#Admission Process For Class 11

[saul-goodboy]

luigi has recently sent a new letter:

[id:

a white page of printer paper with black text printed on it. at the top center, there is a blue drawing of an equilateral triangle. on the left face of the triangle, "#33" is written. inside the triangle, it says "of". on the right face of the triangle, there is an underlined infinity symbol. the text reads:

TRULINCS 52503511 - MANGIONE, LUIGI NICHOLAS - Unit: BRO-G-A

[hyphen line break]

FROM: 52503511

[text censored]

SUBJECT: 27 Things I'm Grateful For

DATE: 06/03/2025

Last month, on May 6th, I turned 27 years old. To mark the occasion, I took some time to reflect on 27 things I'm grateful for.

(1) My friends, for being there when I needed it most.

(2) My family, for [REDACTED - my personal life is none of your business!]

(3) The many talented and generous individuals who - if not for my current predicament - I never would've crossed paths with.

(4) Letters. I spend each day between the same four walls of my unit, where I receive both holiday cards sent in December and birthday cards sent between March and May, creating a bizarre and disorienting Groundhog Day where every day is both Christmas and my May 6 birthday. Nonetheless, I'm incredibly grateful. The monotony of my physical environment is offset by the variety and richness of the lives I experience through letters: multi-page life stories, retellings of workplace conversations, stream of consciousness journal entries. Admissions of greatest fears, eager recaps of recent triumphs, mothers reliving senseless tragedies. Soulful creations, generous offers, advice.

(5) The MDC Mail Room, which has - to date - photocopied and processed thousands of letters sent to me from over 40 countries. Your efforts are appreciated by so many.

(6) Memes. As one of my wisest correspondents put it: "Laughter is louder than logic and makes a lot more sense."

(7) The countless books I've been sent. While I'll never read the vast majority of them, I've loved facilitating this collective practice in tsundoku, and have distributed these books to many grateful inmates. My favorites include Ayn Rand's "Anthem", Patrick Bet-David's "Your Next Five Moves", and Ray Bradbury's "Fahrenheit 451".

(8) Independent media/creators: publications like "The American Prospect", citizen documentarians like Joomi Kim, and citizen journalists (of which there are too many to name.)

(9) My cellmate J, who - despite spending half of every day inside a shared birdcage and being sentenced to a decade away from his six kids who he loves-tolerates the clutter of all my papers, shares his unique wisdom, and doesn't hesitate to humble me when I need it. He reads more of my books than I do, and appreciates all the Calvin and Hobbes.

(10) The MDC staff and CO's, who are nothing like what "The Shawshank Redemption" or "The Stanford Prison Experiment" had me to believe. While the occasional minor dissent arises, I've found that they are people too and largely there to help. (11) Chicken Thursdays, and Sweet Baby Ray's bbq sauce. (Sorry vegans. It's the realest food here, and I need my strength.) (12) Keyboard shortcuts. There is no "print multiple" option. [M A click "click Enter X P "click" "click" Enter], repeat. (13) The some 30,000 individuals around the globe who have come together to donate over $1,000,000 to my legal fund, enabling me to retain a world class defense team across three concurrent prosecutions.

(14) Karen Friedman Agnifilo. Need I say more?

(15) The other members of my legal team, who are also pretty great (see #3).

(16) "Latinas for Mangione".

(17) Everyone who has donated to my commissary account, whose contributions have funded a tablet, songs, stamps, hygiene items, bbq sauce, Goya sazon, peanut butter, and lots of tuna packets.

(18) The BOP music catalog. (Luigi is currently listening to "Television: The Drug of the Nation" by The Disposable Heroes of…]

(19) The trials that I've endured, which have - I hope - prepared me for anything that might lie ahead.

(20) My lucky long sleeve.

(21) Hearts.

(22) The creatives. "The artist's task is to save the soul of mankind; and anything less is a dithering while Rome burns" - Terence McKenna.

(23) The conservatives, who fiercely conserve the aspects of our society that make us great.

(24) The liberals, who liberate us from the outdated aspects of our society that prevent us from being greater.

(25) Being born in America. She is haunted by her past, she is sick, she is plagued by inner turmoil - such is her nature as a nation of individuals. She is young, in the midst of an adolescent identity crisis. But despite all her flaws, her frame is robust and her potential unmatched.

(26) Free speech, the basis of our way of life. "When you tear out a man's tongue, you are not proving him a liar, you're only telling the world that you fear what he might say" - George. And finally,

(27) [text censored]

[cursive signature, in blue ink] Luigi Mangione

end id]

please do not stop sending him support. it is needed now more than ever. do not forget about this man's unjust prosecution.

[dr-futbol-blog]

The Hive, Pt. 11

Alone in the cell with a beautiful young woman who is vulnerable and frightened, in need of protection and desperately looking for a saviour with the voice of a cherub and the eyes of a doe, we find that Sheppard is still standing with his back turned to her, facing the hallway outside of the cell. He appears to be looking for structural weaknesses in the door, feeling up the wall that the webbing is attached to, his attention on the same thing it has been on ever since they were first locked up in the cells and he had been remembering what McKay had done that one time they had been on a hive together, which is getting the heck out of there.

Neera: I'm sorry. It's my fault you got caught. I should never have asked you to stop.

Because it does not seem like Sheppard is going to engage her himself, the woman decides to take the initiative and approaches him with an apology, designed to show her remorse and make him feel for her at the same time. This woman had been planted into the cocoon by the wraith queen with the express purpose of getting information out of Sheppard, of getting him to spill the beans, and it is unclear when exactly Sheppard figured out what the ruse was. He was cautious of her from the very beginning but it does not seem as though he has had any particular reason to be suspicious of her yet. She is a very good actress, and as Sheppard himself admits to the queen later, she is very attractive. She is very good at what she does even if what she does is not very nice.

But here, as Sheppard is feeling up the jamb of the cell doorway, he seems to be ignoring her on purpose. He knows she is there, he knows that they are alone, and he has chosen not to engage with her. Men usually enjoy the company of beautiful young women, they seek out contact with them, they want to be viewed as helpful, gentlemanly, protective, what have you. To make a good impression, to make the beautiful young woman smile or laugh, to give them attention. We see this the world over. And John Sheppard is bisexual, he does by his own admission find her attractive. Which is why the only thing that explains his behaviour here is that he is not single. He is taken. This is the way a man who is in a relationship behaves when they are locked up together in a closed space with a beautiful young woman. He is being a gentleman, a good man. But not for her.

Sheppard: It's OK. You were trapped in one of those cocoons; no-one can blame you for wanting out. Neera: Now your friend has taken my place.

Sheppard seems to be uncomfortable having been left alone with her, and let us recall that McKay was acting rather similarly when he was left alone with Jace in the previous episode. Sheppard turns around as she talks to him but note that he does not turn all the way around. He keeps his body turned away from her, turning his head the rest of the way to face her. This is important in the way that facing someone signals giving them one's full attention but staying half turned away as he does communicates that he does not wish to engage with them, that he is almost half-turned back to looking away even as he responds to her.

Sheppard blinks here, processing what she says, which we have seen as him hiding some deep hurt previously. It is entirely possible that what she says, "I'm sorry," reminded him of McKay, as that is what McKay had told him recently, when the two of them had been alone together in the meadows. Otherwise Sheppard's response and his tone are perfectly neutral, exhibiting the kind of politeness that is characteristic of his social class. Pleasant but noncommittal. Charming but vacant. Like when having manners is more about displaying your own station in life than it is about actually treating the help or the less fortunate with respect, where it is about being some kind of a person while the targets of the behaviour might just as well be furniture.

He tells her that it's OK but if he actually believed that she was who she claims to be, a likely traumatized young and defenseless victim of the wraith, his behaviour here is remarkably callous. He does not care about her. He is not there to make her feel better. He has other concerns besides holding her hand through this. Either Sheppard already has suspicions or he just really, really does not know how to relate to women.

Sheppard: Not for long, not if I can help it. Neera: How will you get us out of here?

Sheppard seems to pause for a moment after she refers to Ford as his friend, not sure what to think about that, how to feel. They were never friends, not exactly. And he is not Ford's commander anymore, either. He does not know what they are, all he knows is that he does not want Ford to die here, not at the hands of the wraith. Volunteering to take someone's place is also something that might give him pause. That is not what Ford had done, he had not given up his freedom to free this woman. They had taken Ford and stuffed him into a space that had once been occupied by her, metaphorically, but it is not something that Ford would ever have volunteered to do. And yet he knows that he would take McKay's place in an instant, he would not even have to think about it. For anything. And that is why he needed to get out of here. He needed to get Ford, needed to get them off the hive and back to his planet, and to exchange Ford for McKay. His concern with Ford's well-being was also motivated by the fact that he does not know what Ford's men would do if they returned to his base without him. He needs Ford alive also as a bargaining chip to get McKay back.

Also, let us note what Sheppard actually says here. He does not say that he is going to spring Ford free and then all of them can get out of here. She tells him that Ford has taken her place, and his response is "Not for long." If he already suspects her, this may also mean that he intends to send her back the way she had come and switch her right back with Ford. He is not making her any promises to get her out of here with them. But as mentioned, it is unclear when exactly Sheppard catches on to her.

Sheppard: OK, I haven't figured that part out yet. But when I do, it's gonna be real impressive. Neera: The wraith will not allow us to escape.

Here, Sheppard is being charming. Boyish, impish. It is possible that he is attempting to weaponize charm against her himself, see where that gets him. But more likely is that he is doing this for himself, he is amusing himself to keep his sanity. It is a way of tricking himself into feeling more confident, less afraid. He is basically doing the same thing that the comic book superhero Spider-Man is known for. While he is saying it to her, he is really saying it just to hear it, saying it to himself.

But again we can see that McKay is never far from his thoughts. Sheppard spends most of his time on the hive locked up in a cell just as he had on the Ancient warship Aurora. Almost back to back, Sheppard gets to experience what it is like to be held up and detained by both sides of the Pegasus chess board, the Ancients and the wraith. He is in a position to compare these experiences.

And here, he is most definitely remembering his recent experiences in another holding cell. He had been locked up for much longer than he cared to be and McKay had come in with the express purpose of busting him out. And as soon as he had said that they needed to break out of the cell, McKay had told him to "hold that thought" and had arranged their whole jailbreak from the outside making it very much look like magic. Sheppard had been well and truly impressed. It had, in a word, been real impressive. And while McKay was not here now to free him, he was doing his best to conjure him up in his mind. He was doing his damnedest to figure out what McKay would do here to bust them free. Because he believes that McKay would be able to do it. He knows McKay would be able to do it.

Sheppard: Yeah, well, I try not to let them tell me what I can and can't do. Neera: You do not fear them? Sheppard: The wraith? Naah. Now clowns, that's another story. Scare the crap out of me.

This is an interesting exchange. For one, we see that Sheppard wants to be done with this conversation and turn back away from her. He already almost turns away twice but then turns back just to get in the wise-ass line about the clowns. And this just confirms the fact that he is speaking to amuse himself, his performance here is not for her benefit. We see her confusion as she obviously has no idea what clowns are. Sheppard is fully aware that she has no idea what clowns are. Sheppard and McKay both have a tendency to make references that the Pegasusians have no hope of catching, have no way of understanding, and this too tells us that he misses McKay. McKay would get his reference, he would find it amusing even if he did not think it was hilarious. McKay would appreciate his banter just like he appreciates his references to MacGuyver & al. They have a shared frame of reference that unites them in a way that no one from this galaxy could ever get in the way of.

