Analysis of Starbucks

An Analysis of Geoffrey Hill’s Little Apocalypse :: Little Apocalypse

An Analysis of Geoffrey Hill’s Little Apocalypse  â â â Seamus Heaney’s â€Å"The Redress of Poetry† uncovers that â€Å"it is the creative mind [of poetry] squeezing backâ against the weight of the real world (1).†Ã¢ The two contradicting powers of creative mind and the truth are dynamic in Geoffrey Hill’sâ â€Å"Little Apocalypse.†Ã¢ The sonnet manages the individual strict clash of Friedrich Hoderlin (1770-1843), a German verse poet.â Hill centers around Hoderlin’s battle with his solid confidence in Greek folklore and afterward Contemporary Protestant philosophy. From this reality Hill uses Greek and Christian imagery.â Hill’s creative mind supplements Hoderlin’s reality and results in an aesthetic retelling and striking portrayal of the German poet’ difficulty.  â â The primary verse addresses Holderlin’s relationship with Christianity, explicitly his mother’s want for him to be a minister. His mom was exceptionally straightforward with her desires and sent him to â€Å"monastery schools† at Maulbronn and the philosophical theological college in the University of Tubingen (Witte 1).â according to â€Å"Apocaplypse† Hill composes that Holderlin is â€Å"close enough to endure the sun’s crude recharging wrath (33).†Ã¢ The sun speaks to Christianity and however its lessons just as its steady techniques for teaching (â€Å"primitive restoring fury†) encompass him at school and home, he is â€Å"close enough† to his own strict convictions established in Greek folklore (Witte 1).â The â€Å"scorched vistas† propose that Holderlin’s point of view on religion had been changed or brought into question from his parochial education.â Hill infers that Holderlin considers his cohorts as â€Å"injured† probably from an otherworldly perspective yet keep on being valiant. Regardless of the harmed, Hill states â€Å"this man [Holderlin] stands fixed against their injury.†Ã¢ The picture of Holderlin standing firm extraordinarily appears differently in relation to that of the harmed and the utilization of â€Å"sealed† represents that he held solid to his convictions.  â â The subsequent refrain movements to pictures of Greek mythology.â€Å"Hermetic brilliance of incredible suns kept in† has a two sided connotation. On one hand, his strict feelings are fixed sealed shut and on the other Hill envisions him as Hermes the old god flag-bearer. As the antiquated detachment God Hill implies that Holderlin himself was a flag-bearer maybe with a strict message however befuddled by two distinct religions. The last three lines allude to the rediscovery of Holderlin’s work that has built up him as â€Å"one of the exceptional verse writers in the German language† and set him in the positions of the â€Å"Greatest of German artists (Witte 2).

How to Start an Essay About Yourself

How to Start an Essay About Yourself Creating an essay about yourself is a tough task, no matter if you are making it for school or for the admission committee at college. When it comes to this kind of essay, you have to take many aspects into account. The most important aspect for the reader will be details, from which you build your story based on personal experience. To learn more about how to start an essay about yourself, continue reading the article. How to define an essay about yourself? As you have already understood, this kind of essay is all about your personality. In this paper you reveal your individuality, purposes and values. As you have to transform an autobiography into an essay, you should first think of the major point of the work in order to constrict your subject. This major thought must be shown in the thesis statement, which defines what you are going to add to the paper. Also, in this type of work you may make a self-analysis, for which you have to be critical and honest about yourself. Developing ideas for an essay Although your tutor may have given a specific topic for the paper, making up an idea might be hard. If you want to make a memorable work, you have to include the experience that no one has had. There are things like marriage and birth of children that are truly significant experience in a person’s life but a lot of people live through these things and this might be not a great idea for the paper. Instead, consider some difficulties in your life that you had to overcome to achieve something and transform it into an essay. Make a sample introduction essay about yourself in order to understand how you can develop this idea. Starting the paper Generally, your task is to write about your life story, or leastways about a significant experience you have gone through, so think of the paper as if it was a story. There are some facts that are definitely not good for beginning of the paper, such as telling your name, or the date of birth. It is quite simple to guess why they are not the best choice they are not catchy in terms of reader attention! It is the kind of information that readers might already know about you. Besides, these facts sound like clichés that readers possibly have heard many times. The best ways to start an essay about yourself include writing something original and unexpected, or you may start with a bright moment from your life and connect it with your work. If you want to write about some people that influenced your life greatly and do not know how to do it in order not to offense them somehow, remember that it is normal to change names and details in honor of them. The thing you should remember when you are writing autobiographical essay is that it presupposes a creative approach. Even if the paper is truthful, that does not mean you can not introduce original frame of mind.

Why Inequality Matters, For Non Economists - 1672 Words

Grasping the Problem: Why Inequality Matters, for Non-economists Before analyzing Piketty’s global tax on wealth, we must understand the problem Piketty is trying to solve. The central economic dilemma revealed by Piketty’s research is that greater returns (r) on capital investments are outpacing the overall economic growth rate (g), succinctly noted in the form r g, and the imbalance is driving wealth inequality. Thus once capital-rich individuals acquire (often through inheritance) large enough capital reserves, Piketty’s model and data suggest the continued higher returns on their capital will cause wealth inequality to grow, concentrating more and more capital into fewer and fewer hands. Piketty’s provides evidence of†¦show more content†¦In this section, I summarize Piketty’s arguments and attempt to strengthen the political rationale he offers for a global tax on capital; specifically I attempt to extrapolate the role of wealth in democracy and its effect on transparency. In the next section, I will offer a critique of Piketty’s argument for a global tax on capital, especially his failure to consider the legal and political maneuvering such a tax would require. Piketty makes his point early that â€Å"to regulate the globalized patrimonial capitalism of the twenty-first century, rethinking the twentieth-century fiscal and social model and adapting it to today’s world will not be enough.† More specifically, he defines the primary purpose and means of a global tax on capital: â€Å"The primary purpose of the capital tax is not to finance the social state but to regulate capitalism. The goal is first to stop the indefinite increase of inequality of wealth, and second to impose effective regulation on the financial and banking system in order to avoid crises. To achieve these two ends, the capital tax must first promote democratic and financial transparency: there should be clarity about who owns what assets around the world.† Before breaking down Piketty’s argument, we must remember that he understands this tax on the capital wealth of individuals (e.g. inherited wealth, stocks,

