How to Cancel Your SAT Scores

How to Cancel Your SAT Scores SAT / ACT Prep Online Guides and Tips What can you do if you took the SAT already but you decide you want to cancel your test scores? First, stop and take a step back. Ask yourself if you’re sure. Once you cancel your test scores, there's no going back. Second, figure out - can you still cancel your scores? CollegeBoard has a very strict deadline about this and if you miss that deadline, then they won't budge. So what can you do? Well, I'm here tohelp you 1) assess whether you should cancel; 2) know what steps you need to take to cancel; and 3) know what to do if you miss the deadline to cancel, but still need to deal with a poor score. Why are you canceling? Should you really do this? You may have felt unsure about your answers, or you may have taken longer than the people around you to complete the test and are worried that you did poorly. However, keep in mind that everyone feels bad coming out of a test. For tests as long as the SAT, it's best not to make an impulsive decision about canceling. If you cancel your test, then you are probably going to have to take it again. Besides, it's possible that you did better than you thought you did. This is very common! But you have to keep in mind - once you cancel your test scores, you can't take it back.Know that there are other options. Score Choice is one such deal, where you can choose which scores you send to colleges, so your low scores won't necessarily have the terrible impact you think it will. However, some schools do require that "all scores" be sent out, so its important to consider where your top choice schools fall on this list. Take a look atWhich Colleges Superscore the SAT to find out! There is another option as well - you can cancel the free score reports so that they don't go out! This way, you don't have to cancel your scores ahead of time, and you can decide whether anyone else sees them. Until then, you are the only one who will. I talk about this topic more in the last section of this article, so make sre you check that out. So, basically, you have a lot of options. But you still don't know what to decide? In cases like these, I would recommend you carefully go over the checklist we provided below. If you answer YES to any of the questions in the checklist, then you may want to consider canceling. But if you answer no, then what you should really do is step away, and wait for the results, knowing that you did the best you could have that day. CHECKLIST: When should you consider cancelingyour score? You panicked while taking the test and missed a lot of questions You ran out of time repeatedly and could not complete one or more sections Your equipment malfunctioned [your calculator spazzed or ran out of batteries, your pencils all broke and there was no sharpener and it turned out they weren't #2 anyway] You were sick during the test Something happened during the test that you found disruptive [there was construction outside, someone in the room had a medical emergency, etc.] and this really shook up your performance You were late to your test [because of transportation, you woke up late, etc] and because of that you've been distracted the whole time You top choice college is one that requires you to send in all your scores, and does not allow Score Choice You are 100% sure that you filled in your answer circles wrong on an entire section or more (Note: This is possible to fix with Hand Score Grading, $55, by CollegeBoard - check out our article on it here.) You fell asleep during the test If you answer YES to any of the questions on the Checklist above, and you know you want to cancel, then you need to go through the steps outlined below. What steps should you take to cancel your SAT score? At the test center, immediately after the test Ask the test supervisor for a Request to Cancel Test Scores form Complete the form and sign in Return the form to the test supervisor before leaving the test center If you decide to cancel after leaving the test center You must submit a written request to CollegeBoard by :59 PM EST on the Wednesday after the test You cannot submit test score cancellation requests by phone or email because your signature is required. Yes, it’s a hassle, but it is necessary so that they know it's not someone trying to maliciously erase your test. You need the following information: The SAT Request to Cancel Test Scores form found here The test date The test center number The name of the test you are canceling(either SAT or SAT Subject Test) Your signature (required) Remember, once you submit a request to cancel your scores, your scores cannot be reinstated under any circumstances and will not be reported to you or any of the institutions you selected. IMPORTANT: What's the SAT Cancellation Deadline? You must cancel no later than :59 PM EST on the Wednesday following the test date. The only exception is students with disabilities. Because of the extended school testing window, students with disabilities who test in school based testing have until the Monday, 1 week after the published test date to cancel their scores. How to Send in Your Request: By Fax: 610-290-8978 By Overnight delivery with USPS Express Mail: SAT Score Cancellation P.O. Box 6228 Princeton NJ, 08541-6228 By FedEx, UPS, other Overnight Mail Delivery: SAT Score Cancellation 1425 Lower Ferry Road Ewing NJ, 08618 NOTE: The mailing or Fax label should read ATTENTION: SAT Score Cancellation What if you miss the deadline? What can you do? Option 1: Accept what CollegeBoard says and be sad According to CollegeBoard, if you wait until after the deadline, then there's nothing you can do. Your score will become a part of your permanent record Option 2: Be Clever! You can use Score Choice to prevent universities from seeing your bad score. You can make changes to your score recipients easily in your My SAT Account. You can change these recipients until :59 PM EST on the Monday one week after your scheduled test date. If for some reason you cannot delete score recipients altogether, change the recipients to colleges you aren't interested in; some college will get your score, but your chances with your top-choice colleges won't be damaged. Note: if you remove score recipients but then later learn that you did very well, then you will need to pay $10.50 per school to send those results. However, if that's the price you pay for some peace of mind, then it might be worth it. If you decide to cancel, then be prepared for that possible expense. Basically, if you act within a week, after the initial deadline to cancel your scores, there are still ways to keep your scores from getting to your top-choice schools! What's Next? If you haven't taken the test yet and know you don't want to, then check out How to cancel your SAT registration Want to register for the SATs at a later date? Make the process faster with our step by step picture guide Step-by-Step Guide with Pictures SAT Registration Maybe you’re not sure whether you want to take the SAT, but keep in mind Future Years’ SAT Test Dates, Schedules, and Deadlines Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Gregory Jarvis, Challenger Astronaut

