Charles Dickens Essay Example For Students

Charles Dickens Essay Over the pages experiencing page 54-55, it shows that Charles Dickens had a nitty gritty style as he expounds on Scrooge. He is indicated an author of social pragmatist, this implies Dickens loves and watches an examination and appreciates utilizing a blend of subtleties. He depicts the old from the new and his style changes now and again. On page 57, there is where Scrooge hosted completed the get-together, and he has appeared as an alternate man. During the entire of this time, Scrooge had acted like a man out of his brains. This shows Scrooge changes his character all the time yet he dint think about what had occurred. He supported everything, remembered everything, and delighted in all things. This depicts Scrooge backs everything up. Verified methods upheld it up. As the story grows to 61 pages, Scrooge had just demonstrated his immense changes with his characters. On page 61, there is an inclination of earnestness and bluntness, the primary soul is having a contention with Scrooge. Penny pincher is having an inclination of somewhat marvelous with a blend of frightened. Show me no more! Lead me home. For what reason do you pleasure to torment me? Penny pincher is furious and irritated. He needs to leave gravely. The primary soul indicated Scrooge the glimmer back of his youth. It had demonstrated Scrooge the joy and happiness. There is an examination during these two pages and sections. No more, I dont wish to see it, show me no more! Presently, Scrooge is getting progressively on edge, he is attempting to leave. He gets truly terrified as he observes a greater amount of his youth. As Scrooge attempts to leave, the phantom powers him and his brain to keep watching what is happening in his youth. On page 65, Scrooge is appeared as terrified and extremely scared. He continues asking and asking the phantom to release him as he cannot remain of what is happening any longer. Soul, said Scrooge in a messed up voice, expel me from this spot; I can't hold up under with it any longer! This statement shows Scrooge is totally lost his feelings and asks and satisfies for the soul to let him out of this spot. He said it in a messed up voice which shows he is asking for his life and weeping for the exit. It shows Scrooge is asking for everything as he needs the exit seriously. On page 70, there is an experience that Scrooge with the Ghost of the Christmas present. Scrooges demeanor had changed again however Dickens has indicated that he doesnt like gathering with the spirits. Tightwad entered hesitantly, and draped his head before this soul. He was not the hounded Scrooge he had been Scrooge is appeared as extremely frightened and still reluctantly. Also, however its eyes were clear and kind, he didn't prefer to meet them. The phantom is depicted as an amazing. It was garments in a single basic dark green robe, or mantle, flanked with white hide. The presence of this apparition is somewhat bizarre; it shows up with robe and white hides. Scrooges considerations has changes towards the apparitions when he stated, You have never observed the like me. In the course of the last hardly any pages, Charles Dickens shows that Scrooge needs to get done with this apparition and finished with. This shows much increasingly clear when Scrooge said Spirit, lead me where you will. This statement shows Scrooge had surrendered and sparing him, and just mentioned to the phantom to do what ever he feels like to do with him. After Scrooge had meddled with this apparition, he had gotten progressively terrified and frightened. The account of Christmas Carol stretches to 88 pages now, and we can express that the author Charles Dickens appreciates utilizing the language of dramatization and early English. He enjoys utilizing emotional experiences with phantoms. Undertakings Of Huck Finn And Superstitions EssayHe gets increasingly more appalled as it keeps on paging 124. On this page, there is an exceptionally terrible and nitty gritty portrayal of the memorial park. Tightwad was exceptionally inquisitive to know the snapshot of him in a total fear. He totally lost his still, small voice and his body nearly gone numb when he saw a grave with him name cut to it in the center of the burial ground. He totally lost the sentiments when he saw the grave, he didnt recognize what was happening. He was thinking, is this a fantasy, or a message or an admonition, or something which will change someones life. The story starts to back off as it ways to deal with the last ten pages, Stave 5. The start of fight 5 depicts Scrooge was amazingly cheerful that he stay alive, and the way that he is back. He was excited as he got himself not dead and still alive. Individuals including Scrooge were extremely glad on the roads since it was still Christmas. Despite the fact that Scrooge had been going to with a couple of phantoms, and had made him frightened and distress, however he was exceptionally glad now in light of the fact that as should be obvious others are observing Christmas in the city. As he plunks down and watches individuals moving and singing ditty tunes in the city, he feels exceptionally cheerful however within him, he despite everything feels excited and terrified. After Scrooge had returned to earth, Charles Dickens had utilized a word Chuckle a ton, its utilization was to make the promotion of Scrooges mentality and character. As he goes out and walk, he sings with individuals and hit the dance floor with individuals. He strolls through the lanes and