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Distance Learning Defined

 by: Jennifer Pattern

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The Definitive Explanation

Distance learning is a term which encompasses all learning that takes place at locations remote from the point of instruction. It is an option for beginning studies or continuation of study off-campus in locations via cable television, internet, satellite classes, videotapes, correspondence courses, or by other means.

Distance learning integrates technology in educational courses whereby students may view and participate in lectures from various locations, or on an individual basis. Various forms of computer-based communication may be used to facilitate class discussions and communication among faculty and students.

Distance learning may take the forms of an instructor-led course delivered via satellite to traditional home study correspondence courses, which is viewed by the hierarchy in education as still the most effective practice which wields the highest course grades, in short, results.

The Advantages

Distance education enables the student to tend to the rest of their life obligations, and is perfect for those in employment either full or part time who cannot guarantee exact times and days weekly for education. Centred on the student, the distance learning course, laid out and worked through in this method is the chosen variety for the older student, and the younger, as it bridges the gap between the assessor and the student with technologies which can be used and accessed at any time. With this method, a student s location is not a barrier when interested in furthering their education, nor is their lack of time as the courses can fit into their lifestyle and schedule.

The industry has progressed a great extent, in securing reliable and effective systems to administer the courses. More and more students and campuses are recognising the value of online and home study courses. The educational institution responsible for the learning programme will offer the student the course materials in hard copy for their perusal, and their tutorage takes place online along with their grading of assignments. Each student has their own tutor who guides them through the learning process and coursework. Because they are capable of being in touch with their tutors, the students are able to ask questions more freely and receive more in depth answers than they would if a teacher was to stand in front of a class and have to tend to numerous students at a time under time restrictions.

The Syllabus

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Distance learning programs are carefully thought out, and explanations to what the student is required to absorb are clearly laid out in these highly efficient course materials, thus giving the student the ability to check back and look forward if there is a question about the material. The materials are also there for the student to refer to when they are completing their coursework which would be the case in any working environment, and this mimicking gives the student the practise they need later on when in a working environment, and shows them the importance of knowing how to sift through information to get the answers they need.

The Asynchronous Method

Most distance learning is occurring asynchronously (at different times) which is the opposite of the norm as most institutions offer synchronous (teaching and learning being done at the same time), but the method has quickly caught on, bringing people to education that never thought they would be able to better themselves or their portfolios. Because of the care that is put into the compiling of these courses, even some schools that offer the synchronous method of teaching have opted for these materials to teach from instead of using the old text book method.

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With the modern desire and requirement to continue education, and the competitiveness of the modern workplace the distance learning programs of the worlds best Colleges and Universities will continue to grow and be demanded. The message that should be taught in a global society is to clearly not miss the educational boat.

About The Author Jennifer Pattern works for Direct Education, a company that advises students on learning programs and provides career advice. She recommends world renowned UK College www.oxforddistancelearning.com jcampbell@oxforddistancelearning.com

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With a credit card, on the other hand, the interest rate can be as high as 21%. Interest begins accruing almost immediately, and you need to begin paying off the bill the next month.
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About The Author

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Learning Styles And Their Effect On Language Learning

 by: Frank Gerace

Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning.

LEER ES PODER!

Learning Spanish!

How can you best learn Spanish? It depends on your particular approach to learning. Take a look at the following approaches to learning Spanish. But if you already know where you are, you can skip the following reflections and go back to see what is available for your level ( beginning, intermediate, or advanced ) in Spanish, to sort and search for your specific needs, as well as to read reviews and summaries of the books that strike your interest.

DIFFERENT STYLES

Non-Virgins: Those who studied another language should use the skills they acquired with that language. They know what a conjugation is. They know that verbs are different from nouns. Their previous study gives them some mental hooks to help with their Spanish. They should not throw away their advantage by working on Spanish in a completely conversational manner. They should try to get an overview of some commonplaces in the language. They should get an “old fashioned” grammar and lean heavily on the tables to organize their thought. This type of learner should “invent” Spanish on the basis of what they know of the other language. They will remember a little of the structure of the other language. For example, what is the relation between adverbs and adjectives in Spanish? What is the most common way to express what happened yesterday (past tense)? If the other language is a Western language, they should observe the possible similarities. If the other language is non-Western!

, the very differences can be their starting point to learn the counterparts in Spanish. In short, they should study “the wrong way”. This is not for everyone. The learner should know his or herself.