Gregory Jarvis, Challenger Astronaut Gregory Bruce Jarvis was an American astronaut who brought an extensive background as an engineer to his work with NASA. He died in the Challenger disaster on January 28, 1986, on his first and only trip to space. Fast Facts: Gregory Jarvis Born: August 24, 1944 in Detroit, MichiganDied: January 28, 1986  in Cape Canaveral, FloridaParents: A. Bruce Jarvis and Lucille Ladd (divorced)Spouse: Marcia Jarboe Jarvis, married June 1968Education: B.S. degree from the State University of New York at Buffalo and M.S. degree from Northeastern University, both in electrical engineeringMilitary Career: United States Air Force 1969-73Work: Hughes Aircraft from 1973 to 1986, selected as an astronaut candidate in 1984 Early Life Gregory Bruce Jarvis was born in Detroit, Michigan, on August 24, 1944. Growing up, he was heavily involved with a variety of sports and was also a classical guitarist. His father, Greg Jarvis, and mother, Lucille Ladd, divorced when he was in college at the State University of New York. He studied electrical engineering and received his bachelors degree in 1967. He then pursued a Masters degree in Electrical Engineering at Northeastern. After graduation, he served in the Air Force for four years, attaining the rank of captain.   Work at Hughes Aircraft In 1973, Jarvis joined Hughes Aircraft Company, where he worked as an engineer on various satellite programs. Over the next few years, he served as an engineer for the MARISAT Program, which consisted of a set of maritime communications satellites. He then went on to work on communications systems for military use before joining the Advanced Program Laboratory to work on the LEASAT systems. The technology provided synchronous communications for a variety of applications. In 1984, Jarvis, along with 600 other Hughes engineers, applied to become payload specialists for NASA flights. Work With NASA Gregory Jarvis was accepted for training by NASA in 1984. He was listed as a payload specialist, a category including people trained by commercial or research institutions to do specific space shuttle flights. His main interest was the effect of weightlessness on fluids. Jarvis was put on flight status and slated to go into space in 1985. However, his place was taken by Jake Garn, a U.S. senator who wanted to fly into space. Another senator, Bill Nelson, stepped in and also wanted to fly, so Jarvis flight was postponed until 1986.   Jarvis was assigned as a payload specialist on STS-51L aboard the Challenger shuttle. It would be the 25th shuttle mission carried out by NASA and included the first teacher in space, Christa McAuliffe. Jarvis was tasked to study fluids in space, in particular, the effects on liquid-fueled rockets, as part of a fluid dynamics experiment. His specific duties were to test the reaction of satellite propellants to shuttle maneuvers. Gregory B. Jarvis during training for his shuttle mission. NASA   For 51L, Challenger carried a tracking and data relay satellite (TDRS), as well as the Spartan Halley shuttle-pointed tool for astronomy. Jarvis and the others would be responsible for their deployment, while colleague Christa McAuliffe would teach lessons from space and attend to a set of student experiments carried into space aboard the shuttle. Although not specifically in the mission plan, astronaut Ronald McNair had brought along his saxophone and had planned to play a short concert from space. The Challenger Disaster The space shuttle Challenger was destroyed in an explosion 73 seconds after launch on January 28, 1986. In addition to Gregory Jarvis, crew members Christa McAuliffe, Ron McNair, Ellison Onizuka, Judith A. Resnik, Dick Scobee, and Michael J. Smith were killed in the disaster. After Jarvis remains were recovered, he was cremated and scattered at sea by his widow, Marcia Jarboe Jarvis.  Ã‚   Personal Life Gregory Jarvis married Marcia Jarboe in 1968 after they had met in college. They were active in sports, particularly long-distance cycling. They had no children. Marcia worked as a dental assistant.   Honors and Awards Gregory Jarvis was awarded the Congressional Space Medal of Honor posthumously. There is an engineering building at the State University of New York, Buffalo, named for him, as well as a dam in New York state.   Jarvis, along with other crew members, was the subject of a film called Beyond the Stars and a documentary called For All  Mankind, dedicated to the sacrifice made by the Challenger crew. Sources â€Å"Gregory B. Jarvis.† The Astronauts Memorial Foundation, www.amfcse.org/gregory-b-jarvis.Jarvis, www.astronautix.com/j/jarvis.html.Knight, J.D. â€Å"Gregory Jarvis - Challenger Memorial on Sea and Sky.† Sea and Sky - Explore the Oceans Below and the Universe Above, www.seasky.org/space-exploration/challenger-gregory-jarvis.html.Nordheimer, Jon. â€Å"GREGORY JARVIS.† The New York Times, The New York Times, 10 Feb. 1986, www.nytimes.com/1986/02/10/us/2-space-novices-with-a-love-of-knowledge-gregory-jarvis.html.