made jokes with individuals. Tightwad is tricking sway, being furious however is really faking. His character had change again to turn into a jokey man as before he was a straight hard man when the story began. All through the book, we can unmistakably observe that Scrooge had changed his disposition and character many occasions in every one of part of the book, particularly when he meets each extraordinary phantom. During the start of the story, he was appeared as a dull individual, right off the bat he dulls himself, not making any companions and talking to anybody. He was distant from everyone else without anyone else, detaching himself from others. He had experienced the every one of the four procedure of life time. Satisfaction, furious, distress, delight, these are the four principle process that Scrooge had entered and experienced through the entire story. After he confronted the principal apparition, he at that point helped to remember his adolescence, this is the point at which he experiences with the Spirit of the Christmas. He had completely changed in his disposition and character as he turned into a youngster once more. He was portrayed to be merry and upbeat. As he sees a greater amount of his youth, he got extremely tragic and terrified. This may happens in light of the fact that as he observes more, he considers himself in the existence time that he is having now and he is feeling pitiful and distraught as the glimmer back proceeds. He is feeling embarrassed about himself of what he is living with now. He was humiliate to confront himself now and the past time.

Propaganda, Recruitment and Resistance Essay

At the point when war broke out, the British armed force was proficient yet little. The administration urgently required significantly more soldiers, and they knocked some people's socks off directly to enlistment. England was totally different to its partners in enrollment; they began the war selecting volunteers. The Government accepted that as convention, they ought not constrain any men into struggle; they had never done, and accepted they never would. Chipping in was a British activity; utilizing banners, and pamphlets, they thought would get enough officers to chip in. The Government expected that numerous troopers would approach as nationalists and out of respect, for ages men’s forerunners had battled in common war, Lord Kitchener and the PM Asquith assumed men needed to keep up the faithfulness. The individuals who needed to join the military, joined out of energy, the adventure of murdering, and a break from typical life. They believed that the war would have been a short, simple war which they would not be a significant piece of, as they had been consoled that the Naval force would crash supplies of food, and arms. These soldiers would have been profoundly energetic and prepared for whatever was to come at them (or so they thought). Purposeful publicity was a factor in men chipping in; some of the male residents were truly convinced by the promulgation and accepted what it let them know. The Government understood that all men who chipped in were going to prepare more enthusiastically, and in the drawn out where going to be unrivaled troopers, regardless of whether there was fewer them. Ladies, more established men (who had battled in common wars before them) compelled youngsters who had not enrolled, additionally their companions, and family members were joining. In theaters, entertainers interfered with exhibitions to ring men onto the stage and sign up. Those men who were watching the play felt humiliated, likewise as though everybody was watching them and asking them to join. The Government energized this in homes, and in spite of the fact that it was an ill-conceived method of getting men to go along with, it was extremely valuable, and a large number of the individuals who were put under such tension, disintegrated and enrolled. The figures of jobless men in Britain were rising, and the measure of occupations for these men was diminishing, as they didn’t have the vital abilities to gain a vocation that paid great cash. Leader Asquith took advantage of this chance to give these jobless a ‘future’ in the military. The jobless needed to acknowledge the chance, as it paid great cash, it was an energizing encounter and that they basically they had no what other place to go. The men were glad to get this split away from their filthy, pitiful way of life. Asquith, and Kitchener overstated this possibility, and the jobless accepted this was pain free income, and a door to another life. Men who chipped in into the military where assembled in understanding of what region they originated from. Hypothetically this was a smart thought, however by and by exhibited a lethal screw up. ‘Pals Battalions’ as these neighboring units were named, were dreadfully successful in causing each officer to feel at home, and ready to settle in to armed force life. At the front however it was an alternate story, as every buddy Battalion went ‘over the top’ it was normally on the primary day of a significant fight, which brought about 70% or a greater amount of their men killed or truly injured. Neighborhoods England mind a little populace lost a considerable lot of its more youthful men in a short space of time. The remainder of the male populace who didn't chip in decided not to for different reasons. A few men chose not to enroll on word related grounds. Men who worked in indispensable businesses, for example, mining felt it was there obligation to remain at home and