College Application Essay Writing Service

College Application Essay Writing Service There is no doubt that the quality of your college application essay can play a deciding role in whether you are accepted to the university you want most to attend. With that in mind, many students spend weeks and sometime months preparing their papers. And while I agree that it is important for students to work hard on their compositions, I also believe in making things as easy as possible. Creating a Versatile College Application Essay One of the most difficult hurdles that many students face when submitting for college admissions is having to write a different college application essay for every university to which they are applying. I am here to tell you, however, that you do not necessarily need to write several different college application essays. With just a little extra work, you can make one college application essay work for all the schools to which you are applying. In most cases, colleges arent specific in their requirements for application essays. Often, students are requested to submit a composition outlining their scholastic goals and/or personal statements regarding their chosen field. That is why many students choose to use the same college application composition for all of the schools to which they are applying. With just a few minor alterations here and there, it is often quite simple to save yourself the hassle of having to write several different essays for a variety of universities. The intention of the above suggestion is not to encourage anyone to cut corners, but simply to make the college application process as stress-free as possible. If you would like additional information on how you can write a compelling and versatile college application composition, please dont hesitate to access the adjacent link. For additional assistance, I also recommend contacting a reputable admissions essay writing service.

How to Improve Low SAT Math Scores 9 Strategies

How to Improve Low SAT Math Scores 9 Strategies SAT / ACT Prep Online Guides and Tips Are you struggling with SAT Math scores between 300-500? You're not alone- hundreds of thousands of students are scoring in this range. But many don't know the best ways to break out of this score range and score a 600 or above. Here we'll discuss how to improve your SAT math score effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score. Brief note: This article is suited for students scoring below a 600 and goes over basic SAT math strategies. If you're already above this range, my perfect SAT Math score article is more appropriate for you. In this article, I'm going to discuss why scoring high is a good idea, what it takes to score a 600, and then go into test strategies. Stick with me - this is like building a house. First you need to lay a good foundation before putting up the walls of the house and pretty windows. Similarly, we need to first understand why you're doing what you're doing, before diving into tips and strategies. (In this guide, I talk mainly about getting to a 600. But if your goal is a 500 or below, these concepts still equally apply). Understand the Stakes At this SAT score range, improving your low SAT math score to a 600 range will dramatically boost your chances of getting into better colleges. Let's take a popular school, University of Alabama, as an example. Its average SAT score is a 20.Its 25th percentile score is a 980, and 75th percentile is an 1240. Furthermore, its acceptance rate is 57%. In other words, a little over half of all applicants are admitted. But the lower your scores, the worse your chances. In our analysis, if you score around a 980, your chance of admission drops to 35%, or around 1/3 chance. But if you raise your score to a 1240, your chance of admission goes up to 72% - a really good chance of admission. For the Math section, this is especially true if you want to apply to engineering or science programs. They expect your math score to be better than your other sections, and if you score low, they'll doubt your ability to do college-level quantitative work. It's really worth your time to improve your SAT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with an 1800 SAT score? Check out ourexpert college admissions guide for an 1800 SAT score(equivalent to 1200 on the 1600 scale). Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other student can do this. In my work with PrepScholar, I've worked with thousands of students scoring in the lower ranges of 300-500. Time after time, I see students who beat themselves up over their low score and think improving it is impossible. "I know I'm not smart." "I just don't get algebra and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Ms. Huffington in 9th grade said you'd never get geometry. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? It's purposely designed this way. The SAT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover.Basic algebra (solving for x, manipulating equations), data analysis (mean, median, mode), advanced algebra (solving systems of equations, quadratic equations), and geometry (triangles, circles, lines). You've learned all of this before in high school. But the SAT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: Find the area of the shaded region below, if the radius of the circle is 5. This is a classic SAT type question. The first time you see this, it might be confusing. How do you get the area of each of the shaded corners? It kind of looks like a triangle, but not really because of the curve region. But you've learned all the concepts you need to solve this. Notice that the shaded area is the area of the square, with the area of the circle punched out. Imagine the square is cookie dough, and the circle is a cookie cutter you punch out. OK. Now you just need to use the area formulas.The area of a square is side x side, or 10 x 10 = 100. The area of a circle isÏ€r2, orÏ€ * 5 * 5 = 25Ï€. So the area of the shaded region is 100 - 25Ï€. This might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the area of the larger shape, and subtract out the inner piece. The SAT math section is full of examples like this. To improve your score, you just need to: Learn the types of questions that the SAT tests, like the one above Put together the concepts you already know to solve the questions Practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right. What It Takes to Get a 600 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. We're going to use 600 as our score target, because this is above average and will make you competitive for a lot of schools. Here's the raw score to SAT Math Score conversion table. (If you could use a refresher on how the SAT is scored and how raw scores are calculated, read this.) Raw Scaled Raw Scaled Raw Scaled Raw Scaled 58 800 43 640 28 520 13 370 57 790 42 630 27 510 12 360 56 780 41 620 26 500 340 55 760 40 610 25 490 10 330 54 750 39 600 24 480 9 320 53 740 38 600 23 480 8 310 52 730 37 590 22 470 7 290 51 710 36 580 21 460 6 280 50 700 35 570 20 450 5 260 49 690 34 560 19 440 4 240 48 680 33 560 18 430 3 230 47 670 32 550 17 420 2 210 46 670 31 540 16 410 1 200 45 660 30 530 15 390 0 200 44 650 29 520 14 380 Notice that if you're aiming for a 600, you only need a raw score of 38 out of 58 questions. This is a 65% score. This has serious implications for your testing strategy. In essence, you only need to answer 2/3 of all questions right. Is this fewer than you thought? A 65% on a math test at school might give you a D, but on the SAT it's actually not that bad and can be more than enough for your target score. We'll go into more detail below about what this means for your testing strategy. Whatever you're scoring now, take note of the difference you need to get to a 600. For example, if you're scoring a 480, you need to answer 14-15 more questions right to get to a 600. Once again, if your goal is a 500, the same analysis applies - just swap the numbers. OK - so we've covered why scoring a higher SAT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. 9 Strategies to Improve Your Low SAT Math Score If you're struggling with your SAT Math score, follow these nine strategies to help you reach the score goal you're aiming for. Strategy 1: Skip the Most Difficult Math Questions Here's an easy strategy most students don't do enough. Remember what I said above about raw score? To score a 600, you only need a 38 out of 58. What does this mean?You can completely guess on 20 questions and still score a 600if you answer the other 38 correctly. In fact, because when you guess you have a 25% shot at getting it right, guessing will give you an extra 5 points - which means you can miss 5 questions and still get a 600. Wow - you can completely skip the hardest 30% of all questions and still hit your goal. Skip questions carefree - like this woman. Why is this such a powerful strategy? It gives you way more time on easy and medium difficulty questions - the questions you have a good chance of getting right. If you're usually pressed for time on your SAT section, this will be a huge help. Here's an example. On Section 3, you get 25 minutes to answer 20 math questions. This is usually pretty hard for most students to get through - it's just 75 seconds to answer each question. The average student will try to push through all the questions. "I've got to get through them all, since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on questions they SHOULD have gotten right. And then they spend 5 minutes on the last question, making no progress and wasting time. Wrong approach. Here's what I suggest instead.Completely skip the last 20% of questions in each subsection.Don't even look at them, don't even read them. Instead, focus all your energy on getting the first 80% of questions correct. This works because, unlike Reading and Writing, Math questions are ordered in difficulty.The hardest questions are always the questions at the end of the subsection. I've been using the term subsection, because Section 3 and Section 4 each have two parts. The first part is the multiple choice subsection. The second choice is the free response question. Let's use an example from real practice tests. This is the Question #15, last question of the multiple choice subsection in Section 3: Pretty tough, right? This is one of the questions you should skip. But here's the next one, Question 16, the first question in the Free Response subsection: Pretty easy, right? This is the type of question you're likely to get right and should thus spend more time on. So, section by section, here's your skipping strategy: Section Subsection Total Questions Questions to Skip Section 3 Multiple Choice 15 3 Free Response 5 1 Section 4 Multiple Choice 30 6 Free Response 8 2 By doing this, you raise your time per question from 82 to 104 seconds per question. This is huge! It's a 25% boost to the time you get per question. This raises your chances of getting easy/medium questions right a lot. And the 12 questions you skipped? Like the example above, they're so hard you're honestly better off not even trying them. These questions are meant for 700-800 scorers who have really mastered all the SAT math skills on the test. If you get to a 600, then you have the right to try these questions. Not before you to get to 600. Important note: skipping does not mean LEAVING BLANK!There is no guessing penalty on the SAT, so you MUST make sure you bubble in every single blank answer on your answer sheet before the section ends. Not doing so will cost you valuable points. Next strategy: find your weak links and fix them. Strategy 2: Find Your Math Weaknesses and Drill Them If you're like most students, you're better at some areas in math than others. You might have done better in algebra than geometry. Or maybe you really like statistics, but hate fractions. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you might be an athlete or have band practice, and you have friends to hang out with. This means for every hour you study for the SAT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're SHOCKED. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time on their weaknesses. Instead, studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT math? You need to find the sub-skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. Here's our complete mapping of all 24 skills tested on SAT Math: Basic Algebra Linear functions Single variable equations Systems of linear equations Absolute value Advanced Algebra Manipulating polynomials Quadratic equations Dividing polynomials Exponential functions Function notation Solving exponential equations Systems of equations with nonlinear equations Problem Solving and Data Analysis Ratios and proportions Scatterplots and graphs Categorical data and probabilities Experimental interpretation Medan, median, mode, standard deviation Additional Topics Coordinate geometry - lines and slopes Coordinate geometry -nonlinear functions Geometry - circles Geometry -lines and angles Geometry - solid geometry Geometry - triangles and polygons Trigonometry Complex numbers I know this is overwhelming. SAT Math covers most of basic high school math, which is a LOT of stuff. Looking at this list, do you know where your weaknesses are? Do you know what you need to train on to get the most out of your study time? If not, I'm not surprised. This is hard for even the best students to do. It takes a lot of test knowledge to be able to categorize questions, and it takes a lot of discipline to analyze your mistakes. For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of coordinate geometry questions (the ones involving an x-y grid and lines). You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. Quick Plug: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3: Focus on the Most Important Skills and Ignore the Rest Remember the 24 skills listed above? Not all of them are made equal. Some are represented FAR more often than others. In fact, the most common skill (algebra - solving single variable equations) is 29 TIMES more likely to appear than the least common skill (algebra - function notation). As you can see, it's not enough just to divide into rough subjects like algebra, geometry, and data analysis. Even within algebra, some concepts appear FAR more often than others. If you ignore this distinction, you'll waste a lot of time studying things you don't even have to know! So I'm about to make your day. I'm going to tell you the most important skills you HAVE to practice hard, and all the skills you DON'T need to study. If you've been nervous about how much SAT Math material you need to know, you'll feel a lot better soon. First, hereare the most common SAT Math skills. I'll explain the % of questions for that skill, and the # of questions you can expect to see: Skill Frequency # of Q's Solving single variable equations 12.50% 7 Define and interpret linear function .21% 7 Ratios and proportions 10.78% 6 Solving systems of linear equations 7.76% 5 Manipulating polynomials 7.33% 4 Scatterplots and Graphs 6.47% 4 Solving quadratic equations 5.60% 3 Coordinate geometry of nonlinear functions 4.74% 3 Exponential functions 4.74% 3 TOTAL 71.13% 42 This is great news - with just eight skills (33% of all 24 skills), you cover 71% of the test! For example, if you mastered just these skills and got all 42 questions right, that would already bring you up to a 630. In reality, this is unrealistic because some of these 42 questions are going to be pretty tough, and questions I recommend you skip as mentioned in Strategy 1. But you can see how important the most important skills are. Focus on what really makes up most of the pie. Now, what skills do you NOT have to know? Here are the LEAST common skills on SAT Math: Skill Frequency Expected Questions Per Test Dividing polynomials 1.72% 1 Trigonometry, radians 1.72% 1 Absolute value 1.29% 0.75 Complex numbers 1.29% 0.75 Experimental interpretation 0.86% 0.5 Lines and angles 0.86% 0.5 Solid geometry 0.86% 0.5 Systems of equations with nonlinear equations 0.86% 0.5 Function notation 0.43% 0.25 TOTAL 9.89% 5.75 Look at these nine skills. Altogether, they add up to a measly 10% of the entire test. Remember what % of the test you need to get right to get a 600? It's 66%. If you completely ignored these nine skills, you'd still be able to get a maximum score of 730. So good news! You don't need to study trigonometry, complex numbers, solid geometry, and other subjects above. Good riddance, because these are some of the more complicated subjects. When you study make sure you focus your time on what's really impactful. Once again, I believe in this strategy so much that I designed our PrepScholar SAT program around this idea. Your PrepScholar programdoes all the hard work for you by automatically customizing your prep program to exactly what you need to do to improve your score most. You'll work on the most important skills first so that you get the most out of every hour you study. You just need to focus on learning and doing questions. Strategy 4: Use Only Realistic, High-Quality Sources After reading the three strategies above, you might be hyped up to go out and practice. The question is - what are you actually going to use to study? Books? A prep program? Be really careful about which sources you choose to use. Honestly, most of them are pretty bad. To begin with, most books that claim to be adapted for the New SAT are actually just minimally edited versions of their Old SAT books. Math has changed a lot between the two versions of the test, both in terms of which skills are tested and how the questions are structured.The worst books copy over the exact same questions from the Old SAT book - this is hugely misleading and can end up wasting a ton of your time with no improvement in score. Second, a lot of prep programs and books don't have very realistic SAT Math questions. They're either too hard, too easy, or structured incorrectly. The root of this problem is lack of true understanding of the SAT Math section. Without going through a full question by question analysis of the test, you really can't understand the test deeply. This means your materials will be terrible. OK - so what do you use? The very, very best sources for SAT Math questions is the Official SAT Tests.This is why as part of PrepScholar, we include these official practice tests to gauge your progress and train you on the real thing. The problem is, for the New SAT there aren't that many practice tests available right now. Because you want to use these to train your endurance and sitting for a full-length test, you do need to conserve this precious resource. This means to get enough SAT Math practice, you DO need to use extra materials. If you want to study exclusively through books, I recommend the best books for SAT Math here. If you're interested in a prep program that can provide all the test content you need to excel, I'd suggest you consider PrepScholar. Obviously as creator of the program I can be biased, but I honestly believe we have the highest quality Math questions available anywhere. This is because of the level of scrutiny and understanding of the test that I think no other company has achieved: We've deconstructed every available official SAT Practice Test, question by question, answer choice by answer choice. We've statistically studied every question type on the test (like you saw above). We understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who have scored perfect scores on the SAT, have hundreds of hours of SAT teaching experience, and have graduated from Ivy League schools. This results in the most realistic, highest quality SAT Math questions possible. Even if you don't use PrepScholar, you should be confident that whatever resource you DO use undergoes the same scrutiny as we do. If you're not sure, or you see reviews saying otherwise, then avoid it. Make sure you avoid duds. Strategy 5: Understand All Your Math Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. Too many students scoring at the 400-600 level refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead focus on areas they're already comfortable with. It's like a warm blanket. Their thinking goes like this: "So I'm good at geometry? I should do more geometry problems! They make me feel good about myself." The result? NO SCORE IMPROVEMENT. You don't want to be like these students. So here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory - fractions, algebra - solving equations, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. But don't stop there. Go Deeper - WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't know this material." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Strategy 6: Experiment With Different Strategies to Solve Math Problems Sometimes, you get really stuck on a question. You just have no idea how to solve it, and the first step doesn't seem obvious. When this happens, a really useful skill to learn is having a toolkit of alternative strategies to solve a question. Broadly speaking, there are two that will come up most often: Plugging in Numbers, and Plugging in Answers. Let's see an example in action: Let's say you don't know how to solve this with algebra. Let's break down the question. It asks, "which of the following numbers is NOT a solution of this inequality?" What that really means is, "Three of these answer choices, when plugged in, will result in a true statement. One answer choice will result in a false statement." So let's try plugging in each answer choice, one by one. Start with A) -1: 3(-1) - 5≠¥ 4(-1) -3 -3 -5≠¥ -4 -3 -8≠¥ -7 Wait, that's not true! -8 is not greater than -7. Thus answer choice A is tentatively marked as the correct answer choice. Just in case, let's try answer choice B. 3(-2) - 5≠¥ 4(-2) -3 -6 -5≠¥ -8 -3 - ≠¥ - Yes, - is equal to -! Choice A is likely the right answer. (You can evaluate answer choices C and D too, but this is unnecessary since you checked your work and A seems pretty sound). Bonus: Algebraicway You can also solve this question by moving x to one side and the number to the other: 3x - 5≠¥ 4x - 3 3x - 5 - 4x≠¥ 4x - 3 - 4x -x -5≠¥ -3 -x -5 + 5≠¥ -3 +5 -x≠¥ 2 x≠¤ -2 This gets you answer choice A as well! In both your practice and your real test, try to get unstuck by approaching the question differently. Check out our strategy guides on Plugging in Answers and Plugging in Numbers to see more details on how these work. Strategy 7: Monitor Your Time During the Math Section Once again, time pressure is a big problem for 400-500 scorers. Because many questions are difficult, it's easy to get sucked into a hard problem. This takes away time from other questions that you can solve and get points for. There are two ways to ease time pressure for yourself. The first way is by getting better at the test.By doing more practice, you'll automatically get faster at solving each question. By learning patterns to what the SAT asks, more questions will just 'click' for you. The other way is to monitor the time you're spending on each question. What you want to avoid is spending too much time on a single question, since this gives you less time for other math problems. Remember: all points on the SAT are worth the same as each other. An easy question is worth 1 point, as is the most difficult question on the entire test. So here's what I recommend: if you spend 30 seconds on a problem and aren't clear how you can get to the answer, skip and go to the next question. If you finish the section early, you'll have time to get back to the questions you skipped. You'll especially have extra time if you follow my first skipping strategy (skip the most difficult questions). Even if you don't have time to get back to the questions you skipped, you just bought yourself time to try a lot of other questions. Strategy 8:Bubble in Your Answers All at Once Here's a bubbling tip that will save you at least three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I went back to the booklet and solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself doing two things at once - solving questions, and bubbling in answers. This is like rubbing your belly and patting your head. This costs you time in both mental distraction and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 5 seconds per question, you get back 100 seconds on a section that has 20 questions. This is huge - you can use that to solve a whole other problem. Note: Be careful as you watch your time that you fill in all your current answers with at least five minutes remaining!Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Make sure you practice this on a full-length practice test so you're confident with it. Strategy 9: Guess on EveryQuestion You Don't Know You might already know this one, but if you don't, you're about to earn some serious points. Starting in 2016, the SAT no longer has a wrong answer penalty. In the old SAT, each wrong answer would deduct 0.25 points from your raw score. This required you to have a logical guessing strategy based on how many answers you could rule out. No longer! Now there is no penalty for getting a wrong answer. That means there's no reason to leave any question blank. Now, before you finish the section,make sure every blank question has an answer filled in. You do not want to look at your answer sheet and see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate just one answer choice, that gives you a much better shot at getting it right. If you have no idea, just guess! You have a 25% chance of getting it right. Most people know this strategy already, so if you don't do this, you're at a SERIOUS disadvantage. This is really important when you use Strategy #1 of skipping questions - if you don't guess on the questions, you'll miss out on free points! In Overview Those are the main strategies I have for you to improve your SAT math score. If you're scoring a 330, you can improve it to a 500. If you're scoring a 460, you can boost it to a 600. I guarantee it, if you put in the right amount of work, and study like I'm suggesting above. Notice that I didn't actually teach you any math content. I didn't point to any formulas that you need to know, or specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important to your future. Make sure you give SAT prep the attention it deserves, before it's too late, and you get a rejection letter you didn't want. If you want to review any of the strategies, here's a list of all of them: Strategy 1: Skip the Most Difficult Math Questions Strategy 2: Find Your Math Weaknesses and Drill Them Strategy 3: Focus On the Most Important Skills. Ignore the Rest Strategy 4: Use Only Realistic, High-Quality Sources Strategy 5: Understand All Your Math Mistakes Strategy 6: Experiment with Different Strategies to Solve Math Problems Strategy 7: Monitor Your Time During the Math Section Strategy 8:Bubble In Your Answers All At Once Strategy 9: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides to raise your SAT score. What's a good SAT score for you? Read our detailed guide on figuring out your SAT target score.This is important to set YOUR target score and give you something to aim for. Want a bunch of free SAT practice tests to practice with? Here's our comprehensive list of every free SAT practice test. 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: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.a7c60103-7c8a-432c-b1be-fe07bcb459ef'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Ethical Aspects Essay Example | Topics and Well Written Essays - 1000 words