To what extent is it fair to characterise delegated legislation as a Essay

To what extent is it fair to characterise delegated legislation as a practical necessity that undermines important constitutional principles - Essay Example This paper first gives a quick rundown on the constitution of the United Kingdom and the place of delegated legislation in it vis-à  -vis the concepts of separation of powers and parliamentary sovereignty. Only then will it start exploring delegated legislation beginning with its definition, its rationale, its types and controls, when it is considered invalid, and finally its advantages. Next would be the problems associated with delegated legislation, particularly its relevance to Montesquieu’s theory; and its disadvantages as legislation. Another section on its being a practical necessity would follow, and then a conclusion. Towards the end, the paper will make a stand and show that while delegated legislation may be a practical necessity that may undermine important constitutional principles, the extent will only be when proper checks and balances are provided. The constitution of the United Kingdom is an amalgam of statute law, precedent, and tradition dating as far back to the time of King Henry I in the 1100s.1 Uncodified, UK’s constitution is said to have been historically guided by certain conventions like a system of checks and balances which protect citizens against the abuse of executive power, respect for the liberties of the individual, and trust in the political process.2 Over the years, constitutional conventions have been considered more important than written constitutional provisions in interpreting one’s task with the uncodified constitution 3 The informal nature of the UK constitution may be said to inherently welcome the lack of constitutionalism concept. The executive is drawn from the legislature, Parliament, since the UK has a Parliamentary system of government.4 Because the government is â€Å"fused" with Parliament, governments have no formal control on their legislative power. In 1976, in fact, the phrase

