2012-13-AP-Lang-Research-Paper-Synthesis-Question-Grade-Inflation-Repaired-22vts9a

This is an electronic packet of information to use to write your Research Paper Think of this packet like it is a cafeteria – you will select those items from it that you want to use in your Research Paper and leave all of the other items alone (Remember, on the AP Language Exam you will be given different pieces of information and a topic to write on You will need to use information from of the pieces in your paper AND in your paper document (say which exact source was used for each piece you paraphrase or quote) each quote or paraphrase From this packet you are to select the BEST pieces of particulars to provide perfect proof that your Claim (thesis) is correct Your quotes, your block quotes and your paraphrases will all come from the material in this packet Nothing will be documented in your paper that is not in this packet The packet contains a variety of information Some of which you will not be able to use because it will not support your claim Remember to select the best proof REMEMBER, THIS PAPER IS TO BE YOUR WRITING AND YOUR IDEAS, SUPPORTED BY TEXTUAL SPECIFICS FROM THESE SOURCES You may not be able to write a Works Cited page on which every entry lists every piece of information MLA standards want for every source Are you asking yourself why won’t you know all the information to write a complete entry? Only the information given at the top of the first page of each piece of information (some information may take more than one page) can be used Remember, using MLA rules – if a piece of information is not provided, ignore it and move to the next piece of information If you have a question, ask in class….e-mail me… stop in before school or after school Remember that famous saying by Jim Rohn: Discipline is the bridge between goals and accomplishments." Don’t put off working on this paper You have been working with rhetorical techniques; here is where you demonstrate that you can write using rhetorical techniques After your paper is written, go back through it and elevate the language – include some techniques that demonstrate your writing is mature, concise and demonstrates your outstanding skills Use… similes… metaphors… rhetorical questions… logos, ethos, pathos, …… ????????? You can this! Mrs C Source Information: Site: http://www.gradeinflation.com/ Seen: June 6, 2010 Source B: Auburn University GPA Data http://www.gradeinflation.com/ Source: Internal University document http://www.panda.auburn.edu/cgpabcag.htm Cumulative GPA, all students University of Florida 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 Source: http://www.ir.ufl.edu/factbook/degree.htm Fall term, all undergraduates 1989 2.88 1990 2.89 1991 2.89 1992 2.94 1993 2.96 1994 2.97 1995 2.98 1996 3.04 1997 3.06 1998 3.08 1999 3.13 2000 3.15 2001 3.19 University of Texas at Austin Source: Internal University documents http://www.utexas.edu/student/research/reports/ Inflation/Inflation.html Freshmen only 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 2.46 2.44 2.41 2.48 2.53 2.54 2.59 2.68 2.70 2.72 2.60 2.62 2.66 2.68 2.69 2.69 2.70 2.72 2.73 2.76 Georgia Institute of Technology Source: Insitutional Research and Planning Undergraduate cumulative GPA, Fall term 1972 2.45 1973 2.46 1974 2.45 1975 2.44 1976 2.47 1977 2.48 1978 2.50 1979 2.52 1980 2.56 1981 2.58 1982 2.58 1983 2.58 1984 2.57 1985 2.60 1986 2.60 1987 2.59 1988 2.58 1989 2.60 1990 2.64 1991 2.66 1992 2.74 1993 2.76 1994 2.79 1995 2.78 1996 2.80 1997 2.82 1998 2.84 1999 2.79 2000 2.82 2001 2.85 2002 2.86 University of North Carolina - Chapel Hill Source: For 1967-1998, http://www.unc.edu/faculty/faccoun/reports/R2000EPCGrdInfl.PDF Data are for Fall Semester, all undergraduates 1967 2.39 1968 2.43 1969 1970 2.45 2.51 1971 2.56 Louisiana State University 1972 2.61 Source: Internal University document http://www.math.lsu.edu/~mcgehee/Grades.html Based on percent grade awarded calibrated using the Duke University data set Accuracy estimated to be within 0.03 Data are for the entire academic year 1965 2.44 1984 2.67 1991 2.83 2001 2.95 1973 2.66 1974 2.69 1975 1976 2.72 2.74 1977 2.72 1978 2.71 1979 1980 2.70 2.69 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2.69 2.68 2.68 2.68 2.67 2.67 2.69 2.72 2.76 2.83 2.83 2.85 2.91 2.88 2.88 2.90 2.93 2.94 2.93 2.95 2.98 http://www.gradeinflation.com/ This page is purposefully left blank between different articles that you may use for your research paper Source Information: Title: Ivy League Grade Inflation Newspaper: USA Today Date published: 02/08/2002 Who makes the grade? When a report found recently that eight out of every 10 Harvard students graduate with honors and nearly half receive A's in their courses, the news prompted plenty of discussion and more than a few jokes But is grade inflation worth worrying about? Evidence of grade inflation at Ivy League schools:  Really smart students probably deserve really high grades Moreover, tough graders could alienate their students Plus, tough grading makes a student less likely to get into graduate school, which could make Harvard look bad in college rankings All are among reasons cited by professors in explaining why grade inflation is nothing to worry about And all are insufficient justification for the