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Brains: These folks will operate much like the Non-Virgins. They will progress better by concentrating on the little points that intrigue them such as the difference in usage between the prepositions “por” and “para” and the verbs “ser” and “estar”. To master one or two of these elements so characteristic of Spanish will help the learn build on their conquests to go on to master other things. This analytical approach will be of great utility to the persons with the cerebral learning style.

Motor Mouths: The persons who are not afraid to try out their Spanish will progress very rapidly. These folks probably have a little genetic edge over the rest of us. However, we all should try to put together the pieces as we learn them. If there is no opportunity to talk with someone else, then we can tape our attempts. There are two parts to this early talking practice: confidence and pronunciation. The most important thing is to gain confidence or to be thick-skinned enough to speak your piece, knowing that the exercise will pay dividends. However, we should not put off working on our pronunciation until it is too late and we have given up on acquiring a valid accent. There are too many people who after living years in a Spanish speaking country are perfect in their grammar but who have a typical or even stereotypical English accent. There is no need for that. Spanish is perfectly regular in its phonetics. Motor mouths should also work on their accent!

People People: Anyone who likes being with people and who has a need to communicate will progress quickly in learning a language. Many outgoing, friendly people learn language in the “motor mouth” mode. However, other people without the gifts of the motor mouths can gain valuable exposure to the language by just following their social instincts. These folks, however, should not overlook the need to speak correctly. Although they are not interested in traditional grammar in the same way the “brains” are, they must work at speaking correctly. We all know people who learned English years ago, but still say things like, “I am interested to go with you”. You don’t want to spend your life in Spanish with a similar easily corrected error. Learn it right as soon as you can. The people people have to stay curious about the language.

Learn-while-doing People: I was told once that the only way to learn French was to sleep with a French woman. The idea behind this is that we learn the expressions and words for the activities we are interested in. People who learn like this try to get their Spanish-speaking friends to accompany them as they cook or fix their car. They find that they learn better when their whole body is involved in learning the new words and phrases. For example, the person who learns the word “serrucho” while sawing a board will remember it better than the person (see the “word collector”) who just learns the vocabulary from a list.

Word Collectors: This person may be great at crossword puzzles (Crucigramas) in Spanish but rarely gets to speak it. If you find yourself learning words and not getting any further, break out of it! We once had a houseguest, a young man from Spain who came to learn English. There were times when our family would be talking Spanish, and he would echo all the Spanish words with their English equivalents. He had a great vocabulary but never got around to talking English. This kind of learner should alway make sure that they make up sentences to practice using the new words they learn. They can combine their ability with vocabulary with the “divide and conquer” tactic. They should not only invent sentences to use the new words; they should run through diferent grammatical constructions as the setting for their vocabulary.

Divide and Conquer People: Every learner of a foreign language has to learn to incorporate the learning style of dividing and conquering into their own style. If they are “brains” they should concentrate on one grammatical turn of phrase, such as conditions contrary to fact, (If my grandfather hadn’t died, he’d be alive today!) until they can handle it.

The people people should repeat in the same conversation the new expression that they just heard. The same goes for all the others. The only way to learn a language is by following the “swiss cheese” method, nibble away at the things you don’t know, and master them until they are all gone.

Lost Latinos: This person should try to remember the nursery rhymes that they might have learned in Spanish. They should run over the names of their cousins and uncles. All of this will loosen up their rusty language skills. They should listen to how others speak “spanglish” and try to figure out the proper way to say things. They should make a game of trying to spot the influence of English in the Spanish they hear at home or in the barrio. This detective work will make them more aware of correcting whatever bad habits they have picked up. However, don’t think that these persons have all the advantages. The person learning from scratch will probably spell Spanish words better than those who know a little Spanish. I’m not sure why.

What works for EVERYONE… There are two activities that will help everyone, no matter what their learning style, move forward rapidly: They are: 1. Passive Listening, and 2. Pattern Response Drills.

1. Passive Listening. Everyone should keep the Spanish radio on as much as possible. Keep the radio or TV on while you doing other things. It has to be the sea of sound that you swim in while you are beginning your study of Spanish. You don’t have to concentrate on it; you are not listening to try to understand. After a while you won’t hear it but it will be affecting you. Little by little you will begin to anticipate the rhythm of the language, even before you understand everything. You will also begin to recognize certain words. You will begin to hear “beyond” the differences in pronunciation of different people and recognize the underlying word. Once you clearly hear a word or phrase, you can look it up and progressively expand your vocabulary.