But what is Sheppard actually saying here? Coulrophobia, the fear of clowns, is a common condition likely caused by the "uncanny valley," of something resembling humans but being just a little different. Such creatures introduce an element of liminality to those mental processes geared toward perceiving people, the human species being an example of the social animal for whom the in-group and the out-group form important points of reference, that might mark the difference between safety and falling victim to a predator. And so Sheppard may well be afraid of clowns, and we will later learn that they are indeed nightmare fuel to him, but his intention here is not to share his actual fears with this stranger. He is making a flippant, smartass remark, not bonding with her through sharing personal information.

Sheppard actually is afraid of the wraith, but has no intention of showing it. And he is not actually afraid of clowns (as far as he is willing to admit to himself), and hence implying that he is more afraid of clowns, which are not really scary, than of the wraith, is a way of ridiculing the wraith, of making them seem less imposing. So, he is not saying that clowns are scary here. He is saying that the wraith are not frightening but an object of ridicule. And this is bravado on his part. He is afraid of the wraith, they are horrifying. He just has no intention of letting them see his fear.

But later on, in Doppelganger (S04E04), we learn that Sheppard is actually afraid of clowns. It is the appearance of the clown while Sheppard is within McKay's nightmare that signals the transition from McKay's nightmare into Sheppard's nightmare, of the entity moving from McKay into Sheppard. McKay dying for any reason, be it swallowed by a giant fish or dying on a gurney, is Sheppard's nightmare. McKay dying is his worst fear.

McKay's nightmare was not being swallowed up by a fish, his nightmare was to be far away from home, all alone, a looming threat just at the edge of his consciousness with no way of finding his way back. McKay's nightmare is Sheppard telling him that he does not care about him, he never did, Sheppard despising him. And while they began their journey inside McKay's subconsciousness, the appearance of the clown marks the shift from McKay's mind into that of Sheppard. Because in spite of his bravado, they do frighten him. It is not something that he would ever admit but he does find them creepy. There might be something in his childhood that had caused him to feel such deep-seated insecurity that symbols innocent frivolity like carnival clowns may actually horrify him.

But even further, we transition from Sheppard saying that clowns scare the crap out of him here to McKay entering Weir's office, describing himself as "bright-eyed and bushy-tailed," Weir drawing our attention to him by the words "Look at you!" We are invited to look at McKay while thinking about clowns. And indeed McKay is the clown, the comic side-character--or so we are meant to think of him.

I wrote about McKay as a type of Pierrot, the sad clown archetype of Commedia Dell'Arte in connection with Duet (S02E04), seen comedic by the other characters where he internally suffers from a broken heart, pining after his lost love. McKay's character development from the buffoon of SG-1 to the "avatar of the disenfranchised" that we have seen him grow into also closely follows the development of Pierrot.

And in this regard, it is not clowns that scare the crap out of Sheppard. What scares the crap out of him is never finding his way back to his clown. We know what Sheppard's deepest fear is, and it is not the wraith and it is not a Volkswagen full of clowns.

Continued in Pt. 12

[reyaint]

the academy | intro

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date: march 11, 2025. idk how good this will look but i'm attempting.

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✧˖*°࿐ The Academy

༊*·˚ Veltrius Lumos Academy (commonly known as Veltrius Academy) is a prestigious private co-ed boarding school located in starmor city, stellis province, haiqin. established in 1895 by the renowned educator and philanthropist Vretiel Daliz, the academy has built a reputation for excellence in both academics and the arts. the institution is known for its rigorous curriculum, innovative teaching methods, and commitment to holistic education, drawing students from all over Haiqin and beyond.

༊ the school is distinguished by its rich cultural heritage, selective admissions process, and emphasis on creative exploration alongside academic rigor. Veltrius Lumos Academy operates under the Haidyan Association of Independent Schools (HAIS) and is a member of several international academic alliances.

✧˖*°࿐General Information

༊ motto: Somnia Crescere Cum Fortitudine(Haiqin Language)

༊ motto (english translation): Grow Dreams With Strength

✧ 𓂃 › the motto reflects the school’s mission to nurture students' ambitions, talents, and resilience. the phrase emphasizes not only academic and artistic success but also personal growth, strength in adversity, and the courage to pursue one’s dreams.

✧ 𓂃 › Veltrius Academy fosters an inclusive and competitive environment where students are encouraged to develop a strong sense of integrity, perseverance, and leadership. faculty members strive to create an atmosphere where students can challenge themselves intellectually, artistically, and athletically while maintaining a sense of community and ethical responsibility.

༊ type: private boarding academy

༊ established: 1895 (128 years ago)

༊ founder: Vretiel Daliz

༊ accreditation: HAIS (Haiqin Association of Independent Schools)

*ೃ༄Governance & Administration

༊ chancellor: Aris Kisea

༊ vice-chancellor: Nira Astereas

༊ academic staff: approximately 120 faculty members

✧ 𓂃 › the Chancellor, Aris Kisea, oversees all administrative, financial, and academic operations of the academy, ensuring that Veltrius Lumos remains at the forefront of educational excellence. the Vice-Chancellor, Nira Astereas, works closely with department heads to maintain high academic standards and uphold the school’s artistic and leadership-focused mission.

✧ 𓂃 › the academy employs over 120 faculty members, many of whom are renowned educators, researchers, and professionals in their respective fields. the faculty is carefully selected to provide exceptional instruction in both core academics and specialized arts disciplines.

*ೃ༄Student Body & Enrollment

༊ total enrollment: 638 students (Fall Year)

༊ grade levels: 10th – 12th

༊ average class size: 15–20 students per class

༊ student-to-faculty ratio: approximately 5:1

✧ 𓂃 › Veltrius Lumos Academy maintains a highly selective admissions process, evaluating applicants based on academic performance, artistic talent, leadership potential, and character. the academy attracts students from all over Haiqin, with a diverse student body representing various regions and cultural backgrounds.

*ೃ༄Campus

༊ location: Starmor City, Stellis Province, Haiqin

༊ campus size: (To Be Expanded)

༊ facilities:

✧ 𓂃 › academic buildings with state-of-the-art classrooms and laboratories

✧ 𓂃 › performing Arts centers for music, theater, and dance

✧ 𓂃 › fine arts studios for visual arts, sculpture, and digital design

✧ 𓂃 › library & research center housing an extensive collection of books and digital resources

✧ 𓂃 › student dormitories with modern living arrangements

✧ 𓂃 › dining hall & cafeteria serving balanced meals

✧ 𓂃 › sports complex with training facilities for athletic teams

✧ 𓂃 › technology & innovation labs for research and creative development

✧ 𓂃 › green spaces & gardens to promote wellness and relaxation

༊ situated in Starmor City, the campus offers a blend of historic architecture and modern facilities. the school grounds are designed to foster creativity, collaboration, and academic rigor, providing students with an immersive educational environment.

*ೃ༄Academics & Affiliations

༊ accreditation: HAIS (Haiqin Association of Independent Schools)

༊ academic affiliations: (To Be Added Later)

༊ endowment: $100,000 per year

✧ 𓂃 › Veltrius Lumos Academy follows a rigorous academic curriculum that integrates traditional education with specialized training in the arts. the school has been accredited by the Haiqin Association of Independent Schools (HAIS) and maintains affiliations with leading educational institutions for exchange programs, guest lectures, and advanced research opportunities.

*ೃ༄Extracurriculars & Athletics

༊ sporting affiliations: HASA (Haiqin Academia Sports Association)

༊ team name: Veltrius Lions

༊ mascot: Anthe the Lioness

✧ 𓂃 › despite being primarily an arts-focused institution, Veltrius Lumos Academy has a well-respected athletics program, competing in the Haiqin Academia Sports Association (HASA). the Veltrius Lions, named after the academy’s symbol of strength and resilience, participate in a variety of competitive sports, including fencing, swimming, archery, and track & field. the school also offers intramural sports for students who prefer recreational athletics.

*ೃ༄Student Media & Publications

༊ newspaper: Lumos News

༊ yearbook: (To Be Confirmed)

༊ student radio & podcasting club: VLA Broadcasts

✧ 𓂃 › the academy encourages student journalism and media production, with Lumos News serving as the official school newspaper, covering topics from campus events and student achievements to editorials and national news. additionally, students have opportunities to participate in broadcast journalism, producing radio shows and podcasts under VLA Broadcasts.

*ೃ༄School Identity & Branding

༊ school colors: purple, navy, medium grey

༊ school emblem: n/a (for rn)

༊ official website: veltriuslumosacademy.ec

✧ 𓂃 › the official colors of Veltrius Lumos Academy—purple, navy, and medium grey—symbolize wisdom, ambition, and resilience. the academy’s branding reflects its legacy of excellence, fostering a sense of pride and belonging among students, faculty, and alumni.

✧˖*°࿐History

༊ from its humble beginnings in 1895 to its status as a world-class institution, Veltrius Lumos Academy has endured war, societal change, and rapid modernization to remain Haiqin’s premier academy for education and the arts. its influence continues to grow, ensuring that the academy’s graduates will shape the world for generations to come.

*ೃ༄The Early Academy

༊ Veltrius Lumos Academy was founded in 1895 by visionary educator and philanthropist Vretiel Daliz, a renowned patron of the arts and progressive education. daliz envisioned an institution where intellectual rigor and artistic excellence could coexist, allowing students to develop their creativity alongside a strong academic foundation.

༊ at the time of its founding, Starmor City was emerging as a cultural hub in Stellis Province, making it the ideal location for an academy dedicated to higher education and the arts. the school started as a small conservatory-style institution, focusing primarily on fine arts, classical literature, and philosophy. the initial student body consisted of just 50 students, hand-selected based on their academic and artistic potential.

✧ 𓂃 › the original campus was a single stone building with a central auditorium that served as both a lecture hall and a performance space.

✧ 𓂃 › the school’s first curriculum revolved around visual arts, music composition, and classical studies, with a strong emphasis on rhetoric and literature.

✧ 𓂃 › notable early figures included scholars and artists who shaped Veltrius into an elite institution, such as poet Seraphine Marlois and pianist Edrian Valcora.

༊ daliz’s philosophy of “grow dreams with strength” became the academy’s official motto, a guiding principle that shaped its future expansion.

*ೃ༄1920s – 1930s: Academic Diversification

༊ the academy broadened its curriculum to include sciences, mathematics, and foreign languages, ensuring students received a well-rounded education while maintaining its focus on the arts.

༊ new buildings were constructed, including dormitories, an art studio wing, and a science laboratory, expanding the school’s facilities to accommodate over 300 students by 1935.

༊ the introduction of theatrical and cinematic studies in the 1930s made Veltrius a leader in performing arts education.

*ೃ༄1940s – 1950s: Rising Prestige and Global Influence

༊ during World War II, Veltrius remained operational but adapted to wartime challenges, incorporating subjects such as international relations and historical studies.

༊ post-war, the academy saw increased international interest, with students from other provinces and countries seeking admission.

༊ by the 1950s, Veltrius was officially recognized as one of Haiqin’s top academic institutions, known for producing leaders in the arts, science, and diplomacy.

at this point, Veltrius Lumos Academy had established itself as not only a prestigious academic institution but also a cultural landmark, shaping the intellectual and artistic landscape of Haiqin.

*ೃ༄1960s – 1980s: Technological and Cultural Innovation

༊ in the wake of technological advancements, Veltrius became one of the first academies in Haiqin to integrate computers and digital media into its educational framework.

༊ new programs were introduced in fashion design, digital art, and experimental sciences, attracting students beyond the traditional fine arts.

༊ the school established exchange programs with other prestigious institutions, allowing international collaboration in the arts and sciences.

*ೃ༄1990s – Early 2000s: Exclusivity and Expansion

༊ as the demand for admission grew, Veltrius Academy introduced a highly selective admissions process, with only 5% of applicants accepted each year.

༊ the construction of the Veltrius Research Center in 1997 allowed for scientific innovation alongside artistic exploration.

༊ by the early 2000s, Veltrius had one of the highest graduation and university placement rates in the nation, further solidifying its reputation.

during this era, the academy’s graduates became influential figures in various fields, from award-winning filmmakers and renowned authors to groundbreaking researchers and political leaders.