practice College-grade inflation — which is probably an extension of the welldocumented grade inflation in high schools — is a problem And it extends well beyond Harvard Fewer than 20% of all college students receive grades below a B-minus, according to a study released this week by the American Academy of Arts & Sciences That hardly seems justified at a time when a third of all college students arrive on campus so unprepared that they need to take at least one remedial course  In 1966, 22% of Harvard undergraduate students earned A's By 1996, that figure rose to 46% That same year, 82% of Harvard seniors graduated with honors In 1973, 31% of all grades at Princeton were A's By 1997 that rose to 43% In 1997, only 12% of all grades given at Princeton were below the B range Source: American Academy of Arts & Sciences The report sifts through several possible causes for the inflated grades Among them: A holdover practice from the 1960s, when professors knew that F's triggered a draft notice and a trip to Vietnam An influx of more students, including some minorities, who are less prepared for college work Grading leniency is believed to encourage their continued academic participation and promote self-esteem Evaluation systems in which students grade professors, thereby providing an incentive for teachers to go easy on their future evaluators An explosion in the number of overburdened adjunct professors who lack the time to evaluate each student more accurately The authors of the report cast doubt on several of those explanations, including the influx of minorities They barely touch on an obvious explanation offered by several professors: Families paying more than $30,000 a year for a college education expect something more for their money than a report card full of gentleman's Cs More important than the reasons for inflated grades is the impact they have When all students receive high marks, graduate schools and business recruiters simply start ignoring the grades That leads the graduate schools to rely more on entrance tests It prompts corporate recruiters to depend on a "good old boy/girl" network in an effort to unearth the difference between who looks good on paper and who is actually good Put to disadvantage in that system are students who traditionally don't test as well or lack connections In many cases, those are the poor and minority students who are the first in their families to graduate from college No matter how hard they work, their A's look ordinary Viewed in that light, the fact that 50% of all Harvard students now get A's is a troubling problem This page is purposefully left blank between different articles that you may use for your research paper Source Information: Title: Harvard’s Quiet Secret: Rampant Grade Inflation Newspaper: Boston Globe Date published: October 21, 2001 on-line at : http://www.endgradeinflation.org/ Viewed: June 21, 2010 In October 2001 the Boston Globe released an article entitled Harvard’s Quiet Secret: Rampant Grade Inflation The article reported a record 91% of Harvard University students were awarded honors during the spring graduation Said one student, Trevor Cox, “I’ve coasted on far higher grades than I deserve It’s scandalous You can get very good grades and earn honors, without ever producing quality work.” Previously, Harvard’s Dr Harvey Mansfield spoke out publicly against grade inflation in the April 2001 issue of the Chronicle of Higher Education The article Grade Inflation: It’s Time to Face the Facts reveals a willingness on his part to take a public stand on the issue In Professor Mansfield’s words “There is something inappropriate almost sick in the spectacle of mature adults showering young people with unbelievable praise We are flattering our students in our eagerness to get their good opinion American colleges used to set their own expectations Now, increasingly, they react to student expectations.” Additional recent commentaries include: “Once graduates enter the job market, they discover they can’t bank on those undeserved grades.” (Christian Science Monitor, November 6, 2001) “The effect of grade inflation is a devaluing of undergraduate degrees.” (Levine and Cureton, 1998) “…it is a societal trend to de-emphasize competition and make people feel better about themselves.” (Dr Perry Zirkel, Lehigh University) A “bachelor of arts degree in 1997 may not be the equal of a graduation certificate from an academic high school in 1947” (Wall Street Journal, January 30, 1997) In February 2002, the American Academy of Arts and Sciences published results of a two year study on grade inflation in American colleges and universities conducted by Henry Rosovsky and Mathew Hartley The report Evaluation and the Academy: Are We Doing the Right Thing? finds grade inflation existent nationwide Selected quotes include: “compression in grades will create a system of grades in which A’s predominate and in which letters (of recommendation) consist primarily of praise Meaningful distinctions will have disappeared.” http://www.endgradeinflation.org/ This page is purposefully left blank between different articles that you may use for your research paper Author: Gilliam Gillers Title: Grade Deflation Source Information: Magazine: Newsweek Date published: August 1, 2004 Daylan Tatz, a Princeton