2. Pattern Response Drills. You have to run through all the permutations of the new expressions that you learn. For example, suppose you just learned to say. “Pedro tiene cuatro a os” rather than translating from the English incorrectly, “Pedro es cuatro”. Now to make this new element of the language stick with you, you should go on substituting different ages and the names of different people. You have to be able to say comfortably, “Mar a tiene cuatro a os.” “Juan tiene ocho a os.” “Yo tengo treinta a os.” ” Cu ntos a os tienes t ?” “Nosotros tenemos cuarenta a os.” This type of drill is necessary for all the different learning styles.

Do you want to return to look at beginning ; intermediate , or advanced books? Or you can check out other Books ON Spanish at: http://www.bookslibros.com/spanishbooks.php to help you out.

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About The Author Frank Gerace Ph.D has lived and worked in Latin America on Educational and Communication Projects. He currently teaches English in New York City at La Guardia College/CUNY. He provides help to parents wanting to have their children speak Spanish at: http://www.bookslibros.com/SpanishForNinos.htm.

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Groups

 by: Jacob Jacobsen

YOUR GUIDE TO HIGH SCHOOL SOCIAL GROUPS

AS OF 2004

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Intro: This guide will attempt to classify and organize ALL High School social groups in an organized, encyclopedic manner. They are listed in order alphabetically, following with a summary and description of all physical, mental, monetary and other such traits. Also what will be found is references to groups that may fit under more than one group and/or mixes of groups. As is follows:

Average People

Average people are obviously average in most or all aspects of their overall appearance and manner. They are neither rich nor poor, cool nor uncool, etc. Average grades in school work are another obvious trait. So all in all, average people are average.

Gangsters

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Gangsters are gangsters. They hang out all grouped together, wearing the same colors, blue or red most prominently. There are also wannabe gangsters and stoner gangsters.

Goths

“Goths”, short for the people who dress and act gothic, are people who do just that, dress and act gothic. Obvious traits are spikes, chains, studs etc., all or mostly black clothing and other dark fashions, and pale skin in some cases. Wannabe and stoner goths also exist.

Hicks/Hillbillies

Hicks, also known as hillbillies, are mostly the people who openly like country music, live/work on a farm, wear hick type clothing like tight pants, truck driver hats, and shirts that say things like “Joe Bob’s Towing Company” or “Jimmy’s Welding”. Other such traits may include the possesion of a big ol’ truck or other beat up, dirty vehicle that could be used on a farm or out in the country. Stoner hicks are also present.

Jocks

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Jocks are those that are into sports, obviously. They are on all of the teams every year and think they’re all bad and stuff. Sports most associated with jocks in order from greatest to least are: Football, Basketball, Baseball, Soccer, Tennis, etc.

Losers

See “Not Smart Nerds”

Nerds

Nerds. Wow. Nerds are usually considered as socially inept. There are two main types of nerds: Smart ones and Not Smart ones.

Smart Nerds

Smart nerds are just that, socially inept losers who are accademically superior to most around them. Sometimes the social clumsiness is caused from the pressure of being smarter than others. Other times, they just don’t know how to talk with a lot of people and would rather just hang out with their good friends.

Not Smart Nerds

Not smart nerds consist of just that, people who are considered low on the foodchain, unpopular, weak, and otherwise small and insignificant and are not accademically superior to many.

Preps

Preps are the elite of the elite. They are all rich and think their better than everybody. Most are found in groups and teams such as: Cheerleaders, and Football players(which can also be construde as jocks) and other such things as the student body organizations and other stuff like that.

Psychos

Psychos are those people that sit all by themselves at lunch and plot world domination and other freaky stuff. Some also literally have mental or social problems and could kill you for the smallest thing. So that’s why they are psychos.

Punks

Punks are just those people who aren’t stoners or gangsters, but they just aren’t going anywhere in life and get in trouble for stuff like lifting cars and doing graffiti and other vandalsim and theft.

Rockers

Rockers evolved from wannabe goths. They’re the people who if you call ‘em goths they get all pissed off. They dress in black and spikes and stuff too, but they’re just called “rockers” instead. No one knows why.

Skaters

Skaters are obviously skaters. Skateboarders that is. No one roller blades anymore it seems like so the Skaters category is made up of a majority of skateboarders. Most noticeable trait: T-shirt, hat, sweatshirts etc. covered with a skate brand logo.

“Special” People

Literally special people are the people who are in the Special Education program.

Stoners

Drug users.

Wannabes

Wannabes come in a variety of shapes and sizes but are just weenies who pretend to be what they’re not. Another term that seemed to be started by skaters referring to wannabe skaters is “posers”. There are wannabes for just about every group imaginable.

