CEEB Code Lookup Step-by-Step Guide

CEEB Code Lookup Step-by-Step Guide SAT / ACT Prep Online Guides and Tips What on earth is a CEEB code anyway? As you may know, it's really just an identification number, though there's a bit more to it than that. So the real question becomes: why do I care about CEEB codes? Well, CEEB codes are the identifiers that help get SAT (and other) data communicated to the correct high schools, colleges, test centers, etc. In fact, they're a crucial part of the SAT process. Now, while CEEB codes are necessary to register for the SAT and to get your scores reportedto the right schools and scholarship programs, most online forms have an automatic CEEB code lookupand fill-in feature that lets you skip that process yourself. There are still a few reasons you might need to look up your CEEB code, though. For instance, not all formsare online, and not all online forms have the auto-fillfeature,so you may find yourself in need of that number as you communicate with the College Board or a college. // CEEB Code Lookup Process No matter what CEEB code you need or why you need it, you'll want to start in the same place- the College Board website. While this officialoption is probably your best bet, bear in mind that there are other places to look up this data. A quick Google search should reveal a handful of schools and other higher education organizations providing their own tools for the process. // There are several types of locations, organizations, etc. that can be identified by CEEB codes. Let's take some time to walk through each of them. The search will be elementary, my dear Watson. High School Codes // CEEB codes for high schools are six digits long. From our home base, you're ready to dive in. If you're in the United States, leave the first field as is (if not, pick the appropriate country): Next, choose your school's state: // Then, you'll need to actually type in the name of your school's city: Finally, type your school's five-digit zip code (if you know it), and hit the submit button: If you don't know the zip code, you can still hit submit. In fact, you can leave blank any field you don't knowand still do asearch: You can now choose your school from the list of results. There's only one in this example, but if more than one school comes up, they'll be listed in alphabetical order. They don't have to look so cheery about everything, am I right? // Test Center Codes Test centers have CEEB codes that are five digits long. The process for finding CEEB codes for test centers is very similar to finding them for schools, yetit branches offearly. From home base, go ahead and click the "Find Test Centers" link: That should take you to a page that looks something like this: Go ahead and do what it says: select the test date (if you know it). Then, keep on going: // You'll note that the country and state (where applicable) are required this time around. At any rate, fill out what you can and hit the submit button: You'll see a list of all the test centers in the given area that allow testing on the date you specified. What better way to celebrate scholastic achievement than with a funny hat? // College and Scholarship Codes These CEEB codes are four digits long. This processis not assnazzy and up-to-date as the other categories'. Start at the College Board's home base. Go ahead and choose the relevant option, either "SAT Code List: Domestic Edition" for anything within the United States, or "SAT Code List: InternationalEdition" for anything outside the United States. Clicking on the appropriate link will take you to a large pdf with very small print. The relevant portion of the document starts on page 20 of the domestic booklet (page eight of the international booklet). The good news is that the pdf should be searchableon your computer; so, if, for instance, finding the "College and Scholarship Progam Codes" portion of the book, looking up New Hampshire, and trying to find Dartmouth College is daunting, you can try pressing Ctrl+F and typing in the school'sname. You can also zoom in. College Major Codes These CEEB codes are three digits long. This process is exactly the same as for Colleges and Scholarships (see above), only the relevant portion of the document starts on page 27 of the domestic booklet (page 15 of the international booklet). What are you passionate enough about to major in? Country Codes These CEEB codes are also threedigits long. Once again, the process is exactly the same as for Colleges and Scholarships (see above), only you must elect the international edition. The list starts on page three. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. // What If I Can't Find My CEEB Code? Okay, that's all well and good, but what if you still can't find your CEEB code? One option is to make a phone call to the school (if you're looking up a school), or to the organization that has requested the form you're filling out. Never be afraid to contact the entity for which you're completing a form. Also, sometimes there may be a "Can't Find" option on the form which will enable you to enter the information manually. Also, note that 970000 is the CEEB code for homeschooling, 000003 is the code for an unlisted domestic school, and 000004 is the code for an unlisted international school. If you really, truly can't find the code anywhere, put down all zeroes, i.e. 000000. Sometimes, you just can't find an answer. Conclusion: Tips for CEEB Code Lookup CEEB codes are funny little numbers. In this article, we've gone over what they are and when they're needed.Let's review some key points: Most forms that require CEEB codes will auto-fill them for you. If you're looking for a CEEB code, the best place to start is the College Board website. 970000 is the CEEB code for homeschooling, 000003 is the code for an unlisted domestic school, and 000004 is the code for an unlisted international school. If you can't find the code you need, look for a "Can't Find" option or enter all zeroes. Now, go forth and CEEB! What's Next? Do a little poking around to see what else there is to know about CEEB codes, whether they're called CEEB codes or SAT codes. Also, make sure you're thoroughly prepared to make the SAT count. Discover how to study for the test in the best way possible. If you're gearing up to use CEEB codes to send your scores to a college, pause a moment to do some reading about what you should know first. Want to improve your SAT score by 160 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:

The Protestant Ethic and the Spirit of Capitalism

The Protestant Ethic and the Spirit of Capitalism The Protestant Ethic and the Spirit of Capitalism is a book written by sociologist and economist Max Weber in 1904-1905. The original version was in German and it was translated into English by Talcott Parsons in 1930. In the book, Weber argues that Western capitalism developed as a result of the Protestant work ethic. The Protestant Ethic and the Spirit of Capitalism has been highly influential, and it is often considered a founding text in economic sociology and sociology in general. Key Takeaways: The Protestant Ethic and The Spirit Of Capitalism Weber’s famous book set out to understand Western civilization and the development of capitalism.According to Weber, societies influenced by Protestant religions encouraged both accumulating material wealth and living a relatively frugal lifestyle.Because of this accumulation of wealth, individuals began to invest money- which paved the way for the development of capitalism.In this book, Weber also put forward the idea of the â€Å"iron cage,† a theory about why social and economic structures are often resistant to change. The Books Premise The Protestant Ethic and the Spirit of Capitalism is a discussion of Weber’s various religious ideas and economics. Weber argues that Puritan ethics and ideas influenced the development of capitalism. While Weber was influenced by Karl Marx, he was not a Marxist and even criticizes aspects of Marxist theory in this book. Weber begins The Protestant Ethic with a question: What about Western civilization has made it the only civilization to develop certain cultural phenomena to which we like to attribute universal value and significance? According to Weber, only in the West does valid science exist. Weber claims that empirical knowledge and observation that exists elsewhere lacks the rational, systematic, and specialized methodology that is present in the West. Weber argues that the same is true of capitalism- it exists in a sophisticated manner that has never before existed anywhere else in the world. When capitalism is defined as the pursuit of forever-renewable profit, capitalism can be said to be part of every civilization at any time in history. But it is in the West, Weber claims, that it has developed to an extraordinary degree. Weber sets out to understand what it is about the West that has made it so. Webers Conclusions Webers conclusion is a unique one. Weber found that under the influence of Protestant religions, especially Puritanism, individuals were religiously compelled to follow a secular vocation with as much enthusiasm as possible. In other words, hard work and finding success in one’s occupation were highly valued in societies influenced by Protestantism. A person living according to this worldview was therefore more likely to accumulate money. Further, the new religions, such as Calvinism, forbade wastefully using hard-earned money and labeled the purchase of luxuries as a sin. These religions also frowned upon donating money to the poor or to charity because it was seen as promoting beggary. Thus, a conservative, even stingy lifestyle, combined with a work ethic that encouraged people to earn money, resulted in large amounts of available money.   The way these issues were resolved, Weber argued, was to invest the money- a move that gave a large boost to capitalism. In other words, capitalism evolved when the Protestant ethic influenced large numbers of people to engage in work in the secular world, developing their own enterprises and engaging in trade and the accumulation of wealth for investment. In Webers view, the Protestant ethic was, therefore, the driving force behind the mass action that led to the development of capitalism. Importantly, even after religion became less important in society, these norms of hard work and frugality remained, and continued to encourage individuals to pursue material wealth. Weber’s Influence Weber’s theories have been controversial, and other writers have questioned his conclusions. Nevertheless, The Protestant Ethic and the Spirit of Capitalism remains an incredibly influential book, and it has introduced ideas that influenced later scholars. One especially influential idea that Weber articulated in The Protestant Ethic was  the concept of the iron cage. This theory suggests that an economic system  can become a restrictive force that can prevent  change and perpetuate its own failings. Because people are socialized within a particular economic system, Weber claims, they may be unable to imagine a different system. Since Weber’s time, this theory has been quite influential, especially in the Frankfurt School of critical theory. Sources and Additional Reading: Kolbert, Elizabeth. â€Å"Why Work?† The New Yorker (2004, Nov. 21). https://www.newyorker.com/magazine/2004/11/29/why-workâ€Å"Protestant Ethic.† Encyclopaedia Britannica.

