It is hard to believe. Getting admission into a Med school without the hard sciences, that is, Organic Chemistry and Physics. And more shockingly, no pre-med exam. Yes, you needn’t write the dreaded MCAT.

Oh, sure, there is a catch: you have to be a very bright Humanities student.

Where? The Mount Sinai medical school on Upper East Side, Manhattan has this Humanities and Medicine Program. 35 students every year, each with a 3.5 grade average. The results of a study published in Academic Medicine show that the academic performance of students passing the MCAT and those who jump in directly is equivalent.

These are the arguments that support the program: Taking in students for the med-degree based grade-point average, performance in organic chemistry/Physics and MCAT excludes a lot of bright kids wanting to do medicine. It makes medicine an unattainable sphere, not a science that affords an insight to the biology of human disease, not an area of exploration and discovery or a chance to provide a way to heal.

There is one more thing: pre-med courses and top scores in MCAT do not ensure a doctor comes into the field with a mission to heal or has the interpersonal skills to comfort the patient. Ability to read the blood analysis to determine treatment does not automatically make the doctor a caring, well-rounded human being. Is single-minded focus on hard sciences enough to make a complete healer?

There are schools that admit students into the medical program without MCAT. But they too insist on traditional science grades in high school.

The question that Mount Sinai program explores is this: Is MCAT the only way to assess the students aptitude to be a healer? Are there other methods to judge a student’s readiness to take on this mission? Shouldn’t humanities part of the preparation for human care?
CONTINUED…

By deleting the first name and designation of the Somali Premier, readers were left confused by the news item “NOTHING TO WORRY, SAYS PREMIER“.

This appeared in a newspaper and it’s a mess. I very strongly suggest that you don’t waste time and energy hauling word bricks to build something like this.

Let’s take the errors one by one.
[1] The first part in red is the modifier (meaning it adds to the information given in the second part after the comma). But it doesn’t say who is doing the deleting. So we have no choice but to think it is the readers. Come on, the modifier is placed nearest the word “reader”, right?

If the reader is the one doing the deleting job, why is he confused? Ok, don’t glare at me. If the reader is not the deleter, then who is? Bad, bad.

You need three things to fix the first part – [1] the answer for ‘who’, [2] a proper verb (‘deleting’ lost its rank as a verb) and [3] a connecting word. Together these will put sense into the dangling modifier and get it on firm ground.
My choice of the three: who deleted? – the newspaper, verb – deleted, connecting word – when
Now put it together: When the newspaper deleted the first name and designation of the Somali Premier, readers were left confused by the news item “NOTHING TO WORRY (?), SAYS PREMIER“.

[2] And “Nothing to worry”? But there is . It is the deletion of the word “about”. Make that “NOTHING TO WORRY ABOUT, SAYS PREMIER. Surely newspapers can afford that extra ink for the word!

Quiz: fix these sentences.
[1] By removing the billboards on Airport Road, the aircraft were able to take off and land in safer conditions.

[2] Sitting in the chair with the huge rod and reel, in the well of the sport-fishing vessel, it was inescapably apparent who had the edge. [“Sitting” dangles here, with nothing to modify.]

[3] Each of the hospitals in Brooklyn’s “brownstone belt” have lost patients from neighborhoods like Park Slope, Fort Greene, Boerum Hill, Prospect Heights and Carroll Gardens.

[4] Mr. Bruckner’s observations of new teachers were thorough and nerve-wracking.

[5] Mr. Brisbane said he expected to tackle a wide variety of subjects during his three-year term, including the affect on The Times’s journalistic standards of publishing articles for the Web on tight deadlines.

[6] One in four smokers use roll-ups. Do you see the error here?

[7] “I should say that his losses would be around $ 5m a year,” said a top cricket writer who have been following the fortunes of some of them.

[8] It might be said that editorial interpretations of aggregate data is in itself an indication of the spirit of the time. (The question here is: What are indications of the spirit of the time?)

Here is explanation you can use.
The proximity principle: I believe the simple rule of thumb is that when we use “Either” or “Neither” in the sentence with 2 single subjects, the verb should be in singular form. e.g.  Neither John nor Paul wants to go to the party. Of course, not everyone buys this rule.