junior, imagines sitting in a seminar and thinking, "OK, there are 10 people here Only 3.5 people are going to get A's [or A-minuses]." Those calculations weren't on his mind in 2003-04, when marks of A or A-minus made up about 47 percent of undergraduate grades at Princeton But starting in fall 2004, Princeton will reduce that number to 35 percent, roughly the level between 1973 and 1992 "I think students will be motivated to work harder and learn more by getting accurate information about the quality of their work," says Nancy Weiss Malkiel, Princeton's undergraduate dean Princeton is the first college to formally curb grade inflation, which plagues many schools When Stuart Rojstaczer, a professor of environmental science at Duke, collected data on grading practices at 83 colleges, he found that 79 of them had experienced "significant" grade inflation in the past few decades Grades at selective private schools are especially high A 2003 Princeton study found that marks of A and A-minus accounted for 44 to 55 percent of grades at the Ivy League colleges, MIT, Stanford and the University of Chicago While some faculty and administrators claim students deserve their high marks, others see grade inflation as a problem Amherst president Anthony Marx notes that as grades rise, they become less useful to students, graduate schools and employers Faculty committees at Amherst are discussing how to confront grade inflation, Marx says, but it's too soon to tell what steps they may take He admires that Princeton has confronted the issue, but he worries that using such a "blunt instrument to impose a curve" could discourage students from exploring unfamiliar subjects Several schools including Harvard, Stanford and the University of Miami try to keep grades in line by informally pressing faculty After evaluating this method for five years, Princeton faculty and administrators decided that only a university-wide standard would work "Otherwise we have what [the department chairs] called a collective-action problem," Malkiel says "There would be no incentive for the faculty in any single academic department to grade more responsibly if faculty in other departments were left free to grade much more liberally." But a handful of schools have managed to keep grades constant without resorting to university-wide directives At Reed College in Oregon, the average GPA has hovered around 2.9 for more than 20 years "This really reflects the tradition and culture of the college," says Peter Steinberger, dean of the faculty "The faculty feels the best way to teach students is to evaluate their work honestly." Reed's unusual grading policy may also play a role in curbing inflation The college does not regularly report grades students must ask to see them and it does not award academic honors like cum laude or valedictorian Reed students seem unconcerned about strict grading practices, and Princeton undergraduates may not worry either Tough grading is unlikely to hurt students applying for jobs, graduate schools or fellowships "Schools that are not part of this inflation trend we certainly make note of," says Andy Cornblatt, dean of admissions at Georgetown University Law School Recruiters at Accenture and Goldman Sachs say they also recognize that different schools have different grading cultures, and they consider this when hiring graduates and student interns Still, Tatz, the Princeton junior, worries that the new policy will make students more competitive "Am I one of the top 3.5 people in this class?" he asks "I'm afraid I'm going to have that running through my mind the whole term." One piece of advice: focus on learning something instead This page This page is purposefully left blank between different articles that you may use for your research paper Source Information: Title: “A” The Hard Way, 2010: Sweet Sixteen of Tough Graders” Source: Grade Inflation com site: http://gradeinflation.com/ Date Viewed: July 23, 2010 March Madness is upon us Last year at this time, GradeInflation.com came up with a Sweet Sixteen of grade inflaters As the graph above shows, grade inflation is pervasive in academia It's present at almost every school that's part of a major athletic conference Here are sixteen schools where getting an A is significantly harder than at your average college or university Not all of them have particularly low GPAs compared to national averages, but there are schools where the talent level is so high that one should expect A's to be more prevalent We've taken talent level into account in the creation of this Sweet Sixteen The East Rensselaer Polytechnic Institute Engineering and science based schools dominate the Sweet Sixteen of Tough A's Their workloads are higher and their grades are lower than national averages Rensselaer fits right in with a high quality student body and an average GPA about 0.25 below typical private schools of its caliber Princeton University The Tigers are a newcomer to the tough A Leadership here has worked hard over the last few years to make sure that excellence is accorded only to those that truly deserve it Princeton may be new to reversing grade inflation, but in this year's tourney, they may go all the way Boston University BU's student body complains mightily about grades and how hard it is to get an A At a lot