The Naturalistic Ideals of Jack London Essay - 825 Words

The Naturalistic Ideals of Jack London As an adolescent, Jack London led an impoverished life and struggled to earn more money to support himself and his mother. In an attempt to find a small fortune, London joined the Klondike Gold Rush in 1897. Unfortunately, he returned home penniless. However, his adventures in the Yukon provided him the most epic experiences that guided him into writing some of his most famous, widely acclaimed literary works. His novels focus primarily on naturalism, a type of literature in which the characters are shaped by their environment through the practice of scientific principles. The author centralizes his themes around this literary technique. Jack London’s naturalistic portrayal of his characters explores†¦show more content†¦Through his vivid writing style, London captures the spirit of the wilderness and that â€Å"life was a struggle for survival†¦ the ‘fittest’ would come out on top† (Napierkowski and Stan ley). Again, this philosophy is the result of Buck’s destiny shaped by a force beyond his control. He is heavily influenced by his pack leader’s incessant teasing and desire for a fight. Through these conflicts, Buck evolves into the most savage, fearless animal that roams the winter nights. London sees Darwinism as â€Å"a law of life† (Berkove) and Buck has certainly accomplished it. He successfully achieves the status of alpha dog by later killing the pack leader and proving himself to be the â€Å"fittest†. Although this process is very difficult, London manages to evoke a brighter side to the situation. Buck’s struggle for survival produces a new personality fit for the environment of the Yukon, thus completing his transformation. However, there is a fine line between the struggle for survival for a human and an animal. In his story â€Å"To Build a Fire†, Jack London reveals the teamwork required from both the man and the dog in order to conquer the ruthlessly cold winter. â€Å"To Build a Fire† centers on a man trekking out into the below zero temperatures of the Yukon with his dog companion and ultimately succumbs to the unrelenting force of nature. The man puts his best battle with the wild but to no avail.Show MoreRelatedNaturalism Literary Period2601 Words   |  11 Pages readers can see the steadily decline that nature, or fate, had evoked on the protagonist of naturalist stories. Also unlike romanticism, Zola uses his characters as a device for symbolism rather than a hero for readers to look up to. In these naturalistic writing of Zola, there is also much emphasis of people working together in groups, the literary references are greatly due to the labor wars that were taking place during the turn of the century. â€Å"Zola also took frankness about sexual functionsRead MoreRealism And Realism Of The Late Nineteenth Century3010 Words   |  13 Pageswe have today. The two, realism and naturalism were both movements that occurred in American, European and English literature that encompass the feelings of early well-known writers such as Edith Warton, Stephen Crane, Jack London, and of course, perhaps the figurehead of naturalistic literature, Emile Zola. A great number of other early writers utilized this technique, just emphasizing the importance and popularity of it. A large number of these works have been linked as and cited as direct inspirationRead MoreAnalysis Of The Poem Build A Fire With The Film The Revenant 1558 Words   |  7 Pagesbefore and is marked by the close to life writing. The naturalist, in particular, observed the nature as a powerful, unpredictable force that had full control over people behavior. Notable authors emerged during this era e.g. Jack London and Leonardo DiCaprio. Jack London composed a significant tale of reason versus instinct known as â€Å"To Build a Fire.† The story, published in 1908, includes the essential beliefs of Nat uralism. Since Naturalist writers worked to illustrate real world situations,Read MoreEssay on Naturalism and Realism1298 Words   |  6 Pages Beginning in the late 19th century, two separate movements spread across America know as realism and naturalism. While the two were very similar in their beliefs and ideals there were still many apparent distinctions to differentiate the two. Realism and naturalism showed themselves in many aspects of life, from art and sciences to new math techniques and even religion. However, above all else these movements may have been most evident in the literature of this time. Reading through American literatureRead More Stephen Cranes The Open Boat and Jack Londons To Build A Fire 2309 Words   |  10 PagesStephen Cranes The Open Boat and Jack Londons To Build A Fire Stephen Crane’s short story, â€Å"The Open Boat† speaks directly to Jack London’s own story, â€Å"To Build A Fire† in their applications of naturalism and views on humanity. Both writers are pessimistic in their views of humanity and are acutely aware of the natural world. The representations of their characters show humans who believe that they are strong and can ably survive, but these characters many times overestimate themselves whichRead More Carol Ann Duffys Revision of Masculinist Representations of Female Identity3217 Words   |  13 Pageson her, giving her everything I had. Jack the Lad, Ladies Man. Easier to say Yes. [†¦] She lost a tooth. I picked her up, dead slim, and slid her in. A girl like that should have a paid-up solitaire and high hopes, but she asked for it. A right well-knackered outragement. (49#8209;54) While the voice of the woman is diminished by his Yes, he is essentially the weaker character; he has to physically abuse her to achieve his sexual status as Jack the Lad, Ladies Man. This is furtherRead MoreBlack Naturalism and Toni Morrison: the Journey Away from Self-Love in the Bluest Eye8144 Words   |  33 Pagestheory of naturalism as well: the idea that one s social and physical environments can drastically affect one s nature and potential for surviving and succeeding in this world. In this article, I will explore Toni Morrison s The Bluest Eye from a naturalistic perspective; however, while doing so I will propose that because Morrison s novels are distinctly black and examine distinctly black issues, we must expand or deconstruct the traditional theory of naturalism to deal adequately with the AfricanRead More Visions of The Primitive in Langston Hughes’s The Big Sea Essay examples6201 Words   |  25 Pagesvisitors and I almost never went ashore. Those long winte r nights with snow swirling down the Hudson, and the old ships rocking and creaking in the wind, and the ice scraping and crunching against their sides, and the steam hissing in the radiators were ideal for reading. I read all the ship’s library. (Hughes, 1986, p.95) Among the books that Hughes finds in the ship’s library is a copy of â€Å"Conrad’s Heart of Darkness† (p.95). That Conrad’s novella should be mentioned in this context reveals a playfullyRead MoreSLA Lg teaching methods approaches7312 Words   |  30 Pagesgrammatical paradigms in isolation is rare nowadays. The Direct Method While Henri Gouin’s The Art of Learning and Studying Foreign Languages, published in 1880, can be seen as the precursor of modern language teaching methods with its ‘naturalistic’ approach, the credit for popularising the Direct Method usually goes to Charles Berlitz, who marketed it as the Berlitz Method. The basic premise of the Direct Method was that one should attempt to learn a second language in much the same wayRead MoreHerbert Spencer Essay13142 Words   |  53 Pagesneglecting such traditional subjects as history. Spencer initially followed up the scientific interests encouraged by his father and studied engineering. For a few years, until 1841, he practiced the profession of civil engineer as an employee of the London and Birmingham Railway. His interest in evolution is said to have arisen from the examination of fossils that came from the rail-road cuts. Spencer left the railroad to take up a literary career and to follow up some of his scientific interests. He

Communication is a fundamental component promoting positive behaviour Free Essays