The Impact of the War on Drugs on Puerto Ricans Essay

The Impact of the War on Drugs on Puerto Ricans - Essay Example The majority of Puerto Rican immigrants live in New York City, a circumstance that can be traced to post-World War II economic development programs, which ensured Puerto Rico's economic and political dependence on the U.S. It has and continues to have a colonial status with the United States. Crime in the Latino community, and specifically in Puerto Rico, has created a legacy of poverty, unemployment, and lack of education for the population, accelerated by drug prohibition. In 1994, the murder rate in Puerto Rico was the highest in the western hemisphere, with 73 percent classified by the police as "drug related." The article states the tendency among Latinos to follow overall trends throughout the U.S. with alcohol and cigarettes consumed far more than all illegal drugs combined. Nevertheless, the treatment of Latinos is unequal with a greater number of arrests in Latino neighborhoods. The high number of young people incarcerated has a negative effect on the lives of families and neighborhoods. In addition, the war on drugs focuses on Latino gangs in New York City and Puerto Rico, with the Kings and Queens and the Netas of particular interest to law enforcement. The article further states that the war on drugs has acted as a catalyst to the AIDS epidemic. AIDS is the leading cause of death among young adult Latinos in the United States and more than half are injection-related. In addition, people who live both on the island of Puerto Rico and in the United States have a much higher incidence of injection-related AIDS than do other Latino groups living in the United States.The relationship of the United States to Latin America and the Caribbean has been characterized as neocolonialism and is often considered a humanitarian gesture. However, rather than help them gain self-sufficiency, it becomes a means by which the United States government has exerted economic and political control. This is a long-term situation. By the 1960s, a period of great experimentation with drugs, the war on drugs shifted from federal to state and local bodies. However, when the Knapp Commission of 1968 convened and police corruption made headlines across the nation, the police took a hands-off policy and looked to the cartel lords. This policy allowed drug distribution organizations to build empires in neighborhoods no longer the focus of police. In Puerto Rico, the war on drugs followed in U.S. footsteps due to its continuing colonial status. Summary Barrios and Curtis (1998) make it very clear that only with legalization of all personality-enhancing drugs, along with alcohol and cigarettes, can a solution to the drug problem be found. By focusing on Puerto Rican immigrants in the United States, specifically in New York City, as well as those on the island of Puerto Rico, and continuing with a case study of a specific family, showing the way in which desperate needs bring about desperate means, these two authors show how the present system of laws against drugs accelerate rather than resolve the problem. In describing the Santuree family, the authors offered a microcosm of the drug problem within the experiences of one dysfunctional family, which shows clearly how the problems were escalated by poverty, unemployment, lack of medical care, lack of suitable housing, and ultimately following the apparent economic promise of drug dealing and the resulting

Destry Rides Again, Mr Smith Goes to Washington, and the Fall of the Ho

Destry Rides Again, Mr Smith Goes to Washington, and the Fall of the Hollywood Studio System Thomas Schatz cites the 1950’s as the inevitable end of the Hollywood film studio system, with the signs appearing as early as the height of the second World War (472). However, the seeds of discontent and disintegration within the system were apparent as soon as the late 1930’s, exemplified in such films as Destry Rides Again (1939, George Marshall) and Mr. Smith Goes To Washington (1939, Frank Capra). The production of these two films and the paths down which they led their star (James Stewart), directors (at least Frank Capra), and studios (Universal and Columbia, respectively) are evidence of the decline of the studio system. The haphazard production of Destry Rides Again and its subsequent success (financially, but not as an enduring classic film) are indicative of a system eating itself alive: so intent on the production of film after film made with almost the same crews and casts that lasting meaning had been all but completely forgotten in favor of financial suc cess and power within the system. This also demonstrates the decline of the fascist executive order of the studios in favor of the hard work and devotion of those directly involved on the film set as well as the increasingly important role of the talent agent as the intermediary between the talent and the studios. Frank Capra’s eventually freelance auteurship, in the wake of David O. Selznick and his â€Å"independent† film productions, particularly evident in the production of Mr. Smith Goes To Washington, was a notable indicator of the studios’ impending loss of power (Schatz 407). These and other independent and freelance artists (such as Alfred Hitchcock and Fritz Lang)... ...gton, 11 October 1939†. Variety: A Sixteen Volume Set. New York and London: Garland Publishing, Inc. 1983 Nachbar, Jack (ed). Focus on the Western. Englewood Cliffs, New Jersey: Prentice-Hall, Inc. 1974: 132 Newman, Kim. Wild West Movies or How the West was Found, Won, Lost, Lied About, Filmed and Forgotten. London: Bloomsbury. 1990: 135 Nugent, Frank S. â€Å"Destry Rides Again, 2 December 1939†. The New York Times Film Reviews. New York: The New York Times and Arno Press. 1970 Nugent, Frank S. â€Å"Mr. Smith Goes To Washington, 20 October 1939†. The New York Times Film Reviews. New York: The New York Times and Arno Press. 1970 Schatz, Thomas. The Genius of the System. New York: Metropolitan Books. 1988: 235-251 Wright, William. Six Guns and Society: A Structural Study of the Western. Berkeley, Los Angeles, London: University of California Press. 1975: 48