proceed with their basic occupation. Nonetheless, this was by all account not the only explanation on business related grounds that individuals didn't chip in. A few men would not like to battle since they had a generously compensated activity and great profession possibilities, while others left the remainder of the populace to chip in on the grounds that they felt that the war would not keep going long. They expected that on the off chance that they joined the military they would kick the bucket, they were terrified of biting the dust and losing everything that they had worked for. This dread of kicking the bucket was exacerbated an incredible arrangement when bits of gossip about the conditions on the forefront separated through to the general population. They were recounted the immense quantities of passings and losses that the British were taking. Other decided not to chip in on the good or strict grounds. The Quakers didn't chip in light of the fact that they didn't accept the war was the appropriate response. Numerous other men declined to ‘play God’, advertisement remove another keeps an eye on life. A few men would not chip in light of the fact that they had individuals at home contingent upon them, and they were the primary provider of the family, for instance kids and spouses or older family members. The Government imagined that the war would be over by Christmas, and this little armed force would do fine, on the grounds that the Navy would be the significant fight point in the war, where the boats would make blockages, and starve them to give up. Induction being presented from 1914 would have caused commotion in Britain, for the way that the general population would have understood that this war would have been a long and drawn out war. Asquith would not like to cause any frenzy, and needed to complete ‘business as usual’, one of his idea’s to keep Britain a functioning and quiet nation to live in still, despite the fact that the war was just abroad, however the same number of fares and imports happened abroad, and where moved into outside nations, ‘business as usual’ couldn't occur. Likewise the legislature didn’t present mandatory military assistance since they confided in people in general to chip in, as it was a change, it was as far as anyone knows ‘exciting’, and the idea of turning into a saint was an opportunity to be cherished by your companions, yet in particular, the entire nation. Ruler Kitchener and Asquith were right on the money; before the finish of August in 1914 300,000 additional troopers had enrolled. In September of 1914, 462,901 out of 600,000 volunteers ventured up to help the war endeavors. The focus on the finish of December was a multitude of 4 million (which in any event, for the ‘Supreme British’, I accept was a since quite a while ago shot). Induction would have confronted a battering by social equality activists whenever presented in 1914, as enrollment was hostile to liberal, and a break of social equality and individual opportunity. Looking back, with all the nonconformists, chipping in was a simpler method of selecting without problem. Another exacerbation of enrollment was its expense. It was viewed as that enrollment would be a misuse of required cash and assets. The entirety of the qualified men must be enlisted in a framework, not all men would go up to enroll, bringing about sat around idly, which could be utilized to deliver banners to gather together soldiers for chipping in. Anyway by 1915 insufficient fighters were being selected, and intense measures hadto be taken to accumulate enough officers to contend with the enormous German armed force. In 1916 there was an adjustment in Government. Lloyd George turned into the new Prime Minister, he was resolved to win this war, and his down to earth mind prompted the presentation of induction. The Government basically imagined that they would select enough troopers without moving to induction, yet they were extremely off-base. The German land powers were colossal, and the past Prime Minister (Asquith) accepted this war would be won by Britain’s maritime matchless quality. Once more, they weren't right, the channels was the place the significant battling was occurring, a huge number of passings happened every day at the front. As the war crawled, less and less measures of men were enrolling to battle, this was chiefly because of breaks from the front of the poor conditions, and high measure of passings were distributed by the media. As the quantities of passings on the front developed, the Government began to boycott the arrangements of passings. This was expected to ‘over the top’ tactics’ as men were old to stroll in lines, shooting to pick up penetrate the channels of the German’s. As the passings expanded men turned out to be increasingly careful about what was truly occurring in the war, and a few men started to see through the lies of purposeful publicity. However, passings were not by any means the only motivation behind why men weren’t joining; the wages at home were expanding while joblessness was diminishing, bringing about men taking the risk of remaining at home instead of battling for the military, which around then had exceptionally low compensation. The military was comprised of loads of beforehand jobless men, yet the same number of those had just enrolled, there was a deficiency of men that needed to join. As volunteers heaped through in the early months of the war, the Government accepted the military would have enough men to win this war, by walking and on ocean. Yet, as