In the secondary school scene, well-developed communicating accomplishments are an indispensable constituent of effectual schoolroom direction. They enable instructors to develop reciprocally respectful mutual interactions with pupils that serve to augment schoolroom experiences and results. Assorted characteristics and methods of communicating may be used to heighten interpersonal exchanges, promote effectual problem-solving and expedite struggle declaration. We will write a custom essay sample on Communication is a fundamental component promoting positive behaviour or any similar topic only for you Order Now These are the critical edifice blocks that serve to construct trust and apprehension. Furthermore, the many factors involved in effectual communicating aid greatly in easing warm reciprocal student/teacher relationships and productive acquisition environments which in bend, foster positive behavior and larning results. ( Arthur-Kelly, Lyons, Butterfield A ; Gordon, 2003 ) Many secondary school pupils perceive this clip period to be particularly disputing. Developmentally, such pupils are sing considerable upheaval as they begin to negociate the labyrinth to emotional, societal, physical and cognitive adulthood. The secondary school old ages are farther complicated as striplings begin to consolidate their sense of individuality, strive for greater liberty and freedom and their societal webs expand. These momentous alterations may do many pupils to stagger and fight both behaviourally and academically. Fortunately, through the usage of effectual interpersonal communicating techniques instructors are able to construct respectful, mutual relationships that bolster secondary pupils throughout this disruptive journey. ( Martin, 2010 ) Interpersonal communicating is a complex pattern that involves conveying and having messages. Spoken words are used to convey significance but the frequently unmarked non-verbal constituents of communicating are of equal importance and comprise at least 50 % of message content. Such constituents include oculus contact, paralinguistics, positioning and position, facial looks, gestures, propinquity and touch, personal visual aspect and communicating puting. These factors have tremendous potency to interfere with and falsify the significance of intended messages. As such, it is of paramount importance that instructors avoid doing rushed readings of pupil non-verbal behavior and besides pay attending to the congruity of their ain non-verbal communicating. Actions tend to talk louder than words so incongruous non-verbal communicating has the possible to earnestly undermine message unity and cause pupil confusion. ( Arthur-Kelly et al. , 2003 ) As stated by Charles ( 2000, pp. 48-49 ) â€Å" To a surprising grade, how you communicate determines your effectivity as a instructor. Relationships are built on communicating and easy destroyed by it. † Because so much of communicating has the possible to be misunderstood it is indispensable for instructors to use schemes that minimise the opportunity of this happening. One peculiarly effectual method is the usage of active hearing ( Arthur-Kelly et al. , 2003 ) . Active hearing is non simply hearing but a much more purposeful action that involves being attentive, endeavoring to understand communicated concerns and emotions, clear uping through appropriate inquiring and back uping job resolution ( Weinstein, 2007 ) . During active hearing, the receiver of the message interprets what has been said and accurately reflects this back to look into apprehension of the talker ‘s concerns and associated feelings. This procedure enables the talker to experience acknowledged, supported and confident that they have been understood. It encourages the talker to go on showing, clear uping and earning support to work through issues constructively ( Geldard A ; Geldard, 2007 ) . By utilizing the active hearing technique, instructors send a strong message to pupils that they truly care. Congruently, caring, and particularly student perceptual experience of such, is an of import requirement for set uping the healthy relationships that promote positive behavior and academic results ( DeSantis King, Huebner, Suldo A ; Valois, 2006 ) . 4 Several other communicating procedures may besides be used to heighten the active hearing procedure and to convey echt concern and lovingness to pupils. These include doing appropriate oculus contact by changing position to fit the degree of the talkers, utilizing congruous facial looks, using minimum verbal cues and persisting with active hearing until the talker feels ready to reason ( Weinstein, 2007 ) . Open inquiring is besides of import. This involves the preparation of inquiries that require more than a negative or affirmatory response. Such inquiring is peculiarly utile to convey to light antecedently inconsiderate issues and besides to clear up information. Additionally, it is an effectual manner of promoting ongoing conversation ( Geldard A ; Geldard, 2007 ) . The combination of the abovementioned schemes efficaciously facilitate clear look and enhance listening truth during conversations. In secondary schoolroom state of affairss, nevertheless, it is frequently necessary to guarantee that intervention whilst conveying messages is eliminated every bit expeditiously as possible. In these state of affairss, self-asserting communicating is an plus ( Arthur-Kelly et al. , 2003 ) . During self-asserting communicating, the rights of both the talker and the hearers are upheld, therefore cut downing intervention. This method of communication is neither inactive nor aggressive. Rather, pass oning assertively means showing messages in a no-nonsense mode that is straightforward, honest and unoffending ( Mohan, McGregor, Saunders A ; Archee, 2008 ) . One such manner of communication is through the usage of I statements. I statements are a practical method for leting the talker to convey their message and at the same time do their demands known without encroaching on the rights of others. They are frequently peculiarly valuable as they alert the hearers to the talker ‘s religion in their cooperation without any associated threatening intensions ( Arthur-Kelly et al. , 2003 ) . Assertive statements are by and large stated in three parts, to depict specific behaviors, to sketch feelings associated 5 with such behaviors and to exemplify the effects of such behaviors. They send a clear message to the receiver without hazard of discourtesy ( Mohan et al. , 2008 ) . Spoken calmly, I messages operate to supply valid, comprehensive feedback to pupils about the effects of their behavior in a respectful, non-intimidating manner ( Arthur-Kelly et al. , 2003 ) . Despite the demonstrated efficiency of communicating procedures such as active hearing and self-asserting communicating, in secondary schoolrooms, the potency for struggles and unsolved jobs remains ever-present. Because of the emphasis and anxiousness that is frequently associated with the dramatic alterations experienced by striplings, that they may at times act with confusion as they try to joint their ideas and feelings. This may precipitate apparently inappropriate words and actions that may necessitate careful dialogue to decode and decide ( Brown, 2005 ) . Negotiation is a problem-solving communicating accomplishment that incorporates active hearing and self-asserting behavior. Basically, dialogue involves utilizing common regard and communicating devoid of intervention by such contaminations as high affectional provinces ( Arthur-Kelly et al. , 2003 ) . In dialogue, six stairss are used to ease problem-solving. The first measure involves job designation utilizing I messages, unfastened inquiring and active hearing. Step two necessitates the designation of possible problem-solving options. This is facilitated through the collaborative listing of suggestions which are freely expressed and are neither evaluated nor censored ( Arthur-Kelly et al. , 2003 ) . In measure four, this procedure is refined as stakeholders are provided with the chance to cancel any antecedently generated options that they find wholly unacceptable. Subsequently, in measure five the stripling selects their most favorable option which they believe is most likely to be successful and an understanding to implement this is established. Step six completes the process and involves holding on a clip period before the consequences of the solution are reviewed. During the reappraisal procedure, permanent 6 execution may be decided upon or in the instance of an disappointing result the dialogue process will be repeated ( Arthur-Kelly et al. , 2003 ) . Walsh ( 2004 ) alludes to the fact that during adolescence, emotional ordinance is still undergoing development. This is one account for what appears to be bad-mannered, unprompted and angry behavior that is sporadically demonstrated by striplings. Understanding by secondary instructors that striplings will at times make societal mistakes is highly wise and has tremendous potency to be relationship edifice, puting the phase for cooperation ( Brown, 2005 ) . Consistent, considered action on the portion of the secondary instructor leads to the edifice of trust that is built-in to respectful relationships. Likewise, appropriate and effectual communicating physiques common regard and is the foundation of all positive acquisition environments ( Brown, 2005 ) . All schoolroom larning occurs in the context of interpersonal interactions and this mutual agreement wields a powerful influence over the learning environment and associated pupil accomplishment. Effective communicating between inst ructors and pupils has a mutual consequence. Resultantly, it stands to ground that such interpersonal interactions are a critical constituent of positive schoolroom environment and associated enhanced behaviors and larning results ( Goh A ; Fraser, 2000 ) . Much research exists to back up the impression that positive relationships between pupils and instructors enhances larning environments, taking to improved behavior and favorable acquisition results ( den Brok, Levy, Brekelmans A ; Wubbels, 2006 ; Fraser A ; Walberg, 2005 ; Urdan, A ; Schoenfelder, 2006 ) . More peculiarly, pupil motive, larning and grade of conformity are preponderantly shaped by their perceptual experience of their relationship with their instructor ( den Brok, Levy, Brekelmans A ; Wubbels, 2006 ) . During the turbid secondary school old ages pupils care a great trade about set uping positive relationships with their instructors and the degree of support this provides. As such, they respond 7 with far greater enthusiasm, pronounced battle and augmented attempt, both behaviourally and academically, when they perceive that their instructors care about them ( Urdan, A ; Schoenfelder, 2006 ) . By utilizing effectual communicating accomplishments, instructors are equipped with the tools to leave this powerful belief in their pupils, therefore taking to respectful mutual relationships, positive acquisition environments and associated behavioral and academic growing. 8 How to cite Communication is a fundamental component promoting positive behaviour, Essay examples

