The A-Team Essay Example

The A-Team Essay The science of categorising behavioural style started with the ancient Greek physician Hippocrates in 400 BC who recognised that we could be described as fitting into one of four temperament styles. This century, behavioural theory has been used to develop self-assessment tests that aim to provide an insight into our behavioural tendencies.Over the past twenty years organisations have espoused these self-assessment instruments into their human resources tool kit(De Dreu et al. 2001). Over the last two decades I have predominantly worked in a team oriented environment within the construction industry. I have had roles that required me to both lead and follow the lead of others. In my experience I have seen examples of teams working well together and teams not working well together. I feel as though good team dynamics at work are recognisable and intuitive beyond any theoretical explanation.This is the first time I have ever considered the behavioural aspects of team dynamics and how m y personality factors in. Personality cohesion is essential to the effectiveness and efficiency of a team. The purpose of this report is to better understand myself and others in a work team context, by exploring self-assessment tools and reflecting on the relevant literature I hope to discover more about my potential as a leader. 2. Self-Assessment using Self-Assessment Exercise The self-assessment tools I selected were: 1. DiSC Personal Profile SystemThe DiSC behaviour model is based on research by William Moulton Marston, in his book Emotions of Normal People. The word DiSC is an acronym of the four primary dimensions of behaviour as described by Marsden: * Dominance * Influence * Steadiness * Conscientiousness THE DiSC assessment tool is currently used in my workplace to assist management in developing effective work teams and also to help individuals improve their relationship and communication skills. I chose the DiSC test because I am interested in developing my own self-awar eness.It is important to note that I was asked to answer the question (Assessment input) within the context of my current role and to reflect on the results in terms of that role. I found the results of this test to be informative. There were three different stages to the results of the test. The first result identified that my own strength was in Steadiness, I was provided with descriptions based on how the behavioural dimension of Steadiness is characterised. The second stage to the DiSC test was the dimensional intensity index, indicating numerically the scale to which I was awarded within the context of each of the behavioural dimension.Thirdly, the last stage of the test was related to a classic profile pattern, integrating my results from the four different behavioural dimension intensity indices and placing me into one of eighteen different classic profile patterns. I think the classic profile pattern attributed to me (practitioner) is accurate for my current role as I am cur rently employed as a technical officer. For example, I value proficiency in a specialised area; I’m motivated by being good at something; I have unrealistic expectations of others at times.It came as a surprise that the test indicated my goals were personal growth and that I fear not being recognised as an expert. 2. Dutch Test for Conflict Handling I chose this test because I believe the way we handle conflict in the workplace has a significant impact on how effective we are in our role within the organisation. I was interested in finding out about how I handle conflict in the workplace so I could look to improving or better managing my weaknesses and leverage of my strengths.The Dutch Test for Conflict Handling is a self-estimate test which allows you to estimate the extent to which you prefer to use each of the five conflict handling styles: * yielding * compromising * forcing * problem solving * avoiding The evaluation scale for this test was developed from research done by CARSTEN K. W. DE DREU et al (De Dreu et al. 2001). The format for the assessment is comprised of twenty questions asking how one handles different aspects of conflict. The results are in the form of a scale for each of the five conflict handling styles.The scale estimates the extent to which you prefer each of the styles and compares you to a range of scores from a sample. The results of my test showed me that my most preferred conflict handling style is Problem Solving, as most of the conflicts in my current role are technical in nature I can see how preferring this approach would be the most beneficial. I also scored high in the yielding style which also fits the type of work I do, often after exploring the issues I can see if in this instance, another’s oint of view is a more appropriate technical solution and I will agree with them. Though these two approaches work well for technical issues I face in my current role, as I progress in my career, to higher management I n otice the nature of conflict becoming more complex. I will need to consider how I might develop skills that enhance my ability in the areas of compromising rather than yielding. 3. Overview of relevant literature According to the Wall Street Journal, the use of self-assessment tests are becoming more prevalent in today’s business world.Self- assessment tests measure intangible behavioural and emotional dimensions as leadership tools. Lopez says that emotional intelligence enables leaders to regulate their emotions so as to cope effectively with stress and adjust to organizational changes (N Lopes et al. 2006). The recognition for the future benefits of applying this theory of self-assessment is evident through the employment of these tests in business schools, now measuring and reviewing Emotional Intelligence Quotient as part of the application process for new enrolments, in an attempt to identify future stars (Korn 2013).Cangas establishes that members of organizations who participate in the process of self-assessment are likely to develop a deeper understanding of the fundamental principles of continual improvement and an increased motivation to participate in subsequent improvement activities (Cangas 1996). Continual improvement is defined as an ongoing effort to improve products, services, or processes. McKenna et al adds that there is a perception that significant benefits are achieved in organisations where managers understand the emotional intelligence of their employees.They write that the benefits are better hiring; career planning; job placement; as well as enhanced collaboration and teamwork; better communication; more effective conflict resolution; increased job satisfaction and morale; improved meeting effectiveness; and overall improvement in team and organizational performance. They do, however, go on to explain that very little empirical research has been conducted to support the link between understanding emotional intelligence and the outlined benefits. McKenna, Shelton, and Darling 2002). Other research indicates that there is an important link between effective team leadership and self-awareness. Sosik et al suggests that self-awareness supports a leader’s translation of purpose and meaning, turning obstacles into invigorating challenges for employers (Sosik and Megerian 1999). Following this Mayer et al claims self-awareness may help leaders to better â€Å"hear† the emotional implications of their own thoughts and the feelings on others (Mayer and Geher 1996).In the article a meta-analytical review of the relationship between emotional intelligence and leaders’ constructive conflict management by Schlaerth et al. It is proposed that, the ability to accurately perceive and manage our own emotions enables one to develop the capabilities required for understanding the perspectives of others. In the context of organisational behaviour, it is theoretically linked to positively impacting on th e rest of the team. (Schlaerth, Ensari, and Christian 2013).Technical knowledge is all too often the deciding factor when assessing the criteria of team members in the selection process. Hiring decisions are typically based on candidates’ work experiences, skills, and knowledge, termination decisions are more often a result of individuals’ behaviours (Wagner 2000). According to McKenna et al It is widely believed that teams whose members have diverse behavioural styles – for example introverts and extroverts, thinkers and feelers, people who are highly assertive and those who are less assertive – will be more effective than teams whose members lack such diversity of styles.It is also commonly believed that work groups whose individuals are aware of and respect one another’s diverse behavioural styles tend to experience improved communication and higher morale, and that individuals whose work environments most closely align with their behavioural st yles tend to be more satisfied. However they go on to say that little research has been done that demonstrates statistically significant differences between organisations that us self-assessment instruments compared with those that do not (McKenna, Shelton, and Darling 2002).Following this we could ask, is the self-assessment test the most appropriate way to achieve this self-awareness? According to Dunning et al one of the problems with using data provided from self-assessment tools is, in general, peoples self-views hold only a tenuous to modest relationship with their actual behaviour and performance. The correlation between self-ratings of skill and actual performance in many domains is moderate to meagre indeed, at times, other peoples predictions of a persons outcomes prove more accurate than that persons self -predictions.They go on to say that peoples general evaluations of their skills and character such as whether they are good leaders or verbally skilled tend not to be tethered very tightly to objective performances in tasks that should reflect those skills and character traits and, when people offer specific predictions about how they will behave in a particular future situation, they make predictions that differ systematically from their actual behaviour when that situation arrives. (Dunning, Heath, and Suls 2004).Rather than behavioural diversity and self-assessment Hackman proposes that the keys to developing effective teams, lies in five conditions that leaders of companies and other organizations must fulfil in order to create and maintain effective teams: 1. Teams must be real. People have to know who is on the team and who is not. It’s the leader’s job to make that clear. 2. Teams need a compelling direction. Members need to know, and agree on, what they’re supposed to be doing together. Unless a leader articulates a clear direction, there is a real risk that different members will pursue different agendas. 3.Teams ne ed enabling structures. Teams that have poorly designed tasks, the wrong number or mix of members or fuzzy and unenforced norms of conduct invariably get into trouble. 4. Teams need a supportive organization. The organizational context – including the reward system, the human resource system, and the information system – must facilitate teamwork. 5. Teams need expert coaching. Most executive coaches’ focus on individual performance, which does not signi? cantly improve teamwork. Teams need coaching as a group in team processes – especially at the beginning, midpoint, and end of a team project (Hackman 2002).In an article titled â€Å"Why Teams Dont Work†, J. Richard Hackman elaborates in an interview setting ‘that people generally think that teams that work together harmoniously are better and more productive than teams that don’t but in a study we conducted on symphonies, we actually found that grumpy orchestras played together slight ly better than orchestras in which all the musicians were really quite happy’. (Coutu and Beschloss 2009). This could possibly suggest that conflict mightn’t necessarily be a bad thing in teams. 4. Applications and limitationsAs the use of self-assessment tests increase. Managers need to be aware of the limitations associated with the tests. The lack of research that supports the benefits of self-assessment tests suggests there is a danger that poorly designed assessment programs could have a negative impact on the organisation. Self-assessment tests can give us an insight into how we might be behaving in the work place; how we are perceived by others, what our strengths and weakness might be and how we fit into the organisation and its objectives.They give us an insight (if we let them) into some of the less attractive of our behavioural styles that we might normally ignore. It is important to develop strategies to increase the objectiveness of the self-assessment res ults. These may include, understanding the limitations of our ability to accurately self-assess and including controls such as peer assessment comparison and the careful selection of well-designed self-assessment tests. Tests should be effective at getting to the objective truth about ones behavioural style.Once we have categorised our behavioural styles and understand the behavioural styles of our co-workers we can begin to develop strategies that maximise opportunities and strengths and mitigate weaknesses or threats, for example if my primary dimension of behaviour has been recognised as being â€Å"dominance† I might be well placed to deal quickly to critical incidents but may lack the tact to be able to negotiate with someone who likes to avoids conflict.This point leads to how self-assessment can be useful in the development and management of effective teams. If the results of team self-assessments are used to identify team constraints early on in a team’s develo pment, managers can proactively implement strategies to manage problems caused by clashing personality and make better use of the identified group strengths. When hiring new staff for existing or new team roles we traditionally base the selection criteria on the hard skills such as qualifications and work experience.It may be beneficial to create a behavioural profile that would best suit the role. In addition to creating a position description the behavioural profile for the job would highlight how a new team member might contribute to the behavioural diversity of a team. For example a software development project team that is made up of conscientious task oriented software engineers may benefit more by employing someone who is a goal orientated communicator. Understanding the context of peoples behavioural styles can help in developing work teams.A recent team assessment done in my work place, using the DiSC Personal Profile System found that a particular department who were under performing had an overwhelming number of team members that fitted into the â€Å"steadiness† behavioural dimension. The results of the assessment were interpreted not as evidence that the team lacked ability to demonstrate behavioural diversity, but the department’s policy and procedures prevented all but a few senior staff members from making decisions or taking risks.Subsequently an intuitive to redefine some of key positions in the team to include the delegated authority over decisions has improved the performance of this team. 5. Conclusion Self-assessment is an important step towards self-enhancement and self-improvement. Organisations can benefit from self-assessment programs especially in the areas of team development and recruitment. It is important that these programs are well designed so as to overcome our tendencies to distort their results. The results of these programs can transform work teams and individuals by identifying possible limitations and potenti al opportunities.

