Let’s face it, school is stressful. There is just no way to study and prepare and do all the things you need to do, and not feel it sometimes. Students of every age, all the way from little kids in kindergarten to middle-aged folks getting Masters Degrees suffer from some stress.

We can’t eliminate school stress, but we can do a lot to minimize its impact on us. After all, even if we get stressed-out, we still need to do our best and get our work done. The key to dealing with school stress is to understand what causes it.

What Stresses You Out

Deadlines are a major school stressor. Everything is due at a certain time, and this causes us to worry whether we’ll get it done. You’ve got a test tomorrow, and wondering whether you’re prepared for it keeps you from preparing for it!

Most of us are natural procrastinators. Leaving everything until the last minute puts tons of pressure on us. Bad time management and procrastination make that deadline seem deadly! Bad time management is a symptom of a bigger problem – disorganization. If you are 100% organized in everything you do, your school life will be a breeze. But, how many of us can say that we are?

Finally, a major stressor for students is the simple fear that we won’t make it. With deadlines, tests, things to do, our own messy disorganization, and a whole wide array of expectations on us from teachers, we simply worry whether we’ll pass or not.

Look On The Bright Side

You can’t get completely organized and do everything the day it’s assigned. But, you can eliminate your fear of not making the grade. This is the number one stressor that hinders top school performance, and it can be overcome very simply.

The reason you’re afraid of not passing is because it’s what you’re telling yourself everyday. It’s a self-fulfilling prophecy. This means that if you are chanting to yourself over and over, “I’ll fail,” then you WILL fail. There’s no doubt about it. These self-defeating attitudes can be crippling for people.

What if, instead of saying “I’ll fail. I’ll fail,” you started telling yourself everyday, “I’ll pass with flying colors!”?

This is called a “positive affirmation” and it is a tool used by psychiatrists to treat major emotional disorders. However, anybody can do it. It clears the mind of negative thoughts and instills positive ones instead. It’s your key to success in beating school stress.

Simply identify your negative thoughts. What are you telling yourself everyday that is tearing you down? Now, turn them in a positive direction. Choose a few key phrases, and repeat them to yourself at various times throughout the day. Whenever you feel that negative, self-defeating thought creeping up on you, fight back with your positive affirmation.

It sounds too easy to work, but it works wonders. Your self-defeating attitude can defeat you, so replace it with a positive one instead.

At times there are ways of actually beating speeding tickets. There are certain defenses that can help you get out of these types of tickets if you take them to court and plead your case. One ticket that is very hard to fight is the speeding ticket in a school zone.

If you are driving at excessive speeds in a school zone, there really is no chance that you are going to come up with a challenge to this offense. These insights are not designed for those who want to put children in jeopardy and get away with it. There are some scenarios in which you can prove your innocence which should not be taken advantage of as an excuse to endanger other lives.

The most common thing that happens to people getting a speeding ticket in a school area is that they were not aware of the zone and didn’t slow down. If you were not paying attention, then you can’t beat this ticket. At times the sign that shows a school zone is missing, knocked over due to a storm, or blocked by branches. Other times the flashing lights that indicate it’s now a school area are malfunctioning. You need to go back to the sign and photograph it to prove that you are not guilty.

Even though you were going faster than the school zone speed limit, there was no way of actually knowing that you were supposed to slow down. In this case, especially with some photo evidence, it’s very likely that you will have your ticket dismissed.

At times, when there are posted times on the sign for when the school zone is in effect, the police officer makes a mistake. If the time on the ticket is different than the posted times for the school zone, it can be proven that you were not speeding at the designated time.

These two defenses will work in court if you take them all the way and fight them as needed.

Lately the media has reported new findings regarding the rise in childhood diabetes and its dire consequences. This news has once again sounded the alarm about the growing epidemic of obesity in our children and youth. The problem is so serious that experts are recommending drastic changes in the way our children eat. But could complacency, denial, and ignorance among the adult population be hindering our young people from getting the help and education they need to make these drastic changes?

Dinner Tables and School Cafeteria Trays

During a recent school-screening visit to a high-ranking eastern college for one of my daughters, I had the opportunity to raise questions about the quality of the food available through the campus cafeteria. Was the food being served at their school free from pesticides? Was it non-GMO? What about meat sources? Were the students being served factory farm animals injected with hormones and antibiotics? Were there natural, healthy and organic food options available in the cafeteria–as adopted by some of the more cutting-edge schools across the nation such as Yale, UC Berkley, Duke and Oberlin Colleges?

