Wednesday, October 01, 2008

Are Private Student Loans Too Risky?

Not all student loans are created equal. Are private student loans too risky?

In a word, yes.

Increasingly popular, highly marketed private student loans now make up a very large part of educational debt taken on by parents and students across the country each year. Unfortunately, these private student loans may have serious drawbacks and carry additional risks not associated with federal student loans, reported the USA Today's Sandra Block in a recent article on the subject.

These days, it seems that college costs are putting the word "higher" in "higher education," and deep educational debt is fast becoming a real concern for many American families. Although it's a truism that a college education is the single best way to ensure prosperity in our culture, many graduates could find themselves under the thumb of a crushing educational debt burden unless they're able to quickly cash in on their expensive university educations and find gainful employment. Those who cannot may come to regret their decision to opt for many of the private student loans so common today, which, though plentiful and easy to obtain, are often much less affordable, flexible, and forgiving than standard federal loans.

The question of how best to finance the costs of college is of urgent importance to more and more people each year, and if you would like more information about the potential dangers of private loans, I highly recommend Ms. Block's article on the subject.
Click here to read the entire article.

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Copyright © 2006-present: Christopher R. Borland. All rights reserved.

Monday, September 01, 2008

Princeton Review's Best Colleges

Any serious college search should include a look at what students themselves are saying about the various aspects of campus life at schools across the nation.

The folks at the Princeton Review have done their homework, and have put together a well-sorted list of what they say are the best 361 colleges in America (selected according to carefully compiled student feedback data).

The Princeton Review “Best Colleges” study is always an important piece of research to review before making important college decisions or while considering which schools to target for admission, since it is based on the opinions of a huge sample of students currently attending the most popular colleges and universities throughout the United States.

Factors included in the rankings include: quality of professors and class discussions, diversity of student populations, party scene vs. “stone cold sober” environments, political leanings, social and cultural life, happiest students, extracurriculars, etc.

Search categories include: academics, politics, demographics, quality of life, etc.

Click here to go to the Princeton Review's list of the "Best 361 Colleges in America" (get the most current edition available).

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Copyright © 2006-present: Christopher R. Borland. All rights reserved.

Friday, August 01, 2008

Chat-Speak Takes Over The World

Am I showing my age? Really, young people today ...

Like Mary Kolesnikova in her opinion piece for the L.A. Times, I regard the invasion of chat-speak into our culture as more than a bit annoying:

Sometimes it is hard to tell the difference between a person LOLing and crying – but I am definitely weeping. The cause for my earth-shattering depression is an April 25 Pew Research Center study that polled 12- to 17-year-olds on their attitudes about writing. A heart-stopping 38% said they let chat-speak – such as LOL (for "laughing out loud"), ROFL ("rolling on the floor laughing"), BRB ("be right back"), TTYL ("talk to ya later") – slip into essays and homework.

Read Kolesnikova's entire piece here.

But honestly, much of the angst I feel about this is probably just my own resistance to change.

Chat-speak is the abbreviated form of English made popular by text messaging in which, due to the inefficiency of thumb-keyboards, less is definitely more when it comes to aggregate character counts.

Here are few examples for the uninitiated:

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ASAP - As Soon As Possible
BBL - Be Back Later
BRB - Be Right Back
BTW - By The Way
CU - see you
CUL8R - see you Later
EZ - Easy
F2F - Face to Face
FAQ - Frequently Asked Questions
FWIW - For What It’s Worth
FYI - For Your Information
GG - Good Game
GTG - Got To Go
HTH - Hope That Helps
IAC - In Any Case
IIRC - If I Remember Correctly
J/K - Just Kidding
IMHO - In My Humble Opinion
IMNSHO - In My Not-So-Humble Opinion
IMO - In My Opinion
LOL - Laughing Out Loud
NBD - No Big Deal
NRN - No Reply Necessary
OMG - Oh My God
OTOH - On The Other Hand
ROFL - Rolling On the Floor Laughing
THX - Thanks
TTYL8R - Talk To You Later

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Certainly, technological adaptations mustn't be allowed to replace or ruin students' use of and mastery over standard written English. However, I have found that habitually abreviating words does in fact make text entry into hand-held devices like my Treo 650 PDA phone a whole lot faster and easier.