How Racism Affects Minority Students in Public Schools

How Racism Affects Minority Students in Public Schools Institutional racism doesn’t just affect adults but children in K-12 schools as well. Anecdotes from families, research studies and discrimination lawsuits all reveal that children of color face bias in schools. They’re disciplined more harshly, less likely to be identified as gifted or to have access to quality teachers, to name but a few examples. Racism in schools has serious consequences- from fueling the school-to-prison pipeline to traumatizing children of color. Racial Disparities in Suspensions Persist Even in Preschool Black students are three times more likely to be suspended or expelled than their white peers, according to the U.S. Department of Education. And in the American South, racial disparities in punitive discipline are even greater. A 2016 report from the University of Pennsylvania, Center for the Study of Race and Equity in Education, found that 13 Southern states (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia) were responsible for 55 percent of the 1.2 million suspensions involving black students nationwide. These states also accounted for 50 percent of expulsions involving black students nationally, according to the report, â€Å"Disproportionate Impact of K-12 School Suspension and Expulsion on Black Students in Southern States.† The finding most indicative of racial bias is that in 84 Southern school districts, 100 percent of students suspended were black. And grade school students aren’t the only black children facing harsh forms of school discipline. Even black preschool students are more likely to be suspended than students of other races, the U.S. Department of Education found. The agency reported that while blacks make up just 18 percent of children in preschool, they represent nearly half of preschool children suspended. â€Å"I think most people would be shocked that those numbers would be true in preschool because we think of 4- and 5-years-olds as being innocent,† Judith Browne Dianis, co-director of think tank the Advancement Project told CBS News about the finding. â€Å"But we do know that schools are using zero-tolerance policies for our youngest also, that while we think our children need a head start, schools are kicking them out instead.† Preschool children sometimes engage in troublesome behavior such as kicking, hitting and biting, but quality preschools have behavior intervention plans in place to counter these forms of acting out. Furthermore, it’s highly unlikely that only black children act out in preschool, a stage in life in which kids are notorious for having temper tantrums. Given how black preschoolers are disproportionately targeted for suspensions, it’s very likely that race plays a role in which children teachers single out for punitive discipline. In fact, a study published in Psychological Science in 2016 suggests that whites begin to perceive black boys as threatening at just 5 years old, associating them with adjectives such as â€Å"violent,† â€Å"dangerous,† â€Å"hostile† and â€Å"aggressive.† The negative racial biases black children face, and the correlated high suspension rates result in African American children missing a great deal of school. This can lead to them falling behind academically, including not reading at grade level by third grade, and eventually dropping out of school. Pushing children out of class increases the chances that they will have contact with the criminal justice system. And a 2015 study published on children and suicide suggested that punitive discipline may be one of the reasons suicides among black boys are rising. Of course, black boys aren’t the only African American children targeted for punitive discipline in school. Black girls are more likely than all other female students (and some groups of boys) to be suspended or expelled as well. Minority Children Less Likely to Be Identified as Gifted Poor children and children from minority groups are not only less likely to be identified as gifted and talented but more likely to be identified as requiring special education services by teachers. A 2016 report published by the American Educational Research Association found that black third graders are half as likely as whites to participate in gifted and talented programs. Authored by Vanderbilt University scholars Jason Grissom and Christopher Redding, the report, â€Å"Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs,† also found that Hispanic students were also about half as likely as whites to be involved in gifted programs. Why does this imply that racial bias is at play and those white students aren’t just naturally more gifted than children of color? Because when children of color have teachers of color, the chances are higher that they will be identified as gifted. This indicates that white teachers largely overlook giftedness in black and brown children. Identifying a student as gifted involves a number of considerations. Gifted children may not have the best grades in the class. In fact, they may be bored in class and underachieve as a result. But standardized test scores, portfolios of schoolwork and the ability of such children to tackle complex subjects despite tuning out in class may all be signs of giftedness. When the school district in Broward County, Florida, changed the screening criteria for identifying gifted children, officials found that the number of gifted students in all racial groups rose. Rather than rely on teacher or parent referrals for the gifted program, Broward County used a universal screening process that required that all second graders take a nonverbal test to identify them as gifted. Nonverbal tests are said to be more objective measures of giftedness than verbal tests, especially for English language learners or children who don’t use Standard English. Students who scored well on the test then moved on to I.Q. tests (which also face allegations of bias). Using the nonverbal test in combination with the I.Q. test led to the number of black and Hispanic students in the program tripling from 1 to 3 percent and 2 to 6 percent, respectively. Students of Color Less Likely to Have Qualified Teachers A mountain of research has found that poor black and brown children are the youth least likely to have highly qualified teachers. A study published in 2015 called â€Å"Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students† found that in Washington, black, Hispanic and Native American youth were most likely to have teachers with the least amount of experience, the worst licensure exam scores and the poorest record of improving student test scores. Related research has found that black, Hispanic and Native American youth have less access to honors and advanced placement (AP) classes than white youth do. In particular, they are less likely to enroll in advanced science and math classes. This can reduce their chances of being admitted to a four-year college, many of which require completion of at least one high-level math class for admission. Other Ways Students of Color Face Inequalities Not only are students of color least likely to be identified as gifted and enroll in honors classes, but they are also more likely to attend schools with a greater police presence, increasing the odds that they will enter the criminal justice system. The presence of law enforcement on school campuses also increases the risk of such students being exposed to police violence. Recordings of school police slamming girls of color to the ground during altercations have recently sparked outrage across the nation. Students of color face racial microaggressions in schools as well, such as being criticized by teachers and administrators for wearing their hair in styles that reflect their cultural heritage. Both black students and Native American students have been reprimanded in schools for wearing their hair in its natural state or in braided styles. Worsening matters is that public schools are increasingly segregated, more than they were in the 1970s. Black and brown students are most likely to attend schools with other black and brown students. Poor students are most likely to attend schools with other poor students. As the nation’s racial demographics shift, these disparities pose serious risks to America’s future. Students of color comprise a growing share of public school students. If the United States is to remain a world superpower for generations, it’s incumbent upon Americans to ensure that disadvantaged students and those from ethnic minority groups receive the same standard of education that privileged students do.