About The Author Jacob Jacobsen - Lives in a dark basement in New Hampshire.

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Reducing College Textbook Costs

 by: Bob Jones

Reduce the cost of college textbooks with Used College Textbooks. - No shocker here: 80% of textbooks sold each year are used, but here are some important details to save even more:

*Make sure the book you are looking at is the correct version or release by using the ISBN to verify. Check out the campus bookstore; this will establich you local maximum price, plus you can get the ISBN confirmed.

*Ask your professor if an older version is OK. It could be as much as half the price. Don’t go back more than one edition. Use the index to find the information in your previous edition when the instructors tell the students with the new (expensive) book what pages to read.

*There is no suggested retail price on used textbooks, so shop around. However, used textbook inventories change quickly, so use a real-time quick comparison tool to quickly locate the lowest college textbooks.

*Buying from individuals on marketplaces like Amazon Marketplace and Half.com may be cheapest but look at the location of the seller and shipping methods offered. Media Mail can take two weeks from coast to coast. Follow up after the purchase to make sure it has been shipped.

*Check the bulletin boards at school for used book ads or buy used books from students in the classes ahead of you. Watch for organized textbook swap parties.

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*Order your books EARLY! The best deals go fast.

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*Put you book on the market ASAP after finals. Don’t jump the gun and list too early; most services require you to ship the book within two days of its sale.

Copyright 2005

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Permission is granted to republish provided source credit with link to http://www.cheap-textbooks.com is included.

About The Author Bob Jones is founder of www.Cheap-Textbooks.com and developer of the sites unique Quick Compare textbook price comparison tool.

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Bully Victims Need a Healthy Relationship with an Adult

 by: Paula McCoach

“Boys will be boys” and “Girls just do that” is what we hear from so many people. As a kid myself, I remember getting teased and no one came to help or told me what to do. And, you know what? It hurt me then as much as it hurts kids today. As a school counselor for 10 years, I have developed and tested various techniques for helping students in dealing with bullying. These programs will help the bullies too!

One of the most effective programs I have developed is a staff to student mentor program. This is a school-based program with the professional staff as mentors to students during the school day. Mentors are teachers, administrators, and guidance counselors. The program takes place in school only and mentors do not transport, visit or meet their mentee outside of the school setting.

Parents are involved through phone calls, notes home and conferences with the mentor/staff member. The effectiveness of this program has been astounding. Students have an opportunity to form a healthy relationship with a professional adult who can assist them on a regular basis and support them in dealing with bullies among other things. Through the confidence and skills the student s gain through the relationship with their mentor, they develop skills to deal with bullying and teasing.

The bullies themselves are also part of the mentor/mentee program and work with staff to learn to treat other students with respect. Several mentors, through daily contact with their mentee via checklists, short conversations, etc. has greatly reduced the negative effect these bullies have on other students. This has also supported these “former” bullies to focus on building their own self-confidence, which enables them to be better students and people. The decreased number of office referrals from the students who have been doing the bullying will also encourage your school administrators to support your new mentoring program as well as enable you to obtain grant money to enhance your program.

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Our mentor/mentee program “rocks”! As coordinator, I monitor these relationships and provide activities to the mentors to do with their mentees. These activities are about relationship and trust building as well as self- esteem building. Since its inception, the mentor/mentee program has focused on the most basic concerns of schools - grades, behavior and attendance!! Activities are also provided for this goal also. Mentors are free to create the relationship with their mentee as they see fit. The activities are optional and only to be used as a guide.

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For some ideas on amazing activities, send an email to coach@bullyzapper.com and indicate you want the “Zapper Mentor Activities and Ideas.”

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You will receive a series of mentor/mentee activities in your email box for the next several days. Use them to assist your mentors in developing their initial relationship with their mentees! Have a bully-free day!

© 2004

Permission granted to reprint this article in print or on your web site so long as the paragraph above is included and contact information is provided to the email coach@bullyzapper.com

About The Author Paula McCoach has been in public education for 23 years. She has been a school counselor for the past 10 in an alternative school and an elementary/middle school in Maryland. She has spearheaded mentor programs, Character Education initiatives, & Bully awareness. For more information, send an email to coach@bullyzapper.com

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Calendar Teaching Tips

 by: Freda J. Glatt, MS

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Stop! Don’t throw away those old calendars! There is so much you can do with a calendar to reinforce academic skills. Here are a few suggestions:

1. Writing - Use the pictures as story starters by having children write an original story, poem, or song centered around them.