Know how to identify development needs free essay sample

Everyone has their own preferred way of learning new things. Knowing how you learn can Help you take control of situations and develop further in learning or employment situations. To help me identify my own learning style(s) and that of a member of my team, I used the VAX questionnaire below. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:x A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:x A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:x A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:x A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:x A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;x A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:x A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out ABC 8When I am choosing a holiday I usually:x A B CRead lots of brochures Listen to recommendations from friends Imagine what it would be like to be there 9If I was buying a new car I would:x A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:x A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:x A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:x A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:x A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:x A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:x A B CLooking at something Being spoken to Doing something 16When I am anxious I:x A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly ABC 17I feel especially connected to other people because of:x A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:x A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:x A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:x A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing. We will write a custom essay sample on Know how to identify development needs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 21Most of my free time is spent:x A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:x A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:x A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:x A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:x A B. CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:x A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:x A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:x A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:x A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:x A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:130512 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Self-Assessment Everyone has their own preferred way of learning new things. Knowing how you learn can help you take control of situations and develop further in learning or employment situations. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:* A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:* A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:* A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:* A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:* A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;* A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:* A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out A B C 8When I am choosing a holiday I usually: Read lots of brochures Listen to recommendations from friends Imagine what it would be like to be there ABC * 9If I was buying a new car I would:* A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:* A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:* A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:* A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:* A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:* A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:* A B CLooking at something Being spoken to Doing something 16When I am anxious I:* A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly A B C 17I feel especially connected to other people because of:* A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:* A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:* A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:* A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing 21Most of my free time is spent:* A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:* A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:* A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:* A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:* A B CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:* A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:* A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:* A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:* A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:* A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:151203 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Now I have identified the learning style(s) for a member of my team and myself, and buy Reading the explanations below, we can consider how this will help us to choose the type of Learning that works best for us. People commonly have a main preferred learning style, but This may be part of a blend of all Three. Some people have a very strong preference; other People have a more even mixture of two or less commonly, three styles. Remember, there is no right or wrong learning style. The VAK learning styles model suggests that most people can be divided into one of the Three styles: Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. ?These are the people who will work from lists and written directions and instructions. ?Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. ?These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear! ?Someone with a Kinesthetic learning style has a preference for physical experience touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel? ’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first! AC 1. 2 Use a simple technique for identifying own development needs and the development needs of another member of the team. It is very important for any organization to identify your own development needs and the Development needs of your team, and the development of all individuals at all levels. In The section below I have looked at a couple of ways you can identify the skills and Knowledge required for successfully delivering as well as providing the training and Development required for both me and that of another member of my team. Of course there are training and development texts that cover this subject in much more Detail, it is best to start with an analysis of the training and development that is required. The Starting point and the subsequent steps can be represented in ‘The Training Cycle’ or ‘The Systematic approach to Training and Development’. This is a widely recognised and used Model of the processes involved in professional development. When setting any objectives for training we should be using the standard management Practice of using SMART objectives. SYou will notice that the objectives are specific in that they explain a number of individual tasks. MThey are measurable in that you can determine if the tasks have been completed by checking against the targets, e. g. 2000 words, four bridges, grid reference, and so on. AThey are achievable in that resources are available to complete the task. For example, is there sufficient time for completion and does the candidate have access to a computer? RThey should be realistic. Clearly any task to be set at an appropriate level and be relevant to the development of the individual. We have to ask whether the person presently has the skills to carry out what we are expecting, does he/she need training or can they learn by on the job training. TFinally, the task should be time-bound in that you have to set time targets for completion, and possibly for reviewing progress. If you are able to set SMART objectives it makes the job of evaluation and review much easier. Identify the need The need for staff training can be identified in a number of ways, such as during interviews, Through feedback from colleagues, by competence or knowledge tests, by observing work Taking place, or from appraisal documents or CVs. Skills and knowledge audits and a SWOT analyses are well-known techniques that can be used for self-assessment as well as For identifying the needs of individuals and groups. Skills and knowledge audit A ‘brainstorming’ session will identify the skills, knowledge and understanding required to Carry out a particular task. To help me identify my own development needs I used the table On the next page, by comparing my existing skills and knowledge with the recommended Ones helped me to determine the training and development needs I could need. SKILLSLevel requiredCurrent levelDevelopment needs Project designDegree or HNC level management and review Supervisory management plus some specific project trainingILM Level 3 Certificate in Principles of Leadership and Management Planning and reviewingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Staff managementManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Team briefingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Effective presentationAbility to present projects to community groupsNot confident in presenting to groupsILM Level 3 Certificate in Principles of Leadership and Management Report writingProfessional quality reportsAlready presents high quality reportsNone required Assessment skillsVocational Assessor AwardHolds Skills Assessor AwardTo work towards the D33 Team skillsManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Training of trainers3- to 4-day courseAlready holds three relevant training unitsNone required KNOWLEDGELevel requiredCurrent levelDevelopment needs Managemen t of