Culture Hearths and Diffusion Around the World

Culture Hearths and Diffusion Around the World Culture is generally referred to as a certain groups particular way of life. This includes the social meanings of various aspects of life such as race, ethnicity, values, languages, religions, and clothing styles. Though many distinct cultures are prevalent around the world today, those that are the most dominant have origins in one of a few areas called culture hearths. These are the heartlands of various cultures and, historically, there are seven main locations from which the most dominant cultural ideas have spread. Early Culture Hearth Locations The seven original culture hearths are: The Nile River ValleyThe Indus River ValleyThe Wei-Huang ValleyThe Ganges River ValleyMesopotamiaMesoamericaWest Africa These regions are considered culture hearths because such things as religion, the use of iron tools and weapons, highly organized social structures, and the development agriculture started and spread from these areas. In terms of religion, for example, the area around Mecca is considered the culture hearth for the Islamic religion and the area from which Muslims initially traveled to convert people to Islam. The spread of tools, social structures, and agriculture spread in a similar manner from the culture hearths. Culture Regions Also important to the development of early culture centers are culture regions. These are areas that contain dominant cultural elements. Though not everyone in the culture region has the same culture traits, they are often influenced by it in some way. Within this system, there are four components of influence: The Core -Â   the heart of the area and shows the most strongly expressed culture traits. It is usually the most heavily populated and, in the case of religion, features the most famous religious landmarks.The Domain - surrounds the Core and, though it has its own cultural values, it is still strongly influenced by the Core.The Sphere - surrounds the Domain.The Outlier - surrounds the Sphere. Cultural Diffusion Cultural diffusion is the term used to describe the spread of cultural ideas from the Core (in the case of culture regions) and the culture hearth. There are three methods of cultural diffusion. The first is called direct diffusion and occurs when two distinct cultures are very close together. Over time, direct contact between the two leads to an intermingling of the cultures. Historically this occurred through trade, intermarriage, and sometimes warfare because members of the various cultures interacted with each other for long periods. An example today would be the similar interest in soccer in some areas of the United States and Mexico. Forced diffusion or expansion diffusion is the second method of cultural diffusion and takes place when one culture defeats another and forces its beliefs and customs onto the conquered people. An example here would be when the Spanish took over lands in the Americas and later forced the original inhabitants to convert to Roman Catholicism in the 16th and 17th Centuries. The term ethnocentrism is often applied to forced diffusion because it refers to the idea of looking at the world only from ones own cultural vantage point. As a result, people participating in this form of diffusion often believe that their cultural beliefs are superior to those of other groups and, in turn, force their ideas upon those they conquer. In addition, cultural imperialism is usually placed into the category of forced diffusion as it is the practice of actively promoting cultural characteristics such as language, food, religion, etc., of one nation in another. This practice is normally within forced diffusion because frequently occurs through military or economic force. The final form of cultural diffusion is indirect diffusion. This type happens when cultural ideas are spread through a middleman or even another culture. An example here would be the popularity of Italian food throughout North America. Technology, mass media, and the internet are both playing a huge role in promoting this type of cultural diffusion around the world today. Modern Culture Hearths and Cultural Diffusion Because cultures develop over time, new dominant areas of dominant culture have done so as well. Todays modern culture hearths are places such as the United States and world cities like London and Tokyo. Areas such as these are considered modern culture hearths because of the prevalence of their cultural aspects now present throughout much of the world. Take for instance the popularity of sushi in Los Angeles, California, and Vancouver, British Columbia or the presence of Starbucks in places like France, Germany, Moscow, and even in Chinas Forbidden City. Direct diffusion has certainly played a role in this new spread of cultural values and products, and people are now moving around frequently because of todays ease of travel. Physical barriers such as mountain ranges also no longer hinder peoples movement and the resultant spread of cultural ideas. It is indirect diffusion, though, which has had the largest impact on the spread of ideas from places like the United States to the rest of the world. The internet and advertising through the many forms of mass media have allowed people worldwide to see what is popular in the U.S. and as a result, blue jeans and Coca-Cola products can be found even in remote Himalayan villages. However cultural diffusion occurs now or in the future, it has happened many times throughout history and will continue to do so as new areas grow in power and pass on their cultural traits to the world. The ease of travel and modern technology will only aid in speeding up the process of modern cultural diffusion.

BA Social work - Values and ethics Essay Example | Topics and Well Written Essays - 3000 words

BA Social work - Values and ethics - Essay Example The working conditions and cases handled are usually very different for each case of social work. Ethical dilemma arises when the right answer to any course of action is not obvious i.e. it can be in child services to differentiate between vulnerable and exploited child. There are also some situations where the individual need of a child is overlooked over the other issues. The same was the case of Victoria Climbie, where her needs were overlooked over the housing requirement of her aunt and murderer. There may be values which contradict with each other. This theory is based upon the consequences of any particular activity. In this the net benefit resulting from any act or policy is calculated. It is based on the happiness or unhappiness a person gets from the consequences of any particular policy which is rather a difficult task. It depends upon individuals’ ability to think of consequences. It leads to lots of uncertainty in the complex situations. This theory can be utilised in the simpler issues. It can be understood by the example of Victoria Climbie case inquiry. Anonymous call was made to inform Brent Social Services for the bad condition of the child. If Brent Services had responded in time and handled the case properly with the view of the worst consequences (which happened later) may be Victoria Climbie would have saved. This theory was developed as a criticism of consequentialist theory. Consequentialist theory emphasis more on the end means that are consequences. This theory states that means which are leading to those consequences are equally important. The means have got moral importance. 18th Century Immanuel Kant had explained the theory, placing the emphasis on the duties and rules. He explained with simple examples like ignoring rules like ‘do not lie’, ‘keep promises’ and others will have bad consequences. This theory can also be

Islamic banking Essay Example | Topics and Well Written Essays - 5500 words

Islamic banking - Essay Example The authorship would remain anonymous. (4) I agree to my Project being submitted to a plagiarism detection service, where it will be stored in a database and compared against work submitted from this or any other School or from other institutions using the service. In the event of the service detecting a high degree of similarity between content within the service this will be reported back to my supervisor and second marker, who may decide to undertake further investigation which may ultimately lead to disciplinary actions, should instances of plagiarism be detected. (5) I have read the University Policy Statement on Ethics in Research and Consultancy and the Policy for Informed Consent in Research and Consultancy and I declare that ethical issues have been considered and taken into account in this research. People should be flexible enough to learn new things and this is the only key of trying new things. People, who tend to learn and try new things, bring all significant and productive change in environment. That can only save the world from repeating past mistake in future. People learn and try things in their own way and styles. VARK stands for Visual, Aural, Read/Write and Kinesthetic learning styles. The literature review highlights the nature of Islamic Banking, showing it to be more moral and justice based as against the misconception of it being religion based. This by itself augurs well for world communities that have been cheated of their investments through high risk securities that were based on speculation rather than healthy investments. The research carried out, though limited in nature, also points to the fact that due to its sharing of risk methods and high collaterals, the Islamic Banking system may be restrictive in a sense, yet it offers means of consolidations of investments as against throwing it away in speculative practices. Therefore, I really

