StudentHacks.org

In this guest post, Jeff Beers of Tutor Delphia provides tips to help students with the ups and downs of the college experience.

There are many things I wish I had known when I started my Freshman year of college. Things that could have saved me a lot of time and a lot of stress.

But I didn’t know them.

And, like many students who arrive in over-loaded cars to college campuses at the end of August every year, I thought I knew enough.

Any of us who have been through college could write books (and some of us do) on specific tips and trends and what-to-dos and what-not-to-dos. And you might want that.

But if you ask me, there’s a different, more important bit of insight that will help you deal with it all . . .

It’s all about taking a little look at what I call “The Experience Curve.”

The Experience Curve should be no stranger. If you’re someone who pays attention, you’ve probably noticed this phenomenon occurring when you do, uh, almost anything ever.

Everyone, from children to adults, experiences the Experience Curve at some point. And understanding the simple fact that we all go through it will help you when you ride the Curve for whatever new thing comes up – including that first semester of college.

And here it is:

There it is. Look familiar?

What the Experience Curve demonstrates is that, over time, happiness fluctuates. We start out at a middling sort of calm “normal,” we peak, we fall (passing back through “normal” and, if we’re lucky, staying there for more than 5 seconds), we crash, we recover, and we’re “normal” again.

It happens all the time. In a given day, in given moment, we’re normal, we’re up, we’re down, we’re normal.

And in the context of a given event – say, starting out at college – the Experience Curve fits as well.

So let’s take a look at that Curve again, now with the “Starting Out at College” event in mind…

Just like before (or, whenever), we’re hitting highs and lows. But now, we’ve got some identifying characteristics.

You’ll probably be excited about meeting so many people your age who didn’t go to your high school. That will feel good. And then it will feel better because they remember your name and they’re funny and whatever, but then you’ll get to know them, and then don’t like some of them, or some of them will offend you, and then you’ll go to a lame party where everyone is in a bad mood and stressed and you’ll miss the high school friends you left behind. And that will feel bad. But then you’ll meet new people, or it’ll be the next day or the next week and you’ll feel better.

And the food. At first you’ll be thrilled (I can eat ‘til I’m sick! Panini machine! Cereal for dinner!) and that’ll feel good, but then you’ll eat the fried fish sticks and wish you hadn’t, and someone will bump your tray and you’ll spill juice on yourself, and then the tots will be all gone, and that’ll feel bad. And then you’ll recover.

My point is: you can always recover. From tough classes, from toxic friends, from smelly dorms, from homesickness. And my point is also: the “good” things won’t last forever. Nights without homework become midterms, funny new friends keep telling the same old joke, new twin XL sheets get filthy, and care packages from mom get devoured. It all comes and goes, and nothing – good or bad – lasts forever.

So what’s the point?

The point is: you’ll be alright.

College is a HUGE change, and it’ll be a suckier or less-sucky change not because of who you know or what you major in, but in how you look at it.

So ride the Curve.

Ride it on the upswing, and understand that when you’ve ridden it back down to the bottom, it’s probably not a long ride back up to normal. And if you can, take a second at that bottom and wonder at how amazing it is that we all go through this – highs and lows together.

If you can realize how amazing it is, even the bad, that whole curve will move up the happiness scale, and the worst of it will be better than you ever had it before. And when specific issues do come up, you’ll be MUCH better equipped to deal with them – or enjoy the heck out of them.

Take care of yourself, notice when you’re riding the Curve, and your life at college – and beyond – will be just fine.

It’s college graduation time, so I’m compiling a list of my favorite 2011 college commencement videos.

Please leave a comment to let me know what great speeches I’ve missed – or email studenthack@gmail.com.

Harvard College – Amy Poehler
Amy Poehler delivers a hilarious speech at Harvard’s College 2011 graduation.

Spelman College – Michelle Obama
Our First Lady, Michelle Obama, gives an inspiring speech to the 2011 graduating class of female students at Spelman.

Miami Dade College – President Obama
President Obama delivers this commencement address to the graduating students at Miami Dade College, Miami, FL. April 29, 2011.

Yale College – Tom Hanks
Tom Hanks, Academy Award-winning actor, writer and director speaks to Yale College’s Class of 2011 graduating students.

Harvey Mudd College – Marissa Mayer (Google’s Vice President)
Marissa Mayer, Google’s first female engineer and vice president, gives her speech to graduates at Harvey Mudd College.

