REOPENING OF SCHOOL (SEPTEMBER 2023)

Wed. & Thur Sep  6 & 7   –   Entrance Exams

Mon  Sep 11   –   FormS 4, 5, Lower & Upper 6

Wed  Sep 13   –   Forms 1, 2 & 3                         

Thursday September 14   –   Primary

Friday  September 15   –   KG2 & KG3      

Monday September 18   –   KG1

ACT or SAT: What’s the difference?
Find out how these two college admissions tests differ and whether your student should take one or the other, or both.
________________________________________
By GreatSchools Staff

Both the ACT and the SAT are national standardized tests that students take as part of the college admissions process.

Are there advantages to taking the SAT rather than the ACT?

First find out which tests are required by the colleges your student is applying to. Most colleges will accept either the SAT or ACT; a few do not require either test. You can generally find this information by looking at the college’s Web site or by contacting the admissions office. If either test is accepted by the colleges your student is applying to, then he should take some practice tests and see if he scores better on one or the other.

Where can I find practice tests?

ACT has free sample questions on their Web site as well as an online test prep program and test prep books you can purchase.

The official SAT practice test is available on the College Board Web site, as well as online prep materials and print study guides that you can purchase.

Free practice tests for both the ACT and SAT are available online at Kaplan Test Prep.

Is the ACT easier than the SAT?

It depends on the student, and what his strengths are. Both tests are meant to test fundamental knowledge that a high school student should have. But the tests have different formats and test different subject matter. The ACT is more subject/achievement-oriented while the SAT focuses more on problem-solving and thinking skills. The ACT has an optional writing section, which students do last, while the writing section on the SAT is required and students must do it first. (Be aware that many colleges require the optional writing section on the ACT, so check into that before deciding whether or not to opt for that test.) The ACT has a science section but the SAT does not. Both are mostly multiple choice, (except for the writing section). But the SAT has one math section where students are required to produce their own answers. Students are penalized for guessing on the SAT but they are not penalized for guessing on the ACT.

Should students take both tests?

If money is not an issue, and the colleges on your student’s list accept either test, your student may want to consider taking both. If your budget is tight, it’s best to take practice tests and then decide which test produces the best results. Students with financial need should also check if they qualify for fee waivers.

In six states — Tennessee, Colorado, Illinois, Michigan, Kentucky and Wyoming — schools use the ACT as a statewide test and state funding pays for all juniors to take it.

Do test prep services help raise scores?

Both the SAT and the ACT have free sample questions and tests available on their Web sites. Both also offer test prep materials you can purchase. Both the College Board (who administers the SAT) and ACT advise against hiring tutors or paying for expensive prep classes. Yet Kaplan and Princeton Review, two test prep services, offer money-back guarantees if your child doesn’t raise his score (although they won’t guarantee that your child will improve by a certain number of points).

The PSAT and PLAN

Students can prepare for the SAT by taking the PSAT as a 10th-grader or 11th-grader. Students who take the PSAT in 11th grade and score high may qualify for scholarships. All students receive personalized feedback on their skill strengths and weaknesses after taking this test. Students who take the PSAT gain access to MyRoad, a comprehensive online career and college search program for the rest of their high school careers.

Sophomores can take the PLAN to prepare for the ACT test. The test helps students measure their current academic development, explore career/training options and predict their future success on the ACT.

Is financial aid available for these tests?

For juniors with demonstrated financial need, fee waivers are available for the PSAT. No fee waivers are available for the PLAN. The College Board also offers a maximum of two fee waivers for the SAT and ACT offers a maximum of one fee waiver per student for their test.

How many times should students take these tests?

Students can take either the SAT or ACT as many times as they like. The SAT is given seven times a year while the ACT is given six times. To find out when the test is given check the SAT and ACT calendars. Many students take the tests twice in an effort to improve their scores, once as juniors and once as seniors. Counselors sometimes caution against taking the test more than three times because it’s likely to make admissions officers wonder why a student has so much trouble taking a test.

Be aware that while the ACT will only send your best scores, the College Board requires you to send all your SAT scores to the colleges you are applying to. Most college admissions officers say they only look at your best scores. Some interpret this as the best overall score a student gets in one test-taking session. Others will take the best math score and best English score even if they come from different test sessions.