The Yellow Wallpaper Essay Essay Example for Free

The Yellow Wallpaper Essay Essay â€Å"The Yellow Wallpaper† is a chilling tale of a woman forced to insanity, yet her mental state is a double edged sword. What brings her down is, in the end, her savior. The doctors in the narrator’s life give her the worst advice possible for the outcome they desire. She is forced to do nothing, and instead of pulling her back to normality, the dreariness pushes her further and further away. Left with nothing to occupy her mind, her mind occupies itself. In the beginning of the story, the woman is quite lucid in the usual sense. Due to a lack of understanding of depression, she is forced to hide the things she loves. She focuses her attention on all she has left, her mental state. However, since she is told that there is nothing wrong she does not analyze it directly, but instead watches her life play out in the metaphor created by the horrid yellow wallpaper. As the story progresses, you watch as the lady loses her touch with reality, focusing more and more on the yellow wallpaper. She pays attention every inch of it, noticing the ever watching eyes and the twists that keep what she believes to be a creeping woman trapped behind. She stops complaining of boredom, and instead analyses the paper most intently. I believe when the narrator begins to see the creeping, humiliated woman outside is the beginning of her liberation. It shows that the woman is free, at least part of the time. This is also around the time when the narrator noti ces the streak running around the room. While this could of been there before, one would think she would of noticed it previously. This indicates she created it herself, in her moments of freedom. During this part of the story she was only liberated part of the time though, as John was still there to watch her at night. The creeping woman she sees also hides herself when someone is coming. As the moon peeks through the windows, the narrator watches the woman in the wallpaper. She is no longer creeping and hiding, as the narrator is forced to also do by day, but shaking the â€Å"bars† of her prison, meanwhile the narrator is wishing John would take another room so that she could escape him. By the end of the story, she has completely forgotten about her wishes to have some kind of entertainment. As her husband is gone and she is able to trick Jennie into  leaving her alone, the narrator manages to free the woman behind the wallpaper from it’s entangling grasp. Thus, she also frees herself from the controlling grasp of her husband. She is free to do as she pleases, which at the moment is creep around the room in the most unusual fashion. However, she seems to really be enjoying herself. Not only that, but she doesn’t even want to leave her room. When John returns, he sees that he is no longer in control what so ever, and faints. While he is kind of cumbersome and in the way, as the narrator now has to crawl over him to complete her circuit, this shows how completely she has triumphed. Society may find her actions disconcerting, but it is the very same society that pushed her away into isolation in the first place. Crawling over her husband’s inert body merely emphasizes the point that she has finally completely overcome him. She finally get’s her way.

Our Value of Art Essay -- Art Philosophy Essays

Our Value of Art Art is a thoughtful, emotional expression. It has many forms, such as painting, sculpture, architecture and the written word. Rousseau proposes, "Instead of thinking of life as something to which signs and texts are added to represent it, we should conceive of itself as suffused with signs (Culler 12)." For these purposes the signs which Rousseau identifies are works of art. This statement speaks to the inseparable quality of life and art. Since life and art are connected they invariably affect one another. Life is inherently chaotic. This prompts the creation of art, which consequently promotes the stasis of chaos. Art's effect on society demands that we decide whether we value art enough to risk our own undoing. Human beings are psychologically driven creatures. As a result their endeavors are similarly psychologically driven. The compulsion to create is one of our most basic, primitive drives. From a psychological perspective this is known as sublimation, or the channeling of one's energy into a healthy, socially acceptable behavior. This behavior alludes to the idea that the act of creating something of significance makes up for life's troubles. This cognitive negotiation is known as rationalization. It would seem that productively acting in response to chaos would restore the good. However, this energy is misdirected. Channeling all of one's energy into art neglects the problems that truly need attention. In this way art is like putting a fresh coat of paint on a crumbling old home. Consider the Beat Generation. This was a passionate group of painters and poets who produced a massive body of work during the mid twentieth century. It is not a coincidence that they indulged heavily in promi scuous sex, h... ...sso wrote, "Art is a lie that makes us realize truth, at least the truth that is given to us to understand (Picasso 321)." In regard to the relationship between art and chaos art is only a lie as long as its purpose remains unexamined. For some of us, regardless of the negative ties that art has to life, nonexistence is favorable to a life without it. Art teaches us that all wonderful things have ramifications. I would argue that the greatness of a masterpiece exponentially surpasses the harm it causes because it captures its chaotic origins and builds from them. It is as if life's troubles have changed form and evolved into a worthwhile, undying entity. Works Cited: 1. Burroughs, William S., Naked Lunch, New York: 1959. 2. Culler, Jonathan, Literary Theory: A Very Short Introduction, New York: 1997. 3. Picasso, Pablo, "Statement to Marvis de Zayas," 1923.

Work in a Business Enviornment

UNIT 203:Work in a business Enviornment. 203. 1:Understand how to respect other people at work. 1. 1 Describe what is meant by diversity and why it should be valued? It is about valuing variety and individual differences and creating a culture, environment and practices which respect and value differences for the benefit of society, organisations and individuals. A diverse workforce is important because the organisation can offer a wider range of resources, skills, ideas and energy to the business, providing a competitive edge.Organisations who embrace diversity will reap the benefits of resourcing from a wider pool of talent, broaden their market, improve productivity and raise their profile in the community. 1. 2Describe how to treat other people in a way that is sensitive to their needs 1. One should treat others as one would like others to treat oneself 2. One should not treat others in ways that one would not like to be treated. Keeping the above as a thumb of rule we can treat other people in a way that is sensitive to their needs. . 3 Describe how to treat other people in a way that respects their abilities, background, values, customs and beliefs . Every individual's needs have to be taken into account and respected when sorting out disagreements. Also we need to listen to people's needs and support them through and that way they will feel valued. Different people will have different standards and levels of understanding, so we need to use the appropriate language and respect confidentiality 1. Describe ways in which it is possible to learn from others at work. Different people follow different strategies to solve difficult situations. So, it is good to take that opportunity to learn from co-workers and sharpen the skills. Pay attention to see how your colleagues act and react,ask for demonstration ,guidance from the experienced hands and developing strong networks of relationships to be successful. 203. 2: Understand how to maintain security and confid entiality at work and deal with concerns. 2. Outline the purpose and benefits of maintaining security and confidentiality at work Information / Data security means protecting all the data and information from unauthorised access.. Information security is a business requirement and also a legal requirement. There would be highly sensitive informations at the workplace which should be held secured and confidential. Confidentiality maintenance also relates to professionalism of the organisation. So employees must make sure they maintain a professional attitude and not share / disclose any sensitive information without authorisation from the organisation. . 2 Outline requirements for security and confidentiality in an organisation. Confidentiality and information security are the key aspects for an organisation. All information have to be original and true, and should be free from any errors. An organisation has to be ready at all times to give access to the systems that store, process and deliver information to the right people at the right time. All companies have and should have their own policies and procedures regarding security and confidentiality. 2. Outline legal requirements for security and confidentiality as required Every organisation should be careful of how they handle and respect data that passes through their hands. Data Protection Act 1998;Human Rights Act 1998;Common Law of Confidentiality gives us a clear picture of the legal requirement and the best practices for confidentiality and security within an organization. For confidential handling of material share only what is essential and alert them to the company guidance ;Think before taking the information out of the office i. e. via memory stick or paper.If information has to be released ensure that it is only as much as is required for the purpose required and that the recipient is aware of their responsibilities with regard to the information being received; Ensure safe disposal of data mater ial; Inform senior staff if you have any concerns regarding security or confidentiality. For security within an organization Access Rights to Data: Limited to admin support and directors only. Only directors or other authorised staff can transport data. Network Protection: make sure you have all computers have fire walls and antivirus protection.Data carrying devices: Make sure that USB memory stick and external hard drive are all encrypted. 2. 4 Describe procedures for dealing with concerns about security and confidentiality in an organisation. Every employee should be made aware of the rules and regulations of the organisation. Following are the procedures to be followed for dealing with concerns about security and confidentiality in an organisation. 1) Identify potential problems 2) Identify potential loss due to each problem 3) Determine possible preventative measures 203. 3: Understand the purpose and procedures for keeping waste to a minimum in a business environment. . 1 Expl ain the purpose of keeping waste to a minimum It is important to keep waste to a minimum in the work place. The more you waste, the more money it is going to cost the company. Companies have procedures like recycling which helps to keep your workplace tidy whilst saving money 3. 2 Describe the main causes of waste that may occur in a business environment When leaving the room or office, one has to make sure that lights that are no longer in use should be switched off, Most of the time we tend to forget about them and leave them on, thereby causing more expenses for the organisation and destroying the ecosystem. . 3 Describe ways of keeping waste to a minimum. As our organization is much related to electronics, the lion portion of waste composed of electronic waste which cannot be easily disposed off. but the organistion had a perfect knowledge and knowhow in minimizing waste. A specialised parts harvesting and component level repair teams working rigorously everyday to keep the wast e minimum under the non renewable category. 3. 4 Identify ways of using technology to reduce waste All machines have a period within which it has to be serviced and certified as good enough to be used.When these checks are performed regularly on a schedule the equipments run longer and therefore it minimises the chances of buying new machines before the life time of the machine already in hand. This saves money for the organisation. Maintaining the machines also helps consume less power, and less expenses on repairing and replacement of parts. 3. 5 Outline the purpose and benefits of recycling Recycling helps resource conservation of energies (renewable and non-renewable), solid waste reduction thereby conserving the ecosystem, environmental protection e. g trees and other living things and also helps ith the social and economic development. Recycling †¢Saves the Earth †¢Saves Energy †¢Helps reduce Global Warming and Pollution †¢Reduces Waste Products in Landfill s saving the earth and ecosystem †¢Helps you Save Money. 3. 6 Describe organisational procedures for recycling materials Our organization maintains the procedures for recycling strictly to do the business in eco friendly ambience. As a part of it waste bins located at different locations and helps to sort the renewable waste. And a specialised parts harvesting and component level repair teams working rigorously everyday to keep the waste minimum under the non renewable category.