of schools such complaints defy reality But at BU, getting a B average puts you right in the middle of pack Graduating with a 3.5 makes you a star MIT The Beavers likely deserve a higher seed, but their leadership is very, very tight lipped about their grades When MIT last slipped and published some data several years ago, the average GPA was less than 3.2 At schools with comparable talent like Harvard and Yale, GPA's are 0.2 to 0.4 higher The South Virginia Commonwealth University Public schools in urban settings can be very tough places to earn an A At VCU, even getting a B can be an achievement Its average GPA is 2.6, far below national averages Hampden-Sydney College H-SC is a very small school tucked away in the South It's had modest problems with grade inflation over the last decade, but H-SC's grades are still so low relative to other liberal arts colleges that it fully merits a number seed in the very tough Southern region Roanoke College Liberal arts colleges tend to be easy A heaven That's not so at Roanoke where B is still the most common grade and A's are earned less than 30 percent of the time Auburn University Another Tiger in this year's Sweet Sixteen Eat your hearts out 'Bama; Auburn is just a tougher place to earn an A The Midwest Purdue University Getting an A is hard for the Boilermakers with an average GPA that has hovered around 2.8 for over 30 years Purdue doesn't even seem to know that grade inflation exists in America In that regard, ignorance is bliss University of Houston The Midwest is our weakest division and to make up for it, we've shipped some schools from the South to here Like VCU, Houston is a tough urban public school to earn an A with a GPA that has held at a steady 2.6 for 15 years Southern Polytechnic State Another hard-nosed science and engineering school Its state rival Georgia Tech is no piece of cake either, but SPSU gets the nod for a Sweet Sixteen seed this year Florida International University A's are far harder to come by at FIU than they are at Florida's flagship school in Gainesville Earn a 3.4 GPA at FIU and you're well ahead of the pack Maybe next year the Midwest will toughen up and be able to compete with the Southern schools that we've shipped into the land of the wind chill factor The West Reed College If you go to Reed, you know in advance that A's are earned There's a reason why this school places so many students in Ph.D programs and medical schools CSU-Fullerton Resources are tight in the CSU system and Fullerton has its share of real problems But grade inflation is not an issue here Grades are about the same as they were in 1978 and the average GPA is 2.7 Harvey Mudd College This small science and engineering school outside of LA has, to our mind, one of the funniest names for a school in America (OK, Chico State is even funnier) But the name is where all jokes end Harvey Mudd's average GPA is in the 3.2 range, which might seem high at face value But these students are some of the best in the country If they took classes with their liberal arts college neighbors across the way (Harvey Mudd is part of a consortium of colleges), they'd be getting A's ten to thirty percent more frequently Simon Fraser University Unlike the NCAA, GradeInflation.com is not restricted to seeding only American schools Just across the Washington state border in beautiful British Columbia, SFU has avoided grade inflation as successfully as Celine Dion has avoided Tim Hortons (you might have to be Canadian to get that one) They are stingy with their A's, giving them only about 25 percent of the time That's it for our Sweet Sixteen this year If you feel your school has been slighted by omission, send us a verifiable record of their grading history They just might make the Sweet Sixteen in 2011! This page is purposefully left blank between different articles that you may use for your research paper Title: Grade Inflation Gone Wild Author: Stuart Roistaczer Source Information: Source: Christian Science Monitor Date: March 24, 2009 I learned that grades started to shoot up nationwide in the 1960s, leveled off in the 1970s, and then started rising again in the 1980s Private schools had much higher grades than public schools, but virtually everyone was experiencing grade inflation What about today? Grades continue to go up regardless of the quality of education At a time when many are raising questions about the quality of US higher education, the average GPA at public schools is 3.0, with many flagship state schools having average GPAs higher than 3.2 At a private college, the average is now 3.3 At some schools, it tops 3.5 and even 3.6 "A" is average at those schools! At elite Brown University, two-thirds of all letter grades given are now A's These changes in grading have had a profound influence on college life and learning When students walk into a classroom knowing that they can go through the motions and get a B+ or better, that's what they tend to do, give minimal effort Our college classrooms are filled with students who not prepare for class Many study less than 10 hours a week – that's less than half the hours they spent studying 40 years ago Paradoxically, students are spending more and more money for an education that seems to deliver less and less content With so few hours filled with