Ethical Aspects - Essay Example It is important that ethical aspects are included so that the body of evidence that is available to policy makers reflects the diversity of the population. The essay will analyse this case study with a view to determining the value of the research to the participants and investigators, as well as assessing the validity and precision of the study. For any research studies to go ahead, investigators have got to ensure that the study is valuable to the current body of knowledge and to the participants. Research has to contribute to improving the health and wellbeing, and in this case study, it sought to determine the links between suicidal tendencies and low cholesterol levels. The information derived from this research study would be valuable to participants, as they would be aware of factors that could be detrimental to their health. This information is also valuable to the patient population as it is thought to be specific to patients with Para suicidal tendencies. This research found that those patients with low cholesterol levels were more likely to develop suicidal tendencies than the control groups. To further enhance the value, the study had to be designed in such a way that would reduce bias; which could have been introduced through age-related disorders such as dementia, anorexia, etc. Bias can also be introduced if the sample group is homogeneous, which is there is a significant proportion of males to females; however, the investigators have made sure each group has an equal split. Validity and precision The research sought to determine if there was any difference in cholesterol levels between the patient groups examined, and if there was an association between cholesterol level and measures of suicidal tendencies, impulsivity and depression. The study results and analysis revealed a significant difference in mean cholesterol levels between the three groups with the parasuicide group having the lowest levels and the psychiatric controls having the highest. This clearly satisfies the first aim of this research, and cholesterol, non-planning and motor sub scale scores of self reported impulsivity were significantly inversely related, which supports the second hypotheses. The validity and precision of these results could have been influenced by bias and other conditions, however, the investigators have taken a number of steps that would have reduced the probability of this occurrence. One method of ensuring validity and precision is to select an appropriate sample size, sample method and make sure the confidence intervals are appropriate for the study. The sample method of selecting three groups provides a population spread and accounts for the various psychological conditions that exist. For example, normal controls will be different to psychiatric controls and this ensures the generalisation of the study results. Efforts have also been made to ensure the gender split is equal in all three groups, as the study found that there are some differences between the sexes. The psychiatric controls also served to remove any bias that may have been or could be attached to the participants in the parasuicidal/DSH group. The age range was a potential source of bias, however the inclusion criteria was necessary as over 65s could present with symptoms that are asymptomatic of parasuicidal/DSH as a result of