Health and SafetyIOSH levelAlready holds IOSH and has attended specific trainingNone required Safety in Housekeeping legislationIOSH levelAs aboveAs above Employment legislationManagement Level 2 S/NVQManagement Level 2 S/NVQUpdating courses when available Appraisal system and how it worksSpecific knowledge and use of the systemHas carried out appraisals in other organisationsSpecific coaching only required Environmental legislationFull knowledge of relevant environmental legislationHas full knowledge through personal researchNone required Do not be over specific about each and every aspect of the job, and do not use vague Expressions: communication skills, for example, may cover questioning, listening and talking To a group. You should attempt to be as clear and concise as possible about the skill or Knowledge required. To help me identify the development needs of a member of my team I used a SWOT Analysis, this is a simple self-assessment tool and is the SWOT analysis or analysis of STRENGTHS, WEAKNESSES, OPPORTUNITIES and THREATS. This can be used on its own or with the skills and knowledge analysis. It is good technique For helping staff identify their own training needs with or without support. My Team leader StrengthsWeaknesses Has a strong background in supervisory management techniques.? Has not worked to any degree with groups of manual workers. ? Has used a pc competently in previous jobs.? Is unfamiliar with project management software. ? Has an IOSH Certificate.? Health and safety training did not cover everything needed for this roll. OpportunitiesThreats ? There will be a number of candidates selected for a higher level qualification in supervision? Lack of supervision / management skills can hamper progress. ? Growth in the path industry may mean that there are more higher level jobs available.? Other candidates may have worked with manual workers – I need to improve my leadership skills. Using the SWOT analysis has helped us to see some of the development areas my team Leader needs, and from this I can help by finding the right course to help in his development. AC 1. 3 Identify potential barriers to learning Workplace learning is the process of gaining relevant skills and knowledge at work, either Informally as you gain experience or formally through structured training. Barriers to Workplace learning are factors that slow down the process, misdirect it or prevent it from Happening. These factors differ from one type of job to another. Misdirection If your goal is to achieve long-term success in your field, you need to learn new skills and Abilities on an ongoing basis. A sales professional must improve his closing techniques and His understanding of customer psychology, while an information technology specialist needs To keep up with new technological developments. One potential barrier to effective Workplace learning is that you may learn something that provides a short-term advantage But actually works against your long-term professional development. For example, if you Learn how to close just enough sales to meet your quota consistently, this may discourage You from learning the sales techniques that would substantially improve your close rate. Stagnation Another barrier to workplace learning is getting caught in a rut. If the work you do is not Mentally stimulating or challenging, you may not continue to improve on the job. Company Culture also can have a big impact on whether employees keep growing and learning or Whether their skills and motivation stagnate. If you believe your supervisors arent interested In hearing what you have to say, wont listen to concerns you have and dont welcome your Questions, you wont keep learning and improving. Companies that foster an open culture Are less likely to have this problem. Obfuscation Effective learning often depends on effective teaching, but not all teachers are equally skilled Or willing. Many workplace skills are best learned from an expert, and experts are not Always readily available. Some co-workers who do have genuine expertise are not willing to Share it openly. For instance, the companys best programmer might be worried that if he Teaches new employees all the tricks of his trade, his own value to the organization will Decline and he could lose his position. Teaching materials such as training videos or Instructional manuals may be poorly explained, confusing or limited. Companies can Overcome these issues by rewarding employees who mentor others and ensuring that there Are adequate materials on hand to facilitate learning? Access Depending on the type of business, the employees may face problems outside of the Workplace that interfere with their ability to learn in the workplace. Low-skilled employees Often are eager to obtain training to improve their job skills, but they sometimes face Complex life situations that make this difficult. This can include obligations to family Members, lack of free time to engage in additional training, medical problems and lack of Funds to pay for any training the employer does not provide. Anything the company can do To make training more accessible and flexible can alleviate this problem. This is just a few of the potential barriers to learning and I have explained these in a bit more Detail, below is a small list of some others, this list is again only a short list there are possibly Many more. Employee learning not seen as critical to business success Identifying and analysing true learning needs is time consuming Employees reluctant to take the time out to learn and develop Available learning not seen as specific enough to job roles and company strategy Learning doesn’t deliver tangible benefit Learning solutions simply don’t deliver No observed behavioral change Learning solutions are costly and risky AC 1. 4 Explain how barriers to learning can be overcome Overcoming barriers to success involves assessing the situation, consulting experts, Considering alternatives and taking action. To manage your career effectively, you need to Take charge of your own development. By assessing your own skills, getting advice from Others, learning new skills and making informed decisions, you can achieve your goals. Overcoming challenges and setbacks usually requires a positive attitude, as well as Dedication and commitment. Feedback To communicate more effectively and overcome objections, start by collecting information About the problem at hand. Avoid misinterpretation, misunderstanding and mistakes by Assembling all the facts. Depending on the situation, you can conduct surveys, run focus Groups or simply start a conversation with a colleague. Listen carefully and pay attention to The subtle nuances of what people say. Then take action to use the feedback and address The problem, tell people what you did, evaluate the outcome and refine your approach if Necessary. For example, to improve your chances of getting a new position, ask a friend or Colleague to review your resume and cover letter. Does it reflect your skills and knowledge In the best manner? Make modifications based on their feedback and submit your Application. Join a professional organization in your industry to network with other business Professionals. By making new contacts, you can learn about new opportunities to use your Unique skills and experience. Change Barriers to change include reluctance to part with old ways, sadness and regret associated With loss, and fear of the unknown. Managing change effectively and overcoming these Obstacles involve setting a clear course for the future and establishing realistic goals. Recognize that change can be disruptive. Then commit to the transition and form new Strategies. For example, once you decide that you want to pursue a new a career in a Higher-paying field, get the training and experience you need to succeed, according to your Budget and time availability. Define goals that are specific, measurable, attainable, realistic And time constrained. For example, if you want to pursue a career in health services, you Might aim to complete your bachelor’s degree and earn a nursing degree in the next six Years by participating in an online university program. Decision Making Barriers to success often involve an inability to make good choices. Learning how to Evaluate options efficiently can help you ensure career success. Sometimes you need to Make a quick decision without consulting others to ensure your safety and well being. Other Times, get input from other people you trust to help you make an informed decision about The next step to take in your development. When you work on a team, there may be times When the group needs to collaborate to make a choice that impacts everyone. This can take Time but the results are typically beneficial in the long run. When you don’t have time or the Outcome doesn’t really matter to you, delegate decision making to a subordinate to keep Processes flowing smoothly. This might include tasks such as approving travel expenses That are under a certain amount. Productivity When your goals don’t align with those of your company, your motivation and desire to Perform decrease. Ensure that you fully understand your companys strategic objective, Mission and values so that you can position yourself appropriately. Examine your work Habits. Manage your work day effectively to achieve your short and long-term goals. For use Online time management tools to focus your attention on the task at hand and complete Work in short segments. Managing your own productivity tends to improve your long-term Success. Section 2: Know how to develop self and others to achieve organisational objectives AC 2. 1 Briefly analyse learning/development options to meet need(s) of Self and another member of the team.