How can elementary and middle school students get on the right track to succeed on these tests?

There are several things students can do.

• First and foremost, read. Both tests require strong reading comprehension and vocabulary skills. The best way to prepare is to read a variety of materials — books, magazines and newspapers — in addition to texts that are required for school classes.
• Take challenging courses. Students who take a rigorous course of study are more likely to score high on these tests. Both tests require algebra and geometry. The SAT requires knowledge of statistics and probability while the ACT requires trigonometry. The ACT has a science section. Both tests have questions about literature.
• Learn test-taking strategies. It’s important to have subject-matter knowledge, good reading comprehension and problem-solving skills but it’s also important to know how to take tests — when to guess and when not to, how to pace yourself to have time to answer all the questions, how to avoid making careless mistakes. Taking practice tests is a good way to prepare.

All about Advanced Placement (AP) courses and exams
The AP program gives students the opportunity to take college-level courses while they are still in high school.
________________________________________
By GreatSchools Staff

Does your high school student want to get ahead and do college-level work in high school? The Advanced Placement program provides that opportunity.

The AP program is run by the College Board, which develops the curriculum, creates and administers the exams, and provides support for teachers. The AP program gives students the opportunity to take one or more college-level courses while they are still in high school, and to receive college credit if they receive a score of 3, 4 or 5 on the AP test.

What AP courses and exams are offered?

The AP program currently offers 37 courses and exams across 22 subject areas. Schools vary in which AP courses they offer. In 2008-2009 the College Board offered AP Exams in Art History, Biology, Calculus AB, Calculus BC, Chemistry, Chinese Language and Culture, Computer Science A, macroeconomics, microeconomics, English Language, English Literature, Environmental Science, European History, French Language, French Literature, Italian Language and Culture, German Language, Comp Government & Politics, U.S. Government & Politics, Human Geography, Japanese Language and Culture, Latin Literature, Latin: Vergil, Music Theory, Physics B, Physics C, Psychology, Spanish Language, Spanish Literature, Statistics, Studio Art, U.S. History, and World History. Due to under-enrollment, the College Board will be eliminating Computer Science AB, French Literature and Latin Literature after the 2008-09 academic year.

The number of students taking and passing AP exams is rising. In 2002, close to 12 % of U.S. high school students scored a 3 or higher on at least one AP test. In 2008, that number rose to 15% of all high school students.

Many schools offer college-level AP classes to prepare students for the AP exams, but students can take exams without completing a specific course. Taking AP courses helps students develop the knowledge, skills and abilities necessary for a successful transition to college, and increases a student’s likelihood of graduating on time. AP courses are generally demanding, and require a certain level of maturity and dedication for students to succeed.

On GreatSchools school profiles, you can see which exams were given at each high school. If an exam is listed, it means that at least one student at the school took the exam. This information does not tell you which AP courses are offered at the school. To find that information, contact the school directly.

How much do the exams cost?

Students are required to pay $86 per exam. For those who demonstrate need, financial aid is available from the College Board, as well as from some states, cities and school districts.

Issues to consider

• Students who receive good grades on AP tests can bypass introductory courses and enter with college credit at many colleges and universities. Each college sets its own policy on college credit and advancement to high level courses for successfully completing AP exams. To find specific credit information for colleges you are interested in, check the College Board’s AP Credit Policy Information.
• Although there has been a national debate over whether high school students are feeling pressured to take too many AP courses, several studies have shown that good grades (3, 4 or 5) on AP exams correlate with better grades and graduation rates in college.
• A recent University of Texas study found that students in 10 subjects who used their AP credits to take more advanced courses in college had better grades in the advanced courses than students who took the introductory courses in college instead of AP courses in high school.
• Some critics argue that high school AP courses cannot match the depth and rigor of courses offered by colleges. But others counter that students are more likely to get attention in a smaller high school AP course than in a large lecture college introductory course.
• Many selective colleges and universities look for students who have successfully completed the most challenging courses offered at their high school. That means AP or International Baccalaureate (IB). (IB is an international diploma program with high academic standards offered at some high schools where students take a prescribed course of study for two years in high school. Then, if they pass the IB exams, students receive an IB diploma.)