*ೃ༄Present-Day (2000s – Present)

༊ under the leadership of Chancellor Aris Kisea and Vice-Chancellor Nira Astereas, Veltrius Lumos Academy remains one of the most prestigious private academies in Haiqin. the school has maintained its balance between tradition and innovation, embracing modern technology while upholding the artistic and intellectual values established by Vretiel Daliz over a century ago.

✧ 𓂃 › enrollment cap at 638 students: to maintain exclusivity and uphold high standards.

✧ 𓂃 › interdisciplinary studies: encouraging students to blend science, business, and art in new and creative ways.

✧ 𓂃 › sustainability initiatives: incorporating eco-conscious infrastructure and programs to adapt to modern environmental concerns.

✧ 𓂃 › continued alumni success: graduates of Veltrius Academy continue to shape Haiqin’s cultural, technological, and political landscapes.

༊ today, Veltrius Lumos Academy stands as a symbol of academic excellence, artistic ingenuity, and visionary leadership, carrying forward the legacy of its founder’s dream—nurturing the next generation of creative and intellectual pioneers.

✧˖*°࿐Organization

*ೃ༄Mission and Vision

༊ Veltrius Lumos Academy is dedicated to fostering academic and artistic excellence in a dynamic and supportive environment. the academy’s mission is to cultivate intellectual curiosity, creative expression, and leadership skills, equipping students with the knowledge and resilience needed to thrive in a rapidly evolving world.

at the core of Veltrius’ philosophy are the values of: ✧ 𓂃 › unity – encouraging collaboration and mutual support among students and faculty. ✧ 𓂃 › resilience – instilling perseverance and adaptability in the face of challenges. ✧ 𓂃 › personal growth – providing a space where students can discover and develop their individual strengths.

༊ the academy strives to balance intellectual rigor with artistic exploration, ensuring that students are prepared for higher education, professional careers, and global challenges. with a commitment to interdisciplinary learning, Veltrius fosters an environment where students are encouraged to push boundaries, innovate, and contribute meaningfully to society.

༊ additionally, Veltrius Lumos Academy is deeply involved in community outreach and social responsibility. the institution regularly partners with local and national organizations to promote initiatives in education, the arts, and social development. through mentorship programs, artistic showcases, and academic collaborations, students are encouraged to engage with the world beyond the classroom and apply their skills to real-world challenges.

*ೃ༄Affiliations

༊ Veltrius Lumos Academy holds accreditation from the Haiqin Association of Independent Schools (HAIS), ensuring that it meets the highest standards of academic excellence and institutional integrity. additionally, the academy maintains strong affiliations with renowned educational, artistic, and scientific organizations, providing students with unique opportunities for research, internships, and professional development.

༊ key affiliations:

✧ 𓂃 › national association for the advancement of the arts (NAAA) – supports artistic education and provides students with national platforms for showcasing their work.

✧ 𓂃 › global scholars network – facilitates student exchange programs, academic conferences, and international research collaborations.

✧ 𓂃 › international student leadership alliance (ISLA) – develops leadership skills and fosters cross-cultural communication among future global leaders.

✧ 𓂃 › haiqin academy of performing arts (HAPA) – offers specialized training and performance opportunities for students pursuing careers in music, theater, and dance.

✧ 𓂃 › institute for scientific innovation and research (ISIR) – supports students involved in cutting-edge scientific research and technological advancements.

༊ through these partnerships, Veltrius ensures that its students have access to prestigious programs, scholarships, mentorships, and professional networks that will prepare them for success beyond the academy.

✧˖*°࿐Student Life

*ೃ༄Clubs and Societies

༊ Veltrius Lumos Academy offers a diverse range of clubs and societies designed to support students’ academic interests, artistic pursuits, and extracurricular passions. the school encourages students to participate in at least one club or activity to develop leadership, teamwork, and personal growth outside of academics.

༊ names from @lalalian

✧ 𓂃 › High Council – student government responsible for organizing events, addressing student concerns, and working with faculty to improve school life. ✧ 𓂃 › Pâtisserie – a baking club where students experiment with pastries, desserts, and traditional Haiqinian confections. ✧ 𓂃 › Painter’s Corner – a haven for artists to practice painting and mixed media art, often collaborating on murals and school exhibitions. ✧ 𓂃 › Gardening Club – maintains the school’s botanical gardens, focusing on sustainability and floral design. ✧ 𓂃 › Books’ Labyrinth – a book and reading society that organizes literature discussions, poetry nights, and storytelling sessions. ✧ 𓂃 › Science Club – offers research opportunities, hands-on experiments, and guest lectures from professionals in STEM fields. ✧ 𓂃 › Mathematics Club – focuses on problem-solving, competitions, and exploring real-world applications of mathematics. ✧ 𓂃 › Penmanship Club – dedicated to writing, calligraphy, and literary compositions, including creative writing and poetry. ✧ 𓂃 › Game Over! – a gaming club where students explore video game design, programming, and strategy-based games. ✧ 𓂃 › Voices – a language and linguistics club that explores world languages and translation projects. ✧ 𓂃 › World – a cultural exchange club that celebrates different traditions, customs, and histories through events and festivals. ✧ 𓂃 › Dramatica – the academy’s drama and theater club, known for producing high-quality performances and stage productions. ✧ 𓂃 › Fashion Club – a group that studies design trends, fabric-making, and tailoring techniques, often collaborating with the arts department. ✧ 𓂃 › Asteria Corner – a club dedicated to astrology, celestial events, and mythological studies. ✧ 𓂃 › Marine Life – focuses on marine biology, conservation, and ocean exploration. ✧ 𓂃 › Stardrop – an animal welfare and rescue club that educates students about wildlife and provides care for rescued animals. ✧ 𓂃 › Lumosaos – the academy’s newspaper and yearbook team, responsible for covering school events, student achievements, and creative features. ✧ 𓂃 › LCA (Leadership and Community Action) – organizes charity drives, mentorship programs, and humanitarian projects. ✧ 𓂃 › ECU (Environmental Conservation Unit) – a club dedicated to sustainability initiatives, green technology, and conservation efforts. ✧ 𓂃 › BANE (Cars and Motors Club) – a club for automotive enthusiasts who study mechanics, race car technology, and vehicle engineering.

*ೃ༄Sports and Athletes

༊ Veltrius Lumos Academy values physical activity as an essential part of student development. the school offers a wide array of sports teams and recreational activities, ensuring that students have access to both competitive and non-competitive athletic opportunities.

✧ 𓂃 › Archery – a highly regarded sport in the academy, with frequent inter-school competitions. ✧ 𓂃 › Baseball / Softball – teams that compete in national and inter-academic leagues. ✧ 𓂃 › Basketball – one of the most popular sports at Veltrius, with both varsity and junior teams. ✧ 𓂃 › Ballet / Dance – a competitive and artistic discipline, offering performances and showcases throughout the year. ✧ 𓂃 › Cheerleading – a performance-based sport that supports school athletics and participates in national competitions. ✧ 𓂃 › Wrestling – known for its disciplined training and strength-building exercises. ✧ 𓂃 › Soccer / Football – one of the top sports at the academy, with dedicated teams for various skill levels. ✧ 𓂃 › Swimming – offers both recreational and competitive training, including synchronized swimming events. ✧ 𓂃 › Tennis – a well-established sport with multiple tournaments hosted annually. ✧ 𓂃 › Ice Skating – Includes figure skating, speed skating, and ice dancing. ✧ 𓂃 › Track & Field – covers sprinting, long-distance running, hurdles, javelin, and more. ✧ 𓂃 › Volleyball – a co-ed sport with strong team spirit and competitive events. ✧ 𓂃 › Badminton – both singles and doubles competitions are part of the sports program. ✧ 𓂃 › Kickboxing & Karate – popular martial arts programs that emphasize discipline and self-defense. ✧ 𓂃 › Golf – a sport that teaches patience, technique, and precision. ✧ 𓂃 › Diving – a part of the aquatic sports division, alongside swimming and synchronized diving. ✧ 𓂃 › Horse Riding – a prestigious sport in Veltrius, often associated with the equestrian club

*ೃ༄Mandatory Courses

༊ Veltrius Lumos Academy follows a rigorous curriculum that blends core academic subjects with specialized courses in arts, sciences, and humanities. students are required to take the following courses:

༊ Language and Literature ✧ 𓂃 › Haiqinian Language & Composition (I, II, III – regular or AP) ✧ 𓂃 › Greek I-III (grammar, translation, literature) ✧ 𓂃 › English I-II (general english skills, Literature, critical thinking)

༊ Mathematics ✧ 𓂃 › Algebra I & II with Probability/Statistics (regular or AP) ✧ 𓂃 › Pre-Calculus & Finance / AP Calculus

༊ History & Social Sciences ✧ 𓂃 › Haiqin History (regular or AP) ✧ 𓂃 › World History (regular or AP) ✧ 𓂃 › Government & Economics (regular or AP)

༊ Sciences ✧ 𓂃 › Chemistry (regular or AP)

Additional Required Science:

✧ 𓂃 › Environmental Science ✧ 𓂃 › Forensics ✧ 𓂃 › Anatomy ✧ 𓂃 › Physics ✧ 𓂃 › Marine Biology

༊ Cultural Studies ✧ 𓂃 › Myths and Legends I (regular or AP) ✧ 𓂃 › Astrology I (regular or AP)

*ೃ༄Electives

༊ Languages:

✧ 𓂃 › French, Spanish, Italian, Latin, Japanese, Chinese, Korean, Tagalog, German, Russian, Portuguese, Gaelic, Scottish, Finnish, Thai.

༊ Humanities & Arts: ✧ 𓂃 › Visual Arts (Pottery, Photography, Graphic Design, Fashion) ✧ 𓂃 › Dance, Music, Acting, Choir, Band ✧ 𓂃 › Film Studies, Film Acting ✧ 𓂃 › Ethics, Philosophy, Law, Political Science ✧ 𓂃 › Psychology, Sociology, Early Human Studies ✧ 𓂃 › Folklore (Haiqinian, Greek, Norse, German, Scottish, Irish, Japanese, Korean, Chinese)

༊ Sciences & Technology: ✧ 𓂃 › Marine Biology, Zoology, Environmental Science ✧ 𓂃 › Coding, Computer Science, Business Management, Entrepreneurship ✧ 𓂃 › Forensics, Physics, Anatomy ✧ 𓂃 › Architectural History, Archaeology

*ೃ༄The Student Union

the Student Union plays a crucial role in fostering a sense of unity and collaboration at Veltrius. it organizes;

✧ 𓂃 › school-wide events (cultural nights, debates, talent shows).

✧ 𓂃 › workshops, mentorship programs, and career fairs.

✧ 𓂃 › fundraisers and charity initiatives.

✧ 𓂃 › student advocacy and academic support.

[pennyblossom-meta]

Active plotlines in the Ides of April

Skip this post in case you've not read up to Chapter 07.

Contains spoilers, thoughts from the author and confusing notes with references. I'm writing this to situate myself given the big jumps and heavy plotlines the next few chapters will feature.

As you can tell, I enjoy planning this story far too much. Feel free to drop me a note, ask questions via anon or just argue with some of the plot points below.

Proceed with caution.

Main story -> The Ides of April Companion story -> The Curious Case of Anna Green.

Romance plot

I'll add the chapter references for this section.

Anna & L

Anna's bloody gauze(s) (chapters 1, 5 + companion story). No DNA match in any international database. Watari surreptitiously picks up a second set of gauzes for further testing in chapter 5 when Anna runs into him with yet another nosebleed at the To-Ho parking lot, during Misa's arrest sequence.