CIS Essay Example | Topics and Well Written Essays - 500 words

CIS - Essay Example These features are what connect people as social beings. It is through real conversation that one can express their real emotions and people can be able to express their deep concern. It is a sad state that this new technologies are converting people into asocial beings. Teenagers subscribe to unlimited texts and are always on the phone even when having real conversation with people around them. It is not possible to concentrate on one’s phone and at the same time maintain eye contact with the person one is conversing with. This passes as a rude kind of behavior making the other person feel less appreciated and has ruined our relationship with people around us (Turkle 2013). It is thus possible to stay connected with other people through texts, tweets, FaceBook but at the same time be alienated from people around us. It follows that during conversation, no one really listens to the other causing a disconnection. What is even more scaring is the fact that people do not even get time to be alone. We are always bombarded by emails, text or even tweets during working hours, during our free time and even at night. The exchange of information never stops. This then implies that people never really get time to reflect on their own life and meditate. It has become even more difficult for people to create their own identity as our actions are shaped by these electronic means of communication (Turkle 2013). It is feared that in the end, we will have a world full of people with identical behavior and way of thinking and this blocks creativity and development in general. From this talk, it can be seen that in the near future, people will not be able to make simple personal real life conversation and this will have unimaginable consequences on our social structure. Staying connected has had its advantages in ensuring immediacy of information which has promoted businesses and other operation. Life has become very fast. This situation is scaring and measures need to

To find how the rate of reaction Essay Example for Free

To find how the rate of reaction Essay Results analysis This set of results appear, on the whole, to support my hypothesis. There is a general trend where the higher the concentration of the hydrogen peroxide, the faster more oxygen gas is produced. More oxygen gas would be expected to have been produced with the higher concentrations of hydrogen peroxide because as the concentrations go up, the more oxygen is produced and this is how the strength of the hydrogen peroxide is measured. For example, 1cmiof 1V hydrogen peroxide will produce 1cmi. So, if we take the 10cmi 2. 5V hydrogen peroxide used in my investigation, if it had been left to fully decompose, 25 cmi oxygen gas would have been made. Therefore the 2. 5V hydrogen peroxide used in my experiment had fully decomposed, and no more oxygen gas could have been produced, which explains why the amount of gas produced levelled off at the end of the 5 minutes in which it was being tested. The hydrogen peroxide of higher concentrations continued producing gas after the 5 minutes in which I was timing the decomposition of the hydrogen peroxide was up. I could not measure past 100cmi of oxygen gas, as my gas syringe was not large enough. My hypothesis was that where there is a higher concentration of hydrogen peroxide, the rate of reaction is faster. We can see from my table and graphs that on the whole my results support this hypothesis. Saying this, there are still anomalous results. Having checked my 12. 5V hydrogen peroxide result twice, it was still a little slower rate of reaction than that of the 10V hydrogen peroxide (which I also checked twice). My results appeared to improve once I had checked them, although the results which I have plotted on my graph are averages of the two sets of results for each concentration of hydrogen peroxide. If there is an anomalous result, it will change the overall value of the averaged result, which can affect how accurately the results are shown. Other factors that can affect the results are: -That the experiment will not be timed accurately and that readings are taken at the wrong time, which gives an inaccurate result for that time. -The gas syringe did not work properly, for example if the gas syringe was broken or if it stuck, an accurate reading would not be possible as the pressure would build up inside the gas syringe until it moved. This wouldnt give an accurate result as the gas syringe would not show a different value every ten seconds. -The surface area of the liver used could also affect how well the experiment worked because if there were a greater surface area, there would be more area for the catalase to be in contact with the hydrogen peroxide, therefore more hydrogen peroxide would be exposed to the catalase in the liver. I would expect this to make the rate of reaction faster as there would be more catalyst readily available to speed up the reaction. -The size of liver used will affect the results, for example, if the size of one piece of liver was larger than another piece of liver used with the same strength and amount of hydrogen peroxide, the hydrogen peroxide containing the larger piece of liver will have a faster rate of reaction as it will contain more catalase. -Any error in measurement throughout the experiments in my investigation will affect the results in this investigation, for instance if the hydrogen peroxide was measured incorrectly, different results will be found which could possibly be anomalous. Most of these factors affecting my results are out of my control, such as whether the gas syringe is broken or the size and surface area of the liver (because it is almost impossible to weigh such a small piece of liver). The pieces of liver I used were only approximately the size of a grain of rice, although some were inevitable larger or smaller. Errors in my measurement, however, can be controlled and so I was very careful whilst measuring everything out and timing my experiments. Rebecca Allot 11Y Page 1 03/05/2007 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

families Essay -- essays research papers

The importance of families has been espoused by all since the inception of modern times. Considered by most to be the backbone of America, it is how we socially and culturally indoctrinate our offspring so they are able to become a functional member of society. A lack of a full family is often cited as the reason that children end up as criminals or delinquents. The notion of family being the birthplace of problems is not even something most people could find feasible, which is what makes Barbara Ehrenreicht’s essay â€Å"Are Families Dangerous?† seem a bit out in left field to most readers. But upon closer inspection and reflection into ones own family life, and the lives of those around them, Ehrenreicht’s essay begins to make a lot more sense. It is because of my understanding of values within our culture and my own personal experience with my family that I believe Ehrenreicht’s essay on family is completely true in the ideas that it expresses. Most of us choose only to recall fond memories of our youth when we speak about how great family life is, though the reality of things is that few of us have a perfect youth with our family and it is often peppered with emotional and physical harm. Ehrenreicht hits the nail on the head when she talks about the plight of the wife, many of their problems come not from outside of the house, but within. Turn to any daytime TV show to see the crying and emotional pain that family members cause, whether it be from physical or emotional abuse....