Times change. Technology advances. The march of progress continues.

IMHO it's really NBD.

GTG. CUL8R!

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Copyright © 2006-present: Christopher R. Borland. All rights reserved.

Tuesday, July 01, 2008

NYC Bribes Students To Improve Academic Performance

Parents paying little Johnny or Suzie for each "A" on their report cards is a tried and true motivational strategy well known within America's more affluent families.

But when New York City herself gets into the act, it's natural to wonder if this practice has gone just a bit too far. Under a new system, high school students getting high scores on advanced placement exams could earn thousands of dollars in prize money!

From an article in the New York Times:

The city is expanding the use of cash rewards for students who take standardized tests with a $1 million effort financed by philanthropists who will pay students who do well on Advanced Placement exams.

High school students who get a top score, a five, on the exams will earn $1,000. A score of four will be worth $750, while a three will earn $500.

What do I think?

America has, in so many ways, devolved in recent decades into a culture of middling results and expectations based on the luxury of denial that affluence affords. Nowhere is this more evident than in our schools. In my opinion, the sorry state of education in our nation is so dire and desperate that we should do whatever works, whatever it takes, to turn things around. And if this means local governments colluding with private benefactors to bribe students into working harder on academics, so be it!

Relying on greed to motivate kids to do their work is a pretty miserable thing to have to do, and the need to do so says it all regarding the sad state of affairs in early 21st century America. Sure, learning for its own sake and for that of personal development and character building should be the norm. But this truly is an emergency, and we truly do need to find a way to climb out of the whole into which we've dug ourselves. Remembering that "if wishes were horses, beggars would ride," it's far too late for us to categorically say "no" to anything that might work to reverse our national slide into horrifying mediocrity.

If bribing students gets them to work harder and achieve more, and taxpayer money isn't involved ... I say that's fine, for now.

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Copyright © 2006-present: Christopher R. Borland. All rights reserved.

Sunday, June 01, 2008

M.I.T. For Free

A movement has recently begun within universities all over the world to make their course content available to anyone on Earth with an internet connection – for free! No fees, no application, no restrictions. Just knowledge, freely available to any and all. M.I.T. initiated the OpenCourseWare (OCW) movement in 2002, and now, 120 other universities from all over the world have followed suit, publishing the complete content of all or part of their course catalog.

College students, curious "self learners," and professors from countries as diverse as Dubai, France, Morocco, and New Zealand are benefiting from the free availability of the very best university level course material. From schools as prestigious as M.I.T., Tufts, Johns Hopkins, Notre Dame, Beijing University of Aeronautics and Astronautics, University of Tokyo, Hanoi Medical University, and Harvard Law School, published OCW content includes class syllabi, lectures in audio and/or video form, homework, notes, illustrations, etc. – literally all course material that can be transmitted electronically.

M.I.T. soon plans to have its entire course list (all 1,800 classes) freely available online. The Bloomberg School of Public Health at Johns Hopkins University in Baltimore plans to offer half of its courses as OCW by the end of this year (40 of it's 200 classes are already available), and others are following suit.

The amazing generosity of these institutions of higher learning is simply stunning, and aside from realizing their commitment to the free availability of knowledge also serves to inspire true hope, sincere gratitude, and genuine pride in many.

Here's how one Parisian student put it:

"The MIT OCW program is a generous and far-sighted initiative that will do more to change the world for the better than a thousand Iraq-style invasions," the MIT site quotes Leigh Pascoe, a self-learner in Paris, as saying. "It does much to restore my faith in the enlightenment of the American people and their great experiment in democracy. This program should be emulated by every university worthy of the name."

While OCW materials don't come close to replacing on-campus classes at the world's best universities, where interaction among students and professors, commented homework, lab assignments, etc., will always ensure plenty of demand for "the real thing," the possibilities for independent study by individuals from around the world who seek to begin or supplement various academic pursuits are seemingly endless.

Bravo, M.I.T. – and thank you!

Click here to read an excellent article on this subject in the Christian Science Monitor Online.

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Copyright © 2006-present: Christopher R. Borland. All rights reserved.