Claudio Reyes Life Story

The Reyes family have been having a lot going on in their life lately. Rachel and Angelo have been married for 3 years. The past few years they have been focused on work. Rachel is a realtor and Angelo works in an office. He tries to be there for his wife all the times but hates it when he has to take time off work to go to doctors appointments. They want to start a family but, they have been having difficulties on trying to have a baby. Rachel has been taking birth control pills for the past 18 years and decided to stop because she wants to start a family very badly. She waited around an year to conceive but unfortunately it failed miserably. Rachel has been doing research on taking other pills that will boost her infertility workups and treatments. The problem is she has come to realize it is going to be far more expensive than she thought it would be. On the other hand, Angelo has had diabetes since he was 13 and at times it affects his vision. He feels that him having diabetes is just annoying and not so much of a big problem to him. He has a well planned routine lifestyle that he follows everyday. He senses that his wife Rachel has become more obsessed on having a child, he does not like the whole idea about work up drugs, somewhat because he knows its going to be very expensive. Reyes family needs to figure out their priorities before anything else.

In the New York Times article “I Owe It All to Community College: Tom Hanks on His Two Years at Chabot College” published January 2015, the author Tom Hanks talks about his experience in Community College. The article being published in the New York Times was directed at an older group of people. Hanks begins the article effectively persuading the reader that Community College changes the lives of the students who attend. Hanks addressed his experience at a two-year junior college in Hayward, California with positive critique. Hanks’ succeeds with his claims of community college being a alternative to students in search of a afforable higher education, through his use of ethos, pathos, and logos.

For many middle school students across the nation the transition from middle school to high school is an exciting time. It is the beginning of the end, their last hurrah before they go off on their own as college students. While students may be ecstatic to experience all that high school has to offer, some parents are apprehensive. They know the next four years will play a vital role in their child’s future. Parents wonder whether their local high school will prepare their child for the difficult transition from high school to college. This type of thinking may lead parents to seek out other academic options for their children. Marian High School, a private school located in Bloomfield Hills, Michigan, draws in approximately 120 incoming freshman every year; they attain this number through the use of powerful rhetorical appeals on their website. Marian entices parents looking for an alternative to their local high school by tugging on emotions that are entangled with religion, using convincing numerical statistics and by exhibiting the accomplishments of their graduates.

In December 2014, The Hispanic Outlook in Higher Education published “Rethinking the Admission Process.” This article was written by Frank DiMaria, who takes a look at the research of the former president of the University of Wyoming, Robert Sternberg. DiMaria explains Sternberg’s stance against the current admissions process. Sternberg has research that depicts, “GPA, standardized tests, and essays do not successfully measure the true talent of a college applicant.” He believes that the policies need to change. Sternberg offers an alternative to the current process. Sternberg has been a part of a new admissions policy testing students not just on their memorization and analytical skills, but on their creative, practical, and wisdom-based skills as well. Sternberg’s ideas stem from his experience with disadvantaged youth and their ability to adapt and overcome obstacles. Sternberg claims that students who grow up in the upper middle class tend to have an environment which better values the analytical skills that the current tests measure. He argues that, because of this, colleges may not be getting the most creative and adaptable students. He shows that some of these less privileged students are capable of handling a college workload even though they may not have been able to score as high on the SAT or other tests. DiMaria believes that through Sternberg’s Kaleidoscope policy may be a solution. The Kaleidoscope way of admissions administers tests which ask open ended

Perhaps some student aren’t ready to jump into four year college right after high school. Perhaps some students don’t have enough money or funding to afford four year colleges. For those who trying start taking classes, a community college, two years colleges or vocational school might a good place to get adjusted for college or for training to enter the workforce early. Liz Addison, supporter for two-year community colleges, considers community colleges the ideal place to begin and that it is not important to make the jump into a four-year university. In her essay, “Two Years Are Better than Four,” Addison portrays the theory of the community college. She assumes “The philosophy of the community college, and I have been to two of them, is one that conditionally allows its students to begin” (256). Her assumption are based on her idea “the community college system is America’s hidden public service gem” (257). A similar idea that Charles Murray believes in. He also believes community colleges the ideal place to begin for those who are training to enter the workforce early. He states “Try to force her (for example, by setting up a demanding core curriculum), and she will transfer to another school, because she is in college for vocational training. She wants to write computer code. Start a business. Get a job in television. She uses college to take vocational courses that pertain to her career interests.”().These to supporters of two years colleges and vocational training are encouraging students looking for place to start or those who are trying to get certain skills to join the