The question seemed to stump the college staff member. She said she wasn’t sure of the quality of the food in the cafeteria. She didn’t know if there was any kind of focus being placed on providing students with natural, vegetarian or organic options. It was not clear that the school provided nutritional fare that addressed some of the grave health concerns that are confronting Americans at younger and younger ages… visions of an array of fried foods, processed starches, and sugary desserts covering cafeteria trays swam before my eyes.

This reaction seems somewhat typical of school professionals at every educational level. I recently had the opportunity to ask food service directors of our local educational institutions about nutritional quality and education in elementary, middle and high schools. I was told that kids wouldn’t eat healthy-looking food and that they only wanted the kind of food you could find in any fast-food restaurant. Further, they implied that it was not the responsibility of the school system to provide healthy food options for kids. That’s the parent’s job.

While I agree that healthy eating habits start at home and that parents need to demonstrate them for their children in the kitchen and at the dinner table, it doesn’t dismiss our educational system from its responsibility to teach good nutrition. Our schools must provide information and training about the elements of a good diet and must lead by example. That means clean, healthy cafeteria food. And healthy does not and should not imply “unappealing to kid’s taste buds”. Healthy, natural food, prepared with good recipes, can be far more delicious than the fast food that now holds sway on the school cafeteria lunch menu.

Sadly, political concerns have impeded the progress of the campaign for better school food. We cannot afford to turn a blind eye to this important issue and allow big food conglomerates to dominate school cafeteria fare simply by default.

Healthy Eating from Romper Room to Retirement

A foundation for lifelong healthy eating begins in early childhood. If we introduce kids to healthy, natural foods, give them dietary knowledge, and teach them how to prepare delicious meals, they are likely to carry good eating habits forward into adulthood.

Taking children to the local Farmer’s Market to shop for produce, is an example of expanding on the way we learn about and shop for food.

We need a revolutionary approach to changing our food system. Taking on cafeteria school food is vital if we are to stave off childhood overweight, malnutrition, and illnesses caused by poor quality nutrition for our youth. The evolution of food on our planet depends on a gentle but firm revolution in the market, the kitchen, and in the cafeteria.

When you are taking the first steps into driving, the role of instructors plays a huge role. Just like in schools and colleges, the students need to like their teacher, and the teacher themselves should have the necessary qualities to deal with different types of students. There has to be proper coordination between them. For instance, if a student tends to get nervous often, they might not do so well under instructors who have a short temper or are impatient.

Individuals who are looking to learn to drive need to be aware of certain factors; factors which might look insignificant but are extremely important. These factors include the number of lessons you need to take because the cost of the course will directly depend on the number of classes you take.

How long will the theory class go on?

Some people might have the idea that in these sorts of training, theoretical knowledge is not so important, but it’s a wrong assumption. Theoretical knowledge is just as important as practical know-how. But you should make sure that there is an equal balance between the two. Too much theory can ruin the practical experience which matters the most.

How long does each class last?

Here you have to be extremely careful because if you don’t the instructors can easily cut out the duration of the classes to make more money. So, when you are comparing prices of this kind of training you need to be watchful about the duration of the classes. But make sure you don’t overdo things. More often than not people get excited and book a class for 3-4 hours but after 1-2 hours they lose their concentration. So the remaining period of the class is a complete waste of time and money.

Where do these classes start?

Most people prefer to take classes in an area where there is no traffic due to the fear of accidents. Certain mishaps are bound to happen where you are doing it for the first time which is why taking the classes on the highway or places where there is massive traffic is not a good idea.

Will the routes change?

Ask the trainer whether they will take you through the same route every day or different ones every day. Things can get a bit monotonous if the same routes are taken every day which is why you should insist that different routes are taken in each class.

Are all kinds of driving incorporated?

Taking these kinds of classes in a city is a lot different than doing it in rural areas which is why the classes should touch students all kinds of forms for their convenience.

Driving schools have become a mainstay of life as laws regarding both driving and classroom experience have become more stringent in recent decades. Designed to protect young drivers from accidents and the most common mistakes made on the road, these laws have prompted many parents to consider intensive driving courses when giving their son or daughter their best shot at meeting state requirements, passing their road test, and staying safe on the country’s busy highways and local roads. There are some key things to look for, as well as some things to keep in mind, when looking for these professional driving schools, however, and parents might want to start making a checklist of these items before they enroll their child in any particular driving school.