Questions to ask at your high school

• Find out what AP courses are offered at your high school. Ask what prerequisites are required to take these courses.
• Ask what scores students have received on particular tests, and if the same teachers are teaching these AP courses. Beware of a large number of low scores on a particular test. It may indicate that students are not being sufficiently prepared to pass the AP exam.
• If your child is interested in a particular course, have her talk to the teacher ahead of time to find out what the workload is and what preparation will be necessary to take the course. Some teachers require that students complete work (summer reading, for example) prior to taking the course.
• If your child is interested in a subject offered by the AP program but the course is not offered at your school, find out what support he can expect to receive at the school to prepare for the test. Some states also offer online AP courses.
• Check to make sure that your school is offering the AP curriculum aligned with the AP test. Beware of courses labeled AP Philosophy, AP Astronomy or AP Botany. These subjects are not part of the College Board Advanced Placement program. You can find out which subjects are part of the official AP program here.

Understanding college admissions tests
College admissions tests, a rite of passage for high school students, are changing. Here’s what you and your child need to know.
________________________________________
By GreatSchools Staff

With the addition of a writing section to the SAT and the ACT, and more colleges announcing they no longer require standardized tests for admission, the college admissions process may look radically different than the one parents remember.

Here’s a summary of what has changed:

The SAT

Students applying to college in 2005 were the first class to take the new SAT. The test they took:
• Was divided into three sections: critical reading, math and writing
• Required a new 25-minute essay in the writing section, which also included multiple-choice writing skills questions
• Eliminated the analogy questions (e.g. Dalmatian is to dog as oriole is to bird) their parents remember and included more questions to measure reading comprehension
• Included more advanced math concepts, such as those emphasized in Algebra II
• Was calculated on a 2400-point scale, rather than the 1600-point scale their parents remember
• Was longer (it’s now 3 hours, 45 minutes)

The ACT

The ACT, the admissions test used more commonly in the Midwest, also added an optional writing section. The writing section of the ACT is required at approximately 40% of all colleges, according to Sherri Miller, director of Elementary and Secondary Programs at ACT.

Why the changes?

First, a little history: “College boards” were some of the first standardized tests. Made up of essays that covered a number of subjects, they allowed colleges to compare students from different places and schools. The College Board, which administered these tests, created the SAT. The latest revision in the test came about when Richard Atkinson, then president of the University of California, called for changes to the SAT to better align the test to what was taught in high school.

However, Shauna Morrison, a spokesperson for collegeboard.com, said that revisions were in the works even sooner. “While the College Board certainly paid attention to the University of California’s suggestions that analogies be eliminated and writing be added – as a membership organization we consider the feedback of all of our members – many other factors contributed to the decision to change the test,” she said. “In fact, seeds of the current revisions were planted in 1990 by a blue-ribbon commission.”

“A recommendation considered, but not adopted, was the addition of the kind of writing section we introduced in March 2005,” she said. “Among the reasons a writing section was not adopted at the time was the lack of technological capability to transmit millions of student essays to professional readers for scoring – something that is feasible today.”
Miller, of ACT, said: “We added the writing exam in response to things going on in California. Some colleges wanted a standard assessment of writing.”

How colleges are responding

One key fact has not changed even as the admissions tests have: The SAT or ACT score is only one factor colleges consider in admissions, and most indicate that they see high school achievement as a more important predictor of college success.
Colleges have adopted widely varying approaches to the tests, so it’s important for students and parents to research the colleges they’re interested in to learn what tests are required and how the results are weighed.

More colleges drop test requirements

A growing number of liberal arts college have stopped requiring SAT or ACT scores for admission. They include the College of the Holy Cross in Massachusetts, Gustavus Adolphus College in Minnesota, Knox College in Illinois and George Mason University in Virginia. They join Bates College and Mount Holyoke, which have not required the tests for years. Officials at these colleges say that other measures – grades, courses taken, extracurricular activities – are better predictors of success for their students. The National Center for Fair and Open Testing, an opponent of standardized testing, has a list of the schools. But don’t assume that this list or any other is correct. Check admissions requirements with the colleges themselves.

