Business and Academia

Business needs are changing at a very high pace, so they expect the recruits to be up to date of the recent happennings. For this to happen the instructors at the college have to be on their toes, to understand the new activities. Once they get a complete understanding of the business needs they can very well mould and motivate the students to move in that direction.

A conventional thought could be one of, “why can’t we achieve this by means of contact sessions between the students and professionals?” It is very much possible but, for all practical reasons its negatives outweigh the positives. We can schedule contact sessions every week or so. But for all practical reasons, all we could have is a couple of contact sessions over a span of 6 months. And we also expect the visiting professional to list out the business needs, which will be very much misunderstood by the students. Because the professional, presents from a businessman’s perspective and transalting it, in terms of educating the students is completely a different task.

Let us take a typical example of a post graduate school: Iin the fast pace of technological advancements, whatever that is vogue today becomes outmoded tomorrow. So any education that teaches something that is outmoded is of lesser value. This pushes the schools to be agile, and flexible. This nimbleness will directly mould the students to adapt to the latest technology. So once the students are out of the schools, they are very much on their toes, with respect to latest technological shifts and conceptual business changes.

Let us take a classical example of Jack Welsh ex CEO of GE , he formulated a unconventional management philosophy that “When something is working, it has to be fixed”. That is, when something is working, it is bound to die and it has to be fixed soon, before it falls apart. This was very much contradictory to the traditional adage ” When something is working, do not touch it”. This is a very valuable lesson in terms of management students. Because they are the people who are going to rule the world tomorrow, that means this shift in business has to be imparted to the students. And more than that, they need to be informed whether that principle holds good for any field.

Grants for College Students

Grants are based upon financial need, as calculated by the federal aid program. The first step in applying for government grants is by completing the FAFSA.

Of course every student and parent would rather receive grants instead of loans, since they do not have to be repaid. So the student hopes to see a grant award when the results are returned from the application.

There are a few things to be aware of, however, when expecting a grant. The funds available for grants are limited, therefore the grant will not usually fully fund educational expenses. If the student is planning on attending a community college where tuition rates are lower, it is possible that grants will cover a greater percentage of the tuition and fees.

The second thing to be aware of is that when the need analysis is done by the government or school, the expected contribution of the parent is usually higher than in reality what is possible for most families. This expected contribution effects the amount available to the student for grants.

Another significant factor is that if the parent or guardian claims the student as a dependent on income tax returns, this effects the amount of aid available to the student. In general, a student who is ‘independent’ of the parents as far as the tax law goes, will receive more in financial aid awards.

About Self Injury on College Campuses

The biggest misconception is that self-injury is an attempt to commit suicide. The person in question may feel so bad that he has had suicidal thoughts, but generally the two are unrelated. In most cases, the act of self-injury is an attempt to cope with those intense feelings, not die.

Here are the warning signs of self-injury:

Compulsive need to injure oneself by cutting, burning, hitting,
scratching, or pulling hair

Re-injuring old wounds so they don’t heal

Scarring, usually on arms, wrists, legs, abdomen, head, or chest

Attempts to hide arms or other body parts where injury occurred

Hoarding of sharp objects like razors

Person experiences a high from doing it

Consuming thoughts of self-injury, or the behavior interrupts normal daily functioning

In most cases, there is no intention of killing oneself, only to cope with or release intense feelings of pain

Usually self-injures when alone

If you experience any of these symptoms, you know that the behavior can feel all-consuming. You also need to know that there are people who want to support you in finding healthier ways of coping.

If you have a friend or roommate who is a self-injurer, it can be frightening and disturbing to be around this behavior. As difficult as it may be, do not attempt to stop or control someone’s self-injury. You are not responsible for her behavior, and by interfering with her way of coping, you could do more harm than good. Trying to hide or take away self-injury tools, giving ultimatums, or “guilt tripping” your roommate into stopping only encourages more self-hatred and more self-injury. Instead, support your roommate by helping her express feelings and offering to listen without judgment.

Avoid the College “Low Expectations” Game

When registering, secure a copy of all the required courses that you will need for your field of study. In some colleges or universities, this is called a BINGO sheet. If you are unsure, look through the college course catalog and see what courses are required for your different interests. Register for those shared required courses.

Universities publish the schedule of the courses for the next semester. Do not discard these publications. With many courses being only offered during the spring or fall, this is the only tool that you have to learn when a specific course is offered or who teaches a course. Keeping these schedules becomes even more critical when you are planning your junior and senior years.

With the BINGO sheet in hand, begin to plan the courses that you will take during the next 3.5 years. This plan will change due to course changes, degree changes, etc. However, this 4-year plan provides you with the “BIG” picture and then allows you to begin to take small bites.

Plan your weekly schedule including study time, research time, etc. For each 3-hour course, expect to spend 2 to 4 hours per week. Some courses such as English Literature may require substantial reading. If you are a slower reader allow for more reading time. If you are only going to school for 15 hours per week, there is plenty of time to study before, in between and after your classes. Many baby boomer graduates worked full time jobs while taking 15 to 18 hours.

Every additional semester that you spend in college is costing you a minimum of $20,000 – $5,000 tuition and $15,000 in loss earnings. All of your actions should be directed to achieving your graduate goal date.