Ensure the Right Combination of Theory and Practical

Drivers are required to have a certain number of driving experience hours logged onto a special form before they can apply to take their practical driving test and become eligible for a drivers license. At the same time, students are required to learn in-depth information about driving which spans from how to handle inclement weather to the best ways to remain safe in aggressive driving environments. For this reason, it is important to look for a driving school which clearly states how much time they will dedicate to both teaching their students about the road as well as going out with them on the highways and letting them test these skills hands-on.

It is also important to understand just how many driving hours, or theory hours, a student will log when they participate in an intensive driving course. Some of these institutions might actually do all of the work themselves, ensuring that a student has all of the necessary driving time and classroom time needed after completion. Others will do a percentage of this work and hand off the rest of the driving experience and education to the parent or guardian. Before committing to driving lessons, understand the relationship of experience between the school and the parent.

Check Into the Instructor’s Experience in the Driver Education Field

There is simply no substitute for experience when it comes to choosing a driving instructor. Any school worth its time and fees will employ only the most seasoned veterans of the road, and they will ensure that these professionals are effective at communicating their skills to novice and young drivers. That is a key part of any school, and choosing one without a proven track record of success and experience in education is a serious folly that can result in the student failing their road test or not meeting state requirements.

It is also important to look into the training and certification obtained by any instructor. There are often thorough requirements mandated by state departments of transportation for these professionals, and they should be willing to freely discuss their state qualifications as well as their experience in actually teaching new drivers how to handle their newfound privilege of operating a motor vehicle. If there is no such proof that an instructor is certified and experienced, it is time to look elsewhere when preparing a new driver for the road.

Research and Tough Questions are the Key to Selecting the Right School

Just like finding the best school or college, the best driving school should be chosen through the use of extensive research, lots of question-and-answer sessions, and careful attention to detail. Make sure that any institution is state certified or licensed, make sure that the instructor has a wealth of experiencing teaching young drivers about the road, and understand which requirements for young drivers will be met or exceeded at the conclusion of the course.

Law students ask, “Isn’t law school about more than just memorizing? The answer is clear: Absolutely!

But must law students memorize? The answer is just as clear: Absolutely!

Some professors erroneously tell students that “law school is not about memorization.” I say “erroneously” because law school IS about memorization… and so much more. But for the moment, let’s just focus on grades – and for most courses, that means focusing on exams.

In order to write a high-scoring essay exam answer, a student needs to employ many skills and strategies. Cogent presentation, high level analysis, sophisticated legal reasoning… yes, these are critical capabilities when it comes to earning “A” grades.

But one cannot earn an “A”… or a “B”… without being able to spot the issues that the professor expects to see analyzed. In order to find issues, one must “know” the law. In the deeper sense, to “know” the law is to understand its background, variations, nuances, subtleties, and so on. And, yes, that sense of knowing is very important. But in the fundamental sense, to “know” the law (in the context of exam-answering) is to be able to write a rule statement without actively thinking; to “know it by heart.”

Before walking in to a Torts final exam, a student committed to earning the best grade he or she is capable of earning ought to have learned “by heart” at least each of the following:

• As to each tort, a statement of every “rule” – meaning a sentence or more that includes every element that must be proven to result in a determination that the tort has been committed.

• As to each affirmative defense, a statement of every “rule” – meaning a sentence or more that includes every element that must be proven to result in a determination that the defense is viable.

• A definition of every element, including “tests” to determine if that element can be proven.

A schematic template for constructing an essay is, essentially, included within these three categories. Here’s a partial example:

• To prove negligence, a plaintiff must prove that the defendant owed a duty to all foreseeable plaintiffs, that the defendant breached this duty by not acting in accord with the standard of care, and that this breach caused the injury to plaintiff.

• Duty. A plaintiff must prove that the defendant owed a duty to all foreseeable plaintiffs, that the defendant breached this duty by not acting in accord with the standard of care, and that this breach caused the injury to plaintiff.

• Standard of care. The standard of care is the degree of prudence and caution required of an individual who is under a duty of care.

• Breach of duty. A breach issue can be looked at from (at least) two different angles…

• Balancing test. Liability turns on whether the burden of adequate precautions is less than the probability of harm multiplied by the gravity of the resulting injury. B
• Negligence per se. The three essential criteria include: that plaintiff is a member of the class intended to be protected by the statute, that the type of injury which occurred is the type the statute was enacted to guard against, and the violation was not excused.