2. Art - Cut out the pictures and use them to make your own greeting cards. Write original sayings to go inside.

3. Classification - Have a selection of different kinds of pictures available so your children can sort them according to general similarities…all pets, all cars, all buildings, etc. Older children can sort them into more specific categories such as sports cars, SUV’s, etc.

4. Flash Cards - Make your own by putting a picture on one side and writing the word on the other. For older children, write a sentence including the word. Have children make their own flash cards! (NOTE: Cut out the numbers to make math flash cards.)

5. Left-to-Right Progression - As you teach young children the days of the week, always point out that you are starting from the left and going to the right.

6. Days and Dates - Ask questions that review days, dates, and ordinal numbers. For instance, which day of the week is the third? What is the date of the fourth Wednesday? When does Autumn begin (day and date)? Which holiday is on September 5?

7. Math - Ask questions to review before and after. For instance, what will the date be five days after Labor Day? What will that day be? If National Farm Animals Awareness Week is September 18, what was the date nine days earlier? Which day of the week was it? What would the sum be if you add the dates of all Tuesdays in the month? For older children, make it a 2-part problem and have them subtract from, multiply, or divide the answer. Using the dates of the calendar, what is the difference of the last Friday and the second Friday? Are you multiplying, yet? Skip color all the boxes in multiples of 8, for instance. You would then have boxes numbered 8, 16, and 24 filled in. Since you will have several days left over, children can learn the term ‘remainders’ and get ready for division!

8. Reading - Alphabetize all the holidays and special days. How many syllables are in each name? List the holidays, then the special days. Which countries are represented? Do some research and find out more about unfamiliar days.

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And remember…Reading is FUNdamental!

About The Author Freda J. Glatt, MS, retired from teaching after a 34-year career in Early Childhood and Elementary Education. Her focus, now, is to reach out and help others reinforce reading comprehension and develop a love for reading. Visit her site at http://www.sandralreading.com. Reading is FUNdamental! Copyright © 2003-2005 Sandral Sensations, Inc., Fort Lauderdale, Florida All Rights Reserved

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School Bullying Stopped: 5 Ways to Have a Pupil Services Meeting that Works!

 by: Paula McCoach

You have had so many meetings on these bullies, but none of them ever seem to be effective.

You waste time and energy, and the bullies keep bullying.

Follow these 5 steps and have a meeting that produces results.

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1. Be sure you have the decision makers at the meeting. It is fine to meet with the team of teachers, psychologists, social workers in attendance. But, in order to get anything accomplished, you need the staff members present that can make the decisions.

Be sure you have the principal or vice-principal of the building present, so decisions can be made and carried out.

If the bully is a hardcore bully, you will need the Pupil Services Supervisor or Alternative School Principal from the Board of Education present. If your plans are to remove the bully from the school, be sure to have the appropriate staff members present.

2. Be sure to invite the parent(s) or guardian of the bully. When you contact them, you should spell out exactly why the meeting is being held. Parents like administrators and Board of Education staff, are the people that can make and/or carry out the decisions make to help this child.

If the parent or guardian is unable to attend, make sure you call them following the meeting and let them know the team s recommendations as well as get their input.

3. Have a basic idea of what recommendations would be effective for possibly making a difference with this student. Check out these ideas and be sure they are feasible. For example, if you are thinking of putting this student in an alternative program, you need to make sure there is space in these programs before the meeting.

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Another example, if you want to recommend a mentor to work with this student, be sure there is a mentor available, when they would be able to start working with this student and what their current relationship is with this students.

4. You may think this step is a no-brainer but be sure to schedule the meeting at a time when the key players can attend. Moreover, you want the decision makers to be able to attend if possible, so tailor your schedule your meeting around them.

5. Another no-brainer step but one that is often overlooked, be sure to have the school records file at the meeting, it is a good idea to have reviewed and discussed any pertinent information from the students past history.

So, use your meeting time wisely and profitable. You want to solve this bully problem quickly and effectively, and a PST, Child Study or whatever your team meetings are called, will be not only effective but efficient as well. Thanks for helping kids dealing with bullies.