Here is the rule: When one of the subjects joined by or/nor is plural, the verb must be plural. The plural subject should be placed nearest the verb.

Neither the chairman nor the directors are present.

This is because both the nouns (chairman, directors) are of equal importance. “Or” and “nor” are choices, right? And choices should be of equal importance. The nearest subject, “directors” is plural, so the verb is plural.

Briefly put, in neither … nor constructions, the verb should always agree with the noun nearest it. Thus, “Neither the contractor nor his agent were available for comment” should be “was available for comment.” Since the noun nearest the verb (agent) is singular, the verb should be singular. However, when the noun nearest the verb is plural, the verb should also be plural: “Neither the President nor his advisers were available for comment.”
When neither is used on its own, without the nor, the verb should always be singular: “Neither of the men was ready;” “Neither of us is hungry.”

In short, more often than not a singular verb is called for but that singularity is by no means invariable. Try to remember that neither emphasizes the separateness of items. It doesn’t add them together, at least not grammatically.
Finally, note that a neither … or combination is always wrong, as here: “[The] movie mixes horror with science fiction to make something that is fun as neither one thing or the other” (New York Times). Make it nor. The following sentence makes the same error and the additional one of failing to provide a grammatical balance between the neither phrase and the nor phrase: “Borrowing which allows a country to live beyond its means serves neither the interests of the borrower or the financial community” (Times). Make it “serves the interests of neither the borrower nor the financial community.”

Why is “If” sometimes followed by “were” as in “If I were the President, I would cancel all exams.” [Fat chance, but no harm in dreaming, is there?]
That’s it! In the conditional clause “If” is followed by “were” when the idea is improbable.

Read these sets of sentences to see the difference in normal and improbable situations.
[1] Normal: If I knew her name, I would tell you.
Improbable: If I were you, I would report this at once. [I cannot be you. I just assume something improbable.] “Were” is used to show the possibility of something that could have happened. It has the sense of “Ah, if only it had happened that way!”

[2] N: If I am elected president, I will reduce taxes. (Said by a presidential candidate)
Im: If I were elected president, I would change the school system. (Said by a schoolboy)

N: If we win this match, we will qualify for the semifinals.
Im: If I won a lottery, I would stop teaching. (improbable)

[3] N: If dad had divided the property (then), I would not be a pauper (now). Here we are talking about a situation that did not happen in the past.

Summing up
The conditional construction does not normally use will or would in if-clauses.
Exception: [1] Request: If you will come this way, the manager will see you now.

[2] Willingness: I would be grateful if you would give me a little help.

For improbable situations, use “were” with “If”. If I were a rich man…

Finally, the mixed sentence: If she had written to me [then], I would not be married. [now].

Why do we use “were” for a singular subject (If I were…)? That is because were is not a plural here. We use “were” to show the subjunctive mood – to show this is unlikely, hypothetical. It is something we imagine. “Were” is the indication of that.
If the situation was true, you simply use “was”. If I was doing well, it was because of my aunt.

Error here:
Incorrect: If the Senate confirms her after hearings that begin on June 28, she would be the 112th justice of the United States Supreme Court.
Correct: No conditional form is needed here: “If the Senate confirms her, she WILL BE the 112th justice.”

Right, now you know the do’s and don’ts of preparing the thesis and punching in the dissertation. But wait. In what order will you key in your magnum opus? What will be your Canonical Organization? There is no particular sequence in the middle after the introduction, summary and acknowledgement. But it helps to know the beaten path.

The accepted sequence is (a) state the idea that motivated the research, (b) tell why that idea is important, © list what others have done, (d) describe the latest in that field, (e) describe experiments that validate the contribution, (f) draw conclusions. So, it is
Abstract: A short (few paragraphs) summary of the the dissertation. Describe the concept and the research approach. Make a clear thesis statement. Emphasize what is original in this concept.

Chapter 1: Introduction: An overview of the problem – why it is important, summary of extant work, statement of your hypothesis or specific question to be explored.

Chapter 2: Definitions: New terms only. Make the definitions precise, concise, and unambiguous.

Chapter 3: Conceptual Model: Describe the central concept of the dissertation. It is the theme that ties together all your arguments. It provides an answer to the question posed in the introduction at a conceptual level. If necessary, add another chapter to give additional reasoning about the problem or its solution.