West Point College – Michelle Obama
First Lady Michelle Obama makes her first visit to West Point as the banquet speaker for the U.S. Military Academy Class of 2011. Held in the historic Cadet Mess this is an address to over 3,000 graduating cadets, their families and guests. This marks the final social event the cadets will take part in as a class prior to commencement and commissioning. This is also the first time a First Lady has spoken for the Cadets at West Point.

And here are some upcoming graduation speeches I’ll be adding next  . . .

Dartmouth College – Conan O’Brien
Eric Tanner ’11, Dartmouth Student Body President, announces the Commencement speaker for 2011. Watch the live broadcast of the ceremony on June 12, 2011, beginning at 9:30 am EDT on dartmouth.edu.

In this guest post, GreekForMe.com provides tips to help students deal with different personality types in your school group projects.

High school teachers and college professors just seem to adore group projects, don’t you think? After all, there’s nothing like teamwork!

Well, if you’ve been part of a group project, you know they’re a lot harder than they look. Working as team is a challenge, and not just for the work involved – the hardest part is juggling all the different personalities.

We have a hunch that learning to work well with our peers might just be the real reason why teachers on insist on group projects. Long before we found ourselves pursuing our dream jobs in the Greek Clothing industry, we were high school and college students just like you, and our experience taught us a thing or two about those faces you’re seeing around the library table.

Larry The Leader
Every group has a Larry. He’s that guy that just seems to take control from the start, saying hello to everyone, reading the project directions, and starting to divvy assignments. Let Larry do his thing, but understand that most Larry’s have a details problem. He’ll happily work out the big picture and be the spokesperson of your project, but you need to help him out by laying out specific roles, deadlines, and the small details of the projects. He (or she!)’s natural habitat is the head seat at your gathering spot.

Introverted Isabella
Isabella is a major asset to the group, so don’t take her quiet demeanor as lacking any group qualities. Sure, she may not want to be the one presenting the project or speaking up during group meetings, but assign her a role and task, and she’ll run with it and get it done. Make it a point to specifically ask her for her opinion and ideas, rather than expecting her to pipe up. She might blush, but she’ll be thankful you sought her opinion – and so will you!

Cooperative Chris and Carrie
You’ll usually have a few of this type, which is great, as they’ll make up the backbone of your group and are the easiest personality type to deal with in a group setting. Chris and Carrie will share their ideas and understand your vision, and although they may not always create new ideas, they will certainly carry out the group’s plan and get it done on time. These two do need to be challenged, so give them the rough plan, and allow them to run with it and put their own stamp on it.

Free Riding Randy
Uh oh. Randy is that guy or girl in your group who either really doesn’t care, or has so much going on that they just don’t have that much time to invest in the group. If he or she is of the not caring type, take the (often frustrating) time to continually remind him or her of meeting times, speak directly to Randy at meetings, and specifically ask for task updates. It’s never fun to have to be someone’s source of structure, but Larry the Leader will need to be just that for Randy. If Randy simply has too much going on to do much for the project, instead of overwhelming Randy will large tasks, give him a series of small tasks. This presents itself as more doable in light of his busy schedule, but still equals out to someone with a more extended task.

These are just a handful of group personality types – what kind of group project personalities have you had the opportunity to get to know? How did you deal with them and make that personality type work for your group? Share the nitty gritty with us!

I’m looking to interview more successful students for the StudentHacks.org “Student Success Series.” I’m looking primarily for people who have advice and study tips to help out students in high school, college, and/or grad school.  Send me an email at (studenthack@gmail.com) to tell me a little bit about yourself and academic background. For those that participate, I will verify your academic record by viewing your college networks on Facebook.

In this guest post, Steve Schwartz from LSAT Blog gives 5 tips to help students balance their college courseloads with graduate-level exam prep.

If you have a full college course load and a decent social life, it’s probably hard enough to balance the two. Add studying for the LSAT to the mix, and you may feel overwhelmed. This post gives you 5 ways to balance studying for the LSAT (or GMAT, MCAT, GRE, etc.) with school and life obligations. I’ll speak with regard to the LSAT throughout this article, but just apply my advice to your relevant exam.