learning, boredom sets in and students have to find something to pass the time Instead of learning, they drink A recent survey of more than 30,000 first year students across the country showed that nearly half were spending more hours drinking than they were studying If we continue along this path, we'll end up with a generation of poorly educated college graduates who have used their four years principally to develop an addiction to alcohol There are many who say that grade inflation is a complicated issue with no easy fix But there are solutions At about the same time that I started to collect data on rising grades, Princeton University began to actually something about its grade-inflation problem Its guidelines have the effect of now limiting A's on average to 35 percent of students in a class Those guidelines have worked Grades are going back down at Princeton and academic rigor is making a comeback A similar successful effort has taken place at Wellesley College in Massachusetts And through a concerted effort on the part of faculty and leadership, grades at Reed College in Oregon have stayed essentially constant for 20 years Princeton, Wellesley, and Reed provide evidence that the effort to keep grade inflation in check is not impossible This effort takes two major steps First, school officials must admit that there is a problem Then they must implement policies or guidelines that truly restore excellence I asked Dean Nancy Malkiel at Princeton why so few schools seem to be following Princeton's lead "Because it's hard work," she answered "Because you have to persuade the faculty that it's important to the work." Making a switch will take hard work, but the effort is worthwhile The alternative is a student body that barely studies and drinks out of boredom That's not acceptable Colleges and universities must roll up their sleeves, bring down inflated grades, and encourage real learning It's not an impossible task There are successful examples that can be followed This page is purposefully left blank between different articles that you may use for your research paper Source Information: Title: Where All Grades Are Above Average by Stuart Rojstaczer Date published: January 28, 2003 page printed on: A21 Newspaper: The Washington Post I recently handed in my grades for an undergraduate course I teach at Duke University They were a very limited assortment: A, A-minus, B-plus, B and B-minus There were no C's of any flavor and certainly no D's or F's It was a good class, but even when classes aren't very good, I just drop down slightly, to grades that range from A-minus to B-minus The last time I gave a C was more than two years ago That was about the time I came to realize that my grading had become anachronistic The C, once commonly accepted, is now the equivalent of the mark of Cain on a college transcript I have forsworn C's ever since How rare is the C in college? The data indicate that not only is C an endangered species but that B, once the most popular grade at universities and colleges, has been supplanted by the former symbol of perfection, the A For example, at Duke, which all evidence indicates is not a "leader" in grade inflation by a long shot C's now make up less than 10 percent of all grades In 1969 the C was a respectable thing, given more than one-quarter of the time A's overcame B's to reach the top of the charts in grade popularity in the early 1990s At Pomona College, C's are now less than percent of all grades About half of all grades at Pomona, Duke, Harvard and Columbia are in the A range State schools are not immune to this change At the University of Illinois, A's constitute more than 40 percent of all grades and outnumber C's by almost three to one This trend of the dominance of the A and the diminution of the C began in the 1960s, abated somewhat in the '70s and came back strong in the '80s The previous signs of academic disaster, D and F, went by the wayside in the Vietnam era, when flunking out meant becoming eligible for the draft At Duke, Pomona, Harvard and elsewhere, D's and F's combined now represent about percent of all grades given A perusal of grade inflation rates at those few institutions open enough to publish such information indicates that, on average, grade-point averages are rising at a rate of about 0.15 points every decade If things go on at that rate, practically everybody on campus will be getting all A's before mid-century, except for the occasional self-destructive student who doesn't hand in assignments or take exams if exams are even given A's are common as dirt in universities nowadays because it's almost impossible for a professor to grade honestly If I sprinkle my classroom with the C's some students deserve, my class will suffer from declining enrollments in future years In the marketplace mentality of higher education, low enrollments are taken as a sign of poor-quality instruction I don't have any interest in being known as a failure Parents and students want high grades Given that students are consumers of an educational product for which they pay dearly, I am expected to cater to their desires not just to be educated well but to receive a positive reward for their enrollment So I don't give C's anymore, and neither most of my colleagues And I can easily imagine a time when I'll