Chapter 4: Experimental Measurements: Describe the results of experiments that provide evidence in support of your thesis. Usually experiments emphasize either proof-of-concept (demonstrating the viability of a method/technique) or efficiency (demonstrating that a method/technique provides better performance than those that exist).

Chapter 5: Corollaries And Consequences: Describe variations, extensions, applications of the central idea.

Chapter 6: Conclusions: Summarize what was learned and how it can be applied. Mention the possibilities for future research.

Order for writing: Begin by writing the middle chapters (3, 4, 5). Describe your research. Collect terms as they arise and write a definition for each. Define every technical term.
All done! Now watch this video for a multi-media presentation.

[4] Environmental science: environmental engineers
After the ongoing oil spill, “green” concerns are bound to demand engineering ingenuity. Environmental engineering is expected to grow by about 30%, in the fields of climate change, greenhouse gases, energy supplies and air/water pollution. Waste disposal, alternative energy technologies, conserving natural resources and public health where jobs will be aplenty.

Qualification: Degree in biology, chemistry, engineering. The right combo here is environmental science + engineering or a chemical or mechanical engineering degree with science courses.

5. Business administration: marketing survey researchers
Sales and marketing will never die, will they? The U.S. Department of Labor expects opportunities for college graduates in marketing survey research go up by 30%. The job means developing surveys on consumer behavior and preferences, collecting and analyzing survey data.

Qualification: A bachelor’s degree in marketing or business administration. It helps to master’s degree in BA will help further career. MBA is widely available as an online degree.

If you’re still unconvinced about the need for a college degree, read this…
*The number of jobs requiring at least a two-year Associate’s degree will outpace the number of people qualified to fill those positions by at least three million in 2018, according to a report by the Center on Education and the Workforce at Georgetown University.
*The partnership with American Public University, a for-profit school with about 70,000 online students, will allow some Wal-Mart and Sam’s Club employees to earn credits in areas like retail management and logistics for performing their regular jobs. The university will offer eligible employees a 15% reduction on tuition, and Wal-Mart will invest $50 million over three years in other tuition assistance for the employees who participate.

I can’t give you a more powerful argument for doing well in high school and moving up to a college degree. Check out this information coming out of the US Department of Labor.
Employment projections for the next ten years show double-digit growth in many career paths in technology, health care, and business services. The average salary in each case is a whopping $60k. Something within your reach if you have a bachelor’s degree.

1. Technology: software engineers and network analysts

A dream job if you’re a techie and they’re in networks and software development. It’s a rosy future for computer software engineers – with growth at 34% for applications engineers and 30% for systems developers.
Qualification: Four-year bachelor’s degree in computer science, or a more career-focused degree in computer engineering, software development, or management information systems (MIS).

2. Finance: financial examiners and personal financial advisors

Here, opportunities will arise from increased financial scrutiny and regulation, which means more financial examiners (41% growth). Personal financial advisors will tap into an aging population in need of assistance with investment, retirement, and estate planning.

Qualification: A bachelor’s degree in finance, accounting, business, or economics.

3. Health care: biomedical engineers

Growth in employment of biomedical engineers will be 72%. Biomedical scientists develop medical devices and procedures such as prostheses, medical information systems, diagnostic instruments, and care-delivery systems.

Qualification: A diverse background in mechanical and electrical engineering, medicine, biology, and mathematics. Pursue a specialized bachelor’s degree in biomedical engineering, or a general mechanical or electrical engineering degree with an interdisciplinary science curriculum.
CONTINUED…

College readiness is connected to what’s called Minimum Learning Level. That is the academic comfort level while in high school. A certain ability to read, understand and write in English. Do Math theorems and riders with ease if not expertise. Grasp of concepts in Science. You should have gone through tests in the last two years in high-school with confidence.

Let me put it in the form of questions:

[1] When you read the History book, did you understand the text? (Reading comprehension)

[2] Could you write a cohesive, error-free summary of an experiment or a chapter in History? (Writing skill)

[3] Were you able to compare facts in Geography and write it down? (Analytical skill)

[4] Could you do the four Math functions? Percent, measurement and algebra? Follow word problems?