the quantity of volunteers every month declined, ladies of spouses who had chipped in, and the overall population (aside from most more youthful men) started to gripe that it was uncalled for that a few men had chipped in and others had not. There must be a more attractive framework, the individuals who had not chipped in were escaping delicately. The best way to improve this framework was to present induction. Not exclusively were there a huge number of passings happening on the front each day, yet men didn't get the right, or enough ammo to contend with the steady siege of shells, and the invasion of automatic weapon shots tearing through the British barrier, it s men. This was known as the Shell Scandal. The explanation behind the deficiency of ammo was because of the measure of laborers that had signed up to the military from crucial war businesses. Production lines that made shells, projectiles, and reinforcement where actually abandoned. The compensation was considerably higher in the military, it was an energizing possibility and a change for the men that work a similar move, delivering similar merchandise throughout the day. The press started battling to present induction, since they knew the genuine passings that were occurring at the front, given that the administration prohibited them from distributing the measure of dece

Women in Psychology Essay Example | Topics and Well Written Essays - 1500 words - 1

Ladies in Psychology - Essay Example Karen Horney kept up extra perspectives on youngsters and the beginning of uneasiness, giving her regard in the mental network. This task depicts the foundation of Karen Horney and features her numerous commitments to brain research. Karen Horney (1885-1952) experienced childhood in Hamburg, Germany to increasingly wealthy, upper-working class guardians with a Protestant foundation. Horney’s father was a profoundly strict man and a boat commander while her mom was an increasingly liberal mastermind who elevated Horney to prevail in clinical school (Smith, 2007). This was during a period in the mid twentieth Century when ladies had not yet accomplished the option to cast a ballot, making Horney’s appearance in clinical school in 1906 a momentous occasion, particularly with her attention on considering Freud’s perspectives on therapy (Eckardt, 2005). In the 1920’s, Horney started to challenge Freud’s perspective on manliness and gentility, particularly in zones of sexual turn of events and sexual nature. She started to scrutinize Freud’s viewpoint in which he accepted that ladies felt sub-par compared to men since they didn't have a penis (Eckardt). Horney felt this was an extremely uneven viewpoint, loaded with manly narcissism, which reliably made predisposition against ladies during therapy. After some time, Horney redeveloped Freud’s see on ladylike sexuality and made another layout by which ladies are surveyed: One in which the nonappearance of a penis no longer turned into the apparent establishment of women’s inconveniences. It could be said, in light of the women’s testimonial developments happening during this timespan, Horney figured out how to free ladies when being investigated for mental examination as more than only the result of manly jealousy. Sigmund Freud established the framework for a significant number of the perspectives on the time with respect to tension and the advancement of constructive character attributes. Throughout the years, Karen Horney redeveloped the perspective on uneasiness by proposing that tension isn't

Alternative Communication Intervention In Children Health And Social Care Essay

Elective Communication Intervention In Children Health And Social Care Essay Kids and youth who support a horrendous cerebrum injury (TBI) or potentially spinal rope injury (SCI) may have impermanent or changeless incapacities that influence their discourse, language and correspondence capacities. Having an approach to convey can help decrease a childs disarray and tension, just as empower them to partake all the more effectively in the recovery procedure and subsequently, recoup from their wounds. Likewise, viable correspondence with family, care staff, companions, educators and companions is fundamental to long haul recuperation and positive results as youngsters with TBI and SCI are coordinated go into their networks. This article depicts how recovery groups can utilize augmentative and elective correspondence (AAC) and assistive advances (AT) to help the correspondence of youngsters recouping from TBI and SCI after some time. 1. Presentation Kids and youth who support a serious horrible cerebrum injury (TBI) and additionally a spinal line injury (SCI) frequently experience sequealae that can influence their capacity to convey successfully. In early periods of recuperation, numerous youngsters with TBI and SCI can't utilize their discourse or signals for an assortment of clinical reasons identified with their wounds. Thus, they can profit by augmentative and elective correspondence (AAC) mediations that explicitly address their capacity to impart essential needs and emotions to clinical faculty and relatives and ask and react to inquiries. AAC approaches may incorporate approaching a medical attendants call signal; methodologies to set up a steady yes no reaction; strategies that help a kid eye point to basic messages; low-tech sheets and books that empower association with relatives and staff; correspondence sheets with pictures or words; and discourse creating gadgets (SGDs) with prearranged messages, for