Research universities are much more likely to require an admissions test as one of the only ways they can compare students from various schools and states.

What the critics are saying about the tests

The change that’s getting the most attention is the new required essay. The essays are sent to two readers for scoring. If the readers cannot agree on a score, a third reader will act as a tie-breaker.

Criticism of the essay exam came most notably from Massachusetts Institute of Technology professor Les Perelman, who argued that the grading system gives high marks to essays that are long and contain factual errors. Perelman analyzed samples of scored essays made available to the public and found that the highest scores in the first round of testing went to the longest essays. Future test-takers, he predicted, would strive for verbosity rather than clarity.

The College Board disagrees, saying that high scores go to essays that “effectively and insightfully develop a point of view on the issue … using clearly appropriate examples, reasons, and other evidence to support its position.” The most well-developed essays tend to be longer, College Board officials say.

The National Council of Teachers of English also entered the debate, arguing that the essays don’t provide useful information to colleges about a student’s ability to write. Robert Yagelski, chair of the NCTE Task Force on SAT and ACT Writing Tests and associate professor in the Department of Educational Theory and Practice at the State University of New York at Albany, says timed writing exams encourage students to write according to a template. “This sends a signal that writing is not about content. NCTE has battled the trend to separate writing from content. The SAT essay reinforces what I consider are simplistic and superficial notions of what constitutes good writing.”

What the debate means to your student

It’s important for your student to contact the individual colleges and state college or university systems on her application list to find out the weight admissions officials will be giving to admissions test essays.
David Montesano, a private college admissions consultant, said admissions officers are more likely to look at the score than the essay itself. “Competitive schools will want scores over 2000 and the writing score will factor into that,” he said. But, in some instances, colleges might be very interested in reading what a student wrote in the timed test. “If there is doubt that the personal essay on the application was actually written by the applicant, admissions departments will drill down and compare it to the SAT essay.”

Students with disabilities

The SAT and ACT no longer flag the score reports of students granted additional time to take the test because of a disability. This policy has raised concern that some parents may unfairly seek testing accommodations to secure better scores for their children. Both the College Board and ACT argue that they have rigorous processes for reviewing such requests.

Reasons that students may be granted accommodations include impaired vision or hearing, attention deficit hyperactivity disorder (ADHD), learning disabilities, physical handicaps and some medical conditions.

Other accommodations besides additional time include access to a different testing location or to special equipment. Extra time is granted only when a student’s disability presents a direct need for additional time or when the test is given in a nonstandard format.

You can learn more by reading Services for Students with Disabilities on the College Board and ACT sites.
If you have a child who may qualify for special accommodations, be sure to initiate the application process well in advance – ideally in the spring of the year before your child intends to take the SAT. All the necessary paperwork should be available at your child’s school.

Applications: A parent’s role
Your challenge as a parent is to support your student as she applies to college but let her do the work.
________________________________________

Do I give up now in despair or just do it myself? This is the question many parents ask during the college application process. The challenge is to be supportive while doing neither. The application is a source of much anxiety for students, and understandably so. This is the package that will seemingly decide their hopes and dreams.

But parents can reassure students that things are not that dire. Thousands of schools are looking for qualified applicants, and the vast majority of students who want to go to college will get in. As expert Charles Shields points out in The College Guide For Parents, nine out of 10 students who apply to two or more schools get in to more than one.

Getting organized

So, take a deep breath and relax. This is not rocket science, at least, not yet. In fact, the most challenging thing about the college application is being organized enough to get the required pieces in by various deadlines. Here’s where your itch to take over might be strongest, because lots of students express their anxiety by putting things off.

Of course, you can’t do it for them. You can, however, empower your child with tools to conquer the paperwork. Suggest your child dedicate a folder to each college. At the front of each folder should be a checklist of required materials and the date each is due. Now you can both see at a glance what’s been taken care of and what still needs doing.

Warming up

Most applications request a list of activities your child has participated in and a list of honors and awards. Some may ask for additional information such as career interests, and some may even ask for a statement from parents. You can help gather details on four years of activities and honors. Your child should also have a copy of her high school transcript and know her social security number and high school code. Now the details will be at her fingertips.