Effective Working Knowledge of the Health Insurance Portability and Accountability Act (Hipaa) Essay

In case of a late entry (addendum) in one, shadow chart or independent database, that is used to add information to a previous entry must have the title addendum, date, time, the reasons of creating the addendum referring back to the original entry (Legal Medical Records Standards). Information technology staff can help decrease incidents of security breaches by implementing screen protectors in all computers, by providing logging accreditation to all personnel, by using network security software and hardware, by monitoring the safety of the network and by educating, reporting and enforcing any HIPAA violation. In case of disclosure of unauthorized protected medical information such as providing a copy of medical records to a friend of a patient without written authorization from the patient may result in fines and imprisonment to the institution and individuals involved in such HIPAA violation. HIPAA defines as criminal the use or disclosure (by individuals or institutions) of confidential medical information of a patient for any other purposes than treatment, payment, or health care operations. Such violations carry fines and/or imprisonment (Privacy, Security, and Confidentiality). According to the Montana Code 41-1-402 the healthcare provider can obtain a legal consent for prevention, diagnosis or treatment from a minor (without adult supervision) if the minor is graduated from high school, have a child, lives alone and supports him (her) self, is pregnant, infected with a infectious disease, is under the influence of alcohol or drugs. In the case of pregnancy, sexually transmitted diseases or substance abuse the healthcare provider is obligated to provide counseling to the minor or refer the minor for counseling. Finally, in case of emergency the health provider can provide emergency care without consent and must inform the parents or legal guardians as soon as possible. One situation from Montana Code 50-16-603x which may result in a legal claim against the organization can be if the health care provider fails to report any communicable disease (such as tuberculosis) to the proper authorities; resulting in a potential health risk to the population and penalties to the organization and health care provider which committed such HIPAA violation. In the case of a minor unable to consent or make decisions (due to a mental condition or conscious state) and the absence of parents or legal guardians, two medical doctor must make all medical decisions on his behalf including cardio pulmonary resuscitation and termination of life support. Montana codes are in agreement with HIPAA laws in the following clauses regarding release of personal health information (PHI). According to HIPAA’s Privacy Rule the individual has the right to inspect and request a copy of his PHI upon a writing authorization. Under HIPAA law the healthcare provider can share PHI information with public health authorities for public health purposes such as prevention, statistics, research and education. Under HIPAA law the health care provider may share PHI to business associates for treatment, payment and healthcare operations (HIPAA Privacy Rule and Public Health). 2. (c) A health care provider may deny access to health care information by a patient mentally impaired by disease, medications, drugs or alcohol used at the moment of the request References Legal Medical Records Standards, Annotated 2008. Retrieved from www. ucop. edu/ucophome/coordrev/†¦ /legal-medical-record-policy. p†¦ Montana Code, Annotated 2009. Retrieved from http://data. opi. mt. gov/bills/MCA_toc/index. htm Privacy, Security, and Confidentiality. Retrieved from http://www. ahima. org/resources/psc. aspx HIPAA Privacy Rule and Public Health â€Å"Guidance from CDC and the U. S. Department of Health and Human Services â€Å"Annotated 2003. Retrieved from http://www. cdc. gov/mmwr/preview/mmwrhtml/m2e411a1. htm

