You can look at a potential boarding school for your teen from many points of view. Here are three factors which pretty much cover everything that is good and desirable in a school. The three things to consider are:

- The education program
- The school's philosophy and
- The food, drink and exercise available

That means you need to know how your teen is going to work intellectually, how their spiritual life will be treated and how well they will grow physically with both diet and physical activity. After all, these three things are all about the health and happiness of your child.

So you can ask about the academic program, the experience and qualifications of the staff and where the graduates of this particular boarding school go once they graduate. All this information is highly valuable in choosing the right school.

Then there's the school's philosophy. It does not have to be a religious school to cater for the spiritual needs of your child. What are the core values of the school? This information will almost certainly be stated on the school web site and in any official handbook or brochure. The philosophy tells you much about the goals of the school for its students. Is this what you want for your son or daughter?

Finally as it is a boarding school, your teen will be in residence. What sort of meals are served and when? What sports and other physical activities are provided by the school? You want your teen to do well academically, to find inner peace and to get all the necessary food, drink and exercise needed for their growing body.

Next you want to discover the leadership training program at the school. Of course you want firm discipline but you do not want your child to be a robot in a large corporation. The best schools encourage their students to think through problems, to suggest solutions, to come up with ideas and to develop leadership skills.

You don't need to be told that the teenage years are ones of serious growth both physically and emotionally. The best boarding schools offer outdoor education programs, sound counseling sessions and the appropriate type and amount of food and drink. Teenagers often spurt upwards as their bodies grow rapidly. So too does their need for guidance and care in the difficult teen years. Look for a school which is aware of the particular needs of teenagers and offers advice and activities geared to helping young people reach their full potential.

A boarding school is not a home but it can provide love and inspiration for every student. The basics such as food, shelter and clothing are obviously important. But so too is the philosophy of the school.

Do the teachers want their students to become problem solvers? Do they want their students to learn to think for themselves, to build their self-esteem and respect themselves and others? If so then that is the type of school you should consider. It's an all-round education which you must find and one which will develop a an all-round person.

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What's wrong with this sentence? Are you saying nothing? Probably true, in a colloquial everyday usage but would this sentence pass muster in a GMAT sentence correction section? Probably not. The Sentence correction questions in the GMAT verbal section aim to test you for your ability to identify grammatically correct English. Something we should all be able to do easily. But sometimes it becomes difficult to see the difference between what sounds alright because we use it every day and what is correctly. You need to know some basic rules to be able to tackle this section properly.

Understanding the Questions
The questions begin with sentences with parts of them underlined. Five different answer choices are provided presenting alternative ways of stating the underlined portion of the question. One of the options will be a repetition of the question i.e. assuming that there is nothing wrong with the sentences and the other four tend to be subtle variations of the underlined portion.

Characteristics of the Answers
The correct answer will have all the following characteristics

1. Its grammatically correct
2. Its sentence is structurally correct
3. There are no diction errors
4. Take care that he answer option does not change the original intended meaning of the sentence.
5. The correct answer is not necessarily the shortest one. Although they tend to be the most concise one, this is not the case always

Reading Choice A
As choice A always repeats the underlined portion of the question, do not waste time reading it. If you have read the question properly, you don't have to read it again. This does not mean that choice A is never the right answer, in fact it's the correct answer roughly 1/5th of the time. That said; watch out for the temptation to overanalyze the question or to assume that the rewritten options always have to be better than the underlined segment.

More than One Error
The sentence might have more than one error. Test takers tend to find on error and then quickly chose the answer which corrects that mistake without considering if there are any more errors in the question. Make sure you read the question carefully and read all the options before choosing the right one. The correct option will have to rectify all the errors of the question.

Elimination
One of the best ways to tackle the sentence correction questions is to follow the process of elimination. Simply eliminate the answer choices which are grammatically incorrect and those which change the intended meaning of the original sentence. If you are unsure of the answer and have succeeded in narrowing the answer choices down to two, chose the one which is most concise- only if it does not use the passive voice.