say the same thing about B's University leaders, like stock market analysts talking about the Internet bubble not so long ago, sometimes come up with ridiculous reasons to explain grade inflation We are teaching more effectively, some leaders say, or students are smarter and better than in previous decades Many students and parents believe these explanations They accept the false flattery as the real thing Unlike high-tech stock prices, the grade inflation bubble, I'd guess, will not burst As grades spiral upward, my job becomes more difficult Somehow, I have to get the most from my students without the external motivator of grades True, for some students those with a strong internal desire to learn the absence of real grades is actually a blessing Outstanding students don't need a teacher who carries a big stick They need educators who are partners and facilitators in learning But not every student is so motivated So when the commonest grade is A, I have to use other means to get them to learn: I have to cajole, to gently persuade And in all honesty, I don't think I have the psychological skills necessary in this climate to approach my goal of educating all my students well Many of my colleagues around the country would, I think, acknowledge a similar lack of such skills if pressed Today's classes, as a result, suffer from high absenteeism and a low level of student participation In the absence of fair grading, our success in providing this country with a truly educated public is diminished The implications of such failure for a free society are tremendous This page is purposefully left blank between different articles that you may use for your research paper Source Information: On line at: http://mjperry.blogspot.com/2009/05/grade-inflation-academic-fraud.html Author: Walter Williams Title: "Fraud in Academia" Date Viewed: June 19, 2010 This page is purposefully left blank between different articles that you may use for your research paper Source Info Title: “Atlanta Honors Student Misses Graduation as She Awaits Test Waiver.” Newspaper: The Atlanta Journal-Constitution Date published: May 27, 2010 Seen on-line at: http://www.ajc.com/news/atlanta/atlanta-honors-student-misses-536783.html Date seen: May 30, 2010 Atlanta Honors Student Misses Graduation as She Awaits Test Waiver Atlanta high school senior Brittany Hemphill worked 13 years for what turned out to be one of the lousiest days of her life With a waiver pending but still not approved Thursday evening that would have allowed her to participate, Hemphill could only watch as her classmates donned caps and gowns to collect their diplomas It made her sad, she said And angry She had waited nervously all day Thursday, as more than a dozen family members arrived to celebrate her rite of passage But relief never came "It's not right," she said "I'm not feeling good about it at all." Hemphill is an honors student at the city's Benjamin E Mays High School, but she was a few points short of passing the English/language arts portion of the Georgia High School Graduation Test The state may grant waivers on a case-by-case basis but otherwise requires Georgia graduates to pass all portions of the test Most school systems Atlanta included require students to meet all requirements before they can take part in graduation ceremonies School officials signed off in support of requesting a waiver for Hemphill on May 18 But the state school board is not scheduled to meet again until June In the interim, without state approval, Hemphill is still considered to have not met graduation requirements Her family asked if Atlanta would make an exception, but officials said no "We don't make exceptions," Atlanta spokesman Keith Bromery said Thursday "It's not an entitlement to be able to graduate It's an earned privilege." According to the state, 243 students so far this year have requested waivers from graduation requirements It has approved 45 Last year, 586 students requested waivers The state granted 73 In requesting the waivers, students may provide academic transcripts or other records to show how they feel they are successful To receive a full diploma, public school students must pass each of the four portions of the test including English/language arts, math, science and social studies They must also pass a writing test, which is administered separately Students first take the test in the spring of their junior year In Atlanta, system rules provide for at least five opportunities for students to pass the test before the end of their senior year In Hemphill's case, she took the test for the fifth time in early March She got her results back May 11 "It's a major disappointment for her," Johnson said of her daughter Hemphill, her mom said, is looking ahead to collegiate life, possibly at Benedict College in South Carolina where she has been accepted "I'm confident the waiver will be approved," Johnson said This page is purposefully left blank between different articles that you may use for your research paper http://freepresshigheredblog.blogspot.com/2010_04_01_archive.html Date Viewed: April 29, 2010 This page is purposefully left blank between different articles that you may use for your research paper http://freepresshigheredblog.blogspot.com/2010_04_01_archive.html Date Viewed: April 29, 2010