Anna's coin collection (chapter 2 + companion story). Watari confirms to L that a) one of the coins is called bu, real currency from the Edo period,

Watari: "(...) The bu is an authentic coin from the Edo Period, nowadays often on display at museums or secured by ancient history collectors. One single piece would be up for sale starting at 1.5 thousand, subject to the seller’s reputation."

and b) the Gringotts coin is made of pure gold and is neither fake or actively in circulation. L wonders if Anna was telling the truth when she mentioned it was exonumia (i.e., a collectible, not officially issued as currency by a government).

Watari: “The second coin is made of solid gold, though the minting — remarkable as it is — doesn’t match any known branch. The coinage alone is entirely unknown even if it bears Gringotts Foundation inscriptions, as they're not officially in circulation."

Anna's 1989 Macintosh Portable, quills, inkpots, books meant for different courses and inappropriate, old, leather suitcase (chapter 3 + companion story). L finds the entire apparatus questionable and makes a mental note of its strangeness.

L (and Near) run into a wall when trying to investigate Anna (companion story). So far, they've confirmed several red herrings and inconsistencies. It seems that Anna has not been present for the entrance exams, though the scores the got were not good. It begs the question why she was allowed to enrol in the first place.

Near: "(...) no record that Anna Green was ever present for the entrance exams, though, allegedly, she has scores for them. Below average at best, mediocre to the point that, under normal circumstances, no one with this poor of a performance would be considered for admission."

Additionally, she's taken up classes from different graduate schools, which shouldn't be possible,

L: "(...) Indeed, he thinks mildly, it was as if someone with no understanding of academia picked whichever classes they deemed most interesting, across several courses — and different schooling years. Like a patched blanket with no thought or structure, just a lot of questionable decisions along the way."

The only data available on Anna exists in the To-Ho student process. L considers whether she might be part of a smuggling network --- or in witness protection, possibly running away from a cult. Otherwise, there's not even records of Anna getting into Japan.

Near: “...doesn’t exist as a citizen of any country…no travel records in any airline or shipping company coming into or out of Japan…"

It's impossible to find anything on the father beyond his name (in Anna's student process): Atticus Cornelius Green. The mother has a birth certificate in Italy, 1955,, though nothing more can be found after age 11 until her death in Leicestershire, UK, in 1987, due to a freak accident. The maternal grandfather died shortly after from prolonged illness, though 'grief' was recorded as the catalyst.

Uses the highly selective, but virtually unknown and with no online presence, Goodfellow's Bank to pay for tuition, registered under the "apparently long-lived Gringotts Foundation", which was created in the mid 1800's. Mello could not find the physical office allegedly located in Charing Cross Road, London, and no one in the vicinity seemed to remember there ever was a bank by that name.

Anna's house, registered near Windsor, UK, is a ruin (according to Mello, although this was Muggle-Repelling Charms at work). In Japan, she's registered to live at an apartment 5m from away from the university, at the 8th floor. However, the building plans were changed a month before university started in April, stating the building has 7 floors, not 8.

In short, L is extremely suspicious of Anna for all these inconsistencies and the smokescreens, which appear perfectly plausible until investigated to the detail. However, he doesn't think she fits the profile to be Kira, nor is there anything tying her to the case. This is why he doesn't give her the Misa treatment, as there's no evidence to sustain the hypothesis.

L enjoys looking at Anna's picture (companion story). First hints of subtle romance.

L: "He skims through the first 10 pages for an overview, gaze tarrying for a few seconds too long on the picture of a young woman before he turns his attention to the screen."

Anna witnesses Misa's arrest and is subsequently "kidnapped" by L and Watari to keep the case under wraps (chapters 5, 6, 7). L's long term plan is to appease Anna in order to manipulate her, lulling her into a false sense of security so she can be more agreeable to his attempts to extract information. Note: This is a tactic he tries to convince Light to use on Misa in the manga/anime, after they're released from their 50 day incarceration. Light refuses, but I thought it would be very much like L to use it on Anna, especially given her questionable background.

Anna's books, her strange speech patterns (chapters 3, 6, 7). L is making mental notes of Anna's strange terms, like 'moving pictures', how she didn't know how to count money when they first met and try to pay back 3 times the amount she owed Watari.

Anna's 'cat' (chapter 6, 7). Given that the Task Force found cat hairs from the Second Kira, L wants to surreptitiously test if they belong to Anna's cat.

L gets annoyed at Anna for constantly questioning him. Anna detests that L and Watari keep lying to her (chapters 6, 7). That being said, because Anna isn't behaving like a normal civilian—being unusually perceptive of his L's lies and not backing down when she should be cooperative given the circumstances—make L more mistrustful of her. He's not entirely convinced that Anna's cat exists and calculates that there's a decent likelihood that it's a lie so she can escape once out of the hotel. He's somewhat enjoying the "banter", though. He assigns Moji to act as bodyguard should something go wrong.

SPOILERS (hidden side plots, featured later on in the main and companion stories)

L learns from Mogi that Anna was the young woman he was called to arrest for trespassing at Nanushinotaki Park and that she escaped without a trace. From Matsuda, he learns that he bumped into her near To-Ho, the day Matsuda met Light and some university students to go to Aoyama. Matsuda kept Anna's omamori so he could give it back, should he ever bump into her again—and he keeps it in his person at all times. L now has Anna's omamori.

Watari and Moji let L know about the ofuda plastered at Anna's front door. L is not happy about the implications and plans to interrogate Anna about this as well.

L is momentarily speechless when he sees Rufus for the first time glaring at him with yellow eyes from Anna's arms. He thinks it's a crossbreed between a small lion and a Norwegian Forest cat and internally ponders the smuggling network theory again.

Many of Anna's books are now charmed, and they contain bits of folklore and patched bits of other writings she had in her mind at the time of the spell, like plumbing, electricity circuits, etc. L will be very intrigued.

Anna Green's solo character arc

Hints of light depression, feelings of inadequacy, content to finally be a very long way from home and on her own.

Aware of her prejudice and bias against Muggles, though a lot of it she finds to be sensible.

Misses Millicent a lot.

Worried about what it means for the yokai to be so active. Anna doesn't understand why the Ministry staff was so scared that she encountered a Nurarihyon in Tokyo.

Finds the Ministry's overzealousness to be suspicious at best. Anna doesn't understand why would ban the word 'shinigami' or close the borders into Japan, but suspects they're omitting important information from the public.

Disgruntled that she might be followed by yokai. From strange feelings around the old places in town, to her nosebleeds at campus, she senses something is afoot.

Annoyed at Justin for interceding on her behalf so she could have her request to study in a Japanese university accepted.

Generally annoyed by Ryuga's existence given how much he sticks out like a sore thumb, uncaring, when she tries so hard to fit in with the Muggles.

Very much annoyed at Ryuzaki (previously Ryuga, a lie) and Watari for lying to her and trying to manipulate her while sounding plausible. Distrusts them both.

Wants to help the Muggles with what might be a wizarding problem that's leaked into their society, but hasn't quite accepted her role into all this.

Yokai

Strangely active in Japan, no one knows why.

Follow witches and wizards across the city, drawn to their magic.

Seem to understand human speech or, rather, their emotions, but act accordingly.

Yokai are deeply unhappy that they've been wrangled by wizardkind in order to prevent the exposure of magic.

Misc

Anna seems to be somewhat infamous in Japan already, due to being the first witch to attend Muggle university.

After Hiroshima and Nagazaki, only foreign witches and wizards live in Muggle cities across Japan.

Rufus seems to have taken a shine to Watari. Odd.

Sarah is a source of great information.

Midsummer is coming.

Samhain seems to be a difficult time in Japan.

Will we see more of the shopkeeper and the Ministry staff?

Anna took down the wards at her apartment, something's bound to happen any minute.

Anna's wand is now transfigured into a bracelet. There's nuance (and potential problems) to this.

That's it for now. We're in chapter 7, going into chapter 8. Stay tuned!

[follow-up-news]

Enrollment for Black and Latino students dropped at the Massachusetts Institute of Technology in the first class formed after the Supreme Court found race-conscience admissions in colleges unconstitutional. The university’s admissions department on Wednesday released its first-year class profile, showing a sharp drop in its Black student population. About 5% of MIT’s incoming class of 2028 is Black, a significant drop from its 13% average in recent years. Latino students make up 11% of the class of 2028, compared to a 15% average in recent years. Overall, 1,102 students make up the incoming class. Stu Schmill, MIT’s dean of admissions, attributed the drop to the high court’s 2023 decision to end consideration of race in the admissions process. “We expected that this would result in fewer students from historically underrepresented racial and ethnic groups enrolling at MIT,” Schmill said of the ruling. “That’s what has happened.” The white and Asian American student populations have increased, while all other groups have declined — some even down to zero, the profile shows.

[katharinebirbalsingh]

A note on Katharine Birbalsingh and Michaela Community School

The media narrative surrounding Michaela Community School in London mostly goes like this: Katharine Birbalsingh transforms poor inner-city (read: ethnic minority) children into academic superstars through the power of discipline. Thomas Chatterton Williams’s recent essay (full text here) in The Atlantic is merely the latest in a long line of fawning profiles that tout, implicitly or explicitly, Birbalsingh's iron fist as the solution to all that ails Britain. However, no article I have read so far has investigated other explanations for Michaela's high Progress 8 score nor endeavored to deconstruct the popular narrative surrounding the conservative superstar.

Williams begins the body of this piece by pointing out that Michaela “draws nearly all its students from Wembley, one of the poorest districts in London” in an apparent attempt to cast them as would-be low achievers, if not for Birbalsingh’s intervention. Although the characteristics of the individual pupils who attend Michaela have a greater impact on results than those of the school's neighborhood, he doesn’t bother to investigate how they differ. Among Michaela pupils who sat GCSEs over the past three years and whose prior attainment at Key Stage 2 (measured by an exam at the end of primary school) were available, 31% were high achieving, 53% were middle achieving, and only the remaining 16% were low achieving. For those who are uninterested in learning the nuances of British exam scoring, that means Michaela’s pupils were exceptionally bright even before they entered the school.

Birbalsingh furthers her savior narrative by describing Michaela's intake with unquantifiable terms such as "challenging" or "inner-city." However, only 28 of Michaela's 2024 GCSE takers (24%) were disadvantaged per the government's definition, "those who were eligible for free school meals at any time during the last 6 years and children looked after," in line with the national average of 25%. Although Birbalsingh likes to advance the narrative that she improves the academic performance of poor children—to be fair, she does, at a rate of roughly 30 individuals per year—she mostly improves the GCSE performance of middle class children.

Michaela's pupils are also self selecting, and therefore they are not representative of pupils in Wembley, London, or the UK as a whole. Any pupil who wishes to attend state secondary school in London must fill out a form indicating their top six choices, and they will be placed in one of those schools based on geography, demand, and availability. A pupil who does not wish to attend Michaela can leave it off their application, guaranteeing they won't attend. Therefore, Michaela is left with an intake of pupils who largely want to be there. By my calculations, Michaela's classwork and homework demand just over 49 hours of work each week. Although this does lead to good results, many teenagers would not abide by this; the 40-hour workweek is taxing even for most adults, who are blessed with more waking hours. Michaela's model and results cannot be easily repeated at any given school—at least not without systematic exclusion.

Williams unintentionally misrepresents a statistic when he asserts that “More than 80 percent of Michaela graduates continue their studies at Russell Group Universities.” He lacks a sufficiently deep understanding of the British school system to interpret this figure. While Michaela’s website states that 82% of its 2021 sixth form alumni attended a Russell Group university, it does not provide data on the university attendance of graduates from its secondary school, the disciplinarian institution which Williams profiles.

