Any tips on studying this? I plan on taking it the test Monday the 6th.....I am very nervous about this...I have a job interview the next day... :o I have no experience or interest in the Business field. How much is it common sense. Any techniques...?

I have just come from CLEP Principles of Marketing Exams.

This is the first Exam I run out of time completely. The Exam ended when I was on question 90, My heart was skipping beats, I was sweating and my hands were shaking, and the reality was I had run out of time period, with 10 more questions let to answer.

The problem was not that the Exam was to hard, the problem was it was too wordy with alot of senario questions that you had to understand. I was feeling good about the exam but was getting worried looking at the watch.

To make the Long story shorter, I quickly clicked through those question they ask at the end of the Clep exam without even reading, them I don't know why I was in a hurry when I knew I had failed.

I clicked report Score, and there was a Bolded sweet[SIZE="7"] 54,[/SIZE] my goodness, I cried. I know its not a big score for alot of people, but you had to be in my shoes to know what I am talking about

I am still shaking, but I passed, my advise to people who will be talking this exam please be very mindful of time, usually in other Exams have 20 -30 minutes to spear, but not this one.

As other have said before me, IC is enough, I also used REA practice Exams.
There were more question on International trade and Markets than on IC, and Internet, but most of them they required common sense


Next to Principles Of Management next week Friday

Thanks Mapalo

Hey All,
I am preparing for intro to business law and took two practice tests, one from Petersons and one from Comex. I got exactly half the questions right on the Petersons and two-thirds right on the Comex. Is this enough for a pass? Thanks,

Farmerboy

For those that are attending or have graduated from the Master's program at CCU, I was wondering if you could answer a few questions about it for me, as I am seriously considering taking courses through them. I would like to take the Masters in Business Administration, and am looking to start this time next year. They are relatively inexpensive as opposed to other universities, which is a pretty big consideration for me.

Are the exams difficult to pass?

Who do you use for a proctor? Does it have to be an employer or can it be a friend?

From the information I have read, they are nationally accredited, but does your employer or other colleagues recognize this university as being somewhat reputable or have they even heard of them at all?

About how fast can I finish if I take the 13 course route? Can it be completed in 6 months, or is that too aggressive of a goal?

Thanks for any info you can throw me!

I just received the catalog (I enrolled las week) it comes with an addendum that says: Beggining Sept 1st. 2007, all students enrolled in a Liberal Arts major with the exception of Math, must satisfy the Research and Writing in the Majors requirement, this can be fulfilled many ways.
Excelsior offers LA 490,1 credit course after which you need to produce an 8 page paper in your discipline.
If I am reading this right this requirement is for those going for a major and it will not apply to those that opted for no major......?
There is always something...!


et4tango
51 Clep credits
14 Fema
Next up ... Am Lit?

:p Hello to all,

I have been reading and reading all your posts. They have been very helpful.

I would love any of your all's opinion. I have 6 credits left and I will have accomplished by BS in Management.

One of the classes I have chosen to take is Drug and Alcohol Abuse.

I need advise on what to take for my last class.

Because this is my second time in college, I have quite a limited choice of classes.

Criminal Justice
Fundamentals of Counseling
Health Growth and Development
Educational Psych
Principles of Supervision

Unfortunately at this place in the game, I want the easiest possible.

I appreciate anybodies opinion and advice
Thank You
Brenda:

[SIZE="3"]This may interest a few of you.....[/SIZE]


[SIZE="3"]Copy from Michael P. Lambert, DETC Executive Director[/SIZE]

[SIZE="2"]Everyone will be happy to see that nationally accredited schools won a victory in the Senate for transfer of credits. The Senate voted 95-0 on new language that, while not ideal, makes it much harder for colleges to discriminate against students based on the accreditation source of previous credits. This bill still has to clear the House, but this is a clear victory for schools like Columbia Southern University.

Success in the Senate on Transfer of Credit

We are delighted to advise that on July 24th 2007, the full Senate passed, 95-0, the Higher Education Amendments of 2007, S. 1642, its version of reauthorization of the Higher Education Act (HEA). With the vote, the Senate revised the troublesome, objectionable language on credit transfer that appeared in the Health, Education, Labor and Pensions (HELP) Committee-passed version of the bill on June 20th.