How Long Should I Study for the SAT 6 Step Guide

How Long Should I Study for the SAT 6 Step Guide SAT / ACT Prep Online Guides and Tips In planning your SAT prep, you probably want to know how long you need to study. Is it weeks or months? Is it dozens of hours or hundreds? The answerto these questionsdepends on a variety of factors, including the scores you are hoping to get and how comfortable you already are with the test material from your general experiences in school and life. There’s no reason to torture yourself with endless SAT studying if your scores are already in the target range for your top choice schools. On the other hand, if you are still pretty far away from the scores you are looking for, you may have to work harder than you think. In this guide, I'll show you how to figure out how much you need to improve on the SAT, how many hours you need to spend to get there, and how you should build a study schedule before your next real test. Below are the six steps you need to follow to figure out your SAT study plan. #1: Figure Out Your SAT Target Score The easiest way to get a target score is to Google your top choice school and â€Å"average SAT scores†. You should find a 25th percentile score and a 75th percentile score for the school. The range between the two represents the scores of the middle 50 percent of admitted students.Aim for the 75th percentile score (e.g. a higher score than 75% of the school’s admitted students) as your target to make sure you have the best chance at being accepted! For more details about this, see our article on target scores.Remember, not everyone can or should have the same target score. It’s up to you to be realistic and assess your abilities while also challenging yourself. #2: Take a Practice SAT to Determine Your Starting Point It's important to know your abilities and weak spots before you begin studying. You can plan out your studying time based on how large of an improvement you need to make from your starting point to your target scores. Check out our guide to a set of official SAT practice tests available free online. You can also use your PSAT scores as a baseline for judging how much you will need to improve on the SAT if you've taken that test already. However, I would still recommend taking another practice test if you are in the latter half of your sophomore year and took the PSAT at the beginning of the year. (When I first took the PSAT in high school, I had no idea what was going on in the math section since I had just started my first geometry class. I was like "Shapes? Forget this!" and the proctor told me I had to stop disrupting the other students. Anyways, by the end of the year, everything was much less confusing.) Once you have your baseline scores, you can begin to see where you need to make improvements to reach your target. #3: Decide When You Will Take the Real Test We recommend taking the SAT for the first time during the fall of your Junior year(see the advice under "When Should I Take the SAT?"),but you may decide to take it earlier or later depending on your schedule and level of preparedness. In general, the early bird catches the worm (the metaphorical worm in this case being a higher SAT score).You will have more potential test dates available in the future and a better idea of where you stand if you start earlier. You will also run up against much less stress. You probably don’t want to be worrying about standardized tests while you're filling out college applications during the fall of your senior year. But what if you're in a scenario where you don't have your choice of test dates? Maybe you're planning a hot air balloon trip around the world that's happening at the same time as all the earlier dates. Maybe you'realready coming up on senior fall, and there's only one test date left. In this case, your test date is constrained, and you'll need to work hard to meet the suggested number of hours before your test. Whatever the case may be, you can still find a study plan that works for you. Sometimes you gotta miss the SAT to fulfill the dreams you and your beloved wife once shared. That's how life is. #4: Give It to Me Straight Doc, How Many Hours Do I Actually Have to Study? Based on your goals, you can figure out how many hours you will probably need to study. Follow this handy chart that shows the number of hours you should devote to poring over ancient tomes of SAT knowledge. Number of Points You Want to Improve By Approximate Hours You’ll Need to Study 0-30 Points 10 hours 30-70 Points 20 hours 70-130 Points 40 hours 130-200 Points 80 hours 200-330 Points 150+ hours This is a rough estimate, so itobviously isn't perfect. Each student has different levels of development in terms of study habits and test strategies. We'll go into more detail later about factors that might lead to score variations given the same amount of study time. But in our experience, this is roughly what it takes. If you want to improve by around 30 points, you'll be able to this with a light review, a single practice test, and retaking the official test. On the other hand,if you want to improve by 200 points or more, you'll need to make serious improvements in your understanding of fundamental content and skills.The SAT tests so much subject matterthat to improve by 200 points, you'll need to address deep content weaknesses. Tips and tricks aren't going to cut it. You also might not have this much time to devote to studying because of other commitments. That's why you should take these hourly estimates into consideration while still weighing everything on an individual basis to see what works for you. This brings us to... #5: Make a Study Plan Based on Your Time Constraints and Studying Style Ideally, you will still have at least six months or so before the test to formulate your study plan.As I've said, there is no one size fits all approach to this. You may not need to start studying six months in advance. Two months could be more than enough if you are already closer to your target score or prefer to study for longer chunks of time. Ask yourself how much of an improvement you want to make and then consider what is manageable in terms of time spent. Here are a couple of example scenarios: I Want to Improve by 70-130 Points, and I Have Many Other Commitments Try focused studying for an hour or two every week for however much time you have before the test.If you start at least a few months beforehand, you won’t be overwhelmed with yet another commitment. You'll gradually gain familiarity with questions and learn to avoid any silly mistakes that might cause you to lose points. If you can study for just two hours a week for two months, you should be able to boost your score by 100 points or so. I Want to Improve by Around 200 Points, and I Have the Summer to Study, but I’m not Sure Where to Start! Unstructured time is hard to manage, but this means you have your choice of when you are most comfortable and least distracted for studying times.If you schedule out a few hours each week where you will focus on studying, a couple months can be enough to improve your scores. The chart above recommends around 80 hours of studying for a 200 point improvement. If you have three months to study, that comes out to about five hours a week. Not so bad. If your parents invite their friends over for a barbecue, and they try to talk to you about your college plans in a desperate attempt to relate to you, you can use SAT studying as an excuse to avoid them. Everybody wins. I Want to Improve by 330 Points or More. Am I Crazy? No, you are (probably) perfectly sane!You should start studying earlier, but it’s doable if you are willing to put in some serious time and effort. Especially if your initial score is below average (typically less than 1000), you have a good chance of making a drastic improvement through studying. If you still have six months before the test, you should think about which day of the week you will be least stressed by other commitments and schoolwork and set that afternoon/evening aside for an SAT extravaganza. If you can block out fivehours a week for six months in advance of the test, you should start to see significant positive results. Also, if you happen to have the resources to hire a tutor, this is when you might consider doing so. Tutors have expertise and familiarity with the test material, so they can often help you see your weak spots when you might miss them. Since the SAT is very different from any test you might take in a regular class, it's hard to be a student who is new to the test and try to teach yourself question strategies that are alien to you. Learn from a wise mentor. #6: ConsiderFactors That Increase or Decrease Study Time You might have special circumstances that mean you need to customize your study plan more drastically. Some people should study for more or less time based on past experience and time management skills. You'll Need to Study Longer If: You've already studied a lot, and you haven't seen much improvement.This typically means you need to switch up your strategies in addition to studying more. Take a step back and look at how you have been approaching your study time so you can make productive changes. You're easily distracted.You might not get as much out of your blocks of study time if you are always being sidetracked by other things. Try scheduling out more time, and put your phone away while you're studying. It takes a while for you to learn from your mistakes.If you need to practice answering questions a few times before you understand your mistakes, you should consider studying for longer periods of time. You Might Improve in Less Time If: You are new to the SAT.If you are someone who has barely looked at the test before and just started studying, you are going to see larger score gains in a shorter amount of time. You are a super focused studier.What might take another person two hours to process will take you one, so consider dialing back your study time so you aren't overdoing it and getting test fatigue. You learn quickly from your mistakes.If you never make the same mistake twice, you also shouldn't overdo it with studying. You probably only have to get the wrong answer once before you can rely on yourself to get the right one in the future. Summary: How Long to Study for the SAT You can formulate your SAT study plan based on your goals and the statistics for your top choice schools.The key is starting early! Figure out your target score, take a few practice tests, and decide how much you need to improve.Then, assess your time constraints and be realistic about how much energy you can devote to studying. You’ve got this! What's Next? Check out our Complete Planfor when you should start studying for the SAT. This will give you a more comprehensive view of how to structure your time including what's tested, when you should take the test, and sample score goals for different levels of college selectivity. Also, take a look at our guide forhow to review missed questions on the SAT and ACT. If you can learn to effectively review missed questions, you will be a much more productive studier! Want to get a super high SAT score? Check out our perfect SAT score guide, written by a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The Best ACT Score Predictor