ACT vs. TOEFL What to Know About Each Test

ACT vs. TOEFL What to Know About Each Test SAT / ACT Prep Online Guides and Tips If you’re an international student or non-native English speaker applying to college in the United States, then this guide is for you! To get into college, you’ll likely have to take two admissions tests: the TOEFL and the ACT. This guide is specifically geared toward students interested in taking the TOEFL and ACT (if you’re taking the SAT, then check out this guide instead!). Read on to learn what colleges require, how the TOEFL and ACT compare, and what you can do to prepare for both. What Tests Do Colleges Require? U.S. colleges require two tests for admission from non-native English speakers. One is the TOEFL, which demonstrates your English language skills. The other is the ACT, which demonstrates your reasoning and problem-solving skills. It’s important to note that you always have options. Instead of the TOEFL, you could take the IELTS, and instead of the ACT, you could take the SAT. This guide, as mentioned above, is focused on the TOEFL and ACT. Colleges vary in their policies, and some will waive the TOEFL if you’ve taken English classes throughout high school or achieved a certain score on the English and Reading sections of the ACT. Before you take any unnecessary tests, make sure you understand college requirements. Read on for advice on where to find admission test requirements. How to Find Colleges’ Testing Requirements If you’re a non-native English speaker applying to college, chances are that you’ll take both the TOEFL and the ACT. Colleges vary in their policies, though, so you should do your research before registering for any tests. Typically, you’ll find the information you need on the admissions section of a college’s official website. More specifically, you should go to the section for international applicants. Even if you’re a U.S. citizen, this international applicant section is usually where colleges publicize their TOEFL policies. To give you one example, let’s say you go to Boston University’s page for â€Å"Freshman Applicants - International.† There you’ll find this message: â€Å"BU requires the SAT or ACT with writing. The TOEFL or IELTS is also required if your first language or the primary language spoken in your home is not English.† On BU’s website, you see that you’ll need to take both the ACT and the TOEFL. If you go to a college’s website and can’t find these details, you should definitely contact the admissions office via phone or email. Whether you’re researching a college’s website or talking to its admissions office directly, you should askthree main questions. 1. Which Tests Are Required? First, you need to research the admissions testing requirements of your school. What tests do they want to see from non-native English speakers? Do they require the ACT, or are they a test-optional or test-flexible school that will let you send AP scores instead? Don’t assume that all colleges are the same. They might all have different policies! Check the requirements of each college that you’re interested in individually. 2. DoYouRequire a Minimum TOEFL Score? Many schools require a minimum TOEFL score from applicants. ATOEFL cutoff is an essential piece of information. Even if the rest of your application’s great, it won’t matter if you don’t have the requisite TOEFL score. To give a few examples, Northeastern and UMass Boston want to see at least a 79 to 80 on the TOEFL iBT. More selective schools, like NYU, American University, and Harvard, want to see at least 100. As you research colleges of interest, find out if they post a TOEFL cutoff, again by visiting the website or calling up the admissions office. Then set your target TOEFL score at least ten points higher than the minimum to present yourself as a competitive candidate. 3. Will You Waive the TOEFL If I Get High VerbalScores on the ACT? Finally, the last piece of information you should seek is whether there are any circumstances when a college waives its TOEFL requirement. There are some schools that will consider a high score on the ACT English and Reading sections sufficient evidence of your English language skills. Since these sections test your reading comprehension and grammar skills, they can sometimes act as a stand-in for TOEFL scores. Columbia, for example, will waive the TOEFL requirement if you score a 29 on the verbal sections of the ACT. Johns Hopkins eliminates its TOEFL requirement if you score a 30 on ACT English and Reading. You might notice that some schools publicize an SAT minimum, but not an ACT minimum in relation to the TOEFL. This doesn’t necessarily mean that they won’t waive the TOEFL with a certain ACT score; it just reflects the fact that the SAT was a more popular test with international applicants in past years (and that colleges don’t update their websites often enough!). If you see that a college of interest posted an SAT cutoff but not an ACT one, definitely give the admissions office a call to ask about this. Since colleges accept the SAT and ACT equally, they should have a similar policy for both tests. Once you’ve figured out all the answers to all of these questions (whether or not a school requires the TOEFL, if it calls for a minimum score, and if it waives the TOEFL in the case of high ACT verbal scores), then you can go on to plan your test dates and prep schedule. Read on to learn more about both admissions tests, starting with the TOEFL. Throw on your thinkingcap. It's time to learn about both tests. TOEFL and ACT: Learn About Both Tests If you’re taking the TOEFL and ACT to apply to college, then your first step in preparing should be learning about both tests. Below you’ll find an overview of each in terms of its structure and skills tested. While the two tests have some overlap, they’re largely unique exams that require their own individual approach. Let’s start with the TOEFL and go over its structure and content, along with tips onhow to prepare. TOEFL: Structure, Content, and Prep The TOEFL is a test of your English language skills. Most students will take the TOEFL iBT, or internet-based test, on the computer. The score range for the TOEFL iBT is from 0 to 120. A few countries offer it on paper. The TOEFL PBT, or paper-based test, has a score range from 310 to 677. Regardless of the test type, it will contain four main sections: Reading, Listening, Speaking, and Writing. Below is the full structure of the test. TOEFL Structure The TOEFL tests the four main skill areas of English language: Reading, Listening, Speaking, and Writing, in that order. The length of the first two sections, Reading and Listening, actually varies depending on whether or not you get extra experimental questions. These extra questions won’t be scored, but you won’t know which ones they are, so you’ll have to treat every question equally. This chart shows the length of the TOEFL sections, along with a brief description of the tasks in each. Order Section Time Limit Questions Tasks 1 Reading 60–80 minutes 36–56 questions Read 3 or 4 passages from academic texts and answer questions. 2 Listening 60–90 minutes 34–51 questions Listen to lectures, classroom discussions and conversations, then answer questions. Break 10 minutes - - 3 Speaking 20 minutes 6 tasks Express an opinion on a familiar topic; speak based on reading and listening tasks. 4 Writing 50 minutes 2 tasks Write essay responses based on reading and listening tasks; support an opinion in writing. Total: 3 hours, 20 min - 4 hours, 10 min (break included) Each section is scored between 0 and 30 points. Your total score is the sum of your section scores, so the maximum possible score is 120. While the chart has a brief description of tasks in each section, let’s take a closer look at the content in each, along with a few official sample questions! TOEFL Content As you read above, the TOEFL tests your English language across four main skill areas. You’ll find that some sections integrate more than one skill. For instance, the Speaking section features a reading and a listening task. Let’s delve into each section in the same order that they appear on the test, starting with Reading. TOEFL Reading The Reading section of the TOEFL features three to four short passages, most of which are taken from college-level textbooks. The passages may be expository, argument-based, or historical; you won’t find any fictional prose. Each passage is followed by questions about elements like the main point, key details, relationships between ideas, and vocabulary. The questions fall into three types: multiple choice, sentence insertions, and Reading to Learn questions. The multiple choice tend to be straightforward reading comprehension questions, about you about the meaning of a passage or details or vocabulary words within it. Here are two examples that refer to a preceding passage (not pictured here). The first example question asks about a vocabulary word, while the second asks you to make an inference. The word â€Å"perspective† on line 46 is closest in meaning to sense of values point of view calculation complication Which of the following can be inferred from paragraph 3 about the location of the meteorite impact in Mexico? The location of the impact site in Mexico was kept secret by geologists from 1980 to 1990. It was a well-known fact that the impact had occurred in the Yucatn region. Geologists knew that there had been an impact before they knew where it had occurred. The Yucatn region was chosen by geologists as the most probable impact site because of its climate. The second question type, sentence insertions, ask you to add a sentence to a paragraph and indicate where it would fit best. Your goal is to clarify the meaning or organization of the selected passage. Reading to Learn questions are the most involved of the three types. They ask you to sort given information into a chart. You might place it into certain categories or put it in chronological order. Since these questions are multi-part, they may grant partial credit. Once you learn about the ACT, you’ll notice some similarities between the TOEFL Reading and ACT Reading and English. Reading comprehension questions are similar, and the sentence insertions resemble similar questions on the ACT English section. The next section on the TOEFL, though, is completely unique, as you’ll see below. Listening's next, you say? I'm all ears. TOEFL Listening As its name indicates, this section is meant to measure your listening comprehension of the English language. You’ll listen to selections from academic lectures or conversations. The conversations usually take place between students or between a professor or coach and a student. You can take notes throughout listening to the recordings. Then you’ll answer questions about what you heard. Multiple choice questions, like those in the Reading section, ask about main points, key details, vocabulary words, and cause and effect. You’ll also get a few questions that ask you to list events in order. Here are a couple examples of Listening section questions that are based on a conversation between a player and a coach. Who is buying new jackets for the team? The coach The captain of the team A former player A group of basketball fans There are two answers for the next question. Mark two answers. Why is the woman surprised to learn that she has been chosen as the new team captain? She is not the best player on the team. Her teammates did not tell her about the decision. She does not have many friends on the team. She has missed a lot of practices. Note that the second example asks you to mark two answers, meaning you need to pay attention to directions when answering each question type. After the Reading and Listening sections, you’ll get a ten-minute break to stretch and reenergize. Then it’s on to the Speaking section. TOEFL Speaking This section will get you talking. While the other sections are focused on your receptive skills, this one’s aimed at your productive skills. You’ll record your oral responses onthe computer. This section contains two independent speaking tasks and four integrated speaking tasks. Independent speaking tasks ask you to speak for 45 seconds on a familiar topic. Here, you can talk about your own ideas, opinions, observations, or experiences. You’ll have 15 seconds to prepare your answer. The following is an example of an independent speaking task: Independent speaking task: Some people think it is more fun to spend time with friends in restaurants or cafà ©s. Others think it is more fun to spend time with friends at home. Which do you think is better? Explain why. Integrated speaking tasks are based on a passage and/or a recording. You’ll read and/or listen and then answer a question. The question might ask you to summarize the selection or suggest solutions to a featured problem. For your first two integrated speaking tasks, you’ll have 45 seconds to speak and 30 seconds to prepare. For your next two integrated speaking tasks, you’ll get 60 seconds to speak and just 20 seconds to prepare. The following example is based on both a short passage and a listening task about a student association and its purchase of a new sound system. Integrated speaking task: The man expresses his opinion of the Student Association’s recent purchase. State his opinion and explain the reasons he gives for holding that opinion. Your responses should be structured and thoughtful, almost like giving an oral essay. As for written essays, they’ll be your task in the next and final section of the TOEFL, the Writing section. The TOEFL Writing section ties several skills together, including writing, reading, and listening. TOEFL Writing This last section on the TOEFL shares some similarities with the