Health Law and Ethics Research Paper Example | Topics and Well Written Essays - 750 words

Health Law and Ethics - Research Paper Example Petersburg, Florida, in a totally heart attack on 25th, February, 1990. She agonized huge brain impairment due to absence of oxygen and, in the next two and a half months in a loss of consciousness, her analysis was altered to vegetative condition. For a couple of years doctors tried physical and speech and therapy and other tentative therapy, anticipating to return her to a condition of responsiveness. In 1998 Michael, Schiavos husband, petitioned the 6th Circuit Court of Florida to confiscate feeding tube supporting her (America, H., 2006). He said he adores his wife and will do anything it takes to bring to an end the existence that he is certain she would not like to endure. He thought that she would like her feeding tube removed and that she would aspire to die instead of remaining in bed in a nurture home in a long-lasting vegetative condition for the remaining of her living days. The Schindler’s parents and the other siblings remained equally persuaded that Michael was wrong.   They said, Terri would like to be live, that she was not as brain-damaged as her husband thought, and that there was still optimism for her recovering irrespective of the point that she has be unsuccessful to show any slight improvement in the past 16 years. They dispute that there are still more actions to be tried and that since she was a Catholic, she would like to honor latest of Papal lessons that feeding tubes should not be detached from those in permanent vegetative condition (Alec & Newport, 2006). Michael was right when he said the tube to be detached and his beloved wife die this is because Ever since the Supreme Court permitted a respirator to be detached from Karen Ann Quinlan, U.S. Supreme Court stated that feeding tubes are medical cures just like antibiotics, heart-lung machines, respirators, and dialysis, it has been clear in U.S. legislation and medical beliefs that those who fail speaking can have their feeding tubes detached.   The power to

As a condition of voting, should people be required to demonstrate Essay

As a condition of voting, should people be required to demonstrate that they have an adequate understanding of how the American government works Why or Why not - Essay Example Voting is a high stalk game because wrong voting can lead to unjust wars, calamitous economic policies and needless wars. That is why voters should make the right decision while voting based on sound evidence that will lead to best policing and promote the common good rather than on self-interest. Voting is not a duty for everyone because some people vote based on their self-interest, while others are politically incompetent, and others are ignorant. If this kind of people votes then they owe it to the other citizens both voters and no-voters. There is nothing wrong by being ignorant in politics, misinformed or coming up with particular political belief so long as you do not impose your views on people by voting (Brennan, 2012). Research done indicate that most America voters are clueless on issues concerning political. If asked question on political, for instance, if they prefer diplomacy to military action in solving international conflict. Most lack ideas on what to say; others tend to refer to what they hard on television. If asked why they prefer one candidate to the others, they answer ignorantly and just say that they just like the way that person talks. If an individual cannot discuss rationally on foreign issues, name the staple of liberal ideology, or change their thoughts in response to information they are not able to remember. Then that people is better if he does not vote. Most voters vote based on partisan voting, which in most cases they inherit from their parents. Those who vote genuinely based on of facts are very few. Survey done in the 2000 and 2004 elections suggest that most voters behave politically just like voter of the 1950s. However, some scholars think that their colleagues have set the bar high of what is expected of the voters. Voting is an ethical issue and how we vote matters a lot. In our voting, we can create a better government or a worse one and