Modifying The Conduct Of Professional Military Education Education Essay

Education, in the military profession, is the procedure of culturing a individual to the hereafter needs of the administration. This procedure of preparing an person to accommodate the wide-ranging demands of the system is of paramount importance. Airmen of tomorrow will hold to set about operations which are non merely web centric but besides knowledge centric. As the universe changes at an unprecedented and speed uping rate, the constructs of war, peace, and struggle merge with each other. Human-centered aid, war against panic, insurgences, and rebellions now occupy the Centre phase for most armed forces. Success in any operation will come from sound preparation and quality instruction. Professional Military Education ( PME ) will play an of import function in guaranting that the IAF theodolites onto a more effectual acquisition environment. Effective PME will play a important function in the effectivity of any contending force in the hereafter. There is frequently confusion in the form in which military instruction should be conducted and the mode in which the officers have to be groomed. IAF requires officers who are educated so that they are able to happen solutions to the battalion of unexpected challenges that are bound to face them in the class of their callings. 2. Education is a uninterrupted procedure. If any organisation does non acknowledge the importance of instruction, it certainly is non germinating. It is a ‘must vision ‘ for an organisation like Indian Air Force to hold its officer cell strong in professional cognition, flexible and turning in idea and imaginativeness. Amidst turning national security challenges, Professional Military Education ( PME ) has to germinate to provide for the demands of a more complex and engineering intensive environment as we head towards our vision of tomorrow. In fact continued and comprehensive instruction plan is indispensable to develop rational abilities amongst officers to set about diverse missions in an intricate security scenario.Purposenecessities of instruction procedure and to give matter-of-fact and practical suggestions to modify the behavior of professional military instruction for officers in the IAF, providing to the complexnesss of future wars.Understanding EducationDiffe rence between preparation and Education4. Training and instruction are two different procedures despite being associated with the similar demands of acquisition. The construct of preparation is usually designed to get specific accomplishments. These acquired accomplishments make a individual more employable and specialized in any profession. Therefore preparation is more specific, more focussed on a peculiar undertaking and is for a limited period of clip. Education on other manus is more wide based and is related to geting cognition and heightening mind. It is a procedure of complete mental and moral development. The methodological analysis of preparation is through specialised classs while instruction is a uninterrupted womb-to-tomb procedure. Another glowering difference concerns the limited range of originative thought and normative methods used in preparation. In the preparation procedure a individual is introduced to right methods go forthing small range for original originati ve thought. Education, in contrast focal points on making independent minds. Military instruction focuses on the art of war and on developing penetrations on how to contend the wars cleverly. It enables the forces to comprehend future menaces, engage in originative ways to decide struggle, select the right tools and methods, and achieve the coveted consequence. 6. In a complex and fast changing universe, there is demand for a comprehensive, broad ranging and all inclusive educational frame work embracing an academic course of study which trains for the certainty and yet is diverse plenty to be able to educate for uncertainness.Need for a alteration in Education Pattern7. Rapid progresss in engineering and easy handiness of information dictate a serious reconsideration into the mode in which military instruction is conducted. Technology has revolutionized modern war combat. Basically what it means is easy entree to knowledge and in general an addition in cognition. In the yearss to come the full art of war combat will acquire engineering driven at an even faster rate thereby increasing the necessity to educate and intellectually equip officers to maintain gait with this alteration. In simple footings, officers will hold to possess necessary rational accomplishments to manage machine-controlled systems and work the overplus of information in the battleground. In any instance newer capablenesss would intend newer functions which will necessitate specialised accomplishments and above all a mentality to alter. A good structured educational form will play a important function in fixing officers to understand and confront these challenges. Military officers will necessitate particular accomplishments to believe, understand and show the effects of modern engineering.Importance of Critical thought8. The profession of weaponries nowadayss legion occasions where officers are confronted with diverse and complex jobs. Teaching good thought solutions may assist officers get the hang some of these jobs. However, the cardinal prevarications in critical thought which provides the tools for happening specific solutions for a battalion of unfamiliar jobs. Critical thought pertains to the ability to measure information and mental idea processes in a structured mode. The implicit in rule is to be able to buttockss and understand informati on more comprehensively. In short it is all about doing the right judgement. PME in the IAF needs to advance critical thought so as to enable officers to get at rational and good reasoned determinations. A critical mind should be able to sift through overplus of informational inputs available to him and descry precisely what is unlogical and irrational. It is indispensable to provide for the extremely intricate and unstable nature of environment that the officers face presents. PME within the IAF needs to make full up nothingnesss created by deficiency of formalistic instruction for developing critical thought. To get down with there is demand for a vision in this field. Appropriate academic course of study and specialised classs can thenceforth be defined. The academic plan designed should advance believing accomplishments which remain unschooled in other educational classs. Thereafter, IAF can travel on to develop non traditional methods to absorb critical thought accomplishments in its officer cell. Web-based collaborative acquisition environments can be efficaciously utilised to educate officers utilizing simulations of modern-day military jobs.PROPOSED MEASURES FOR INTELLECTUAL DEVELOPMENT9. One of the most ambitious undertakings of a well planned PME plan is to bring forth inventive, advanced, adaptative and critical thought officers. The cardinal prevarications in following an educational plan which targets rational development and in a go oning mode. Some methods of guaranting overall rational growing are as given below: – Comprehensive Educational Framework. PME templet has to be complete in all respects in order to provide for comprehensive rational growing. This would connote taking and aiming the right topics at an early phase of an officer ‘s service calling. Most bing PME plans in IAF trade with basic professional and service specific topics and deficiency range for rational growing. In current scenario IAF is likely to be involved in a broad spectrum of operations including transnational operations necessitating all officers to hold an in deepness apprehension of complex topics such as Strategy, International Relations, Geopolitics, International jurisprudence, Economics and Military operations. These topics need to be introduced and taught from an early phase of an officer ‘s service calling so as to develop appropriate consciousness and consciousness right from the beginning. PME plans soon target limited transverse subdivision of officers and are non crossing the full service call ing. In-service classs in the IAF have been classified as mandatary, desirable and need based classs. While basic classs such as BASCO, ISCO, APKC and the Air staff Course are compulsory for all officers, there are other classs such as LDMC, HDMC, Higher Command, NDC etc which are merely desirable or need based and non done by all officers. Education is an indispensable tool for officers at all degrees of senior status. IAF may even believe of outsourcing military instruction and promote officers to avail survey leave and take up educational classs in civilian universities or with professional institutes abroad. Any signifier of pursuit for higher instruction should non be a hinderance to career promotion, but alternatively should be complementary and compulsory to career patterned advance. Most in service classs have now been made assessable and contribute to career patterned advance at least at the junior degree. Assessment in classs will merely give scholarly end product and may non needfully give out the existent rational degree of an officer. In any instance appraisal should ne'er be ultimate the purpose of any signifier of instruction, alternatively it should be rational development. PME should be compulsory for all degrees of officers, merely the demands at each phase should change. Some idea besides needs to be given to the sort of module we employ for carry oning PME. Often majority of our instructors come from within the service and may non possess needed educational experience or professional instruction accomplishments. Specialized topics would necessitate experient instructors who are non merely qualified but besides competent. Adapting Educational Programs to accommodate contemporary conditions. Security environment in the universe and within the state has changed over the old ages. Indian military readiness has changed from being simply Pak centric to modern twenty-four hours concerns like internal security, procuring our maritime boundary lines, international terrorist act, cyber warfare and atomic issues. PME besides needs to alter as per the demands placed on the present twenty-four hours IAF officer. Academic plans need to be diverse plenty to fix IAF officers non merely for tactical operations but besides strategic and operational degrees of operations. In simple footings, PME must fit IAF officers with suited academic abilities to cover with current jobs and besides remain relevant to the drawn-out functions. Adequate clip for Assimilation. All instruction plans have to be focussed to guarantee maximal assimilation, cognition augmentation and enhanced apprehension. Towards this IAF must follow educational waies with good spaced out academic course of study. Education is a womb-to-tomb procedure and can non be enforced. Alternatively there is a demand to foster and inflame quest for cognition. Assorted larning methods could be adopted changing from distance larning to net enabled acquisition bundles. Scenario based practical acquisition methods and determination simulations can be used to polish larning experience. Besides the content, equal thought demands to be given to manner in which the instruction will be conducted. Often unequal clip and deficiency of focal point by the administration towards educational plans tend to set off a scholar. The current distance larning plan implemented for junior officers in the IAF is an illustration. In short IAF has to hold a vision Any sort of PME p lan in IAF must guarantee dedicated learning clip for officers. Education for life. The service life of an officer can be loosely categorized into different phases of development get downing from the clip he joins the service to the clip of retirement. At each phase, the type of mental training and instruction demands are specific yet interlinked. A comprehensive educational plan with ample deepness and comprehensiveness has to be defined for the full service calling of every officer. Learning has to be broad ranging, wide based and uninterrupted. The different phases are: – Early Stage ( till 6 old ages of service ) . This is the most important phase of mental training and doubtless the most of import period in an officer ‘s calling. This phase lays the foundation for all subsequent rational growing. Education during this period should chiefly be concerned with professional topics with an purpose of fixing a sound professional. Apart from this educational plans could besides be utilized to transfuse a strong sense of pride in state and service, chumminess and espirit-de-corps. Complex topics such as leading, direction, moralss, scheme and international dealingss need to be introduced at this phase in order to foster a thought head at a ulterior phase. Availability of clip is frequently a restraint to effectual execution of any sort of educational plan at this phase and at that place has to be a balance between professional preparation activities and educational plans supplying rational growing. Phase II. This phase is from 7 to 18 old ages of service. The officer in this phase must be educated in nucleus competences of professional activities. Career patterned advance usually is the focal point during this phase. The officer must be encouraged to hone his planning and executive accomplishments. The traits that need to be watched are over assurance and misplaced sense of accomplishment. Educational focal point should now get down switching from service-specific proficiencies to joint operations. Once once more accent has to be on developing a thought head. Self acquisition has to be encouraged and rewarded. Phase III. Stage III is from above 18 old ages of service. During this phase an officer gets a opportunity to command an independent unit and goes on to work in assorted bid and staff assignments. Good cognition of executive maps, effectual fiscal, stuff and human resource direction are some important demands at this phase. In add-on educational plans have to transform selected officers into strategic analysts and advisers. Military officers in this class have to maturate as military leaders with a balanced, unfastened and academically complete head. Quest for instruction has to be promoted by promoting doctorial and Masterss ‘ grades in strategy-related subjects at reputed civilian universities both within the state and abroad. Encouraging Critical idea. Problem work outing and critical thought accomplishments have become necessary for all classs of officers and non merely for senior Air Force officers. Critical thought is an country that needs to be consciously addressed in PME plans. Blending Education with experience. In this context, the demand for instruction and experience are critical to the officers in the hereafter environment. The modern defense mechanism scheme demands us to keep a combat capableness across the full spectrum of struggle and we must make so in an environment of decreased resources being available for purchase of new high engineering equipment. As good, the choice of what high engineering equipment is to be purchased will go more of import as we try and maintain interoperability with Alliess in the hereafter. Finally, there is a demand to put a new construct of what it means to be a thought soldier. What is needed is non soldiers advised by bookmans – but instead soldier-scholars, or soldier-linguists, or soldier-social scientists, at appropriate degrees.DecisionEducation of officers within the IAF is a critical and cardinal investing. Any educational plan is borne out of experience over the old ages. It is an germinating procedure, which changes from clip to clip, maintaining the complexnesss demands of the administration in head. The quality of PME within the service will specify The human resource policy on manpower use Sept 2010 ( Jaspreet Singh ) Wg cdr