Speaking section, in that it presents you with an integrated writing task and an independent writing task. The integrated task asks you to read a passage and listen to a lecture or conversation. Then you’ll get 20 minutes to summarize the two selections and perhaps compare and contrast them. Here’s an example of an integrated task that refers to a lecture and a reading passage. Integrated writing task: Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. The independent task asks you to present your opinion and support it with examples. You’ll get 30 minutes to write your response. Here’s a typical example of an independent task in the Writing section. Independent writing task: Do you agree or disagree with the following statement? A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught. Use specific reasons and examples to support your answer. You’ll seea word counter beneath each text box that tells you how many words you’ve written. Your responses will be graded on organization, grammar, usage, and accuracy. This section, along with the others, is challenging, even for students with an advanced grasp of or even fluency in English. Like the ACT and any other college admissions test, the TOEFL calls for a lot of preparation to do well. To help you start planning your approach, let’s go over some strategies for prepping for the TOEFL. Prepping for the TOEFL First and foremost, the TOEFL requires a certain level of English. Testmakers suggest that you’ve studied English for at least two years before taking the test. Even if you’re fluent, you should still take time to prep for this unusual test. You can use TOEFL books, as well as online sample questions from the test-makers. To improve your reading comprehension skills, try reading passages from college-level textbooks. A lot of students particularly have a tough time with the Speaking section, which asks you to give structured responses in 45 to 60 seconds. As you practice for this section, check out the rubric and evaluate your efforts. You should give yourself plenty of time to prepare, starting perhaps at least three months before your test date. You might start even earlier to give yourself additional test dates in case you want to retake the TOEFL to improve your scores. As you prep, take timed practice tests under simulated testing conditions to measure your progress. Analyze your results to figure out your strong points and weak areas and learn how to improve. At the same time as you prep for the TOEFL, you may also be studying for the ACT. While there’s some overlap between the TOEFL and the verbal sections of the ACT, the two tests still require their own approach, as you’ll see below. Before discussing some ACT study strategies, let’s go over the structure and content of the test. While the TOEFL tests your English language skills, the ACT brings other subjects into play, like math and science. ACT: Structure, Content, and Prep While the TOEFL is a test of your English language skills, the ACT is more geared toward academic skills and college readiness. It has two verbal sections, the Reading and English, but it additionally has a math and a science section. The ACT has had increasing popularity with international students in recent years largely because of its Science section. The SAT tends to be more verbal, so many non-native English speakers appreciate the ACT’s emphasis on math and science. Below you’ll find the full structure of the ACT. ACT Structure The ACT has four main sections, English, Math, Reading, and Science, in that order. It also features an optional fifth section, Writing, that asks students to write an essay. Each section is scored between 1 and 36, and your total score that takes into account all the sections will also range between 1 and 36. The chart below shows the structure of the entire test and number of questions in each section: Order Section Time in Minutes # of Questions 1 Reading 65 52 2 Writing and Language 35 44 3 Math No Calculator 25 20 4 Math Calculator 55 38 5 Essay (optional) 50 1 Total: 3 hours, 50 minutes (3 hours without essay) 154 (+ 1 essay prompt) Now that you know the overall format of the ACT, let’s take a closer look at each section of the test. ACT Content The test has four or five main sections, depending on whether or not you take the ACT with Writing. Your decision about whether to include the Writing section should mainly be based on colleges’ requirements. If you’re not sure what colleges you’re applying to, you might as well include the Writing section so you don’t prematurely limit your options. Unlike the TOEFL, the ACT is a paper-based test. There aren’t any options to take it on the computer. Your first section will be English, so let’s take a closer look at the skills it tests and question types. ACT English The ACT English section will give you five passages alongside multiple choice questions. These questions test your understanding of English grammar and usage. They might test grammar rules like parallel structure or verb tense, along with your understanding of punctuation, word choice, paragraph structure, or rearranging sentences and paragraphs for the best organization. All of the questions are passage-based and in context. You won’t be asked explicitly about a grammar rule, but rather asked to demonstrate your understanding by fixing an error in the passage. Here’s an example taken from an official ACT practice test. The questions above ask about word choice, usage, commas, and verb tense. Note that questions give you the option of No Change, as not all of the selections will actually contain an error. After showing your grammar skills, you’ll move onto math. Hopefully, you've been paying attention in math class! The ACT tests geometry, algebra, and trigonometry. ACT Math ACT Math is a time-intensive section, asking you 60 questions in 60 minutes. Math questions ask about pre-algebra, algebra, geometry, trigonometry, complex numbers, and data analysis. You won’t get any formulas, so you’ll have to show up with a working knowledge of any formulas you might need. Here are a few examples of ACT math problems: As you can see, some of these questions are word problems, meaning that your English reading comprehension skills will need to come into play. It’s a good warm-up for the next section, which is all about your reading comprehension. ACT Reading The ACT Reading section will give you four passages, one of which may involve a set of paired passages, followed by ten questions each. The passages will be taken from prose fiction, social science, humanities, and natural science. The prose fiction passage, by the way, is unique to the ACT; you won’t get any prose on the TOEFL. The multiple choice questions might ask about main idea, details, vocabulary, function, development, or inferences. Here are a few example questions that are based on a preceding passage. This section requires you to comprehend the passage in a detailed way while also reading quickly under time constraints. After Reading, you’ll move onto ACT Science. The Science section is actually more similar to the Reading section than you might think. Read on to learn about their similarities. ACT Science You don’t have to show up to the ACT with a lot of scientific knowledge. This section is more about testing your scientific skills. Rather than demonstrating preexisting knowledge, you’ll have to show that you can read scientific passages, interpret data from graphics, and evaluate experimental designs. So how is this Science section similar to Reading? It will give you seven passages, and you’ll be asked to interpret them and make predictions. Three of the passages involve data representation, three are research summaries, and one presents conflicting viewpoints. You’ll interpret graphs and data trends, compare scientific opinions, and evaluate the design of experiments. In the example below, the questions ask you to read selections, interpret hypotheses, and represent information in a graph. The various excerpts and graphs in the ACT Science section may be related to biology, earth science, chemistry, physics, or basic math. After the Science section, you might be all done with the ACT. If you registered for the ACT with Writing, though, then you have one last section to complete. The optional ACT Writing section asks you to write an essay in 40 minutes. ACT Writing (Optional) As you read above, the TOEFL Writing section asks you to complete two writing tasks. In ACT Writing, you’ll just write one essay, and you’ll have 40 minutes to do so. Your writing prompt will ask you to evaluate multiple perspectives on an issue and present your own stance. You’ll support your opinion with examples. Here’s an example of an ACT Writing prompt that’s based on a short passage and three different perspectives about public health. Essay task:Write a unified, coherent essay in which you evaluate multiple perspectives on the conflict between public health and individual freedom. In your essay, be sure to Analyze and evaluate the perspectives given State and develop your own perspective on the issue Explain the relationship between your perspective and those given Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples. As with your TOEFL Speaking and Writing tasks, you can study the rubric that graders use to score your ACT essay. Read on for a few other strategies for preparing for the ACT. Prepping for the ACT As with the TOEFL, you should start prepping at least threemonths before the ACT. If you take it early, then you’ll have extra test dates in case you want to improve your scores. Your first step in preparing for the ACT should be learning all about the structure and content of the test in detail.Then you might takea diagnostic practice test to measure your starting level. Analyze your results and figure out which sections, question types, and concepts you should study most to improve. Like the TOEFL, the ACT requires a strong working knowledge of English. It also tests your math and science skills. Make sure that you use high-quality, ACT-specific materials that break down each and every concept you need to know. In addition to setting your own personal goals, you should also research colleges to figure out what scores they expect from applicants. While colleges don’t usually have a cutoff ACT score, the way they do with the TOEFL, they do publicize the average ACT scores of accepted students. In closing, let’s review the main similarities and differences of these two admission tests, the TOEFL and the ACT. TOEFL and ACT: Similarities and Differences The TOEFL and ACT are largely different tests, with the TOEFL meant to test your English language level and the ACT focused on reasoning and problem-solving skills. One especially big difference is that the ACT has a math and science section, while the TOEFL is completely focused on English language. The tests do have some overlap, especially between the TOEFL Reading section and ACT Reading and English section. Because the ACT verbal sections require a strong level of English, some colleges will waive the TOEFL requirement with high ACT verbal scores. Unlike the TOEFL, the ACT has a math and science section that requires you to manipulate numbers and interpret data. Both tests require you to have a strong grasp of the English language, whether you’re recording an oral essay during the TOEFL Speaking section or interpreting a scientific passage on the ACT Science. As timed tests, both also require you to practice time management strategies and your ability to work efficiently under pressure. Before you start exploring prep materials to learn more about both tests, let’s review the main points you should remember about the ACT and the TOEFL. If your sights are set on a U.S. college, then you'll need to take the TOEFL and ACT to get there. ACT and TOEFL: Key Points Most U.S. colleges require the ACT (or SAT) from all applicants. Non-native English speakers must additionally take the TOEFL (or IELTS) to demonstrate their English language skills. These tests are meant to show that the applicant has the language and academic skills to succeed in college-level classes. Before you start signing up for any tests, make sure to research college requirements. Every college sets its own policy, and there are some that will waive the TOEFL with a high ACT verbal score. At the same time, your college planning might not line up exactly with your test prep. You should start prepping early, like in 10th grade, to leave yourself plenty of time to improve and take the test again if necessary. At this point, you might not know exactly what colleges you want to apply to. If you’re set on studying in the US, then it’s a good idea to take these admissions tests so you don’t limit your options. For the most part, it’s safe to assume that colleges want you to send TOEFL and ACT scores with your application. Start early, study smart, and work toward achieving your target TOEFL and ACT scores. Then you’ll be able to apply to any college you want! What’s Next? Are you an international student preparing for the ACT or SAT? Check out our guide for international students taking either of these admissions tests. You can also find the full list of international test dates here! Is the ACT your admissions test of choice? To help you prepare, we’ve put together comprehensive study guides for each section of the ACT. Check out our study guides for ACT English, ACT Math, ACT Reading, ACT Science, and ACT Writing! Are you figuring out where to apply? This in-depth guide will help you choose colleges for your college list. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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How to Tell Your Parents You Want to Transfer Colleges