A politico asked me: colleges give admissions on certain criteria. Which means they take in students they feel will be able to cope with the college curriculum. If they do the work honestly, shouldn’t students be able to pass college courses?

This is a specious argument. When a teacher enters his college classroom, he assumes that the students have cleared the learning levels expected at high school. The teachers’ job is to build on them. They can’t start at ABC in English, nor Addition, etc. in Math. They have a syllabus too and books covering it. You can’t give a college freshman the same book given to a third grader for a book review.

So what makes you college ready?
A decent-level mastery in the four skills in English – listening, speaking, reading, writing. At the high-school level this translates to reading and writing.
Unless you are a literature student, higher-level comprehension of poetry and pure literature are not necessary to survive the freshman year.
But you do need the ability to read History, Science and Math texts with comprehension. And then write summaries of information and concepts you understood. Can you?
We will help you do that at classof1.com

New research into the adolescent brain shows that it does not fully mature until the age of 25. The one to happen last is the decision-making process. So, till the age of 25 or thereabouts our kids need some mature advice and guidance.

But this cannot include telling them: “Don’t go to college. You will fall into debt, boozing and spendthrifting.” That is blasphemous.

Colleges must be “student-friendly”. That phrase should refer to the facilities that should be available to make education meaningful. It means constant interaction between teachers and the taught, the influence of faculty, staff or safety officers, and authority that is visible and firm. Sadly, the phrase is mis-interpreted and made an excuse for lack of rules and their implementation. It is not the concept that is at fault.

You cannot treat kids just out of school as adults. We cannot open the gates and expect them to stay inside. Some of the high-school rules must continue here with freedom enough to help them make informed choices. They must be schooled to use their freedoms responsibility and the college campus is the place for it.

Effort must be taken to channel their energies the right way. Colleges have done it successfully. They have put peer pressure to good use. They have exerted non-obtrusive supervision. The emphasis should be on good behavior and hard work at academics.

There should be remedial courses for those who need extra help. And of course, there should be stricter time limits for obtaining degrees. Why should they have “free time” in college? Students expect strict rules. That’s when they feel cared for. They view such institutions, contrary to what they say, with respect.

For those who lag academically, there are online coaching facilities. Why should a student feel he/she is incapable of getting a degree? It is for the adults to tell students the benefits of getting a degree and the need to work hard for it.

A new study from the Department of Education has found that one out of 14 recent college graduates have defaulted on their student loans. This is a 7% increase over the previous years. For more on this, read this Forbes article.

There can be several reasons why this happens.

[1] Students today are not capable or not interested in studying hard and completing graduation in the quickest time possible. They can’t find jobs on the quick and can’t start paying back the loans.

[2] In a depleted, recession-hit economy, graduates do not get jobs easily. They now end up as store assistants, cab drivers and pizza delivery boys. At best they get temp jobs.

[3] Students don’t want to work hard and don’t do courses that will fetch them well-paying jobs – account assistants, lab assistants, hospitalists …

[4] There is a decline in moral standards and students avoid paying back, thinking they’ll “manage” it when confronted.

Craig Brandon, a former teacher, puts out another reason in his blog Party Schools Exposed. Arguing eloquently, he says, “Student loan default is the final act in the great American college rip-off tragedy that begins with the “golden walk”… Students are constantly handed the loan forms that allow them to spend spring break in Cancun, through the graduation ceremony and finally into decades of poverty paying for a useless diploma.” Phew!

The bottomline is clear: Once you default, it is virtually impossible to repay the loan, it has a way of piling up and reaching the “impossible” level in no time at all. Interest rates get higher, penalties get thicker, and soon you face humiliation in the form of visits by collection agents. What kind of a life is that?

Brandon says many colleges today ruin students’ lives. I wouldn’t go that far, but there is basic truth in his arguments. If you choose not to study hard, choose to take college years as fun timepass, you will pay for it – with your future.

Don’t let college ruin your life. Enjoy your time there, but without forgetting what you are there for, without forgetting you have a huge ed loan that you need to pay back.

Do read Alan Michael Collinge’s book The Student Loan Scam. Enough to send you scurrying to your college text books, away from texting on the cellphone.