example, I hur t Come here, Help me please! Whens mother coming? As kids with TBI and SCI recoup from their wounds, numerous no longer will require AAC. In any case, a few youngsters face lingering engine, discourse, language and subjective hindrances that influence their capacity to convey up close and personal, compose or use standard correspondence innovations (e.g., PCs, email, telephones, and so on.). A couple may require AAC and assistive innovation (AT) for the duration of their lives. Approaching correspondence through AAC and AT empowers these kids to partake effectively in the restoration procedure and eventually, in their families and networks. Without a capacity to impart viably, kids with TBI and SCI will confront impossible hindrances to training, business, just as building up and keeping up connections and taking on favored social jobs as grown-ups. All AAC mediations mean to help a childs current correspondence needs while getting ready for the future (Beukelman and Mirenda, 2005). Notwithstanding, the course of AAC treatment for kids who continue TBIs and SCIs is diverse in view of the idea of their wounds is unique. Likewise, the focal point of AAC intercessions will vary for little youngsters (e.g., shaken child disorder) who are simply creating discourse and language and for the individuals who were proficient and have some information on the world before their wounds (e.g., multi year-old included harmed in an engine vehicle mishap). For small kids, the AAC group will concentrate on building up their language, education, scholarly, enthusiastic, and social aptitudes, just as guaranteeing that they have an approach to speak with relatives and recovery staff. For more established kids, AAC intercessions expand on remaining aptitudes and capacities to help remediate discourse, language and correspondence weaknesses just as gi ve compensatory procedures that help vis-à-vis collaborations and at last correspondence across separations (telephone, email) with colleagues, loved ones. AAC intercession objectives try to advance a childs dynamic cooperation in family, instruction, network and recreation exercises and mean to help the foundation and upkeep of powerful informal organizations (Blackstone, Williams, and Wilkins, 2007; Light and Drager, 2007; Smith, 2005). While an assortment of AAC instruments, procedures and methods are accessible that offer correspondence get to, effective AAC intercessions for kids with TBI and SCI likewise necessitate that clinical staff, relatives and at last network work force realize how to help the utilization of AAC systems and advances on the grounds that the requirements of these youngsters change after some time. Discourse language pathologists, attendants, word related specialists, physical advisors, physiatrists, pediatricians, and restoration engineers work cooperatively with the childs family and network based experts to set up, keep up and update viable correspondence frameworks. At last, the objective is for youngsters to take on wanted grown-up jobs; AAC can assist them with understanding these objectives. 2. Pediatric TBI and AAC AAC mediation for pediatric patients with TBI and serious correspondence challenges is a basic, mind boggling, continuous and dynamic procedure. AAC is fundamental to help the exceptional correspondence needs of youngsters who can't impart viably. It is perplexing a result of the remaining subjective shortfalls that frequently endure and in light of the fact that numerous youngsters with TBI have existing together discourse, language, visual, and engine control deficiencies (Fager and Karantounis, 2010; Fager and Beukelman, 2005). AAC intercessions are progressing and dynamic (Fager, Doyle, and Karantounis, 2007) on the grounds that youngsters with TBI experience numerous progressions after some time and experience various changes. Light et al. (1988) depicted the continuous, three-year AAC mediation of a juvenile who advanced through a few AAC frameworks and eventually recaptured useful discourse. DeRuyter and Donoghue (1989) depicted a person who utilized numerous basic gadgets and a modern AAC framework over a multi month time span. Extra reports depict the recuperation of normal discourse as long as 13 years post beginning (Jordan, 1994; Workinger and Netsell, 1992). 2.1. AAC Assessment and Intervention Evaluation instruments can help recognize and depict the intellectual, language and engine shortfalls of patients with TBI and give a system to AAC mediations. The Pediatric Rancho Scale of Cognitive Functioning (adjusted by staff at Denver Childrens Hospital in 1989) depends on the Ranchos Los Amigos Scale of Cognitive Functioning (Hagan, 1982). Table 1 portrays general degrees of recuperation, in view of the Pediatric Rancho Lost Amigos Scale, and gives instances of AAC mediation techniques that restoration groups can utilize over the levels as depicted underneath. Levels IV and V. AAC Goal: Shaping reactions into correspondence In the early period of recuperation, pediatric patients at Levels IV and V on the Pediatric Rancho Scale are regularly in the PICU, the ICU, intense emergency clinic or intense recovery condition. At Level V (no reaction to improvements) or Level IV (summed up reaction to upgrades) AAC intercessions center around distinguishing modalities that youngsters can use to give predictable and dependable reactions. For instance, staff can utilize straightforward switches (e.g., Jelly Beanâ ®, Big Redâ ® and Buddy Button from AbleNet), lock clocks (e.g., PowerLink ® from