But a student need not memorize these 214 words. This works:

• Negligence – duty, breach, standard of care, cause, damage.

• Breach – balance, per se. (…and so on…)

Should a student “memorize by rote”? Ideally, no. It’s unnecessary if a student has adequately prepared for each class, produced a personal course summary (outline), and answered dozens of short-answer (and longer) practice questions. The repetitive use of the fundamental rules to resolve tough problems embeds the elements into the memory for most. But not all. That’s why memory tools are important to many law students. (More about that later.)

Another helpful item to add to the bullet-point list above (what to memorize) is this: a list of every issue studied. This provides an excellent checklist for the student to quickly run through during the pre-writing stage of composing the essay answer. How much rote memorization does this entail? Not much. (For an example of a Criminal Law checklist, go to this link, then scroll down to Criminal Law, Checklist.)

Students must remember that the “memorization” part – the learning by heart part – is only a small part of what must be done to score high on exams. But if a student is not able to run through the elements of each intentional tort (for example) quickly, without pausing to try to recall specifics, issues will be missed. Don’t let that happen!

People see snack vending machines everyday, usually no matter where they go. They are so common that most aren’t given a second glance unless the person passing needs a chocolate or soda pop fix. One’s only lunch preparation is to make sure to have a handful of change for the machine.

This has made school vending machines a popular thing in schools across the world. This article is going to discuss why these machines are a problem for schools and students alike.

Initially, the idea of having vending machines in schools did not seem too bad. Junior high and high school kids seemed like great candidates for snack vending consumers. This is exactly why schools choose to place the machines in their schools. It is widely known that schools are usually low on money, so what better way to generate some extra income than through their own students!

Kids will pump hundreds of dollars into drink and food vending machines rather than purchase what the school is serving for lunch in the cafeteria. Still, this does not seem like such a bad thing, as the children enjoy the snacks and the school makes a little money. It seems as though everyone wins.

Unfortunately, winning is far from what the children are doing. Supporting the presence of school vending machines makes the people on school boards all across the world hypocrites. In general, schools try to teach good health and nutrition to their students, they even go as far as to have certified lunch programs to show how well their students are being fed.

By allowing these snack vending machines, they are losing everything they have worked for in the past. There are, however, ways to get around this. The fact is that the children will eat and drink whatever is offered, so instead of offering soda, offer water vending.

This notorious issue could be changed quickly. Chances are the children will probably be surprised but not too upset if they are presented with healthier options. This is not to say that candy and soda need to be taken out completely, just less of it.

If the schools intended for their students to eat unhealthy all of the time, then they would not have put forth the effort to teach them about nutrition and healthy food choices in the first place. School vending machines do not have to be a bad thing. With a few changes, they can be useful in many ways.

The struggles of youth without college degrees constitute a labor-market crisis as they move from one dead-end job to another, unable to develop skills, status, and earnings. Employers complain that these employees lack basic skills, which must be provided on the job. Growing shortages of skilled workers suggest that educational reform must address improving the abilities and opportunities of high-school graduates. This article shows that schools have misunderstood work-entry problems by focusing on college entry and that students have misunderstood incentives for achievement. Moreover, many other nations communicate incentives effectively, and American schools could improve incentives and job entry.

Schools View Students’ Problems Too Narrowly

High schools have responded to the poor labor market primarily by encouraging college-for-all policies, leading the majority of seniors to plan college degrees, even those who perform poorly. However, their expectations will be largely disappointed, since only 37.6% of those planning a degree receive one in the 10 years following graduation; and of those graduates with high-school Cs or lower planning bachelor’s degrees, only 16.1% attain the degree after 10 years. Despite good intentions, high-school counselors underinform students about the effort required to graduate college, encouraging unrealistic expectations without exploring well-paid careers in trades that would be more realistic options for many.

Furthermore, school policies focus too narrowly on academic achievement, overlooking soft skills like motivation, dependability, attention to quality, and social interaction, which many employers value above academic skills. Even such a basic skill as effort remains unexercised, since students believe that academic effort bears little relation to their futures. Moreover, behaviors like absenteeism, insubordination, and incomplete work are tolerated in high schools, while employers value the opposite behaviors in young workers.