The Best ACT Score Predictor SAT / ACT Prep Online Guides and Tips Taking the ACT is stressful- some test you’ve never seen before will affect where you go to college. As a high school student, I felt anxious taking the ACT because I hadn’t done any practice and had no idea whether I’d reach my target score. One way to mitigate nerves surrounding the ACT is to try to predict your ACT score. If you find out your estimate is close to your target score, you’ll feel relieved. If it’s low, at least you’ll know you need to do more preparation before taking the test. What is the best ACT score predictor? What should you do with your estimated ACT score? In this guide, I’ll walk you through the different ways to predict your ACT score and explain the pros and cons of each. I’ll also let you know how to use your estimated score to your advantage. What’s the Best Way to Predict Your ACT Score? The most accurate ACT score predictoris taking a full-length ACT practice test under realistic testing conditions. It's the closest thing tothe real ACT- your using an official ACT practice test from the ACT makers and taking it under similar testing conditions. This process is very time-consuming - it’ll take about four hours - but it’s worth it. Afterward, you have an ACT score from a real ACT test, whichyou can use to checkyourpreparedness to take the actual test, but I'll dive into that later. Where Can You Find a Practice Test? There are five free official ACT practice test PDFs available online, or if you own The Real ACT 3rd Edition, you could use one of those tests. If you’re using one of the free online tests, to give yourself the most realistic testing experience (and to avoid the distractions on the internet), I’d recommend that you print out a copy of the test. Key Tips fora Realistic Testing Experience Your goal is to try to accurately predict your ACT score. To do so, you need to mirror the circumstances of the actual ACT. Clear your desk.You should not have your phone, computer, dictionary or any other outside help.Note: Your phone should be off during the entire practice test.Only put some pencils, an eraser, a pencil sharpener, a calculator and extra batteries on your desk. Keep time on a watch, and stick to the exact timing for each section.Note: the time permitted is printed at the start of the section.Don’t allow yourself extra time; if you allow even an extra minute, you could end up with an inaccurate estimate.Also, you’re only allowed to work on one section during the allotted time. Don’t work on the next section if you finish early, and don’t do work on a previous section. How Do You Score Your Practice Test? Each practice test comes with scoring instructions, which are locatednear the end of the PDFs (typically in the last tenpages). You’ll start by calculating your raw score or the number of questions you answered correctly.Then, you use that raw score and a chart to find your scaled score for each section.You average the foursection scores to find your composite score. Note: This is only a baseline score- you can do dedicated ACT prep and raise your score. Start by creating a study schedule, and if you need a launching off point for your prep, read our free ACT study guides for Reading, Math, English, and Science. Create a schedule for test prep success! What Are Other Less Time Consuming Predictors? Did you take the PreACT* or SAT? If so, you can use that score to predict your ACT score. These test scores make good estimates because they’re taken under the same conditions as an ACT test (in the morning, with other students, etc.).I’ll give an overview of the pros and cons of using these tests as ACT score predictors. *Note:The PreACT is a brand new test that's debuting in the 2016-2017 school year. No one has taken it yet- the firsttest dates will be in Fall 2016. PreACT The PreACT is the next best option to taking an official ACT practice test.The PreACT was created by ACT, Inc., the same company that makes the ACT, to help predict your ACT score.It covers the same content as the ACT.Its difficulty level is similar to the ACT since it uses old ACT questions. The PreACT is graded on the same 1-36 scale.However, it’s much shorter than the actual ACT; it’s only 1 hour and 55 minutes (compared to almost 4 hours for the ACT plus Writing), so it doesnt' require the same level of endurance as the full test. Pros The PreACT was created by the same company as the ACT. It covers the same content as the ACT. The difficulty level is on par with the ACT. It is specificallyintended to predict your ACT score. Cons It’s much shorter than the actual ACT. SAT Score There are easy-to-use conversion tables that will convert your 400-1600 SAT score to a 1-36 score, but this isn’t as reliable as using a PreACT score.While the SAT is similar to the ACT and PreACT, the SAT was made by the College Board, not ACT, Inc. Though there is some matching content on the SAT and ACT, the material is not the same.For instance, while the ACT has a science section, the SAT doesn’t, and while the SAT has a no-calculator math section, the ACT doesn’t. If you use an SAT score to estimate your ACT score, the prediction could be off by up to 4 points.As an example, I got a 1420 on my SAT. Using this score and the conversion table, I found out my ACT score prediction would be 31, but I got a 34, 3 points more than the estimate.Some people do better on the ACT than the SAT (and vice versa). Pros Like the ACT, the SAT is designed to show college preparedness. Like the ACT, the SAT covers Math, Reading, and Writing topics. Cons The SAT was not created by ACT, Inc. The SAT doesn’t cover all of the material on the ACT. Estimates may not be exact (could be off by up to 4 points). Also, comparisons between the two tests are difficult to make since the SAT just underwent major changes. Some students simply performbetter on the ACT than SAT (and vice versa). Now that you know the good predictors let's examine the bad: What Won’t Be Good Predictors? I’d recommend avoiding any estimation method not mentioned above. However, here are some of the more commonly used ACT score predictors that I wouldn’t recommend. Non-Official Practice Tests Online you might find some non-official ACT practice tests (ones not created by ACT, Inc.).These will not give you a reliable ACT score prediction because they’re too dissimilar to the ACT.They don’t cover the same topics and don’t accurately copy the test format. While some students end up with scores close to the non-official prediction, the majority end up with scores 5-10 points higher or lower than the estimate. GPA Some students assume ACT scores correlate to GPA.If you have straight A’s, then you’ll get a 36; if you have a low GPA, then you’ll get a low ACT score.However, that’s not necessarily true. Some test-takers with low GPAs can get high ACT scores while others with high GPAs can end up with low scores.Don’t rely on your GPA to estimate your ACT score. AP/IB Tests Other students think that AP and IB exam score will be good ACT predictors since they cover college level material. However, these tests cover very specific, high-level subject matter such as Biology, Calculus, Economics, and History.These tests surpass the level of content covered by the ACT.Excelling or failing AP and IB exams has no correlation with ACT success. Use your predictor to see if you meet your target score. What Should You Do With Your Prediction? Are you unhappy with your predicted score? If so, you need to create an ACT prep schedule to help raise your score.Here is a rough estimate of how many hours you need to study to achieve certain score improvements: 0-1 ACT Composite Point Improvement: 10 hours 1-2 Point Improvement: 20 hours 2-4 Point Improvement: 40 hours 4-6 Point Improvement: 80 hours 6-9 Point Improvement: 150 hours+ Check out our ACT study guide for the Reading, Math, English, Science, and Writingsections to help you get started with your preparation. Are you happy with your estimated score? If so, you should still do a little ACT prep.Study for at least 10 hours.Take two practice tests with in-depth review. This way you’ll get more comfortable with the ACT test format, and you’ll be able to double check that your practice test scores match the original prediction. The ACT plusWriting has five sections:English,Math,Reading,Science, and Writing- they always appear in that order.Below is a breakdown of the timing and number of questions per section: English - 45 minutes - 75 questions Math - 60 minutes - 60 questions Reading- 35 minutes - 40 questions Science - 35 minutes - 40 questions Writing - 40 minutes - 1 essay Disclaimer: Remember that no estimate is 100% accurate, not even taking an official ACT practice test.Therefore, you should plan to take the real ACT more than once. That way, if you don’t reach your target score the first time, you have another chance. What’s Next? Now that you found your estimated ACT score how does it compare to your target score? Not sure where you’d like to go to college? Read our guide to finding your target school. Need help with your college application? Learn how to write about extracurriculars on your college application; get advice on the Common App essays. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

How did the worsening of ideological relations between Mao Zedong and Essay - 1

How did the worsening of ideological relations between Mao Zedong and Nikita Krushchev lead to the sini-soviet split in the 1960s - Essay Example The second fight was against the nationalist Kuomintang (Marks 10). The Nationalist Kuomintang was led by Chiang kai Shek. The overlapping wars persuaded Mao to ignore the advices and directions by Stalin. During the Second World War (1939-1945) Mao followed the lead of Stalin and agreed on the Joint Anti-Japanese Coalition with leader of Nationalist Kuomintang, Chiang Kai Shek (Hershberg 149). The treaty of friendship was signed with Nationalist Kuomintang in 1945. After 3 months of Japan’s surrender Stalin broke the treaty (Li 4). In 1950, Mao Signed Sino-Soviet Treaty of Friendship & Alliance (Li 409). The alliance resulted in $300Mio loan at a very minimal interest rate along with the military alliance for the period of 30 years. In 1954, after the death of Joseph Stalin, Nikita Khrushchev met Mao and formally handed over Port Arther base to China (Khoo 4). The Post Stalin policies by Khrushchev were in conflict with the mind set of Mao. The reason was that Khrushchev deno unced Stalin through his speeches. In 1956, Khrushchev developed relationship with Yugoslavia. The leader of Yugoslavia Joseph Broz Tito was denounced by Stalin. Mao was the supporter of Stalin’s ideology. Khrushchev tried to dismantle Mao’s support of USSR. Khrushchev met with the US president on 1959 to improve the Soviet-America relationships. Khrushchev also tried to decrease the tensions with the Western World in the Cold war. Ultimately, the ideological debate between the two parties i.e. Russia & China were majorly concerned with the peaceful co-existence with the capitalist world. The major reason of the Sino-Soviet split was the national difference. The political line of Mao was totally opposed to that of Khrushchev. Therefore, the conflict in political perspectives between the two parties leads to the creation of two rival formations internationally. The issue was not explicitly considered as the national difference. The issue was believed to be the

Cause and Effect Essay Assignment Example | Topics and Well Written Essays - 750 words