On December 2, 2016, in the opinion editorial, “How to Get In,” Susan Estrich, best-selling author and liberal columnist for the Creators, argues that hard work, not college acceptances, determine people’s future successes, challenging the notion that people’s opportunities and potentials are defined by the colleges they enter. Refuting the misconception that “getting into the right college is a meal ticket for life,” Estrich argues that GPA’s and LSAT’s may decide the difference between rejection and acceptance, but ultimately, tenacious hard work throughout life counts “for more than anything else,” before concluding that the “secret to a good application” is honesty and that, although she understands admissions can be partisan and erroneous through personal experience, in the end, she “did just fine”- an echoing sentiment to all prospective college applicants. Estrich

It is a well known fact but there are many people including counselors, parents, teachers, and friends who resist saying it out loud for fear it will sound like discouragement and negativity: college is definitely not for everyone. The pressure on high schools students, especially those that excel, to attend a college or university is enormous. And in the case of a bright, industrious and motivated high school student, attending a college or university is an obvious career choice. For those students, it's only a matter of what university to attend, whether one's SAT score is high enough, and the availability of the money. Then there are the millions of high school students who are not really personally motivated but are being pressured by their counselors, teachers and parents should they attend college if they really don't care? This paper examines those issues.

Paul Tough starts us off by throwing us right into Venessa Brewer’s shoes. A started from the bottom where Vanessa triumphs in high school and becomes able to be the first in her family to get a college degree. As bright as Venessa is, she struggled in her first semester at college. She thought that she was the only college student having trouble making that transition. Tough then goes more in depth with kids, especially the disadvantaged ones, who struggle with college. Tough goes to a couple of professors, David Laude and David Yeager, to find out why it’s a problem and how can they fix it? Both Laude and Yeager wanted to help lessen the failure gap between disadvantaged and advantaged students. They addressed this problem by setting up support

Despite Chris’s living situation he was expected to do very big things growing up because he was a genius. Toward the end of highschool he accepted a scholarship to Reed College, which he later noted was a mistake. After his first year his mother forgot to sign the financial statement for the renewal of the scholarship and he lost his opportunity for an affordable college education. Instead of sticking up for himself against the University, he didn’t explain it was a mistake. After working for a couple years he tried college again, enrolling in Montana State.

Therefore, the single mother of three sons is struggling with the new changes in her life after her husband passes away and needs to readjust to her new life in San Francisco. She moves back to her father’s house where she and her sisters were raised. She is coping with the loss of her husband, juggling her personal life and job. Her sisters also move back to their father’s house to help DJ that is struggling with raising her three kids alone.

The basic skills, responsibilities, and expectations associated with students today are as varied as the students themselves. Chapter 13 in our text points out that that the majority of college students are white and come from the middle class. However, there is an increase in the number of minority students. The ages of college students may vary widely as well, since more than one third of them are over the age of 25 (Hussar & Bailey, 2009). The number of older students reflects a significant change in the college population. Many more students who graduate high school are waiting to attend college instead of attending college directly after high school, which had traditionally been the norm. This means that older students are returning to college after having a variety of different experiences in the world, and they are bringing with them different skill levels. Also, they are returning for a number of reasons, which in turns

Anyone who has completed any college courses can attest that college itself introduces new difficulties, including new class structures, expectations, living situations. Ordinarily, these changes contribute to many students, notably at the beginning, leading to them underperforming. While I experienced these changes, the factors and adversities that contributed to my final GPA being just shy of a 3.0 are not part of a typical student’s college experience.

For many, after graduating high school the next big step is college. I never asked myself why or if I even wanted to. Yet, since I was not yet ready to join the work force, and didn’t want to disappoint my parents, I simply followed the path that I was supposed to take. For a while I had no direction, but through the loss of my high school English teacher and my dream of making my family proud, I discovered that college was the place I wanted and needed to be.

A substantial amount of data exists today about the higher education system in America. One of the most staggering facts is simply, why, that in such a highly prosperous and populated country that only 36% of young adults ages 18-25 attend a college or university (Butler-Sweet, C., 2017)? The majority might attribute this number to believing that young adults are lazy, or unmotivated— the truth, however lies somewhere else. An individual’s social context plays a large role in determining one’s life. As a middle-class, white woman in America today, the chances that someone under these same circumstances would graduate high school and find herself in college had little to do with her personal work ethic or talent. The social context that I was raised in, fully shaped my future with little intrusion by my own individual characteristics.

It was late July, when I was on a helicopter in reset when I was approached by my coworker Ethan. I had only spent a couple of conversations with him before, but Ethan mostly stuck to himself. A quiet guy with piercing brown eyes and an untamed beard when he asked: “Are you going to start college this fall?” And that! Right there, was all it took! You see, I was never really a great student in High School, not because I didn’t understand the subjects, or I hated school, but rather, I concentrated more on my social life, my girlfriend, Hockey season in the winter, and Soccer and Baseball in the spring always took priority. I would always make it big I thought, but I overlooked a key factor, my grades. Senior year of high school, I applied for the University of Hawaii at Hilo in hopes that they would accept