In the UK, sixth form (years 12 and 13, spent studying for A-levels) is separate from secondary school (years 7 through 11; the last 2 years, KS4, are spent studying for GCSEs). For Michaela, this also means a different admissions process. While there are no academic minimums to enroll in the secondary school, the sixth form requires an impressive average GCSE score of 7. Michaela has the capacity to enroll 120 students in each year of sixth form. However, the sixth form was under-enrolled by half in 2024. Michaela is a publicly-funded school, so this begs the question as to why state resources are not being utilized to their maximum capacity. The sixth form could educate more students simply by lowering GCSE requirements, but that would of course lead to less impressive university admissions—the kind that may not be displayed on Michaela’s home page. It is also possible that some secondary teachers would be pulled away to teach A-level subjects, worsening GCSE results, but that is speculation.

Thus far, all discussions of Michaela’s results have been woefully incomplete because they have not examined the effect of its narrow curriculum on its exam scores, instead focusing on the behaviorism that makes Birbalsingh’s authoritarian acolytes salivate. Williams's article is no different, only mentioning in passing that she believes “the national curriculum might force her to lower her own standards.” Depending on what changes the new Labour government implements, a revised national curriculum may indeed clash with Michaela’s philosophy. The school directs virtually all of its resources toward preparing pupils for its narrow selection of GCSE subjects or the few non-GCSE subjects that are required by the current national curriculum, such as PSHE, music theory, or PE. Birbalsingh is so focused on GCSE revision that she does not even believe volunteer work to be a "financially viable" option for Michaela pupils. Michaela's extra-curricular clubs all have a marginal cost of practically zero. In fact, several of them directly support curricular subjects, so they should rightfully be considered part of GCSE preparation.

A narrow curriculum obviously allows pupils to spend more time studying each GCSE subject they sit, thereby increasing their exam scores. Since most of the GCSE-level classes that Michaela offers are mandatory, pupils have little freedom to choose their own subjects (more on that later). Aside from that, cohort sizes stay remarkably close to 120 from year to year, and the school seems to impose a soft cap on classes of 30 pupils (120 / 4 = 30), so Michaela can hire the exact number of teachers it needs each year on a full-time basis. The school never needs to "waste" money hiring teachers for undersubscribed subjects, so it can also raise test scores by investing more in its core subjects than schools with broader curricula can afford to. On the flip side, Michaela does not offer dramatic arts, orchestra, individual sciences, computing, design and technology, foreign languages besides French, or a whole host of other popular subjects at the GCSE level. Other schools could easily raise their GCSE scores by slashing their curricula down to Michaela levels, but they offer a variety of classes because they care about their pupils experiencing joy and exploring a variety of career paths more than they care about their P8 scores.

For years, all of Michaela’s pupils have studied the same subjects at GCSE with some slight variations. A handful of pupils always sit for exams in heritage languages, but otherwise, the following paragraphs demonstrate approximately how the subject breakdown has looked over the past three years. (Earlier data has been distorted by COVID, or it is incomplete or outdated.) At the time of publication, 2024 data can be found here, while older results can be accessed through the link “Download data (1991-2024)”.

- 2022: 100% of pupils: English language, English literature, combined science, mathematics, religious studies. ~75%: French, geography/history. ~25%: Citizenship. ~25%: Art & design: photography, art & design: fine art. (I had to recreate this year from memory because individual subject entries do not appear to be retained in older data, but it is accurate to the best of my recollection.)

- 2023: 100% of pupils: English language, English literature, combined science, mathematics, religious studies. ~75%: French, geography/history. ~25%: Art & design: photography, art & design: fine art.

- 2024: 100% of pupils: English language, English literature, combined science, mathematics, religious studies, French. * ~80%: Geography/history. ~20%: Art & design: photography.

*This year, 3 pupils sat for biology, chemistry, and physics separately instead of taking combined science, but there is no explanation for this on Michaela's website.

Each year, about 90 Michaela pupils enter for the EBacc, a set of GCSE subjects encouraged by the British government. This usually works out to 75% of a cohort, but in 2024 it was 81% (94 pupils) because the cohort size was smaller than usual at only 116 pupils. Still, that means the largest class of EBacc entrants was only 32, in line with Michaela's projected class size of 30—despite Birbalsingh asserting that "class size matters little for success." Although the school comparison website does not list subject selections for individual pupils, it was easy to see how subjects were combined by cross-referencing exam entries per pupil and total entries per subject.

In 2021-2022, the pupils who did not enter for EBacc studied citizenship but neither French nor humanities. The study of art did not appear to correlate with EBacc entry.

In 2022-2023, the pupils who did not enter for EBacc studied photography and fine art but neither French nor humanities. Citizenship was dropped from the curriculum.

In 2023-2024, the pupils who did not enter for the EBacc studied photography but not humanities.

EBacc entry varies little across different pupil demographics such as gender, disadvantage, or English as an additional language. However, there is one characteristic that strongly determines EBacc entry at Michaela: prior attainment (PA). Over the past three years, out of 323 pupils for whom the PA data is available, 23% of low-PA pupils have entered the EBacc. This number is 83% for middle PA and 99% for high PA. According to my statistical analysis, the chance of these disparate "choices" arising without intervention is less than one percent.

At the end of Key Stage 3, Michaela staff pick approximately the top 75% of performers to enter for EBacc and require the lowest 25% to study other subjects.

This explains why only a few low-PA pupils enter for EBacc: although they are likely to remain in the bottom of their cohort throughout their schooling, some may improve enough to enter the top three quartiles. Although I am fully confident that my statistical analysis supports my assertion that Michaela pupils are not permitted to choose their GCSE subjects, the school has never disclosed a rationale for this practice, so the remainder of this essay will be speculation, not fact.

Michaela frequently boasts of its high Progress 8 (P8) score, and in order to understand my hypotheses, I recommend you familiarize yourself with its calculation. P8 is calculated by comparing actual Attainment 8 (A8) scores with expected scores based on Key Stage 2 (KS2) performance. This PDF explains how A8 scores are derived. (For my purposes, I will count double science as 2 GCSE subjects.) Therefore, a school with a non-selective intake such as Michaela can only change its P8 score by changing its A8 score.

Over the past few years, Michaela has refined its placement technique, presumably to increase its A8 scores. Pupils of any ability were permitted to study art at the GCSE level in 2022, but that option was removed the next year, probably so that high performers could devote more energy to EBacc subjects. Low performers who would have studied citizenship in 2022 instead studied art in 2023. Perhaps a part-time citizenship teacher would no longer be needed, and more resources could be directed to core subjects. All pupils studied GCSE French for the first time in 2024, giving each pupil 3 EBacc qualifications and finally maximizing A8 scores. However, the poorest performing 25% did not study humanities at KS4. This meant that approximately 120 * 2 * (1 - 0.25) = 180 pupils did study humanities at KS4, so with a typical class size of 30 and 6 class periods per day, one teacher could have accommodated all of them. If poor performers had studied humanities as well, hiring another teacher may have been necessary (and we already know how protective Michaela is of its budget).

The curricula for high and low performers are now identical, except for poor performers studying photography instead of humanities. Working from the assumption that Michaela intends to maximize its A8 score, this leads to one or two conclusions: it believes that poor performers will score higher on photography than French, and/or it does not want to expend humanities resources on poor performers because allocating them exclusively to high performers will raise the A8 score more. Similarly, no Michaela pupil has entered for more than 8 GCSE subjects (barring heritage languages, which do not demand too much revision time) since 2022, almost certainly to improve A8 scores. A limited class schedule allows pupils to devote more revision time to each core subject, while more exams would not raise A8, even if they did expand pupils’ horizons.

In the matter of GCSE curriculum, Michaela’s website is outdated and incomplete. It still enumerates the KS4 fine art curriculum, even though the subject was not offered at the GCSE level in 2024. It doesn’t mention that only three-quarters of pupils will study GCSE history or geography, so some parents who expect their children to study the humanities past age 13 may be in for a nasty surprise. Of course, this begs the question, what does Michaela have to hide?

It is difficult to understand how these prescribed schedules advantage Michaela’s pupils. Does the school not enroll maths whizzes who are determined to enter for mathematics, further mathematics, and physics at A-level, but who want one last artistic hurrah before starting sixth form? Are none of the poor performers averse enough to art that they'd prefer history? These prescriptions do not necessarily benefit Michaela’s pupils, but they do benefit the school’s P8.

Finally, Williams closes his article on a nostalgic note, contrasting his childhood with that of the Michaela pupil: “…my friends and I were free—luxuriously so—in ways these children possibly couldn’t even imagine. But that freedom that so many underprivileged and minority children bask in isn’t worth a damn thing if it leads to an adulthood boxed in by self-inflicted limitations.” Since the author was raised by college graduate parents and educated in private schools, and he is now a successful writer, he seems to believe that children who grow up rich can thrive on freedom, but the same is not true of the poor. Birbalsingh similarly believes that disadvantaged children need extreme discipline to succeed. However, she does not want to create a world where child poverty is eradicated so that every pupil can experience freedom, joy, and success at the same time. In fact, she envisions the opposite. She has spoken out against free meals for primary schoolers because she believes (without evidence!) that it would somehow make their parents less responsible. Even this concern were legitimate, it would pale in comparison to the necessity of feeding hungry children.

In the end, my dislike of Birbalsingh stems from her incredibly bleak worldview. She maintains that children should face the threat of starvation so their parents will be motivated to work harder. Even when testifying before Parliament, she believes the sexism that drives differences in A-level subject choices should remain unexamined. She propagates furry hoaxes—originally spread to mock trans people—to exemplify a supposed lack of discipline from parents. She believes if you don’t decorate your house for Christmas, you are destroying the country, and it is also somehow Vishnu’s problem (yes, the letter is truly that bizarre, and I recommend reading it for full effect). In her ideal world, she imagines suffering for suffering’s sake, a boot stamping on a human face—forever.

[sarkariresultdude]

Tamil Nadu Board Exam Results: A Comprehensive Overview

 The Tamil Nadu Board Result of Secondary Education (TNBSE) plays a critical function in shaping the instructional landscape of the kingdom. The board is accountable for carrying out examinations for classes 10 and 12, which are pivotal in determining students' academic paths. The effects of these examinations are surprisingly anticipated every yr, impacting students' futures and educational choices.

Examination Structure

The Tamil Nadu board checks generally encompass principal levels: the Secondary School Leaving Certificate (SSLC) for class 10 and the Higher Secondary Certificate (HSC) for class 12. The SSLC assessments usually take area in March, while the HSC exams observe quickly after. These tests cover various topics, such as Tamil, English, Mathematics, Science, and Social Science, among others.

Importance of Results

The outcomes of these board assessments are enormous for several reasons:

Academic Progression: For magnificence 10 students, the SSLC outcomes determine their eligibility for higher secondary education. Depending on their rankings, students can select among diverse streams including Science, Commerce, or Arts in class 11.

Higher Education Opportunities: Class 12 students, however, need their HSC consequences for university admissions. Performance in those tests is critical for securing seats in universities and expert publications.

Career Decisions: The results additionally impact career alternatives. High rankings can open doorways to prestigious establishments and aggressive courses, while lower scores may also require college students to recall opportunity paths or remedial measures.

Psychological Impact: The strain surrounding board examination outcomes can considerably affect students' intellectual health. The anticipation of consequences can cause anxiety, stress, and, in some cases, sadness, highlighting the need for adequate counseling and aid systems.

Result Announcement Process

The Tamil Nadu board commonly publicizes the examination results in May or June, some weeks after the crowning glory of the exams. The results are made available online on the legit TNBSE website, along with different structures, making sure easy get admission to college kids and dads and moms. 

In recent years, the board has also delivered SMS offerings, allowing college students to access their results directly on their mobile phones. This initiative aims to ensure that students in far-flung regions have identical access to their results, thereby promoting inclusivity.