It also helps to brainstorm with your student before getting started. Ask her which activities were most significant to her and why, or whether a particular award or honor stands out in her mind. Ask her what she thinks she might contribute to the college that no one else would. This will prepare her to highlight the most important items and will help her stand out as an individual.

Just the facts

While students understandably want to impress, the old rule applies: Honesty is the best policy. Admission officers can sniff exaggeration a mile away. Schools prefer to see a sincere picture of individual interests over a scattershot list of brief forays jotted down just to beef up qualifications.

More than just the facts

On the other hand, the “supplemental information” category is a chance to explain special circumstances or detail unique abilities. Not all applications provide such an opportunity. If not, you can contact the admission office and inquire about including such materials. Aspiring artists or dancers might wish to send slides or a videotape. Be sure your child labels such materials and indicates on the application that it is included.

To whom it may concern

Even if not required, letters of recommendation help give a more complete picture of your child’s strengths. But use common sense when including these materials. Andrew Flagel, dean of admissions at George Mason University, says he once received 34 letters of recommendation for a single student! This is way too much material for overworked admissions officials and won’t add much to an application.

Teachers who know your child well and can speak in detail about one aspect of his achievements are often the best choice for recommendation writers. Some colleges may also ask for recommendations from peers or alumni and other adults. Seek out individuals for their relationship with your child, not for their credentials. A detailed, well-written letter by the next-door neighbor is worth more than vague generalizations from a well-known figure.

Encourage your child to ask for letters well in advance and provide the writer with a firm deadline. She might also suggest the writer focus on a single area of achievement. A drama teacher should write about your child as a drama student, not as an AP math student and athlete. Since college course work requires intensive writing and reading, a letter from an English teacher is always a good idea. Finally, your child should be sure to provide the writer with completed recommendation forms and a stamped, addressed envelope for each school.

Déjà vu all over again

Applications all have similar requirements, and it is perfectly permissible to use the same materials for different schools. In fact, the Common Application is used by more than 130 private colleges, from Dartmouth to Harvard. The form is available from high school guidance counselors. But your child should order application packets even if he is using the Common Application form, because some schools require additional information. Your child can apply online to hundreds of schools with our Next Stop College service, available in Student Tools.

Should your child apply early?

Some schools allow students to apply early. Such early decision or early action programs often inform students of ad

Ten ways to jump-start college planning
Help your child take the right steps in middle school to prepare for college.
________________________________________

Decisions your child makes as early as eighth grade can have a huge effect on his college career. They might affect how soon your child will go to college, what type of college he attends, and even whether he will go to college at all.
As a result, there can be a lot of pressure on students to do the necessary work to get into the college of their choice. As a parent, your support will be crucial through this time to help your child to make decisions that will lead to the college and career path that’s most suitable for him. Below are some things that your child will need to do to get ready for his college planning — and some ways for you to help.

1. Get involved. Getting ready for college isn’t all work. Your child should find something she really likes doing, then dive into it. She will develop skills and be more appealing to colleges. Colleges like to have a diverse and motivated student body. Involvement in activities indicates your child has shown a commitment and taken on responsibility.
2. Do the work. If your child expects to go to college later, he should expect to study and work hard now, and throughout his four years of high school.
3. Take challenging courses. Colleges look at your child’s grades, but also at how difficult her courses are. They want to see that she has challenged herself. Plus, if your child pursues advanced courses, such as AP, she may be able to get college credit.
4. Get help. Is your child having trouble in a class? Many schools have peer tutors, students in upper grades who’ll help him for free. Your child should talk to his teachers or counselors and let them know he wants extra help.
5. Read. Your child should read at least 30 minutes every day, beyond study and homework. It’s best for her to read what interests her — magazines, novels, etc. Your child’s strength in reading will be essential when she takes the PSAT/NMSQT and SAT tests.
6. Don’t delay. Students take the PSAT/NMSQT in the junior year (or even in the sophomore year). So your child should take the most challenging schedule he can before high school. He should talk to his counselor to make sure he is taking the solid math and other courses that will get him ready.
7. Get the college-bound facts. How will your child know all the right moves to get into college? She should ask someone who’s done it. Your child should get to know her counselors. She may also want to ask a career planner at a local college, or a trusted teacher. Doing Web research can also be helpful.
8. Provide family support. If you haven’t been to college yourself, you may think you can’t help your child. That’s not true. You can talk to his counselors and help him stay on the right path. Your support will be important as he begins to make important decisions about his future.
9. Seek mentors. Even though you are supportive of your child’s ambitions, the encouragement of other adults who can lend their enthusiasm will help make sure your child succeeds. She might look to a counselor, a teacher, or someone else she trusts to help her develop her interests in a particular area.
10. Confront personal roadblocks. High school can be a stressful time for students. If you child has a problem that’s really getting in the way of schoolwork, try to sort it out together. Keep an open mind and a listening ear at the ready. Your child’s counselor may also be able to help with advice, or simply to point your child to resources at school or in the community that can help.