1. Start your LSAT prep early.
It’s much easier to do a little bit each week over the course of several weeks than to cram all your studying at once. It’s less stressful, and it won’t detract as much from schoolwork or your social life. Plan ahead and treat the LSAT as if it were another college class, and study for it over the course of the semester.

2. Fit in studying wherever you can.
Doing an LSAT Logic Game or a couple of Logical Reasoning questions between classes can keep you in the LSAT mind-set even if you’re not studying for a few hours each day.

3. Set aside specific days and times each week to study.
This will ensure that a few weeks or months don’t go by while your LSAT prep books gather dust in the corner. Create a study schedule and stick to it.

4. Stay off AIM, Facebook, and Gmail, and close your laptop.
I know computers and Internet are ubiquitous on college campuses, especially for socializing. However, you don’t need a computer to study for the LSAT, and having one around will only serve as a distraction. Get rid of these time-suckers and stick to the books.

5. Form a study group.
If you can find people on your college campus (or in your neighborhood) who are also preparing for the LSAT, it may help to form a study group. Try to find study partners whose abilities complement your own so that you can help each other. Meeting on a regular basis will take some of the isolation out of test prep, and, like a gym buddy, a study partner will help motivate you to study.

Steve Schwartz is a professional LSAT tutor living in New York City. He updates LSAT Blog every week with free LSAT tips and tricks.

Photo Credit: Stephanie Asher

Wouldn’t it be great to shine as the top student in all your seminars – winning attention from professors (who might well be writing a reference for you in the future) and getting a high grade?

And wouldn’t it be even greater to manage this without doing a ton of extra work?

Here’s how to succeed in seminars – effortlessly:

1. Read intelligently beforehand

Of course, you’re already doing all the assigned reading for your classes. (If not, that’s a good place to start!) But rather than just skimming over the chapter you’ve been given, read intelligently. Pick out a couple of points in the chapter that you could disagree with, or that relate to something the class has already studied.

When it comes to the seminar itself, going beyond the usual bland points will really make you stand out as someone who’s not just read the material for the class, but who has thought about it too. Professors like to see students using their brains – it’s what you’re at college for!

2. Volunteer to go first in the semester

Will you need to give a presentation as part of this seminar? If so, volunteer to be the first one in the running order for the semester. Your professor will be impressed that you’ve got the courage to go first, plus you’ll get an easy time of it because you won’t have had so long to prepare as other students.

You’ll also find that it’s easier to work on producing a great presentation at the beginning of the semester, when you don’t have any other deadlines, instead of towards the end when assignments are piling up.

3. Speak in the first 10 minutes

If you can speak up in the first ten minutes of your seminar, it’ll be much easier to remain an active participant throughout. It’s so easy to sit there silently, trying to work up the courage to speak – but the longer you wait, the harder it’ll be.

It’s also a good idea to answer any easy, introductory questions that come up at the start of the seminar; that way, your professor won’t be picking on you for the difficult questions later on. Whenever you’re confident of an answer, put your hand up; you’ll reduce the risk of having to stumble through a response when the professor decides it’s about time you spoke up.

4. Keep the conversation going

One thing most professors hate is a long silence during a seminar. If you can, do your best to keep the conversation going. That doesn’t just mean answering questions when no-one else is volunteering, it also means listening carefully to the points that other people are making, and then chiming in with something that offers a new angle on what they’ve said, or that takes their point further.

Don’t be afraid to disagree or offer an alternative point of view – but don’t ever suggest that fellow students are being stupid. A seminar is a safe environment for you and your classmates to learn and explore ideas, and your professor will appreciate it if you help foster that supportive atmosphere.

5. Thank your professor

It might seem a bit like sucking up, but why not thank your professor at the end of the semester? Yes, you’ll look weird if you send a hand-written missive after every class saying how grateful you are for their seminars … but a short, sincere “thank you” email after the last class is a nice way to put a smile on your professor’s face.

You might be surprised how few students ever bother to thank their professors – taking ten minutes to do so could make all the difference when it comes to asking for a reference, or negotiating an extension to your essay deadline.

Are you a seminar super-star? What are your top tips on being a great member of the class?

Guest Writer: Ali Hale is a freelance writer and postgrad student in London, UK.  She launched the blog Alpha Student - “helping you get the most from your time at university”.

You may not know this – but your nonverbal communication plays a big role in how persuasive you are.

That’s right.