Spelling and Capitalization Errors
You do not have to look out for spelling or capitalization errors. These two errors are not tested for by the test.

When in Doubt
Look for subtle differences among the different answer choices they might provide a hint to what could be wrong in the underlined text. This tactic when practiced often will also counter the tendency to read so carefully for meaning that the grammatical mistakes are overlooked.

Before marking the answer
Before you finally mark the answer, read out the whole sentence inserting the option you have chosen. This is a very useful way of ensuring that you do not make a mistake carelessly or in haste.

Say it Out
By the time you give the test, you would have internalized a lot of grammar rules possibly a lot more than you are able to identify. If you get stuck, read out the choices to yourself and chose the option which sound right to you.

Finally, make sure you practice as much as you can by taking as many live GMAT tests as possible. This best possible option to internalize all the rules you have learned.

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Soon after the railways were nationalised in 1948, the then recently formed British Railways Board (BRB) undertook a review of the locomotive stock which had been inherited from the 'Big Four' independent railway companies. It soon became apparent that the whole stable of steam locomotives comprised of a huge variety of different class types, vast numbers of which were getting close to or in some cases, were already life-expired.

Right from the beginning the government-owned organisation needed to reduce costs as soon and as practical as possible. Not an easy task with a war-battered railway. However, work began straight away and in its first year, the BRB had recruited the renowned locomotive engineer Robert A Riddles, formerly of the LMS, to take responsibility for the Mechanical & Electrical Engineering department. Riddles was given the task of developing a new small range of new steam locomotive designs, the intention being that they replace the older pre-nationalisation locomotives.

Riddles' settled for a plan of action which was to use the best pre-nationalisation designs and incorporate the best qualities of each into his standardised locomotives, thus amalgamating the greatest engineering feats from all of the former railway companies. The first step towards creating the new designs were the 'Locomotive Exchange Trials'. Riddles started his quest by selecting a number of express type locomotives from each of the newly-formed Regions and utilising them on ''foreign'' territory. As an example, LMS locomotives operated over the Southern Region where there were no water troughs. To compensate for this they were married together with four-axled ex-War Department tenders with larger water tanks. These were specifically given LMS lettering for the occasion. Similarly, ex-Southern Region types used elsewhere were married together with ex-LMS tenders with water scoops. This yielded some important information for the design team on how suitable particular locomotive classes were to certain stretches of line.

On completion of the Locomotive Exchange Trials, Riddles' Chief Draftsmen went back to the drawing board and began to formulate the first of the then new 'standardised' steam locomotives. Officially, these trials were to identify the best aspects of the four different approaches to locomotive design so that they could be used in the new BR standard designs. However, the methods used for testing lacked any real scientific value, and taking Riddles' background into consideration and other political influences, it was almost predictable that LMS practice was largely followed by the new standard designs regardless, and it is therefore hardly surprising that nearly all of Riddles' final products would bear much resemblance to the designs pioneered by the LMS, particularly those locomotives which were designes of Stanier and Ivatt.

However, the trials were useful publicity for BR to show the unity of the new British Railways. By 1950 the first of the new express locomotive designs had been finalised at Derby and in the same year, the British Transport Commission placed an order with Crewe Works for the construction of twenty-four of the type. What came forth from Crewe on 2nd January 1951 was a 4-6-2 Pacific locomotive looking conspicuously like the Coronation class of engines designed by William Stanier, also formerly of the LMS. The imposing engine, finished in a plain black scheme with no lining, was scheduled for a test run between Crewe and Carlisle on 11th January 1951, a dynamometer carriage being one of the consists of the train it was to haul. Following the test run, which proved to be a promising start for the type, the locomotive, numbered 70000, was repainted into the much more familiar lined BR Brunswick Green and delivered to Marylebone station on the last but one day of January to be named. No. 70000 was appropriately called 'Britannia', after the female personification of the British Empire, and it marked a very promising step forward for BR.