Letting go: Tips for parents of new college students
After 18 years of parenting, it can be hard to let go. Here is a sneak peek at the challenges of the transition ahead and advice to prepare right now.
________________________________________
By Karen Levin Coburn, Madge Lawrence Treeger

The emotional roller coaster

Recognize this is a time of ambivalence for all parents.

The excitement and joy about opportunities awaiting your child are mixed with the waves of nostalgia and a sense of loss. Talk with other parents who are going through the same thing.

Recognize your child’s conflicting emotions.

Your child, like you, is being pulled between past, present and future … one day exclaiming “leave me alone; I’m 18 years old. I’m independent” and the next complaining “you’re never around when I need you.” Your child’s ups and downs are a sign of the ambivalence of this transitional time.

Take comfort in the knowledge that part of you is going with your child.

The foundation you have provided over the past 18 years will accompany your child across the miles and throughout the years.

Don’t tell your child “These are the best years of your life.”

No one is happy all the time between the ages of 18 and 22, and when a student is homesick or overtired from studying all night, it’s not reassuring to have parents imply that this is as good as it gets!

Enjoy this time of celebration.

Try not to focus so much on the upcoming departure that you might miss the full impact of the senior year festivities and the joy of summer days ahead.

The summer before

Be prepared to see less of your child this summer.

The closer it gets to departure time, the less you can expect to see of your child. He will likely be spending every waking hour with friends. Allow them this special time together.

Make a financial plan and discuss expectations with your child.

Develop a tentative budget and be clear about who will pay for what. For example, some parents pay for books and supplies, while their child is responsible for incidental expenses such as snacks, movies, and CDs. Other students are responsible for earning a percentage of their tuition. Teach your child about responsible use of credit and debit cards.

Discuss academic goals and expectation ahead of time.

Remember, many freshmen do not do as well academically first semester as they did in high school, and many change their minds about their proposed course of study. Ask them what they hope to accomplish academically during their first year. It is important for them to take ownership of their education. Grades are not the only indication of learning.

Communication: Keeping in touch

Talk to your child about how you’ll keep in touch.

Do you want a planned time to talk or do you want to be more spontaneous? A cell phone can be a wonderful way to keep in touch, or it can be, as one student described, an “electronic leash.” Encourage your child to use it with discretion and not just to fill in the spaces. E-mail and instant messaging are also wonderful ways to keep in touch. Just don’t count on a reply to every message.

Be a coach rather than trying to solve your child’s problems yourself.

You’re likely to hear more than your share of problems. College students usually call their parents for reassurance when things aren’t going well, and call their friends with the latest exciting news. When you get those late night phone calls, and you will, you can encourage your child to use the appropriate campus resources — to go to the health service or career center, to talk to an advisor, dean, a counselor or tutor. Read resource information sent to you by the college so you can be an informed coach for your child.

Be an anchor.

Keep your child informed about changes at home. College students want their parents to accept all the changes they are making but want everything at home to stay the same. So it’s important to keep them informed about changes at home, whether it’s moving a younger sibling into their room, or, on a more serious note, about illness in the family or the death of a pet. They need this from you in order to feel secure and maintain a sense of trust.

Acknowledge that college today is different.

Although century-old buildings look untouched by time, college life today is very different from the campus scene 25 or 30 years ago. For those of you who went to college, think twice before beginning a sentence with “When I was in college…”

Ask about courses rather than focusing on grades.