Your body gestures, movements, tone of voice, touch, distance from the person, eye contact, and physical appearance can make you more or less persuasive.

Here are 9 nonverbal ways to dramatically increase your persuasive power:

1. Touching
There have been countless studies on the power of touch – and its effectiveness on persuasion. Jacob Hornick (1992) studied waiters and waitresses who touched and didn’t touch diners during their meals. Touching not only increased tips significantly, it also caused customers to evaluate the restaurant more favorably. Interestingly, attractive waitresses who touched female customers received the highest tips of all. Other studies have shown that customers in bars drank significantly more alcohol when touched by cocktail waitresses (Kaufman and Mahoney, 1999). Burgoon, Walther, and Baesler (1992) found that touch carries favorable interpretations of immediacy, affection, similarity, and relaxation.

2. Smiling
There have been dozens of studies showing the persuasive power of smiling; for example: waitresses earn more tips (Gueguen & Fischer-Lokou, 2004), job interviewers create positive impressions (Washburn & Hakel, 1973) and more likely to get the job (Forbes & Jackson, 1980), and even students accused of cheating are treated with greater leniency when smiling (LaFrance & Hecht, 1995). Smiling doesn’t always work in every situation, but it can definitely help you seem more positive and upbeat which often aids in persuasiveness.

3. Mirroring
A lot of people in sales like to use “mirroring” to improve their persuasiveness. The assumption behind “mirroring” is that people like others who are just like them – so if I smile, the sales person should smile; if I laugh, the sales person should laugh, etc.

4. Lean Forward
People who learn forward tend to be more persuasive than those who don’t – and people who use open body positions (e.g. arms and legs positioned away from body) rather than in closed body positions are also more persuasive (McGinley, LeFevre, & McGinley, 1975).

5. Eye Contact
As you know, eye contact can help you reveal your interest in something or somebody. Well, it is also a good way to make yourself more persuasive. In a university research study, they found that beggars who were able to establish eye contact with strangers (and made legitimate requests) were more likely to get money from that person (Robinson, Seiter, & Acharya, 1992). Interestingly, lack of eye contact has also shown to be successful when making illegitimate requests since it makes the person seem more humble or embarrassed (Kleinke, 1980).

6. Distance
Your geographical location to someone can increase your persuasive power. In a study by Baron and Bell (1976), diners in a cafeteria were approached by an experimenter and asked to volunteer for a survey for a period of 30 minutes to 2 hours and 30 minutes. The experimenter made requests of diners either 12 to 18 inches away or 3 to 4 feet away. Results showed that diners volunteered for longer surveys when approached by closer distances.

7. Dress for Success
Research shows that what we wear can greatly impact our credibility and status (Burgoon, Buller & Woodall, 1966). This includes our grooming, hair length, cosmetics, etc (Atkins & Kent 1988).

8. Talk Faster
Miller, Maruyama, Beaber, and Valone (1976) found that speeches delivered at fast speeds were more persuasive than those at slow or moderate speeds (perhaps because persuaders who speak faster appear more competent and knowledgeable). Faster speeches also have less scrutiny (Smith and Shaffer, 1995).

9. Use Hand Movements
Using hand movements encourages attention and retention in your persuasion attempt. Woodall and Folger (1981) found that people recalled 34% of a verbal message when accompanied by hand gestures, compared to only 11%. And Saigh (1981) found that the more teachers gesture, the more their students learn.

Hopefully, some of these strategies work for you the next time you ask for a paper extension from your professor.

It’s amazing how much time we spend commuting to school.

As an undergrad, I would walk for almost 30 minutes just to get to my classes.

And as a grad student, I had a 30 minute commute by car – and then another 10 minutes to find parking.

I would literally spend about an hour a day commuting back and forth to campus.

And that’s why I tried various ways to stay productive.

Here are 7 productivity tips for your daily commute:

1. Listen to audiobooks or podcasts to expand your mind.
One easy way to stay productive while driving is to simply listen to audiobooks or podcasts that interest you. Expose yourself to new ideas and new subjects. You can also polish your foreign language skills by choosing podcasts or audiobooks in that language.