Courts of the Tampa Bay Area

This study involved visiting courtrooms and observing the court proceeding. I was to follow several cases and evaluate everyone’s behavior in the courtroom. During this period I visited two courtrooms, Criminal Justice Center at 14250 49th Street North Clearwater, FL 33762 and the 501 building in St. Petersburg at 501 1st Avenue North St. Petersburg, FL 33701. I visited the courtrooms on several occasions. Case observations On June 16 2010, I visited the criminal Justice center at 14250 49th street North Clearwater, FL 33762, at 2 pm. At the entrance of the courtroom there was screening.Mobile phones were not allowed in the courtroom so they were to be left at the reception desk. It was not difficult getting into the courtroom as only photo identification was required. The room was half full and so finding a sitting position was easy. It was a criminal case, where Mr. George Warren, the accused, was a suspect in a robbery at the bay harbor pool room. The Judge was Justice Earl Logan. The mood of the court was rather relaxed. The judge was calm and followed keenly. On several occasions the judge was very active, especially where the attorneys had heated arguments.The judge had to intervene and restore order in the room. As I learnt later that the proceeding was not open to the journalist and this is the reason I attracted some attention from a juror, as I took some notes. The attorneys showed a great deal of respect to their client although the plaintiff’s attorney was very intimidating. The judge did not take this lightly and cautioned the attorney against such action. The defendant’s attorney defended his client against such intimidation aggressively. He refused to allow his client to be asked questions revolving around his personal life except where they were relevant .They attorneys sought the judge’s intervention where they felt that their client was being harassed. The judge asked the clients questions where he felt was necessar y, or ordered them to answer questions if the chose to remain silent. The defendant and his attorney were active while the plaintiff appeared relaxed. This is because the evidence that was brought before the court was very strong and could earn him more than five years imprisonment. The defendant was a clerk and frequented the pool room. Both of them seemed to follow and understand the proceedings.The defendant was however very careful when answering the questions because he would take some time before replying. The disposition of the case was that the defendant was not guilty. This is because he was found near the site with some pints of wine and some change in his pocket. The evidence produced was not substantial and enough for the defendant to face any sentence. The witnesses who testified in the case did give any information that linked the defendant to the crime. The plaintiff failed to convince the court that the accused was indeed the thief.There was no finger print match and the defendant had an evident alibi. During the time of theft the defendant was at another local joint drinking. The time spent on the case was not long but was enough because there was no enough evidence to imprison the defendant. The disposition of the case was fair. There was clear evidence that the defendant was not involved in the crime, and if there was the plaintiff failed to produce it. According to the law the defendant was supposed to be set free until or unless there was more clear evidence . Analysis The courts precinct was calm.There was a serious security check for mobile phones, cameras and any form of weapons. This case was not open to the media and this is the reason why they were so strict on the issue of any cameras or recording material. This was also a security to ensure the safety of everyone in the courtroom. Being an afternoon during a working day most people were at their places of work and so most of those in the room were close to the clients. The mood was relaxed. The case had little tension and this is the reason why the judge appeared calm although he was very attentive.In some instances the clients chose not to answer questions and the judge had to intervene and force them to answer the questions. This is because the evidence tabled was not enough and any information that the judge felt was relevant had to be given . The attorneys were however very aggressive, each trying to defend the evidence produced by their clients. The plaintiff showed no signs of providing more evidence against the defendant and relied solely on the fact that the defendant was found close to the crime scene when the police were called.The defendant claimed that he had just left another drinking joint and was on his way home. This case was very sensitive and the judge had to take note of all the important details and ask questions where clarification was needed, failure to which a wrong judgment would have been made . He was able to prove his claims to the court. The fingerprints from the crime scene did not match his, clear evidence that he was just a case of mistaken identity. This made the proceedings very quick and the hearing and the proceedings did not take a long duration.The evidence produced by the plaintiff did not link directly to the defendant. The could only prove that he was a suspect because he had some pints of wine and also being near the pool room but no proof of his presence in it. The comparison The courtrooms I visited had some differences and similarities. For example in some courtrooms you were allowed to access the room with a mobile phone but it should remain switched off, while in others one was supposed to leave any electronic gadget or anything that could cause harm at the reception.This is especially in those cases that had restrictions to the media. Search for weapons was inevitable for security reasons. The judges had different reactions and moods depending on the case. If the case had a lot of pressure there were heated arguments and the judge and the judges were very active. They would ask questions in some instances. In other cases the rooms had a bored mood and the judge could even fall asleep. The judge would remain uninvolved in the case. I observed this in a civil case the 501 building in St. Petersburg at 501 1st Avenue North St.Petersburg, FL 33701 on June 11 2010. The suit was filed woman and her former husband and the dispute involved the sharing of the family property. They had recently divorced and the husband decided the wife could only get a third share of the property. Unlike the first case where the judge was actively involved by asking question and seeking clarification, in this case the judge listened quietly without intervention. The judge only took down a few notes and the rest of the time he just watched and listened . The facts and evidence produced were so obvious.Those who followed the proceedings were also very bored. The disposition of this case was that the property in question was to be shared equally between the couple. The disposition of this case was so obvious and thus the quiet mood in the room. The attorneys were also very calm and did not show much aggressiveness like in the first criminal case. The only client who appeared active was the plaintiff, who on several instances had to be warned by the judge about her explosive behavior. In other instances accessing a courtroom could be very difficult.Only those involved in the case are allowed to access them. On the 17th May 2010, I attended the 501 building in St. Petersburg at 501 1st Avenue North St. Petersburg, FL 33701, where the case involved a limited company and a former employee. Only those who were involved in this case were allowed in. I however managed to convince the security team that I was a law student conducting a research and was allowed in. The restrictions were in favor of the company’s public image, which was a leading company globally and could not risk the integrity. The judge looked serious and very involved.The room had very few people and tension was high. The attorneys were very aggressive and the judge was actively involved. The Jury followed the proceedings very attentively. The defendant was accused of violating the rights of the plaintiff a former employee in it, where the plaintiff was forced to work for more hours and was fired without any definite reason. Like in the first case, the judge listened attentively and asked questions during the proceedings. The questions were to clarify the issues that could be relevant in determining the case .The reasons stated by the defendants for their action was that the plaintiff was unproductive at work and showed some negative attitude. The defendant managed to convince the court on the negative attitude of the plaintiff but failed to prove his unproductiveness. The defendant claimed that on particular occasion the plaintiff did not report to work and had no reason a claim refu ted by the defendant. Some records that showed the employees attendance were missing; they could have been some crucial evidence. The disposition of this case was that the defendant was guilty.They were to pay the plaintiff an amount that was to be discussed by their attorneys. Unlike the first two cases this case took one month to be decided. The hearing was made on the 25th June 2010. I attended all the three proceedings. The second proceeding was on the 4th June 2010. The fourth case was at the criminal Justice center at 14250 49th street North Clearwater, FL 33762. In this case the plaintiff was a young man who was assaulted by a security guard, the defendant, at a public facility. The hearing was held on July 12 2010. This case proceeding was open to everyone and the courtroom was very crowded.There was the usual security check but not many restrictions. Security checks are a must at all the court entrances but the restrictions depend on the case and those who are involved. The judge was active. Her name was Justice Rene Raymond. The attorneys were very active with instances of heated arguments like in the first and third case. The security guard claimed that the young man was disturbing the public. The evidence brought before the court and from the witnesses showed that the plaintiff had actually caused commotion in the public facility.The issue in this case was the assault. The judge argued that the plaintiff had actually caused disturbance to the people and thus the reason for the assault. Therefore the plaintiff lost the suit. This disposition was fair. There were similarities in these cases in that in most of the criminal cases the judges were very active since the involved so many details that had to be unveiled and clarified so as to make a sound judgment. The crowding of the courtrooms however varied. The dispositions were based on the evidence produced and not just mere claims.This is because in a law court everything said should be proved and a judge should not base the decision on blank claims. Conclusion The research shows that every case proceeding has its own procedures although others are similar. The issue of security is emphasized in all courts. In some cases members of the public are restricted, while others are open to everyone. The mood and involvement of the judge and the courtroom in general depends on the case. Some cases have so much pressure that the judge is very active and attentive. The decisions are based on the evidence produced before the court.REFERENCES Heumann, M. (1981). Plea Bargaining: The Experiences of Prosecutors, Judges, and Defense Attorneys. Chicago: University of Chicago press. Samuelson, P. (1984). Good Legal Writing: of Orwell and Window Panes. University of Pittsburgh Law Review 149 retrieved on July 12 2010 from http://people. ischool. berkeley. edu/~pam/papers/goodwriting. html Mauk, D. & Oakland, J. (2005). American civilization: an introduction. New York, NY: Routledge. Carmen, R. V . (2009). Criminal Procedure: Law and Practice. . Florence: Wadsworth Publishing