Frederick Jackson Turner’s `Frontier Essay

The â€Å"Frontier† is a Turner wrote is â€Å"the outer wave of expansion, the meeting point between savagery and civilization.† When people left settled territory, when people went into often unexplored areas, the weight of society bore less heavily upon them. They went into areas where they had no settled established governments, no institutions like churches, courts of law, and the like. People, in a sense, left civilization behind. They had to find new ways of adjusting, new ways of peaceful coexistence at this â€Å"meeting point between savage and civilization.† This is the historical thinking popularized by Frederick Jackson Turner which laid the foundation of modern American study of American West. According to him, â€Å"The existence of an area of free land, its continuous recession, and the advance of American settlement westward explain American development.† He thought largely that the frontier experience had a lasting and permanent impact on American character and society. When American pioneers escaped and left behind the settled institutions of society, a plunging into the forests, or later into the grasslands of the Great Plains, Turner thought this promoted productive individualism. When people entered areas without established social structures, each person was pretty much on a basis of equality with each other person. On this kind of set up people learn to develop civil and democratic ways of social cooperation. They have to learn how to peacefully co-exist amongst each other. This made Turner generalize that democracy sprang from this – free land, and of free, self-reliant individuals moving out on to lands unknown learning the tricks and trade of how to get along with one another. So is this what Turner really meant by the word â€Å"frontier†? If you just take a first glance, he seemed to be spousing a kind of geographical determinism, an idea or a notion that â€Å"free land bred free individuals†; that the geography itself and the way in which people reacted to that geography produced democratic equality and a democratic form of government. Settlers in a new geographical terrain learned to innovate and find ways. Where there were not adequate lakes or rivers, they dug wells. Where the grass land plains did not allow for settled farming, they invented barbed wire to hedge in cattle, to hedge in sheep. These and other various learning experiences seem to be the result of human beings acting as innovators in response to geography. The land itself, Turner seemed to say, made human beings more self-reliant. And self-reliance is at the core of the American democratic experience, or so we have long told ourselves. But as I see it, geography might have something to do with it but not solely. The development of democracy and civilization is a far more a complicated process. I would say much of it would be social development itself. Turner might be right in identifying a certain event in history at a specific location crucial social development occurred which propels modern civilization to where it is now but what I am saying is that it can happen anywhere in the world and not just in a certain specified area. References Schultz, Stanley K. and Tishler, William P., â€Å"American History 102 (Civil War to Present)†. Copyright 2004 University of Wisconsin System Board of Regents pg 4. Retrieved February 3, 2007

Analysis Of The Poem For Whom The Bellstone - 764 Words

The ideas presented in John Donne’s poem For Whom the Bell Tolls, heavily contrast the ideas presented in Paul Simon’s song, I Am a Rock. John Donne demonstrates that we are all apart of humanity and mankind and how all humans have a connection with one another. Paul Simon contrasts this overall idea by demonstrating that people are sick of society and want to be isolated from humanity. The information presented by John Donne and Paul Simon are unique, but have very contrasting ideas as they pertain to humanity. One clear contrast between the pieces of literature, are two specific lines. In Donne’s poem, he states â€Å"No man is an island,† while Simon states in his song that â€Å"I am an island.† The island represents the isolation from†¦show more content†¦Simon uses several phrases to demonstrate the protection built to separate oneself from humanity. For example, â€Å"I’ve built walls, a fortress deep and mighty that none my peneratre.† A person can choose to build a fortress where they can be safe from attack, safe from pain, and hence never need to shed any tears. The room that is cozy as a womb becomes a tomb. The heart, given enough time, will become hard and incapable of any feeling. Simon uses an individual who is hurt, to showcase the retreat to safety. This is okay for a certain extent of time, but sadly, some stay inside. They hide in their fortress, like a turtle drawn into its armored shell. John Donne contrasts this idea using t he line â€Å"A part of the main,† and implies everyone is together and how living in solitude is not living, but only existing. John Donne’s poem demonstrates we all have a role within the world, and our contributions are never ignored, hence the last line, â€Å"It tolls for thee,† referencing funeral bells. The last line implies that the bell rings for you, the reader, and how you are acknowledged as a human being and as a member of society. Paul Simon’s song contrasts this idea with the last four lines of the song, â€Å"I am a rock, I am an island, and a rock feels no pain, and an island never cries.† The song is a declaration of an individual who was not a rock, but needed people, and had been