I Believe Essay Example for Free

I Believe Essay Traveling to â€Å"land of opportunities† for future studies is a dream of many people as standards and quality of education is the best in the world. I am one of those lucky people who wished to study in America and finally landed in United States for this purpose. But it was not an easy task as rules and regulation for obtaining a student’s visa is hard. But troubles do not end with getting a student visa as after coming to United States, one finds himself entangled in other difficult rules. I myself experienced all these difficulties and hardships before arrival and after arrival in United States. When I applied at the United States consulate in my native country, I had to produce certain security documents in addition to my I-20 Form (Admission letter from my institute), funding document and passport. Although these security documents were necessary to clear the security conditions but it took me many days to get these from local authorities. Additionally, I wanted to come to America thirty days prior to the start of my course date in order to accommodate myself in the American environment and learn the culture and values of Americans. But again it was not a simple thing as I have to get a visitor visa first and it was also required to register with Department of Homeland Security office upon my arrival in United States. After one month, before beginning any studies, I must obtain a change of classification through Form I-539 (application for Change of Nonimmigrant Status). As these rules were hard to understand and were harder to follw, so I decided to end this venture. I believe that these procedures are cumbersome and forces one not to apply for a visa thirty days prior to the corse start date. I also believe that student must come earlier (more than thirty days) to United States to get an acquintance with the local customs, traditions and environment. There is another condition for F-1 visa that students must be enrolled as a full-time student at the institution. But sometime Institute does offer long duration courses in Language Proficiency but does not give it full time course status to these courses. This creates a lot of problem in getting student visa and students in this case only gets visit visa. I think that Language courses must also be included in the category of full time courses or the Visa rule about these courses should be relaxed and a student visa should be issued for these. There is another part of the visa application process; an interview at the embassy consular section is required for visa applicants. I believe that this interview process is an extra thing as students waits a lot to be called for interview. Again a communication barrier is another problem because students can not convey the real information due to language inability. He can not understand the questions of the Visa Clearance Office in the right context. This results in the failure of getting a visa. The immigration rules related to medical check-up and vaccinations is another problem that students face. I myself have to undergo a lot of difficult procedures. I believe that vaccination is necessary and United States has the right to allow only the healthy person to enter in its territory but these procedures must be simplified. Another hard rule is related to employment. According to the F-1 rules, maximum of 20 hours/week is allowed while the studies are in progress whereas during annual break periods one can work up to 40 hours a week. I believe that students must be given more time so that they can earn enough to partially support their non-curricular activities. It does not mean that their studies should be sacrificed but they should be allowed according heir spare time. Students should use this money to visit various parts of America and to get knowledge of American culture and geography. Another employment rule is related to on-campus job. One can not take jobs outside the college or institute premises. I think that this regulation is unfair as only few jobs are available on the campus. Furthermore, every international student tries to get job on the premises. This makes the situation difficult. So it is not possible for every student to get a job on his/her own campus. I think that this rule should be relaxed and students should b allowed to work in the surroundings of the university or institute. Again after one year, students are allowed to work off-campus bit it needs the approval of the institute. I believe that this procedure again creates difficulties for the students. Although jobs in the local surroundings are not rare but they are processed so quickly that after getting an approval from institute, they remain no more available. Although I suffered from only a few of these hard rules but most of the prospective students become a victim of one or more of these rules. So I think that these rules should be altered in order to take care of the students’ needs. Government must take initiative to accommodate the students and their genuine requirements.

Essay --

Is human nature fundamentally good or bad? Mengzi argues for the instinctive goodness of human nature; however, admits our inherent goodness must be encouraged through propriety. Mengzi treats nature as one’s natural â€Å"potential, inclinations, or capacities† (Liu 68). It is important to note, however, that he only views nature as the beginning. Mengzi believes that the way we behave as mature humans is the result of how successful we are in fulfilling our nature. Other Confucians, like Xunxi, argued â€Å"human nature is bad; his goodness is the result of man’s deliberate effort† (86); however, Mengzi believed the contrary to be true. According to Mengzi, nature refers to the natural inclinations of humans. Thus, any development in the opposite direction is a direct consequence of some form of external stimuli. Mengzi views nature as a â€Å"species-specific notion† (68) that separate us from lesser animals. More specifically, humans are distinct from animals because they are born with moral virtues. Mengzi believed that because all humans belong to the same species, all humans possess the same universal nature. He goes further by claiming that due to our collective universal nature, any differences demonstrated by mature humans are owing to an â€Å"external environment and individual effort† (69). For the purposes of this paper, let us assume that Mengzi is correct in his argument for the innate goodness of human nature. So if humans naturally tend toward virtue and all possess the sprouts of morality within, what rationalizes the inconsistency between instinctive goodness and manifested badness? Although Mengzi highlights the heart/mind of our nature desires moral virtue, he also acknowledges that â€Å"desire for physical comfort and material g... ... chef. While it is true that a human’s physical and biological attributes are determined biologically, no two humans are actually identical. That being said, how can all human’s morals be a biologically determined constant? It would be more plausible to think that while humans have the capacity for moral virtue, the extent on which they are able to actualize this capacity differs as much between people as physical traits such as taste. This leads us to another criticism. The second example is also flawed. Consider the Iron Chef Bobby Flay. He is known for, amongst other things, being a world renowned chef as well as a television show called BBQ with Bobby Flay. Although many people would view his cooking as amazing, these tastes are not shared by all (a vegetarian for example). This is just another example of his flawed belief of a shared and universal human nature.