Egyptian View of Death and Their Pyramids

Egyptian View of Death and Their Pyramids The Egyptian view of death during the dynastic period involved elaborate mortuary rituals, including the careful preservation of bodies through mummification as well as immensely rich royal burials such as that of Seti I and Tutankhamun, and construction of the pyramids, the largest and most long-lived monumental architecture known in the world. The Egyptian religion is described in the vast body of mortuary literature found and deciphered after the discovery of the Rosetta Stone. The primary texts are the Pyramid Texts - murals painted and carved onto walls of the pyramids dated to the Old Kingdom Dynasties 4 and 5; the Coffin Texts - decorations painted on elite individual coffins after the Old Kingdom, and the Book of the Dead. The Basics of the Egyptian Religion All of that was part and parcel of the Egyptian religion, a polytheistic system, which included a number of different gods and goddesses, each of whom was responsible for a specific aspect of life and the world. For example, Shu was the god of the air, Hathor the goddess of sexuality and love, Geb the god of the earth, and Nut the goddess of the sky. However, unlike the classic Greek and Roman mythologies, the Egyptians gods didnt have much of a backstory. There was no specific dogma or doctrine, nor was there a set of required beliefs. There was no standard of orthodoxy. In fact, the Egyptian religion may have lasted for 2,700 years because local cultures could adapt and create new traditions, all of which were considered valid and correct - even if they had internal contradictions. A Hazy View of the Afterlife There may have been no highly developed and intricate narratives about the actions and deeds of the gods, but there was a firm belief in a realm that existed beyond the visible one. Humans could not comprehend this other world intellectually but they could experience it through mythic and cultic practices and rituals. In the Egyptian religion, the world and the universe were part of a strict and unchanging order of stability called Maat. This was both an abstract idea, a concept of universal stability, and the goddess who represented that order. Maat came into existence at the time of creation, and she continued to be the principle for the stability of the universe. The universe, the world, and the political state all had their appointed place in the world based on a principle system of order. Maat and a Sense of Order Maat was in evidence with the daily return of the Sun, the regular rise and fall of the Nile River, the annual return of the seasons. While Maat was in control, the positive powers of light and life would always overcome the negative forces of darkness and death: nature and the universe were on the side of humanity. And humanity was represented by the ones who had died, especially the rulers who were incarnations of the god Horus. Maat was not threatened, as long as man was no longer threatened by eternal annihilation. During his or her life, the pharaoh was the earthly embodiment of Maat and the effective agent through which Maat was realized; as the incarnation of Horus, the pharaoh was the direct heir of Osiris. His role was to make sure the obvious order of Maat was maintained and to take positive action to restore that order if it was lost. It was crucial for the nation that the pharaoh successfully made it to the afterlife, to maintain Maat. Securing a Place in the Afterlife At the heart of the Egyptian view of death was the Osiris myth. At sunset every day, the Sun god Ra traveled along a heavenly barge illuminating the deep caverns of the underworld to meet and battle Apophis, the great serpent of darkness and oblivion, and succeed to rise again the next day. When an Egyptian died, not just the pharaoh, they had to follow the same path as the Sun. At the end of that journey, Osiris sat in judgment. If the human had led a righteous life, Ra would guide their souls to immortality, and once united with Osiris, the soul could be reborn. When a pharaoh died, the journey became crucial to the whole nation - as Horus/Osiris and the pharaoh could continue to keep the world in balance. Although there wasnt a specific moral code, Maats divine principles said that to live a righteous life meant a citizen kept moral order. A person was always part of Maat and if he or she disordered Maat, he or she would find no place in the afterworld. To live a good life, a person would not steal, lie, or cheat; not defraud widows, orphans, or the poor; and not harm others or offend the gods. The upright individual would be kind and generous to others, and benefit and help those around him or her. Building a Pyramid Since it was important to see that a pharaoh made it to the afterlife, the internal structures of the pyramids and the royal burials in the Valleys of the Kings and Queens were built with intricate passageways, multiple corridors, and servants tombs. The shape and number of the internal chambers varied and features such as pointed roofs and starry ceilings were in a constant state of reformulation. The earliest pyramids had an internal pathway to the tombs that ran north/south, but by the construction of the Step Pyramid, all corridors began on the west side and led toward the east, marking the journey of the Sun. Some of the corridors led up and down and up again; some took a 90-degree bend in the middle, but by the sixth dynasty, all entrances started at ground level and headed eastward. Sources Billing, Nils. â€Å"Monumentalizing the Beyond. Reading the Pyramid before and after the Pyramid Texts.†Ã‚  Studien Zur Altgyptischen Kultur, vol. 40, 2011, pp. 53–66.Kemp, Barry, et al. â€Å"Life, Death and beyond in Akhenatens Egypt: Excavating the South Tombs Cemetery at Amarna.†Ã‚  Antiquity, vol. 87, no. 335, 2013, pp. 64–78.Mojsov, Bojana. â€Å"The Ancient Egyptian Underworld in the Tomb of Sety I: Sacred Books of Eternal Life.†Ã‚  The Massachusetts Review, vol. 42, no. 4, 2001, pp. 489–506.Tobin, Vincent Arieh. â€Å"Mytho-Theology in Ancient Egypt.†Ã‚  Journal of the American Research Center in Egypt, vol. 25, 1988, pp. 169–183.