Performance Trends

Every 12 months, the Tamil Nadu board sees various performance trends based totally on several elements:

Overall Pass Percentage: The ordinary bypass percentage is a critical metric. In recent years, the SSLC results have frequently visible pass percentages in the variety of ninety-95%, while the HSC results can vary more widely, depending at the subjects and the general trouble of the exam.

Subject-Wise Performance: Typically, students perform well in languages and social sciences, even as topics like Mathematics and Science can also see a decrease in common ratings. This fashion regularly sparks discussions about the need for a curriculum evaluation and stepped-forward coaching strategies in these subjects.

District-smart Performance: The results also are analyzed at the district level, with some districts always outperforming others. These statistics is precious for policymakers and educators to become aware of regions desiring interest and assistance.

Post-Result Scenario

After the results are announced, the subsequent steps for students include:

Counseling and Admission Processes: Students ought to make crucial selections concerning their in addition schooling. Many faculties and colleges arrange counseling periods to help students recognize their options based totally on their ratings.

Re-assessment and Re-checking: Students who are disappointed with their effects have the option to use for re-assessment or re-checking of their solution sheets. This system is vital for individuals who agree that their overall performance is no longer correctly pondered within the initial grading.

Supplementary Exams: For college students who did not bypass, the board gives supplementary tests, normally performed a few months after the primary results are declared. This gives students a second chance to clear their subjects.

Challenges Faced

The board consequences method isn't without its challenges. Issues such as administrative delays, discrepancies in grading, and the high stakes associated with the exams can result in significant pressure for college kids and educators alike. Furthermore, the impact of the COVID-19 pandemic has raised issues approximately the preparedness of college students, as many had to adapt to online learning, which varies in effectiveness.

[rishikul-123]

Admissions Open class XI

Navigate the seamless admission process at Rishikul Vidyapeeth, where opportunities await for Admission open for class 11 | Admission Open for Class XI Admissions Open class XI | Admission open for class 11 | 11th Class Admission | Class 11 Online Admission

[beardedmrbean]

Oct. 11 (UPI) -- High school students' ACT college admission scores continued to tumble in 2023, falling to their lowest point in more than 30 years and marking a lack of college preparedness, the nonprofit organization that administers the exam said Tuesday.

Average scores in every academic subject on the exam declined for six consecutive years, ACT CEO Janet Godwin said. Students are leaving high school without meeting college readiness benchmarks, but GPAs continue to rise and student say they feel prepared for college academic success.

Students in the class of 2023, called the "COVID cohort," were in their first year of high school when the pandemic reached the United States. The number of COVID cohort seniors not meeting any ACT college readiness benchmarks reached historic highs in 2023, the organization said.

"The hard truth is that we are not doing enough to ensure that graduates are truly ready for postsecondary success in college and career. These systemic problems require sustained action and support at the policy level," Godwin said. "This is not up to teachers and principals alone -- it is a shared national priority and imperative."

The average ACT composite test score fell to 19.5 out of 36 for the class of 2023, a decline from 19.8 points in 2022. A composite score is the average of the four test sections (math, science, reading and English). The average scores in math, reading and science were below the ACT college readiness benchmarks for those subjects.

College systems in some states, including California, have dropped standardized tests as part of the admissions process. The tests have long been criticized as discriminatory.

[bharatupdate123]

UP Govt Scheme: OBC Fee Reimbursement & Scholarship 2025

Introduction  

Education is key to progress, but many students from marginalized communities struggle with financial barriers. To address this issue, the UP Government scheme has launched the OBC Fee Reimbursement & Scholarship 2025, which aims to provide educational support to students from Other Backward Classes (OBC).  

This initiative ensures that deserving students from low-income OBC families can continue their education without financial worries. While this scheme is specific to Uttar Pradesh, similar support is available through various Bihar government initiatives. Let’s look at the details, eligibility, benefits, and application process for this important scholarship program.

What is the OBC Fee Reimbursement & Scholarship Scheme?  

The OBC Fee Reimbursement & Scholarship 2025 is a state-funded program created by the UP government to assist OBC students pursuing post-matric education, from class 11 to higher education.

It provides:  

- Reimbursement of tuition and exam fees  

- Monthly scholarship or stipend  

- Direct Benefit Transfer (DBT) to student bank accounts  

The scheme aims to increase access to higher education and lower dropout rates among backward communities.

Key Highlights  

Scheme Name: UP OBC Post-Matric Scholarship & Fee Reimbursement 2025  

Launched By: Social Welfare Department, Uttar Pradesh  

Target Group: OBC students in Class 11 to PhD level  

Benefits: Full or partial fee reimbursement plus monthly scholarship  

Mode of Payment: Direct Transfer to Bank Accounts  

This UP government scheme aims to empower students and help them overcome financial challenges.

Who is Eligible?  

To be eligible for this scheme, applicants must:  

- Be a resident of Uttar Pradesh  

- Belong to the OBC category (must have a valid caste certificate)  

- Be enrolled in Class 11 or higher at a recognized school, college, or university  

- Have an annual family income of less than ₹2,50,000  

- Not be receiving another scholarship from the central or state government  

This scheme is specific to Uttar Pradesh, but students in Bihar can look into options offered by Bihar government schemes that support OBC students.

Benefits of the Scheme  

The UP government scheme offers the following main benefits to eligible OBC students:   

1. Fee Reimbursement  

   Full or partial reimbursement of tuition fees and exam fees based on the course type and institution. 

2. Monthly Scholarship  

   ₹230 to ₹1200 per month, depending on the course level and whether the student is a hosteller or day scholar. 

3. Reduced Dropouts  

   Encourages students to continue their studies beyond school. 

4. Digital Access  

   The entire process is available online through the official UP scholarship portal, improving transparency and ease of access.

Application Process (Step-by-Step)  

Follow these steps to apply for the OBC Fee Reimbursement & Scholarship 2025: 

Step 1: Online Registration 

Visit scholarship.up.gov.in and select “OBC Post-Matric Scholarship 2025.” Create a new student registration.  

Step 2: Fill Application Form 

Log in with your credentials and carefully enter your academic, personal, and bank details.  

Step 3: Upload Documents  

Attach the required documents:  

- Aadhar card  

- Income certificate  

- Caste certificate (OBC)  

- Marksheet and admission proof  

- Bank passbook (linked with Aadhar)  

Step 4: Final Submission  

Review your details and submit the form. Print it out and submit a hard copy to your institution for verification.  

Timeline to Remember  

Application Start Date: Expected in July 2025  

Last Date to Apply: Usually by October 2025  

Disbursement: Funds are typically disbursed between December and February  

Similar Bihar Government Schemes  

Students in Bihar from OBC backgrounds can apply for the following government schemes: 

1. Post-Matric Scholarship for OBC Students  

   Managed by Bihar’s Backward and Extremely Backward Class Welfare Department, it covers tuition fees and offers a scholarship similar to UP’s initiative.  

2. Chief Minister OBC Talent Promotion Scheme  

   Supports talented OBC students in pursuing technical and professional courses.  

These Bihar government schemes show a strong commitment to inclusive education, similar to efforts in Uttar Pradesh.

FAQs  

1. Can students from other states apply for the UP OBC Scholarship 2025?  

   No, only residents of Uttar Pradesh are eligible for this UP government scheme.  

2. Is this scheme applicable to private colleges?  

   Yes, but the college must be recognized by the relevant education board or university and registered with the UP scholarship portal.  

3. Can a student apply for both central and state scholarships?  

   No. If you're already receiving a central government scholarship, you are not eligible for this scheme.  

Conclusion  

The OBC Fee Reimbursement & Scholarship 2025 is more than just financial aid; it empowers education for backward communities. This UP government scheme offers deserving students the chance to complete their higher education without financial burdens.  

By covering tuition fees and providing monthly scholarships, it motivates thousands of OBC students to pursue their studies and aim high. At the same time, Bihar government schemes continue to achieve similar results in their areas.  

If you're an eligible student or parent, it’s time to act. Review the application steps, gather your documents, and secure your child’s educational future through these valuable government programs.  

[blogmetaeducationindia-blog]

MBBS Admission in India 2025 – Complete Guide for NEET Aspirants

Pursuing MBBS in India is a dream for many students. With increasing competition and limited government seats, understanding the MBBS admission process is crucial. This complete guide is designed to help NEET 2025 aspirants navigate eligibility, application steps, counseling, and more.

1. Eligibility Criteria for MBBS Admission in India 2025

To apply for MBBS in India, students must meet the following eligibility conditions:

Academic Qualification: Must have passed 10+2 or equivalent with Physics, Chemistry, Biology/Biotechnology, and English.

Minimum Marks: General – 50%, OBC/SC/ST – 40%, PwD – 45%.

Age Limit: Minimum age is 17 years as of December 31, 2025.

NEET Qualification: A valid NEET 2025 score is mandatory for all medical admissions in India.

2. NEET 2025 – The Gateway to MBBS

The National Eligibility cum Entrance Test (NEET-UG) is the only entrance exam for MBBS admission in India.

Exam Date: May 2025 (tentative)

Syllabus: Based on NCERT Class 11 and 12 (Physics, Chemistry, Biology)

NEET Score Validity: Valid for the current admission year only (except for abroad, where it’s valid for 3 years)

3. Types of MBBS Colleges in India

Government Medical Colleges – Low fees, highly competitive

Private Medical Colleges – Higher fees, management quota available

Deemed Universities – Centrally governed, separate counseling process

AIIMS & JIPMER – Now included under NEET from 2020 onwards

Armed Forces Medical College (AFMC) – Special selection procedure

4. Total MBBS Seats in India 2025 (Estimated)

College TypeSeats (Approx.)Government Colleges55,000+Private Colleges45,000+Deemed Universities8,000+AIIMS/JIPMER2,000+Total MBBS Seats1,10,000+

5. Admission Process – Step-by-Step

Step 1: Appear for NEET 2025

Register at nta.neet.nic.in

Download admit card and appear for the exam.

Step 2: NEET Result & Scorecard

Check your score and All India Rank (AIR).

Step 3: Counseling Registration

There are two major types of counseling:

➤ All India Quota (AIQ – 15%)

Conducted by MCC (Medical Counseling Committee)

Includes AIIMS, JIPMER, and central universities

➤ State Quota (85%)

Conducted by individual state authorities

For students with state domicile

Step 4: Choice Filling & Locking

Select preferred colleges and courses based on your rank

Step 5: Seat Allotment

Based on NEET rank, category, preferences, and seat availability

Step 6: Reporting to College

Submit original documents and pay admission fees

6. MBBS Fees in India 2025

College TypeAnnual Fees RangeGovernment Colleges₹10,000 – ₹1,00,000Private Colleges₹7 – ₹25 lakhsDeemed Universities₹10 – ₹30 lakhsNRI Quota₹25 – ₹50 lakhs

7. Documents Required for Admission

NEET 2025 Admit Card & Scorecard

Class 10 & 12 Mark Sheets and Certificates

Domicile Certificate (for state quota)

Caste/Category Certificate (if applicable)

Migration Certificate

Identity Proof (Aadhaar, Passport, etc.)

Passport-size photographs

8. Tips for NEET Aspirants

Focus on NCERT textbooks for Biology, Physics, and Chemistry

Practice mock tests and solve previous year papers

Manage time efficiently and stay consistent

Revise regularly and avoid last-minute cramming

Take care of mental and physical health during preparation

Conclusion

Securing MBBS admission in India is competitive but achievable with the right preparation and a clear understanding of the process. Whether aiming for a government college or a private institution, qualifying NEET-UG 2025 is the key. Stay updated with official counseling dates, prepare smartly, and make informed choices to achieve your medical career goals.

[anmoladmissionuniversee]

Venkateshwara Institute of Medical Sciences – Gajraula: A Smart Choice for Your MBBS Journey

For every student who dreams of wearing the white coat and becoming a doctor, the journey begins with choosing the right medical college. With so many institutions offering MBBS courses in India, it can be difficult to decide where to apply. But if you’re looking for a college that combines quality education, modern facilities, and real clinical exposure, Venkateshwara Institute of Medical Sciences – Gajraula stands out as a smart and student-friendly choice.