AbleNet) and single message gadgets (for example BIGmack ® and Step Communicatorâ ® from AbleNet) to help early correspondence (see Table 1 for certain models). Since childrens early reactions might be reflexive as opposed to deliberate, the family and clinical/restoration group can likewise utilize AAC advancements to empower increasingly steady reactions. Families give significant contribution about the sorts of musi c, games and most loved toys a kid discovers persuading. The group would then be able to utilize these things to bring out physical reactions from the youngster. For instance, if the family distinguished the battery-worked toy Elmoâ ® from Sesame Streetâ ®, the recovery group may introduce Elmo singing a Sesame Street tune and afterward see to check whether the childs reacts. On the off chance that the kid starts to turn her head when Elmoâ ® sings, the group may connect a switch with a battery interrupter to the toy and request that the kid hit the catch and play the Elmoâ ® melody. In doing as such, the group can become familiar with a few things. For instance, the group may take note of that a youngster can follow orders, showing subjective recuperation. The group may likewise start to consider elective access strategies for youngsters with extreme physical disabilities, i.e., head development may turn into a solid method to work an AAC gadget or PC later on. It is hard to an ticipate whether a youngster will recuperate normal discourse during beginning times of recuperation. 2.2. Center Levels II and III: AAC Goals: Increase capacity to speak with staff, loved ones and bolster dynamic cooperation in treatment Pediatric patients at Levels III (restricted reaction to tangible improvements) and II (receptive to condition) become increasingly occupied with their restoration programs as they recoup some subjective, language and physical capacities. During this stage, long haul shortfalls that influence correspondence become evident (e.g., dysarthria, apraxia, aphasia, consideration, inception, memory, vision, spasticity). Dongilli, Hakel, and Beukelman (1992) and Ladtkow and Culp (1992) additionally report common discourse recuperation in grown-ups after TBI at the center phases of recuperation. Proceeded with dependence on AAC systems and innovations is normally because of constant engine discourse or potentially extreme subjective language shortages coming about because of the injury (Fager, Doyle, and Karantounis, 2007). AAC mediations at these levels center around utilizing a childs generally predictable and dependable reaction to convey messages, energize dynamic investment in the recovery procedure and increment collaborations with family and staff. AAC mediations consistently consider the childs formative level and interests. Table 1 gives a few instances of AAC advances employe

Order of Operations

Order of Operations Recently, Ive been getting a lot of questions like, Can I do my interview before I submit my Part I? and What happens if my teacher recommendation gets to MIT before anything else? Id like to answer all questions of this sort. You can do all of the parts of the MIT application in parallel. That is to say, order doesnt matter. (All of this assumes you have registered for MyMIT, which, if you havent yet, you should do as soon as possible) So, you can do you interview before submitting your Part I. If your teacher is on the ball and sends in your recommendation in September, well hold on to it until the rest of your application comes in. The same goes for anything you might mail in (like a fee waiver request or supplemental recommendation). Mix and match as you see fit. Also, if there are things that youd like to include in your application, but that dont fit in the online application (like photos of inventions/creations, extra pieces with formatted text, etc.), what you should do is submit the online application, and also send, via snail mail, the extra piece(s) to the Admissions Office. Be sure to include your name and date of birth. These can also come in either order. One related question is, what if I plan to take standardized tests, such as the SAT Subject Tests, after the application deadline? What should I write on my application under test scores? This is actually quite a common problem. We do ask you to write in your standardized test scores in the Part II, but note that we ask for Date taken (or to be taken). So its quite alright to write in a future date without a score, as long as that date is acceptable for the application deadline for which youre applying (November tests or earlier for Early Action; December/January tests or earlier for Regular Action). I assure you we will receive these scores in plenty of time for consideration in selection committee. Dont worry too much about how you write in your test scores in the Part II. It is very helpful to us to have you write in your scores in a way that best reflects what youve done, but well be focusing on your official scores sent to us by the testing agencies. Please be sure to have the testing agencies send us your scores directly (dont rush them): our SAT/TOEFL code is 3514, and our ACT code is 1858. Please use the same name on your standardized test registration and on your application, or we may have trouble matching the scores to the application. All that being said, its a good idea to actually click that Submit button for the Part I. It will relieve a bit of stress for you, and will formally start your application folder. Congratulations on starting your college applications!