Students Need Clearer Incentives

Educational policies also fail to give students a clear understanding of incentives for mastery of both academic and soft skills. Teachers are exhorted to increase students’ motivation, but the rewards for such efforts remain obscure. Institutions need mechanisms for communicating the value of students’ actions for college and career goals. Instead, schools often indicate that school behavior is irrelevant to immediate goals, since colleges’ open-admissions policies allow even weak students to enroll. Further, employers ignore high-school performance records in hiring, partly because they do not consider them trustworthy or cannot obtain them. Instead of using high-school performance in hiring decisions, they limit graduates to entry-level work until they prove themselves. As a result, students cannot tell if or how their goals are attainable.

Incentives in Other Nations

Many other nations provide clearer incentives for achievement that Americans could use as policy models. Foreign educational systems clearly link school performance and career outcomes. In Germany, for example, work-bound students strive for apprenticeships that lead to respected occupations, knowing that secondary-school grades affect selection for those opportunities. Afterwards, apprentice certification gives German youth a sense of accomplishment rare for U.S. youth. Unlike our unemployed graduates, unemployed German apprentices feel unlucky, not incompetent. Similarly, in Japan, high-school grades are linked to entry into respected occupations for the work-bound. If their achievement is too low for their goals, Japanese students know it in advance and can increase effort or lower expectations.

Improving Labor-Market Entry Policies

Schools in the United States already have a system linking academic achievement to goals on the foreign model, but it only extends to the minority of students aspiring to selective colleges. Test results inform high-achieving students well before graduation of the likelihood of admission and of the need for increased effort. Low-achieving students, who typically aspire only to less selective institutions, lack such incentives, which apprenticeships or more rigorous college admissions standards could provide. The perceived gap between high-school performance and job success could also be bridged by educating students about research showing that better high-school grades and soft skills predict better earnings. For example, a rise of one letter grade (from C to B) is associated with a 12% earnings gain 9 years after high school.

Further, high schools could link job-finding aid to achievement and inform students about research that indicates that job entry through a school contact increases nine-year earnings potential by 17%. Counselors and other educators should stop keeping students in the dark about the consequences of their performance, even if they withhold information only to be kind to students or to placate parents.

Improving College And Employer Contacts

Improved student contacts with colleges and employers can clarify incentives for achievement. Two reforms have been promising, despite difficulties aligning these high-school experiences with later demands. First, tech-prep programs articulate junior and senior year curriculum with community-college technology programs, teaching students about college and occupational demands and making for a seamless college transition. Tech-prep success indicates that a student is prepared for college, and failure motivates efforts to improve and to adjust goals. Unfortunately, existing tech-prep programs often have below-standard requirements, leaving students ignorant of college-level demands and relegated to remedial classes in college. Further reform should focus on integrating those demands into the preparatory curriculum.

Second, youth apprenticeship and cooperative learning programs give some students the work experiences they need to improve their chances for success in the labor market. Apprenticeships coordinate school and workplace learning under close supervision. However, they are so expensive that few U.S. employers are willing to pay for them. In co-ops, sometimes seen as inexpensive apprenticeships, students are released from some classes to work in positions that ideally provide more training than average youth jobs. In practice, however, too many co-ops are average youth jobs with little training and few postgraduation opportunities. While apprenticeships increase a student’s earning potential, co-ops often do not, unless students are able to secure jobs at the same company that provides their co-op experience. These potentially useful programs could be improved through expansion, increased quality, better training, and improved communication of a given student’s job readiness.

Improving Signals Of Student Value

Unlike Germany’s and Japan’s, our high schools do not clearly convey graduates’ readiness for college or employment. Several policies could begin to solve that problem. First, colleges involved in tech-prep could adopt standardized tests of college readiness. Well before graduation, these tests could indicate academic quality clearly to students themselves, allowing time for backup plans. Second, high schools could provide employers with better signals of soft skills. Indeed, by reflecting attendance, discipline, and motivation, grades already do this to some extent, and further signals of student qualities could be developed. Some high schools have already created employability ratings tailored to employers’ needs, and these schools have reported increased student motivation. Further research on the effects of such ratings is needed. Third, high schools could build more trustworthy employer relationships, for instance through vocational teachers, so that the best qualified students could more easily be hired. Employers indicate that such relationships aid hiring and give them dependable information. However, connections between schools and employers are still rare; only 8% of seniors get jobs through school contacts, despite the clear advantages. Hiring through contacts may limit the applicant pool, but large applicant pools do not help employers if they cannot assess applicants’ quality. Hiring selectively is preferable to hiring randomly. Teachers can build relationships through trade experience, careful applicant screening, and candor.