This article provides everything you need to know about Venkateshwara Institute of Medical Sciences – Gajraula, including its MBBS course, admission process, campus life, and more — all in simple language that’s easy to understand, even for students in class 12.

🏥 About Venkateshwara Institute of Medical Sciences – Gajraula

Venkateshwara Institute of Medical Sciences – Gajraula (also known as VIMS Gajraula) is a private medical college located in Gajraula, Uttar Pradesh. It is part of Shri Venkateshwara University and is recognized by the National Medical Commission (NMC). This ensures the MBBS degree from this institute is valid across India and even abroad.

The college’s vision is to create skilled, ethical, and compassionate doctors who are ready to serve the community. The location is peaceful and ideal for focused learning, while still being accessible from major cities like Delhi, Moradabad, and Meerut.

🎓 MBBS Course Overview

The main program offered at Venkateshwara Institute of Medical Sciences – Gajraula is the MBBS (Bachelor of Medicine and Bachelor of Surgery) degree.

Duration: 5.5 years (4.5 years academic + 1 year internship)

Seats Available: As per NMC-approved intake capacity

Eligibility: 10+2 with Physics, Chemistry, Biology + Qualified NEET Exam

The curriculum is designed to give students a solid foundation in medical science and practical training through hospital rotations.

📝 Admission Process

Admission to the MBBS program at Venkateshwara Institute of Medical Sciences – Gajraula is based entirely on your NEET score. Here’s how the process works:

Appear for NEET (UG) and score the qualifying marks.

Register for Uttar Pradesh NEET State Counseling through the official website.

Fill in your choices and select Venkateshwara Institute of Medical Sciences – Gajraula as your preferred college.

If allotted, complete document verification and pay the admission fees.

The college accepts students from all over India, so make sure you apply early and stay updated on counseling dates.

💰 Fee Structure

One of the reasons students prefer Venkateshwara Institute of Medical Sciences – Gajraula is its affordable fee structure compared to other private medical colleges.

MBBS Tuition Fees: ₹11–₹13 lakhs per year (approx.)

Hostel + Mess Charges: ₹1.2–₹1.5 lakhs per year

Miscellaneous Fees: Exam, registration, and lab usage charges

The college also supports students with documentation for education loans and helps in applying for government scholarship schemes for eligible students.

🏫 Campus Facilities

The college provides a full-fledged modern campus that ensures both comfort and academic excellence for its students. Key features include:

Smart Classrooms with modern audio-visual tools

Fully Equipped Laboratories for all pre-clinical and para-clinical subjects

Central Library with a wide collection of textbooks, journals, and digital resources

On-campus Teaching Hospital with over 700 beds

Separate Hostels for boys and girls with 24x7 security

Sports, Gym, Cafeteria, and Recreation areas

Wi-Fi Enabled Campus and reading rooms for quiet study

Students also have access to counseling and academic support services to manage stress and stay motivated.

👨‍⚕️ Clinical Training

What sets Venkateshwara Institute of Medical Sciences – Gajraula apart is its emphasis on hands-on clinical training. From the third year onward, students are regularly posted in various hospital departments.

During your 1-year compulsory internship, you’ll gain real-world experience in:

Internal Medicine

Surgery

Pediatrics

Obstetrics and Gynecology

Emergency Medicine

Community Health

This practical exposure helps you build confidence and prepares you for your future as a medical professional.

🎯 Why Choose Venkateshwara Institute of Medical Sciences – Gajraula?

Here are some top reasons why MBBS aspirants choose Venkateshwara Institute of Medical Sciences – Gajraula:

✅ Recognized by NMC and part of a reputed university ✅ Qualified faculty with academic and clinical expertise ✅ Affordable fees with good return on investment ✅ Real hospital experience during the course ✅ Student-friendly campus and hostel facilities ✅ Active support for education loans and scholarships

Whether you’re from Uttar Pradesh or any part of India, this college offers a safe, inclusive, and career-focused environment to study medicine.

📝 Final Words

If you're preparing for NEET and looking for a reliable, student-focused medical college, Venkateshwara Institute of Medical Sciences – Gajraula deserves your attention. With strong academics, clinical exposure, and affordable education, it helps you become a confident doctor ready to make a difference in the healthcare world.

Focus on your NEET preparation, aim high, and let Venkateshwara Institute of Medical Sciences – Gajraula be the place where your dream of becoming a doctor begins.

[sarallokesh37]

Searching for "ACT Tutors Near Me"? Here’s Why the Right Tutor Makes All the Difference

If you're a student—or a parent of a student—who has ever typed “ACT tutors near me” into a search engine, you already know how important the ACT is in today’s competitive college admissions process. With universities placing increasing emphasis on standardized testing, achieving a top ACT score can significantly improve your chances of getting into prestigious institutions like Cornell, Oxford, or Georgia University.

At Tychr, we offer tailored, expert-driven ACT tutoring services designed to help students achieve their dream scores. Whether you're looking for focused 1-on-1 support in Math, Science, English, or Reading, or need a comprehensive strategy to improve your overall composite score, we’re here to help.

What is the ACT?

The ACT (American College Testing) is a standardized college admissions test widely accepted by colleges in the United States and other countries. It includes four mandatory sections:

English (Score Range: 11–36)

Math (Score Range: 1–36)

Reading (Score Range: 1–36)

Science (Score Range: 1–36) An optional Writing section is also available.

Your final composite score is the average of the four section scores, and colleges often consider anything above 30 to be highly competitive.

Why Choose an ACT Tutor?

ACT preparation requires much more than just general academic strength. Success depends on mastering the specific content, time management skills, and test-taking strategies unique to the exam. Personalized tutoring makes a huge impact by:

Identifying and targeting weak areas

Teaching proven strategies for every section

Providing consistent practice and feedback

Building test-taking stamina and confidence

When students search for ACT tutors near me, they’re usually looking for personalized, local support. But with online 1-on-1 tutoring, proximity is no longer a limitation—you get access to the best instructors no matter where you are.

Why Tychr is the Best Choice

Tychr is not just another tutoring company—we specialize in elite ACT preparation that has helped over 3,500 students from 200+ schools in 700+ countries worldwide. Here’s what sets us apart:

 1-on-1 ACT Tutoring Across All Sections

Our tutors are subject experts who provide individualized coaching in:

ACT Math: Algebra, geometry, trigonometry, and data analysis.

ACT English: Grammar, punctuation, sentence structure, and rhetorical skills.

ACT Reading: Reading comprehension, critical thinking, and textual analysis.

ACT Science: Scientific reasoning, data interpretation, and problem-solving.

✅ Comprehensive ACT Study Guides

We provide regularly updated ACT study guides that reflect the latest content and exam changes. These include:

Detailed concept explanations

Tips for each question type

Sample questions and model answers

✅ Practice Question Library

Practice is the backbone of high performance. Our library includes:

Section-wise practice sets

Full-length mock tests

Timed exercises

Thorough answer explanations

This allows students to experience real test conditions and track their improvement.

✅ Customized Study Plans

Each student has unique learning needs, and we honor that by creating customized study plans based on:

Baseline scores

Target universities

Preferred learning styles

Time before the test date

Tutors make adjustments as needed to keep the student on track and motivated.

Success Stories That Speak Volumes

When you work with Tychr, you're in excellent company. Our students consistently secure admissions to top global universities, including:

🏆 Giulia – Oxford University (QS Rank: 3) 🏆 Ananjan – Imperial College London (QS Rank: 6) 🏆 Meghana – Cornell University 🏆 Rushil – Perfect IBDP score (45/45), admitted to Georgia University 🏆 And 30+ more achievers in leading global institutions

These success stories aren't just about intelligence—they're about strategy, preparation, and the right guidance.

Request a Free Trial Class

We understand that choosing a tutor is a big decision. That’s why we offer a Free Demo Class so you can see firsthand how our tutoring works.

To request your free trial, simply fill out the form with:

Name

Contact Number

Email Address

Course (ACT)

We’ll match you with one of our experienced ACT tutors who will assess your strengths and areas for improvement during the session.

Why “ACT Tutors Near Me” Should Also Mean “Online ACT Tutors”

Although searching for ACT tutors near me may seem like the most convenient option, online tutoring offers significant advantages:

📍 Location-Free Learning

Online tutoring breaks geographical boundaries—you can access top-tier instructors from anywhere in the world.

🕒 Flexible Scheduling

Classes can be scheduled at your convenience, even on weekends or evenings. This makes prep fit easily into a student’s busy academic life.

📈 Continuous Support

Missed a class due to illness or travel? No worries. Online sessions can be rescheduled or recorded, ensuring no disruption in learning.

👨‍🏫 Best Tutor Match

Unlike local tutors who may not specialize in ACT prep, online platforms like Tychr offer handpicked ACT experts who know the test inside out.

Additional Benefits: Internships and Enrichment

Beyond tutoring, Tychr also provides student internships and enrichment opportunities to build well-rounded profiles. These experiences are invaluable when applying to competitive colleges, especially in the U.S. and U.K.

Start Preparing Today!

The ACT is your chance to prove your college readiness, and high scores can unlock scholarships, competitive programs, and top-tier universities. Instead of stressing over endless practice alone, get personalized, strategic support with Tychr. Please visit site for further queries: https://www.tychr.com/act-online-tutors

[nationdefenceacademydelhi]

Top NDA Coaching Classes in Delhi for Guaranteed Success – Nation Defence Academy

If you are preparing for the NDA (National Defence Academy) exam and looking for the best NDA coaching in Delhi, then Nation Defence Academy is the right choice for you. With a focus on result-oriented preparation, expert faculty, and updated study material, this academy has helped hundreds of students crack the NDA exam on their first attempt.

Why Choose Nation Defence Academy?

Nation Defence Academy is one of the top NDA coaching institutes in Delhi, known for its high success rate and disciplined approach. The academy provides the best guidance to students who dream of joining the Indian Armed Forces. With years of experience and a team of expert mentors, the academy ensures that every student receives individual attention and proper support throughout their preparation journey.

Complete NDA Exam Preparation

The NDA exam includes three main stages: the written test, the SSB interview, and medical tests. Nation Defence Academy provides complete coaching for all stages:

Written Exam Coaching: The written test consists of Mathematics and General Ability Test (GAT). The academy offers subject-wise preparation with regular tests and doubt-clearing sessions.

SSB Interview Training: Students get trained by retired defense officers who are well aware of the interview process. Group discussions, personal interviews, psychological tests, and physical fitness sessions are part of the training.

Medical Fitness Guidance: Proper advice is given on how to meet the medical standards required for NDA.

What Makes Nation Defence Academy the Best?

Here are some key reasons why Nation Defence Academy is considered the best NDA coaching in Delhi:

Experienced Faculty: The team includes retired army officers, subject experts, and experienced trainers.

Regular Mock Tests: Weekly and monthly mock tests help students track their progress and improve their weak areas.

Updated Study Material: The academy provides the latest syllabus-based books and notes to help students stay ahead.

Doubt Solving Sessions: Special sessions are held for clearing doubts to make sure no student is left behind.

Discipline & Routine: The academy follows a strict timetable, helping students build habits required for the armed forces.

Small Batch Size: With limited students in a batch, teachers focus more on individual improvement.

Facilities Offered

Nation Defence Academy offers top-class infrastructure and facilities for better learning:

Smart classrooms with audio-visual aids

Hostel and mess facilities for outstation students

Library with NDA books and previous year papers

Physical training ground for fitness sessions

Online and offline classes available

NDA Coaching with Schooling

The academy also offers an integrated program that combines NDA coaching with school education. This is ideal for students from classes 11 and 12 who want to prepare for NDA along with regular studies. This unique approach saves time and builds a strong foundation for success.