Invite your child to share with you the discovery of new ideas, academic interests and intellectual passions.

Send care packages.

Early in the year, sharing popcorn or chocolate chip cookies is a wonderful way for a student to meet floor mates. Photographs are personal reminders of home. Holiday decorations, baskets of treats at exam time, and even everyday necessities like shampoo and quarters for the washing machine are reminders that say, “I’m thinking of you.”

When students come back home

Renegotiate expectations.

Your child has been making decisions on how she will spend her time for many months. You, however, may have strong feelings of your own when she comes in late at night, sleeps late in the morning or arrives late for dinner. Most students respond well if parents treat them with respect. For example, a parent might say, “I know you’re used to being out until all hours of the night at school, but I can’t sleep when I wake up at 2 in the morning and you’re not here. Let’s talk about how we’re going to handle this so that we’ll both feel good about it.” It takes flexibility and communication to find a common ground.

Understand that the college years are a time for exploration.

Your son or daughter may come home with a new look; someone else’s clothes; or new politics, philosophies, or eating habits. Most of these changes are not permanent. Take a step back, have a sense of humor, and pick your battles.

Don’t overschedule.

Tell your child ahead of time about family plans, especially over the holidays, so that he or she can make plans accordingly.

Throughout the college years

Expect change.

Students will change the way they think and way they look. Many will change their majors and career goals. They need you to stick with them, have patience when they are uncertain and support them as they chart the course of their own lives.

College students care more about what you think than they are likely to let you know.

They quote you, talk about you and look to you for encouragement. As they journey toward adulthood and independence, sometimes they want your advice and sometimes they just want you to listen. And as one of them put it, “We just won’t tell you which time is which.”

Welcome to the delights and dilemmas of being a parent of a college student.

________________________________________

Karen Levin Coburn is the assistant vice chancellor for students and associate dean for freshman transition at Washington University. She is also the coauthor of Letting Go: A Parents’ Guide to Understanding the College Years.

Madge Lawrence Treeger is a psychotherapist and longtime member of the Washington University Counseling Service. She is also the coauthor of Letting Go: A Parents’ Guide to Understanding the College Years.

The Lebanese Independence Day is one of the nationally observed days at L.I.S.  This great event was celebrated on the 20^th November 2015. It was marked with a moving speech delivered by H.E. the Lebanese Ambassador to Sierra Leone Mr. Nidal Yehya. Followed by that of the  Chairman of the Board, Mr. Samih Hashim and the president of the Lebanese Community Mr. Samir Hassanyeh who made eloquent speeches .  This occasion was filled with pomp and pageantry.  A variety of Arabic cultural dances and songs were put up by students in their colourful costumes. Preceding these events was a friendly basketball match among L.I.S students –  Form 5 and 6.  This historic event was witnessed by the Chairman of the Academic Committee Mr. Faisal Basma and a host of other dignitaries.

Also the Principal Mr. Ali Ahmad , Director of Studies Mr. Momodu Kamara, teachers and parents. Both the Sierra Leone and Lebanese flags were hosted side by side to show the cordiality between the two states.

The Biological field Trip is organized every academic year by the Science department for both the lower and upper sixth form biology students of Lebanese International School Ltd.

The objectives of such visits was to have a first hand approach to the effect of pollution caused by sewage and domestic waste discharge both on land and on the marine ecosystem. It also focused on observing the effects and causes of deforestation affecting the forest ecosystem. It was also designed to give the students a practical
understanding of the diversity of both plants and animals within the ecosystem. Four localities were primarily chosen for these studies. It includes, the Botanical Reserve at Fourah Bay College, Coastal outline along government Wharf,
King Jimmy and Kroo-Bay, the Kingtom dump site (‘Bomeh’) and finally the Lumley and Goderich Beaches illustrating the rocky shore and the littoral zone.

The departure time for the trip from the school is around 8:30 a.m. and arrival time around 5:30 p.m. under the supervision of the subject (Biology) teachers concern and the Head of department of Science. The detailed findings in each of the
areas for 2006/2007 are described below:

At this site, the students were introduced to five artificial aquaria where water plants were grown, eg Salinia, Lemna, Nymphare Elodea and Pistia. Also in another two aquaria, eggs of toad and larvae known as tadpoles were carefully observed by the students to illustrates the life cycle of a toad.