The new language about credit transfer approved today represents a significant victory for DETC and all the nationally accredited institutions.

The Committee-passed version of the bill would have encouraged, or at least arguably permitted, colleges and universities to openly discriminate against credits earned at institutions accredited by national accrediting associations like DETC. But the final bill passed today contains new language we can live with: it now simply requires institutions of higher education to publish a statement of the criteria established by the institution regarding the transfer of credit earned at another institution.
While this new, “neutral” language does not include the famous CHEA principle on credit transfer, it does eliminate the prior wording that seemed to authorize, if not encourage, student transcript discrimination. We would have liked the Senate to have gone farther, and take up the cause of prohibiting the monopolistic institutional practice of refusing student transcripts based solely on the source of accreditation of the sending institution. However, the bill approved today certainly is not objectionable, and is a vast improvement over the June 20th Committee-passed version.

Our warmest thanks and congratulations go out to all DETC leaders and their students who took the time to write their Senators. Your letters, e-mails and calls made an impact on the Senate offices, and no doubt contributed to the improved language in the final version of the bill today.

Still, the battle for equity in credit transfer is not over by any means!

The House plans to draft and consider its own version of HEA reauthorization legislation, and this issue will doubtless be re-visited. The same arguments will be trotted out: Federal intrusion into academe versus fairness to students; academic independence versus student access and mobility.

You will recall last year, when House considered similar legislation, it accepted the highly objectionable Souder amendment that would have permitted and encouraged credit transfer discrimination. The powerful lobby groups—representing the nation’s most elite universities—who pushed for the Souder Amendment will be showing up on the House side of Capitol Hill again this summer with the same arguments as before: “Keep the Federal government out of academic decisions on credit acceptance.”

So please turn your attention—and your students’ attention—to your Representatives this summer, and let’s make sure we keep getting the message to them: it is not acceptable for colleges to be able to deny credit transfer based solely on the source of a sending institution’s accreditation.

We have a genuine victory in the Senate, but we have a long way to go before this will be over.[/SIZE]

I found this on guidancenet.com. If you have an upcoming test, make sure you remember this:

"To better serve you, Peterson's will be upgrading its Web servers the weekend of August 4 and 5. Due to this scheduled enhancement, this site will be unavailable beginning Friday August 3rd at 6:00 PM Eastern Standard Time and is expected to resume operation, Monday morning August 6th. Please keep this in mind when scheduling your activities. If you have any questions or concerns, please contact technical support (option #4) at 1.800.338.3282."

Good afternoon.

I've been using the REA guides to study and I noticed a lot of musical "theory" questions on the practice tests. For example:

A major diatonic scale has half-steps between...?
Which one of the following scales contains three flats in the key signature?
The C in measure 1 is a C sharp. Therefore, the C in measure 2 is a...?

Is this how the actual test is? I have no memory for this type of information and REA's explanations are making it even more confusing.

Also, on the 3 practice tests, I scored 520, 600, and 565. However, I didn't subtract 1/4 points for incorrect answers. Are the score conversion charts in the REA book comparable to the CLEP CBT's score conversion?

Finally, does the CLEP have any questions that just present a picture and ask, "Who painted this?"

Thanks for your help!

Hello everyone!

I wonder if any of you experience lack of motivation for subjects that are not interesting to you?
I can't seem to get motivated with US History II and the Social Science/History exams!! I have an interest in current events, politics, and history- but I am learning that as an adult, I really like to study what interests ME and that isn't necessarily on the exams!
I felt like US History I was "do-able" because I have taught the essence of that subject to my children year after year (I homeschool my 4 children- at least one child is in that subject every year) so I really only did a brush up for myself. Civil War and Reconstruction was pretty much torture in every way.
Don't suggest I take other exams in their place, I am going to work through it, and as my kids say "cowboy up." But I would like to hear if anyone has tricks they use to work through material that they don't like.