How to Tell Your Parents You Want to Transfer Colleges Chances are, you and your parents spent a lot of time looking at, preparing for, applying to, and finally deciding on which college you wanted to attend. Which means, of course, that if you decide you  really  dont like where you are and you want to transfer to another institution, bringing the topic up to your folks presents quite a few challenges. So just where should you begin? Be Honest Its okay to admit that you dont like where you are; approximately 1 in 3 college students ends up transferring at some point, which means that your desire to head somewhere else certainly isnt unusual (or even unexpected). And even if you feel like youre letting your parents down or are otherwise creating problems, being honest about how your current experience is going is still really important. Its much easier to transfer before things become overwhelming, after all, and your parents need you to be honest if theyre going to be able to fully help and support you. Talk About What You Dont Like at Your Institution Is it the students? The classes? The professors? The overall culture? Talking through whats causing your stress and unhappiness can not just help you find a solution, it can help transform what feels like an overwhelming issue into smaller, conquerable problems. Additionally, if youre looking to transfer, youll be better able to identify what you  dont  want at your next college or university. Talk About What You Do Like Its unlikely that you dislike every single thing at your current school. It can be hard but also helpful to think about the things you really do like. What attracted you to your institution in the first place? What appealed to you? What do you still like? What did you learn to like? What would you like to see at any new place you transfer to? What do you find appealing about your classes, your campus, your living arrangement? Focus on the Fact that You Want to Continue Calling your parents to say you want to leave your school can be heard two ways: you want to transfer colleges or you want to drop out of college altogether. And for most parents, the former is a lot easier to handle than the latter. Focus on your desire to stay in school and to continue your education just at another college or university. That way, your parents can focus on making sure you find someplace with a better fit instead of worrying that youre throwing your future away. Be Specific Try to be very detailed about why you dont like where you are. While I just dont like it here and I want to come home/go somewhere else might adequately convey how youre feeling, broad statements like these make it difficult for your parents to know how to support you. Talk about what you like, what you dont like, when youd like to transfer, where (if you know) youd like to transfer, what you want to study, what your goals still are for your college education and career. That way, your parents can help you focus on the things that are most important in ways that are specific and actionable. Talk Through the Specifics If you really do want to transfer (and end up doing so), there are a lot of logistics to work out. Before you fully commit to leaving your current institution, make sure youre fully aware of how the process will work. Will your credits transfer? Will you have to pay back any scholarships? When will you have to start paying back your loans? What financial obligations do you have in your living environment? Will you lose any efforts youve made in the current semester and, consequently, would it be wiser to just stay a little while longer and finish up your current course load? Even if you want to transfer as soon as possible, you likely dont want to spend longer than needed cleaning up what you left behind. Make a plan of action, knowing deadlines for all of your to-dos, and then talk with your parents about how they can best support you during the transition.

Create a marketing plan Essay Example | Topics and Well Written Essays - 2000 words

Create a marketing plan - Essay Example This will not only help him to offer the customers better services but also increase the popularity of the cafe through word of mouth. Apart from this the focus would be on providing services according to preferences of the local customers. Another advantage of running a sole proprietorship business would be keeping all the profits and all the business affairs a secret so as to compete successfully with the competitors. The location of the cafe would be 46/48 The Hornet, Chichester, West Sussex, PO19. The size of the property is 2250 sq. ft, which includes the ground floor, first floor and the second floor of the building. The Hornet was selected as it is situated in a very prominent trading spot of the city. The place is crowded with traders and it is a very busy location of the city where the population of coffee drinkers is high. The rent of the property would be ? 27,500. Market Analysis Market analysis involves studying the dynamics and the attractiveness of the market within th e industry. It is a part of industrial analysis, which also helps to understand the internal and external environment of the company. It is also referred as an investigation often whole market that is required to take necessary decisions regarding promotional activities, purchases, recruitments, facility expansion and other significant tasks. 1 Market Segmentation Marketers cannot customize their products according to the taste and preference of every individual. So they identify people with similar needs, tastes and preferences and group them together to form market segments. This not only helps the marketers to identify the preference of different groups, but also help them to focus on a few groups and develop their products accordingly. 2 Restaurants and cafes form a part of the hotel and restaurant industry. People from all age groups visit restaurants and cafes. Moreover, cartoon or comic themed cafes would not only be preferred by kids but also youngsters, college goers, marri ed couples and old people. So One Piece cafe should welcome diversity in this case. They should not limit themselves to a specific segment based on the demography or geography or behavioural pattern. The working or business class women should be paid more attention to show that One Piece Cafe values its customers. The cafe is mainly based on the theme of One Piece, which is actually a well-know Japanese animation series. There is a huge fan following for this cartoon series in Japan and in other parts of the world. It is based on a pirate theme. So the interior designs also would be based on the same. This would attract the fans of One Piece round the world to visit One Piece Cafe. Even Tourist visiting the country would like to come to One Piece Cafe to experience the One Piece ambience and enjoy dinner or simply a cup of coffee. Targeting Target market involves a group of customers for whom the company designs, and develops a product or service. The marketing strategy and mix are designs prepared by the marketers to satisfy the target customers. Targeting can be of two types: differentiated and undifferentiated. Differentiated targeting signifies focusing on a particular type of customers and leaving out the