• LibriVox – Free audiobooks from public domain
• Project Gutenberg – Free audiobooks in 50 different languages
• iTunes University – Free podcasts from colleges around the world

2. Review flash cards.
When I was an undergrad, my walk from my dorm room to my classes was nearly 2 miles. I spent this time reviewing flash cards for my classical Latin and Greek language courses. Here are some great websites to download flashcards:

• Flashcard Exchange – the largest database of printable flash cards
• ProProfs – Free Flash Card Maker
• Flashcard Machine – create, study and share online flashcards

3. Set your goals for the day.
Take a few minutes to think about your goals for the week. If you’re driving, you can record your goals on a digital voice recorder, or use your phone’s voice mail system.

• Jott.com – transcribes your voice into an email or text message.

4. Critique and proof your papers.
If you take public transportation, pull out a paper you’re working on and start proofing. Don’t just look for grammatical mistakes, but also analyze the argumentation and structure.

• How to Proofread Your Paper – 8 Proofreading Tips
• Proofreading Your Writing – Purdue University

5. Review class notes.
It’s difficult to get any serious reading done while commuting, so that’s why skimming class notes is a great way to stay productive. This is only recommended if you walk to class or take public transportation.

6. Return phone calls and/or text messages.
If you owe anyone a phone call, then you could use this time to make phone calls. You could also take this time to call up classmates and set a time to study.

7. Practice breathing exercises.
An easy way to help you reduce anxiety and stress is to practice deep breathing. There are a number of other benefits — like helping you feel more awake, and helping you think more clearly. It’s a perfect way to spend your commute.

• 3 Breathing Exercises to Help You Reduce Stress
• The Art and Science of Breathing – Dr. Weil

How do you stay productive during your commute?

The Successful Student Series is an assortment of interviews with students who have worked hard and earned degrees from top universities. The purpose of this series is to learn about their study habits, college survival skills, and making the transition from college to career.

Featured Student:

Mona Ying Reeves

Undergraduate Degree/School:
UC Berkeley
BA in Architecture

Graduate Degrees/Schools:
Harvard University, Graduate School of Design
Masters of Architecture

[High School Questions]

How would you describe your study habits in high school?
I was diligent about studying, although a procrastinator too. On school nights, if I had 6 hours of free time to study, I would use all 6 hours while multitasking with other things such as talking on the phone or watching TV. But if I only had 1 hour, I would still somehow get it done. I was fortunate enough to go to a school where studying was a valued part of the culture, so not studying was not an option.

What types of extracurricular activities did you choose – and why?
I was part of a lot of clubs and tended to be involved with ones that had some sort of volunteer or service component. It was fun making new friends while also feeling like what you did helped make the world a little bit better.

Tell me about any goal planning or organizational strategies you used to get everything accomplished.
I tried to see the big picture in what needed to get done, whether it be writing a research paper or meeting deadlines for college admissions. Once you break down a goal into smaller, achieveable tasks within a timeline, then projects are a lot more manageable.

If you could go back in time – and redo high school all over again – would you do anything differently? And why?
I don’t really regret anything about high school, however if I was to do it again knowing what I know now, I would leverage my youth to learn about the world more. A lot of adults are happy to share information about career and life, and all a student needs to do is just ask.

What practical tips do you have for high school students who want to attend a top college?
Be yourself and learn to communicate that with others. I’ve met a lot of students who struggle because they are looking for someone else to tell them what to do. Top colleges look for independent thinkers who have something to offer to the greater society.

[College Questions]

What was the transition from high school to college like for you?
Fun and scary, all rolled into one.

How did you decide on a college major?
I had picked my major (architecture) back in high school because I was good in math and wanted to do something creative. While in college, I actually took as many courses outside of my major as possible, just to be sure.

How did you balance your academic life with social activities?
My program was centered around the design studio so I made sure all my free time in the evenings was spent there because I work best at night. Most students in my program did the same, so it was actually a very social situation to be in.

Did you take any internships in college – if so – what types?
Yes. I did one for the local merchant association and another during the summer before my final semester. That actually transitioned into a fulltime job upon graduation.

At what point were you thinking about graduate school – and did you know what program you wanted to attend?
I had a pretty good idea that I would be going to graduate school when I chose the college I would attend. By choosing a four-year program in architecture (vs. five), I knew that I would supplement with a 2 year master’s program in order to meet the standard of my profession.

Any tips for college students planning on attending graduate school?
Yes, take all your exams for graduate school while you are still in college. While it may seem like an extra workload, your test-taking skills are probably at its best as opposed to when you’ve been out in the workforce for a year or more.

