were in a different world. Jon had often hunted with his father and Jory and his brother Robb. He knew the wolfswood around Winterfell as well as any man. The haunted forest was much the same, and yet the feel of it was very different. Perhaps it was all in the knowing. They had ridden past the end of the world; somehow that changed everything. Every shadow seemed darker, every sound more ominous. The trees pressed close and shut out the light of the setting sun. A thin crust of snow cracked beneath the hooves of their horses, with a sound like breaking bones. When the wind set the leaves to rustling, it was like a chilly finger tracing a path up Jon's spine. The Wall was at their backs, and only the gods knew what lay ahead. The sun was sinking below the trees when they reached their destination, a small clearing in the deep of the wood where nine weirwoods grew in a rough circle. Jon drew in a breath, and he saw Sam Tarly staring. Even in the wolfswood, you never found more than two or three of the white trees growing together; a grove of nine was unheard of. The forest floor was carpeted with fallen leaves, bloodred on top, black rot beneath. The wide smooth trunks were bone pale, and nine faces stared inward. The dried sap that crusted in the eyes was red and hard as ruby. Bowen Marsh commanded them to leave their horses outside the circle. â€Å"This is a sacred place, we will not defile it.† When they entered the grove, Samwell Tarly turned slowly looking at each face in turn. No two were quite alike. â€Å"They're watching us,† he whispered. â€Å"The old gods.† â€Å"Yes.† Jon knelt, and Sam knelt beside him. They said the words together, as the last light faded in the west and grey day became black night. â€Å"Hear my words, and bear witness to my vow,† they recited, their voices filling the twilit grove. â€Å"Night gathers, and now my watch begins. It shall not end until my death. I shall take no wife, hold no lands, father no children. I shall wear no crowns and win no glory. I shall live and die at my post. I am the sword in the darkness. I am the watcher on the walls. I am the fire that burns against the cold, the light that brings the dawn, the horn that wakes the sleepers, the shield that guards the realms of men. I pledge my life and honor to the Night's Watch, for this night and all the nights to come.† The woods fell silent. â€Å"You knelt as boys,† Bowen Marsh intoned solemnly. â€Å"Rise now as men of the Night's Watch.† Jon held out a hand to pull Sam back to his feet. The rangers gathered round to offer smiles and congratulations, all but the gnarled old forester Dywen. â€Å"Best we be starting back, m'lord,† he said to Bowen Marsh. â€Å"Dark's falling, and there's something in the smell o' the night that I mislike.† And suddenly Ghost was back, stalking softly between two weirwoods. White fur and red eyes, Jon realized, disquieted. Like the trees . . . The wolf had something in his jaws. Something black. â€Å"What's he got there?† asked Bowen Marsh, frowning. â€Å"To me, Ghost.† Jon knelt. â€Å"Bring it here.† The direwolf trotted to him. Jon heard Samwell Tarly's sharp intake of breath. â€Å"Gods be good,† Dywen muttered. â€Å"That's a hand.†

USC Acceptance Rate, SAT/ACT Scores, GPA

The University of Southern California (USC) is a private research university with an acceptance rate of 13%. Located in the University Park neighborhood southwest of downtown Los Angeles, USC offers over 150 undergraduate majors with programs in the Dornsife College of Letters, Arts and Sciences and Marshall School of Business drawing the greatest number of students. USC has strong research programs and is a member of the Association of American Universities, and for excellence in the liberal arts and sciences, USC has a chapter of the prestigious Phi Beta Kappa Honor Society. Academics are supported by an 8-to-1 student to faculty ratio. In athletics, the USC Trojans compete in the Pac 12 Conference. Considering applying to this highly selective school? Here are the USC admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, USC had an acceptance rate of 13%. This means that for every 100 students who applied, 13 students were admitted, making USCs admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 64,352 Percent Admitted 13% Percent Admitted Who Enrolled (Yield) 41% SAT Scores and Requirements USC requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 61% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 660 740 Math 690 790 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of USCs admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to USC scored between 660 and 740, while 25% scored below 660 and 25% scored above 740. On the math section, 50% of admitted students scored between 690 and 790, while 25% scored below 690 and 25% scored above 790. Applicants with a composite SAT score of 1530 or higher will have particularly competitive chances at USC. Requirements USC does not require the SAT writing section or SAT Subject tests. Note that USC participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements USC requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 52% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 32 35 Math 28 34 Composite 30 34 This admissions data tells us that most of USCs admitted students fall within the top 7% nationally on the ACT. The middle 50% of students admitted to USC received a composite ACT score between 30 and 34, while 25% scored above 34 and 25% scored below 30. Requirements USC does not require the ACT writing section. Note that USC does not superscore ACT results; your highest combined score from a single test administration will be considered. GPA In 2018, the middle 50% of University of Southern Californias incoming class had high school GPAs between 3.7 and 3.97. 25% had a GPA above 3.97, and 25% had a GPA below 3.7. These results suggest that most successful applicants to USC have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph University of Southern California Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the University of Southern California. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances The University of Southern California has a highly competitive admissions pool with a low acceptance and high average SAT/ACT scores. However, USC has a holistic admissions process involving other factors beyond your grades and test scores. Strong application essays, and glowing letters of recommendation can strengthen your application, as can participation in meaningful extracurricular activities a rigorous course schedule. USC has additional application requirements for particular majors; applicants are encouraged to review the specific requirements for their intended major. In the graph above, the blue and green dots representing accepted students are concentrated in the upper right corner. The majority of students who get accepted to the University of Southern California have A averages, SAT scores (ERWM) above 1200, and ACT composite scores above 25. Higher test scores will improve your chances measurably, for over 75% of admitted students reported an ACT composite score of 30 or higher and a combined SAT score around 1300. But even if your grades and scores are on target for USC, you have no guarantee of admission. There are a lot of red dots hidden beneath the blue and green on the graph. Also keep in mind that a few students get accepted with scores a little below the average range. These are typically students with a special talent or unique personal circumstances. USC Mission Statement Complete mission statement available on the USC website. The central mission of the University of Southern California is the development of human beings and society as a whole through the cultivation and enrichment of the human mind and spirit. The principal means by which our mission is accomplished are teaching, research, artistic creation, professional practice and selected forms of public service. All admissions data has been sourced from the National Center for Education Statistics and University of Southern Californias Undergraduate Admissions Office.