Oedipus Rex as a Religious Drama

Titans who devoured Dionysus. [3] Only his heart remained, which Zeus ate and Dionysus was born a second time. [4] Zeus destroyed the Titans with lightening, and from their remains sprang human life, consequently humans are both divine and evil. [5] Sophocles embodied this aspect of God given human nature, mutual opposites, In the character of Oedipus. His actions are driven by the mother. 6] He is not consciously guilty of the crimes of incest, but the reality and irony of the play states that he is endorsing them. He takes the role of husband and son, brother and father; he is mutually guilty and innocent, despite the Juxtaposed nature of these conditions, a reflection of the conditions from which humanity sprang. There is a definite tone of reverence in the dark subject matter, and a subsequent lesson that Gods that their prophecies demand respect. Nevertheless, the setting of the festival and tribute to the Gods make it a fundamentally religious lay.Central to religious drama is the concept that ‘man must conform to divine order- even at the cost of himself. 17] In Oedipus Rexes, this divine order Is predetermined by the prophecies of the Oracle which is the driving force for the entire plot. Oedipus' parents receive the prophecy at his birth; later, when called a ‘bastard', Oedipus goes to the Oracle and receives the same Information; and when a plague attacks Thebes, Croon Is sent to consult It again, which reveals Its fulfillment. [8] The oracle's presence Is highly active, and In this sense, fulfils the role of an antagonist.Its also enforces Aristotle notion that a character is only a result of plot, as the characters action are solely dictated by the information provided by the Oracle. [9] The role is further enforced by the fact that it is not a mere invention; it was a very real part of Greek culture, where spirituality and politics are intricately linked. Despite the characters best efforts (Accost and Alias leaving their son for dead, and Oedipus fleeing who he believed to be his parents. ) Its fulfillment was seemingly inevitable, perhaps even caused by their knowledge of the prophecy. 10] It s in the avoidance of circumstance in which the prophecy could be fulfilled, that is proximity to the dangerous other, that Oedipus and Alias were able to meet. [11] As afore mentioned the prediction is the force behind the plot, but it is the characters resistance that cause the conflict and therefore the drama. Not to taint a religious discussion with a Freudian psychoanalytical perspective, but, as this conflict shows, opuses Is perhaps ten least Kelly person to nave an opuses complex; en allocates his life to its avoidance. 12] When he discovers his predicament, his costs are encashment, the loss of his children and his eyes, â€Å"Now I will do what must be done to the source of This is a highly symbolic action as in Greek the words for ‘know and ‘see' are correspondent. [14] He is literally removing the à ¢â‚¬Ëœknowledge' of his sins, knowledge he sought with such dynamism from the oracle, an image drenched with irony. The eventual acceptance that Apollo will have been fulfilled is, perhaps, the religious moral of the play; the Gods are omniscient, therefore their laws will always be up held.Aristotle states, within its six elements (plot, character, diction, spectacle, thought ND song)[1 5], that ‘Tragedy is an imitation†¦ Of events inspiring fear or pity[16] and that the Tragic hero is ‘above the common man', but not definitively good, he must have a flaw. [17] In relevance to Oedipus Rexes, and the sense in which it is a religious play, these elements highlight the enforced influence the presence of the Gods have on the actions of the characters, and the concept of free will. The event ‘inspiring fear and pity is most likely the act of incest.Although a taboo subject regardless of culture and period, its interpretation changes across time. A modern view is o ne that inherently links incest to child abuse, as we are greatly influenced by feminist theory. [18] Such theory states that incest is an abuse of the power dynamics in the family unit, usually from father to daughter. [19] However the incest portrayed in the play is unwittingly performed, by consenting adults, but, nevertheless, provokes a disgusted reaction. The cross-contamination of ‘blood' is universally considered tainted and unnatural'. 20] The circumstances surrounding Oedipus and Costar's union could be the fear provoking element. The magnitude of the tragic universe created requires he reader to question whether or not Oedipus would really have killed a stranger over ‘right of way, if the riddle of the ‘Sphinx' was honestly that difficult- which allowed his passage to Thebes, or if the drunken mans accusation of ‘bastard' were mere coincidence. The enormity of the irony suggests some foul play on the part of the Gods.