Cause and Effect Assignment - Essay Example Parents may adopt a given set of strategy and action based on the normal situations or the circumstances in which they are forced to bring about an action in response to the lack of values and behavioral respect shown by their children. The disciplinary action is originally meant to bring about resoluteness and respect in the manners and behavior of the children. The impacts can be multi fold. It can be either building up a very well groomed and looked after children or in certain cases it may also include the deviation in the form of excessively restrictive environment and behavioral response by the children. Surveillance based parenting includes parenting keeping a close and unannounced check on the children. This may include observing their activities, observing their belongings in their absence and other similar actions. The disciplinary action based parenting includes adopting a relatively formal method of parenting. This may include taking punitive measures which at times even may include physically controlling. Disciplinary actions may also include grounding of children and restricting their activities. Remuneration based treatment of children is the broader form of disciplinary action. Many experts on the subject of parenting and good skills with regard to children’s brought up advocate the use of counseling, sharing, and intimacy based build up of relations. In this kind of relationship and atmosphere presence, the child feels secure, easy and gives out the information easily which allows the parents resolving their issues relatively easily and flexibly. The child does not fear any threat, punishment that may come from the parents end in the case of violation as is the case in the form of disciplinary form of parenting and guidance by the parents. Effect of counseling may lead to increased good and open relationship between the child and parent. Since it is the human nature that the

Comparing Cousin Kate and Seduction :: Elaine McAuley Christina Rossetti Essays

Comparing Cousin Kate and Seduction 'Cousin Kate' is set in the Victorian ages. It is about a young, beautiful working class maiden, who is taken away from her simple life by a lord, to a life of riches and luxuries. She lives a very shameful life because she lives with him and is sexually active with the lord before marriage. She even has a child with him. The maiden’s much more attractive cousin appears and the lord is intrigued by her. He leaves the maiden for Kate. The poem has a twist at the end; Cousin Kate is only interested in his money, but she cannot conceive any children for him, and the maiden already has a son of the lord’s and he will inherit his father’s wealth and land as his heir. A once poor cottage maiden will now live the life of luxury again but in the right way. In ‘I was a cottage maiden’, by using ‘I’, I can tell that the poem is in first person and is being told from the victim’s perspective; this also gives the reader access to the narrator’s thoughts and feelings. The poem is in past tense. ‘Cottage’ emphasises that she is from a working class background and ‘maiden’ suggests that she is a virgin, but being in past tense, the use of the word ‘was’ indicates that she is no more. ‘Hardened by the sun and air’ suggests that she is an outside worker; ‘hardened’ suggests that she is weather beaten. This could mean that her skin could be tanned from working in the hot sun. This also indicates that she is lower class. ‘Contented with my cottage mates’ suggests that she is informal and ordinary. This line also tells me that she is happy with her life. In the next line the narrator says ‘not mindful I was fair’ suggesting that she is unaware of her beauty. She then asks a rhetorical question: ‘why did the great find me out?’ The narrator uses this to show her regret over the lord. On the next line she says ‘and praises my flaxen hair’. This shows the lords pathetic attempts to impress the maiden; the words ‘flaxen hair’ suggest that her hair was stringy, dry and a pale yellow colour. The narrator repeats the rhetorical question ‘why did the great lord find me out?’ again to emphasise her regret and mis-judgement over the lord. ‘To fill my heart with care’ is ambiguous: the first is that she loves him; the second is that the lord brings the maiden worries. In second verse the narrator is very critical towards her supposed

Vincent Van-Gohg

VThe movie we saw In class was really interesting, I really got to know the personality of Van-Gogh and how hard his life was. I really enjoy this video, but I stay with two main Ideas that really change my point of view of Vincent Van-Gogh. Suffer so that others do not suffer. This idea amazed me, I din ;t know that Van-Gogh was a man that loved to help people and that dedicate most of his life predicating the word of God.At the age of 20 Van-Gogh was rejected when he proposed to Ursula. This was really sad for him that his personality change a lot, he has angry with everybody except God. Van-Gogh throw all of his books except the bible and at this time he was dedicated hundred percent to God. Although he was dedicated to God his attitude din ‘t change and he got fire from the gallery he was working since the age of 15. After he got fire, he went to Amsterdam be a pastor but he was rejected, so he decide to became a missioner.Van-Gogh was suffering a lot he was rejected by the church because of his attitude, UT he din ‘t give up he found the way to help and predict, He use the appalling skills her mom taught him when he was little and start predicting In his painting. Van- Gogh had a sad and melancholy childhood atavist why he was a person that suffer a lot and understand the people that suffer to. When he was mission he gave his house to other people and went with the miners to live, in this part of the video they described him as a person that din ‘t care to add more of suffering to his life, but that he din ‘t want people to suffer like he did.At the age of 26 he decide to make art focusing in the dignity of workers and nature, he consider this preach through art. Van-Gogh passionate work. At the age of 33 Van-Gogh went to Paris and he experienced a different point of view of art, he change his idea and became a better artist. He was introduced to impressionism and he was amazed that he start working with other artists. Between artis ts they supported each other posing like models, because models were really expensive.Something that differentiated Vincent from the other artist was that he irked all the time, the other artist because their focus on the impressionism only work when the day light was good and whenever they wanted. This really bothers Van-Gogh, he said the other artists where not passionate enough, I think this was a different in education, Van-Gogh work since he was 15 years old, he had to leave school because of family economical issues and this help him to become a work man since he was little, to experience the real work and to gain money to live In dally life.At this time Van-Gogh decide to stop focusing In the Impressionism and start Glenn more life to their appalling and wanted to make a global unity In his paintings. But his passion didn't have limits, he arrived to the level that he stop eating because he his brushes and this has dangerous because of the chemicals in the paints. Vincent pro blems made people thought of him as a dangerous person. One day he threatened his roommate with a knife because they argued all the time, he also suffer from attacks.I think that when his brother got engaged and he stops worrying f Vincent life because of his family, Vincent got really stressed and sad. This sadness leads him to almost kill his self and cut his ear, he also though of him as an artist that will never had a future as an artist. But all of his work and effort was worth it, after he died his brother start selling more of his art and today Vincent Van-Sago's art is worth millions of dollars. Sometimes we don't understand why our work doesn't succeed but time make's it and Vincent because of his excesses of passion didn't arrive to the time where his work became successful.

Essay on The Decline of American Economics - 795 Words

There is no doubt that the only surviving socio-economic system prevailing is the free economy system which generated fast economic growth and prosperity albeit often ignoring social injustices along the way. This capitalistic system was born in Europe in the middle ages replacing feudalism when private concerns were generating surpluses and were ready to re-invest same thus spurring economic growth, albeit erratically. In the 18th century a Scottish moral philosopher, Adam Smith became the pioneer of political economy and advocated for the â€Å"free market† and â€Å"the invisible hand† concepts while Ethics and Moral philosophy, a subject he taught at Edinburgh University were essential built-in ingredients in this new ideology. In the first†¦show more content†¦Major private financial institutions in the USA, Japan and Europe ended-up in the hands of such executives who were thus in no violation of any legislation but were in fact acting greedily and unethically, betraying the confidence of their customers. The border line between the laws and the Ethics were lost. What has happened in USA in 2008 is a magnified repetition of what has happened in Japan 10 years ago when the Japanese government spent around 500 billions dollars collected from hardworking, tax paying citizens to clean the mess of irresponsible executives. Europeans, normally more conservative than the hi-risk inclined Americans could not resist the temptation of buying sub-prime structured and well packaged products to make easy money. These financial products changed hands within USA and then in Europe so many times, justifying undeserved commissions and diluting responsibilities along the way. The American disease ended-up crossing both the Atlantic and the Pacific at the speed of light. Globalization of the new financial order preached by the US ended-up being the globalization of poisonous diseases generated by lack of Ethics and lack of accountability of businessmen, investment consultants and brokers who never had to answer oneShow MoreRelatedThe Decline Of The Family941 Wo rds   |  4 Pageson future generations it is essential to take seriously what is happening to the family. 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