To commemorate the Sixtieth Anniversary of the 1948 Locomotive Exchange Trials, in 2008 Hornby Railways produced a Limited Edition Model of a 4-6-2 West Country Class Locomotive 'Bude' No 34006. This model, represents the classic pairing of a Southern Region Bulleid Pacific with a Stanier Tender. For the collectors out there, the Hornby R2685 West Country Class 'Bude' with Stanier Tender was only produced in a limited run of 2008 and each of the model trains came with a numbered Certificate of Authentication.

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Now, the debate over the Father and the Son eventually extended to the Holy Spirit. For most of the fourth century, the status of the third Person in the trinity was not clear in the minds of many. As late as 380 A.D. Gregory of Nazianzus wrote that among the defenders of The Council of Nicea he said there are those who believe that He is just in our midst, or as a creature, or like God. Then there are those who just do not know who or what the other Person really is. The Arians spoke of three divine Persons, referring to the Scripture in Matthew 28:19, but to them only the Father was God, and the Son and Holy Spirit were lesser created Beings. Macedonius, bishop of Constantinople, similarly taught that the third Person in the trinity was a subordinate creature, and he had many followers in this belief.

Athanasius was the first theologian to devote extensive attention to the third part of the trinity as a distinct Person, and so the first to develop a truly trinitarian theology. He used Matthew 28:19 to support his belief.

Also, the three Cappadocians were powerful champions of the distinct personality and deity of the Holy Spirit. Gregory of Nazianzus claimed He was in the beginning hidden from the disciples but was gradually revealed to the church. He used for an example in an effort to prove his point the Scripture found in John 16:12-13, he taught that the Lord could not teach everything to His disciples but promised that the Spirit of truth would guide them into all truth. According to Gregory, one of the truths that the Holy Spirit subsequently revealed was His own personality and deity. The Cappadocians' definition and belief of the trinity eventually prevailed in the controversies over both the Son and the Holy Spirit.

Who were the Cappadocians? They were three prominent fourth-century theologians from Cappadocia, which was a province in Asia Minor, who developed the Trinitarian dogma that ultimately prevailed. With the aid of acceptable Greek philosophical concepts or beliefs, they refined the terminology of Athanasian trinitarianism to make it broadly acceptable. Their doctrinal synthesis is the basis of trinitarianism today.

There is a word-ousia-which is a Greek word, which means "substance, essence, or being" and originally was equivalent to hypostasis. The Council of Nicea said that the Father and the Son had the same ousia, or hypostasis. But, the Cappadocians used ousia to designate the abstract nature of deity that the three Persons of the trinity shared in common, while using hypostasis to mean what was distinctive to each Person. Therefore, the standard trinitarian formula is one ousia in three hypostases. So, it was the Cappadocians who were greatly involved in the earliest development of the trinity doctrine.

The council's contribution to the development of the trinitarian doctrine is very significant. It firmly rejected that the Logos was created and non-eternal with the Father, and established that the Logos was of the same substance with the Father. However, this later affirmation caused division once again in the coming years. Even at the Council of Nicea, many bishops were hesitant about the inclusion of the word homoousios because it appeared to be modalism. The council's decision can not be referred to as trinitarian, however, since it did not deal with the Holy Spirit. There is only one sentence in the creed about Him, but it only affirmed that they believed that He existed. It needs to be understood that the issue at the Council of Nicea was all about the relationship of the Logos to the Father, not to the Father and to the Holy Spirit. This issue would be taken up at the next ecumenical council.

Hello, my name is M. Lee Miller, I have a Doctorate in Theology and a Ph.D in Religious Studies. Being in the ministry for nearly 30 years, along with being a pastor for over nine years, there have been many problems, situations that have needed to be confronted in regards to what different people have to face in their lives. It has been very challenging, along with being very satisfying, to have a opportunity to be able to help an individual to cope, deal with the problems, situations that sometimes arises in our world. If I had my life to live over again, I have to say that I would still choose the position that I currently hold, that God has placed me in, and that is helping people to get through tough times in this life of ours.

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