Next the students’ attention were diverted to the forest scenery. At the beginning of the forest there were forest indicators such as Lianas, which show the start of a forest ecosystem. The forest was thick with tall huge trees and many kinds of speces such as ferns, like Pteris, Bolbitis, Cyclosorus, and Plathycerium. Epiphytic plants were also abundant and most were creeping plants. After about five to ten minutes of walk, we came across a stream.

This stream was used along ago for drinking but now it is unhygienic due to human activities such as laundering and the deposition of waste substances such as sewage, human faeces and the drainage of fertilizers from near by gardens and agricultural lands into this stream. Such human activities have led to serious water pollution in this environment, and making life very difficult for the survival of aquatic animals such as fishes; a phenomenon known as Eutrophication.

Beyond the stream, it was unbelievable because a large area of bare land which was once noted to be a forest area have now be destroyed by human activities such as building houses, farming and making of utensils. Such deforested area have led to massive soil erosion, and a decrease of plants and animals speces diversity.

However, the Botany Department of Fourah Bay College, has tried to combat such situation by planting fast growing trees (reforestation) such a Accacia in some of the areas that have been deforested. The two types of Accacia plants growi8ngi n such are Accacia auriculiiformis with small and slender leaves and Accacia marguim with broad leaves.

GOVERNMENT WHARF AND KROO-BAY
Here, the main focus was to enable the student to see the improper disposel of sewage on the land the coastal marine. Sewage disposal disposal pipes emptied the waste right on the coastal line of the sea and not in the middle where mixing processes are very severe and allows for dilution. Hence sewage piles up and becomes toxic exceeding the threshold value and polluting the waters and the coastal land. These sewages are also biodegradable and therefore can be acted upon by micro-organisms such as bacteria. This will use available oxygen in the water body thereby causing fishes and other marine organisms to be short of oxygen supply.; this will cause death and hence pollution of the water. The fishes when eaten by man and can cause serious health problems. On that day, the tide was high and water was splashing
around. The water was filthy black with faeces, gabbages, pigs, and children swimming in it. The walk in bay was hectic though tiring. The houses are made up of sticks and mud and the inhabitants use this dirty water for laundry and sometimes for cooking. They also place stones when the tide is low for land reclamamation, to provide them with more land for them to build houses and growing of vegetable crops. Such unhygienic conditions filled with lots of harmful micro- organisms causes poor health sanitation, which leads to diseases such as Cholera from Vibrio cholerae, and Typhoid from Salmonella Typhea.

KINGTOM DUMP SITE-BOMEH
Our main target of visiting this dump site was to see how the city’s gabbage is deposited. Bomeh is a large land filled with biodegradable and non-biodegradable waste materials piled up in batches, some of which is burnt. Beyond the gabbage are pits where faeces are deposited. The smell is awful and at the surface of the pits some plants are growing due to high concentration of nitrates which leads to algae bloom. This reduces the oxygen level and leads to death of the species due to insufficient oxygen for them to respire and hence they are acted upon by bacteria. This is called Eutrophication, which is a continuous cycle.

LUMLEY BEACH
The view of Lumley beach was much satisfactory. The students were taken to the rocky shore where we observed limpets and pedicles all concerned with biological design experiments. We learnt that we wave action determines the six of limpets since shielded limpets were much larger in size than those exposed. At the other end across the road, we saw
Mangroves grown on salty water. These plants are called halophytes since they tolerate high salt concentration. There are two types of Mangroves, the Red Mangrove and the White Mangrove. These species show adaptation to such an environment in terms of meeting the demand for oxygen by having aerial roots, which are provided with air bags called nodules or pneumatophores.

RECOMMENDATION
In view of the above observations made to the various areas visited, the following recommendations have been made:
-Strict regulations should be put in place to prevent the cutting down of trees in forested areas. Also, alternative sources of consumable energy should be considered, such as gas cookers in homes.
-As far as sewage disposal is considered, it will be proper for discharge to take place at about 300 meters off where mixing process are considerable significant.
-A scheme should be set out which would involve the recycling of disposed waste such as in the production of Biogass.