Incomplete Thought Writing Mistakes

Incomplete Thought Writing Mistakes Incomplete Thought Writing Mistakes Incomplete Thought Writing Mistakes By Mark Nichol Writers sometimes sabotage their efforts to express themselves by leaving key information out of a sentence, resulting in confusing statements. Each of the following examples suffers from obfuscation due to one of more missing words. Discussion after each sentence explains the problem, and a revision provides a solution. 1. It has been called one of, if not the best film Smith has directed. This type of error, frequently committed by professional and amateur writers alike, is the result of an attempt to create a parenthetical parallel, one that fails because the sentence lacks all the necessary elements. In most attempts of this type, an additional comma would follow film, to set off the parenthetical, but the sentence is syntactically invalid when the supposedly expendable parenthetical is omitted; the result is â€Å"It has been called one of Smith has directed.† The flaw here and in similar erroneous constructions is that the key phrase must be repeated, appearing in both the main clause and the parenthetical: â€Å"It has been called one of the best films, if not the best film, Smith has directed.† (Remove the parenthetical, and the main clause is syntactically sound: â€Å"It has been called one of the best films Smith has directed.†) 2. Lenders should proactively assess their ability and success in providing capital to minorities and their communities. The mistake here is the writer’s assumption that ability and success are parallel, but each word is merely the basis of corresponding phrases that must be extended and located appropriately: However, not only do they require distinct prepositions, but providing is the correct inflection of the verb only in reference to success, so the sentence must be further revised for it to make grammatical sense: â€Å"Lenders should proactively assess their ability to provide, and success in providing, capital to minorities and their communities.† (To avoid the parenthetical phrase, revise as shown here: â€Å"Lenders should proactively assess their ability to provide capital to minorities and their communities and their success in doing so.†) 3. The product’s naturally occurring electrolytes are significantly higher than other brands. Other brands are erroneously compared with electrolytes; the comparison should be between the electrolytes in one product and the electrolytes in other brands, so either electrolytes or a pronoun representing it, plus the preposition in, must be inserted into the sentence: â€Å"The product’s naturally occurring electrolytes are significantly higher than those in other brands.† 4. Financial institutions are no longer required to implement the rule and retain the option of including mandatory arbitration clauses in their contracts. This sentence does not intend to express that two requirements for financial institutions have been lifted; the intention is to state that one requirement has been lifted, while an option has been retained. To indicate that these are separate points, the sentence should be structured to consist of two independent clauses separated by punctuation and a conjunction: â€Å"Financial institutions are no longer required to implement the rule, and they retain the option of including mandatory arbitration clauses in their contracts.† 5. Most categories show decreased totals compared to our results from last year. The equivalents here are not totals in most categories and results from last year; they are totals in most categories this year and totals in most categories last year. That equivalence is expressed simply by inserting the pronoun those and the preposition in before the phrase describing the comparison: â€Å"Most categories show decreased totals compared to those in our results last year.† 6. Machines are so much better at analyzing large volumes of data than people. The implication is that machines perform analysis of large volumes of data better than they perform analysis of people, but the point is that machines outperform people in analyzing large volumes of data; to clarify the correspondence between machines and people, simply tack a verb onto the end of the sentence: â€Å"Machines are so much better at analyzing large volumes of data than people are.† 7. Contracting teams may also want to identify contracts just below that threshold but that would be profitable if renegotiated at higher rates. â€Å"That is† or â€Å"that are† (or that followed by another â€Å"to-be† verb form), like that itself, are sometimes optional in a sentence, but if one of two corresponding phrases is preceded by such a phrase, the other must be as well: â€Å"Contracting teams may also want to identify contracts that are just below that threshold but that would be profitable if renegotiated at higher rates.† Alternatively, the sentence may be revised to convey correspondence with other wording: â€Å"Contracting teams may also want to identify contracts just below that threshold but potentially profitable if renegotiated at higher rates.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business EmailsDifference between "Pressing" and "Ironing"Sit vs. Set

Analysis of The Christian and Bible Fundamentalism Essay

Analysis of The Christian and Bible Fundamentalism - Essay Example Christian and biblical fundamentalism refers to aspects based on ideologies that oppose the other theories that explain the nature. Scientific theories have been developed to explain the origin of life and the earth. Christian and Bible fundamentalists believe that the earth was created in seven, twenty four hour days. In addition, they believe that the other theories that explain the origin of earth are based on false ideologies. They focus on the creation account contained in the book of Genesis in the Old Testament of the Bible. They oppose biological theories of life and consider the people who formulate them as being directed by the evil. Christian fundamentalists argue based on the literal interpretation of the Bible. In this essay, Christian and Bible fundamentalism will be analyzed in detail. Fundamentalism refers to the total adherence to the values and doctrines of Christianity with respect to the literal interpretation of the Bible (Barrett & Kurian 45). Fundamentalism dev eloped from the late 19th century to the early 20th century, when the protestant movement strictly opposed the application of Christian doctrines to the current theories of science and philosophy. Fundamentalism has resulted to social and economic problems. The development of Christian fundamentalism was accelerated by the protestant movements in different countries. The aspect of fundamentalism developed from the United Kingdom and the United States of America in the 20th century. Christian and Bible fundamentalism started with the development of the social Gospel which was associated with the name of Walter Rauschenbusch in the United Kingdom (Gifford 2). Christian fundamentalists have been found to be extremists since they attribute all their lives and activities to the Christian faith. In the early days, Christianity was based on salvation with regard to matters that related to death, heaven and hell. However, with increased Christian fundamentalism, Christianity has been consid ered as a form of liberation from fear, hunger, ignorance, hell and other challenges that face the fundamentalists in their day to day lives. Christian and Bibl

Contoso Legal Department and Client Term Paper Example | Topics and Well Written Essays - 1000 words

Contoso Legal Department and Client - Term Paper Example An installation of Windows 7 would become an upgrade, as the Windows version was essentially released to upgrade the previous version. Upgrading the existing system would include installation of Windows 7. This upgrade would provide improved functioning of the existing features through the performance improvements included in the new Windows version. These features allow computers to perform numerous functions previously unavailable in the other Microsoft operating systems. Installation of Windows 7 would also include upgrading the server system through the installation of a compatible system in the server. The Windows server 2008 R2 could be identified as the best option for the server. The Microsoft Corporation released this server system as a counterpart for Windows 7 (Microsoft, 2012). These systems function in extreme uniformity once installed together, allowing quick access to company servers from the personal computers. Compatibility of these two systems remains essential in e nabling ad creasing efficiency of the entire system. This server system would significantly improve the capability of the installed operating system to access the company server. This server system becomes essential when using Windows 7 in ensuring proper functionality for the operating system. The system requires hardware configuration similar to those of the preceding versions released. The fundamental aspect of the system remains the capability to allow easy document sharing. The system image could be defined as the capability for a computer system to shut and return to the same state when restarted. This remains one of the essential changes present in the Windows 7 version, integrating the capability to hibernate computers. The new version presents systems with the ability to store information in volatile memories essentially allowing creation of system images. The proposed Windows version comes with the capability to hibernate, therefore, allowing the capability to operate the computers in energy saving modes. This feature remains critical in reducing the energy consumption of the entire company (Pogue, October 21, 2009). The system image feature becomes essential in allowing off-line operating system debugging. The operating system with the capability to create system images, allows the computer to return to operational mode immediately, upon command. This feature could assist the department in minimizing incidents of losing critical data, stored within the departmental computers. The creation of a system image remains a feature available only in this version of Microsoft windows. Windows 7 allows the user to create system images, enabling the mounting of system drives that cannot be modified. The system images allow performing of various actions aimed at recovering system information regarding the operating system. Microsoft Corporation introduced this feature when launching Windows 7, making the operating system the first Microsoft windows with the cap ability to mount system image independently. The inclusion of the system image significantly improves the capability to avail system backup, which could become critical in recovering lost system information. The operating system allows launching of this feature from different media including optical disks. Creating a system image during the first installation could enable the launching of the image from the computer hard disk. The hardware requirements for Windows 7 remain