Paula McCoach invites you to subscribe to the Bully Zapper Newsletter published weekly with tons of tips on how to effectively deal with bullies in elementary and middle school. You will receive a free special report for your subscription. To subscribe, go to http://www.bullyzapper.com

Purchase the latest Bully Zapper publication, 11 SIMPLE STEPS TO ZAPPING BULLIES! Discover tips on working with the bully as well as the victim, talking to parents effectively, using behavior checklists with success, enabling teachers to deal with bullies in their classrooms, and much more practical and useful information you can use immediately to Zap the Bullies in your school! To order, go to http://www.bullyzapper.com

©2005 Permission granted to reprint this article in print or on your web site so long as the paragraph above is included and contact information is provided to the email coach@bullyzapper.com and http://www.bullyzapper.com

By Paula McCoach

http://www.bullyzapper.com

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About The Author Paula McCoach invites you to subscribe to the Bully Zapper Newsletter published weekly with tons of tips on how to effectively deal with bullies in elementary and middle school. You will receive a free special report for your subscription. To subscribe, go to http://www.bullyzapper.com coach@bullyzapper.com

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Use Tax Credits To Help Finance Your College Education

 by: Pat Nash

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Students are always on the lookout for ways to help pay or offset the cost of their tuition. There are various government grants and scholarships available to you if you qualify. But what if you don t qualify for these government programs? Don t loose hope there are still options available to you that can help offset those tuition bills.

Did you know that tax credits are another way that Uncle Sam can help you finance your college education? Well it s true and it has come to my attention that there are many students, old and new alike, who are not taking advantage of these educational tax credits that they are entitled to. Specifically the tax credits are the Hope Tax Credit and the Lifetime Learning Tax Credit. These two tax credits will reduce the amount of Federal Income Tax that you would pay dollar for dollar, unlike tax deductions that are used to lower your taxable income. It s like someone saying to you if you spend your money on college, I ll give it back to you. The tax credits are based on the amount of qualified educational expenses that students pay.

What are these qualified expenses? Qualified expenses are tuition and fees that are required to pay to an accredited college, university, or vocational school as a requirement for attendance. Fees that are not included are room & board, personal living and family expenses. Other expenses that may also qualify are expenses for books, supplies, student activity fees, and equipment if they are required to be paid to the school as a condition for enrollment.

Who is eligible for these tax credits? Anyone can claim these tax credits; you can claim these credits for yourself, your spouse and anyone you can legally claim as a dependant on your tax return.

The Hope Tax Credit is worth up to a maximum of $1,500, depending on how much the qualified educational expenses are, 100% of the first $1000 and 50% of the next $1000. To be eligible for The Hope Tax Credit the student need to be enrolled at least half time (6 credits) in at least one semester and meet certain income requirements. The Hope Tax Credit is available for each and every student, on the same tax return enrolled in a qualifying college program. This credit can be taken for the first two years of post secondary education (undergraduate degree or vocational school) for each student. A family with three students with qualified expenses of $2,000 each on the same return equals a $4,500 reduction in the taxes you owe.

The Lifetime Learning Tax Credit works a little bit differently, the credit is based on 20% of the of the first $10,000 of educational expense up to a maximum credit is $2,000 per return not per student. This credit can be taken for any and all years that a studennt takes even just one class that will improve or aquire job skills (undergraduate, graduate and professional degree courses included). If you have qualified expenses of $2,000 then you get a tax credit of $400 (.20 X $2,000).

Consider this, these tax credits can bring down the tax that you owe on April 15th, and money that you don t have to pay in tax can be used to pay for the education you want and deserve. Other limitations are that both of these tax credits may not be used for the same student in the same year. Students that have been comvicted of a felony drug offense can not claim the Hope Tax Credit, but they can still take advantage of the Lifetime Learning Tax Credit.

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This is just a breif overview of these tax credits that all students should know about and tahe advantage of. I reecomend that you do refer to IRS Publication 970 and IRS: Topics for Students for further information or discuss these tax credits with your Tax Professional.

About The Author Pat Nash is currently a student in his final year in a Business Administration program. He blogs on different topics related to higher education. Visit his blog College Matters for more higher education information. Copyright 2005 P. Nash Okay. Now that you have read till this point, we hope that additionally you will have something amazing. Continue reading, there are extra facts to follow. This article may be published free of charge on your web site, e-zine or in your opt-in newsletter provided that: (i) you do not edit the article in any way, without the written permission of the author, and (ii) the author’s resource box is included, and (iii) any hyperlinks and URLs provided by authors in the article or resource box must be included and be active. Any use of articles in mediums other than the above must be approved by the author in writing. In particular, you may not use any article in any medium for which you are charging a fee. This includes but is not limited to ebooks, ebook compilations, and subscription-based members-only areas of web sites, without the express written permission of the author.

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