Location and Reach

Located in the heart of Delhi, the academy is easily accessible by public transport. It attracts students from all parts of India due to its high-quality education and consistent results.

Student Success Stories

Many students from Nation Defence Academy have successfully cleared the NDA exam and joined the Indian Army, Navy, or Air Force. Their success is proof of the academy’s dedication and quality teaching. The institute regularly shares success stories and feedback from its alumni.

Conclusion

If your dream is to wear the uniform and serve the nation, then start your NDA journey with Nation Defence Academy. With expert coaching, the right study plan, and continuous support, you can crack the NDA exam in your first attempt.

For admissions and more details, visit the Nation Defence Academy campus in Delhi or call their helpline today.

[drmikewatts]

Soft Computing, Volume 29, Issue 7, April 2025

1) Operators on complemented lattices

Author(s): Ivan Chajda, Helmut Länger

Pages: 3115 - 3123

2) Quasi-L-algebras

Author(s): Omid Zahiri, Xiao Long Xin

Pages: 3125 - 3137

3) Concept lattices of Ci-connected contexts and the characterization theorem

Author(s): Zhenhua Jia, Lankun Guo, Qingguo Li

Pages: 3139 - 3149

4) Numerical treatment of blood nanofluid flow in micro-vessels considering inclined magnetic field, hall and radiation effects

Author(s): M. Yasin, S. Hina, R. Naz

Pages: 3151 - 3164

5) A scalable method for extracting features using a complex network from SNP sequences and clustering using the scalable Max of Min algorithm

Author(s): Achint Kumar Kansal, Aruna Tiwari, Preeti Jha

Pages: 3165 - 3188

6) The influence of food bloggers toward consumer’s attitude in restaurant selection: a multi-objective metaheuristic approach

Author(s): Harinandan Tunga, Surjendu Pal, Romualdas Bausys

Pages: 3189 - 3215

7) Optimization of the rectangle area inside a concave polygon using PSO and Tabu Search

Author(s): Gautam Siddharth Kashyap, Karan Malik, Alexander E. I. Brownlee

Pages: 3217 - 3239

8) Adaptive iterated local search algorithm for dynamic patient admission scheduling problems

Author(s): Ayad Turky, Nasser R. Sabar, Panos Liatsis

Pages: 3241 - 3251

9) A bi-level programming model for optimal EV charging scheduling and operation in residential communities

Author(s): Gang Zhu, Yan Gao, Hao Sun

Pages: 3253 - 3272

10) A hybrid of particle swarm optimization and fuzzy system for modeling direct current microgrids to improve stability

Author(s): Hoda Naderi, Neda Ghaderi, Mohammad Abedini

Pages: 3273 - 3288

11) Performance and managerial ability analysis in banking sector: a fuzzy data envelopment analysis approach

Author(s): Alireza Amirteimoori, Tofigh Allahviranloo

Pages: 3289 - 3305

12) Enhancing coordinated target tracking: innovative particle filters with meta-heuristic integration and advanced model validation

Author(s): Nitish Das, Nilima Kulkarni

Pages: 3307 - 3338

13) Pyranet: a novel architectural approach to reduce the effect of unbalanced classes and analysis on leukemia dataset

Author(s): Nikhil Sharma, Rajanbir Singh Ghumaan, K. V. Arya

Pages: 3339 - 3347

14) FTBAC: fuzzy trust based access control for healthcare cross-domain environment

Author(s): Sujoy Roy, Alok Kumar, Udai Pratap Rao

Pages: 3349 - 3366

15) Home energy system: optimal design via risk-averse stochastic programming

Author(s): Patrizia Beraldi, Antonio Violi, Gianluca Carrozzino

Pages: 3367 - 3381

16) Single-stage multi-objective optimization for robust QFT controller and prefilter synthesis in process control systems

Author(s): Nitish Katal, Shiv Narayan

Pages: 3383 - 3414

17) A comparative performance of different Type-1 tournament based metaheuristic algorithms in solving engineering beam design optimization problems and structural engineering design problems

Author(s): Goutam Mandal, Nirmal Kumar, Asoke Kumar Bhunia

Pages: 3415 - 3442

18) Ligand-based and structure-based approaches for the identification of potential SARS-CoV-2 3CLpro inhibitors

Author(s): Achouak Madani, Othmane Benkortbi, Naomie Salim

Pages: 3443 - 3468

19) GWO based energy-efficient workflow scheduling for heterogeneous computing systems

Author(s): Karishma, Harendra Kumar

Pages: 3469 - 3508

20) Solving convex multi-objective optimization problems using a projection neural network framework

Author(s): Mohammadreza Jahangiri, Alireza Nazemi

Pages: 3509 - 3532

21) Organising unstructured data using Double Net Self-Organising Map (DNSOM) model

Author(s): Cheng Chun You, Seng Poh Lim, Seng Chee Lim

Pages: 3533 - 3554

22) Supply chain performance prediction model for make-to-order system using artificial neural network

Author(s): Sujan Piya, Mahmoud Mokhtar

Pages: 3555 - 3569

23) Shadow learner system: implementation of CNN with explainable AI model for bone radiology image classification

Author(s): Yaoyang Wu, Simon Fong, Liansheng Liu

Pages: 3571 - 3588

24) A cross-scale Gaussian wavelet model with decomposition cross-consistency for TAO multifocal region semi-supervised segmentation

Author(s): Haipeng Zhu, Hong He, Xuefei Song

Pages: 3589 - 3602

25) A multi-scale deep neural networks for early fault diagnosis in rolling ball bearings

Author(s): Rajeev Kumar, R. S. Anand

Pages: 3603 - 36

26) Impact of artificial intelligence and blockchain on supply chain resilience under influence of change management

Author(s): Eduard Gabriel Ceptureanu, Giovanna Ferraro, Alina Matei

Pages: 3617 - 3625

27) Enhanced Protein Complex Detection Using Square Clustering Coefficient

Author(s): Parimah Mirzaee, Nasrollah Moghaddam Charkari, Mehdy Roayaei

Pages: 3627 - 3640

28) Forecasting leading economic indicators in the US from financial news using multi-task learning

Author(s): Josh Jia-Ching Ying, Chia-Chen Liu, Ji Zhang

Pages: 3641 - 3657

29) Reparable threshold Paillier encryption scheme for federated learning

Author(s): Yi Zhang, Kun Tian, Qun Xu

Pages: 3659 - 3664

30) Multicombinators as observable presheaves

Author(s): Rocco Gangle, Fernando Tohmé, Gianluca Caterina

Pages: 3665 - 3673

31) The force of few: boosting deviance detection in data scarcity scenarios through self-supervised learning and pattern-based encoding

Author(s): Francesco Folino, Gianluigi Folino, Luigi Pontieri

Pages: 3675 - 3690

32) 0–1 Linear programming under interval uncertainty

Author(s): Elif Garajová, Milan Hladík, Miroslav Rada

Pages: 3691 - 3704

33) Absolute value equations with interval uncertainty

Author(s): Milan Hladík, Lenka Ptáčková

Pages: 3705 - 3718

34) A novel multifactor type-2 fuzzy time series model based on improved fuzzy C-means algorithm and justifiable granularity for stock index forecasting

Author(s): Zengtai Gong, Jindong Feng

Pages: 3719 - 3732

35) Adaptive hyperparameter selection in kernel-based partition of unity methods by global optimization techniques

Author(s): Roberto Cavoretto, Alessandra De Rossi, Yaroslav D. Sergeyev

Pages: 3733 - 3748

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Online Admission Form for Class 11 at Rishikul Vidyapeeth: A Step-by-Step Guide

Applying for Class 11 admission can be a crucial step toward building a strong academic foundation. Rishikul Vidyapeeth, a leading educational institution known for its holistic approach and commitment to excellence, offers a streamlined online admission process for students entering Class 11. Here’s everything you need to know about completing the online admission form for Class 11 at Rishikul Vidyapeeth and securing a place in one of India’s top schools.

Why Choose Rishikul Vidyapeeth for Class 11? Rishikul Vidyapeeth provides a supportive and challenging environment where students can thrive academically and personally. With highly qualified teachers, state-of-the-art facilities, and a rich curriculum, Class 11 students at Rishikul gain access to quality education that prepares them for competitive exams, higher studies, and career success. The school also emphasizes character-building, critical thinking, and leadership skills, giving students a comprehensive learning experience.

How to Access the Online Admission Form for Class 11 Applying online is a convenient and efficient way to start the admission process at Rishikul Vidyapeeth. The online admission form for Class 11 can be accessed through the official Rishikul Vidyapeeth website, which is designed to be user-friendly for students and parents alike. Here’s a detailed guide to completing the online application.

Step 1: Visit the Rishikul Vidyapeeth Website Go to the official Rishikul Vidyapeeth website and navigate to the “Admissions” section. Here, you’ll find information on the admission process, including important dates, eligibility criteria, and documentation requirements. Locate the online admission form for Class 11 under the admissions tab.

Step 2: Register with Your Details Once you click on the online form, you’ll be prompted to register with basic information such as the student’s name, contact information, email ID, and more. This registration step helps the admissions team keep track of your application progress and ensures effective communication throughout the process.

Step 3: Fill Out the Online Admission Form for Class 11 The online admission form for Class 11 is comprehensive, covering sections on personal information, previous academic records, subject choices, and extracurricular achievements. Be prepared to provide details such as:

Personal Details: Name, age, gender, address, and parental contact information. Academic History: Information about the student’s academic record in previous classes. Subject Preferences: Choose subjects based on the available streams (Science, Commerce, Arts). Achievements: Include any extracurricular accomplishments or awards. Completing this form accurately and thoroughly is essential, as it helps Rishikul Vidyapeeth assess your profile and match it with the school’s academic standards.

Step 4: Upload Required Documents For the online admission process, specific documents must be uploaded for verification. These documents typically include:

Recent passport-size photographs Previous school transcripts and report cards Birth certificate or ID proof Any relevant certificates of achievement Make sure these documents are scanned and saved in the required format for a smooth upload.

Step 5: Submit the Form and Pay the Application Fee Once you’ve filled out the online admission form for Class 11, review the information for accuracy before submitting it. After submission, you’ll be directed to the payment portal to pay the application fee, which confirms your application. Save the payment receipt for future reference.

Why the Online Admission Process Is Ideal for Class 11 Applicants The online admission process at Rishikul Vidyapeeth provides a convenient and efficient way for students and parents to apply from anywhere in the country. With a few simple steps, students can complete the online admission form for Class 11 and track the progress of their application. This digital approach helps streamline the admission process and minimizes paperwork, saving time and effort for families.

Tips for a Successful Application Apply Early: Ensure that you submit your online admission form as early as possible, as seats for Class 11 are limited. Prepare All Documents in Advance: Having scanned copies of necessary documents ready makes the online submission process easier. Double-Check Your Form: Before submitting, carefully review all information to avoid any errors in the application. Key Highlights of Rishikul Vidyapeeth’s Class 11 Program Choosing Rishikul Vidyapeeth for Class 11 provides students with a comprehensive academic program, offering diverse subject streams and support for competitive exam preparation. The school’s curriculum emphasizes critical thinking, analytical skills, and hands-on learning, all of which are crucial for Class 11 students. Rishikul Vidyapeeth also offers career counseling sessions, sports facilities, and clubs that help students excel beyond the classroom.

Begin Your Academic Journey at Rishikul Vidyapeeth Securing admission to Rishikul Vidyapeeth for Class 11 can be a transformative step in a student’s educational journey. By filling out the online admission form for Class 11, you’re taking the first step toward a successful future with one of India’s most reputable schools. Don’t wait – apply today and explore the opportunities that await you at Rishikul Vidyapeeth!