Employers and teachers should establish reciprocity so that both parties value the relationship for meeting mutual needs and not for extrinsic benefits, such as teachers pleasing administrators by placing weak students or businesses improving public relations by extensive co-op hiring. When extrinsic benefits are central, teacher-employer relationships have little reason to develop. In such cases, sacrifices for reciprocity’s sake, like better student screening despite administrators’ demands and more intensive yet less visible apprenticeships, could establish the trust needed to foster the relationship.

Conclusion

Regrettably, current policies work against improved school-employer contacts, since vocational programs and their well-connected teachers are being curtailed in favor of college-for-all policies. To reverse this trend, vocational education should expand in high schools and community colleges. Teachers with good trade contacts should be retained and rewarded for making good placements in industry. Teachers and counselors should also be encouraged to give employers candid information about students and to be forthright with students about their abilities and opportunities. These policies could encourage employers to see high schools as valuable sources of hiring information. Other steps could include acquainting counselors with noncollege options and evaluating students’ college and career abilities more accurately and consistently. The underlying conditions for such policies are present; the key is making the institutional actors aware of the importance of improving students’ opportunities for job-entry success.

When people think of a greenhouse, they usually imagine large greenhouses run by commercial nurseries. But there are greenhouses that are operated by home vegetable growers, hobby gardeners, and there are even school greenhouses. If you haven’t seen one, school greenhouses are a novel way to enhance education. However, the benefits must be weighed against practical concerns. For educators looking to add an alternative to traditional education, there are some benefits to school greenhouses.

Learning With Participation

One of the things that make greenhouses a big winner for learning is that they offer a hands-on learning experience. Kids learn about the life cycle and the stages of plants by helping to make them grow and by using school greenhouses in practical experiments. It’s one thing to see a picture of a plant in a textbook, but it’s a different experience to be able to examine a real plant up close and learn about the parts of a flower, about how pollination works, or to examine leaves. If you have hydroponics in your greenhouse, kids get to see root systems while you explain how they work. For those who learn best with hands-on experience, school greenhouses can greatly enhance the learning process.

Fun For The School Community

In addition to the educational benefits, school greenhouses give new opportunities for extracurricular activities as well as something to brag about in the school newsletter. A gardening club that meets before or after school might give kids a way to start a lifelong hobby of gardening, learning to grow flowers, fruits and vegetables. And the results can be showpieces in school events, such as open houses.

The Cost

Of course, the thing about school greenhouses is that you need to budget for them. School greenhouses can cost anywhere from a few hundred to a few thousand dollars to build, and that’s not counting further maintenance costs. In order to install these at your school, you will need to convince the school board that it’s worth the budget.

One thing that you’ll need to factor in the design of school greenhouses, and ultimately the cost, is the climate you live in and how you will structure the use of the greenhouse through the school year. For instance, school greenhouses in Florida may not need much equipment to operate, even in the winter, while one in Vermont would likely still need to have additional heating equipment installed if you intend to use it throughout the entire school year. Still, despite the cost and trouble of working out the logistics of installing school greenhouses, they can add an exciting new activity for educational environments at all levels.

In today’s working world, the demand for a high school diploma is prolifically increasing. Most of the employers prefer to hire professionals who have a degree or diploma. High school diploma is considered as the pre-requisite for a bachelor’s degree and for securing coveted jobs. Fake high school diploma makers, to whom many fall easy prey, are now exploiting this situation.

Even though it is very risky to buy, many people are purchasing fake high school diplomas either to get a promotion or to change careers. The Internet has now become the easiest avenue for buying fake high school diplomas. Recently, there has been an increase in the number of Web sites that sell fake high school diplomas and fake degrees. Most of them offer top-quality, hard-to-find documents at affordable prices. Fake high school diplomas are made available from any school the client wants.

Custom made diplomas and transcripts are provided to fit the needs of clients. For custom made diplomas, the client should mention his/her name, the type of degree that he/she is looking for, the field of study or major, the name of school, and other relevant information. This fake high school diploma comes complete with an authentic-looking seal and signatures.

The fake high school diploma is designed in a manner to closely resemble that issued by a number of the world?s top high schools. It is difficult to distinguish fake high school diploma from real diplomas, since they use the same paper and printing techniques used for genuine diplomas. Basically, the fake high school diplomas come in three standard sizes such as 10″ x 8″, 11″ x 8.5″ and 14″ x 11″.

Fake high school diplomas do not have legal validity. Since it is a matter of academic and professional integrity, most of the countries around the world are passing laws to make the use of fake diplomas/degrees a crime punishable by imprisonment.