Did you take time off between college and grad school?
Yes, I took a year and a half off to work in my profession before pursuing additional studies in it.

[Graduate School Questions]

What was the application process like applying to your grad program?
My grad school application process was very much like applying for college, except with more emphasis placed on a portfolio. Unlike college, you have a body of work to show already for grad school, so the challenge is to communicate it succinctly and in line with what you want to study.

Why do you think you were a good applicant to the grad program you applied to?
I applied to 3 grad schools and to my surprise, got into all 3. I think I was a good applicant because I had visited each school beforehand and was able to tailor my application to each.

Do you have any recommendations for students planning on going to grad school?
Research, research, research. Visit the school and talk to students in the same program. Also, ask for informational interviews from employers you may want to work for one day. Find out whether a particular grad school or program is even desirable from their perspective.

Aside from the academics, what was the biggest benefit of grad school for you?
Grad school was all about giving myself the time to learn how I work best by having a safe, encouraging environment to test ideas out in.

[Career Path Questions]

What was your transition like form grad school to your career?
Grad school is a microcosm of the professional world. It’s all connected.

Any recommendations for college grads making the transition to their first “real” job?
Use the job as an opportunity to learn about what you enjoy and want to do.

Any other advice for college grads getting their first job?
Keep your mind open and remember that interviews go both ways.

If you’re planning on participating in Rush Week, here are some tips to help you stay sane:

Don’t take Rush Week too seriously.
Please don’t worry about what other people say about you. Your sense of self can’t be determined by anybody but you.

Don’t commit to anything your first year.
If you’re a freshman, try to stay away from joining. You’ll make plenty of friends in the dorms — and you’ll need any extra time to focus on the books. If you feel like Greek life can benefit you, then consider joining next year. Besides, you can spend this year making friends with people at other houses to see which group you get along with best.

Don’t pledge blind.
Don’t join a fraternity or sorority until you really know something about the group. This means doing your homework. Ask friends and other people on campus about opinions of that particular house. Find out everything you can.

Don’t pledge a certain fraternity or sorority because your mom or dad once belonged.
Greek houses undergo massive personality changes from one year to the next. There’s no way your dad’s old lodge you heard so much about can be the same one it is today.

Beware of rushing alumni.
Sometimes if a chapter is having a difficult time, they might invite alumni or active members at other campuses to help out during Rush. If you’re being rushed by a house of thirty people, and there are only twelve people on the framed “yearbook” composite picture, get suspicious.

Here is a list of terms you should be aware of:

Active - a member of a sorority or fraternity who has been fully initiated into the group (as opposed to a pledge, who is not a full-fledged member).

Bid - an invitation to join a sorority or fraternity.

Chapter - the individual franchise of a national Greek-letter organization on a campus.

Depledge - to bow out of a sorority or fraternity before initiation

Fraternity - a group of men united in brotherhood, ideally for life

Hazing - a moronic practice of subjecting potential members of a group to various tests of endurance or humiliation. Thankfully, this is becoming obsolete on many campuses.

Invitational parties - these are longer and somewhat more elaborate than the open-house parties. The objective here is to provide smaller groups of rushees with a more intimate impression of the personalities of the individual house.

Legacies – close relatives of current and former sorority or fraternity members, whom that member’s chapter is basically obliged to accept.

Open-house parties – short receptions of about 30 minutes each, designed to bring every rushee into every sorority house on campus. From these brief encounters, the rushees are supposed to begin narrowing their choices a bit for the next round of parties, the invitationals.

Open Rush – a series of relaxed, informal parties after the main rush is over. The advantage here is that rushees have much more time, and much less pressure to make a decision.

Panhellenic Council - the group that regulates Rush (and all Greek) procedures.

Pledge – to join a sorority or fraternity. A pledge is new, but not yet permanent.

Preferential or Pref Parties – the final rounds of formal rush.

Rushee – someone going through Rush, who’s considering joining a sorority or fraternity.

Rush Week - a limited, high-pressure period when people in Greek letter fraternities and sororities recruit, or rush, new students in hopes of nabbing a good crop of pledges to keep their organizations alive and kicking for another four years.

Sorority - a group of women united in sisterhood, ideally for life.

Suicide - an all-or-nothing decision where some desperate person says, “If I can’t get into Fraternity A, then I’m not interested in anything else.”